AC English – Literacy: Comprehension and Writing - Year 6

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6679 4.2/639

Australian Curriculum English – Literacy: • Comprehension • Writing (Year 6) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-06-2 RIC–6679 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 Format of this book .................................... iv – v

Down with consumerism! .......................... 30–33 (persuasive)

Australian Curriculum English links ........ vi – viii Summer at Tregarran House ...................... 34–37 Comprehension strategies ..................................ix

(imaginative)

Text types ..............................................................x

Greedy expectations .................................. 38–41 (imaginative)

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

Learn a musical instrument ....................... 42–45 (persuasive)

A change of heart .......................................... 2–5 (imaginative)

Avoid it like the plague! ............................ 46–49 (persuasive)

A jaguar or a leopard? ................................... 6–9 (informative)

The Balkans deluge disaster ...................... 50–53 (informative)

Read more fiction ....................................... 10–13 (persuasive)

People of the famine ................................. 54–57 (imaginative)

The curse of the iPhone™ ......................... 14–17 (imaginative)

The homework debate .............................. 58–61 (persuasive)

Rick Riordan ................................................ 18–21 (informative)

Four competitions in one ........................... 62–65 (informative)

Military pigeon post ................................... 22–25 (informative)

Going underground ................................... 66–69 (informative)

School triathlon training ........................... 26–29 (informative)

Gymnastics club dilemma .......................... 70–73 (persuasive)

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iii

Australian Curriculum English – Literacy (Year 6)

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

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.

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 points 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 6)

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 6)

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715) Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716) Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

PAGES

Australian Curriculum English links

Australian Curriculum English – Literacy (Year 6)

FOCUS ADDITIONAL

Literacy – 1 Literacy – 2

Interpreting, analysing, evaluating Creating texts

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Texts in context Interacting with others

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Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

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Understand the uses of commas to separate clauses (ACELA1521)

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)

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Language for interaction

Understand that cohesive links can be made in texts by omitting or replacing words

Language variation and change

(ACELA1518)

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

PAGES

Australian Curriculum English links ADDITIONAL

Language – 1

Text structure and organisation

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Expressing and developing ideas

Australian Curriculum English – Literacy (Year 6)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616) Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

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Australian Curriculum English – Literacy (Year 6)

Responding to literature Examining literature

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Literature and context

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

(ACELT1613)

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Australian Curriculum English links ADDITIONAL Literature Creating literature

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Comprehension strategies* 2–5

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* The comprehension strategies provided in this table are those identified in the glossary of the Australian Curriculum English Posing and answering questions about the text

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Finding similarities and differences

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Australian Curriculum English – Literacy (Year 6)

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 6)

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• 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–6258

Primary comprehension (Book F)

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RIC–6301

Teaching comprehension strategies (Book F)

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RIC–6948

The comprehension box — Box 3 (Ages 11+)

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RIC–6320

Prime-time comprehension (Ages 11+)

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RIC–0123

Comprehension (Ages 11+)

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RIC–0628

Comprehending informational text (Book F)

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RIC–0220

Comprehending fiction (Ages 11+)

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RIC–2083

Multiple-choice comprehension (Ages 11+)

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RIC–0218

Comprehending the newspaper (Ages 8–11+)

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Viewing: Comprehending visual texts (Ages 11+)

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Reading comprehension — Tales for a dark night (Ages 11+)

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Reading for detail (Ages 11+)

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Comprehension skills (Set of 12 posters)

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Listening comprehension (Ages 11+)

Writing •

RIC–6265

Primary writing (Book F)

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The English workbook (Book E)

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RIC–6281

The English workbook (Book F)

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PR–2089

Exploring writing (Ages 11+)

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Editing skills (Ages 11+)

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Proofreading and editing (Ages 11+)

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60 writing topics (Ages 11+)

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Another 60 writing topics (Ages 11+)

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Constructing narratives (Ages 11+)

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Writing frameworks (Ages 11+)

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Introducing text types (Set of 6 posters)

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Introducing text types (interactive)

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Understanding text types (Set of 6 posters)

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RIC–6952

Understanding text types (interactive)

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RIC–7089

Persuasive texts (Set of 6 posters)

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RIC–6363

Australian Curriculum English – Language: Text structure and organisation (Year 6)

General •

RIC–6932

The literacy box — Box 3 (Ages 11+)

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RIC–0784

New Wave literacy workbook (Book F)

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Australian Curriculum English – Literacy (Year 6)

A change of heart • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Follows guidelines to create imaginative text based on understanding of the original text

T

Teaching notes • After reading the text through completely at least once, students read it again, underlining expressive language features that bring the text alive, helping readers to visualise the scene; e.g. ‘ … an ear-splitting silence …’, ‘… barely contain her excitement …’. Discuss these features and ask students to explain them in their own words. They could also act out some descriptions to show that text can reveal exactly how things occur; e.g. the paragraph beginning, ‘While dozing in the car …’.

• In a different colour, students re-read the text, underling any words they do not know. Through discussion or using a dictionary, students find their meaning.

• For the activity on page 5, students spend time preparing the three paragraphs so they have a better idea of what to write for each. The first step is to suggest ideas about how Marie might be feeling, what she would say to Mr Connor, how he would respond and how reluctantly or enthusiastically she would agree to swim at the carnival. In the next step, students ‘walk through’ the events as they occurred so they understand the chronology. At this point, they can also suggest cohesive links between sentences and paragraphs. The third step is to suggest expressive language features to improve the text and help readers visualise the scene. Finally, students write and edit the text.

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Additional activities • Plan, draft and edit three paragraphs to describe the swimming carnival from Marie’s point of view. (Creating texts; Editing) • Write some words and phrases to describe either Marie or her father. Use them in a description of your chosen character. (Creating texts; Reading processes; Comprehension strategies)

A

Answers Page 4 1. (a) precious (c) confused

Page 5 (b) moved suddenly

Teacher check

(d) work out

2. (a) She had never expressed herself so forcefully about anything before. (b) Without Marie, we wouldn’t be polishing the trophy shelf today! (c) It resembled a bird’s nest formed from entwined dreadlocks.

3. George does not know why Marie is so excited. He has not realised that the swimming carnival took place today.

4. Teacher check. Answers may include: He understands that she can feel strongly about things and he knows to let her calm down before talking to her.

5. (a) In the first, Marie says that she hates swimming. In the final, her expression says she loves it. (b) Teacher check. Answers may include: To show that Marie has changed her mind about swimming.

6. (a) 4

(b) 6

(c) 7

(d) 2

(e) 5

(f) 1

(g) 3

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A change of heart – 1

Reading Imaginative text

Read the narrative.

‘I hate it, Dad! And that’s the right word to use. I don’t just ‘not like’ it, I absolutely, totally, with all my heart and soul, hate it. I hate swimming!’

There was no point in appealing to his angry young daughter to reconsider. She had never expressed herself so forcefully about anything before. George knew better than to continue the conversation.

He was left in no doubt that Marie did not want to take part in the interschool carnival. All that was left was for her to inform Mr Connor, the sports teacher, that she was giving up her coveted place in the swimming squad; that she had no desire to represent the school and help it regain the trophy.

On the drive home the next day, almost too afraid to ask, George inquired, ‘Did you speak to Mr Connor today?’

‘Yes’, came the sheepish reply from the back seat. This was followed by a barely audible whisper. ‘I’m still doing it.’

The car lurched forward as George reacted to this surprising statement. He would have liked an explanation but all he received was an ear-splitting silence. He moved to safer territory and asked Marie to suggest what they should all have for dinner.

While dozing in the car outside school on Friday afternoon, George was abruptly brought back to full consciousness by Marie, hammering on the windscreen.

‘We did it, Dad! We did it! Come and see Mr Connor!’

Feeling more than a little perplexed, George slowly climbed out of the car and followed Marie, who could barely contain her excitement. He noticed her hair. It resembled a bird’s nest formed from entwined dreadlocks. ‘However did it get like that?’ he wondered to himself.

Before they rounded the corner, George heard the cheering. As they came in sight of the pool, the volume increased and George could just discern the words of the familiar tune, ‘For she’s a jolly good fellow’.

The singing faltered as the students crowded around Marie and began to jostle her up and down.

Everyone was laughing and it wasn’t long before they all collapsed in a heap and began making angels on the grass.

George was witnessing this crazy behaviour with a bemused grin as Mr Connor approached him.

‘Well, what a star!’ he enthused as he held out his hand to greet George, who had only just realised what had happened. ‘I hate to single anyone out but as you can see, the whole squad agrees. Without Marie, we wouldn’t be polishing the trophy shelf today! She certainly loves her swimming, doesn’t she!’

George looked down at Marie who returned his gaze with an expression that said, ‘Who? Me?’

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Australian Curriculum English – Literacy (Year 6)

A change of heart – 2

Understanding Imaginative text

Refer to the text on page 3 to answer the questions.

1. Match each word to the word or phrase that could replace it in the text. (a) coveted

•

• confused

(b) lurched

•

• work out

(c)

perplexed •

(d) discern

•

• moved suddenly • precious

2. Write the sentence that infers: (a) Marie does not usually have emotional outbursts.

(b) the school won the trophy.

(c)

Marie’s hair was a mess.

3. What is the main idea of the paragraph beginning, ‘Feeling more than a little perplexed …’

4. How would you describe George’s relationship with Marie?

5. (a) How has the author connected the first and final paragraphs?

(b) Why do you think the author did this?

6. Number each event, from 1 to 7, in chronological order. swimming carnival

Marie hammers on the windscreen

squad cheers Marie

Marie’s outburst

Dad meets Mr Connor

driving home from school

Marie speaks to Mr Connor Australian Curriculum English – Literacy (Year 6)

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A change of heart – 3

Understanding Imaginative text

1. From Marie’s point of view, prepare three paragraphs to describe her meeting with Mr Connor. The paragraphs should reflect: • how Marie feels before the meeting • the meeting • how she feels afterwards (a) To begin, write possible answers to these questions.

• How would she be feeling just before she spoke to him?

• What reasons might she give for not wanting to swim?

• How might he respond?

• How might he encourage her to change her mind?

• How might she have agreed to swim?

(b) Imagine yourself in a similar position to Marie and visualise the events exactly as they might have occurred. Write a simple plan to identify each step in order; e.g. Marie walks to Mr Connor’s office; she knocks on the door. Write possible cohesive phrases that might link sentences and paragraphs.

(c)

Write expressive words and phrases you could use to describe each step and help the reader visualise the event just as you did.

(d) On a separate sheet of paper or on a computer, write the paragraphs, describing each step as it occurred in your visualisation.

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Australian Curriculum English – Literacy (Year 6)

A jaguar or a leopard?

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Follows guidelines to create informative text with subheadings

T

Teaching notes • Unlike some reports which use subheadings to organise information under specific headings such as appearance and habitat, this one focuses on distinguishing features and characteristics of the two wild cats. The author teases the reader, highlighting specific differences while leaving the most obvious until the end.

• Students extract information from the text to answer questions about the content and structure.

• The activity on page 9 requires the students to prepare a more detailed report on either a jaguar or a leopard for which further research is required. They will organise their information under appropriate subheadings. For each paragraph, they will suggest a topic sentence.

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Additional activities • Compare the different websites you used for the activity on page 9. Which did you find easier to use? Describe the layout and features that made them more user-friendly. (Analysing and evaluating texts; Creating texts) • Plan, draft, edit and publish a report on a pair of similar animals; e.g. Dromedary and Bactrian camels, crocodiles and alligators, rabbits and hares, African and Asian elephants. Use a layout and features that will make your report user-friendly. Edit for coherence and effective choice of vocabulary as appropriate for your audience. (Creating texts; Editing; Use of software; Text cohesion)

A

Answers Page 9

Page 8 1. The purpose of this text is to inform the reader of distinguishing features and characteristics of jaguars and leopards so they can be correctly identified.

Teacher check

2. Jaguar differences: likes water, attacks prey through skull, open rosettes with black spot at centre, found only in the Americas Leopard differences: can haul prey up a tree, attacks prey at throat, found in parts of tropical Africa and Asia Similarities: can roar; use elements of surprise to catch prey; solid black spots on face, legs and belly; rosettes on fur encircling darker fur; cubs born with black coats are called black panthers 3. a fluffy end to their ordinary tails 4. Leopards have very strong shoulder muscles which allow them to haul their prey up into a tree.

5. Teacher check 6. (a) The writer has left the most distinguishing features to the end of the report. (b) This has been done to keep the reader’s interest, as once the most conclusive difference has been established, there is no longer any confusion.

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A jaguar or a leopard? – 1

Reading Informative text

Read the report.

There are just four members of the roaring, ‘big cat’ family. Other large, wild cats such as cheetahs are often called ‘big cats’ but only lions, tigers, jaguars and leopards can roar.

Jaguar

Can you tell the difference between the four big cats?

Lions and tigers are instantly recognisable. Even female lions which don’t sport a majestic mane, have a fluffy end to their ordinary tails. All tigers, even white tigers, have stripy fur, and indeed stripy skin! But jaguars and leopards are not so easy to distinguish. How can you tell them apart?

If you saw one of these cats playing around in water, you could say quite definitely that it was a jaguar because leopards do not like water at all. They will go to great lengths to avoid getting wet.

Seeing one of these cats haul its prey up into a tree would be an amazing experience, and you could tell your friends you had just witnessed the amazing power of the leopard’s shoulder muscles. Jaguars can climb trees but they are more likely to use them for an after dinner snooze or to get a better look at possible prey.

Neither cat likes to chase its prey, preferring instead to use the element of surprise. A leopard will always go straight for the throat but, using its immensely powerful jaws, a jaguar is more likely to crush the animal’s skull.

The body of a jaguar is generally bigger and more muscular than that of a leopard and, from the ground to the shoulder, it is slightly taller but its tail and legs are shorter. However, unless the two were standing together, and they were of the same sex and age, size alone would not be enough to identify them.

