AC English – Literacy: Comprehension and Writing - Year 4

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6677 4.2/637

Australian Curriculum English – Literacy: • Comprehension • Writing (Year 4) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-04-8 RIC–6677 Titles available in this series: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2015.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Foreword Australian Curriculum English – Literacy: Comprehension and Writing is one of a series of seven books that support teaching and learning activities in Australian Curriculum English. The books focus on the sub-strands of Interpreting, analysing, evaluating and Creating texts within the Literacy strand of the English curriculum.

Where appropriate, the books include interrelated links to other English strands and sub-strands.

Titles in this series are: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

Contents Cyclone preparations

Format of this book ...................................... iv – v

(informative) ...................................................38–41

Australian Curriculum English links .......... vi – viii

Tropics Man saves the day (imaginative)...................................................42–45

Comprehension strategies ..................................ix Text types ..............................................................x

Class discussion

Supporting Australian English resources ...........xi

(persuasive) .....................................................46–49

The milk production cycle (informative) .......................................................2–5

Anzac Day history (informative) ...................................................50–53

Why the flies bother the cows (imaginative).......................................................6–9

World War I at home (imaginative)...................................................54–57

The dairy debate

The push to enlist

(persuasive) .....................................................10–13

(persuasive) .....................................................58–61

Glaciers and icebergs (informative) ...................................................14–17

The Chooky Dancers (Djuki Mala) (informative) ...................................................62–65

The ice creature (imaginative)...................................................18–21

Mandy’s mysterious discovery (imaginative)...................................................66–69

Antarctic Explorer

Dangerous animals argument

(persuasive) .....................................................22–25

(persuasive) .....................................................70–73

Healthy snack recipe cards (informative) ...................................................26–29 Fruit poetry (imaginative)...................................................30–33

Restaurant review (persuasive) .....................................................34–37

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iii

Australian Curriculum English – Literacy (Year 4)

Teachers notes Format of the book This book includes supporting material for teaching and learning of: • Comprehension strategies and • Creating texts as part of the Literacy strand.

The two sub-strands, on which this series of books focuses, includes the following components: Purpose and audience, Reading processes, Comprehension strategies (Interpreting, analysing, evaluating) and Creating texts, Editing, Handwriting and Use of software (Creating texts). Many of these are included, where possible, in the teaching and learning activities, as well as others within the strands of Language and Literature.

There are eighteen (18) sets of four pages within each book. Each set of four pages relates to a specific imaginative, informative or persuasive text and follows a similar format:

Teachers page The literacy content descriptions that form the basis of the set of pages is provided.

They will predominantly be those relating to comprehension strategies and creating texts but others of importance may be included.

The title of the text which the students are reading, comprehending and using as a support for creating their own text(s) is given.

Elaborations are given which state the specific focus of the set of four pages. These are the writer’s own elaborations based on those in the Australian Curriculum English.

Additional activities are provided that extend the activity.

These may focus on another, or the same, teaching focus, or include literacy content descriptions unable to be covered on a blackline master page. The focus of the additional activity is indicated in brackets.

Teaching notes provides a list of the main Teaching notes relating to the elaboration and content description.

Answers are provided for the questions on student pages 2 and 3.

Student page 1 – Reading the text The text type is provided. It will be imaginative, informative or persuasive, or a combination of all three depending on the Year level focus. Levels that require students to compare text types will have two short texts. The focus of the page ‘Reading’ is also indicated.

The title of the text which the students are reading is given.

The type of imaginative, informative or persuasive text the students are reading is provided.

Artwork, to show the use of illustrations to support print, is provided, especially in lower levels.

Australian Curriculum English – Literacy (Year 4)

iv

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Teachers notes Student page 2 – Understanding the text

The title of the text which the students are comprehending is given. This is repeated from Student page 1.

The text type— imaginative, informative or persuasive or a combination—is repeated.

The focus of the page ‘Understanding’ is also indicated.

Questions relating to the text on Student page 1 are provided.

Comprehension questions may relate to text structure or language features as well as text meaning.

Artwork to support the text is provided where possible.

Student page 3 – Creating text

The title of the text which the students are creating is given. This may be the same as, or different to, the original text on Student page 1.

Students will be using text structures and/or language features from the original text on Student page 1 to support their writing.

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The text type— imaginative, informative or persuasive, or a combination—is provided.

The focus of the page ‘Creating’ is also indicated.

Artwork to support the text is provided where possible.

v

Australian Curriculum English – Literacy (Year 4)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

2–5

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62–65

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70–73

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Australian Curriculum English – Literacy (Year 4) (ACELY1696)

Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Interpreting, analysing, evaluating

Write using clearly-formed joined letters, and develop increased fluency and automaticity

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

PAGES

Australian Curriculum English links FOCUS ADDITIONAL

Literacy – 1 Literacy—2

Creating texts

vi

Texts in context

Interacting with others

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Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Understand that the meaning of sentences can be enriched through the use of noun groups/ phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Language for interaction

R.I.C. Publications®

Text structure and organisation

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70–73

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vii

PAGES

Language variation and change

(ACELA1494)

Language—1

Investigate how quoted (direct) and reported (indirect) speech work in different types of text

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

(ACELA1487)

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

Australian Curriculum English links ADDITIONAL Language—2

Expressing and developing ideas

Australian Curriculum English – Literacy (Year 4)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)

Recognise homophones and know how to use context to identify correct spelling (ACELA1780)

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)

PAGES

Australian Curriculum English links ADDITIONAL

Language—2

Australian Curriculum English – Literacy (Year 4)

Literature

Expressing and developing ideas Literature and context

Responding to literature

viii

Examining literature Creating literature

2–5

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6–9

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10–13

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14–17

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22–25

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46–49

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50–53

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62–65

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66–69

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70–73

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R.I.C. Publications®

Comprehension strategies * 2–5

6–9

10–13

14–17

18–21

22–25

26–29

30–33

34–37

38–41

42–45

46–49

50–53

54–57

58–61

62–65

66–69

70–73

* The comprehension strategies provided in this table are those identified in the glossary of the Australian Curriculum English

Activating and using prior knowledge

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Identifying literal information explicitly stated in the text

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Making inferences based on information in the text and their own prior knowledge

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Predicting likely future events in a text

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Visualising by creating mental images of elements in a text

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Summarising and organising information from a text

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Integrating ideas and information in texts

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Critically reflecting on content, structure, language and images used to construct meaning in a text

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Australian Curriculum English – Literacy (Year 4)

ix

Text types Australian Curriculum English identifies three categories of texts. They are classified according to the purpose of the text which, in turn, influences the structure and language features of the text.

The three categories of text types identified are:

Imaginative texts The purpose of imaginative texts is, primarily, to entertain. Imaginative texts include traditional tales such as fairytales, folktales, myths and legends; poetry; other stories such as adventure stories, horror or supernatural stories, mysteries, fantasies and humorous tales; plays; young adult fiction; picture books; and multimodal texts including films. Imaginative texts often employ elements such as imagery.

Language features include: • rich descriptive language • character development • narrated in first or third person (most commonly)

• dialogue • usually past tense • rhyme/rhythm

• setting a mood • connectives relating to time

• use of humour • many action verbs

Informative texts The purpose of informative texts is to provide information. Informative texts include explanations, descriptions, recounts, instructions such as a procedure, rules, laws, news bulletins, reports, biographies, reviews, letters, diary entries, timetables or visual posters advertising events.

Language features include: • technical vocabulary • graphics and diagrams • formal, impersonal language • evaluative language (recounts) • facts and figures • bullet points, lists, steps

• headings and subheadings • imperative verbs (procedures) • past tense or continuous present tense

• captions • dates and times • passive voice

Persuasive texts The purpose of persuasive texts is to present a point of view and try to persuade readers to this point of view. They include advertising, opinions, debates, arguments, discussions, essays or articles. Persuasive texts are informative since they provide information to support a point of view or argument.

Language features include: • conjunctions (to sequence) • informal language • facts and figures

• evaluative language • first or second person (I, we) (you) • modal verbs (should, must)

Australian Curriculum English – Literacy (Year 4)

x

• rhetorical questions • verbs of belief and opinion • emotive language

• cause and effect • diagrams • visual images

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Supporting Australian English resources Comprehension •

RIC–6256

Primary comprehension (Book D)

•

RIC–6299

Teaching comprehension strategies (Book D)

•

RIC–6947

The comprehension box — Box 2 (Ages 8–10)

•

RIC–6325

Prime-time comprehension (Ages 8–10)

•

RIC–0626

Comprehending informational text (Book D)

•

RIC–0122

Comprehension (Ages 8–10)

•

RIC–0240

Comprehension detective (Ages 8–10)

•

RIC–6351

Comprehension for independent readers (Ages 8–9)

•

RIC–0221

Comprehending fiction (Ages 8–10)

•

RIC–2082

Multiple-choice comprehension (Ages 8–10)

•

RIC–0218

Comprehending the newspaper (Ages 8–11+)

•

RIC–6435

Comprehending our world (Ages 8–10)

•

RIC–0228

Viewing: Comprehending visual texts (Ages 8–10)

•

RIC–0115

Reading comprehension — Tales for a dark night (Ages 8–10)

•

RIC–0225

Reading for detail (Ages 8–10)

•

RIC–7067

Comprehension skills (Set of 12 posters)

•

PR–2024

Listening comprehension (Ages 8–10)

Writing •

RIC–6263

Primary writing (Book D)

•

RIC–6278

The English workbook (Book C)

•

RIC–6279

The English workbook (Book D)

•

RIC–0267

Writing frameworks (Ages 8–10)

•

RIC–7004

Introducing text types (Set of 6 posters)

•

RIC–6951

Introducing text types (interactive)

•

RIC–7005

Understanding text types (Set of 6 posters)

•

RIC–6952

Understanding text types (interactive)

•

RIC–0659

60 writing topics (Ages 8–10)

•

RIC–6238

Another 60 writing topics (Ages 8–10)

•

RIC–7089

Persuasive texts (Set of 6 posters)

•

RIC–6361

Australian Curriculum English – Language: Text structure and organisation (Year 4)

General •

RIC–6931

The literacy box — Box 2 (Ages 8–10+)

•

RIC–0782

New Wave literacy workbooks (Book D)

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xi

Australian Curriculum English – Literacy (Year 4)

The milk production cycle • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an informative text in the form of an explanation • Creating text by summarising and writing in paragraphs • Creating text by writing an explanation to match given images of a life cycle

T

Teaching notes • The explanation of the milk production cycle on page 3 is presented as a numbered flow chart, with arrows to indicate it is a continuing cycle. The headings summarise each section of the cycle.

• On page 4, students are asked to identify the purpose of the text and why specific textual features are used. It also includes a variety of literal and inferential comprehension questions about the content of the text. The emphasis is on the use of topic-specific vocabulary, inferring meaning, and making connections between the text and personal experience.

• For Questions 1 and 2 on page 5, students are required to summarise a heading of the milk production cycle using bullet points, then rewrite a paragraph about it in their own words. They then compare their text to the original to judge if theirs still included all the facts.

• Question 3 involves students using images of a frog’s life cycle to create an accurate but short explanation of this life cycle.

Students could also refer to nonfiction material about a frog’s life cycle online or in book/chart form.

+

Additional activities • Students type their text answering Question 7 on page 4 on a computer, then choose a digital image to cut and paste onto their text page to illustrate the text they created. (Use of software) • Select individual students to read selected paragraphs from the text, emphasising the pause at the end of the sentence where the full stop occurs. (Reading processes) • In pairs, ask students to share the new texts they wrote for page 5. Look for spelling errors or words that don’t fit. Discuss some better words that could have been used. (Editing)

A

Answers Page 4

Page 5

1. (b) inform

1. Example of an answer:

2. Answers should indicate that these make the text clear and easy to follow, and the reader knows it is an informational text.

Homogenisation • fat particles in milk are uneven sizes

3. So readers knows in which order to read the boxes and they can see it’s a cycle that repeats.

4. (a) homogenisation: a process which makes milk smooth and creamy; pasteurisation: a process where milk is heated to kill germs; vats: large, refrigerated milk storage tanks (b) Teacher check

• milk is pushed through tiny holes • fat mixes in evenly and milk is smooth and creamy During homogenisation, the fat particles in the milk are evened out. This happens through pushing the milk through tiny holes. The milk comes out smooth and creamy with no lumps.

2. Teacher check 3. Answers should be similar to the following:

5. (a) so the germs are killed and it is safe to drink

1. Eggs are laid in a clump in water.

(b) because if milk gets too warm it can go off and will be ruined and unfit to drink

2. Tadpoles hatch out of the frog’s eggs into water.

3. Tadpoles grow larger and form back legs.

6.–7. Teacher check

4. Tadpoles continue to grow and change shape. They grow front legs too.

5. The froglet grows into a frog and the tail absorbs into its body.

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The milk production cycle – 1

Reading Informative text

Read the explanation.

