Year 5 English Learning Objective: We will use more precise vocabulary. Content Descriptor: ACELA1512 Understand the use of vocabulary to express greater.

Book 3 Table of Contents Lesson 1
Use More Precise Vocabulary……………………..……………….. 1 Lesson 2 Use Descriptive Phrases………………………………..…………….. 5 Lesson 3 Identify and Interpret Imagery……………………………...……… 11 Lesson 4 Identify and Use Sound Devices…………………...………………. 17 Lesson 5 Improve a Narrative………………………………..………………… 25 Lesson 6 Use Apostrophes in Possessives………………………………...…... 31 Lesson 7 Interpret the Meaning of a Text…………...……………………….. 35 Lesson 8 Respond to Text………………………………….……………………. 41 Lesson 9 Identify Social, Cultural and Historical Contexts in Literature… 49 * Pages that do not contain a page number do not appear in the Student Workbook.

Year 5 English Learning Objective: We will use more precise vocabulary. Content Descriptor: ACELA1512 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts. Embedded Content Descriptor: Prerequisite(s): Manipulative(s): Special Instructions: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) and among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Vocabulary Academic: distinguish, determine, select Content: related words, shades of meaning Support: A1

 1 run yell We will use more precise1 vocabulary.
Learning Objective Read the learning objective to your partner. What does identify mean? Identify means __________. Declare the Objective We will use more precise1 vocabulary. 1 Activate Prior Knowledge Related words are words with a similar meaning. On your whiteboards, name one more related word. 1. jog, sprint 2. shout, scream run Students, you already know there are many words with similar meanings. Usually, there is a small difference in meaning between the related words. We call the small differences between words shades of meaning. Now, we will use more precise vocabulary by distinguishing shades of meaning.  Make the Connection yell 1 exact Definitions 1

Concept Development In which sentence below would you use knew? How do you know? A Michael ________ the roller coaster would be fun because he saw it on TV. B Daniel _________ the roller coaster was fun because he rode it three times last year. In your own words, what are shades of meaning? Shades of meaning are ____________. Checking for Understanding Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related2 words. Context clues help us distinguish3 which shade of meaning should be used. Precise vocabulary Liam told the class that he saw the singer Dustin Wieber at the mall yesterday. Related Words Meaning Sentence believed Felt something was true Sophie believed Liam’s story because the radio station said Dustin Wieber was in town. knew Understood something as true (from evidence) Toby knew Liam’s story was true because he saw a picture of Liam and Dustin together. 2 similar 3 tell apart Definitions 1

1. Amelia was ________ when she won the $500 prize on the radio.
Skill Development & Guided Practice Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. 1 Read the meanings of the related words. 2 Read the sentence carefully. a Identify context clues, if any, that help you determine4 the meaning to be used. (underline) 3 Select5 the correct word for each sentence. (write) Use more precise vocabulary 2a How did I/you identify the context clues that help determine the meaning to be used? Checking for Understanding happy – feeling good ecstatic – feeling extremely good 1. Amelia was ________ when she won the $500 prize on the radio. 2. Amelia was _______ after she found her missing sock. 3. Amelia was ________ to hear that she was going to Hawaii. ecstatic Write a sentence using happy or ecstatic. T: __________________________________________ ____________________________________________ S: __________________________________________ ____________________________________________ Application happy ecstatic I am happy when I get lollipops from the doctor. If students select A… If students select B... Answers vary. believes – feels something is true knows – understands something is true (from evidence) 1. Lucas _________ maths is the most popular subject at school. 2. Since the school voted, Lucas _______ maths is the most popular subject at school. 3. Lucas _________ that maths is harder than reading. believes knows 4 figure out 5 choose Definitions believes 1

Which word best describes Kia Silverbrook? A boring B creative
Skill Development & Guided Practice (continued) 1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding 1 Read the meanings of the related words. 2 Read the sentence carefully. a Identify context clues, if any, that help you determine4 the meaning to be used. (underline) 3 Select5 which word best describes Kia Silverbrook Use more precise vocabulary 1. Kia Silverbrook (born 1958) is an Australian inventor, scientist and ongoing investor. 2. He is the most prolific6 inventor in the world, and has been granted 4,665 US utility patents as of 26 March Internationally, he has 9,874 patents or patent applications registered. 4. Silverbrook has founded companies and developed products in a wide range of disciplines7, including computer graphics, video and audio production, scientific computing, factory automation, digital printing, liquid crystal displays (LCDs), molecular electronics, Internet software, genetic analysis and MEMS (micro electromechanical systems)8 devices. This is a practical application of using contextual clues. It should be noted to students here that it is a lack of evidence that will help distinguish believed from knew. As such, it is the lack of contextual clues to underline that will determine which word is to be selected. Connect & Review Explain which sentence in the passage supports your answer. T: __________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ S: __________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Application Sentence 4 gives examples of all the different companies and products Silverbrook has produced. This shows he has to be creative. The rest of the passage talks about the number of patents he has been granted. Which word best describes Kia Silverbrook? A boring B creative C annoying D unintelligent 6 producing ideas or work in large quantities 7 a subject or field of activity 8 technology that combines computers with tiny mechanical devices Definitions 2

