The English Series - English: Year 2

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Title: The English Series English: Year 2 © 2016 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Illustrator: Alison Mutton

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ISBN: 978 1 86397 963 4 2

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Teachers’ Notes v8.1 Curriculum Links

Contents

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Section Two: Dreaming Story And Vietnamese Folk Tale Tiddalick The Greedy Frog Toad Goes To Heaven Oral Traditions Looking At Morals Looking At Themes Dreaming Stories Have Similarities 1 Dreaming Stories Have Similarities 2 Making Comparisons Characters 1 Characters 2 Anthropomorphic Stories 1 Anthropomorphic Stories 2 Preferences 1 Preferences 2 Commas And Proper Nouns Another Point Of View Plot Connections 1 Connections 2

7 8-9 10 11 12 13 14 15 16 17 18 19 20 21 22

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Section One: Folk Tale From Thailand Diamond Cuts Diamond Nouns And Adjectives Themes Setting And Characters Dilemmas The Complication The Resolution Resolutions Reveal Morals Structure Genre Of A Folk Tale Point Of View Creating A Sequel Personal Preferences Favourite Events

23 24-25 26-27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

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Section Three: Poetry Japanese Haiku Creating A Japanese Haiku An Epic Poem Epic Poems 1 Epic Poems 2 Epic Poems 3 Epic Poems 4 Epic Poems 5

Section Four: Aboriginal Dreaming Stories Birth Of The Sun The Origin Of Water The Sea Eagle And The Seagull Answers

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45 46 47 48-50 51 52 53 54 55 56 57 58 59 60-62

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Teachers’ Notes This book is part of The English Series which consists of seven books altogether.

It is linked to the revised version 8.1 Australian curriculum and each page in the book references the content descriptor(s) and elaboration(s) which the activities specifically address.

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The activities in the first two sections of this book revolve around one Aboriginal Dreaming story, one Vietnamese folk tale and one folk tale from Thailand. The third section focuses on Japanese Haikus and an epic poem. The tasks linked to these texts enable the students to demonstrate much of the new version 8.1 English curriculum for Year 2 students. The activity sheets will inspire teachers to create similar content to extend students’ learning.

Some of the activities in this book ask the children to source their own Dreaming stories so that they can make connections. This task develops the children’s understanding that Dreaming stories have recurring themes, ideas, settings and characters (a requirement of the Year 2 curriculum). To make this task easier, I have placed a number of Dreaming stories at the back of this book, so that children can select one of these Dreaming stories for such tasks if they wish. Alternatively a good website which contains a number of age appropriate Dreaming stories is:

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www.didjshop.com/stories/ To make life even easier for the very busy teacher, answers are provided at the very back of the book.

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v8.1 Curriculum Links

through connecting similar and contrasting dissimilar things • mapping examples of word associations in texts, for example words that refer to the main character Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) • talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’ Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) • recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources • discussing moral and teaching stories from varied cultures, identifying and comparing their central messages Compare opinions about characters, events and settings in and between texts (ACELT1589) • discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) • describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences

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Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’ • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’ Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) • identifying the topic and type of text through its visual presentation, for example, cover design, packaging, title/ subtitle and images.

• becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) • exploring how texts develop their themes and ideas, building information

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v8.1 Curriculum Links connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships • drawing, writing and using digital technologies to capture and communicate favourite characters and events Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) • exploring poems, chants, rhymes or songs from different cultures which class members may bring home.

• learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) • telling known stories from a different point of view • orally, in writing or using digital media, constructing a sequel to a known story Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) • comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies,

for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts • using knowledge of sound–letter relationships and high frequency sight words when decoding text • monitoring own reading and selfcorrecting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge • using grammar and meaning to read aloud with fluency and intonation Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic • predicting, asking and answering questions Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) • sequencing content according to text structure Reread and edit text for spelling, sentenceboundary punctuation and text structure (ACELY1672) • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

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or eBo st r e p ok u SECTION ONE: S

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FOLK TALE FROM THAILAND © ReadyEdPubl i cat i ons

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•f orr evi ew pur posesonl y•

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The English Series Year 2 - section 1

Read this traditional folk tale from Thailand entitled Diamond Cuts Diamond, then complete the activity pages which follow.

Diamond Cuts Diamond (retold by Lindsay Marsh)

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A very long time ago, there was a poor man who lived in a tiny straw hut in the countryside. One day the poor man heard that his brother, who lived in the city, was very sick. The poor man decided to walk from the countryside to the city to visit his brother. It would take him one day.

Before the poor man departed, his wife said to him, “Take this ball of rice. I have wrapped it carefully in a leaf to keep it fresh. Eat it during your journey - it is all we have left.”

On his way to see his brother, the poor man walked past a rich man’s house. Through the kitchen window, he could see a cook making a delicious curry. The smell of the curry made the poor man’s mouth water and his tummy rumble. He sat down near the kitchen window by a tree and ate his rice. As he ate, he pretended that he was eating the delicious curry that the cook was making inside the wealthy man’s house.

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When the poor man had finished his rice, he approached the rich man’s fancy house, and asked the cook for some water. As he was drinking the water, he told the cook that his rice was extra tasty because of the smell of her curry.

8

Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

The English Series Year 2 - section 1

When the cook served the rich man the curry, he said it was tasteless. He was very angry. He slammed down his spoon on his marble table. The cook began to shake with fear, “It is not my fault that the curry does not taste good, it is a poor man’s fault who stole its taste today.”

or eBo st r e p ok u S “The poor man

The rich man was very cross that the poor man had no money to give him to make up for “stealing” the taste of his curry. He decided that the chief of the village should decide on an appropriate punishment for the poor man.

stole its taste.”

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The rich man ordered his servants to find the poor man and bring him to his majestic house to be punished. When the poor man was found he apologised.

The rich man asked the poor man to hand over all of his money. The poor man only had one gold coin in his pocket. He needed this coin to buy medicine for his sick brother.

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“This curry is tasteless!”

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The rich man marched the poor man to the chief of the village. After the rich man had told the chief of the village the story, the chief of the village smiled.

He then placed a bowl of water in the middle of the table and said to the rich man, “The poor man took away the taste of your curry, now you can take my bowl, but do not take the water, because the water belongs to me.” The rich man’s face turned bright red. The chief of the village told the poor man that he was free to go and wished him well on the rest of his journey.

“Do not take the water – it belongs to me!”

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Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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English: Year 2 - section 1

Nouns And Adjectives

Activity

Reread the opening paragraph of the folk tale Diamond Cuts Diamond, then complete this activity sheet.

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A very long time ago, there was a poor man who lived in a tiny straw hut in the countryside. One day the poor man heard that his brother, who lived in the city, was very sick. The poor man decided to walk from the countryside to the city to visit his brother.

It would take him one day. Before the poor man departed, his wife said to him, “Take this ball of rice. I have wrapped it carefully in a leaf to keep it fresh. Eat it during your journey - it is all we have left.”

1. Underline three common nouns used in the folk tale so far.

2. Are there any proper nouns in this part of the story?___________________ 3. Circle two pronouns used in the folk tale so far.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 5. Add another adjective to the sentence below.

4. Use a coloured highlighter to identify some adjectives that are used to describe the characters, places and things in the folk tale so far.

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A very long time ago, there was a _______________poor man who lived in a tiny straw hut in the countryside.

6. The opening of the folk tale encourages the reader to feel sorry for (sympathise with) the poor man. Write down three reasons why you feel sorry for him.

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(c)____________________________________________________________

7. What are two settings mentioned in the folk tale so far?

Setting 1:

Setting 2:

8. Look at the two words that you have written in the boxes above. Are they nouns? Yes/No 10

Curriculum Link: Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) Elaboration: Exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas.

English: Year 2 - section 1

Themes

Activity

Reread the second paragraph of the folktale Diamond Cuts Diamond, then complete this activity sheet.

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On his way to see his brother, the poor man walked past a rich man’s house. Through the kitchen window, he could see a cook making a delicious curry. The smell of the curry made the poor man’s mouth water and his tummy rumble. He sat down near the kitchen window by a tree and ate his rice.

As he ate, he pretended that he was eating the delicious curry that the cook was making inside the wealthy man’s house.