1. Milking

2. Farm storage

Milk is produced in the udders of dairy cows. Suction cups are attached to the cows’ teats to gently suck out their milk.

The milk travels through stainless steel pipes into refrigerated storage vats (tanks) where it is cooled to 4 ºC.

10. Purchase

3. Transporting

The milk and dairy products are purchased by customers. Sold products are replaced by others that have been through the milk production cycle.

Drivers test the milk for freshness before it is transferred into portable refrigerated tanks (tanker trucks) and transported to a milk processing plant.

9. Delivery 4. Testing and storage

Refrigerated trucks deliver the milk and other dairy products to the shops and supermarkets where it is displayed for sale on refrigerated shelves.

At the milk processing plant, milk is pumped from the tanker trucks into large insulated vats for processing.

It is also tested for freshness and quality.

8. Packaging The milk is sent through a processing line where it is packaged into cartons or bottles. The filled containers are stamped with the use-by date and packaged into milk crates.

5. Pastuerisation This process involves gently heating and then re-cooling the milk, and ensures that the milk is free of germs.

6. Homogenisation

7. Storage

Milk contains fat particles (cream) and the process of homogenisation involves pushing the milk through tiny holes so that the cream is mixed into the milk evenly to make it smooth and creamy.

The processed and treated milk is again stored in refrigerated tanks ready for packaging or to be made into other dairybased products such as butter, cheese, yoghurt and ice-cream.

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Australian Curriculum English – Literacy (Year 4)

The milk production cycle – 2

Understanding Informative text

Use the explanation on page 3 to complete the following.

1. The purpose of the text is to: (a) entertain.

(b) inform.

(c) persuade.

2. Explain why you think the author has used numbers, headings and boxes.

3. Explain why there are arrows between the boxes.

4. (a) Highlight the topic-specific words below and any new vocabulary in the text. Write a short definition for each of these words. homogenisation: pasteurisation: vats: (b) With a partner, practise pronouncing the words you highlighted and discuss their meaning.

5. (a) Why is milk pasteurised?

(b) Why is it important that the milk is kept refrigerated throughout the production cycle?

6. In your opinion, do dairy cows have an easy or difficult life? Explain your answer.

7. Write one new thing you learnt from the explanation.

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Explanation writing – 3

Creating Informative text

1. Choose one heading of the explanation to rewrite in your own words.

Use the framework to help you.

Title: Dot points: • • • In your own words (write in sentences)

2. Compare your text to the original.

Do they both provide the same information?

Yes

No

3. Use the pictures to help you write a short explanation of a frog’s life cycle.

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Australian Curriculum English – Literacy (Year 4)

Why the flies bother the cows • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text in the form of a folktale • Creating text by choosing appropriate adjectives to describe a character’s personality • Creating text by changing indirect speech to direct speech • Creating text by choosing formal or informal language in a letter

T

Teaching notes • The imaginative text on page 7 is based on a Nigerian folktale. Folktales are stories which have been passed from one generation to the next, often by word of mouth rather than being written down. Folktales may include sayings, superstitions, social rituals, legends or lore about the weather, animals or plants. They often begin with phrases such as ‘Many moons ago’ or ‘Long, long ago’.

Discuss these points with students.

• On page 8, students are asked to identify the purpose of the text, and its structural and language features. It also includes a variety of literal and inferential comprehension questions about the content of the text. The emphasis is on making connections between the text (personal, text-to-text, or text-to-world), use of adjectives to create mental images for the reader and use of quotation marks in direct speech. Question 8 also requires students to identify how the writer has used the literary technique of giving animals human qualities and relationships (anthropomorphism).

• For the first activity on page 9, students must change indirect speech into direct speech, using quotation marks where appropriate.

• The next two activities require students to choose between informal and formal language to draft a letter from the cow’s reaction to the Queen’s decision. Brainstorm some words and phrases with students before they make a draft. Remind them of including an address and choosing formal or informal greeting and sign off phrases. Useful websites with information about writing formal and informal letters are: <http://auspost.com.au/education/letterwriting/students/business-letters.html> <http://www.scribd.com/doc/12258697/How-to-Write-Informal-Letters>

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Additional activities • Students edit and then publish their draft letter on page 9 by using a word processing program or turning it into an email. (Creating texts, Editing, Use of software) • Groups of students read the text as a play script; one student the narrator and others the Queen, cow, fly and guests. Create extra direct speech for various characters lines. Practise and perform to the rest of the class. (Reading processes, Listening and speaking interactions/Oral presentations) • Compare the letters they wrote from the cow to the queen and identify the differences in formal and informal language. (Language for social interactions/Listening and speaking interactions)

A

Answers Page 7

Page 8

Prediction: Teacher check

Page 9

1. (a) entertain 2. Teacher check (Examples: Students may make a connection to the previous text ‘The milk production cycle’ or comment on a personal experience about being bothered by flies) 3. 6: rich, hospitable, lavish, domestic, wild, civilised.

Note: ‘many’ (in the phrase ‘many moons’) is a determiner 4. (a) false

(b) true

5. (a) hospitable: welcoming to guests or strangers (b) lavish: fancy and impressive (c) domestic: living with humans, tame (d) civilised: polite and well behaved 6. Answers may include: bossy, inconsiderate, superior, rude, proud 7. (b) direct speech 8. Answers should indicate that the story is not possible because animals don’t have feasts with queens nor do they talk.

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1. Answers will vary.

Example: When the small but very hungry fly noticed that he had been overlooked he politely called out to the cow, ‘Can I have my share now please?’

‘Hush!’ replied the cow. ‘You must have patience.’

2.–3. Teacher check. Look for letter format, first person writing from the cow’s point of view and formal or informal language.

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Why the flies bother the cows – 1

Reading Imaginative text

Read the Nigerian folktale.

Many moons ago, the rich and hospitable Queen of Calabar regularly put on lavish feasts for all of the domestic animals in her kingdom. Of course, the wild beasts were never invited because the Queen couldn’t trust them to behave in a civilised manner.

At one of these feasts, the table was crowded with animal guests and the Queen asked the cow to sit at the head of the table because she was the biggest animal present. It was the cow’s job to serve the guests, as she was sitting at the head of the table. She felt privileged to be given this responsibility. The cow did do a great job of serving; however, she forgot about the fly sitting at the other end of the table because he was so small.

When the small but very hungry fly noticed that he had been overlooked, he politely called out to the cow to ask for his share but the cow hushed him and said, ‘Be quiet my friend, you must have patience’.

When the second course arrived and the fly was once again forgotten, he called out to the cow once more. Instead of serving him, however, the cow merely pointed to her eye and said to the fly, ‘Look here, you’ll get your food later. I said have some patience.’

STOP

Stop reading here and make a prediction about what you think will happen … write it on the lines below.

Eventually all of the courses were served up and the fly, who the cow didn’t give any food to, went home to bed hungry and just a little angry.

The fly decided that this was not acceptable, so the next day he went to see the queen to explain what had happened at the feast. The fly recounted the events of the night before and the queen came to a decision. ‘As the cow presided over the feast and didn’t give you your share but instead pointed to her eye, in the future you can get your food from the cow’s eyes.’

This is why whenever you see cows you will also see flies feeding from their eyes, because the Queen of Calabar ordered it so.

Prediction:

Discuss your predictions, then finish reading to see if you were right!

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Australian Curriculum English – Literacy (Year 4)

Why the flies bother the cows – 2

Understanding Imaginative text

Use the folktale on page 7 to answer the following.

1. The purpose of the text is to: (b) inform.

(a) entertain.

(c) persuade.

2. Explain a connection you made with this text. It could be text to self (personal experience), text-to-text (another story) or text-to-world.

3. Highlight all of the adjectives (words that describe a noun or pronoun) in the first paragraph of the folktale.

Write how many you found: 4. Re-read the text WITHOUT the adjectives. Circle True or False. (a) It still makes sense.

True False

(b) It sounds less interesting.

True False

5. Match the adjectives to their meanings. Use the text to help you. (a) hospitable

•

•

polite and well behaved

(b) lavish

•

•

living with humans, tame

(c) domestic

•

•

welcoming to guests or strangers

(d) civilised

•

•

fancy and impressive

6. Write adjectives to describe the cow’s personality based on the story.

7. Quotation marks (‘ ... ‘) are used to show

in the text?

(b) direct speech

(a) a book title

8. Do you think this story gives a true explanation of why flies bother cows?

Explain your answer.

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Why the flies bother the cows – 3

Creating Imaginative text

1. Rewrite paragraph 3 showing direct speech from both the fly and the cow.

2. Imagine you are the cow and have just heard of the Queen’s decision.

Write a letter to appeal to her to reconsider (change her mind).

Before you write, will your letter be: formal?

or

informal?

Why? 3. (a) Write some words and phrases that show your choice of formal or informal language.

(b) Draft your letter below.

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Australian Curriculum English – Literacy (Year 4)

The dairy debate • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending persuasive text in the form of two articles with opposing views • Creating text by summarising opposing views in the texts • Creating text by writing arguments supporting their own view • Creating visual text using persuasive techniques to construct a poster

T

Teaching notes • Each article on page 11 represents opposing sides of the ‘dairy debate’. While strong controlling and emotive words are not used as in an actual exposition, the choice of titles and opinions of each writer are opposite and are trying to persuade the reader to agree with him or her.

• On page 12, students are asked to identify the purpose of the text and complete activities involving literal and inferential comprehension about its content. The focus is on summarising, scanning, identifing the main idea and making connections.

• On page 13, students are required in the first activity to decide which side of the ‘dairy debate’ they agree with and write a brief text outlining three arguments to support this view. Remind students that the strongest argument is stated first.

• For the second activity, students must plan a persuasive poster to support their text. Discuss persuasive visual techniques such as choice of font; differing print size; bold print and use of colour; catchy words and phrases; and exclamation marks for emphasis and general eye-catching appeal. View examples of advertisements in the form of posters online, in magazines or newspapers, or displayed around the school or local shopping centre etc.

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Additional activities • Use the ideas on page 13 to create an actual poster on coloured card. Compare their posters and identify persuasive techniques used. (Visual language/Personal responses to the ideas, characters and viewpoints in texts/Purpose and audience) • Write a fact for each paragraph of each article, which will represent the main idea. (Creating texts/Comprehension strategies)

A

Answers Page 13

Page 12

Teacher check: look for persuasive arguments and for persuasive devices used to create the poster.

1. (c) persuade 2. Possible answers: Advantages • contains high levels of calcium

Disadvantages • ≈ 75% of people suffer with lactose intolerance

• contains vitamin B12

• cows and their calves are separated too quickly and • great source of many other get distressed nutrients and minerals • dairy cows only live for about 7 years (not 20) 3. Food item and amount

Calcium

1 cup of milk

300 mg

200 g tub of yoghurt

300 mg

100 g kale

135 mg

100 g clams

Vitamin B12 1.23 micrograms

98 micrograms

4. Possible answer: Because dairy cows have to give a lot of milk and bear several calves so it is likely they get worn out and die younger.

5. Teacher check

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The dairy debate – 1

Reading Persuasive text

Read the articles.

Before reading: Look at the headings and make predictions about what the text will be about.

Are the two articles about the same topic? Do the articles express the same opinions? How do you know?

Dairy really delivers!

Dairy—don’t do it!

As many as 75% of people suffer from lactose intolerance. Lactose is a type of sugar that is found in milk. This intolerance means they suffer symptoms such as stomach bloating, gas, abdominal pain and diarrhoea when they consume milk or dairy products.

Consuming three serves of dairy products each day as a part of a balanced diet ensures that people get the nutrients and vitamins they require to stay healthy.

People can get calcium in their diets from other sources. Green vegetables such as broccoli, kale (kale contains 135 mg of calcium per 100 grams) and bok choy contain significant amounts of calcium.

Sardines, salmon and almonds are three other sources.

Calcium Milk and dairy products contain high levels of calcium. This important nutrient helps to strengthen bones and teeth and to regulate muscle and heart function.

One cup of milk or a 200 g tub of yoghurt contains around 300 mg of calcium. Green leafy vegetables are another source of calcium; however, one cup of cooked spinach only contains 100 mg of calcium.

Shellfish such as clams, oysters and mussels are an excellent source of vitamin B12. Clams contain 98 micrograms of B12 per 100 grams.

Another reason to seek alternatives to dairy products is the treatment of dairy cows. Animal activists highlight the distress caused to cows and their calves when they are separated soon after the birth so the cow can provide milk for humans.

The recommended daily intake of calcium is 1000 mg for adults.

Vitamin B12 This vitamin is required to maintain healthy nerves and red blood cells. One cup of milk contains 1.23 micrograms of vitamin B12.

The recommended daily intake of vitamin B12 is 2.4 micrograms for adults. Vitamin B12 is mostly found in meats and animal products.