fail miserably- to not succeed badly
Relevance Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. 1 Using precise vocabulary will help you in careers in writing and speaking. Phillip Andrew Hedley Adams, AO, FAHA, FRSA (born 12 July 1939) is an Australian humanist, social commentator, broadcaster, public intellectual and farmer. His career has successful spanned advertising and film production, and he has served on many non-profit boards. Adams has been appointed both a Member and subsequently an Officer of the Order of Australia, and he has received numerous awards. A National Trust poll elected him one of Australia's 100 national living treasures. Cultural Connection Authors, news reporters and politicians choose which shade of meaning they use very carefully. fail miserably- to not succeed badly fail – to not succeed Unless you're willing to have a go, fail miserably, and have another go, success won't happen. (Phillip Adams - journalist) 2 Using precise vocabulary will help you do well on tests. Does anyone else have another reason why it is relevant to use precise vocabulary? (Pair-Share) Why is it relevant to use precise vocabulary? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

differences related words context clues precise shades of meaning
7.8 Skill Closure Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept 1 Read the meanings of the related words. 2 Read the sentence carefully. a Identify context clues, if any, that help you determine the meaning to be used. (underline) 3 Select the correct word for each sentence. (write) Use more precise vocabulary happy – feeling good ecstatic – feeling extremely good 1. Luis and Ray were ___________________ to get their homework finished. ecstatic believes – feels something is true knows – understands something is true (from evidence) 2. Kayla __________ she could ice skate well, even though she had never done it before. believed Extended Thinking Jorani said happy was the best word to use for this sentence. But Samantha said ecstatic was the best word. Which person do you agree with? Explain. Eric was ____________ that his Mum made his favourite sandwich for lunch. I agree with Jorani because a person feels good about a sandwich but not ecstatic. differences related words context clues precise shades of meaning Word Bank Summary Closure What did you learn today about using precise vocabulary? (Pair-Share) Use words from the word bank. 2

1. Adam was _________ that his little brother followed him everywhere.
Independent Practice Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept 1 Read the meanings of the related words. 2 Read the sentence carefully. a Identify context clues, if any, that help you determine the meaning to be used. (underline) 3 Select the correct word for each sentence. (write) Use more precise vocabulary annoyed – a little anger furious – full of anger 1. Adam was _________ that his little brother followed him everywhere. 2. Adam was ________ when his little brother broke his favourite game. 3. Adam was _________ having to stop and tie his shoe for the second time. annoyed furious Write a sentence using annoyed or furious. S: __________________________________________ ____________________________________________ Application annoyed likely – probably true, with little doubt certain – without any doubts 1. After running a few tests, the doctor said he was ________ Casey had chicken pox. 2. The weather prediction for the week stated it was _____ to be sunny. 3. Adanya thought it was _____ her class would have a relief teacher today, since Mrs Larson was not feeling well yesterday. certain likely likely 3

Which word best describes the Wright brothers? A nosy B curious
Independent Practice (continued) Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept 1 Read the sentence carefully. a Identify context clues, if any, that help you determine the meaning to be used. (underline) 3 Select the word that best describes the Wright brothers. Use more precise vocabulary The Wright brothers, Orville (August 19, 1871 – January 30, 1948) and Wilbur (April 16, 1867 – May 30, 1912), were two American brothers, inventors and aviation pioneers who are credited with inventing and building the world's first successful aeroplane and making the first controlled, powered and sustained heavier-than-air human flight, on 17 December, 1903. World Connection 1. Brothers Wilbur and Orville Wright invented the first powered aeroplane. 2. They figured out how to make a better wing. 3. They also tested different ways to control the plane. 4. They took turns flying the plane and taking notes on their experiments. 5. They kept making the plane better. Which word best describes the Wright brothers? A nosy B curious C helpful D scientific Explain which sentence in the passage supports your answer. S: __________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ________________________________________________________________________________________ Application Sentence1 says the brothers invented; sentence 2 says they figured out; sentence 3 says they tested; and sentence 4 says they took notes on experiments. This all shows they were scientific. The other answers are true in part but not the BEST answer. 3