Even the pattern of solid black spots on the faces, legs and belly of jaguars and leopards are similar, so how can their appearance be used to separate them? The answer is in the pattern on their coats—although they both have rosettes encircling fur that is a shade darker than the rest of the coat.

Rosettes on a leopard are more numerous than on a jaguar, and more circular. A jaguar’s rosettes are more open and they contain an extra feature, a solid back spot in the centre. These rosette patterns are not easy to spot on black panthers, jaguars and leopards born with a black coat, unless the sun is shining on them.

Although it may be interesting to know the difference between a jaguar and a leopard, this knowledge would not be essential for anyone who came upon one of them in the wild.

If you were in North, Central or South America, you would know immediately that the big cat you were facing was a jaguar, because jaguars are the only big cats found in this part of the world. In fact, they are not found in the wild, anywhere else. Leopards roam in the tropical rainforests of Africa and Asia.

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Leopard

Australian Curriculum English – Literacy (Year 6)

A jaguar or a leopard? – 2

Understanding Informative text

Refer to the text on page 7 to answer the questions.

1. Complete the sentence.

The purpose of this text is to

2. Record three similarities and three differences between jaguars and leopards.

Similarities

Leopard

Jaguar

Differences

3. What is the distinguishing feature that can be used to identify any adult lion from another wild cat?

4. Paraphrase the sentence that begins, ‘Seeing one of these cats haul its prey …’

5. (a) Write a question you might ask to find out the information given in the paragraph that begins, ‘The body of a jaguar is generally bigger …’

(b) What is the answer to your question?

6. (a) What strategy has the writer used in ordering the similarities and differences between the jaguar and leopard?

(b) Why do you think it was important for the writer to use this strategy?

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A jaguar or a leopard? – 3

Creating Informative text

The text on page 7 provides some general information on jaguars and leopards.

1. (a) Choose one of them to research in greater detail. (b) Research different internet websites and, in your own words, record information you find. Bookmark all websites used and cite them at the end of your report.

(c)

Look at the notes you have made and write headings that will help you to organise them into paragraphs; e.g. habitat, appearance. Number each heading in the order you plan to write your paragraphs.

2. (a) Decide on a title for your report. (b) Type your title and headings into a word processing document. Type all your notes, written as sentences, under the appropriate heading. (c)

Read through the sentences for each heading and edit as necessary.

3. When you are satisfied with the content of each paragraph, write a topic sentence to introduce each one.

4. Download a suitable picture to illustrate your report.

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Australian Curriculum English – Literacy (Year 6)

Read more fiction • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Follows guidelines to create an expository persuasive text, focusing on the position statement and topic sentences for each argument

T

Teaching notes • Before giving the text to the students, determine, by a show of hands, who believes reading fiction is important. Ask again after the text has been read to determine how many, if any, have been persuaded that it is so.

• Although the author uses humour in this exposition, the features of a persuasive text are still evident; i.e. the position statement followed by arguments written in order of importance, subjective language, and written in the first person.

• How has the author made the text relevant for the young audience? What features of the text appeal to them? Ask students to rate the four arguments presented.

• On page 13, students suggest some alternative sentences to substitute in the original text. They then follow the model set to write another argument in support of the command to read more fiction.

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Additional activities • Plan, draft, edit and publish a book review on a favourite novel with the purpose of persuading your peers to read it. Describe the setting, location and time. Does the story flow chronologically or are there flashbacks to the past or projections to the future? Give a brief description of the main characters and their relationships, and an overview of the plot, taking care not to give away too much. (Purpose and audience; Creating texts; Editing, Use of software) • Plan, draft, edit and publish arguments for a persuasive text entitled, ‘Non-fiction is more important than fiction’. Order your arguments from the most important to the least important. For each one, write a powerful topic sentence and use appropriate language features to encourage readers to accept your point of view. Ensure your concluding statement links to the introduction. (Creating texts; Editing; Evaluative language; Use of software)

A

Answers Page 13

Page 12 1. (a) The purpose of this text is to persuade students that reading fiction is important for many different reasons.

Teacher check

(b) – (c) Teacher check 2. (a) 10 to 12 years (b) The first paragraph uses the pronouns ‘ours’ and ‘us’, implying that the reader and writer are of similar age.

3. Teacher check 4. The more a person reads, the more ideas and vocabulary he or she will get for his or her own writing.

5. Answers should be similar to: Reading fiction can transport readers to different times and places where they can enjoy different experiences. It introduces new vocabulary and offers examples of how to write, both of which can help readers with their own writing.

Identifying with characters from fiction can help readers deal with situations that may arise in their own lives.

6. (a) humour (b) copying negative behaviour may not work out well, using reading to avoid doing household chores etc.

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Read more fiction – 1

Reading Persuasive text

Read the exposition.

Our parents and teachers have been telling us for years that reading fiction is important, so why do so many of us spend so little time with our heads buried in a book? Maybe it’s because the reasons they give are all from their perspective and not ours. I want to tell you, for reasons relevant to us, why reading is important.

INCREDIBLE STORIES

For me, the number one reason for reading fiction is to transport us to another place where the cares, nagging and chores of our own lives do not exist. The setting of the story does not matter too much. It can be in the present, past or future; the real or a fantasy world. We get to know the characters; feel what they feel and think as they think. We become so engrossed in the plot that we feel a part of it even though we are just on the outside, looking in. We don’t want to be disturbed. We want to stay in our little cocoon of escapism until the final problem has been resolved.

LE

DIB

S

IE OR

RE

INC

ST

Another really important reason for reading fiction is it gives us good ideas and vocabulary for when we have to write something. If we are not familiar with how the professionals do it, how are we ever going to do it ourselves? Nothing is so demoralising as being told to write a story, in part or whole, and not having a clue where to begin. The more we feel a part of the books we read, the more the ideas rub off on us. You may think that sounds like copying and of course, plagiarism is illegal, but you are only using the general idea in your own work and that is perfectly acceptable. The author would probably be very pleased as imitation is a form of flattery!

Identifying with a character is another important reason for reading. When you come across a character who sounds just like you, you feel as if you have found a long-lost friend, a comrade spirit. Somehow, reading about how this character acts and deals with life may help you in your life. Of course, you’d have to be smart enough to realise that if he or she deals with stuff in a negative way and you copy that, things may not work out too well for you!

My favourite reason for reading, but please, don’t let on, is to get out of doing things at home that I’d rather not do! What parent in their right mind is going to say, ‘Put that book down and tidy your room!’ or, ‘You’ve spent far too much time with your nose in that book; come and help me with the dishes, or the laundry, or the dusting’? It’s taken so much effort to get us reading, they’re not going to stop us when we’re on a roll!

One of the best things about reading is that there is an endless supply of books of all genres that we can choose from. There are loads of series, so once you’ve finished one enjoyable book, you know there’s another to get stuck into straightaway. Take a look down the shelves of your school or local library. Do you think you will ever run out of reading material?

Some people have a favourite author and they like to read everything they’ve written. Others like to try different authors, styles and genres. It doesn’t matter which category you fall into. What is important is that you do read because if you don’t, there are an awful lot of household chores waiting for you!

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Australian Curriculum English – Literacy (Year 6)

Read more fiction – 2

Understanding Persuasive text

Refer to the text on page 11 to answer the questions.

1. (a) Complete the sentence.

The purpose of this text is to

(b) Rate how well this has been done.

0 1 2 3 4 5 6 not very well

(c)

7

8

9

10

very well

Explain the reason for your answer.

2. (a) In which age range would you say the author belongs?

5 to 8 years

10 to 12 years

16 to 18 years

(b) Explain why you chose this answer.

3. How does your opinion of reading fiction compare with that of the writer?

4. What is the main idea of the paragraph that begins, ‘Another really important reason for reading fiction …’?

5. Write a conclusion outlining the benefits of reading fiction from the writer’s perspective.

6. (a) What quality does the author use to make the text more interesting for the reader? (b) Give some examples.

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Read more fiction – 3

Creating Persuasive text

The first paragraph of a persuasive text gives some background information about the topic and informs the reader of the author’s position.

This paragraph is also known as the position statement.

1. Write an alternative position statement for the text, Read more fiction that still expresses the author’s opinion.

Each argument in a persuasive text has its own paragraph.

The argument is stated in the topic sentence.

2. Write an alternative topic sentence for each argument in the text.

• • • • • Each topic sentence is followed by reasons and evidence to support the argument.

3. Choose one argument from the text and list the reasons given.

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INCREDIBLE STORIES

4. Write an additional argument in support of the command to read more fiction. Use language features of persuasive texts; e.g. present tense, modal verbs, evaluative language.

Paragraph

IBLE

RED

INC

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RI STO

Australian Curriculum English – Literacy (Year 6)

The curse of the iPhone™ • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Extends the text by three paragraphs, focusing on language features that indicate flashbacks in time, the passage of time and descriptive and expressive language that helps the reader visualise the scene

T

Teaching notes • After reading the text through, underline descriptive and expressive words and phrases. How have these improved the text? What words might they have replaced? Had the text been written using less vibrant vocabulary, how would it compare?

• A flashback is an interjected scene, taking the narrative back in time. It recounts events in the past which can clarify those occurring in the present time. Flashbacks can create suspense in the story by giving the reader more information on which to predict and ponder future events. They also give the writer the opportunity to develop a character and the reader the chance to understand him or her better. As the flashback itself is written in the present tense, it must be clear to the reader that the narrative has moved to a time in the past.

• Discuss cohesive links that can take a narrative back in time and bring it back to the present; e.g. The day had begun like any other …, When the day began, Kerry had no idea how badly it would end …

• Discuss different ways the passage of time can be indicated, from specific times and dates to the time taken for common events to occur; e.g. ‘… no sooner had the kettle boiled …’ would indicate a couple of minutes; ‘… Mum worked in the garden from dawn until dusk …’ would indicate a period of many hours.

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Additional activities • Analyse a selection of passages from a novel to see how the author refers to time. This may reference to a specific time; e.g. last night, in a moment, at 1 pm; reference to seasonal or daylight changes; e.g. as the leaves began to change colour, as the sun set behind the trees; or references to being on time, late or early; e.g. punctual as always, they still haven’t arrived, they’re here already. Use a word processing program to prepare a display chart with examples of different references to time. (Reading processes; Comprehension strategies; Purpose and audience; Use of software) • Plan, draft, edit and publish an imaginative text in which the main character loses track of time. Use a selection of time phrases and language to help the reader imagine the sights and sounds of the scene. Use these criteria to edit your work. (Creating texts; Editing; Use of software)

A

Answers Page 17

Page 16 1. Teacher check. Answers may include: When you have a task to do, put away anything that might distract you.

2. Teacher check. Answers may include: The curse of the iPhone™ makes the person using it lose all track of time.

3. Teacher check 4. Kerry had lost all track of time while playing on her iPhone™.

5. Kerry was happy to just play on her iPhone™ indoors while her parents were more active, outdoors.

8. Answers may include: Sights: she yawned, sat bolt upright, scrambled out of bed, as he got himself ready, exercising her thumbs, coming in from the garden, was decorated with school books, thumbs set to work, made Kerry jump, made her shiver, rolling her eyes skyward, cleared her books from the table Sounds: yelp of delight, screech open, Mum filling kettle, boomed Dad, squeal of the flyscreen, Kerry laughed

Teacher check

6. Teacher check 7. (a) opinion

(b) fact

(c) fact

(d) fact

(e) opinion

(f) fact

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The curse of the iPhone™ – 1

Reading Imaginative text

Read the narrative.

As Kerry woke up, she yawned and surveyed her bedroom through still sleepy eyes. It took her a few moments to recall what day it was and whether or not she needed to get out of bed. As it dawned on her that it was indeed Sunday, she let out a yelp of delight, sat bolt upright and reached for her iPhone™. She was now wide awake.

About an hour later, she heard the flyscreen screech open and then the familiar sound of her mum filling the kettle. Kerry scrambled out of bed and into the bathroom for a shower. She didn’t want to endure another lecture about wasting precious time. Her mum would have been up since daybreak and had just returned from her morning swim and hike around the lake.

‘Any homework?’ boomed Dad as he got himself ready for his weekly round of golf. ‘Get it done as soon as you can so it won’t be hanging over you all day.’

‘Yeah, sure Dad, as soon as I’ve finished breakfast.’ Kerry continued exercising her thumbs as she reached yet another level in the latest mobile game craze. Her science project was due tomorrow. She’d had all week to do it but hadn’t even started it yet. She’d have just one more game before she got stuck in.

‘Do you really need your iPhone™ while you’re working?’ asked Mum, coming in from the garden for a mid-morning break. She noted that although the table was decorated with school books, none of them was open.

‘Sorry Mum. Susie just messaged me. I won’t be long.’ Kerry laughed at Susie’s message and again, the thumbs set to work as she expertly keyed in her reply.

Some time later, as she added another friend to her contact list, Kerry heard her father’s voice in the garden.

‘He’s back early!’ she thought to herself, not realising the time.

The squeal of the flyscreen made Kerry jump and the late afternoon breeze made her shiver. ‘Working hard, Kerry? questioned Dad. ‘What’s the project about? Texting? Don’t forget, you need to exercise your other digits as well. You have your flute exam on Tuesday.’

‘Yes, Dad!’ Kerry responded, rolling her eyes skyward. ‘Don’t nag!’

By the end of the day, Kerry was delighted to have jumped three more levels in the mobile game and she’d had lots of fun, messaging many of her friends and posting comments on their message boards. As she cleared her books from the table, she didn’t stop to think that not one had been used.

Over dinner, Dad asked, ‘Do you want me to take a look at your science project?’

‘Science project!’ wailed Kerry. ‘It has to be handed in tomorrow! I haven’t had time to do it! Dad, please will you write a note and explain that I’ve been too busy?’

‘Too busy?’ queried Dad. ‘Doing what?’