1. A theme in the story is poverty. Highlight three words/phrases in the second paragraph that remind you that the poor man doesn’t have much money.

2. Circle the words and phrases below that could be used to describe someone who is poor. You might learn some new words and phrases.

© Read yEdPub l i cat i onsaffluent rich broke •f orr ev i ew pur po sesonl ykind • penniless wealthy generous

in need

needy

fortunate

empty-handed poverty-stricken destitute

living in poverty

beggar

lucky

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3. Write two antonyms for poor used in the second paragraph.

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o c . che e r o 4. Fill in the gaps using the words in bold. r st super poor theme character very little poverty

A theme in the folk tale Diamond Cuts Diamond is _____________.

We know this is the _____________ because the main character is _______________. We know he is poor because he has ________

____________ to eat. The main _______________

develops the theme of poverty.

Curriculum Link: Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Elaborations: Exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things. Mapping examples of word associations in texts, for example words that refer to the main character. 11

English: Year 2 - section 1

Setting And Characters

Activity

Reread the third and fourth paragraphs of the folk tale, Diamond Cuts Diamond, then complete this activity sheet.

When the poor man had finished his rice, he approached the rich man’s fancy house, and asked the cook for some water. As he was drinking the water, he told the cook that his rice was extra tasty because of the smell of her curry.

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Teac he r

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When the cook served the rich man the curry, he said it was tasteless. He was very angry. He slammed down his spoon on his marble table. The cook began to shake with fear, “It is not my fault that the curry does not taste good, it is a poor man’s fault who stole its taste today.”

1. What type of language tells us how the rich man is feeling? (Is a verb used, an adjective, etc.?)

______________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ______________________________________________________________

2. What type of language tells us how the cook is feeling? (Is a verb used, an adjective, etc.?)

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3. Do you think the poor man has done anything wrong? Why do you think this?

______________________________________________________________

______________________________________________________________

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4. Colour red who you think is being unfair in the story. Underneath, write why you think this.

______________________________________________________________

5. What is the setting at this point in the folk tale?

______________________________________________________________

6. What type of language is used to describe this setting? (An adjective?)

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______________________________________________________________ Curriculum Link: Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) Elaborations: Exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’. Exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’.

English: Year 2 - section 1

Dilemmas

Activity

Reread the fifth paragraph of the folk tale, Diamond Cuts Diamond, then complete this activity sheet.

The rich man ordered his servants to find the poor man and bring him to his majestic house to be punished.

When the poor man was found he apologised. The rich man asked the poor man to hand over all of his money.

The poor man only had one gold coin in his pocket. He needed this coin to buy medicine for his sick brother.

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or eBo t s r e 1. A ‘dilemma’ is when someone has to make a very difficult decision. The rich p o u for the poor man. What is this dilemma? man creates a dilemma k S _____________________________________________________________ _____________________________________________________________

2. Circle the adjectives that could be used to describe the rich man at this point in the story.

unreasonable

kind

selfish

mean

generous angry © Reuncaring adyEdPu bl i cat i on s hungry nasty cruel irrational •f orr e vi ew pur posesonl y• gentle

3. What does the poor man decide to do?

_____________________________________________________________

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4. What are the consequences of this choice?

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5. Give an example of a time when you have had to make a difficult decision because you’ve had to choose between two things. Once, I had to decide between ...

A

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Curriculum Link: Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) Elaboration: Exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences.

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English: Year 2 - section 1

The Complication

Activity

Reread the fifth paragraph of the folk tale, Diamond Cuts Diamond, then complete this activity sheet.

The rich man ordered his servants to find the poor man and bring him to his majestic house to be punished. When the poor man was found he apologised. The rich man asked the poor man to hand over all of his money. The poor man only had one gold coin in his pocket. He needed this coin to buy medicine for his sick brother.

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Most stories contain three parts: the exposition (opening), the complication (a problem) and the resolution (the end which usually solves the problem).

1. How do you know that this paragraph is the complication?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

© ReadyEdPubl i cat i ons 2. A conflict is between two people – usually a good and a bad character.

•conflict f orr evi ew p ur pose ostory? nl y• Who is the between in the complication ofs this

______________________________________________________________

1st character

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Versus

2nd character

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. te o c ______________________________________________________________ . che e r 4. Circle the word that best describes the antagonist. o r st super 3. Which character is presented as the antagonist in this story?

sneaky

lazy

uncompassionate

5. Which character is presented as the good character in this story?

______________________________________________________________

6. Circle the word that best describes the good character in the story. innocent

friendly

trustworthy

7. All fiction texts have complications. On the back of this sheet, name another fiction text that have you read that has a complication. Explain this complication.

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Curriculum Link: Understand that different types of text have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Elaboration: Becoming familiar with the typical stages of text types, for example, simple narratives, instructions, expositions.

English: Year 2 - section 1

The Resolution

Activity

Reread the final paragraph of the folk tale, Diamond Cuts Diamond, then complete this activity sheet.

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chief

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The rich man marched the poor man to the chief of the village. After the rich man told the chief of the village the story, the chief of the village smiled. He then placed a bowl of water in the middle of the table and said to the rich man, “The poor man took away the taste of your curry, now you can take my bowl, but do not take the water, because the water belongs to me.” The rich man’s face turned bright red. The chief of the village told the poor man that he was free to go and wished him well on the rest of his journey.

This is the end of the folk tale. The ending of a story is often called a resolution. This is because the complication in the story is usually resolved/ solved. Frequently, in the resolution of a story, the antagonist is punished and the good character has a small victory - this means that good triumphs over evil!

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1. Who is punished at the end of the story?____________________________

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2. Highlight one line in the above paragraph that tells you how he is punished.

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3. Who is happy at the end of the text?_______________________________ 4. Does good triumph over evil in the resolution of this story? Circle: Yes/No

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5. In the box below, brainstorm as many stories as you can that have a resolution where good triumphs over evil.

6. Choose one story from your list. On the back of this sheet, explain how good triumphs over evil in this story. Share your explanation with your class.

Curriculum Link: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Elaboration: Becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions.

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English: Year 2 - section 1

Resolutions Reveal Morals

Activity

The following passage is taken from the final paragraph of Diamond Cuts Diamond. Read it to complete this activity sheet.

“The poor man took away the taste of your curry, now you can take my bowl, but do not take the water, because the water belongs to me.” The rich man’s face turned bright red.

1. The chief of the village gives the rich man an impossible task to punish him for being unkind to the poor man. Why is this task impossible?

Teac he r

or eBo t s r e ______________________________________________________________ p ok u ______________________________________________________________ S

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2. The rich man accuses the poor man of an impossible task early in the story. What is this impossible task?

______________________________________________________________ ______________________________________________________________

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Colour in the rich man and make his face red.

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3. The rich man “turned bright red”, what does this tell us about how the rich man is feeling?

o c . che e r o tthe story teaches us s 4. Folktales often have a moral.r As moral means that r up e something. This moral is usually revealed at the end of the folk tale. The rich man is taught a lesson and we are taught a lesson too. What is this lesson?

To be_______________________ Not to be_ __________________ 16

Curriculum Link: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Elaboration: Discussing moral and teaching stories from varied cultures, identifying and comparing their central messages.

English: Year 2 - section 1

Structure

Activity

Reread Diamond Cuts Diamond, then complete this activity sheet.

The folk tale Diamond Cuts Diamond is mixed up below. Cut out the seven parts of the folk tale and paste them in the correct order on a plain piece of paper. Colour the orientation, the complication and the resolution in three different colours.

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Teac he r

The rich man ordered his servants to find the poor man and bring him to his majestic house to be punished. When the poor man was found he apologised. The rich man asked the poor man to hand over all of his money. The poor man only had one gold coin in his pocket. He needed this coin to buy medicine for his sick brother.

The rich man was very cross that the poor man had no money to give him to make up for “stealing” the taste of his curry. He decided that the chief of the village should decide on an appropriate punishment for the poor man.

When the poor man had finished his rice, he approached the rich man’s fancy house, and asked the cook for some water. As he was drinking the water, he told the cook that his rice was extra tasty because of the smell of her curry.