1. Caleb was _______ to get a sticker.
Periodic Review 1 Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept happy – feeling good overjoyed – feeling very good 1. Caleb was _______ to get a sticker. 2. Isabelle lost her mother’s diamond earring. Her mother was __________ when she found it the next day. 3. Fatima was __________ when her parents surprised her with the bike she had wanted for so long. happy overjoyed overjoyed Extended Thinking Explain why happy and overjoyed are related words with shades of meaning. Both happy and overjoyed refer to feeling good, but overjoyed is a little more – feeling VERY good – a different shade of meaning. 3

anxious believed furious eager
Periodic Review 2 Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept eager – looking forward to doing something anxious – worried, uneasy 1. Daniel was _________ to find out if he had made the soccer team; the wait was driving him crazy. 2. Emmie was ______ to find out her grade on her research project. She had worked on it for weeks and felt she would receive a good grade. 3. Mark is ______ to go to the new water park. He has been waiting a year for it to open. anxious eager eager Extended Thinking furious – full of anger anxious – worried, uneasy annoyed – a little anger knew – understood something is true (from evidence) believed – felt something as true eager – looking forward to doing something Word Bank Using the word bank, complete the sentences with the correct shade of meaning. 1. Adrian is ________ to receive his science test back. He is not sure if he did well. 2. Yolanda _________ she would win class captain. 3. Tyson was ________ because his brother broke a lamp and blamed it on him. 4. Mali is ______ to pick her brother up from the airport. She has not seen him for a whole year. anxious believed furious eager 4

annoyed – a little anger
Periodic Review 3 Precise vocabulary means to use more exact shades of meaning. Shades of meaning are the small differences between related words. Context clues help us distinguish which shade of meaning should be used. Remember the Concept guess – try to answer a question when you are not sure you will be correct estimate – try to judge the value, size, etc. of something without finding it exactly calculate – find the answer using numbers 1. Daria will need to __________ the numbers for her science experiment. 2. I _________ the fence is about two metres tall because it is almost as tall as my brother, who is just over two metres. 3. Shane asked me to _______ when his birthday is. 4. My dad __________ the trip would take about four hours, since it took that long last time. calculate estimate guess Order Picture estimates Extended Thinking annoyed 1a. Read the meanings of the related words. Order the words in the box by shade of meaning, starting with the least to most powerful. 1b. Draw a picture by each word to show the differences in meaning. 1c. Write a sentence for each of the words. mad mad – some anger enraged – a lot of anger annoyed – a little anger I was annoyed that they were 15 minutes late for the movie. 1. _____________________________________________________________________________________ _____________________________________________________________________________________ 3. _____________________________________________________________________________________ enraged I was mad that they kept me waiting at the train station for an hour. I was enraged when nobody picked me up at the bus stop, and I had to walk home. 4

Year 5 English Learning Objective: We will use descriptive phrases.
Content Descriptor: Year 5 ACELA 1508 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea. Embedded Content Descriptor: Year 5 ACELY 1704 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structure, language features and sound appropriate to purpose and audience. Year 5 ACELY 1701 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. Prerequisite(s): Year 4 ACELY Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases. Manipulative(s): Special Instructions: This lesson follows the lesson “Add descriptions to writing” under the same standard. The previous lesson involved adding single words, whereas this less focuses on the addition of whole phrases. Vocabulary Academic: precise Content: descriptive phrase Support: A5

2 We will use descriptive phrases.
Learning Objective Read the learning objective to your partner. Declare the Objective We will use descriptive phrases. 2 Activate Prior Knowledge Identify which of the two sentences below contains a descriptive phrase. Descriptive Phrases can include adjectives, adverbs or precise words that tell about a specific idea or scene which the reader can imagine. They walked to the subway. Their steps echoed and resounded in the long, empty subway. They walked in the rain. The splashy puddles were tossed about by each footstep. Students, you already know how to identify descriptive phrases. Descriptive phrases can be used to make your own writing interesting. Now, we will use a variety of descriptive phrases. Make the Connection 5