Animal activists also argue that a cow’s natural life span can be up to 20 years but dairy cows only live for around 7 years.

Dairy foods are a great source of these essential minerals and nutrients and many others.

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Australian Curriculum English – Literacy (Year 4)

The dairy debate – 2

Understanding Persuasive text

Use the articles on page 11 to complete the following.

1. The purpose of the text is to: (a) entertain.

(b) inform.

(c) persuade.

2. Complete the table with information from the text. Use two different coloured markers to highlight the advantages and disadvantages before writing them in the table.

Advantages of consuming dairy

Disadvantages of consuming dairy

3. Use the text to fill in the nutritional information table. Scan the text and underline any digits you see to help you quickly locate the relevant information.

Food item and amount

Calcium

Vitamin B12

1 cup of milk 200 g tub of yoghurt 100 g kale 100 g clams 1 gram (g) = 1000 milligrams (mg)

1 milligram (mg) = 1000 micrograms

4. Discuss this question with a partner and write your ideas. Why do you think dairy cows only live for about seven years?

5. Did either of the articles change your opinions about dairy products?

Yes

No

Explain why or why not.

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The dairy debate – 3

Creating Persuasive text

1. Decide which side of ‘the dairy debate’ you are on. Use the information from the text page to help you write a brief text to persuade others to agree with your opinion.

Introduction:

Three reasons or arguments that support your opinion (dot points): • • • 2. Create a persuasive poster to go with your text. Use the space below.

Think about how you can use pictures, text and punctuation to try and influence people so they will agree with you.

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Australian Curriculum English – Literacy (Year 4)

Glaciers and icebergs • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an informational text in the form of a retrieval chart • Creating text by using illustrations to write an explanation in a time line format

T

Teaching notes • The text on page 15 is presented in a retrieval chart. It compares the similarities and differences between glaciers and icebergs.

Discuss these points with students.

• Page 16 focuses on the comprehension strategies of cause and effect, and identifying similarities and differences. To help identify cause and effect, students could highlight keywords in the text and make the connection between the cause or effect; e.g. ‘snow deposited over many years’, ask ‘what happens?’, answer is the effect; i.e. turns into ice and becomes a glacier.

• On page 17, students create text by writing a brief explanation from viewing a series of illustrations about what happens after a ship hits an iceberg. It is loosely based on the Titanic disaster. Websites where students can view illustrations in colour, a video or read a time line of events about the disaster are: <http://www.titanicstory.com/timeline.htm> <http://www.youtube.com/watch?v=RjlU_3X3M9E>

Additional activities

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• Students search the internet for websites other than those listed above to view further information about the Titanic. (Use of software/Concepts of print and screen) • Research to find out about the largest glacier in the world (Lambert Glacier in Antarctica) or others like Franz Josef or Fox Glacier in New Zealand, or Glacier Bay National Park in Alaska. Make bullet point summaries of facts. (Creating texts/Use of software/ concepts of print and screen)

Answers

A

Page 16 1. Possible answers: Cause • Snow is deposited continually on the same site over many years.

• Glaciers move or flow.

Page 17 1. Possible answers:

Effect

11.30 pm The ship comes within close range of the iceberg, which is much bigger below the water’s surface.

• The snow turns to ice and forms a glacier.

11.40 pm The ship’s bottom strikes the underwater part of the iceberg and scrapes along it.

• The landscape is flattened or changed.

11.50 pm The ship starts to fill with water and sink.

• Ice breaks off the glacier • If it falls into the ocean at the terminus. it becomes an iceberg.

• Ice is less dense than water.

1.00 am People get into lifeboats to wait for rescue while the ship continues to sink.

• Icebergs float.

4.10 am Survivors in lifeboats are rescued.

2. The connection is the Titanic disaster.

2. Possible answers: Similarities

Differences

• Glaciers and icebergs are both formed from snow which turns to ice.

• Glaciers are much larger and longer than icebergs.

• Glaciers and icebergs can both be found in and around Antarctica.

• Glaciers can be found in mountainous regions while icebergs are only found in polar waters.

• Glaciers and icebergs can both be found in the • Glaciers are entirely on northern polar regions. land. Icebergs are 10% above and 90% below water’s surface.

3. Teacher check Australian Curriculum English – Literacy (Year 4)

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Glaciers and icebergs – 1

Reading Informative text

Read the information in the retrieval chart.

GLACIERS Formation

Size

Location Exposure

ICEBERGS

Snow is deposited continuously on the same site over many years. The snow eventually turns into ice.

An iceberg is a large piece of ice that has broken off of a glacier or an ice shelf. The ice is less dense than water so it floats.

Largest: Lambert Glacier (Antarctica) 100 km wide, 400 km long, 2500 m deep

Largest: 11 000 km2 (about the size of Jamaica)

Mountains (on every continent except Floating in bodies of water Australia) and polar regions Entirely above water level (on land)

A glacier is sometimes referred to as a river of ice. The glacier moves or flows and impacts the land below.

Glaciers can either advance or retreat. Glaciers carve out valleys and flatten the land or create ridges in the ground underneath (depending on the shape of the ice). Sometimes glaciers surge, pushing trees, hills and other obstacles out of the way with their force. Ice falls are possible at the end of glaciers (called the terminus).

Where the ice breaks off into water, Explanation the piece of glacier can float off and is now called an iceberg.

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Tallest: 168 m above sea level

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10% above water level 90% below water level Icebergs are commonly found in the polar waters of the Southern Ocean near Antarctica and in the North Atlantic Ocean near Greenland.

The table below describes the different forms icebergs can take.

Diagram

Shape

Description

Tabular

An iceberg with a flat top, width up to five times greater than its height, and horizontal banding.

Blocky

An iceberg that has steep sides and a flat top.

Wedged

This iceberg has a flat top and steep sides, with one side higher than the other, forming a wedge shape.

Dome

A round-topped iceberg with a smooth surface.

Pinnacle

This iceberg has one or more pyramids or columns.

Dry dock

An iceberg with a minimum of two pyramids/columns with a deep well in the middle of them.

Australian Curriculum English – Literacy (Year 4)

Glaciers and icebergs – 2

Understanding Informative text

1. Identify four cause and effect relationships in the text and write them into the table below. You might like to highlight the cause in one colour and the effect in another.

Cause

Effect

2. Discuss the similarities and differences between icebergs and glaciers and write them in the table below.

Similarities

Differences

3. Explain how you think a dry dock iceberg ends up in that shape. Compare your answer with a partner.

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Glaciers and icebergs – 3

Creating Informative text

1. Use the pictures to help you write an explanation in a time line format.

14 April 1912

11.30 pm

11.40 pm

11.50 pm

1.00 am

4.10 am

2. Can you make a text-to-world connection with the text you just created and a world event?

Write the name of the ship.

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Australian Curriculum English – Literacy (Year 4)

The ice creature • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text in the form of a narrative • Creating text by writing an ending to a narrative

T

Teaching notes • The narrative on page 19 is incomplete. The reader is left in suspense—a cliff-hanger ending. On page 20, students are given a variety of activities to identify structural and language features. These help to create images in the mind of the reader and develop characters within the text.

• On page 21, students create an ending for the suspense narrative. Discuss what is meant by a narrative that ends with ‘a twist in the tail’ (the ending is a complete surprise to the reader, totally unexpected from hints given throughout the text). Students could use this technique in their ending or write a more expected ending with the complication resolved. As suggested in the ‘Questions to consider’ on page 21, the creature may be an animal, human or other (alien, robot, mutation, monster etc.) Also ask students to consider if the creature was responsible for the penguin deaths ... could something else have killed them? Who or what made the scream at the end; was it Dr Shaw or something/someone else?

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Additional activities • Students publish their ending to the narrative on a computer and display, along with their sketch of what they think the creature looks like. Compare with others. (Use of software/Editing) • Identify the expanded noun groups used in the narrative and discuss the choice of adjectives used in them and how they add to the mood and imagery of the text. Examples: a strange and frightening set of piercing ice-blue eyes; a sharp, piercing scream; the team of exhausted and freezing researchers. (Visual language) • Identify adverb groups and phrases, and prepositional phrases used in the narrative. Examples: finally (adverb of time) spotted the cabin, relief quickly (manner) spread throughout the group, the team looked longingly (manner) towards the cabin. (Visual language)

A

Answers Page 20

Page 21

1. Possible answers:

Teacher check

(a) intelligent; he is a doctor (b) brave; he volunteered to check out the cabin (c) responsible; he guides the others in what to do 2. four (trudged, huddled, rang, turned) 3. past tense 4. (a) savaged (adjective): violently attacked (b) blustery (adjective): gusty and windy (c) blizzard (noun:) a violent snowstorm (d) confided (verb): told in secret 5. frightening, mysterious, cold, isolated 6. Teacher check. Look for descriptions that express authority and self-assuredness.

7. • attacked (or savaged) a penguin colony (presumably, as footprints found leading away) • very large footprints • piercing ice-blue eyes

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The ice creature – 1

Reading Imaginative text

Read the narrative.

The team of exhausted and freezing researchers finally spotted the small but sturdy cabin in the distance. There was a feeling of relief that quickly spread through the group. The expedition’s leader, Dr Shaw, gave them a sharp look which meant they should remain cautious.

windows into the pitch dark outside. He’d said that when he shared this with others they’d all laughed him off, though one woman came to him later and confided that she had once seen the strange and frightening eyes, too.

Although they were desperate to enter the shelter of the cabin, they knew the possible danger they might find lurking behind the door. On their long and dangerous trek they had seen some suspicious and frightening things.

These thoughts and the images of the savaged penguins came back to all five of the team as they stood in the snow and looked longingly towards the cabin.

The group of five (who were in Antarctica to research climate change) had been stunned and disturbed when they came across the savaged penguin colony earlier in the week.

The birds were left slashed and bloody, and unfortunately around 20 were dead.

Dr Shaw had a look of concentration on his weary face when he finally turned to address the group. ‘I’ll volunteer to go and check that the cabin is clear and safe for us to shelter in while we wait out this blizzard’, he said determinedly.

Most disturbing of all though, was the trail of enormous footprints that led away from the birds. The tallest of their team stood his large foot next to one and everyone was shocked at how small it appeared.

The other four looked at him gratefully. ‘Wait for my signal’, he added. ‘I’ll motion for you to come over if it’s safe.’

Dr Shaw trudged off through the blustery snow towards the cabin while the remaining four huddled together for warmth.

That night following the discovery they relaxed in the warm and secure research station, the five shared second-hand stories of strange happenings in the Antarctic wilderness. One member told a story she’d heard from an older colleague, who had spent a lot of time in Antarctica.

All of a sudden, a sharp, piercing scream rang through the night. The shocked group of four quickly turned towards the sound and ...

She recounted that he had been certain he’d spotted a strange and frightening set of piercing, ice-blue eyes on three different occasions when he’d looked out the cabin R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 4)

The ice creature – 2

Understanding Imaginative text

Use the narrative on page 19 to complete the following.

1. Write three words to describe the character, Dr Shaw, and evidence from the text to support what you have written. (a) (b) (c) 2. Highlight all of the verbs (words that express a state of being or an action) in the last two paragraphs. Write how many you found: 3. Circle the tense of the highlighted verbs.

past

present

future

4. Match the words to their meanings then circle which part of speech each word is. (a) savaged •

• gusty and windy

noun verb adjective

(b) blustery •

• a violent snowstorm

noun verb adjective

(c) blizzard •

• told in secret

noun verb adjective

(d) confided •

• violently attacked

noun verb adjective

5. Circle the words that show the kind of mood that is created by this story. joyful

frightening

humorous

warm

mysterious cold

light-hearted isolated

friendly

6. Locate the direct speech in the text and re-read those paragraphs. Explain how you think Dr Shaw’s voice would sound and why you think that.

7. Pretend you are a detective researching the ice creature. List clues from the text about behaviour and appearance.

• • • • Australian Curriculum English – Literacy (Year 4)

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The ice creature – 3

Creating Imaginative text

The story ended with a cliff-hanger. This means the readers are left in suspense and are wondering what will happen next. Use your imagination to come up with an ending to the story.

1. Write your ending in the space below. Use the back of this sheet if you require more space.

Questions to consider: Will your story end with a twist? Will the team survive the blizzard?

What kind of creature is it? Animal/Human/Other?

2. Re-read what you have written and edit your writing.

3. Draw and label a sketch of what you think the ice creature looks like.

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Australian Curriculum English – Literacy (Year 4)

Antarctic Explorer • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text in the form of an advertising brochure • Creating text by choosing antonyms of words and phrases to change persuasive to dissuasive text

T

Teaching notes • The travel brochure on page 23 is a form of persuasive text. The brochure intends to convince readers to book the trip advertised.

Discuss elements used in the advertisement; e.g. size of lettering, colour, catchy slogans, language choices, adjectives for imagery, exclamation marks for emphasis, general eye-catching appeal in illustrations and graphics.