© ReadyEdPubl i cat i ons On his way to see his brother, the poor man walked past a rich man’s house. Through the •f ocould rr e i ew pau r po se ssmell on ycurry •made kitchen window, he seev a cook making delicious curry.

The ofl the

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the poor man’s mouth water and his tummy rumble. He sat down near the kitchen window by a tree and ate his rice. As he ate, he pretended that he was eating the delicious curry that the cook was making inside the wealthy man’s house.

When the cook served the rich man the curry, he said it was tasteless. He was very angry. He slammed down his spoon on the table. The cook began to shake, she was very scared and told the furious rich man that it wasn’t her fault that the curry did not taste good. She said it was the poor man’s fault because he had stolen its taste when eating his rice.

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o c . che e r o r st super

The rich man marched the poor man to the chief of the village. After the rich man told the chief of the village the story, the chief of the village smiled. He then placed a bowl of water in the middle of the table and said to the rich man, “The poor man took away the taste of your curry, now you can take my bowl, but do not take the water, because the water belongs to me.” The rich man’s face turned bright red. The chief of the village told the poor man that he was free to go and wished him well on the rest of his journey.

A very long time ago, there was a poor man who lived in a tiny straw hut in the countryside. One day the poor man heard that his brother, who lived in the city, was very sick. The poor man decided to walk from the countryside to the city to visit his brother. It would take him one day. Before the poor man departed, his wife said to him, “Take this ball of rice. I have wrapped it carefully in a leaf to keep it fresh. Eat it during your journey - it is all we have left.”

Curriculum Link: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) Elaboration: Sequencing content according to text structure.

17

English: Year 2 - section 1

Genre Of A Folk Tale

Activity

Reread Diamond Cuts Diamond, then complete this activity sheet.

1. If a story was created long ago and it is anonymous, it might be a folk tale. Folk tales are passed on through history. Diamond Cuts Diamond is so old that we do not know who the author is. This folk tale is from Thailand.

What in the folk tale tells you that it was written long ago?

(a)___________________________________________________________

(b)___________________________________________________________

Teac he r

ew i ev Pr

or eBo st r e p ok 2. Folk tales are oftenu set in different places than you live.

What tells you that Sa different place than the place where you live? this story is set in (a)___________________________________________________________

(b)___________________________________________________________

3. Folk tales are fictional. What tells you that this folk tale is fiction?

_____________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• The Title

. te

m . u

w ww

4. Many sayings that we use today come from folk tales. The title of the folk tale, Diamond Cuts Diamond, is an old saying that means that somebody meets their match, because a diamond can only be cut by another diamond. Who meets their match in the story?

__________________________________________________________

__________________________________________________________

o c . cheappropriate title for thisr etale?

5. Can you think of another folk o r st super 6. Say why your title suits the story.

__________________________________________________________

7. Do you know another old saying that is from a folk tale?

18

__________________________________________________________ Curriculum Link: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Elaborations: Identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images. Becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions.

English: Year 2 - section 1

Point Of View

Activity

Reread Diamond Cuts Diamond, then complete this activity sheet.

The folk tale Diamond Cuts Diamond is told from the point of view of the poor man. This point of view positions the reader to empathise with the poor man (understand what he is feeling). In the form of a diary entry, present the point of view of another character from the story. Colour the character right who you have chosen.

or eBo st r e p _______________________________________________ ok u S _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

ew i ev Pr

Teac he r

Dear Diary,

Cook

© ReadyEdPubl i cat i ons _______________________________________________ •f orr evi ew pur posesonl yRich • Man _______________________________________________

_______________________________________________

w ww

m . u

_______________________________________________ _______________________________________________

. te _______________________________________________ o c . che e r o t r s sremember per • Now you have finished writing,u to _______________________________________________

Chief

edit your story (check for spelling errors, etc.).

• Read your story out to the class.

• Who does your diary entry position the reader to empathise with now - is it still the poor man?

____________________________________________________________ ____________________________________________________________ Curriculum Link: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Elaboration: Telling known stories from a different point of view.

19

English: Year 2 - section 1

Creating A Sequel

Activity

Reread Diamond Cuts Diamond, then complete this activity sheet.

The folk tale Diamond Cuts Diamond ends before the poor man reaches his brother in the city. Create a sequel to this folk tale in the form of a storyboard which describes the next part of the poor man’s journey. Try to create another complication and resolution.

1

ew i ev Pr

Teac he r

e r o 2 t s Bo r e p ok

u S

4

5

w ww

3

. te

m . u

______________________________ The poor man left ofd the ©theRchief ea yEdP ubl i cat i ons village and the rich man behind and ______________________________ • f o r r e v i e w p u r posesonl y• continued on his journey.

o c . che e r o r st super

___________________

___________________

___________________

___________________

___________________

___________________

When you have finished, remember to edit your storyboard to create a polished piece. Switch storyboards with a friend and discuss the complications and resolutions in your sequels.

20

Curriculum Link: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Elaboration: Orally, in writing or using digital media, constructing a sequel to a known story.

English: Year 2 - section 1

Personal Preferences

Activity

Reread Diamond Cuts Diamond, then complete this activity sheet.

There are four main characters in Diamond Cuts Diamond: the poor man, the cook, the rich man and the chief of the village. your favourite 1. Draw character in the folktale

your least favourite 2. Draw character in the folktale

or eand say why you dislike this st B r e oo character. p k Su

ew i ev Pr

Teac he r

and say why you like this character.

© ReadyEdPubl i cat i ons ��������������������������������� _ _________________________________ •f orr evi ew pur p osesonl y• _ __________________________________

����������������������������������

_ __________________________________

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3.

. te

m . u

����������������������������������

Stories often have good and bad characters. Think of another story that you have read, or a film that you have seen. Draw a good character from this story. Say why this character is good (are they moral, compassionate, heroic?).

This is the good character from:

o c . che e r o r st super

__________________________

__________________________ This character is good because: __________________________ __________________________ Curriculum Link: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) Elaboration: Describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences. Drawing, writing and using digital technologies to capture and communicate favourite characters and events.

21

English: Year 2 - section 1

Favourite Events

Activity

Some people might like the orientation in a story best, some people might like the complication best, others might like the resolution best.

I liked …

because …

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Which part of the story Diamond Cuts Diamond did you like best?

chief

w ww

Which part of the story Diamond Cuts Diamond did your friend like best?

. te

22

My friend liked …

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• because …

o c . che e r o r st super

Curriculum Link: Compare opinions about characters, events and settings in and between texts (ACELT1589) Elaboration: Discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own.

r o e t s Bo r e SECTION TWO: p ok u S

m . u

Teac he r w ww

. te

ew i ev Pr

DREAMING STORY AND VIETNAMESE © ReadyEdPubl i cat i ons FOLK TALE •f orr evi ew pur posesonl y• o c . che e r o r st super

23

The English Series Year 2 - section 2

Read this indigenous Dreaming story entitled Tiddalick The Greedy Frog, then complete the activity sheets which follow.

Tiddalick The Greedy Frog

(retold by Lindsay Marsh)

A long time ago, before people lived on Earth, there was a greedy water-holding frog called Tiddalick. He lived in the hot Australian outback. One year, it had not rained in the outback for many days and all the animals were very thirsty.

Teac he r

or eBo st r e p ok u S Tiddalick did a very selfish thing, he went to During this drought,

ew i ev Pr

the only waterhole in the outback and drank up all of the water!

He drank so much water that he blew up like a big green balloon.

The other animals were very cross that Tiddalick had been so mean and unkind. The animals, plants, trees and flowers were left dehydrated.

w ww

a meeting and hatched a plan to make Tiddalick laugh so much that the water would come back out of his mouth.

. te

m . u

© ReadyEdPubl i cat i ons “Tiddalick drank all the water!”

•f orThe r eanimals vi ewhadpur posesonl y• cried Kangaroo.

o c . che e r o r Emu wobbled st his big bottom at sup r e the frog. Tiddalick did not laugh.

Kangaroo hopped on one leg, then she hopped on the other.

Tiddalick did not laugh.

Frill-Necked Lizard turned around and around until she got so dizzy that she fell over. Tiddalick did not even smile.

Wombat twitched his nose and wriggled his ears. Tiddalick did not laugh.