Descriptive Phrases Basic Sentence Add a descriptive phrase
Concept Development Which sentence has an example of a descriptive phrase? How do you know? A The water reflected the trees. B The water displayed the shadowy reflections of the trees. Which sentence does not have an example of a descriptive phrase? How do you know? A There were plants. B Weedy vines tangled together at the edges of the water. In your own words, what is a descriptive phrase? A descriptive phrase is _____________. Checking for Understanding A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise1 language to express ideas. Descriptive Phrases Basic Sentence Add a descriptive phrase With a descriptive phrase The water is blue. Use a description of the colour to tell about the water. The water has various shades that paled nearly to white and deepened to the same shade of a midnight sky. The swans swim on the water. Use a description of the water to tell about the motion of the swans. The swans spread their intersecting and widening gentle wakes behind them as they swam together. 1 exact Definitions 5

The flowers opened to the sun.
Skill Development & Guided Practice A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language to express ideas. 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Select the descriptive phrase asked for in the instructions. (circle) 4 Rewrite the sentence, replacing the underlined portion with the descriptive phrase. Use descriptive phrases. 3 How did I/you select the descriptive phrase asked for in the directions? 4 How did I/you rewrite the sentence with the descriptive phrase? Checking for Understanding Basic Sentence Instructions Descriptive Phrases 1. The trees blossomed. Use a description of time to tell about the spring season. as if an orchestra struck the first chord, robed themselves in blossoms all at once dressed in their finest as though to visit a king, were covered with flowers ____________________________________________________________________________________________________________________________________________________________________________ 2. The flowers opened to the sun. Use a description of emotion to tell about the flowers. spread their petal skirts round them pressed their cheery faces up, as children do against the window of a toy shop. The trees, as if an orchestra struck the first chord, robed themselves in blossoms all at once. If students select A… If students select B... The flowers pressed their cheery faces up, as children do against the window of a toy shop. 5

Rafael followed the path. Rafael was curious where it would lead.
Skill Development & Guided Practice (continued) A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language to express ideas. 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Select the descriptive phrase asked for in the instructions. (circle) 4 Rewrite the sentence, replacing the underlined portion with the descriptive phrase. Use descriptive phrases. 3 How did I/you select the descriptive phrase asked for in the directions? 4 How did I/you rewrite the sentence with the descriptive phrase? Checking for Understanding Basic Sentence Instructions Descriptive Phrases 3. Rafael followed the path. Use a description of shape to tell about the path. flagstone path which looked lonely and long forgotten twisting and turning path which seemed to take pleasure in its own mystery ____________________________________________________________________________________________________________________________________________________________________________ 4. Rafael was curious where it would lead. Use a description of Rafael’s journey to tell about Rafael’s curiosity. listened to a quiet voice inside of him which urged him on and on around each bend examined the flagstones beneath his feet and wondered who put them there Rafael followed the twisting and turning path which seemed to take pleasure in its own mystery. If students select A… If students select B... Rafael listened to a quiet voice inside of him which urged him on and on around each bend. 6

Close Listening Strategy Close Reading Strategy
Skill Development & Guided Practice (continued) A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language to express ideas. 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Replace the underlined words and complete the sentence, using the word bank. Use descriptive phrases. 3 How did I/you rewrite the sentence with the descriptive phrase? Checking for Understanding Close Listening Strategy 1 Determine the purpose for listening. 2 Determine the ELA concept involved. 3 Listen carefully to identify information that matches the purpose. 4 Ensure your response matches the purpose. Basic Sentence Instructions 5. Theodore was walking through the hot jungle, when … Use a description of the jungle and tell what happens to Theodore next. ____________________________________________________________________________________________________________________________________________________ 6. Looking closer, he thought … Use a description of how he thought and tell about what he’s thinking. 7. Then, he saw … Use a description of how he looked to tell about what he saw. Theodore pressed through the sticky, green jungle, when his eyes fell on what looked like a piece of stone nestled in tree roots. (answers vary) Supplemental information Close Reading Strategy 1 Determine the purpose for reading. 2 Determine the ELA concept involved. 3 Read carefully to locate information that matches the purpose. 4 Ensure your response matches the purpose. Peering closer, he wondered at how the tree roots embraced the carving and concluded it must have been there a very long time. (answers vary) pressed endured sticky thick green peering examining pondered wondered lifting noticed discerned spied Word Bank Lifting his eyes, he noticed, deeper in the jungle, more carved stones entwined in the jungle’s grasp. (answers vary) 6

1 2 The ocean and sky were blue.
Relevance A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language to express ideas. Using descriptive phrases will help you understand and describe more vivid images and feelings for the reader. 1 The ocean and sky were blue. The sky reflected the ocean’s azure waves. Using descriptive phrases will help you do well on tests. 2  Does anyone else have another reason why it is relevant to use descriptive phrases? (Pair-Share) Why is it relevant to use descriptive phrases? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