‘Er …’, replied Kerry.

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Australian Curriculum English – Literacy (Year 6)

The curse of the iPhone™ – 2

Understanding Imaginative text

Refer to the text on page 15 to answer the questions.

1. If this story was a fable, what do you think its moral would be?

2. How would you describe the iPhone™’s curse?

3. (a) Do you think the title reflects the content of the narrative?

Yes

No

(b) Write an alternative title that you think would be better or just as good.

4. Kerry thought her father had returned early from golf. What had really happened?

5. How was Kerry different from her parents in how she spent her time?

6. (a) How would you describe the relationship between Kerry and her parents?

(b) What evidence from the text supports your opinion?

7. For each statement, write F or O for fact or opinion. (a) Kerry was lazy.

(b) Dad played golf.

(c)

(d) Kerry was distracted.

Kerry’s parents nagged her.

(e) Mum enjoyed gardening.

(f) Kerry’s project was due on Monday.

8. The author has used descriptive text to help the reader imagine the sights and sounds of the scene. Give examples of each.

Sights

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Sounds

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The curse of the iPhone™ – 3

Creating Imaginative text

The sequence of events that occur in a narrative are written in chronological order unless the author uses flashbacks as part of the writing style.

Phrases of time are used to show a point in time, a duration or a frequency.

1. Plan an introduction to the story in which Kerry regrets her wasted day as she prepares for the long night ahead doing her science project.

The paragraph will introduce the reader to the day’s events as a flashback.

2. Plan two paragraphs for the end of the story. (a) Describe Kerry’s efforts to complete her project before going to bed. Use a variety of time phrases to highlight the amount of time it took her.

(b) Describe her relief at finishing and promising herself never to fall victim of the curse again.

3. Draft and edit the three paragraphs.

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Australian Curriculum English – Literacy (Year 6)

Rick Riordan • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Asks research questions to determine specific information about Rick Riordan. Organises information for use in a biography

T

Teaching notes • After reading the text, prepare a basic time line, with time periods rather than dates, to show the chronological order of events mentioned in the biography.

• Asking specific questions about Rick Riordan helps students focus their research. It is important to use a number of resources to ensure the validity of information. Additional information which students may wish to use will come to light as their questions are answered.

• Information needs to be numbered and grouped so that paragraphs can be structured, and phrases added to link sentences within them.

The use of different colours to number information for different paragraphs will help with this process.

+

Additional activities • Write a number of questions you would like to ask a person who inspires you. Research to find the answers. Rate each resource based on how easy it was to extract the required information. Organise all information and decide what to include in a biography. Present your work in an explosion chart created in a word processing program. (Analysing and evaluating texts; Creating texts; Use of software) • Conduct a survey to determine the most popular authors among students. As a class, decide what information you want to know about each to create a comparison chart. In pairs, research to plan, draft, edit and publish biographies of one author. Pairs researching the same author edit each others work. (Creating texts; Editing; Use of software)

A

Answers Page 21

Page 20

Teacher check

1. Percy Jackson and the Olympians, The heroes of Olympus, Tres Navarre 2. Teacher check. Rick made up new adventures for the characters in traditional Greek mythology. Haley suggested he publish the stories. Rick produced a manuscript and gave it to his students to read. After including some of their suggestions, Rick sent his manuscript for publication.

3. Teacher check. Answers may include: He was born in Texas.

He enjoyed fantasy fiction. A teacher introduced him to Greek mythology. The lord of the rings was the first book he chose to read. He enjoyed writing stories.

4. Teacher check. While teaching full-time, Rick was writing one book a year in the Tres Navarre series. When the Percy Jackson stories became popular, he decided to give up teaching and spend his time writing.

5. Rick wanted to instil in children, a love of stories of ancient mythologies. He needed more stories of Greek mythology to tell his son at bedtime.

6. (a) Introduces the person and gives a brief explanation of what he has done to achieve success/fame/notoriety. (b) chronological

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Rick Riordan – 1

Reading Informative text

Read the biography.

Rick Riordan, author of the popular Percy Jackson and the Olympians series, hails from Texas in the United States. He began his working life as a middle school teacher but when it became clear that his books were in such great demand, he reluctantly gave up teaching to concentrate on his literary career.

Since childhood, Rick has enjoyed fantasy fiction. He was introduced to the magnificent world of Greek and Norse mythology by a very special teacher when he was in middle school. He knew that when he became a teacher, he too would instil in his students a love for the stories of different ancient mythologies.

The first book Rick remembers choosing to read was The lord of the rings by JRR Tolkien, who was greatly influenced by Norse mythology. Stories from Greek mythology were the inspiration for the Percy Jackson fantasy series and its sequel, The heroes of Olympus.

Encouraged by his teacher, Rick had been writing stories since he was in school, but it wasn’t until his early years of teaching that one of his stories was published. Big red tequila is the first in the Tres Navarre mystery series for adults, about a tai chi master and part-time private detective who lives in Rick’s home town in Texas. The idea for the Percy Jackson series came many years later but once it began, it developed very quickly.

At his son’s bedtime, Rick often used to read him stories from Greek mythology. When he had exhausted his supply of wonderful tales, young Haley asked him to make up some new adventures but with the same characters. In just three nights, Rick had created and told the story of Percy Jackson and the lightning thief.

Delighted with his father’s story, Haley suggested that Rick write it as a book for other children to enjoy.

Taking his young son’s advice, Rick produced the manuscript for the story but before sending it for publication, he allowed his toughest critics, his school students, to read it. Their response was very positive and they even offered Rick suggestions to make the book more appealing to young readers.

Rick chose to have the character of Percy Jackson troubled by the learning difficulties associated with dyslexia and ADHD because his young son was suffering in this way. Rick knew that many children like Haley are very creative and able to solve problems in original ways, a perfect quality for his main character!

Before the success of Percy Jackson and the lightning thief, Rick was writing one book each year in the Tres Navarre series and working full-time as a teacher. But once the Percy Jackson series took off, he realised that trying to write two books a year and teach full-time would not be possible. He decided to give up teaching and concentrate on writing.

Although Rick is sad that he no longer has direct contact with students, he hopes that through his books, he can still be the catalyst that encourages them to read and enjoy the stories of ancient mythologies.

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Australian Curriculum English – Literacy (Year 6)

Rick Riordan – 2

Understanding Informative text

Refer to the text on page 19 to answer the questions.

1. Scan the text to find the names of three series written by Rick Riordan.

• • • 2. Summarise the events that led to the publication of the first Percy Jackson book.

3. Write three facts about Rick Riordan’s early life.

4. Paraphrase the paragraph that begins, ‘Before the success of Percy Jackson …’

5. What were the two motivating forces that inspired Rick Riordan to write the Percy Jackson series and later series based on ancient mythologies?

6. (a) The first paragraph of this biography does two things. What are they?

(b) The events in Rick Riordan’s life, related to his writing career, are written in order.

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Creating

Rick Riordan – 3

Informative text

The first step when writing a biography is to gather information about the subject from different sources. You then need to decide which information to use.

The biography on page 19 focuses mainly on Rick Riordan as a writer, but there is a lot more information that could have been added.

1. Write six questions to ask about Rick Riordan and research to find out the answers. Your research may provide some additional interesting information that could also be included in your biography of the author.

Questions

Answers

Additional information

2. (a) Number each piece of information you have found in the order you wish to write it. Use different colours to number information for different paragraphs. (b) Type the information using a word processing program. (c) Choose suitable phrases to link sentences and paragraphs. (d) Read through the biography and edit as necessary.

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Australian Curriculum English – Literacy (Year 6)

Military pigeon post • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Prepares a report to illustrate the use of pigeon post throughout military history

T

Teaching notes • After reading the text, discuss the magnitude of the humble pigeon’s contribution to the war effort. This will help students realise just how valuable the pigeons were and why they were honoured.

• Discuss language features that could be used to describe the valour of the birds and the conditions under which they flew; e.g. a barrage of enemy fire.

• Students will prepare three distinct paragraphs or groups of paragraphs for the body of the report. These will act as examples to illustrate the point they make in the introduction, which will be linked to the concluding paragraph.

+

Additional activities • Research to create an honour role of pigeon heroes. Write a brief description of each resource used. Describe how the information was structured and the language features used. Rate each resource based on how easy it was to extract the required information. (Reading processes; Comprehension strategies; Analysing and evaluating texts; Creating texts) • Research the other recipients of the Dickin Medal. Choose one about which to plan, draft, edit and publish a report. Give to another student to read and edit for interest and linking between first and final paragraphs. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software)

A

Answers Page 24

Page 25

1. Pigeons can only be trained to fly back to where they roost.

Teacher check

2. (a) Pigeon post – Advantages: difficult to shoot down; could fly above the battle zone, out of range; could be trained to fly directly home; as many as needed could be taken to battle front; require small amounts of food Disadvantages: could be taken down by hawks; could only deliver messages one way Field telephone – Advantages: immediate contact and response Disadvantages: could be destroyed by enemy fire and accidental pulling of wires; wires a hazard Dogs – Advantages: could be trained to travel directly home and back to the front with a reply Disadvantages: could be killed more easily by enemy fire; limited numbers could be taken to the front; needed to be fed and watered (b) Release decoy pigeons as well as the one carrying the message.

3. If they were found, it would take the enemy time to decipher them.

4. (a) a half (b) They were very valuable 5. (a) specify the type of noun (b) clarify meaning 6. They both refer to our opinions of pigeons in today’s world and remind us of their heroic military past.

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Military pigeon post – 1

Reading Informative text

Read the report.

What do you think of when you see a flock of pigeons fluttering around in open spaces where people are trying to enjoy a picnic? Do you think of them as beautiful, graceful creatures or as flying vermin, just waiting to shower you with the sign of good luck? Whatever your thoughts, did you know that throughout history, the humble pigeon has had a crucial role to play in armed conflict?

All pigeons have an in-built homing device which guides them as they fly home to roost. It was this natural instinct, highly developed in trained racing pigeons, that was vital to the fighting troops on the battle fields of many wars since the 19th century.

The pigeons relayed important messages between the battle front and army headquarters.

Because pigeons can only be trained to fly home, they were carried to the battlefields and kept in wicker baskets until they were needed. When a message was to be sent back to headquarters, it was written in code and attached to a pigeon’s leg before the bird was released.

As the bird landed in its home coop, it activated a trip wire which rang a bell, signalling that a message had arrived from the battle front. In most cases, the birds returned safely to army HQ, making pigeon post a very reliable means of communication. Some birds were injured on their journey but still made it home.

When enemy soldiers saw a pigeon being released, they knew that an important message was being sent.

It was in their interests to destroy the messenger. But as birds are acrobatic, moving targets, shooting them down was not an easy task. Some army units employed birds of prey to pursue the enemy’s pigeons.

Like air force fighter pilots, the job of the carrier pigeon was a very dangerous one and some birds became famous for flying many missions before being injured or killed. Cher Ami was one such bird. It was attached to a United States Army unit stationed in France during the First World War. Its final mission, in which it received severe gunshot wounds, saved the lives of almost 200 US soldiers.

After the Great War, Cher Ami was awarded the Croix de Guerre, meaning ‘cross of war’. Receiving such an honour demonstrated the importance of Cher Ami’s contribution to the war effort. The stuffed body of Cher Ami can be seen today in the ‘Price of Freedom: Americans at War’ exhibit in the Smithsonian National Museum of American History.

In 1943, the Dickin Medal was established. It was to be awarded to animals in honour of their services to humans in times of conflict. To date, the medal has been awarded 65 times. Between 1943 and 1949, this honour, the animal equivalent of the Victoria Cross, was awarded to 32 messenger pigeons.

So, the next time you shoo away nuisance pigeons from your picnic table, think about the human lives that were saved by birds just like them.

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Australian Curriculum English – Literacy (Year 6)

Military pigeon post – 2

Understanding Informative text

Refer to the text on page 23 to answer the questions.

1. Why could messages not be sent by pigeon post from army headquarters to the battle fronts?

2. (a) Write possible advantages and disadvantages of each communication system between army HQ and the battle front.

The telephone required lengths of wire trailing between HQ and the battle front.

Dogs had coded messages attached to their collars.

Advantages

Disadvantages

Pigeon post

Telephone

Dogs

(b) How might the army have protected messenger pigeons from a bird of prey?

3. Why would messages have been written in code?

4. (a) Approximately what fraction of the total number of awarded Dickin Medals have been given to pigeons? a half

a quarter

two-thirds

a fifth

three-tenths

(b) What does this tell you about how the importance of pigeons for armies?

5. (a) In the first sentence of Paragraph 5, the purpose of the adjectives enemy and important is to: describe the noun

specify the type of noun

(b) When writing a factual report, adjectives are most often used to: clarify meaning

make the text more interesting

6. How does the writer connect the introduction to the conclusion?

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Military pigeon post – 3

Creating Informative text

The first paragraph of a report introduces the subject, giving some general information and indicating the reason for writing the text.

The final paragraph is linked to the introduction and rounds off the report.

1. (a) Prepare a report describing the use of military pigeon post throughout history.

Research three separate eras, wars or battles in which pigeons were used to relay messages. Record information for each in the table.

Era/battle/war

Details

(b) Organise your notes for each paragraph. Type them using a word processing program and edit.

2. (a) Write the introductory paragraph for your report.

(b) Write the final paragraph that somehow links to the introduction and rounds off the report.

(c)

Type your first and final paragraphs into the document.

3. Write a suitable title for your report.

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Australian Curriculum English – Literacy (Year 6)

School triathlon training • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Focuses on the details of an event to create a framework upon which to build a personal recount. Suggests a problem that could occur at each stage of the event. Uses exaggeration to present a humorous recount of the event

T

Teaching notes • The recount is not of one specific event but of a series of events, over a period of time, that lead up to a specific event.