24

Curriculum Link: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Elaboration: Identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities.

Eel tickled Tiddalick under his arms and chin and on his tummy. Suddenly Tiddalick started to laugh!

He laughed and laughed and laughed. He laughed so hard that his belly began to wobble and out gushed all the water that he had drank!

or eBo st r e p ok u S

ew i ev Pr

Teac he r

The English Series Year 2 - section 2

Finally, there was water for the flowers, plants, trees and animals again. Kangaroo, Emu, Frill-Necked Lizard, Wombat and Eel laughed too and they danced together under the desert sun. All the animals were happy again.

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Did you know that for thousands of years, water-holding frogs have been used as a source of water for Aborigines in the desert during times of drought and thirst?

Curriculum Link: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Elaboration: Identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities.

25

The English Series Year 2 - section 2

Read this Vietnamese folk tale entitled Toad Goes To Heaven, then complete the activity sheets which follow.

Toad Goes To Heaven (retold by Lindsay Marsh)

A long time ago, Heaven forgot to send rain down to Earth. The rivers dried up, the plants and trees died, and all the animals were thirsty and hungry and had nowhere to live.

or eBo st r e p okbear, a thin On his way, he metu a crusty crab, a weak tiger, a very tired S fox. They all decided to join Toad on his long wasp and a sunburnt

ew i ev Pr

Teac he r

One day, a brave animal named Toad decided to make the long journey to Heaven and ask for rain.

journey to Heaven, “It is better than waiting here to die,” they said.

w ww

. te

When they reached the gates of Heaven, Toad told the animals to hide. He said that he would croak when he wanted them to come out of their hiding places.

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Beside the big gate, there was a big drum. Toad banged on the drum three times. The drum woke Mr. Heaven and Mr. Thunder up. Mr. Thunder opened his eyes for the first time in a long time and opened the gate.

26

Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

The English Series Year 2 - section 2

Teac he r

or eBo st r e When he saw Toad, he was angry that he had been o woken up and sent p Rooster to gobbleu Sup Toad, so that he could go back toksleep.

ew i ev Pr

As Rooster was about to swallow Toad, Toad croaked, and Fox jumped out from his hiding place, and ate Rooster up.

Furious, Mr. Thunder told Hound to attack Toad, but Toad croaked again and Bear pounced on Hound and sent him flying over the next mountain.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Mr. Thunder lifted his lightning hammer to destroy Toad himself with one blow, but Wasp flew up Mr. Thunder’s nose and stung him several times and Crab nipped him.

m . u

Mr. Thunder dropped his hammer and fell to the ground. Tiger then tore Mr. Thunder into two pieces.

w ww

The animals walked through the gates of Heaven and said to Mr. Heaven, “For four long years, Earth has had no rain because you and Mr. Thunder have been too busy napping. If you want us to put Mr. Thunder back together again, you must send rain immediately to Earth.”

. te

o c . che e r Scared, Mr. Heaven sent rain down to Earth straight away. “And if you o t r swill be back”. up er ever forget to send rain again,s ” said Toad, “We “You will never have to come back, Uncle * Toad,” said Mr. Heaven, “I will never forget to send rain again. Every time you need rain, just croak.”

For over a thousand years, the sound of toads croaking is a sure sign that rain is on its way. *Uncle is a term of respect in Vietnamese culture.

Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

27

English: Year 2 - section 2

Oral Traditions

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. When do you think Tiddalick The Greedy Frog and Toad Goes To Heaven were created? Give a reason for your answer.

_____________________________________________________________

_____________________________________________________________

or eBo st r e p ok _____________________________________________________________ u S _____________________________________________________________

2. Why do you think that we do not know the names of the people who created these stories?

Teac he r

Dreaming Stories

3. Look at the picture. How do you think Dreaming stories and folk tales have been passed down to us?

ew i ev Pr

© ReadyEdPubl i cat i ons ______________________________ •f orr evi ew pur posesonl y•

______________________________

w ww

m . u

4. Why do you think Aborigines did not write Dreaming stories down and read them to their children?

. te

o c . chread e r 5. Today when we hear or the stories Tiddalick The Greedy Frog or Toad e o t r s su Goes To Heaven, the titles might bep different and the stories might change er

________________________________________________________

a little. Why do you think this is?

_____________________________________________________________

_____________________________________________________________

6. What does the folk tale Toad Goes To Heaven tell you about how the word ‘Uncle’ is used in Vietnam?

_____________________________________________________________

28

Curriculum Link: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Elaboration: Identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities.

English: Year 2 - section 2

Looking At Morals

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. Aboriginal Dreaming stories and Vietnamese folk tales often contain morals (messages). What do you think the moral (message) is in:

Toad Goes To Heaven?

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Tiddalick The Greedy Frog?

© ReadyEdPubl i cat i ons 2. Are the morals (messages) of the two stories the same or different?

•f orr evi ew pur posesonl y•

_____________________________________________________________

m . u

w ww

3. Why do you think these morals (messages) are important in a place like Australia?

_____________________________________________________________

_____________________________________________________________

. te

o c . che e r _____________________________________________________________ o t r s s r u e p _____________________________________________________________

4. Why do you think these morals (central messages) are still important to teach all children around the world today?

Do you know another story with a moral? What is the name of the story and what is the moral taught? _________________________________________ _________________________________________ _________________________________________ Curriculum Link: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created. (ACELT1587) Elaboration: Discussing moral and teaching stories from varied cultures, identifying and comparing central messages.

29

English: Year 2 - section 2

Looking At Themes

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

One theme in Tiddalick The Greedy Frog is greed.

Greedy Tiddalik Use the words in bold to fill in the gaps and learn about themes.

greedy waterhole r o e t s selfish Bo theme r Tiddalick drinks e p ok u The theme ________ S in the Dreaming story Tiddalick The Greedy Frog is greed

ew i ev Pr

Teac he r

animals

shown through a character named _____________. He is ____________

because he ______________ up all the water from the _______________ and does not leave any for the other ________________. Tiddalick is a

__________ character in the story used to show the ____________ greed.

m . u

© ReadyEdPubl i cat i ons One theme in Goes To Heaven •f oToad rr e vi ew pur pisolaziness. sesonl y• Lazy Thunder and Heaven

w ww

Use the words in bold to fill in the gaps and learn about themes.

laziness

Mr. Heaven

Mr. Thunder

lazy

. terain Earth antagonists o theme c The theme ________________ in the folk tale Toad Goes.

To Heaven che e r o t r is shown through the characters named _______________________ s super napping

and _____________________. They are _____________________ because they were too busy _________________ to bother to send any ________________ down to __________________. They are the _________________ in the story used to show the __________________ laziness.

30

Curriculum Link: Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Elaboration: Exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things.

English: Year 2 - section 2

Dreaming Stories Have Similarities 1

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

All Dreaming stories have themes. Sometimes Dreaming stories have similar themes. Find another Dreaming story. Your teacher may be able to help you with this.

1. What is the name of the Dreaming story that you have chosen?

_____________________________________________________________

or eBo st r e p ok _____________________________________________________________ u S

2. Where did you find it?

ew i ev Pr

Teac he r

One of the themes in Tiddalick The Greedy Frog is greed. This theme is shown through Tiddalick drinking all of the water.

Fill in the gaps about your chosen Dreaming story. Draw the

character in your chosen Dreaming story who introduces the theme.

Use the previous page to help you to do this.

© ReadyEdPubl i cat i ons •f rstory r ev ew pur posesonl y• The theme ino my isi

w ww

shown through the character named _______________________________ .

. te This character is

m . u

_______________________________

o c . che e r o r st super _______________________________ because _ _______________________ _______________________________ .

Share your Dreaming story with the class.

Curriculum Link: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created. (ACELT1587) Elaboration: Recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films, online sources.

31

English: Year 2 - section 2

Dreaming Stories Have Similarities 2

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. What type of text is Tiddalick The Greedy Frog? Colour your answer. folk tale

Dreaming story

fairy tale

2. What type of text is Toad Goes To Heaven? Colour your answer.

Teac he r

r o e t s B fairy tale r e Dreaming story o folk tale p ok u S

3. What does Tiddalick the Greedy Frog explain about water-holding frogs?

ew i ev Pr

Dreaming stories and Vietnamese folk tales can be created to explain the behaviour of animals.