Paula went to the top of the lighthouse.
Skill Closure A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept Word Bank 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Select the descriptive phrase asked for in the instructions. (circle) 4 Rewrite the sentence, replacing the underlined portion with the descriptive phrase. Use descriptive phrases. Basic Sentence Instructions Descriptive Phrases 1. The wind hit the grass. Use a description of shape to tell about the grass. blew the yellow, flexible grass over pressed the grass, bending it into a gentle curve _________________________________________________________________________ 2. Paula went to the top of the lighthouse. Use a description of emotion to tell about the lighthouse. was determined to climb the endless twisting stairs marched alone __________________________________________________________________________________________________________________________________________________ The wind pressed the grass, bending it into a gentle curve. Paula was determined to climb the endless twisting stairs to the top of the lighthouse. Extended Thinking Michael thinks the original sentence about the grass uses more precise language than the new sentence about the grass. Do you agree with him? Why or why not? descriptive phrase adjective adverb prepositional phrase precise language Word Bank I disagree with Michael because “bending it into a gentle curve” is more precise than “hit”. Gentle curve tells about the shape of the grass. Summary Closure What did you learn today about using descriptive phrases? (Pair-Share) Use words from the word bank. 7

The bird folded his wings. The reeds grew out of the water.
Independent Practice A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Select the descriptive phrase asked for in the instructions. (circle) 4 Rewrite the sentence, replacing the underlined portion and with the descriptive phrase. Use descriptive phrases. Basic Sentence Instructions Descriptive Phrases 1. The bird folded his wings. Use a description of emotion to tell about the way the bird folded his wings. ruffled his wings, impatient with those disturbing his peaceful pond laid his wings on his sides and nodded off to sleep __________________________________________________________________________________________________________________________________________________ 2. The pond lay still. Use a description of colour to tell about the pond. The vibrant green algae floated untroubled on the pond’s surface. Water bugs were the only mark upon the water’s smooth surface. 3. The reeds grew out of the water. Use a description of shape to tell about the reeds. hid a group of ducklings in their midst were tall and slender and waved with the breeze The bird ruffled his wings, impatient with those disturbing his peaceful pond. The vibrant green algae floated untroubled on the pond’s surface. The reeds were tall and slender and waved with the breeze. 8

Antonia was hiking in the woods, when…
Independent Practice (continued) A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept 1 Read the sentence. 2 Read the instructions about the type of descriptive phrase to add. 3 Replace the underlined words and complete the sentence, using the word bank. Use descriptive phrases. Basic Sentence Instructions 4. Antonia was hiking in the woods, when… Use a description of the woods and tell what happens to Antonia next. ____________________________________________________________________________________________________________________________________________________ 5. As she got closer, she saw … Use a description of her hiking and tell about what she saw. 6. Antonia was still far away, when she decided to … Use a description of Antonia’s position and tell about her decision. 7. Inside there was… Use a description of feeling to tell about what Antonia sees inside. Antonia was pressing through the dense and leafy woods, when she saw a thin line of grey smoke come up over the treetops. (answers vary) As she trudged closer, she saw a small cabin, grey and weathered, nearly falling over, with a low doorway and a sloping roof. (answers vary) Antonia was still veiled by the trees, when she decided to quietly go toward the cabin, curious about who could be inside. (answers vary) pressing endured thick leafy marched trudged distant hidden veiled Word Bank Inside there was, little light by which to see, but she could hear someone shuffling, when soon she saw it was an old woman bending over the tiny fire. (answers vary) 8

Answering ELA Questions
Periodic Review 1 A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept Replace the underlined portion with one of the descriptive phrases. Basic Sentence Instructions Descriptive Phrases 1. Behind the mansion was a maze garden. Use a description of shape to tell about the garden. a circular, twisting maze a green, overgrown maze _________________________________________________________________________ 2. Lea entered the maze and ... Use a description of emotion to tell how Lea entered the maze and describe what she finds there. __________________________________________________________________________________________________________________________________________________ Behind the mansion was a circular, twisting maze. hesitantly shyly enthusiastically Word Bank Lea hesitantly entered the maze and saw that the pathways were decorated with flowers and benches for each weary traveller. (answers vary) Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. Extended Thinking Complete the sentence below and use a descriptive phrase. 1. At the centre of the maze was ... ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ At the centre of the maze was a great sparkling pond with fountains, and at the centre of the pond was a small island with a great, leafy oak. (answers vary) 9