• On page 24, students identify features used in the text, the purpose and audience of the text, and if they think the text was successful in persuading people to book a trip.

• On page 25, students complete activities where they must create antonyms of adjectives and phrases in the brochure to dissuade readers from booking a trip. The aim is to highlight the choice of adjectives in descriptions and the role they play in imagery.

+

Additional activities • Locate travel brochures from travel agents or online. Identify the persuasive techniques used in the advertisements. (Use of software/Reading processes/Purpose, audience and structures of different types of text) • Create a brochure for a place they have enjoyed visiting or holidaying at. Use digital photos as part of the illustrations/graphics.

Share brochures with class members. (Creating texts/Use of software/Reading processes) • Pop-ups are ads that ‘pop up’ on screen, offering things such as prizes or claiming your computer has a virus. Identify these on websites with students and discuss how they try to attract web traffic or capture email addresses. They should never be clicked on as they usually produce negative results. (Use of software/Concepts of print and screen)

A

Answers Page 24

Page 25

1. Headings, Map, Place names, Contact information, Pictures 2. Answers may include: To get immediate interest from readers./To capture interest and draw readers in.

3. To make the statements more exciting and to add emphasis.

4. (a) (i) genuine – real and authentic (ii) spacious – roomy and comfortable

1. Possible answer: The small and poky cabins will be your uncomfortable home away from home for the duration of the tour. For those who are seeking a horrible Antarctic experience, a compulsory hike followed by a night camping on the peninsula is offered (weather permitting).

2. Possible answer: Tiresome whales, boring penguins, ugly sea-birds and fat seals will send you to sleep. The dull grey waters, chunky cold icebergs and characterless and unattractive terrain will be like nothing you’ve ever seen before (or will want to see again).

(iii) desolate – isolated and uninhabited (iv) optional – available as a choice (b) adjectives 5. Answers may include: The purpose is to sell a holiday—the author wants the reader to book a trip.

6. Teacher check (student’s own opinion) 7. (a) 14 (comfortable, spacious, cosy, genuine, Antarctic optional, majestic, playful, graceful, sleepy, icy-blue, purewhite, wild, desolate) (b) Answers may include: So the reader can visualise the imagery./To make the trip sound fabulous and to ‘sell’ it to the audience.

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Antarctic Explorer – 1

Reading Persuasive text

Read the travel brochure advertisement.

Icy adventures and amazing wildlife!

Have you considered Antarctica as a holiday destination? The remarkable scenery, amazing wildlife and, let’s face it, extreme weather conditions will make for an unforgettable, once-in-a-lifetime adventure!

Antarctic tours’ ships tour the outlying islands and the Antarctic peninsula. Tours depart from Ushuaia in southern Argentina on selected dates between November and March.

Trip itinerary ARGENTINA Ushuaia

Drake Passage

King George Island Livingston Island Deception Island Gerlache Strait Petermann Island

Cuverville Island Paradise Bay

ANTARCTIC PENINSULAR

Day 1 Explore the world’s southernmost city Ushuaia.

Day 2 Board the Antarctic Explorer, your new home for the next ten days, and set sail across the Beagle Channel.

Days 3–4 Heading into the open waters of the Drake Passage, the Explorer makes its way towards the South Shetland Islands.

The comfortable and spacious cabins will be your cosy home away from home for the duration of the tour. For those who are seeking a genuine Antarctic experience, an optional hike followed by a night camping on the peninsula is offered (weather permitting).

Majestic whales, playful penguins, graceful seabirds and sleepy seals will amaze and entertain you.

The icy-blue waters, purewhite icebergs and wild and desolate terrain will be like nothing you’ve ever seen before!

Call 555 6785 or visit our website at www.antarcticexplorer.net to book your trip today!

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Days 5–8 These three days will be spent cruising around the islands and along the coast of the Antarctic Peninsula, with multiple stop-offs to explore the wilderness and observe the amazing wildlife.

Days 9–10 Again, the Explorer will cross the Drake Passage to return to Argentina.

Day 11 The journey ends here in Ushuaia where you can get used to walking on dry land once again!

Australian Curriculum English – Literacy (Year 4)

Antarctic Explorer – 2

Understanding Persuasive text

Use the brochure on page 23 to complete the following.

1. Circle the features that appear in the text.

Characters A conflict

Headings

Direct speech

Place names

Map

Contact information

Pictures

2. Explain why the author has started this text by asking a question.

3. Why has the author used exclamation marks in the text?

4. (a) Match the words to their meanings; use the text to help you. (i) genuine •

• roomy and comfortable

(ii) spacious •

• real and authentic

(iii) desolate •

• available as a choice

(iv) optional •

• isolated and uninhabited

(b) In the text, the words above are all: nouns verbs adjectives 5. What is the purpose of this text? What does the author want the reader to do?

6. Has this text done its job? Would you like to book a trip on the Antarctic Explorer? Why or why not?

7. (a) Re-read the text and highlight the adjectives in paragraphs 3 and 4. How many did you find? (b) What is the purpose of the adjectives in these paragraphs?

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Antarctic Explorer – 3

Creating Persuasive text

1. Rewrite paragraph 3 below. Your aim is to dissuade (the opposite of persuade) people from booking a trip on the Antarctic Explorer.

REWRITING TIP: Change only the adjectives you highlighted (except Antarctic).

Paragraph 3

2. Rewrite paragraph 4 below. Again, your aim is to dissuade (the opposite of persuade) people from booking a trip on the Antarctic Explorer.

REWRITING TIP: Change the adjectives you highlighted, as well as the phrase ‘will amaze and entertain you’.

Paragraph 4

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Australian Curriculum English – Literacy (Year 4)

Healthy snack recipe cards • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reads and comprehends an informative text in the form of a recipe procedure • Creates text by changing notes for a recipe into a recipe procedure format

T

Teaching notes • Recipes are informational text written in a procedural format. They include instructions which begin with imperative (command) verbs, subject-specific vocabulary, simple present tense and concise language (unnecessary words are omitted in the Method section). Diagrams or illustrations of the completed recipe are often included.

• On page 28, students are asked to identify some of these structural and language features of procedures, particularly the use of imperative (command) verbs, the reason numbering is used in the method, and the use of numbers in digit form in the ingredients and measurements to make things clearer.

• On page 29, students must format notes for a recipe into a procedure, remembering to number steps in the Method section, use digits to show amounts, use imperative verbs to begin instructions and omit unnecessary words in the steps; e.g. Place all ingredients in blender.’ instead of: ‘Place all of the ingredients into a blender.’

+

Additional activities • Students write out another recipe they know using the recipe card format. Publish and print their recipe card using a desktop publishing program. (Use of software/Concepts of screen and print/Editing) • Locate other informative texts written in a procedural format; e.g. experiments, instructions for building something, a maths procedure. (Reading processes/Purpose, audience and structures of different types of text)

A

Answers Page 28 Page 29

1. (a) Highlighted words: 1. Sift 2. Heat 1. Mash 2. Heat

3. Combine 3. Slice

1. Banana and berry smoothie Ingredients:

(b) imperative/command verbs (in present tense) (c) Add, Make, Whisk, Stir, Fold, Spray, Drop, Cook, Turn, Cook, Top, Put, Leave, Pour, Whisk, Stand, Spray, Pour, Cook, Turn, Cook, Transfer, Keep, Top (d) True 2. • to show the amounts of ingredients

• 1 large banana •

⁄2 cup frozen mixed berries

1

• 2 teaspoons wheatgerm ⁄2 cup low-fat milk

•

1

•

1

⁄2 cup low-fat strawberry yoghurt

• to show the steps of the recipe in sequence

• 2 teaspoons honey

• to show how much time things take

Method:

3. Possible answer: I think this is a good title because the recipes don’t contain much fat or sugar. They also contain fruit or vegetables.

1. Put all ingredients into blender and close lid.

4. Some possible answers:

3. Pour mixture into two glasses to serve.

Similarities • Contain flour • Need to be cooked in the same way • Have three steps in their methods

2. Blend mixture until smooth.

2. Teacher check

Differences • One recipe is sweet and the other is savoury • The fritters have more ingredients than the pancakes

• Include healthy ingredients • The fritters are topped with avocado and the • Include fruit or vegetables pancakes are topped with yoghurt 5. Teacher check (student’s own opinion) Australian Curriculum English – Literacy (Year 4)

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Healthy snack recipe cards –1

Reading Informative text

Read the recipes.

Corn and chive fritters Method:

Ingredients: • • • • • • • • • • • • •

1. Sift flour and baking powder into bowl.

Add seasoning. Make a well in centre.

Whisk in egg and buttermilk. Stir until smooth. Fold in corn, chives and coriander.

1 cup self-raising flour 1 ⁄2 teaspoon baking powder 1 teaspoon lemon pepper seasoning 1 egg 1 cup buttermilk 1 corn cob (kernels removed) 1 ⁄2 bunch of chopped fresh chives 1 ⁄4 cup chopped fresh coriander olive oil spray 1 avocado, coarsely chopped 1 tablespoon fresh lime juice 1 teaspoon grated lime rind fresh coriander leaves to garnish

2. Heat a non-stick pan over medium heat.

Spray with oil. Drop tablespoonfuls of mixture into pan. Cook for 2–3 minutes.

Turn over. Cook for a further 1–2 minutes or until golden.

3. Combine avocado, lime juice and rind in bowl. Top fritters with avocado mix and coriander.

Wholemeal banana pancakes Method:

Ingredients: • • • • • •

1. Mash one banana in bowl. Put flour into another bowl. Make a well in centre. Combine eggs, mashed banana and honey. Pour into well. Whisk until smooth. Stand for 10 minutes.

2 large bananas 11⁄2 cups wholemeal flour 2 eggs, lightly beaten 1 tablespoon honey olive oil spray honey and light passionfruit yoghurt, to serve

2. Heat a non-stick pan over medium heat.

Spray with oil. Pour 1⁄4 cup of batter into pan. Cook for 2–3 minutes. Turn over.

Cook for a further 1–2 minutes or until golden. Transfer cooked pancakes to a plate. Keep warm in oven.

3. Slice the other banana thinly. Top pancakes with sliced banana, honey and yoghurt.

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Australian Curriculum English – Literacy (Year 4)

Healthy snack recipe cards – 2

Understanding Informative text

Use the recipes on page 27 to complete the following.

1. (a) Highlight the words that come after the numbers in the method section. (b) What kind of words are these? (c) Highlight all the other similar words in the method section. (d) Every sentence in the method sections starts with the same kind of word.

True False

2. Numbers often feature in recipe procedures. Write three reasons numbers are used in the recipe cards.

• • • 3. The title of the text is ‘Healthy snack recipe cards’. Do you think this is a good title? Why or why not?

4. Find three similarities and three differences between the fritter and the pancake recipes.

Similarities

Differences

5. Which of the two recipes would you prefer to try? Explain why.

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Healthy snack recipe cards – 3

Creating Informative text

1. The author of the recipe cards has jotted down this information. Organise the text and rewrite it in the same format as the recipe cards so it is clear and easy to follow.

Recipe card idea for a banana and berry smoothie You will need: one large banana, half a cup of frozen mixed berries, two teaspoons of wheatgerm, half a cup of low-fat milk, half a cup of low-fat strawberry yoghurt, two teaspoons of honey. What you need to do is to put all of the ingredients into a blender and close the lid then blend the mixture until it is smooth. Finally, pour the smoothie mix into two glasses to serve.

Method:

Ingredients:

1.

• • • • • •

2.

Illustration:

3.

2. Mini self-assessment: • My recipe card has numbers to show amounts.

Yes

No

• Each step begins with an imperative (command) verb.

Yes

No

• Unnecessary words have been left out of the method.

Yes

No

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Australian Curriculum English – Literacy (Year 4)

Fruit poetry • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes • When selecting what part of speech the words are in Question 5 on page 32 are, students need to refer to the part the word plays in the text on page 31. Words may be used as different parts of speech depending on the context.

• A kenning is, by definition, ‘a concise compound or figurative phrase replacing a common noun’. It is Anglo-Saxon in origin, having come from names for swords such as ‘death-bringer’ and so on. Kenning poems are much like riddles where the reader must determine what is being described by the nouns and noun groups.

• Page 32 includes questions relating to text purpose, making connections between the text and students’ own experience, building and using prior knowledge and vocabulary, finding specific literal information, answering questions, and finding the main idea of a text.

• On page 33, students will use a poetry structure and language features such as nouns and noun groups to write two different poems.