_____________________________________________________________

© ReadyEdPubl i cat i ons _____________________________________________________________ •f orr evi ew pur posesonl y•

4. What does Toad Goes To Heaven explain about toads?

_____________________________________________________________

. te

m . u

_____________________________________________________________

w ww

Find another Dreaming story that explains something to us like the behaviour of an animal.

o c . chDreaming e r 5. What is the name of the story that youo have er st found? super ____________________________________________ 6. What animal behaviour does it explain?

_________________________________________

_________________________________________

Share your Dreaming story with the class.

32

Curriculum Link: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created. (ACELT1587) Elaboration: Recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films, online sources.

English: Year 2 - section 2

Making Comparisons

Activity

Choose a Dreaming story about greed to complete this activity sheet.

1. What is your Dreaming story’s moral (message)?

Moral:

2. Does your Dreaming story have the same moral (message) as Tiddalick The Greedy Frog?

Teac he r

hot Australian outback. Where is your chosen Dreaming story set?

Setting:

ew i ev Pr

r o e t s Bo r e Yes No p ok u S The Greedy Frog is the 3. The setting in Tiddalick

© ReadyEdPubl i cat i ons Are any of the characters in your Dreaming story the same as the

•f orr evi ew pur posesonl y• ones found in Tiddalick The Greedy Frog? Draw one of these similar

w ww

. te

m . u

characters and say how the character is the same.

This character’s name is

____________________________

o c . che e r ____________________________ o r st super The character is similar to

because _ ____________________

____________________________ ____________________________ ____________________________

Curriculum Link: Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) Elaboration: Comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences.

33

English: Year 2 - section 2

Characters 1

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven complete this activity sheet.

In the folk tale Toad Goes To Heaven, Mr. Thunder is a bad character.

Another word for a bad character in a story is an antagonist. Next to Mr. Thunder’s picture, write down things that he does and says that tell us that he the antagonist. Highlight words that mean the same.

or eBo st r e.g.“Mr.Thunder told Houndtoattack e p oMr.Thunderis Toad.” (This tells us thatk u S cruel and aggressive.)

ew i ev Pr

Teac he r

Antagonist: Mr. Thunder

w ww

. te

34

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Elaboration: Mapping examples of word associations in texts, for example words that refer to the main character.

English: Year 2 - section 2

Characters 2

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven complete this activity sheet.

Tiddalick is the antagonist in Tiddalick The Greedy Frog. Next to his picture write down the words/phrases used to describe him in the story that tell us that he is the antagonist. Highlight words that mean the same. Then write antonyms for the words used to describe him.

Bo r e p e.g. “Tiddalick did a very okselfish (selfless) u thing.”

S ew i ev Pr

Teac he r

Antagonist: Tiddalick or e st

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Elaboration: Mapping examples of word associations in texts, for example words that refer to the main character.

35

English: Year 2 - section 2

Anthropomorphic Stories 1

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

Tiddalick The Greedy Frog and Toad Goes To Heaven are anthropomorphic stories. This is because they have animals who are like humans! The animals speak and display human behaviours and have real relationships with other characters.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Draw lines to match the human behaviours to the animals from both stories. Some behaviours link to more than one animal.

loyal

obedient

a leader successful Toad © ReadyEdPubl i cat i o ns

•f orr evi ew pur posesonl y•

w ww

. te brave

greedy

m . u

clever

o selfish c . che e r o r Tiddalick st s uper

determined

a good team member Crab

36

Curriculum Link: Identify aspects of different types of literary texts that entertain, and give reasons for personal preference. (ACELT1590) Elaboration: Connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships.

English: Year 2 - section 2

Anthropomorphic Stories 2

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

the animals who have a good relationship and work together 1. Colour as a team in Tiddalick The Greedy Frog.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

m . u

the characters who have a good relationship and work 2. Colour together as a team in Toad Goes To Heaven.

o c . che e r o r st super

Curriculum Link: Identify aspects of different types of literary texts that entertain, and give reasons for personal preference. (ACELT1590) Elaboration: Connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships.

37

English: Year 2 - section 2

Preferences 1

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. Which story did you like the most – Tiddalick The Greedy Frog or Toad Goes To Heaven? Rate each story by colouring the stars.

Tiddalik The Greedy Frog

Toad Goes To Heaven

or eBo st r e p ok u _____________________________________________________________ S

_____________________________________________________________

ew i ev Pr

Teac he r

2. Why did you like this story best?

3. Draw and describe your favourite moment in one of the stories. Include speech bubbles if you like.

w ww

. te

38

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Identify aspects of different types of literary texts that entertain, and give reasons for personal preference. (ACELT1590) Elaborations: Describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences. Drawing, writing and using digital technologies to capture and communicate favourite characters and events.

English: Year 2 - section 2

Preferences 2

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. Get into groups of three. Which story did your friends like the most – Tiddalick The Greedy Frog or Toad Goes To Heaven? Show how your friends rate each story by colouring the stars below.

My friend’s name:_______________________________________

or eBo st r e p ok u S

Toad Goes To Heaven

ew i ev Pr

Teac he r

Tiddalik The Greedy Frog

Why does your friend like this story best?

_____________________________________________________________

_____________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

Tiddalik The Greedy Frog

. te

m . u

My friend’s name:_______________________________________ Toad Goes To Heaven

o c . e best?

Why doesc your friend like this r story her o st s r u e p _____________________________________________________________

_____________________________________________________________

Which story seems to be the most popular? Consider your own preference.

Tiddalik The Greedy Frog

Toad Goes To Heaven

Curriculum Link: Compare opinions about characters, events and settings in and between texts (ACELT1589) Elaboration: Discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own.

39

English: Year 2 - section 2

Commas And Proper Nouns

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

1. Commas can be used to separate things (elements) in a list. Find an example of this in each story. Write them out.

From paragraph two of Tiddalick The Greedy Frog.

or eBo st r e p ok u S

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From paragraph three of Toad Goes To Heaven.

2. Write down your own example of commas being used to make a list.

_____________________________________________________________

Capital letters are used for proper nouns (the names of people/ characters and places).

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3. Give eight examples of proper nouns used in the story Tiddalick The Greedy Frog.

o c . cnouns eof characters.

4. Highlight the proper above that are the names her r o st supe r 5. Give twelve examples of proper nouns used in the story Toad Goes To Heaven. Sort them under the headings below.

Characters

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Places

Curriculum Link: Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) Elaboration: Talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’.

English: Year 2 - section 2

Another Point Of View

Activity

After reading Toad Goes To Heaven, complete this activity sheet.

The folk tale Toad Goes To Heaven is told from the point of view of Toad.

This point of view makes us dislike Mr. Heaven and Mr. Thunder and see Toad as a hero. In the form of an email, present the point of view of Mr. Heaven OR Mr. Thunder. Who will you address your email to? Colour the character who you have chosen below right.

New Message To:

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Teac he r

Subject:

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Mr. Thunder

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Mr. Heaven

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1. Now that you have finished, edit your email (check for spelling errors, etc.).

2. Read your email out to the class.

3. Does your email still make us dislike Mr. Heaven or Mr. Thunder?

___________________________________________________________ ___________________________________________________________ Curriculum Link: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Elaboration: Telling known stories from a different point of view.

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English: Year 2 - section 2

Plot

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

Tiddalick The Greedy Frog and Toad Goes To Heaven both contain problems (conflicts/complications), and resolutions (endings which explain how the problems have been solved/resolved). Complete the flow charts to show the problems and resolutions in the stories.

or eBo st r e p ok u S Tiddalik The Greedy Frog

The Resolution

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Teac he r

The Problem

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The Problem

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The Resolution

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Curriculum Link: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Elaboration: Describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings.

English: Year 2 - section 2

Connections 1

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

is very greedy. Have you ever been greedy? Has someone 1. Tiddalick you know ever been greedy? Describe this experience here. ___________________________________________________________________________

or eBo st r e p ok u S

___________________________________________________________________________ ___________________________________________________________________________

Teac he r

___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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___________________________________________________________________________

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Thunder and Mr. Heaven are lazy. Have you ever been lazy? Has 2. Mr. someone you know ever been lazy? Describe this experience here. . ___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Curriculum Link: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) Elaboration: Making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic.