Periodic Review 2 A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept Replace the underlined portion with one of the descriptive phrases. Basic Sentence Instructions Descriptive Phrases 1. The ladybird was on the dandelion. Use a description of position to tell about the ladybird. explored the fluffy dandelion climbed bravely to the top of the dandelion _________________________________________________________________________ 2. The ladybird spread her wings. Use a description of colour to describe the wings. shiny, black and red wings, revealing thin clear ones beneath hard, outer wings, ready to fly __________________________________________________________________________________________________________________________________________________ The ladybird climbed bravely to the top of the dandelion. The ladybird spread her shiny, black and red wings, revealing thin clear ones beneath. (answers vary) Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. Extended Thinking Complete the sentence below and use a descriptive phrase. 1. Someone plucked the dandelion, and the ladybird ... ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Someone plucked the dandelion, and the ladybird, struggling to keep her balance, clung to the white dandelion tufts with all her strength. (answers vary) 2. The person blew on the dandelion, and the ladybird ... ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The person blew on the dandelion, and the ladybird, lifting her wings, flew away in the cloud of white tufts. (answers vary) 9

Periodic Review 3 A descriptive phrase is a group of words that adds more details to a sentence. A descriptive phrase can have adjectives, adverbs or prepositional phrases. A descriptive phrase uses precise language. Remember the Concept Replace the underlined portion with one of the descriptive phrases. Basic Sentence Instructions 1. When Ralph inherited the treasure map from his grandfather, he decided to ... Use a description of emotion to tell about what Ralph decided to do. __________________________________________________________________________________________________________________________________________________ When Ralph inherited the treasure map from his grandfather, he eagerly decided to investigate the island pictured. (answers vary) Extended Thinking carefully eagerly enthusiastically Word Bank Rewrite the sentence using a descriptive phrase. 1. Ralph took a ship to the island nearby. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (answers vary) Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. 2. From there, he sailed to the tiny island himself. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (answers vary) 3. Following the map, he found the sandy place to dig. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (answers vary) 10

Year 5 English Learning Objective: We will identify and interpret imagery. Content Descriptor: Year 5 ACELT 1611 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. Embedded Content Descriptor: Year 5 ACELY 1702 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. Prerequisite(s): Year 3 ACELT 1600 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose. Manipulative(s): Special Instructions: Year 5 ACELT 1611 has been split into six objectives that dig deeper into the types of figurative language students will come across in literature. This objective will address imagery, while subsequent lessons will address metaphors, personification, similes, sound devices and figurative language as a whole. Vocabulary Academic: identify, interpret Content: imagery Support: A11

 3 We will identify and interpret1 imagery.
Learning Objective Read the learning objective to your partner. What does interpret mean? “Interpret means ______________.” Declare the Objective We will identify and interpret1 imagery. 3 Activate Prior Knowledge Tell your partner what you see in the pictures below. Can you guess what season it is in picture 1? Picture 2? Students, you already know how to interpret images based on what you see in a picture. Imagery has a similar effect in literature, but literature uses words to create an image in the reader’s mind. Now, we will identify and interpret imagery.  Make the Connection 1 explain Definitions 11

Identify Imagery Interpret Imagery
Concept Development Which is an example imagery? A The peaches were sweet. B The peaches were sweet as sugar. In your own words, what is imagery? Imagery is _____________. Checking for Understanding Imagery uses vivid2 words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Identify Imagery 1. The outdoor market was filled with interesting sights and smells. 2. Merchants sold fresh fruits and vegetables from tables or the backs of trucks. 3. The large red strawberries were like rubies, and the green broccoli looked like miniature trees. 4. Dairy stands sold fresh milk and sweet cheeses. 5. The scent of mysterious spices floated in the air. 6. The local beekeeper sold honey that glowed like it was pure gold. 61 words Interpret Imagery The author uses imagery to help the reader visualise what it is like to visit an outdoor market. The outdoor market is filled with colourful things to see and smell, such as strawberries as red as rubies, broccoli that looks like trees, and honey that looks like pure gold. 2 produces a clear image in the mind Definitions 11