• Focus on the individual events of the transition training, what the students actually did rather than descriptions and other additional information. Use this list of events as the skeleton upon which students develop their own recounts, firstly suggesting possible problems, then describing them in more detail, using expressive language features.

• Although this will be an imaginative text for the students, it will be written in the first person as a personal recount just as if they had experienced it.

+

Additional activities • Choose the subject for a personal recount and the intended audience. List the events as they took place. For each one, use descriptive language that will help readers visualise the event. Use topic sentences and cohesive links to help the text flow. Work with a partner to edit your work. (Creating texts and editing) • Consider school triathlon training from Mr Smith’s point of view. How would he have felt about the whole program, including the transition training and race days? Plan, draft, edit and publish the events from his perspective in a word processing program and download suitable images to illustrate the text. (Creating texts; Editing; Use of software)

A

Answers Page 28

Page 29

1. first person plural

1. • placed bike in bike rack

2. Swimming: Mr Smith and parents

• placed gear in box

Cycling: Mr Smith and parents

• was hosed down

Running: Mr Smith

• ran to bike, put on helmet and shoes and took bike out of rack

Transition: Mr Smith

• completed one lap of oval on bike

3. (a) to keep one’s kit together so it didn’t get lost or get in anyone’s way; so it would be readily available in transition

• returned to bike racks • returned gear to box

(b) to simulate how they would feel after the swim

• ran one lap

(c) they would know what to expect and how to do things in the most effective way, losing the least amount of time 4. So many students were keen to compete; it was a good way to encourage a healthy, active lifestyle.

• crossed finish line • repeated twice (b) – (d) Teacher check

5. He was very caring, taking time to prepare swimming programs and cycling routes. He gave up his weekends for transition practice and the race. He was thinking of the health benefits for the individuals, not the glory of competition.

6. So many people began to cycle to school they had to install extra bike racks.

7. (a) in chronological order (b) the past (c) The events had already occurred.

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School triathlon training – 1

Reading Informative text

Read the personal recount.

It all started with one of our teachers, Mr Smith. He believed that we should spend at least an hour a day doing something that raised our heart rate and made us sweat. He knew that 25% of Australians are obese and he didn’t want that happening to us. So, at the beginning of the year, he started training us all for a triathlon that was being held at a local leisure centre at the end of term.

Mr Smith planned a swimming training program which we took home. Our parents took us to the pool three times a week and we followed his plan for each session. He also gave us a list of different places where we could go for bike rides at weekends. So many of us began cycling to school everyday that extra bike racks had to be installed! At lunchtimes, Mr Smith organised running training. We never raced against each other. It was all about improving our personal fitness.

The weekend before the event, we had a transition practice. Transition occurs twice in a triathlon: between the swim and the cycle and between the cycle and the run. Mr Smith says that many triathletes lose time in races because they don’t practise the transitions.

We were told where to place our bikes in the bike rack. We each had a big plastic box for our helmet, trainers, clothes and towel, which we left near our bikes. Then the fun started … .

About 20 metres from the racks, dressed only in our bathers and goggles, Mr Smith turned the hose on us until we were all soaking wet. He then set us off to find our bikes and get ready for the cycle. The only rules were, our helmets and shoes had to be on securely before we took our bikes out of the rack and we couldn’t get on our bikes until we were clear of all the racks.

After one lap of the oval, transition two began. We dismounted our bikes before reaching the racks.

We had to place our bikes properly on the rack before taking off our helmets and setting off on the run.

When we crossed the makeshift finish line, we thought we had finished but Mr Smith had other ideas. He said that now we knew what to expect, we could do it a lot better and faster. He made us do it all again … twice!

Transition practice is important because if you make a mistake, not only can you lose time but if you break the rules which are there for everyone’s safety, you could be disqualified from the race.

When race day dawned, we were all confident we would complete the race and enjoy the experience because we were so well-prepared. Mr Smith was there with our parents, cheering us on and greeting us with high-fives as we crossed the finish line.

The next day, we learned that at the end of the year, our school would be hosting its own triathlon, using the pool and oval of the high school next door. The sport of triathlon has found a permanent home at our school!

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Australian Curriculum English – Literacy (Year 6)

School triathlon training – 2

Understanding Informative text

Refer to the text on page 27 to answer the questions.

1. The text is a personal recount written in the

person singular / plural.

2. Complete the table to show who was ‘coach’ for each part of the triathlon training.

Swimming

Cycling

Running

Transition

3. (a) Why would each person need a box for his or her kit?

(b) Why did Mr Smith need to soak everyone with the hose?

(c)

How would practising transition have helped each athlete in the race?

4. Why do you think the school decided to host its own triathlon?

5. How would you describe Mr Smith’s attitude towards the students?

Give evidence from the text to support your opinion.

6. What evidence in the text suggests that a large number of students were keen to take part in the triathlon?

7 (a) Write a phrase that describes how information in a recount is organised.

(b) In which tense is the recount written? (c)

Why is this tense used?

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School triathlon training – 3

Creating Informative text

A personal recount is a list of real events as they occurred, presented and explained in sentences and paragraphs. As it is the opinions and feelings of the author that define the recount, it is written in the first person.

1. Paragraphs 4–7 describe the transition practice that took place the weekend before the race. (a) In order, list what the author actually did during the transition practice.

(b) Imagine you took part in the transition practice but everything that could go wrong did go wrong. Write a chronological list of your transition disasters.

If these events were real, you might not have been too happy when they were actually happening but later, you could entertain your friends and family with tales of your ‘transition tragedy’. (c)

Write some expressive words and phrases you could use to help you write a humorous personal account of the transition practice. Do not be afraid to exaggerate if you think it will improve the story.

(d) Use your list of disasters and your expressive language features to rewrite this part of the personal recount.

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Australian Curriculum English – Literacy (Year 6)

Down with consumerism!

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Identifies evaluative language and rhetorical questions in a persuasive text. Develops a persuasive argument

T

Teaching notes • Discuss the structural features of a persuasive text; e.g. position statement, arguments listed in order of importance and introduced by topic sentence, summary of support for statement, recommendations.

• Discuss the language features of a persuasive text; e.g. use of present tense and first person, modal verbs such as ‘should’ and ‘must’, use of rhetorical questions and evaluative language.

• Students choose one argument from the original text to develop. They can write in support of or against the argument.

+

Additional activities • Make a list of language features used in persuasive text. Plan, draft, edit and publish an expository text in favour of consumerism, refuting some or all of the claims made in the text on page 31. Include language features from your list. (Creating texts; Editing; Use of software) • With a partner, decide on an outrageous statement for a persuasive text. Your challenge is to plan, draft, edit and publish an exposition that sounds so reasonable you can convince the class to agree with you. Deliver as a PowerPoint™ presentation. (Creating texts; Editing; Use of software)

A

Answers Page 32

Page 33

1. (a) writer/author

Teacher check

(b) first 2. respect, happiness 3. Children see their parents constantly upgrading and buying new things so they copy them.

4. (a) Teacher check (b) To make the reader think how much he or she is affected by consumerism.

5. (a) Teacher check (b) Answers may include: New labour-saving devices allow us more free time to improve the quality of our lives. Factories and retail outlets are kept in business and the economy afloat.

New models are more energy efficient. Old models can be reused or recycled.

6. (a) subjective (b) personal experience 7. (a) To put forward one’s argument effectively so the reader/ listener acts in agreement with it. (b) Identifies arguments with evidence to support point of view and refute any opposition. Uses emotive language appropriate to audience.

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Down with consumerism! – 1

Reading Persuasive text

Read the exposition.

I believe that consumerism makes fools out of people. They think that having lots of possessions to show off their wealth and success will earn them respect and make them happy. But do you think true happiness can be bought? Are we not respected for what we do, not what we own?

Our economy relies on consumerism and I believe its success relies on our stupidity. It tells us that happiness can only be achieved by acquiring more and more possessions, and we believe it: the latest electronic games, skateboard or bike, designer fashion labels, collectable toys … the list goes on.

I think consumerism is like a religion the whole family believes in. Parents show their dedication to consumerism by constantly upgrading: the house, the furniture, the bathroom, the kitchen, the computer, the television, the telephone, the camera, the car … their list goes on too. Children learn their life values from their parents and so the consumerism cycle continues.

I’m sure consumerism is addictive, holding us in a grip so tight that we struggle to break free. Imagine the scene. You have seen something you really, really want and you know you won’t be happy until you get it.

After saving your money, or nagging your parents, you buy this thing. You are delighted that you own it. It is your most treasured possession. But do you still feel as happy about owning it the next day or the next week? By then you will have seen something else you really, really want and you know you won’t be happy until you get it …

You do not have to accept consumerism! You have a choice! Say, ‘No more!’

What really makes you happy? I know your answer will be about people, not things. If you had a choice between spending a day with your favourite people but no toys and games or a day surrounded by all your favourite things but no contact with your friends and family, honestly, which would you choose?

Of course, there are some things we do need such as food and shelter, and some things are nice to have such as a television or a camera; but we don’t have to keep upgrading so we always have the biggest, the best and the most expensive. If what we have does the job, why do we need to replace it?

Consumerism has made us very selfish. We care so much about what we own that we don’t see the damage it is doing to society and to the environment.

If you have been saving money to buy something, would you ever think of giving it instead to people who are worse off than you? Do you really feel comfortable spending so much on so little while so many are suffering the effects of poverty?

Undoubtedly, consumerism has a negative effect on the environment. Natural resources are needed to make all these new things, their production creates pollution, and discarded items create landfill waste that is suffocating the planet.

When the next model of your favourite thing is released, could you not, just for once say, ‘No, my old model is still ok for me’?

I say, ‘Be satisfied with what you have and down with consumerism!’

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Australian Curriculum English – Literacy (Year 6)

Down with consumerism! – 2

Understanding Persuasive text

Refer to the text on page 31 to answer the questions. .

1. (a) In a persuasive text, the opinions expressed are those of the person.

(b) We know this because the text is written in the

2. According to the text, the two things followers of consumerism believe they will achieve are

and

.

3. How does the writer believe consumerism is passed on to the next generation?

4. (a) Do you recognise yourself in any of the examples the writer has used? Explain your answer.

(b) The text includes a number of questions. Why do you think the has the writer done this?

5. (a) Do you agree or disagree with the writer’s opinion? (b) Suggest arguments that could be raised in opposition to the writer’s opinions.

6. Write one word or phrase from each pair to describe the text. .

(a) The language is

subjective . research

(b) The evidence is based on

objective personal experience

7. (a) What do you think is the purpose of writing a persuasive text?

(b) What does the writer of a persuasive text do to achieve this purpose?

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Down with consumerism! – 3

Creating Persuasive text

The purpose of persuasive writing is to make the reader believe or support a given opinion or belief, or to act in a certain way.

To encourage readers to support his or her point of view, an author might use language that will appeal to their emotions, and rhetorical questions that will make them think more deeply about the subject.

1. Re-read the text on page 31. (a) Write any emotive words or phrases.

(b) Write the rhetorical questions from the text.

2. (a) Choose one aspect of the text to develop further.

• Consumerism makes fools out of people.

• Consumerism is like a religion.

• Consumerism is addictive.

• Consumerism has made us very selfish. (b) Write three paragraphs in support of or against each statement. Include emotive language and rhetorical questions in your text.

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Australian Curriculum English – Literacy (Year 6)

Summer at Tregarran House • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Predicts the development of the story using the framework provided

T

Teaching notes • Compare the settings of some stories suggested by Cara in paragraph 4; e.g. The little white horse by Elizabeth Goudge, The secret garden

by Frances Hodgson Burnett, Five children and it by Edith Nesbit.

• Discuss and describe some of the characters from these and other stories of a similar genre. Suggest how some could be morphed to create new characters for students’ own imaginative texts.

• The left-hand column of the table on page 37 provides a summary of each chapter. Students are free to plan their own text for each one within the boundary of the summary. Allow students to write and edit each chapter before writing the next as the editing process may result in changes to the storyline.

+

Additional activities • With a partner, create a plan of a simple chapter story for younger readers. Consider how you will structure the text, and the language features required to make the text appropriate for your audience. (Purpose and audience; Creating texts) • Plan, draft, edit and publish the story. Edit each chapter as it is written and the whole book when it is complete. (Creating texts; Editing; Use of software)

A

Answers Page 36

Page 37

1. (a) Cara’s great-uncle

Teacher check

(b) the womn (c) the great-uncle’s house (d) Cara 2. (a) elements (b) attire (c) generous proportions (d) isolated 3. Teacher check. (a) wearing lots of heavy, protective clothing such as a mac, hat scarf and jacket (b) grunting with effort as she dragged them up each step 4. (a) She was very grumpy (b) horrified, disgruntled, annoyance (c) awe, magnificent, soared, marvelled 5. by nodding her head 6. Teacher check. Journey to Tregarran, Cara’s arrival, Arrival at Tregarran etc.

7. Teacher check

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Summer at Tregarran House – 1

Reading Imaginative text

Read the narrative.

Chapter 1 When Cara Pugh was told by her parents that she would have to spend the long summer holiday at her great-uncle’s house in the country, she was not happy. While her parents were following the Inca trail to Machu Picchu in Peru, Cara would be bored to distraction in her ancient relative’s crumbling pile.

Like a scene from an early horror movie, Cara arrived at Tregarran House late at night, in the midst of a wild storm. She had been met at the isolated train station by someone so heavily robed in garments to keep out the foul weather, it was difficult to determine the person’s gender or age. Expecting transport that would protect her from the elements, Cara was horrified to see that the remainder of her journey would be taken in the back of an uncovered pony and trap.

Eventually, the pony came to a halt and the driver jumped down from the trap. He landed heavily in a deep puddle, sending a shower of muddy water all over his disgruntled passenger. But as the clouds allowed a sliver of moonlight to shed a ghostly light on the scene, Cara’s annoyance was forgotten and she gasped in awe.

