p.43 1. The thief would not be described as: remorseful, humble and virtuous. 2. “Why do I need money? I’m a thief!” (confident, arrogant); “Like a magician, he slid the vial of cumin spice up his sleeve...and...he walked nonchalantly away.” (skilled, confident); “I will escape”. (determined, optimistic); “How will the King punish you when he discovers that you have prevented me from giving him my wondrous gift?” (manipulative, persuasive, clever); “The thief bowed. As he left the throne room, he glanced at the guard and winked.” (self-satisfied, cunning, smug)
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p.44 1. Sample answers: Policeman: The old thief won’t outsmart me next time! Judge: I will sentence him to 10,000 days in prison next time. Prison guard: I won’t tell anyone how the old man made a fool out of me. 2. Students to reach a consensus after evaluating each character’s worthiness. 3. To convince the most powerful men in the country that they were no better than an old thief. 4. Not traditional in terms of European folk tales. There is no hint that the thief will mend his ways to become a “hero.”
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very skilful like a magician. (ii) nonchalantly suggests that the thief was very self-assured of his ability not to get caught. (iii) lavishly suggests showy, over-indulged. (iv) hesitantly suggests that the monk was afraid to touch the pit for fear of his corruption being exposed. 2. The old thief: old man, old criminal, scoundrel, crafty prisoner The King: Sire, Your Highness. 3. These comparisons are used to build tension – to foreshadow that the truth (the kingdom’s corruption) will be revealed for all to see. 4. The thief’s sentence was to pay the judge a thousand gold coins. 5. The four powerful men of the court. p.47 Students to create own version of The Thief, using the folk tale’s structure and elaborate trick. p.48 Ask students to peer-assess texts.
© ReadyEdPu bl i cat i ons p.50 Text background: Considered Queensland’s •f orr evi ew pur posesonl y• first important female poet, Mary Hannay
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p.45 1. As in many traditional stories, nameless characters are used to be symbolic of groups in a society. 2. Examples: Sleeping Beauty, Tortoise and the Hare, Little Red Riding Hood. 3.(i) Student’s response. The most applicable conflicts would be: Youth versus Old Age, Powerful versus Vulnerable. (ii) People (such as the King, the Prime Minister, etc.) should look at their own actions before judging others (the thief ). 4. Suggested idea: The shrunken pit represents greed; people will try to obtain anything that will give them more than they already have, even when the object appears worthless. 5. Sample answers: Nobody is perfect; Don’t judge other people; Show mercy.
Foott, experienced the harshness of outback life first hand. Widowed and penniless at the age of 42 on a failed cattle station, Mary became a teacher, then a gossip columnist and writer to support her sons. The explorers in Where The Pelican Builds Her Nest are said to be based on the Elliot brothers, who set off to explore inland Queensland and were never seen or heard from again.
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p.46 1.(i) red-handed suggests that the thief was
p.51 1. Omnipresent narrator: One had a parting word to say/We are going, they said, as they rode away. 2. Suggested answers: a. perhaps the opportunity of employment, adventure b. having to leave loved ones behind to run a farm 3. Rich grazing land on which to expand pastoralism and alluvial gold. 4. The rains have replenished it thrice since then,/ And thrice has the rock lain bare./ by the sun and the sands devoured 59