Skill Development & Guided Practice
1a How did I/you identify examples of imagery? 2 How did I/you interpret imagery? Checking for Understanding Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. 1 Read the text. a Identify examples of imagery.(underline) 2 Interpret imagery.(answer) Identify and interpret imagery. 1. He closed his eyes and smelled the aroma of fresh bread and pastries. 2. It was as if the sweet scent was a leash that led him down the footpath. 3. Everyday the bakery was open before dawn. 4. Trays of delicious treats were lined up along the glass cases. 5. He wandered slowly up and down the cases. 6. He wished he could have every single one! 7. His selection was a golden brown treat covered in snowy powdered sugar words 1. Why did the author use the words “the sweet scent was a leash”? A To show that dogs like pastries. B To show that he needed help walking down the footpath. C To show that the scent guided him to the bakery. 2. Why did the author use the words “snowy powdered sugar”? A To explain how cold the pastry was. B To explain how the white sugar looked on top of the pastry. C To explain how hungry the boy was for a pastry. If students select A… If students select B... 11

Skill Development & Guided Practice (continued)
1a How did I/you identify examples of imagery? 2 How did I/you interpret imagery? Checking for Understanding Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. 1 Read the text. a Identify examples of imagery.(underline) 2 Interpret imagery.(answer) Identify and interpret imagery. 1. The coral reef was busy with life this morning. 2. The calm ocean current allowed visitors to glide through the warm, turquoise water The coral was like a radiant rainbow growing out of the ocean floor. 4. Fish swam in and out of secret passages hidden in and around the coral. 5. A carefree sea turtle cruised by as if it were a scuba diver observing the reef life. 6. Crabs and crayfish scampered across the ocean floor, where they ducked in and out of the reef. 79 words 3. Why did the author use the words “like a radiant rainbow”? A To show how rainbows can happen underwater. B To explain how colourful the coral is. C To show that the coral grows in the shape of a rainbow. 4. Why does the author use the words “as if he were a scuba diver observing the reef life”? A To show that the sea turtle is friends with the scuba diver. B To show that the sea turtles like to scuba dive. C To show that the sea turtle enjoys watching the reef. If students select A… If students select B... 11

1. How does imagery change the passage?
Skill Development & Guided Practice (continued) 1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding 1 Read the two passages below. a Identify examples of imagery.(pair/share) 2 Interpret imagery.(answer) Identify and interpret imagery. Read the two passages below. Discuss how the use of imagery changes the overall effect of the text. (Pair-Share) Then, answer the questions. Thunder woke me from my sleep. The rain was loud on the roof. Suddenly, the wind blew the window open. Lightning lit up the room. I was too scared to look out the window, so I ran back to bed. Just then, I heard another clap of thunder outside. A loud boom of thunder woke me from my sleep. The pounding rain sounded like galloping horses across the roof. Suddenly, a wild gust of wind blew the window open. A bright bolt of lightning lit the room bright as day. I was too scared to look out the window, so I ran back to bed. Just then, another loud clap of thunder rumbled from the angry, stormy sky. 1. How does imagery change the passage? __________________________________________________________________________________________________ 2. Which details in the passage help the reader see and feel what is happening? Explain your answer. _____________________________________________________________________________________________________ Imagery adds more detail to the passage and makes it more exciting. The imagery in the second text helps the reader imagine what the character was experiencing during the storm. 12

Relevance Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. 1 Identifying and interpreting imagery will help you visualise what is happening in a text. The carnival was hot and crowded. The smell of mouth-watering barbeque and sweets filled the air. In the distance, a band played music and people danced wildly. When the sun went down, the bright lights lit up the carnival and made everything glow and twinkle. 2 Identifying and interpreting imagery will help you do well on tests. Does anyone else have another reason why it is relevant to identify and interpret imagery? (Pair-Share) Why is it relevant to identify and interpret imagery? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

7.8 Skill Closure Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Remember the Concept 1 Read the text. a Identify examples of imagery.(underline) 2 Interpret imagery.(answer) Identify and interpret imagery. 1. Dark, grey summer storm clouds rolled over the bush. 2. A sudden bolt of lightning struck the dry grass, setting it ablaze. 3. The wind was as fierce as a dragon blowing and spreading the fire. 4. The angry, red and orange flames climbed up the trunks of trees, reaching out to the branches and leaves. 5. Just then, thunder boomed and rain started to fall. 6. The big, heavy raindrops were like firefighters ready to put out the blaze words 1. Why did the author use the words “as fierce as a dragon”? A To explain how the wind spread the flames. B To explain that dragons breathe fire. C To explain that dragons live in Australia. 2. Why does the author use the words “The big, heavy raindrops were firefighters”? A To explain that firefighters work in the rain. B To explain that only rain can put out a fire. C To explain that the rain will put out the fire like a firefighter. Extended Thinking Ana thinks that, “The angry, red and orange flames climbed up the trunks of the trees…” is imagery. Is she correct? Explain your answer. Yes, Ana is correct. The words “angry”, “red” and “orange flames” create a picture in the reader’s mind to better visualise the setting. imagery identify interpret vivid Word Bank Summary Closure What did you learn today about identifying and interpreting imagery? (Pair-Share) Use words from the word bank. 12