This wasn’t a house; it was a castle, a magnificent castle! In spite of her intense discomfort, Cara’s spirits soared. ‘This place isn’t real!’ she marvelled to herself. ‘I think I’ve fallen asleep and I’m dreaming. All the stories I’ve read about children going to live in big, old houses have been jumbled up to create a new one, and I’m the main character. Well, let’s go inside and see what happens next!’

Her driver, who hadn’t uttered a single word in spite of her efforts to make polite conversation, tugged at the ancient bell. A clanging sound echoed from deep within the house. At last, the enormous door opened and a halo of light, surrounding a single candle flame, illuminated the features of a tall, haughty looking woman. She was dressed in clothes Cara recognised from her history books at school. Her beady eyes examined Cara’s own attire with disdain.

Without a word, the candle-bearer nodded to Cara and her luggage. She led the way, gliding effortlessly up the magnificent staircase as if on wings. In contrast, Cara struggled noisily, hauling her bags up one step at a time. There was no sign of the driver whom she thought may have offered to help.

At the end of a long corridor, the woman stopped in front of a door which swung open silently. She stepped to one side and nodded towards the room as Cara approached. Cara launched her bags and then herself across the threshold. As she did so, the door behind her closed and the fire in the hearth sprang into life.

The firelight revealed a room of generous proportions. At one end, a tall window looked out into the darkness beyond. At the other, a huge four-poster bed was concealed behind heavy velvet drapes.

Suddenly overcome with weariness, Cara parted the drapes and collapsed, fully clothed, into a deep, deep sleep.

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Australian Curriculum English – Literacy (Year 6)

Summer at Tregarran House – 2

Understanding Imaginative text

Refer to the text on page 35 to answer the questions.

1. Match each phrase to the person or thing it refers to. (a) ancient relative

•

• Cara

(b) candle bearer

•

• Cara’s great-uncle

(c)

•

• the woman

crumbling pile

(d) disgruntled passenger •

• the great-uncle’s house

2. Scan the text for the word or phrase that means: (a) wind and rain

(b) clothes

(c)

(d) on its own

a good size

3. In your own words, describe how: (a) the driver of the pony and trap was dressed

(b) Cara carried her bags upstairs

4. (a) What was Cara’s mood between arriving at the station and arriving at her greatuncle’s house.

(b) Write the words from the text that helped you reach this conclusion.

(c)

Which words from the text show that Cara’s mood changed.

5. How did the woman at the house communicate with Cara?

6. Write a suitable title for the chapter.

7. The author has written the text to help the reader visualise each scene. (a) Rate how well this has been done.

0

not very well

1

2

3

4

5

6

7

8

9

10

very well

(b) Explain the reason for your answer.

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Summer at Tregarran House – 3

Creating Imaginative text

A novel is a long narrative divided into chapters. The author of a novel can spend more time on the descriptions of places, characters and events. As a result, the relationships within them are more complicated, creating different threads that all have to be tied up at the end of the story.

Chapter 1 of Summer at Tregarran House sets the scene for the story and introduces three characters.

1. How might the rest of the story unfold? In the right-hand column of the table, write brief notes to describe in more detail what happened in each chapter. Include expressive vocabulary to enhance the text.

Chapter 2 Cara meets her uncle. He is not happy that she is staying with him. He appears to be hiding something from her.

He tells her she must always be in bed by 10 pm.

Chapter 3 One night, Cara explores the house after 10 pm. She discovers why her uncle does not want her awake at this time.

A new character is introduced.

Chapter 4 Cara is in danger.

Another new character is introduced.

Chapter 5 Cara and her uncle become friends.

The summer is over.

2. In a word processing document, work on one chapter at a time to complete the story.

When it has been edited, publish a copy to read to the class.

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Australian Curriculum English – Literacy (Year 6)

Greedy expectations • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Predicts ‘what happened next’ and the young boys’ responses to it based on their opinions formed from reading the text. Predicts also the conclusion to the story as it affects all characters

T

Teaching notes • Discuss the phrases in the text that indicate the possible characteristics of each boy. There is not much factual information and students may have different opinions about Daniel and James.

• Discuss possible reasons for the rift between old Mr Burcott and his son and suggest the best time for the writer to reveal the truth.

• How does the writer want the characters of the boys to develop? This could be revealed in how they each respond to the terms of their grandfather’s will. Are their responses expected or a total surprise? Each student can choose. And how will the story end? Again, this depends on how the characters behave and this is the choice of the writer (each student). Although there is one storyline, there can be 30 different stories.

+

Additional activities • The text hints that young Daniel and James have had different upbringings which will have affected their characters. Write notes to explain what you think their lives have been like. Then choose one to describe as part of the Greedy expectations text. (Creating texts; Evaluative language) • Assume all problems in Greedy expectations have been resolved and the story ends with a eulogy to old Mr Burcott written by his son Daniel. A eulogy is written in praise of a person. What do you think it might contain? Consider all of your ideas about the plot and characters and how they may have changed then plan, draft, edit and publish the eulogy. (Creating texts; Vocabulary; Editing; Use of software)

A

Answers Page 41

Page 40 1. (a) They are both 12-years-old

Teacher check

(b) Teacher check 2. Daniel James Burcott – the name was passed on in the family from father to son.

3. (a) The funeral was Daniel and James’ first meeting; Daniel had never met his grandfather; Daniel’s father had not seen his father for 20 years; In his will, Daniel’s grandfather states that his love for his son had never wavered since the day he was born. (b) – (c) Answers will vary. Teacher check

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Greedy expectations – 1

Reading Imaginative text

Read the narrative.

James and Daniel eyed each other suspiciously. Each had known of the other’s existence for many years but this was their first meeting. The death of old man Burcott meant that his two children would be reunited and the cousins could, at last, get to know one another. But so far, things were not going too well.

James shared his opinion of Daniel’s appearance with his mother. ‘He looks like a derelict. I don’t think his clothes have ever seen an iron or a washing machine, and his shoes are falling apart.

Overhearing this, Daniel’s whispered response to his father was equally negative, ‘What an arrogant mule! So I haven’t dressed up for the old man’s final departure; why should I? I never met him and you hadn’t seen him for 20 years!’

As the last of the guests left their grandfather’s house where they had gathered for the wake, the boys could avoid each other no longer.

‘Well, I expect the sale of this place should give us a fair bit of cash’, remarked James pompously, looking more like a middle-aged auctioneer than a 12-year-old boy. ‘I think we’ll change our postcode. I’d like a place closer to the ocean but not one of those dreadful new builds; something more elegant, I think.’

‘What makes you think you will receive anything from grandfather’s estate?’ asked Daniel. He didn’t really want to talk to his cousin but he did want to find out more about him and his life. Did they have anything in common apart from their age and their recently deceased grandfather?

‘Oh, Grandfather thought the world of me. I was like the son he wished your father had been. Mother and I are bound to receive most of his wealth.’

His response caused Daniel to seethe with anger, but he remained calm.

A few days later, Daniel with his father and James with his mother, sat in silence as they waited for the lawyer to look up from the paperwork, neatly arranged on the vast wooden desk.

‘Good morning everyone.’ Mr. Hargraves coughed nervously. ‘This will of Daniel James Burcott, dated 15 January this year, has been proved to be genuine, and his most recent. It is therefore accepted that what it contains accurately reflects his wishes for the dispersal of his financial wealth and all his possessions.’

James, slightly snubbed that he had been given his grandfather’s second name, gave Daniel an expectant smirk which, added to the greedy gleam in his eyes, made Daniel feel sick. He had never met anyone quite as loathsome as James. The lawyer began to speak …

‘I, Daniel James Burcott, being of sound mind do hereby wish my estate to be divided in this way: To my daughter, Estelle Rose Jones, in accordance with her express wishes, I leave nothing but my eternal love. To my son and namesake, Daniel James Burcott, in accordance with his express wishes, I leave nothing but my eternal love and the promise that my love for him, from the day he was born, never once wavered. To my grandson, James Daniel Jones, I leave …

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Australian Curriculum English – Literacy (Year 6)

Greedy expectations – 2

Understanding Imaginative text

Refer to the text on page 39 to answer the questions.

1. (a) Apart from their names, the text contains only one other fact to describe each boy. What is it?

(b) Complete the table by giving your opinion of each boy, and the evidence that helped you form your opinions.

Character

Your opinion

Evidence from text

Daniel James Burcott

James Daniel Jones 2. What do you think is Daniel’s full name? Explain your answer.

There had been some disagreement between young Daniel’s father and grandfather that was resolved upon the older man’s death.

3. (a) What evidence from the text hints at this?

(b) Suggest what might have caused the rift between old Mr Burcott and his son and why his death resolved the problem.

(c)

When do you think would be a good point in the story to reveal the answers?

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Greedy expectations – 3

Creating Imaginative text

In a novel, the author is able to develop each character’s personality and characteristics as he or she becomes involved in different events. Gradually, the reader forms an opinion of each character and predicts how he or she will fare as the story unfolds.

The narrative on page 39 leaves the reader wondering, ‘What happened next?’

1. Describe briefly what you think each boy might have received in old Daniel’s will and how, based on your opinion of them, they would have responded to the news.

Character Bequest

Response

Daniel James Burcott

James Daniel Jones How would you choose to end this story? How would the lives of the boys and their parents be affected by the terms of their grandfather’s will?

2. (a) Write notes to describe the events and conclusion as if you were the author.

(b) Do your opinions of young Daniel and James change?

3. Write the conclusion to the story in full. Explain how, if at all, young Daniel and James have been changed by events following the reading of the will.

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Australian Curriculum English – Literacy (Year 6)

Learn a musical instrument • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Identifies the arguments for a statement and the phrases used to persuade readers to act in support of that statement. Suggests additional arguments and persuasive phrases. Develops one of the original arguments in the text

T

Teaching notes • Discuss the intended audience of the text. Give reasons why it may or may not be appropriate for some.

• Discuss the author’s arguments for learning a musical instrument and the persuasive phrases used to encourage the reader to agree with him/her.

• Students choose one argument/advantage to develop, offering more reasons and citing evidence.

+

Additional activities • Write a similar expository text encouraging others to take up an activity of your choice. (Creating texts; Evaluative language) • Use the information on page 43 to design a poster encouraging people to learn a musical instrument. (Creating texts; Vocabulary)

A

Answers Page 44

Page 45

1. (a) Teacher check (b) Teacher check vocabulary, and length and structure of sentences 2. (a) To persuade the audience to learn a musical instrument. (b) – (c) Teacher check

1. (a) Answers may include: great way to make new friends, builds team skills, learn to manage time effectively, master discipline and perseverance, stimulates the brain, may achieve better grades in mathematics, increases concentration, appreciate diversity of cultures (b) Teacher check

3. (a) Fact

2.–3. Teacher check

(b) opinions 4.–6. Teacher check

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Learn a musical instrument – 1

Reading Persuasive text

Read the exposition.

Learning a musical instrument is as important for a person’s education as learning to read and write. The benefits of learning an instrument reach far beyond the sound of music.

Being a part of a music band is a great way to make new friends and build team skills. It gives you a reason for playing and motivates you to practise regularly. You learn to cooperate with other band members, listening to each instrument and playing in harmony to create a great sound.

Mastering the skills of any musical instrument is known to help you manage your time more effectively.

To learn new pieces and play those you know more proficiently, you have to set aside time each day to practise. Finding this time can be difficult but if you are determined, you will manage it.

Anyone who learns to play a musical instrument will become a master of discipline and perseverance, two extremely valuable life skills. It takes time and effort to play a piece of music perfectly, and difficult sections have to be repeated over and over until you get them right. This may seem like a terrible chore, but the sense of achievement you feel when you master a difficult piece is definitely worth the effort.

Research has shown that playing a musical instrument stimulates the brain, improves the memory and develops hand-eye coordination. Every time you look at a musical score, those black marks scattered across five horizontal lines, your brain prepares itself for a workout. It has to remember what the different marks mean and how to play them on your instrument. And as you play, your eyes have to follow the score while your fingers dance to make the music.

It is believed that students who play a musical instrument achieve better grades in mathematics. Reading music involves mathematical understanding as the value of notes, rhythms and how musical scores are composed are based on numbers.

When playing a musical instrument, you need to concentrate on many things: reading and playing the right note at the correct pitch and for the exact duration, and following the rhythm at the right tempo while at the same time producing a good quality of sound. To do this successfully requires a lot of concentration. It is no surprise that musicians are known for their ability to concentrate well in other areas of their lives!

Playing music from different cultures and eras helps you to appreciate the diversity of human life on Earth both in the past and present. It creates a connection with people whose lives are removed from your own.

Being able to play a musical instrument is a skill that everyone should have the opportunity to develop. It has the potential to enrich the lives of the musicians and bring great pleasure to their audiences. Everyone should learn to play a musical instrument!

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Australian Curriculum English – Literacy (Year 6)

Learn a musical instrument – 2

Understanding Persuasive text

Refer to the text on page 43 to answer the questions.

1. (a) Tick the people you think this text could be aimed at. You may tick more than one box. children at Kindy

students in Pre-primary to Year 2

students in Years 3 and 4

students in Years 5 and 6

students in Years 7 and 8

students in Years 9 and 10

students in Years 11 and 12

parents of students of all ages

(b) What language features of the text helped you decide which boxes to tick?

2. (a) What is the purpose of this text?

(b) How effective do you think this text is at achieving its purpose?

0

not very well

(c)

1

2

3

4

5

6

7

8

9

10

very well

Explain the reason for your answer.

3. (a) Is the statement a fact or an opinion?

Fact

Opinion

The value of notes, rhythms and how musical scores are composed are based on numbers. (b) Are there more facts or opinions in the text?

4. Write two words from the text whose meanings you are not sure of. Use a dictionary to find the definition of each one.

5. Suggest three arguments against learning a musical instrument.

6. (a) What is your opinion of learning a musical instrument?

(b) Were you influenced by the text?