+

Additional activities • Have students select a line such as ‘I love to peel off their yellow suits’, or another line from one of the poems, to illustrate and develop visualisation skills. (Comprehension strategies) • Ask students to select one of the poems to read aloud. Have them practise reading the text with expression and for fluency, then have them read the poem to the class. Students listening may find good points of the students’ reading to compliment the reader, developing awareness of good oral presentation skills. (Reading processes) • To practise editing skills, have students use a word processing program to type in one or more of the poems, adding spelling errors and leaving out punctuation. Print them off and, as pairs, find the errors. (Use of software, Editing)

A

Answers Page 32 1. (a) False

Page 33 (b) True

(c) True

1. Answers will vary.

2. Answers will be from the following list:

2. (a) mouse/rat

(a) Fact: Bananas are fruit; Bananas have yellow skin; Bananas are packed with vitamins and nutrients; Bananas can be used in smoothies, desserts, curries and for snacks.

(b) Teacher check 3. Answers will vary.

(b) Opinion: Bananas are the greatest fruits; I love to peel off their yellow suits; These fruits are really good for you; Bananas are good for all of that!; Monkeys and elephants enjoy them too!

3. The purpose of the text is to persuade readers that bananas are the greatest fruit.

4. The author likes to peel bananas.

5. (a) threaten (verb): be a source of danger (b) scent (noun): smell (c) convinced (verb): persuaded someone (d) remind (verb): awaken memories 6. Answers will vary.

7. Teacher check

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Fruit poetry – 1

Reading Imaginative text

Read the poems.

Bananas Rhyming (AA BB)

Watermelon Acrostic

W A T E R M E L O

Bananas are the greatest fruits.

hen it’s hot outside

I love to peel off their yellow suits!

These fruits are really good for you,

nd I feel like something cool and sweet

So why not go and eat one or two?

They’re packed with loads of vitamins

aking a watermelon from the fridge

And nutrients, too, beneath their skins.

You’ll feel a burst of energy,

nds up being my favourite treat!

Then you can choose a recipe!

Smoothies, desserts, curries or a snack,

olling down my chin go the sticky drops of juice

Bananas are good for all of that!

They grow in places that are warm and sunny.

essy pips form a pile beneath me

If you like them sweeter you can add some honey.

ating watermelon with friends is best

Monkeys and elephants enjoy them too!

azing in the sun together all sticky and messy. And

What do you think? Have I convinced you?

Cherries Cinquain

nly when the bees fly toward the sweet scent and threaten to sting do we

Cherries Shiny, deep red Delicious and juicy

N

eed to wash up and put the scraps in the bin.

Remind me of hot summer days All gone!

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Australian Curriculum English – Literacy (Year 4)

Fruit poetry – 2

Understanding Imaginative text

Use the text on page 31 to complete the following.

1. (a) All of the poems rhyme.

True False

(b) Three different styles of poetry appear on the page.

True False

(c) The bananas poem contains both facts and opinions.

True False

2. Use two different coloured highlighters. Highlight one fact in the bananas poem with one colour and one opinion with another colour.

Write them below. (a) Fact: (b) Opinion: 3. Why do you think the author ended the bananas poem with: ‘What do you think? Have I convinced you?’ What does this tell you about the purpose of this poem?

4. What is the literal meaning of the line: ‘I love to peel off their yellow suits?’

5. Match the words to their meanings then circle which part of speech each word is. (a) threaten

•

• a smell

noun verb adjective

(b) scent

•

• persuaded someone

noun verb adjective

(c) convinced •

• awaken memories

noun verb adjective

(d) remind

• be a source of danger

noun verb adjective

•

6. Which of the three poems is your favourite? Explain why.

7. Make a connection to the text by writing about something the poems reminded you of.

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Fruit poetry – 3

Creating Imaginative text

1. Choose a form of poetry from page 31 and create your own fruit poem.

Use another sheet of paper if you need more space.

Form of poetry: My fruit poem:

2. A Kenning poem is formed by using a noun-noun pattern to describe the animal’s behaviour. The second noun is formed by adding ‘r’ to a verb.

Read the Kenning poem below and complete the answers.

Cheese eater

(a) This poem is about a

.

Cat dodger Crumb scavenger Whisker twitcher Floor scurrier

(b) Draw a picture of this animal in the space above.

3. Write a Kenning poem about an animal you like. When you have finished your poem, see if your partner can guess the animal.

Partner guess: This poem is about a/n: R.I.C. Publications®

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Australian Curriculum English – Literacy (Year 4)

Restaurant review • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a persuasive text

T

Teaching notes • Discuss any unfamiliar vocabulary such as ‘share plate’, ‘decor’, ‘planters’, and ‘smoothies’ before reading.

• Students should understand what a paragraph is before completing activities on this set of pages. Give a short explanation if students need reminding.

• On page 37, students change one paragraph of a positive review to a negative review, and write their own positive or negative review following the example on page 35.

+

Additional activities • Discuss how helpful the images were to reading and comprehending the text. Do they help the reader link to the information in print? (Comprehension strategies) • Have students consider what word identification strategies they used to decipher unfamiliar vocabulary in the text. Discuss whether they were familiar with reviews or knowledge of the topic (restaurants). (Reading processes) • Choose one paragraph of the review on page 35, then underline in different highlighters sentences that are simple, compound and complex. Which ones were most often used? Why? Are these types of sentences appropriate? Have the students select one compound or complex sentence and convert it to simple sentences. (Creating texts)

A

Answers Page 36

Page 37

1. details and information about the restaurant, a star rating, persuasive and expressive words, images, prices, vocabulary relating to food and restaurants.

2. informative and persuasive 3. There were four and a half stars.

1. Answers may be similar to ‘My dining partner and I were very disappointed with our inedible and unhealthy meals.

My salad had an unpleasant dressing and my companion said her fish was cooked badly and was smothered in a disgusting sauce.’

2. Teacher check

4. (a) decor(noun): furnishings of a place (b) occupied (verb): taken by people (c) seeking (verb): looking for (d) companion (noun): friend (e) smothered (verb): drenched, covered (f) promptly (adverb): quickly 5. healthy, delicious, large, hungry, smaller, lighter, huge, natural, fresh; 9 6. Answers will vary.

7. (a) become accustomed to/become familiar with an activity (b) would eat there again

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Restaurant review – 1

Reading Persuasive text

Read the review.

Farm Fresh Restaurant 234 Alexander Road, Harrisburg Open:

Tuesday to Sunday for lunch and dinner

Star rating: Prices:

share plates $8–$15; mains $14–$28

Fresh and fabulous!

With its grand opening weekend happening a fortnight ago, Farm Fresh Restaurant has started to get into the swing of things. We arrived to find most of the tables occupied and were greeted by a friendly waitperson and promptly shown to our table.

The restaurant’s decor fits the farm fresh theme, with the place looking like a large and welcoming farmhouse. The herb and vegetable planters spread around the restaurant add bursts of colour, and show you how fresh some of the ingredients really are!

Packed with healthy and delicious choices, the menu offers large meals for the hungry and smaller plates for people seeking a lighter option. To go with your meal or snack, you can choose from a huge range of fresh and natural juices and smoothies.

My dining partner and I were very impressed with our delicious and healthy meals. My salad had a very tasty dressing and my companion said that her fish was cooked perfectly and was smothered in a delightful sauce.

The juices complemented the meal nicely and we even had room to try two of their fantastic fruity desserts before we left very satisfied and vowing that we would return soon!

Smoothies and juices R.I.C. Publications®

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Desserts Australian Curriculum English – Literacy (Year 4)

Restaurant review – 2

Understanding Persuasive text

Use the text on page 35 to complete the following.

1. List some features of this text.

2. Tick the correct one. This text is both: OR

imaginative and informative.

informative and persuasive.

3. Before you read the text, what were some clues that told you this review would be positive?

4. Match the words to their meanings then circle which part of speech each word is. (a) decor

•

• taken by people

noun verb adverb

(b) occupied

•

• drenched, covered

noun verb adverb

(c) seeking

•

• quickly

noun verb adverb

(d) companion •

• furnishings of a place

noun verb adverb

(e) smothered •

• looking for

noun verb adverb

(f) promptly

• friend

noun verb adverb

•

5. Highlight all of the adjectives in paragraph 3. Write them on the lines below.

How many did you find?

6. Based on the review, would you like to go to this restaurant? Explain why or why not.

7. Explain what these two phrases from the text mean: (a) ‘get into the swing of things’ (b) ‘vowing that we would return’ Australian Curriculum English – Literacy (Year 4)

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Restaurant review – 3

Creating Persuasive text

1. Rewrite paragraph 4 below as though you are the reviewer and you WERE NOT happy with the meals. Before you write, highlight the words you will change to make the paragraph negative instead of positive.

‘My dining partner and I were very impressed with our delicious and healthy meals.

My salad had a very tasty dressing and my companion said that her fish was cooked perfectly and was smothered in a delightful sauce.’

2. Choose something to write a short review about. It could be a book, movie, album, concert, TV show, or a meal at home or a restaurant.

Give it a star rating out of five.

I am reviewing

My review was R.I.C. Publications®

.

positive

www.ricpublications.com.au

negative .

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Australian Curriculum English – Literacy (Year 4)

Cyclone preparations • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating an informative text

T

Teaching notes • On page 40, students are completing answers to numerous inferential questions rather than finding literal information.

• Before completing page 41, students may need to research cyclones on sites such as <http://www.emergency.qld.gov.au/emq/css/ cyclone.asp#emergency_kit> to find out information for page 4 of their pamphlet.

+

Additional activities • Discuss and consider the headings that summarise the categories of items to go in the emergency kit. Are the headings helpful to understanding the text? Would they help readers who live in a cyclone-prone region to find and collect items quickly and make sure they have all the items they need? (Comprehension strategies) • Have students highlight words in the text that they had difficulty reading. With a partner, discuss word identification strategies that were, or could be, used to read the text. (Reading processes) • When students have completed their texts on page 41, form pairs or small groups for sharing the texts. Have students compare the texts and critically reflect on the content including the language and images to decide if they help convey meaning. (Creating texts)

Answers

A

Page 40 1. digital images, print, headings, subheadings, bold type, details and information, icons, tick boxes

Page 41 Answers will vary.

2. People who live in cyclone-prone regions 3. The tick boxes allow people to check to see that they have included all the things they need as they collect them.

4. prepare an emergency kit before a cyclone hits 5. in case of loss of power/electricity 6. to blow so others can hear them if they get lost or separated etc.

7. No; every household is different so will pack some different things.

8. tins or cans of food; dried food; food that will not spoil without refrigeration; food that will last a long time 9. bushfires, drought, floods, storms, earthquakes, landslides, heatwaves

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Cyclone preparations – 1

Reading Informative text

Read the information pamphlet.

Cyclon

es

Natura l Disas te Emerg ency G r uide CYCLO NES

720

1. PREPA RE Y

OUR ENCY P LAN

EMERG

2. PREPA RE Y

OUR ENCY K IT

EMERG

3. PREPA RE Y

HOME A OUR ND PRO PERTY

4. TUNE INTO

Em e rg e n c y k it : essential items Food and water ...........

Non-perishable food items ............

Bottled water . . . . . . . . . n Medical and sanitatio ............

First aid kit . . . . . . . . . . . ............

Medications . . . . . . . . . . ............

Toilet paper . . . . . . . . . . ............

Personal hygiene items .

Light ...........

Torch with extra batteries ............

Battery-powered lantern

WARNIN

A RT: 1. (pap er & pe n ic o n) 2. ba c k pa c k ic on 3. h o u s e ic o n 4. radio ic o n

GS

Clothing and footwear ............

Warm clothing . . . . . . . . ............

Waterproof jacket . . . . . ............

Closed-in shoes or boots Tools and supplies ............

Whistle; utility knife . . . . ............

Masking tape . . . . . . . . . ............

Garbage bags. . . . . . . . .

Miscellaneous elderly Special items for infants, the s......... or people with special need ............

Spare house and car keys ............

Pet food and water . . . .

Communications

Important documents

............

Battery-powered radio . . ..........

Mobile phone and chargers cards . . . . . .

Coins and pre-paid calling

rs, birth Passports, insurance pape and cards; and marriage certificates stic bags . . . all sealed in waterproof pla

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Australian Curriculum English – Literacy (Year 4)

Cyclone preparations – 2

Understanding Informative text

Use the text on page 39 to complete the following.

1. List some of the features of this text.

2. Tick the audience of the text.

Everyone in Australia

People who live in cyclone prone regions

School children

Police officers and soldiers

3. Why are there boxes next to the items on this pamphlet?

4. Tick the correct one. Page two of the pamphlet is there to help people ... know what to do when the cyclone hits. prepare an emergency kit before a cyclone hits. know where to go in case of a cyclone.

5. Why do all items in the emergency kit need to be battery powered?

6. Why do you think a whistle is included on the list?

7. Would every household’s emergency kit require every single item on the list? Explain why or why not.

8. Explain what is meant by ‘non-perishable food items’.

9. This guide outlines what people should do to prepare for a cyclone. What other disasters affect people who live in Australia?

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Cyclone preparations – 3 1. Write some information that might be found on page 4 (back) of the pamphlet.