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English: Year 2 - section 2

Connections 2

Activity

After reading Tiddalick The Greedy Frog and Toad Goes To Heaven, complete this activity sheet.

texts explore the theme of greed. Can you name some books 1. Many or films that have greed as their theme? Say which characters are greedy in these texts.

___________________________________________________________________________

or eBo st r e p ok u S

___________________________________________________________________________ ___________________________________________________________________________

Teac he r

___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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characters are lazy in these texts.

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texts explore the theme of laziness. Can you name some 2. Many books or films that have laziness as their theme? Say which

___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Curriculum Link: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) Elaboration: Making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic.

Teac he r

POETRY

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or eBo st r e p ok u SECTION THREE: S

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English: Year 2 - section 3

Japanese Haiku

Activity

A Haiku is a Japanese poem. Haiku poems usually: describe the natural world (animals, birds, plants, trees, rain, floods, etc.); focus on a particular season (autumn, winter, spring, summer).

or eBo st r e p ok u S

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Teac he r

A Haiku poem doesn’t usually rhyme and only has three lines: the first line has 5 syllables; the second line has 7 syllables; the third line has 5 syllables.

Read the Haiku poem below, then answer the questions.

Honeyeater

The banksia ©sways Rea(5 dsyllables) yEdPubl i cat i ons

as the honeyeater (7 syllables) •f orr efeeds vi ew pur posesonl y•

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feasting on nectar. (5 syllables)

o c . _____________________________________________________________ che e r o r st super 2. Does the poem rhyme?

1. What do we learn about the honeyeater from this Haiku?

_____________________________________________________________

3. Does the poem follow the Haiku rules about syllables?

_____________________________________________________________

4. What part of the natural world does this Haiku describe?

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_____________________________________________________________ Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

English: Year 2 - section 3

Creating A Japanese Haiku

Activity

or eBo st r e p ok u S

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Teac he r

Draw a picture of a particular season or living thing from the natural world, then write a Haiku about this season or living thing below. Look at the pictures to give you ideas.

__________________________________________________ (5 syllables)

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__________________________________________________ (7 syllables)

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1. What season or living thing did you choose?

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_________________________________________________ (5 syllables)

o c . che e r o r _____________________________________________________________ st super _____________________________________________________________

2. What do we learn about this season/living thing from your Haiku?

3. Does your Haiku rhyme?_________________________________________ 4. Does your Haiku poem follow the rules about syllables?_ ______________ Find a Haiku poem that you like. On the back of this sheet, copy it out and draw a picture to match the poem. Recite this Haiku to the class.

Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

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English: Year 2 - section 3

An Epic Poem

Activity

An epic poem is a long narrative poem which celebrates the adventures and achievements of heroes. Epic poems deal with the traditions of a particular culture.

Read this poem. It is based on the Dreaming story that you read earlier, Tiddalick The Greedy Frog. As you read the poem, illustrate it with relevant pictures in the boxes provided to help tell the story.

Number the verses. Highlight the end words that rhyme. (Use two colours.) Write the number of syllables next to each line.

or eBo st r e p Frog Who Caused okA Flood Tiddalick:u The SDreaming During the time of Teac he r

Retold by Lindsay Marsh

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long before the Earth was old, many myths were in the making and legends hadn’t been told.

There began a great story about one enormous frog, ever quiet in his ©glory ReadyEdPubl i cat i ons he drank water from the bog.

•f orr evi ew pur posesonl y•

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Tiddalick the sneaky one quenched his huge tremendous thirst, by gulping from the waterholes for so long he nearly burst.

He dried up creeks and rivers all the ponds and billabongs, suddenly no water was there this was so extremely wrong.

o c . che e r Draw a picture o t r s s r u e p Animals grew so thirsty there was not a sign of rain, hot and sun burnt the red parched Earth no water drip did remain.

Tiddalick’s rounded stomach was swollen, squelchy and wide, he was so large he couldn’t move all the water swished inside.

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Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

English: Year 2 - section 3

Animals called a meeting and humans attended too, we must stop this bad behaviour and figure out what to do.

or eBo st r e p okup, u The kookaburra spoke S we must all make this frog laugh,

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Teac he r

Boomerangs they were no good spears rebounded off his side, stamping our feet didn’t do much everything we tried and tried.

we must force his mouth open wide let us think of something naff.

They knew if his mouth opened the water would come straight out, they began working together © ReadyEd Pub l i c at i o ns Draw a picture to cease the terrible drought.

Tiddalick turned his green head he had but a cheerless face, he still remained very somber of smiles there was not a trace.

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•you f or evfrog i ew pur posesonl y• C’mon laugh bigr bad you’re just like a bursting pot, if you open that greedy mouth we just might forgive you (not).

o c .

Draw a picture che e r o r Wombat and the platypus st su r e p kangaroo and the emu,

all performed their greatest of tricks yet Tiddalick remained blue.

The animals jigged and danced one even somersaulted, Tiddalick grew very fatigued he slept when the show halted.

Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

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English: Year 2 - section 3

The final trick was by Eel Mr. Eel was their last hope, he changed quickly into a hoop and he wriggled like a rope.

or eBo st r e p ok the water u Out slopped and sloshed S but before it reached the sand,

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Teac he r

The rope stood upright and tall and then it began to spin, it whirred around like a whirlwind Tiddalick displayed a grin.

the animals left and caught it this was as it had been planned.

But Eel continued to spin until he could not be seen, Tiddalick chortled even more © ReadyEd ub l i cat i o ns Draw a picture thisP was a delightful scene.

Tiddalick’s mouth gaped so wide that water came gushing out, a big surging tidal river spewed like a large water spout.

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•f or r evi ew pur posesonl y• As his tummy did rumble bad frog let a snigger go, his hands tried to cover his mouth but from it a stream did flow.

o c . che e r o r Itp swept up the animals st su r e and completely drenched the sand, a glistening lake of water spread over the arid land.

Draw a picture 50

Tiddalick began to shrink to the size of a small frog, today he can often be found sitting upon a brown log.

Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

English: Year 2 - section 3

Epic Poems 1

Activity

After reading the epic poem Tiddalick: The Frog Who Caused A Flood complete this activity sheet.

1. Epic poems are connected to particular cultures. Which culture does this epic poem belong to?

_____________________________________________________________

2. How do you know that it belongs to this culture?

_____________________________________________________________

or eBo st r e p ok u _____________________________________________________________ S

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Teac he r

3. Does the epic poem tell us about a belief of this culture? What is this belief?

4. Epic poems are usually about heroes. Who do you think the hero is in this epic poem and why?

_____________________________________________________________ _____________________________________________________________

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then this can help the poem have rhythm. If a poem has a regular syllabic pattern (similar syllables in each line), then the poem can be said to have a regular rhythmic pattern.

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© ReadyEdPubl i cat i ons The rhythm of a poem is its beat. If a poem has •f or evini e wverse pu(stanza), r posesonl y• a regular number ofr lines each Rhythm

5. Epic poems are long poems. How many verses (stanzas) does Tiddalick: The Frog Who Caused A Flood have? Did you number them as you read?

o c . che _____________________________________________________________ e r o st su 6. How many lines are in eachr verse (stanza)? __________________________ per

7. Look at your answer to the last question. Would you say that the poem has a regular or irregular number of lines? Circle: regular / irregular.

8. Did you note down the number of syllables in each line? Is there a pattern?

What is this pattern?

_____________________________________________________________

9. Would you say that the poem has a regular or irregular syllabic pattern?

Circle: regular / irregular.

Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

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English: Year 2 - section 3

Epic Poems 2

Activity

After reading the epic poem Tiddalick: The Frog Who Caused A Flood complete this activity sheet.

1. Does this poem rhyme? Circle: Yes / No 2. Does every verse rhyme or only some verses? Circle: Every / Some 3. Tick which is correct:

or eBo st r e p o u k c) Every 1st and 4th line rhyme in each verse.