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Learn a musical instrument – 3

Creating Persuasive text

A persuasive text can be written to encourage readers to do something the author believes is good for them. It may include a number of benefits the readers can expect to receive or achieve if they follow the actions suggested. Persuasive phrases are also used to motivate the reader to act.

1. (a) Write the advantages, suggested by the author, of learning a musical instrument.

(b) List any other advantages that you can think of.

2. (a) Write key persuasive phrases from the text.

(b) Suggest other phrases of encouragement that could be used.

3. (a) Develop one of the author’s arguments to encourage Year 6 students to learn a musical instrument.

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Australian Curriculum English – Literacy (Year 6)

Avoid it like the plague!

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Identifies expressive and descriptive language that helps readers visualise the event and determine the purpose of the text. Writes persuasive phrases that could be included on advertising material to promote the event

T

Teaching notes • Ask students to act out paragraphs three to six. Discuss how the expressive, descriptive language features gave them the direction that allowed them to do this successfully.

• Discuss appropriate vocabulary and language features that could be used to promote the event.

• The cast and crew may well be dispirited after such a litany of disasters. How might the director motivate them and encourage them to continue with the remaining shows? Discuss the persuasive phrases of positive and negative encouragement. Students create and then present their motivational talks to the class. As cast and crew, how would they rate each talk? Discuss how could they be improved.

+

Additional activities • Use the information in the play review to design a poster persuading people to stay away from the production of Black death. (Creating texts; Vocabulary) • Plan, draft, edit and publish a review of the play as if it had been intended as a slapstick comedy. (Creating texts; Editing; Use of software)

A

Answers Page 49

Page 48 1. (a) to discourage people from going to see the production of Black death.

Teacher check

(b) By highlighting all of the negative aspects of the production, cast and crew.

2. (a) surreptitiously (b) disconcerting (c) swindled 3. Performers began speaking before turning on their microphones. The light operators couldn’t tell where to direct the beam. When the microphone was activated, the volume was louder and the light operator could focus on the correct person.

4. Teacher check. Answers should be similar to: Although the idea for the production was good, poor preparation by the scriptwriters, cast and crew meant that the execution was poor and the show did not live up to its encouraging advertising.

5. (a) appalling, painful, doomed (b) Teacher check. Answers may include: negative, pessimistic, damaging 6. (a) Teacher check (b) The author may have: been unwell, been uncomfortable, not enjoyed history, had a poor opinion of the company already etc.

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Avoid it like the plague! – 1

Reading Persuasive text

Read the play review.

A ‘marvellous, medieval masterpiece’ scream the posters and pamphlets advertising this appalling production. Black death is presented by a crowd of amateurs who know little about the subject of their performance and even less about how to put on a show.

The production, a narrative interspersed with performance, has the potential for great success. An explanation of the background and events followed by an act to illustrate them, is an excellent way to bring historical events to life so they may be better understood. However, someone should have informed the scriptwriter that research of the era and its events are essential for its success.

But even the best possible script would have been destroyed by the two members of cast chosen as narrators. Either they struggle to read words of more than two syllables, or they desperately need an appointment with an optician.

In addition to this, the performing cast had not learned their lines nor listened attentively when their stage directions had been given. To witness so many people wandering around the stage surreptitiously asking for help from the director, no doubt cringing in the wings, was pitiful. When they spoke, their words were an echo of those hissed moments earlier by the prompter, barely hidden behind the curtains.

The light and sound were equally abysmal. The stage was lit solely by a single beam directed at each reader or character as he or she spoke. Each part began with a whisper in the shadows followed by a deafening roar in a blaze of spotlight as the lighting operator found the speaker who had been slow to activate the microphone. As disconcerting as it was for the shrinking numbers in the audience, it must have been a blinding experience for those on stage.

Had the show been intended as a slapstick comedy, the audience would have been howling with laughter throughout. At the end, people would have clapped heartily, giving the company a standing ovation and demanding two, three or even four curtain calls. As it was, those who endured the painful performance, ever hopeful it would improve, sat in awkward silence, no doubt wondering how much longer it would continue.

The audience was well and truly swindled. The posters had promised so much yet delivered so little. If as much care had been taken on the doomed production as had been lavished on the advertising, the company may have pulled off a reasonable performance.

But sadly, this was not the case.

For those hoping to learn more about the Black Death, they are no wiser. For anyone interested in the theatre, they have learned a great deal … how not to put on a performance!

The only thing that can be said of Black death, a marvellous, medieval masterpiece is, ‘Avoid it like the plague!’

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Australian Curriculum English – Literacy (Year 6)

Avoid it like the plague! – 2

Understanding Persuasive text

Refer to the text on page 47 to answer the questions.

1. (a) The purpose of this text is to

(b) How has the writer tried to achieve this purpose?

2. Scan the text to find a word that means (a) doing something in a way that you don’t want others to notice.

(b) creating feelings of embarrassment.

(c)

cheated out of money.

3. In the fifth paragraph, explain what the writer meant by the phrase, ‘a deafening roar in a blaze of spotlight’.

4. Write a summary of the text.

5. (a) Scan the text for the three adjectives used to describe the performance.

(b) From your understanding of these words and the text, write three words to describe this review.

6. (a) Do you think the author’s review could be exaggerated? (b) What external influences do you think might have contributed to the author writing such a negative review?

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Avoid it like the plague! – 3

Creating Persuasive text

To encourage or discourage attendance at an event, a persuasive text needs to include words and phrases that allow readers to visualise the event. Descriptive vocabulary and language features used in reviews and advertising material can affect a person’s decision about attending an event.

1. (a) Write words and phrases from the text that you think would help a reader visualise the production of Black death, and the audiences responses to it.

(b) From your visualisation of the performance, write other phrases that could be used to describe it.

2. (a) Write persuasive phrases that might have been included on the posters and pamphlets advertising the production.

(b) On art paper, design a poster advertising the production.

With more performances to present, the cast and crew need to be motivated to improve the show.

3. Write the transcript of a confidence-boosting talk the producer might have given the cast and crew when they met the next day for a rehearsal.

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Australian Curriculum English – Literacy (Year 6)

The Balkans deluge disaster • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Researches and writes a news report on the health problems associated with the flood and appeals for donations

T

Teaching notes • The Balkan floods of 2014 were the worst in the region since records began, over 100 years ago. The floods, in which three months worth of rain fell in three days, were exacerbated because they occurred in a region which included the confluence of two major rivers, The Danube and The Sava.

• For the activity on page 53, students research the health problems associated specifically with the Balkan floods, but the problems are similar in any area across the world: lack of drinking water, no sanitation, sewerage overspill, over-crowding of flood refugees in camps and halls, food shortages and means for cooking, loss of electricity, decaying animal corpses etc. The time of year also influences the problems; e.g. when it is very hot, putrefaction of decaying animals occurs more rapidly; when it is colder, people are more susceptible to colds and flu.

• When writing their report, students should consider the purpose and audience. They are asking for donations of money, non-perishable food, clothes, and blankets to the appeal, so they need consider the language they use to help their audience sympathise with the flood victims so they are moved to donate.

• Discuss the vocabulary that could be used to present an appeal of this nature.

+

Additional activities • Research to find a personal story from the Balkans floods of (northern hemisphere) spring 2014. Present the story as a newspaper article with pictures. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software) • Draw a map of the Balkans region. Research the floods of (northern hemisphere) spring 2014. Locate all towns and physical features mentioned in research. Annotate the map with information describing the floods. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software)

A

Answers Page 53

Page 52 1. To inform the reader of a natural disaster that has affected the lives of many people.

Teacher check

2. No-one is thinking about which side people were on in the civil war. They are all pulling together to help each other now. The effects of the flood will be the same for everyone.

3. Many European nations have come to the aid of the Balkan countries affected by the floods, showing that they are prepared to help their European neighbours.

4. It is an agricultural economy which produces food for the region. As so much land is submerged and crops have been destroyed, demand will outstrip supply and so costs will rise.

5. Apart from the threat of death by violent means, the people are again living like refugees, having lost homes and possessions.

6. volunteers 7. (a) fact (b) opinion 8. The location of landmines buried during the war had been marked but the floods have washed away the markers and landslides have moved the landmines to unknown locations.

At any time, anything could set one off.

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The Balkans deluge disaster – 1

Reading Informative text

Read the newspaper article.

A small region of Europe, ravaged by a bitter civil war barely 20 years ago, has now been ravaged by nature.

Serbia, Bosnia-Herzegovina and Croatia are reeling with the effects of three months worth of rain that has fallen in just three days.

As small rivers have burst their banks and added to the flood water, thousands of landslides have swept away homes and possessions, leaving many thousands of people homeless; stripped of all personal possessions.

But for some, the cost of this disaster has been far greater. The death toll currently stands at 44 but this will surely rise, just like the flood waters, as more heavy rain is expected. No-one wants to estimate the true cost to human life, a figure that can’t be established before the flood waters recede.

Rescue teams from many European nations have been involved in the evacuation process as thousands have had to leave their homes. It has been described as a ‘perfect demonstration of European solidarity’.

Russian relief workers have been a strong presence in Obrenovac, the worst hit town in Serbia, rescuing over 2000 people stranded by the rising flood water.

Russian cargo planes have brought rescue boats to assist with the evacuations as well as food supplies and electricity generators.

The celebrated Serbian movie director, Emir Kusturica, has even donated the use of his two personal helicopters to help in the process. Serbian tennis player Novak Djokovic has made an appeal on his Facebook page for ‘support and solidarity for my people in Serbia’. As far as the eye can see, thousands of sandbags, erected by volunteers, line the banks of the swollen Sava River, keeping it in check; but only time will tell if they can continue to repel nature’s powerful force.

A sinister addition to this natural disaster is the unearthing of thousands of land mines buried during the Balkans conflict. Their locations had been previously marked, but landslides have shifted them, carrying them away to unknown destinations, effectively booby-trapping the region.

The Balkans have an agricultural economy which will have been very badly hit by this disaster. It is inevitable that the cost of produce will sky-rocket; something no-one here wants to think about.

The immediate task has been to relocate people, in school and university campuses, sports halls and hotels. But what are the consequences of this? Inadequate food supplies, clothing, bedding and personal hygiene facilities and portable, running water.

Many people are comparing the situation to that of 20 years ago when they spent weeks, months and even years in refugee camps. But there is a difference and it’s uplifting to witness it.

People are helping each other without considering their ethnic origin. For now, the sins of the fathers are buried in the past as the people reflect on the events of the last few days and wonder what the future will bring.

The cost to the individual nations has been estimated in the billions of euros. This has been a massive setback to the Balkan nations, and it’s not over yet.

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The Balkans deluge disaster – 2

Understanding Informative text

Refer to the text on page 51 to answer the questions.

1. What is the main purpose of this text.

2. Summarise the last but one paragraph beginning, ‘People are helping …’

3. Explain what is meant by the phrase, ‘a perfect demonstration of European solidarity’, in the fifth paragraph.

4. Why would the economy of the region be so badly affected by the floods?

5. Why does the report compare this natural disaster with devastation of the civil war?

6. Scan the text for the word that means people who help without expecting payment.

7. Write Fact or Opinion after each statement. (a) The Balkans have an agricultural economy. (b) The cost of food will sky-rocket.

8. The landslides caused by the floods have unearthed a potentially explosive problem.

Explain this statement.

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The Balkans deluge disaster – 3

Creating Informative text

When the rain stops and the floodwaters subside, the people are at risk from disease as there is no drinking water, sanitation and many decaying animal corpses litter the area. At such times, appeals are often made for donations of money, clothes and services.

1. (a) Research and make a list of the health problems facing flood victims. (b) For each point you make, write a paragraph to describe the problem and stress the urgent need of donations from the public. (c) Number each paragraph in order of importance.

Points

Order

Paragraphs

2. (a) Use a word processing program to present your information as a newspaper report. (b) Write a suitable headline for your article.

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Australian Curriculum English – Literacy (Year 6)

People of the famine • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Uses a storyboard to develop an idea for the text. Makes use of language features to describe the pathos and emotion of the time

T

Teaching notes • The story is set at the time of the Irish famine in the mid-19th century. Before completing the tasks, it would be helpful to give students a brief overview of the event.

• Most Irish peasants lived in poor accommodation on small pockets of land which they rented from wealthy landowners. On this land, they cultivated potatoes, their staple diet. For four consecutive years, the potato crop was destroyed by the potato blight, leaving millions of people without food. The government made an effort to help by importing grain for them to eat but the people had no money to pay for it.

Rather than give the people the grain, the government created road building jobs so the men could earn money to pay for it. Some charities provided soup kitchens but most of these were provided by Protestant organisations, some of whom demanded that the peasants renounce their Catholic faith before they would be fed. Many people finally resorted to the workhouse where fathers, sons and brothers were separated from mothers, daughters and sisters. The problem became so immense the government could not deal with it. All landowners were then obliged to pay rates for all tenants on small holdings. In response to this, any tenant who fell behind in his rent, was evicted. The fewer people a landlord had on his land, the less he would have to pay. Over a million people died of starvation and disease and another million emigrated to America England and Australia. Some people resorted to theft so they could afford to buy food for their families. Many of these were convicted and transported to Australia.

• In the activity on page 57, encourage students to put themselves in the position of the characters. How would they feel each day about their future, about what had happened to them, about the wealthy landowners, about leaving Ireland for distant shores? Did they have an hope for a bright future?

+

Additional activities • Research to discover more about ‘taking the soup’ and ‘the (famine) roads’ referred to in paragraphs 5 and 6 on page 55. Present your information as a report. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software) • Research to find the words of the song, ‘Fields of Athenry’. Rewrite the story as a narrative. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software)

A

Answers Page 57

Page 56 1. the thugs, the big bullies, the bully boys, the men, the heartless beasts

Teacher check

2. (a) famine (b) hovel (c) debris 3. the flames 4. By exposing himself to his brother’s fever, Michael was infected and would die in the same way.