Creating Informative text

3. Use the space below to arrange your text and pictures (drawn, or cut and pasted) so it looks like a page from the pamphlet.

Prepare your home and property

(Back – Page 4)

•

•

•

•

2. Which pictures or graphics could be included on this page?

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Australian Curriculum English – Literacy (Year 4)

Tropics Man saves the day • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Identifying and explaining language features of a text from earlier times • Comparing texts of earlier times with those from contemporary times • Creating an imaginative text

T

Teaching notes • This text—a visual narrative—is set in 1971 so the students will compare texts from earlier times to contemporary times.

• Before completing page 45, students should plan there visual narrative by finding the eight most important events in their story.

This will help them to convey the story in a number of boxes provided.

+

Additional activities • Ask the students to make up questions to find out more details about the text that were not supplied in the original text because of lack of space for text in a comic frame. (Comprehension strategies) • Scan the images and text the students create for their comic on page 45 and display on a computer or whiteboard. Discuss any music or sound effects that could be accessed online to compliment them. Remember to be aware of copyright issues and only access those things that are copyright free. (Use of software) • When the students have completed their own comics, have them swap texts with a partner for them to edit for incorrect spelling, punctuation and grammar. Also have them check that the ideas flow and that no events are missing that may confuse the reader.

(Editing)

A

Answers Page 44

Page 45

1. Answers may include: There would have been cyclone warnings; Any bus taking kids to and from school camp would have been a safe, well-maintained one etc.

Teacher check

2. Answers will vary but may include that the kids may have saved themselves; Mrs Tims may have done something; rescue teams may have saved the kids.

3. (a) descended – swooped down (b) hesitation – a delay because of doubt (c) appeared – came into view (d) calculated – figured out 4. Yes; The print in the text describes the main events in sequence order.

5. (a) Mrs Tims: scared, gives up easily, forgetful, ineffectual (she didn’t do anything) (b) Tropics Man: quick-thinking, brave, fearless, strong, intuitive (He knew there was trouble.) (c) the students on the bus: scared, not clever (They didn’t do anything.)

6. Answers will vary.

7. Tropics Man

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Tropics Man saves the day – 1

Reading Imaginative text

Read the comic.

Tropics Man saves the day H NORT D N FAR NSLA QUEE 1971

The tiny town was busily preparing for the huge cyclone that was about to hit with little warning.

Suddenly, Mrs Tims remembered that the school kids would be returning from their day camp that same day.

Whatever could they do? The radio in the old bus had been broken for weeks.

Just when she had all but lost hope, the amazing superhero Tropics Man appeared ready to lend a hand.

He and Mrs Tims quickly calculated that the bus should be about 200 kms out of town on the old coast road.

Fearlessly and without hesitation, Tropics Man flew off towards the dark grey clouds.

With the storm rolling in from the coast, Tropics Man managed to spot the bus and quickly descended to save the day.

Landing on the bus with a thud, Tropics Man grabbed hold and flew the kids to the safety of the shelter back in town.

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Australian Curriculum English – Literacy (Year 4)

Tropics Man saves the day – 2

Understanding Imaginative text

Use the text on page 43 to complete the following.

1. If this comic was set in the present day, how might it have been different?

2. Would Tropics Man still have needed to ‘save the day’ in the present day?

Explain why or why not.

3. Match the words to their meanings. (a) descended •

• came into view

(b) hesitation •

• a delay because of doubt

(c) appeared

• figured out

•

(d) calculated •

• swooped down

4. If there was no text under each picture, do you think the story would still make sense? Explain your answer.

5. Use adjectives to describe the characters from the comic. (a) Mrs Tims: (b) Tropics Man: (c) the students on the bus: 6. What other texts have you read that use both print and images to give meaning? (You may write the names of digital or online texts.)

7. The pronoun ‘He’ in text 5 refers to which character?

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Create a comic!

Creating

Create your own comic about a superhero saving the day!

Imaginative text

Setting:

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Australian Curriculum English – Literacy (Year 4)

Class discussion • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a persuasive text

T

Teaching notes • To answer Question 4 on page 48, students must name the part of speech that the word plays in the text on page 47. They may need to re-read the text.

• When completing page 49, it is sufficient for students to rephrase or rewrite the thoughts into correct points of a discussion. They may also add some other ideas of their own.

+

Additional activities • Have students use a highlighter to mark the commas and full stops in the texts so they know where the pauses are when reading aloud. (Reading processes) • Form small groups of students to collate their ideas for the mother and the son. Choose the arguments that are worded best to compile into a good argument for each side. (Creating texts) • Ask students to practise reading their arguments for or against getting a puppy fluently. Then select groups and sides so the students can present their ideas as a simple debate. (Reading processes)

A

Answers Page 48

Page 49

1. (a) Sarah would like a new arts centre.

Teacher check

(b) Clarissa would like new sports equipment and play areas. (c) Damien would like new, up-to-date computers.

2. There are already a lot of computers; Physical activity is important to stay healthy; New facilities and equipment would encourage more students to be active.

3. The school is really lacking the facilities to run a good arts program; Many students would go far if they had the right start in arts.

4. There is a specialist arts school across town; there would be two in the same town.

5. (a) funds (noun): money (b) lacking (verb): missing, without (c) purchasing (verb): buying (d) enhance (verb): improve, make better 6. Damien likes technology; Sarah is artistic; Clarissa is keen on physical activities.

7. Answers will vary.

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Class discussion – 1

Reading Persuasive text

Read the discussion.

Teacher: Alright class, you’ve had time to think and discuss with others who share your opinion. It’s now time to discuss with the rest of the class where you think the funds should be spent to improve the school.

Sarah:

Well, both Jin and I agree that a new arts centre should be built here at the school. One end could have a theatre and dance studio and the other end could be for visual arts.

This school is really lacking the facilities to run good arts programs and we think that there are many students here who could go far in the arts if they had the right start.

Teacher: Thanks Sarah, you had some great points there. Let’s move on to you, Damien.

Damien: Well Sarah, I’d have to disagree with your ideas; I’m sorry. Students who are interested in arts can go to the specialist arts school across town. The four of us really think technology is the way of the future. The money should be spent on purchasing new and more up-to-date computers for students to use to enhance their learning, and to make sure they have a lot of experience using the most up-todate technology.

Teacher: That’s an interesting argument Damien, and I do agree that technology is important. Okay, let’s hear from the last group, shall we? Thanks, Clarissa.

Clarissa: Thanks Miss. I’d have to say I agree with Damien’s point about the arts school; why have two in the same town?

Though I disagree that the money should be spent on technology. There are already a lot of computers here! We think that the money would best be spent on upgrading the outdoor play areas and purchasing some new sports equipment. We all know how important physical activity is when it comes to staying healthy, and new facilities and equipment would encourage more students to get active!

Teacher: Well done everyone, I’m really impressed by your ideas and the way you expressed your opinions clearly and disagreed with your classmates respectfully. It certainly won’t be an easy decision to make!

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Australian Curriculum English – Literacy (Year 4)

Class discussion – 2

Understanding Persuasive text

Use the text on page 47 to complete the following.

1. Match the student’s name to the main idea they presented. (a) Sarah

•

• would like new sports equipment and play areas

(b) Clarissa

•

• would like a new arts centre

(c) Damien

•

• would like new, up-to-date computers

2. What reasons does Clarissa give to support her argument?

3. What reasons does Sarah give to support her and Jin’s argument?

4. Why do Damien and Clarissa disagree with Sarah?

5. Match the words to their meanings, then circle which part of speech each word is. (a) funds

•

• improve/make better

noun verb adverb

(b) lacking

•

• buying

noun verb adverb

(c) purchasing •

• money

noun verb adverb

(d) enhance

• missing/without

noun verb adverb

•

6. What can you infer about each student based on what they say?

Damien: Sarah: Clarissa: 7. Which of the three students would you most agree with (think about how your school might be improved). Explain why.

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Family discussion

Creating Persuasive text

Imagine this mother and son are having a discussion. Read the thought bubbles to help you think about what their points of view might be. Write a main argument and at least one supporting detail from each person’s perspective.

He wants a puppy but I don’t think he’s ready for the responsibility.

I’ll be the one who ends up feeding and cleaning up after it just like his sister’s kitten! And what if it barks all the time or jumps up on people?

Dogs are so cool! My two best mates both just got puppies! I want to train my pup to do tricks and to be a good guard dog for the house. I’ll love him so much, I’m sure I’ll look after him really well!

Mother says:

Son says:

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Australian Curriculum English – Literacy (Year 4)

Anzac Day history • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating an informative text

T

Teaching notes

+

Additional activities

• Completing the time line on page 53 will develop students’ awareness of various types of texts that provide information. NOTE: The number of bullet points will assist the students in the number of events required for the year indicated. 1916 has many events that occur on the first official Anzac Day which are incorporated into one bullet point.

• As a class, discuss the text. Ask the students for questions they would like answered about the text that may elicit extra information they would like. (Comprehension strategies) • Ask students to use charcoal or black crayons to visualise and draw an image of the information in the final paragraph in ‘Anzac traditions’. (Comprehension strategies) • Extend the activity by asking students to write a personal account by a solider or relation of a solider who died during the Gallipoli campaign as they attend an Anzac Day dawn service. Some factual information may be included in the imaginative text. (Creating texts) • Ask students to consider how they gathered and collated the information from the text and time line on page 51 for their new time line on page 53. (Reading processes)

A

Answers Page 52 1. Anzac Day is held so soldiers could remember the time they spent in battle during war and to pay tribute to the soldiers who have died in wars.

2. a sports day was held at the Australian military camp 3. 1927

Page 53 ANZAC DAY HISTORY TIME LINE • World War I breaks out in Europe. The Australian government 1914 pledges support for Britain 1915

• 25 April – Australian and New Zealand troops land at Gallipoli in Turkey. Many men killed

4. Australian and New Zealand Army Corps

• 19–20 December – Remaining troops evacuated from Gallipoli

5. (a) patriotic – showing strong support for your country

• 25 April named official date of Anzac Day

(b) ambush – an unexpected attack

1916

(c) commemorate/to honour the memory of a person or group at an occasion (d) monument – a statue, building, pillar or other structure put up to honour a person, people or event (e) significant – meaningful and important (f) evacuated – moved out of a dangerous area into safety 6. Answers may include: hold services, ceremonies, marches, sports day, parades, rallies; gather at dawn; lay flowers at a monument; hold and attend dawn services; lay a wreath; observe a period of silence; play and listen to a bugle call.

7. 6 (1918 is mentioned three times, but has only been counted once)

1917

• Anzac Day parades by returned soldiers held; patriotic rallies held to recruit more soldiers • Anzac Day dawn mass conducted by priest in Albany, Western Australia

1918 • Anzac Day parades by returned soldiers held; patriotic rallies held to recruit more soldiers • 11 November – World War I ends 1919 • Wreath-laying ceremony held in Toowoomba, Qld. 1927

• Returned soldiers observe a woman laying flowers at a Sydney monument • All states in Australia observe 25 April as a public holiday

1928

8. Teacher check Australian Curriculum English – Literacy (Year 4)

• 25 April – A wide variety of services and ceremonies observed in Australia and overseas (marches in Australia; troops from Australia and New Zealand march through streets in London; sports day held at Australian military camp in Egypt)

50

• First dawn service held – 150 people gather at Sydney memorial to lay wreaths and observe two minutes silence www.ricpublications.com.au

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Anzac Day history – 1

Reading Informative text

Read the information report.

Anzac traditions The first Anzac Day in 1916 saw a wide variety of services and ceremonies observed in Australia and overseas.

Marches were held all across Australia.

Recently returned wounded soldiers were cared for by nurses as they travelled in cars to take part in Sydney’s march. In London, troops from Australia and New Zealand marched through the streets and the Australian military camp in Egypt held a sports day for the soldiers.

World War I didn’t end until 11 November 1918.

On Anzac Day in 1917 and 1918, as well as parades by returned soldiers, patriotic rallies which aimed to recruit more men to serve as soldiers took place.

The dawn service is linked to the military routine called the ‘stand-to’. During battles, the dawn is a risky time for attack, so soldiers wake early so they are ready and prepared in case of an ambush.

TIME LINE 1901 Federation: the six separate Australian colonies form one nation.

1914 World War I breaks out in Europe. The Australian government pledges support for Britain.

25 April 1915 Australian and New Zealand troops land at Gallipoli in Turkey. Many men are killed.

Returned soldiers began gathering at dawn on Anzac Day to remember their time in battle and to pay tribute to the soldiers who died in the war.

19–20 December 1915 Remaining troops are evacuated from Gallipoli.

In Albany, WA, in 1918, a dawn mass was conducted by a priest, and a wreath laying ceremony took place in Toowoomba, Qld., in 1919.