S



b) Every 2nd and 4th line rhyme in each verse.



d) Every 1st and 3rd line rhyme in each verse.



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a) Every 1st and 2nd line rhyme in each verse.



4. Do you think the rhyme scheme is regular or irregular? Say how you know.

_____________________________________________________________ _____________________________________________________________

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5. Write down some of the rhyming words below. One has been done for you.

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flow

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e.g. go

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In pairs, create an epic poem based on another Dreaming story or folk tale that you have read. Share this epic poem by reading it to your classmates.

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Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

English: Year 2 - section 3

Epic Poems 3

Activity

After reading the epic poem Tiddalick: The Frog Who Caused A Flood complete this activity sheet.

Similes compare two things using the words “as”, “like” or “than”. The two things are compared so that the reader can imagine what is happening more clearly and gain more enjoyment from a text.

Simile 1

or eBo st r e p ok __________________________________ u S 2. What two things are compared? __________________________________

3. What does this simile mean?

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Draw what this simile makes you think of.

Teac he r

1. There is a simile in the 11th verse.

What is it?

__________________________________________________________

© ReadyEdPubl i cat i ons 1. There is another simile in verse 15. What is it?

•f orr evi ew pur posesonl y• Simile 2

__________________________________________ __________________________________________

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3. What does this simile mean?

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Clue

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2. What two things are being compared?

o c . che e r Simile 3 o t r s s r u e p 1. What is the simile in verse 16?

__________________________________________________________

__________________________________________

2. What two things are being compared?

Clue

__________________________________________________________

3. What does this simile mean?___________________________________

__________________________________________________________ Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

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English: Year 2 - section 3

Epic Poems 4

Activity

After reading the epic poem Tiddalick: The Frog Who Caused A Flood complete this activity sheet.

Metaphors compare two things without using the words “as”, “like” or “than”. The two things are compared so that the reader can imagine what is happening more clearly and gain more enjoyment from a text.

1. There is a metaphor in the 16th verse. What is it?

or eBo st r e p ok u 2. Is there really a rope in the poem? Circle: Yes/No S __________________________________________

3. Who or what is the rope? ______________________

Clue

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Onomatopoeia means that some words convey sound - they make you hear what is happening. An example of an onomatopoeic word in the poem is: swished. Swished appears in the 6th verse of the poem.

It makes us hear the water moving inside Tiddalick’s tummy. List more onomatopoeic words from the poem and say what they make you hear.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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What do you hear?

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Onomatopoeic words

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Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

English: Year 2 - section 3

Epic Poems 5

Activity

After reading the epic poem Tiddalick: The Frog Who Caused A Flood complete this activity sheet.

Poems use descriptive language to help you to imagine what is happening more clearly and enjoy the poem. Descriptive language usually uses adverbs and adjectives. It can also use verbs. Examples of descriptive language are:

or eBo st r e pdescriptive language used ino 1. Find more examples of the poem. Arrange u the language types S under the categories below. k verbs

“Big bad frog”

adverbs

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“One enormous frog”

adjectives

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Curriculum Link: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Elaborations: Exploring poems, chants, rhymes or songs from different cultures which class members may bring from home. Learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures.

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or eBo st r e p ok SECTION FOUR: u S

Teac he r

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The English Series Year 2 - section 4

Birth Of The Sun (A Dreaming story adapted by Lindsay Marsh) When the world was new, at the beginning of time, there was no Sun in the sky. The humans and the animals had to hunt and gather their food at night using the light of the moon.

or eBo st r e p ok u S

As the egg travelled towards the sky it broke and its yellow yolk burst into flames and lit up the Earth.

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Teac he r

One day two birds: the brolga and the emu argued about whose babies were the cutest.

The brolga got so angry that she stole one of the emu’s eggs from its nest and threw the egg into the sky.

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For the first© time, beauty of d theP Earth Rthe ea dyE ubl i cat i ons could be seen by the people in the sky.

•f othe rr ev i ew pu r po esonl y• The people in sky loved seeing Earth lits up and decided to light it up every day by lighting a morning star and creating a big ball of fire – the Sun.

The people of the sky asked the kookaburra to call each morning so that they’d know when to light the star and create the Sun.

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This is why the kookaburra can be heard each morning before the Sun rises. It is a strict rule of the Aboriginal people that nobody copies the kookaburra’s call because it could silence it and the Earth would be dark again and people would have to hunt and gather by the light of the moon once more.

Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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The English Series Year 2 - section 4

The Origin Of Water (A Dreaming story adapted by Lindsay Marsh) A long time ago, when the Earth was new, there was no water. The only way that the animals could get a drink or quench their thirst was to chew kangaroo grass or to lick the dew from plants.

or eBo st r e p ok u S

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Teac he r

One day Bandicoot saw a very wet Blue-Tongued Lizard drying in the Sun behind a rock. Bandicoot told the other animals about this and they were all very angry. They knew that Blue-Tongued Lizard must have found some water but was not telling the other animals because he wanted to keep it all to himself.

The animals held a meeting. Rat said that he would follow Blue-Tongued Lizard and discover the water was, but the animals laughed © Rewhere ady E dP ub l i c at i ons at him and said that he was too small. The animals decided that •would f orfollow r evi ew pur p ose sonl yinstead.

• Bandicoot Blue-Tongued Lizard everywhere

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Bandicoot did not find out where the water was because he was too big and Blue-Tongued Lizard could always see Bandicoot out the corner of his eye following him. At last the animals gave Rat a go.

Blue-Tongued Lizard could not see Rat following him because he was so tiny and one day Rat caught Blue-Tongued Lizard lifting up a big flat rock. Underneath this rock was a spring of gushing water.

o c . animals praised Rat for finding che The eanimals jumped r the water and all the o r st su r in p thee spring of water and began to splash and cheer. Kingfisher was so happy that he began to swim back and forth and with his beak made a long trail in front of the running water all the way down to the ocean.

This is how small creeks and gullies were made.

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Curriculum Link: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Elaboration: Investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used.

The English Series Year 2 - section 4

The Sea Eagle And The Seagull (From the Bardi people of Cape Leveque, Western Australia. Adapted by Lindsay Marsh)

Long before people walked on the Earth, there was a beautiful island in the ocean. On this island lived lots of animals: snakes, lizards, birds and insects. In the ocean lived: dolphins, sharks, turtles, crocodiles and fish. All the animals were happy and ate what they needed.

or eBo st r e p ok u S Once Sea Eagle was out of sight, Seagull ate more than his fair share

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It was Sea Eagle’s job to make sure that no animal ate more than its fair share on the island. One day, Sea Eagle needed to leave the island and asked Seagull to take charge while he was gone.

of food. The other animals copied him and soon there was no food left on the island. Many of the animals had to leave the island in search of food.

When Sea Eagle returned to the island he saw that it was almost empty! When he asked Seagull what had happened, Seagull replied, ©enough Rea dyto E Pub l i c aprove t i on s “There is still food god around”, and to his point he began to eat the scraps off the floor.

•f orr evi ew pur posesonl y•

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To teach Seagull a lesson, Sea Eagle said, “Since you like eating the scraps that other animals leave on the floor, you will never eat a fresh fish again.”

This is why today, thousands of years later, you see seagulls on the beach fighting over scraps of food that have been left on the floor.

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Curriculum Link: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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Answers

P14 1) We know that this part of the story is the complication because a problem has been introduced. The problem is the poor man’s dilemma. Students might note that the fourth paragraph also introduces a problem – the rich man’s curry is tasteless.

2) The conflict is between the poor man and the rich man.

3) The rich man is presented as the antagonist.

4) Students should circle: uncompassionate.

5) The poor man is presented as the good character.

6) Students should circle: innocent.

or eBo st r e p ok u S

P11 1) Students might highlight: “poor man”; “the smell of the curry made the poor man’s mouth water and his tummy rumble” ; “he pretended that he was eating the delicious curry that the cook was making”.

2) Students should circle: living in poverty; broke; penniless; in need; needy; beggar; empty-handed; poverty-stricken; destitute.

3) Two antonyms are: rich and wealthy.

4) poverty; theme; poor; very little; character

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Teac he r

P10 1) Students might underline: poor man; hut; countryside; day; brother; city; house; wife; rice; leaf; journey.