5. The family’s food source has been lost to the potato blight.

They have no money for food or rent. They have been evicted from their home. Their choices are to go to the workhouse or to ‘take the soup’ each day and remain homeless until Dan earns enough on the roads, to pay for the family’s passage to America.

6. (a) No (b) Teacher check

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People of the famine – 1

Reading Imaginative text

Read the historical narrative.

‘Da! Da! What’s happening?’ Eileen’s screams could barely be heard above the thunderous hammering on the cottage door. Huddled together in the corner of their dimly lit hovel, the family waited in fear for the thugs to barge into their home. They didn’t have to wait long.

‘You had your chance to pay the rent, Dan Kelly, but now you’re out. All of you, out now!’ The big bullies, employed by the landlord to evict any tenants behind with their rent, dragged the barefoot, dirty children out into the cold, wet morning. Their father tried to put up a fight but he was so weak with the hunger, the bully boys didn’t even notice his resistance. Protecting her new-born child, Mary Kelly followed closely behind her husband.

The desperate family watched in dismay while the men rammed the stone walls of their home until they crumbled. To stop the family seeking shelter in the debris, the heartless beasts set the thatched roof alight. As the flames spread, they devoured the few possessions left in the house.

‘Our home is gone’, sighed Mary quietly. ‘We must leave our little plot of land that has supported us since we were first married. For three years, the potato blight has destroyed our crop. What choice do we have now but the workhouse? At least there will be food.’

Leading their family towards the town, Dan spoke quietly but firmly, ‘We are not going into the workhouse, Mary. I’ll keep working on the roads and we can save the money for our passage to America. And for food, we’ll have to take the soup.’

‘Well, no family of mine is going to take the soup, Dan Kelly!’ Mary replied with as much anger as her strength would allow. ‘They offer food but only if we agree to give up our faith and take on theirs. I have my pride too! And what is the point of spending all day breaking stones for building a road to nowhere?

The money they pay is not enough to buy food for one person, let alone our whole family; and certainly not for our passage to America!’

Kathleen, the eldest child, suddenly stopped and cried out, ‘Mammy! Da! Declan is sick!’ The toddler had collapsed on the roadside and was coughing violently. He was hot with fever and beads of sweat mingled with the softly falling rain.

As Dan knelt beside the young boy, he shook his head and wondered how many of their five children would survive. He nodded to his eldest boy, to carry the sick child. Michael lovingly picked up his young brother who was no more than a bag of bones, and gave him a gentle kiss. Little did he know that by this act of tenderness, he had sealed his own fate.

On the long walk into town, Mary had been thankful that baby Nuala had not been restless but when she finally sat down and checked on her, Mary realised with horror why she had been so quiet.

Dan and Mary placed their baby tenderly on the side of the road with the rest of the day’s corpses. ‘Mammy, Da’, said Michael softly, ‘she won’t be lonely. Her big brother Declan is here for her.’ And with a parting kiss from each member of his family, Declan Kelly was laid to rest beside his young sister.

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Australian Curriculum English – Literacy (Year 6)

People of the famine – 2

Understanding Imaginative text

Refer to the text on page 55 to answer the questions.

1. Write the five phrases that refer to the people employed by the landlord to evict his tenants.

2. Scan the story to find the word that means: (b)

(a) a severe shortage of food. (c)

a small dirty place to live.

the wreckage that is left when something is destroyed.

3. Circle the word they refers to in the third paragraph that begins, ‘As the flames spread … ‘. the men who evicted the family

the family

the flames

4. Explain what is meant by the final sentence of paragraph 8 that begins, ‘Little did he know …’.

5. Write a summary of the text.

6. (a) Is this narrative a complete story?

Yes

No

(b) Ask two questions of the text and suggest the answers to predict concluding events.

Question 1

Answer 1

Question 2

Answer 2

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People of the famine – 3

Creating Imaginative text

The text on page 55 leaves a number of questions unanswered.

1. Choose one of your suggestions from question 6 on page 56 to write as part of the narrative. (a) Write notes to outline the events as they occur and the characters involved.

(b) On a large sheet of paper, design a storyboard to connect the people and events. For each scene, make notes to describe what is happening and add descriptive phrases that could be added to your final text.

Tick the box when you have completed this. (c)

Using a word processing program, draft an outline of the events you have described and any conversations between characters.

Tick the box when you have completed this.

The Famine was a catastrophic event in Irish history. Over a million people died of starvation or famine fever. Parents lost their children; children lost their parents and siblings. Most of the people who suffered lived in extreme poverty. Many were homeless. The people had very little hope. It was a tragic time.

2. (a) Write a selection of words and phrases you could use in your text that will describe the pathos and emotion of the time. Some examples have been given for you. Use a thesaurus to find others.

The state they were in destitution, misery, separated forever from dear friends and family

How they felt wretched, anxious, angry without hope for the future

How they looked scrawny, filthy, hollowed cheeks, stick-like limbs

(b) Use some of this vocabulary in your draft and then edit it.

3. Give yourself a score out of ten to show how well you think you have captured the emotion of the event.

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Australian Curriculum English – Literacy (Year 6)

The homework debate • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Identifies and uses evaluative language and modality in persuasive texts. Considers the opinions of different groups of people affected by the subject of the text

T

Teaching notes • Revise the organisation and language features of persuasive text.

Organisation position statement; arguments written in order of importance, each one beginning with an argument statement; reasons for statements are supported by evidence; concluding statement which restates position and, where appropriate, recommends action.

Language features present tense, rhetorical questions, evaluative language, modality.

• On page 61, students can choose whether the teachers and parents are for or against homework. The two groups will have different reasons for their opinions.

• Students choose to write the exposition for just one group.

• Students are exposed to persuasive text in the media and they use persuasive language to express opinions and to persuade others to agree with those opinions. Learning how to create and appreciate a well-structured text and make effective use of appropriate language features will develop their use of the language.

• Students need to be aware of the audience and purpose of their explanation, as these determine the choice of language features.

• Students do not always have to write as themselves and they do not always have to give their true opinion.

+

Additional activities • Use the separate expositions on page 59 to write an argument in support of or against homework for primary schools, in which you criticise the opinions of the opposing point of view as well as putting forward your own opinions. (Creating texts; Editing; Use of software) • Write two expositions, one in support of and one against, children having to do set chores at home if they are to be given pocket money.

You may write from an adult’s or a child’s perspective. (Creating texts; Editing; Use of software)

A

Answers Page 60

Page 61

1. – It prepares students for greater homework load in the future.

Teacher check

– It consolidates students’ understanding of class work.

– It informs teachers of students learning.

– Practice is essential for mastering skills.

– It is essential to devote time to research and presentation skills.

– If time is well-managed, homework is not a problem.

2. Time after school should be devoted to learning about things not taught in school, taught by people from all walks of life with whom students can connect. This will give them a much broader education which can add depth to their school work.

3. Teacher check 4. (a) School work can be completed quickly, leaving plenty of time for other activities (b) Compulsory homework reduces the potential of students to learn about life around them.

5. Many skills learned in childhood are valuable throughout life.

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The homework debate – 1

Reading Persuasive text

Read the two expositions giving opposing points of view.

Although studies have been carried out on the value of homework for students in primary school, no definite conclusions have been drawn. What do you think?

1112 1 2 10 3 9 4 8 76 5

I strongly believe that homework given in primary school prepares students for a greater homework load in high school. If students are used to managing their time so all homework is complete and on time, they are less likely to have problems with homework when they’re older.

I think homework is absolutely essential to ensure a student’s understanding of the work done in class. Homework tasks give students the chance to show what they have learned and to highlight things they are unsure of. This information helps the teacher to plan lessons more suited to each student.

It has long been accepted that ‘practise, practise, practise’ is the key to mastering skills. I believe it is vital that students take the time to master basic skills as they are taught because they will be needed for the rest of their lives. Such skills include spellings, tables, arithmetic and reading.

Research is also an important life skill. In my opinion, homework projects allow students to devote time to improve their research and presentation skills.

If a person is organised and motivated, homework can be completed quickly so the rest of the day can be enjoyed. Just a little time spent each day at home can make a huge difference to achievement in school, now and in the future.

In my opinion, primary school students should not have to do homework. Education is not just about what goes on at school. It is about life. Spending time on homework means less time for learning other important life skills.

I firmly believe that rather than do homework, students should be free to pursue other interests. These may include organised activities such as sports clubs, dancing schools and learning musical instruments or random activities between friends and families like going for a swim or a bike ride, visiting relatives, going to the library or shops and helping with chores at home, in the house and garden. All such activities teach children about the world in which they live.

It is my opinion that by connecting with the wider community, children have access to more of life’s ‘teachers’ who have valuable knowledge and experiences to share. They may not have a university degree but they are all graduates from the ‘university of life’.

Communication is an extremely important life skill. In my opinion, if families can enjoy a relaxed evening meal together without having to worry about getting homework done, they are more likely to talk to each other about the day’s events.

Funny stories can be retold, interesting ideas and news stories can be shared and any problems can be discussed and action plans made.

I believe that education begins at birth and continues until death. All around us, all the time, there is the chance to learn. Compulsory homework takes our eyes and minds away from the wide world and we learn less because of it.

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Australian Curriculum English – Literacy (Year 6)

The homework debate – 2

Understanding Persuasive text

Refer to the text on page 59 to answer the questions.

1. Write the six key points from the text written in favour of homework.

2. Summarise the text written against homework for primary school students.

3. (a) Which text are you more likely to agree with?

(b) Give reasons for your choice.

4. What is the main idea of the final paragraph in each text? (a) In support of homework

(b) Against homework

5. Write one thing about which the two authors agree.

6. (a) Write a question you might ask of one of the texts.

(b) Write a possible answer to your question.

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The homework debate – 3

Creating Persuasive text

Evaluative language is used in persuasive texts to express opinions.

Modality is used to express certainty and obligation.

1. From both texts on page 59, write examples of each language feature. An example of each has been given.

Evaluate language

Modality

absolutely essential

should not have t do (homework)

Although the expositions on page 59 illustrate different points of view, they both reflect how homework might affect the student.

But homework also affects the teachers who set it and the parents who have to encourage their children to do it.

2. (a) In a group, discuss the points teachers and parents might suggest in support of and against homework for primary school students. (b) Circle For or Against for each group and write four key points with reasons and evidence to support each point.

Teachers

FOR (c)

Parents

AGAINST

FOR

AGAINST

Order each point from one to four, with one being the most important.

3. Write the position statement for an exposition by either the teachers or parents.

4. Use a word processor to draft and edit the exposition, making use of evaluative language and modality.

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Australian Curriculum English – Literacy (Year 6)

Four competitions in one • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Analyses the text structure of an explanation. Suggests alternative title and subheadings for a text. Identifies key clause in introductory paragraph. Writes alternative introductory paragraph

T

Teaching notes • Students should understand that the title of an explanation should reflect the content of the text. The Tour de France would not be a good title for the text as it is far too broad and the content is only about the competitions within the event.

• The first paragraph introduces the subject being explained. The key clause in this paragraph is, ‘ … there are three other competitions to contest, plus the stage wins.’ This clause, in the final sentence of the paragraph, allows the text to flow.

• Students need to be aware of the audience and purpose of their explanation as these determine the choice of language features • Having analysed the explanation on page 63, students research to write an explanation of the related subject, the individual road time trial which forms at least one of the stages of the tour. Sections may include: – equipment; e.g. aerodynamic bikes, kit and helmets – format; one man against the clock with no help from team-mates, riders setting off at two minute intervals, slowest riders go first – rules; no drafting in the slipstream of other riders

+

Additional activities • The Tour de France has another unofficial ‘competition’: the Lanterne Rouge, meaning red lantern. Research and write a report on this unique prize. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software) • Research to find the history of each coloured jersey, including the year in which each was introduced to the tour. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software)

A

Answers Page 65

Page 64

Teacher check

1. (a) explain the different competitions within the Tour de France (b) an explanation of each competition written under subheadings 2. (a) The answer is 9. 200 = 9.01, 9 x 22 = 198.

22

The text says, ‘almost 200 cyclists’. (b) 4 jersey competitions + 21 stages = 25 opportunities 3. (a) To explain that although there is only one winner of the whole tour, there are other opportunities which make competing in the event worthwhile. (b) Although different men may be holders of the different jerseys throughout the competition, it is the men who receive them on the final day who are the eventual winners of the different competitions.

4. To offer cyclists of different styles of the opportunity to win something. To make the race more interesting for cyclists and spectators.

5. Points race Differences: green jersey; for heavier, more muscular riders; flat stages King of the mountains Differences: polka dot jersey; for lighter, less muscular riders; mountain stages Similarities: competition is based on the accumulation of points. The man with the greatest number of points wins.

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Four competitions in one – 1

Reading Informative text

Read the explanation.

The Tour de France is the world’s greatest cycling race, contested annually by almost 200 cyclists in 22 teams. As only the team leaders have a real chance of overall victory, you may wonder why the other riders bother to race at all! The answer is that within the main event, which lasts for three weeks, there are three other competitions to contest, plus the individual stage wins.

Stage wins Each one of the tour’s 21 stages is an individual race that can be won by any cyclist in the field. Most stages begin at one location and end at another; but, there is always at least one time trial in which individuals or teams race against the clock to record the fastest time over a route that starts and finishes at the same location. There is no jersey for stage winners.

The overall leader of the Tour de France – the Yellow Jersey competition As each cyclist finishes a stage, the time shown on the clock as he crosses the line is added to his times for previous stages. At the end of each stage, the man who has the lowest overall time is the leader of the race and is given a yellow jersey. When a group of cyclist arrive at the line together, they are all given the same time as the man at the front of the group.