25 April 1916 This date is officially named Anzac Day.

In 1927, a group of returned soldiers came across a woman laying flowers at the Sydney monument. After joining the woman in a silent remembrance, the men decided to hold a dawn service the next year. In 1928, 150 people gathered at the Sydney memorial to lay a wreath and observe two minutes silence. Since then, dawn services incorporating mass, wreath laying, silence and the bugle (brass instrument) call have been running across the country. Other places throughout the world that have been significant in Australia’s past war efforts also hold Anzac Day services.

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11 November 1918 World War I ends.

1927 For the first time, all states in Australia observe 25 April as a public holiday.

By the mid 1930s Anzac Day dawn services, marches and memorials are firmly established across the country.

Australian Curriculum English – Literacy (Year 4)

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Anzac Day history – 2

Understanding Informative text

Use the text on page 51 to complete the following.

1. Explain why Anzac Day is observed on 25 April each year.

2. What happened in Egypt on the first Anzac Day in 1916?

3. In which year was Anzac Day observed as a public holiday in all states for the first time?

4. What do the letters Anzac stand for?

5. Match the words to their meanings. (a) patriotic

•

• a statue, building, pillar or other structure put up to honour a person, people or an event

(b) ambush

•

• meaningful and important

(c) commemorate •

• moved out of a dangerous area into safety

(d) monument

•

• showing strong support for your country

(e) significant

•

• to honour the memory of a person or group at an occasion

(f) evacuated

•

• an unexpected attack

6. Highlight all the different things mentioned in the text that people did or do to observe Anzac Day. 7. Highlight all the dates mentioned in the main text (not in the time line). How many dates did you highlight?

8. Create a more detailed time line for 1914–1928. Use the information in the time line on page 51, and add the dates you highlighted in Question 7 above and the events those highlighted dates refer to. Use the blank time line on page 53.

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Anzac Day history – 3

Creating

1928

1927

1919

1918

1917

1916

1915

1914

Informative text

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Australian Curriculum English – Literacy (Year 4)

World War I at home • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes

+

Additional activities

• Teachers may need to review the information about simple, compound and complex sentences before students complete their text on page 57. Simple sentences have one idea, a subject and a verb; compound sentences have two or more ideas joined by a conjunction like ‘and’; and complex sentences have one main idea and other supporting ideas, and use joining words like ‘because’, ‘since’, ‘although’ or ‘when’. Complex sentences make stories more interesting to read.

• If time allows, have students complete their letter in its entirety, then re-read it through for editing. They should look for grammatical and spelling errors and clear ideas in the text. Does the text flow? Are the ideas connected well? (Editing) • Have students publish their completed and edited letter using a word processing program and cut and paste an appropriate image to accompany the print. (Use of software) • Select pairs of students to practise and read the play to the class. They should concentrate on fluency and expression. (Reading processes)

A

Answers Page 56

Page 57

1. The author uses the words to make the text sound like spoken language in an informal situation (home).

Answers will vary.

2. The apostrophe at the end of the words show that the words are ‘clipped’ short when spoken; some letters are missing to make them more conversational language.

3. (a) daydreaming (d) don’t know

(b) thinking

(c) going to

(e) alright

(f) you

4. (a) get a move on – hurry up (b) do you reckon – think (c) it’s been ages – a long time (d) chin up – stay happy in a tough situation (e) grub – food (f) bloke – man (g) food sorted – organised 5. Answers will vary.

6. by bicycle 7. Teacher check

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World War I at home – 1

Reading Imaginative text

Read the play.

The year is 1917 and many Australian men are overseas fighting in the war. Life has changed at home as well. Food is more scarce and women are expected to work to do their bit to help, too. A mother and child are in their small home having breakfast together.

Mother: Come on love, stop daydreamin’ and finish your breakfast … You know I’ve got to get to the hospital soon and you’ll be late to school if you don’t get a move on.

Son:

Sorry Mum, I was just thinkin’ about dad … Do you reckon we’ll get another letter soon? It’s been ages since the last one.

Mother: I hope so love, I really do … I’m sure there’s one in the post on its way. You know how much the war has disrupted the normal run of things. I’m sure it’ll arrive any day now! Chin up and finish your grub.

A telegram messenger boy riding a bike rings his bell as he passes by the window in the street outside. The mother and son look at one another worriedly and quickly jump up to peer out the window. The messenger boy stops three houses down and goes to knock on the door.

Son:

Mum! I can’t believe it’s another bloke from our street. That’s the fourth one this month! What’s Mrs McGuinness gonna do with six kids and no husband?

Mother: I dunno son, I really don’t! Let’s just pray the war will be over soon and all these senseless deaths will stop!

Mother: Be a love and run into the hospital before school for me won’t you? Tell them I’ll be a bit late. I’ll go and check on Mrs McGuinness and see if there’s anything we can do. I’ll get some food sorted for the kids for tonight too.

Son:

Orrite Mum … I’ll run down now … and Mum … are you orrite yourself?

Mother: Yes love, I’m alright … I know it seems selfish to say …

Son:

I know mum, I’m glad he wasn’t here at our door too … bye Mum, I love ya!

Mother: Love you too, son. Now off you go to give that message.

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World War I at home – 2

Understanding Imaginative text

Use the play on page 55 to complete the following.

1. Explain why the author of the play wrote daydreamin’, thinkin’, gonna, dunno, orrite and ya.

2. Why is there an apostrophe at the end of two of the words above?

3. Write the Standard Australian English versions of each word. (a) daydreamin’

(d) dunno

(b) thinkin’

(e) orrite

(c) gonna

(f) ya

4. Match the words or expressions to their meanings. (a) get a move on •

• a long time

(b) do you reckon •

• food

(c) it’s been ages •

• hurry up

(d) chin up

•

• think

(e) grub

•

• organised

(f) bloke

•

• stay happy in a tough situation

(g) food sorted

•

• man

5. Do you have conversations with a parent during breakfast?

If so, what do you discuss?

6. How was mail delivered during World War I? 7. In a sentence or two, explain what life was like for families during World War I.

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World War I at home – 3

Creating Imaginative text

Use some of the facts and details in the play on page 55 to write a text in the form of a letter. The mother is writing to the father who is away fighting during World War I. 1. Make a list of things the mother could write to her husband about.

Remember to include information about daily life at the time.

2. Make up a name for the mother and father and write a draft of your text.

(You do not need to write the whole letter.) Make sure you include some of the following: • language similar to that used in the play

• vocabulary of the time

• simple and compound sentences

• noun groups/phrases

• emotional or personal language

• verb groups/phrases

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Australian Curriculum English – Literacy (Year 4)

The push to enlist • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a persuasive text

T

Teaching notes • The three texts on page 59 include two visual persuasive texts (recruiting posters/advertisements) and one application letter from a teenager wanted to enlist. It is important for students to see a variety of persuasive texts, including advertisements.

• Some examples of posters that students may mention in Question 8 on page 60 include healthy food charts, safety posters, library posters, immunisation posters etc.

• Students are only expected to write a few sentences to one paragraph to create their persuasive text on page 61. Encourage them to use other persuasive or emotional words and phrases.

+

Additional activities • As a class, compile a list of subject-specific vocabulary that was used to create the text on page 61. (Comprehension strategies) • Have students rewrite paragraphs from the application letter on page 59, adding more persuasive or emotional words and phrases to make it more persuasive. Include verb groups/phrases and adverb groups/phrases. (Creating texts) • Make a checklist which includes the following components: word identification strategies, re-reading, self-questioning, pausing, confirming and cross-checking. Have students swap their text from Question 2 on page 61 with a partner and, as they read the unfamiliar text, check off any reading processes they used. (Reading processes)

A

Answers Page 60

Page 61

1. (a) large, detailed images (Students may infer that images were bright and colourful); patriotic images (kangaroo, map of Australia); large, simple, straightforward message; emotional words and phrases (‘Will you help us keep that promise?’ and ‘You’re wanted’); smart-looking soldier

1. (a) enlist (b) stationed (c) Gallipoli (d) Allied (e) forces

(b) formal letter language and format; list of reasons for wanting to enlist; straightforward language; language and information which assumes the answer will be positive.

(f) Anzacs (g) officers (h) war 2. Teacher check

2. Soldiers must be at least 18 years of age, fit and healthy and of reasonable height.

3. Joseph is giving a number of reasons to persuade the people at the Recruitment Department to allow him to enlist.

4. Teacher check 5. (a) patriotic 6. Yes, Joseph is likely to be accepted because the poster indicates that 50 000 more men are needed.

7.–8. Answers will vary.

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The push to enlist – 1

Reading Persuasive text

Read the advertisements and the application letter.

Boys, come over here!

GREECE

Gallipoli Peninsular

TURKEY

You’re wanted!

AUSTRALIA HAS PROMISED BRITAIN

50 000 MORE

MEN WILL

HELP US KEEP KEEP THAT THATPROMISE? PROMISE? YOU HELP

AUSTRALIA

Advertisements from 1914 and 1915

Australian Imperial Force Recruitment Department George Street, Sydney

Master Joseph Briggs Riverrun Station Abbotsville

30 July, 1915 Dear Sir, I am writing to you today as I have just had my 18th birthday. I am a fit and healthy young ma n and I am 5 feet and 7 inc hes tall.

My older brother has been stationed in Gallipoli and I hope to be able to join him and all of the other Allied forces to he lp us win this war.

I live in the country, so wo uld have to travel to the ca pital to enlist.

Please advise me if I need to make an appointment. Ple ase know that it will take me two da ys to travel to the capital.

I trust and hope that your officers wi ll find me fit to join the An zacs.

My mother and father give their blessing for me to joi n my brother in the war effort. (At 58 ye ars old my father is unfortun ately too old to enlist.)

I will make plans to make my way to the city as soon as I receive a telegram or letter from your office.

Yours sincerely,

Joseph Briggs

Application letter

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The push to enlist – 2

Understanding Persuasive text

Use the texts on page 59 to complete the following.

1. List some features of: (a) the recruiting posters.

(b) the application letter.

2. What are the requirements that have to be met before young men can enlist?

3. Write the main idea of the application letter.

4. Draw an image of Joseph Briggs from information gained from the text.

5. Which word describes the Briggs family? (b) disinterested

(a) patriotic 6. Is Joseph likely to be accepted?

Yes

No

Why/Why not?

7. Do the images on the posters help to help to convey the meaning of the print on the posters? Yes No Why/Why not?

8. Name some posters that you have seen that try to persuade readers to do something.

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The push to enlist – 3

Creating Persuasive text

1. Find vocabulary in the application letter that mean: (a) the act of getting people to enter the armed forces (b) to have given a post, place or position (c) a place in Turkey (d) friendly, joined by an agreement (e) large bodies of armed personnel; armies (f) Australian and New Zealand Army Corps (g) people who hold positions in the armed forces (h) a conflict carried on by force of arms between nations or states 2. Use the vocabulary you found in Question 1 to write a reply to Joseph Briggs’ letter. The text you create will try to persuade him to remain at home for a while. By remaining on the station growing much-needed food, Joseph will help the war effort at home. Try to use as many of the vocabulary above as you can.

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Australian Curriculum English – Literacy (Year 4)

The Chooky Dancers (Djuki Mala) • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating an informative text

T

Teaching notes • Discuss any familiar vocabulary with the students including phrases such as ‘racked up’, ‘comic value’, ‘Bollywood’, ‘Motown’ and ‘chook’. Teachers may also like to access prior knowledge to find out if students know where Beijing, Montreal and Taiwan are located.

• On page 64, students will identify text structure and features, find the answers to literal questions, make connections between information in print and images, summarise and organise information in a text, identify subject-specific vocabulary, make connections between the text and their own experiences, and use prior knowledge and vocabulary.

+

Additional activities • Ask students to make lists of other subject vocabulary in the text such as Aboriginal language words, words relating to Aboriginal life or words relating to YouTube™ or online videos. (Comprehension strategies) • Have students use different coloured highlighters to identify adverb groups/phrases and prepositional phrases used in the text. This develop their awareness of possible vocabulary to include in future writing tasks. (Creating texts) • Have students edit their completed paragraphs before completing the entire newspaper article. When edited, students may publish their text using a word processing program and share with others. (Editing, Use of software)

A

Answers Page 64

Page 65

1. date the newspaper was established, current date, price, headings, subheadings, writer, print, information/details, images/photographs, map

Answers will vary.

2. (a) The Chooky Dancers (Djuki Mala) (b) Zorba the Greek (c) Lionel Dulmanawuy (d) on a school basketball court in Ramingining (e) Yolngu (f) Elcho Island 3. to let readers know more information about where the dancers were from 4. their skilful dancing, the comic value (it was funny) 5. dance group, performed, dance, choreographed, dancers, perform, festivals, show, music styles, hip-hop, Bollywood, Motown; Students may also include ‘fame’ and ‘pieces of music’ 6. –7. Answers will vary.

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The Chooky Dancers (Djuki Mala) – 1

Reading Informative text

Read the newspaper article.