2) There are no proper nouns.

3) Students might circle: his; him; we.

4) Students might highlight: long; poor; tiny; straw; sick; one; ball; fresh.

6) Possible answers: he is poor; his brother is sick; it will take him one whole day to walk to his brother’s house; he only has a ball of rice to take with him on this journey so will be very hungry by the time he gets there.

7) The city and the countryside.

8) Yes they are nouns.

brother.

2) Students will most probably circle: unreasonable; selfish; mean; uncaring; angry; nasty; cruel; irrational.

3) He decides to keep his coin.

4) He will face a punishment by the rich man.

P15 1) The rich man is punished.

2) Students might highlight either of the following lines: “You can take my bowl, but do not take the water, because the water belongs to me.” “The rich man’s face turned bright red.”

3) The poor man and the chief of the village.

4) Yes.

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P13 1) He has to choose between giving his only coin to the rich man or keeping it for his 60

P16 1) It is an impossible task because he cannot take the bowl without taking the water.

2) Stealing the taste of a curry by smelling it is impossible.

3) embarrassed 4) To be grateful for what we have and to be kind to others. Not to be selfish and unkind.

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P12 1) adjective (angry) verb (slammed) 2) verb (shake) adjective (fear) 3) The students should conclude that the poor man has not done anything wrong because he has not stolen anything tangible. It is ridiculous to accuse someone of stealing the “taste” of a meal by smelling it.

4) Some students might colour the cook because she is trying to blame the poor man to save herself from the wrath of the rich man.

Maybe the curry is tasteless because she has not cooked it well? Some students might colour the rich man and say that he is acting spoilt and unreasonable by saying the meal is tasteless. He seems very ungrateful, and is looking for somebody to blame.

5) The rich man’s house is the setting.

6) adjective (fancy)

P17 Students should colour the opening paragraph for the orientation; the fourth and fifth paragraphs for the complication and the final paragraph for the resolution.

P18 1) Possible responses: we do not know the author because it was written so long ago; it begins with “A very long time ago”; there is no technology mentioned.

2) Answers will vary depending on students’

P30 1) greed, Tiddalick, greedy, drinks, waterhole, animals, selfish, theme 2) laziness, Mr. Heaven, Mr. Thunder, lazy, napping, rain, Earth, antagonists, theme Discuss with your students how themes are developed in both stories through the bad characters (antagonists).

P28 1) We do not know the exact dates but we know that it was many, many years ago.

Students might note that both stories begin with the words, “A long time ago”, and that Tiddalick The Greedy Frog includes the words, “before people lived on Earth”. Other reasons might be acceptable.

2) The stories were created so long ago that the creators’ names have long been forgotten.

Other reasons may be acceptable.

3) These types of stories have been passed down orally.

4) Aborigines traditionally communicate orally – it is not traditional practice for these stories to be written down.

5) When stories are passed on orally, they might change slightly as people are relying on their memories to retell the stories.

6) The word ‘Uncle’ is a term of respect in Vietnam.

P31 Your students might use one of the Dreaming stories provided in Section Four of this book or access one of their own. The website: www. didjshop.com/stories/ has a number of relevant age-appropriate Dreaming stories for this task too.

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P32 1) It is a Dreaming story.

2) It is a folk tale.

3) The story explains that water-holding frogs have the capacity to hold lots of water and that they were used by Aboriginal people during times of thirst and drought in the Australian outback.

4) The story explains that when toads croak it is a sure sign that rain is on its way.

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own life experiences.

3) Students might mention the language in the text such as, “A long time ago” which is typical of fiction, or the text’s structure which mirrors fiction texts.

4) The rich man meets his match in the chief of the village, who teaches him not to be so unkind and spoilt.

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P29 1) The moral in Tiddalick The Greedy Frog is that we should share water as it is a precious resource and that we should not be greedy.

The story also tells us that we need water to live. The moral in Toad Goes To Heaven is that without water there is no life and that we should not be lazy and neglect our duties.

2) Both stories emphasise the importance of water and that without it animals and plants will die - so they are similar.

3) These morals are definitely important in Australia because parts of Australia still experience long droughts and water shortages. Saving and sharing water is an important message.

4) Today, it is important to teach all children that water is a precious resource and that we have a global responsibility to share it.

“Mr. Thunder opened his eyes for the first time in a long time” tells us that he is lazy.

“He was angry that he had been woken up and sent Rooster to gobble up toad so that he could go back to sleep” tells us that he is lazy, cruel and easily angered.

“Furious, Mr. Thunder told Hound to attack Toad” tells us that he is a selfish character who doesn’t care about what Toad has to say, he only cares about himself and getting back to sleep.

“Mr. Thunder lifted the lightning hammer to destroy Toad himself” tells us that he is a violent, aggressive and destructive character.

Other examples may be acceptable.

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P35 “greedy water-holding frog”; “Tiddalick did a very selfish thing”; “he went to the only waterhole...and drank up all of the water!”; “He drank so much that he blew up like a big green balloon.”; “mean and unkind”.

Antonyms: generous; selfless; caring; kind.

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P36 1) Tiddalick = greedy and selfish.

Toad = brave, clever, successful, determined, leader.

Crab = obedient, loyal, a good team member.

P37 1) The students should colour all of the animals apart from Tiddalick.

3) The students should colour all of the animals apart from Mr. Thunder.

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P52 1) Yes, it rhymes.

2) Every verse.

3) b 4) Regular - because every verse rhymes in the same way, there is no break in the rhyming pattern.

5) Rhyming words: old - told; frog - bog; thirst - burst; billabongs - wrong; rain - remain; wide - inside; too - do; side - tried; laugh - naff; out - drought; pot - not; face - trace; emu - blue; somersaulted - halted; hope - rope; spin - grin; sand - planned; seen - scene; go - flow; out spout; sand - land; frog - log.

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P40 1) Toad Goes To Heaven: On his way, he met a crusty crab, a weak tiger, a very tired bear, a thin wasp and a sunburnt fox. Tiddalick The Greedy Frog: The animals, plants, trees and flowers were left dehydrated.

3) Earth; Tiddalick; Kangaroo, Emu, Frill-Necked Lizard, Wombat, Eel, Aborigines.

4) Students should highlight: Tiddalick; Kangaroo, Emu, Frill-Necked Lizard, Wombat, Eel, Aborigines.

5) Characters: Toad; Mr. Heaven; Mr. Thunder; Rooster; Fox; Hound; Bear; Wasp; Crab, Tiger Places: Heaven; Earth

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P51 1) It belongs to Aboriginal culture.

2) It is a Dreaming story; it mentions boomerangs and spears. Other answers may be acceptable.

3) That Indigenous Australians value water; they believe all animals should share water.

4) Eel who makes Tiddalick laugh and puts and end to the drought.

5) It has 22 verses.

6) There are 4 lines in each verse.

7) Regular number of lines.

8) 7, 7, 8, 7 in each verse.

9) Regular syllabic pattern.

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P46 1) The honeyeater eats nectar from banksia.

2) No it doesn’t rhyme.

3) Yes it follows the rules.

4) It describes animals and plants.

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P53 Simile 1 1) “You’re like a bursting pot”.

2) Tiddalick and a busting pot.

3) He has drank so much water that he has grown in size and looks as if he is going to explode or burst open.

Simile 2 1) “he wriggled like a rope”.

2) Eel and the rope are compared.

3) That Eel moves in a flexible and wobbly way.

Simile 3 1) “It whirred around like a whirlwind”.

2) Eel and a whirlwind are being compared.

3) That Eel span around at incredible speed.

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Problem = Tiddalick has drank all the water and there is none left for the other animals, plants, trees and flowers.

Resolution = The animals succeed in making Tiddalick laugh and the water is released from his mouth and there is water for all the animals, plants, trees and flowers again.

Toad Goes To Heaven Problem = Mr. Heaven and Mr. Thunder have neglected to send rain to Earth and all the living things are dying.

Resolution = Six animals led by Toad, confront Mr. Heaven and Mr. Thunder and rain is sent to Earth once more.

P54 1) “The rope stood upright and tall.”

2) No, there is no actual rope.

3) Eel is the rope.

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