The points race – the Green Jersey competition The points race is contested among the sprinters of the tour. These are the heavier, powerful cyclists who can accelerate quickly and reach incredible speeds on flat terrain, often beating their rivals across the line by the width of a tyre. Some sprints are so close that a ‘photo finish’ is necessary! Points are awarded for the first few riders to cross the line at the end of each stage, and also the lines marked on the road at various points throughout the stage; these are known as ‘intermediate sprints’ or ‘hot spots’. The green jersey is worn by the leader of the points race; the cyclist with the greatest number of points.

King of the mountains – the Polka Dot Jersey competition The polka dot jersey is worn by the rider who has gained the most points in the mountain stages of the race. Mountain climbs are grouped according to how difficult they are. The most difficult climbs have the greatest number of points. The points are awarded to the first few riders who cross the line at the summit of each mountain road. The King of the Mountains is contested by the lighter cyclists who can propel themselves up steep climbs must faster than their heavier rivals.

Young rider – the White Jersey competition To recognise potential champions of the tour, a white jersey is given, at the end of each stage, to the highest placed cyclist aged 25 years or younger.

In the ceremony held after each stage, the stage winner is acknowledged and the current leader of each competition is given the appropriate jersey. Jerseys can change hands throughout the tour but the men who receive them on the final day in Paris, are the winners of the four competitions for that year.

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Australian Curriculum English – Literacy (Year 6)

Four competitions in one – 2

Understanding Informative text

Refer to the text on page 63 to answer the questions.

1. (a) The purpose of this text is to (b) How has the writer organised the text to achieve this purpose?

2. (a) How many members are in each team in the Tour de France? Explain how you arrived at this number.

(b) How many opportunities are there to win something in the tour?

3. What is the main idea of: (a) the introductory paragraph?

(b) the final paragraph?

4. Why do you think the organisers of the tour decided to introduce the different jersey competitions?

5. In the table, write the similarities and differences between the Points race and the King of the mountains competitions.

Similarities

Differences

Points race

King of the mountains

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Four competitions in one – 3

Creating Informative text

When writing an explanation, remember your audience may know nothing about the subject. The structure and organisation of the text should allow the reader to digest information little by little until he or she has the whole picture.

The title should say what the explanation is explaining.

1. (a) Write an alternative title to Four competitions in one that is still appropriate for the text. (b) Explain why The Tour de France would not be a good title for this text.

The first paragraph introduces the subject.

2. (a) The key clause in the first paragraph of Four competitions in one is:

(b) Write an alternative introductory paragraph that includes this key clause.

Subheadings suggest what the text underneath is about.

3. Suggest alternative subheadings for all those in Four competitions in one.

Current heading

Alternative heading

Stage wins The overall leader of the Tour de France The points race King of the mountains Young rider 4. Research to write an explanation of the individual road time trial. (a) Make notes on separate paper.

Tick the box when you have done this.

(b) Write the subheadings you will use:

(c)

Use a word processing program to draft and edit your explanation.

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Going underground • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Analyses text for expressive language features that describe events that have occurred and the author’s responses to them. Uses alternative language features to rewrite sections of the text

T

Teaching notes • Diary entries for personal use are generally written in note form and often with abbreviations. The text on page 67 is an expanded form of diary entry, intended for an audience. As such, it needs to be more than a litany of events that took place with the bare bones of detail.

• The activity on page 69 allows the students to analyse a text already written before writing their own.

• As with any recount, a diary for an audience can be written in layers. The first layer requires the basic facts relating to each event to be recorded chronologically. When this layer is complete, each event can be embellished with expressive and descriptive language features that give more specific detail; e.g. ‘The boy put on the clothes provided’ can be transformed into ‘Reluctantly, the nervous boy pulled on the overalls and with trembling hands, finally managing to find the zipper and pull it up’. A diary entry is personal and feelings about events and people are often recorded. This adds interest for the audience as it helps them to empathise with the author and share the experience.

• Having completed the first activity on page 69, students should feel confident to complete the second and, after editing, rate their work.

+

Additional activities • Research and write a report on one of the world’s most spectacular caves. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software) • Choose an activity you would love to experience. Research the details and use your imagination and prior knowledge to write a recount of your virtual experience. Include appropriate pictures. (Reading processes; Comprehension strategies; Creating texts; Editing; Use of software)

A

Answers Page 69

Page 68 1. The first describes the event experienced by the author, the second describes the effects of the event on the author.

2. (a) 2

(b) 4

(c) 1

(d) 6

(e) 5

(f) 3

Teacher check

3. Because no natural light ever enters the cave.

4. Before: rather reluctantly; with great relief; with a loud, nervous gulp; I tried to control my breathing; I was terrified; with great mental strength; feeling very relieved After:

very proud of my newly acquired acrobatic skill; starting to feel much happier; an awesome day, a fantastic time

5. Teacher check 6. (a) Examples include black hole, massive chamber, wriggle like a worm, popped out from this narrow tube. (b) – (c) Teacher check

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Going underground – 1

Reading Informative text

Read the diary entries.

Saturday 17 April: What an awesome day! Trust Joel to come up with something original for his birthday … caving!

After going through the safety rules, we put on overalls, boots and a helmet with a battery-powered torch. There was no natural light where we were going! We then set off, rather reluctantly at first, on our underground adventure with Craig and Sarah, our guides for the afternoon.

I had been abseiling once before, but not quite like this. Craig assured us the drop was only 10 metres but all I could see was a black hole. Apart from Craig, I was the last to go. Letting the rope out, bit by bit, and walking carefully down the wall, I entered the ‘underworld’. With great relief, I finally reached the bottom and found myself in a massive chamber, lit by half a dozen dancing torches that cast weird shadows on the rocky walls. Craig and Sarah then led us to a very narrow slit in the wall.

With a loud, nervous gulp, I forced myself to squeeze sideways along the passage between the two faces of rock. This didn’t take too long and I soon came out into a space about the size of a lift. But where were the others? I tried to control my breathing as Sarah explained what I had to do next; raise my arms above my head, dive into the hole that was knee-high above the ground, slide forward on my tummy, and when I got to the end, backflip into the next chamber. Simple!

I was terrified, but I had to get out of here somehow and everyone else had managed it so, with great mental strength, I dived straight in. The tunnel was about five metres long and half a metre wide. I had to wriggle like a worm and use my elbows to heave my body along.

As my head and shoulders popped out from this narrow tube, I could see the chamber floor about two metres below. A small ledge protruded from the wall about an arm’s length down. Craig called instructions from the floor and I had no choice but to put my faith in him. I moved forward gingerly, worried that as I lowered my head, gravity would take over and I’d descend to the floor with a back ‘splat’. But, true to his word, Craig guided me safely over and I soon joined the others, feeling very relieved to still be in one piece but also very proud of my newly acquired acrobatic skill.

Craig told us to flick the switch on our torches.

Total darkness: there was no way any light from the world above was going to reach us. Our eyes would never get used to this. Freaky!

We left this chamber through a natural arch that was high enough for Craig and Sarah to walk completely upright. But gradually, the passage shrank and we were forced to stoop as we walked, then crouch and finally, crawl on our hands and knees. I was starting to feel much happier … then we were introduced to the chimney!

I now know how chimney sweeps used to climb those massive stacks … back against one wall, feet flat against the other, legs bent and ‘do the shuffle’! Press hands firmly on the wall behind, lift the body up a little then move the feet up. Repeat this rhythm until the summit is reached. Fortunately, our chimney was just a small one! It took us to yet another chamber and from here we crawled, wriggled and ‘chimneyed’ through more awkward spaces until finally, we were out in the fresh air.

Sunday 18 April: All day, my muscles have been screaming in agony, refusing to cooperate with my need to move. What is wrong with me?

We had such a fantastic time yesterday. But as I lie immobile on my bed, my wretched body is reminding me just how much pulling, pushing, wriggling, crawling, crouching, climbing and heaving I made it do. After such a massive exercise overdose, my muscles are all on strike!

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Going underground – 2

Understanding Informative text

Refer to the text on page 67 to answer the questions.

1. Explain how the two diary entries relate to each other.

2. Number the actions from 1–6 in the order in which they were performed. (a) Squeezing sideways along the passage. (b) Switching off the torches. (c)

Abseiling down a 10 m drop.

(d) Shuffling up the chimney. (e) Travelling through shrinking passage. (f)

Backflipping out of the tunnel.

3. Why would the cavers’ eyes never get accustomed to the darkness in the cave?

4. What evidence from the text tells how the author’s opinion of caving changed?

5. Use the information in the text to describe for a flyer, what to expect when caving for the first time.

6. (a) Underline descriptive phrases in the text that you think help the reader to visualise the author’s caving experience. (b) How well do you rate the author’s use of descriptive language?

0

not very well

(c)

1

2

3

4

5

6

7

8

9

10

very well

Choose one phrase to write here.

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Going underground – 3

Creating Informative text

When retelling a series of events, the more interesting you can make it, the more attentive your audience will be. You can achieve this by using more expressive vocabulary.

1. (a) Choose three events from the Saturday diary entry to record in the first column of the table. (b) In the second column, write alternative phrases that could be used to describe each event. (c)

In the third column write expressive language to describe, in your own words, how the author felt about each event.

Events

Author’s feeling about events

Description of events

2. Choose one of the events to rewrite in your own words, including the author’s feelings about it.

Use descriptive language to help the reader visualise the event and even believe he or she was there!

5. Edit your work and give it a rating.

0

not good

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5

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9

10

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Australian Curriculum English – Literacy (Year 6)

Gymnastics club dilemma • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of contextual sources including media and digital texts (ACELY1713) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Teacher information

E

Elaborations • Reads text, taking note of structure and language features • Uses comprehension strategies to demonstrate an understanding of the text • Categorises information in an advertisement. Writes recommendations to include on an advertisement. Writes a positive or negative report on a gymnastics club with reference to the information provided in the advertisement

T

Teaching notes • The most important feature of an advertisement is its heading, which must be eye-catching. Without this, an advertisement can disappear into obscurity along with countless others.

• There are six other features, listed on page 73, that are generally recognised as being important for the success of a service or product. Each one has its role to play in the advertising campaign, none more so than the recommendations.

• People often choose a particular product or service based on what others have said about it. Reading an advertisement gives the consumer some degree of expectation, so it is important that it is truthful. But sometimes, reality does not match expectations.

• Students can choose to write their persuasive reports in a positive or a negative light.

+

Additional activities • Use the information from both advertisements on page 71 to write what you would consider to be the best and most cost-effective advertisement for a gymnastics club. (Creating texts; Editing; Use of software) • Write the smallest advertisement you can that includes all the criteria you consider to be important, for an activity club of your choice.

(Creating texts; Editing; Use of software)

A

Answers Page 73

Page 72 1. encourage people to join the clubs

Teacher check

2. Teacher check. Answers may include: TRATA

Positive: lots of information; suggests a dynamic club; gives all contact details and a website Negative: too much information, no class times

Green Park Positive: mobile contact details; easy to read; class times Negative: not much information; no website 3. TRATA

Differences: land line phone number; email address; website; family and early bird discounts; describes class sizes, coaches and facilities; offers holiday program and parties

Green Park Differences: class times Similarities: mobile contact; address of gym; offer competitive and recreational classes to boys and girls of all ages.

4–5. Teacher check

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Gymnastics club dilemma – 1

Reading Persuasiveive text

Read the two advertisements.

e h t e c n e i Exper

thrill

• • • • • • • •

Trampoline • rhythmic • artistic • tumbling •acrobatics

GYMNASTICS CLUB

Competitive gymnastics for all levels Recreational gymnastics for all abilities Small classes for all gymnasts Experienced coaches – former national and international competitors Holiday programs Birthday parties Comfortable waiting area with ‘help yourself’ refreshments Excellent car parking facilities Come to TRATA Gymnastics Club to view our facilities and meet our staff.

Unit 1/43 Ellen Parade, Green Park (06) 4829 1035 or 0972 259 173 trata.gymnastics@email.com Visit our website for more information and a virtual tour around the gym. www.TRATAgymnasticsclub.com.au

avoid disappointment • enrol now and receive an earlybird discount • family discounts also available

Unit 4/97 Zamia Street, Green Park Phone: 0972 583 601

Competitive and recreational classes for boys and girls.

Pre-schoolers: Monday to Friday 10.00 am – 2.00 pm School students: Monday to Friday 4.00 pm – 9.00 pm Saturday 9.00 am – 1.00 pm

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Gymnastics club dilemma – 2

Understanding Persuasiveive text

Refer to the text on page 71 to answer the questions.

1. The purpose of these advertisements is to .

2. For each club, write what you think are the positive and negative aspects of its advertisement.

Positive

Negative

TRATA Gymnastics Club Green Park Gymnastics Club 3. Compare and contrast the advertisements for the two clubs.

Similarities

Differences

TRATA Gymnastics Club Green Park Gymnastics Club 4. In your opinion, (a) what information is essential for an advertisement of this type?

(b) what is the most important feature for any written advertisement? Explain.

5. Rate how well each advertisement achieves its purposes. Circle and label appropriately.

0 1 2 3 4 5 6 7 8 9 not very well

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Gymnastics club dilemma – 3

Creating Persuasiveive text

For an advertisement to be effective, it needs to get the attention of its selected audience and to provide enough information without requiring too much space or taking too long to read.

1. Complete the table by inserting the information provided in the TRATA Gymnastics Club advertisement in the appropriate row.

Heading Logo Subheading Features Recommendations Offers Contact information The TRATA advertisement does not include any recommendations. These are comments made by customers about a service or a product. To keep an advertisement as short as possible, these need to be brief. For example, ‘friendly atmosphere’, ‘convenient location’.

2. Write a selection of recommendations that could be included in TRATA’s advertisement.

3. Imagine you are a journalist who has been invited by the TRATA Gymnastics Club committee to write a persuasive report in the local paper, encouraging people to attend the club. Your expectations are based solely on the information given in the advertisement. (a) Choose whether you will write a positive or negative persuasive report. (b) Make a list of things you will comment on.

(c)

Use a word processing program to write your report.

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