Monday, 5 May 2014

Established 1998

FREE

THE STUDENT DAILY When Athens met Arnhem Land

by JEREMY SMITH

Dancing on a school basketball court in Ramingining (450 km east of Darwin, and 8 hours by road) in 2007 brought unlikely fame to an Aboriginal dance group.

The dance, performed to a modern version of the song ‘Zorba the Greek’, was filmed and uploaded to YouTube™.

The YouTube™ video quickly racked up thousands of views, reaching over half a million hits within three months. The group of dancers, Yolngu men from Elcho Island, performed the dance which was choreographed by Lionel Dulmanawuy.

Lionel chose that particular piece of music for a Greek friend of his.

styles of a Chooky Dancers show are diverse, with hip-hop, Bollywood and Motown performances going alongside traditional dance.

In 2013, the Chooky Dancers changed their name to Djuki Mala. Djuki is the adopted word for chook in the Yolngu language (which has no ‘ch’ sound) and Mala means ‘a group of people’.

The skill of the dancers, along with the comic value of the video drew in the viewers and soon requests came for the dancers to perform in festivals across Australia and the world.

The 2007 video that started the Chooky Dancers off can be viewed here: <http://www.djukimala.com/#!news/cyuu>

The dancers have taken their show to Beijing, Montreal and Taiwan and have visited many schools across Australia to share their talent and teach students about their culture and traditions.

Although they are best known for the Zorba dance, the Chooky Dancers also perform a number of dances to other pieces of music. The dance and music R.I.C. Publications®

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The Chooky Dancers (Djuki Mala) – 2

Understanding Informative text

Use the text on page 63 to complete the following.

1. List features of the newspaper article.

2. Find and write the name of: (a) the dance group (b) the song they danced to (c) the choreographer (d) the place the dance was performed and filmed

(e) the tribe the dancers come from (f) their homeland 3. Why has a map been included in the newspaper article?

4. Paragraph 3 gives two reasons why the Chooky Dancers become so popular after the YouTube™ video was uploaded. What are they?

•

•

5. In the box below, list some words which relate only to dance.

6. Write two pieces of information you already know about Aboriginal performances.

• • 7. What other YouTube™ video (song or dance) have you viewed?

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The Chooky Dancers (Djuki Mala) – 3

Creating Informative text

1. Choose one of the forms of dancing to view: • hip hop at <http://www.youtube.com/watch?v=loFHR9JoUMU>

OR

• Bollywood at <http://www.youtube.com/watch?v=gnUyl2BMdx4> The form of dancing you choose and the dance group (which you will give a name) will form the topic of a newspaper article.

2. To create your text you: (a) must use the features of a newspaper article listed in Question 1 on page 64. (b) may make up details, information and images. (c) may write PART of the newspaper article (You do not need to complete the whole article—just two or three paragraphs.)

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Australian Curriculum English – Literacy (Year 4)

Mandy’s mysterious discovery • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating an imaginative text

T

Teaching notes • Discuss with the students the likelihood of this story actually taking place (perhaps without the time travel and ‘disappearing’ people).

• On page 68, as well as finding some literal information, students will complete answers to numerous inferential questions about the main character’s experiences.

• A class discussion about time periods throughout history will help students to generate ideas before they write their own ‘time travel story’.

+

Additional activities • Students could recreate the story digitally. Give students different scenes from the story to paint, draw or photograph and collate the art works into a photo story or PowerPoint™ story. Minimal text can be added if necessary. (Use of software) • Select individual students to read selected paragraphs from the text, emphasising the pause at the end of the sentence where the full stop occurs. Encourage students to be expressive when reading the story to increase interest and build suspense. (Reading processes) • Students swap their time travel story from page 69 with a partner for peer editing. They discuss the edits suggested and compromise. (Editing)

A

Answers Page 68

Page 69

1. Praise students who list things they infer (that aren’t explicitly stated in the text). Lists not exhaustive:

Teacher check

(a) a strange tapping noise and low rumbling sounds, voices singing and chanting, instruments and music, the fire crackling (b) whisps of smoke and an orange glow, a large fire, men dancing and playing instruments, women and children wrapped in furs, the full moon, the hill, her camp site (c) smoke, the bush (e.g. eucalyptus), body paint 2. Possible answers: • The people were wearing furs • Mandy couldn’t understand their language • There was NOTHING modern in the scene 3. Teacher check – student’s inferences. Look for adjectives. (e.g. excited, anxious, surprised, confused, disappointed etc.)

4. Answers will vary. Teacher check

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Mandy’s mysterious discovery – 1

Reading Imaginative text

Read the story.

Mandy awoke with a start. The strange tapping noise and low rumbling sounds caught her attention immediately and she sat up in order to try to identify the sounds.

Glancing over at her snoring little brother Mark, she covered him with his sleeping bag before wrapping her light blanket around her shoulders and quietly unzipping the tent flap.

The first thing Mandy saw was a large fire in the middle of a clearing.

Astonishingly, there were a number of Aboriginal men in traditional clothing and body paint dancing in front of the fire. The digeridoo and tapping sticks provided the music and the beat for the ceremony. The most amazing thing though, were the women and children who sat and watched the men. They weren’t in modern clothing as Mandy would’ve expected, but instead were wrapped in furs to keep them warm from the night’s chill.

When she popped her head out the sound instantly became louder, and she thought she could see a faint orange glow and whisp of smoke coming from the same direction.

Quickly and quietly rezipping the tent, Mandy thought to grab the torch that sat by the tent before she set off in the direction of the mysterious sounds.

Mandy had a closer look around the group and she couldn’t notice anything that came from her time. No jewellery, backpacks, dummies for the babies … she was beginning to wonder if she might possibly have walked back in time!

Mandy had never been afraid of the dark, and she wasn’t afraid now either. The full moon helped to light the way through the trees, and as the family’s camp site was close to a big hill, Mandy wasn’t worried about becoming lost either.

When the music went quiet, Mandy could hear the women speaking, and she couldn’t understand a word!

She didn’t even need the torch as she made her way through the bush towards the sound and the orange glow.

She decided she needed a witness to this!

She quickly ran back to the tent, using the hill to guide her. Mandy shook Mark awake back in the tent and told him to hurry and follow her. Thankfully, he did as he was told and followed without argument.

After a few minutes walking by the light of the moon, Mandy noticed the sounds had become much louder. In addition to the tapping and the rumbling, there were voices singing and chanting.

They reached the clearing again and Mandy cried out as if in pain. ‘NO! I swear they were here before!’

She carried on tiptoeing towards the noise and took cover behind a bush so she could watch without being noticed.

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‘Who?’ Mark replied with a yawn.

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Mandy’s mysterious discovery – 2

Understanding Imaginative text

Use the text on page 67 to complete the following.

1. The text narrates Mandy’s experiences. Go back and highlight what she saw and heard in the story and write some of the things below. Make an inference about what she may have smelt. (a) Mandy heard:

(b) Mandy saw:

(c) Mandy smelt: 2. List three clues that made Mandy think she may have gone back in time.

• • • 3. How do you think Mandy felt … (a) when she first heard the sounds?

(b) when she saw the people by the fire?

(c) when she rushed back to get her brother?

(d) when she saw the people had gone?

4. Make a connection to this text. Write down something it reminded you of.

This story reminded me of …

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Mandy’s mysterious discovery – 3

Creating Imaginative text

1. Imagine Mandy will explain to Mark what she saw in the clearing only moments before. Write a short ‘script’ to end the story.

Mandy says:

Mark responds:

2. Imagine you had the ability to go back in time for one day. Write a short imaginative text about where you visited, who you interacted with and what you saw and experienced on your ‘trip’.

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Australian Curriculum English – Literacy (Year 4)

Dangerous animals argument • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Teacher information

E

Elaborations • Reading and comprehending a persuasive text • Identifying some text structures and language features of a persuasive text • Creating a persuasive text

T

Teaching notes • Discuss the structure of this text by examining the first word in each paragraph and by deconstructing the paragraphs into topic sentences and supporting details. This will help students to construct their own persuasive texts.

• Discuss with the students the people who might disagree with this argument (e.g. those who have been personally affected by the animals). Try to get students to appreciate that people have different opinions on issues based on many things, including their past personal experiences.

• You may like to access articles on the internet about culling in Australia so students can learn more about the practice.

+

Additional activities • Ask students to edit and refine the text they create on page 69 and have a partner read it to peer edit. Students can then rehearse and present their argument as an oral presentation to the class. You may like to facilitate debate-like discussions if students have disagreements about changing rules or laws. (Editing, reading processes) • Ask students to use what they learned from the text and their opinion of it to produce a digital poster. The poster will be either for the animal culling protest rally, or if students agree with culling they can produce a poster for the practice. Discuss how they can use persuasive devices in their poster to convince people to support their cause. (Use of software)

A

Answers Page 72 1. (a) False

Page 73 (b) True

(c) False

1. Teacher check – student’s opinion

2. Possible answers include:

2. Possible answers:

FACTS:

• They are dangerous to humans and livestock

• Crocodiles and sharks are predators

• There are too many of them in certain environments

• They are at the top of the food chain

• They can be used for meat and other products

• Sometimes people are killed by them

3. Answers will vary. Teacher check

OPINIONS: • Culling is murder • Baits bring sharks closer to the shore • People in Australia should know they are taking a risk if they enter a shark or crocodile’s environment 3. (a) 3

(b) rhetorical

(c) to get the reader to think or to state the obvious; the questions don’t require an answer 4. (a) predators (noun): meat-eaters (b) ecosystem (noun): life in an environment (c) furthermore (adverb): additionally (d) intentionally (adverb): on purpose (e) rally (noun): a meeting for a purpose

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Dangerous animals argument – 1

Reading Persuasive text

Read the argument.

INSTRUCTIONS: Animals can be dangerous to humans. In Australia, two such animals are sharks and crocodiles. Write your opinions on the following topic: Dangerous species that harm humans should be culled to keep their numbers down.

From time to time in the oceans and waterways of Australia, people are killed by dangerous sharks or crocodiles. Although these deaths are tragic for the people involved and their families and loved ones, there are many arguments against the culling of these animals.

Firstly, whenever people are killed or injured by these animals it is because they have entered into the animals’ environment. It’s not likely you’d ever see a shark or crocodile go into someone’s home, is it? Australia is a country with many dangerous animals, and people should be aware of the risks they take when they are out and about in bushland, near waterways and when they are in the ocean.

Additionally, these predators are at the top of the food chain. They have an important role in the ecosystem and cutting down their numbers could lead to overstocks of fish and other animals. This could impact on the environment as well as on many different animal species.

As humans are the only predators of sharks and crocodiles, they must make sure they manage this responsibility sensibly and with the environmental impacts in mind.

Furthermore, culling is murder and could be replaced by more effective, less lethal methods of management. Great whites could be tagged so their movements can be tracked. This means warnings can be issued if they come too close to popular beaches. Crocodiles can be trapped or caught and relocated to crocodile parks or reserves. Does an animal deserve to lose its life when it is only acting on instinct? Animals can, at times, confuse humans for their prey; they don’t intentionally set out to kill. In any case, when it comes to culling sharks would the baits not encourage them to come closer to shore? I really don’t believe this is the most effective course of action when it comes to managing sharks!

Surely you can see that culling is not the answer. People enter these animals’ environments and should be aware of the possible risks. The ecosystem and the environment could be negatively impacted upon and there are other less cruel and final methods that can help to manage the problem.

I hope to see you giving your support at our next protest against animal culling!

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Dangerous animals argument – 2

Understanding Persuasive text

Use the text on page 71 to complete the following.

1. Answer these true/false questions about the argument. (a) The author agrees that dangerous animals should be culled.

True False

(b) This text is written in the first person.

True False

(c) The main purpose of this text is to entertain the reader.

True False

2. Use two different coloured highlighters to highlight facts and the opinions in the text. Write three facts and three opinions in the table below.

Fact

Opinion

3. Find and underline the questions in this text. (a) How many questions are there? (b) What is the special name for these questions? (c) What is the purpose of this type of question?

4. Match the words to their meanings then circle which part of speech each word is. (a) predators

•

• on purpose

noun adverb

(b) ecosystem

•

• life in an environment

noun adverb

(c) furthermore

•

• meat-eaters

noun adverb

(d) intentionally

•

• a meeting for a purpose

noun adverb

(e) rally

•

• additionally

noun adverb

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Dangerous animals argument – 3

Creating Persuasive text

1. What is your opinion of the text you read on page 71? Do you agree or disagree with the author? Give reasons to explain why.

2. Whether you agree or not, come up with three reasons FOR the culling of sharks and crocodiles.

•

•

• 3. Write a short text about a rule or law you think should be changed. It could be a school rule, a rule from sport or a law everyone has to follow.

List three reasons to support your argument below and draft your text on another sheet of paper.

RULE OR LAW TO CHANGE:

•

•

•

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