A To explain that the icebergs are very mean.
Independent Practice Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Remember the Concept 1 Read the text. a Identify examples of imagery.(underline) 2 Interpret imagery.(answer) Identify and interpret imagery. 1. The ship was struggling to make it through freezing waters and Arctic ice. 2. Captain Roy knew that the small island was awaiting his delivery. 3. The ship brought goods and supplies that the town desperately needed. 4. This was the worst time to travel through these waters. 5. The icebergs loomed1 like guardsmen in front of a castle. 6. Captain Roy was using all his effort and knowledge to avoid a crash. 7. The ship was strong and reliable like a hard-working horse. 8. And, the captain had been through worse conditions. 9. The townspeople shouted with glee when they saw the ship finally arrive! words 1. Why did the author use the words “icebergs loomed like guardsmen in front of a castle”? A To explain that the icebergs are very mean. B To explain that the icebergs were circling a castle. C To explain that the icebergs looked tall and intimidating. 2. Why does the author use the words “strong and reliable like a hard working horse.”? A To explain that the ship broke down often. B To explain that the ship looked like a horse. C To explain that the ship worked hard like a horse. 1 appeared Definitions 13

1. How does imagery change the passage?
Independent Practice (continued) Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Remember the Concept 1 Read the two passages. a Identify examples of imagery.(pair/share) 2 Interpret imagery.(answer) Identify and interpret imagery. Read the two passages below. Discuss how imagery changes the overall effect of the text. (Pair-Share) Then, answer the questions. The Anderson Family car was out of petrol, and they were in the middle of nowhere. The desert had not seen rain in months. The weather was hot, and the soil was cracking under the immense heat. The family was desperate for help, and tired of being stuck in the desert. Suddenly a car came into view. They all waved for help! The Anderson Family car has just run out of petrol. They were stuck in the middle of nowhere! A simple trip to visit family had become horrible! The desert was sweltering. The red soil on the ground had split into cracks. The hot afternoon breeze made the air thick and heavy. The family members were out of water and ready to go home. They had been stuck in the desert for hours. They heard the sound of a car coming down the highway. The kids jumped out of the car and waved their hands! The driver pulled over and asked if they needed a ride. 1. How does imagery change the passage? __________________________________________________________________________________________________ 2. Which version of the passage helps the reader see and feel what is happening? Explain your answer. _____________________________________________________________________________________________________ Imagery adds more detail to the passage, and makes it more exciting. The imagery helps the reader imagine what the character was experiencing while in the desert. 13

Periodic Review 1 Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Remember the Concept Read the text, underlining imagery. Then, answer the questions that follow. The horses were saddled up and ready for the long ride. The travellers were packed up and ready for the hard trek to bring home the new flock of sheep . The valley was deep, and the glow of the sun on the horizon was a fiery, orange colour. As the horses descended into the valley, the temperature dropped. All of a sudden, the sky opened and the rain poured down. The dark clouds loomed overhead for hours. But, the travellers were prepared. Their jumpers were lined with fleece, and they had waterproof clothing and shoes. 1. Why did the author use the words “the sun on the horizon was a fiery, orange colour.”? A To describe the look of the valley. B To describe the colour of the sunset. C To describe the horses that travel into the valley. 2. Why did the author use the words “the sky opened and the rain poured down”? A To explain that the rain came down quickly and unexpectedly. B To explain that the rain was cold and very wet. C To explain that rain can happen at anytime of the day. Extended Thinking Select the sentences with the best examples of imagery. Explain your answer. The hummingbird zipped to the left and the right as it searched for nectar in the flowers. The wolves run across the snow-covered forest. The yellow-eyed owl kept an eye on the small mice as they crept out of their nest and wandered towards the pond. The crocodiles swim in the river. 14

Periodic Review 2 Imagery uses vivid words that create a picture in the reader’s mind. Imagery is used to help the reader see and feel what is happening in a text. To interpret imagery we explain what the words mean. Remember the Concept Read the text, underlining imagery. Then, answer the questions that follow. There were other trees in the garden, and one of the things which made the place look strangest and loveliest was that climbing roses had run all over them and swung down in long tendrils1 which made light swaying curtains… and here and there they had caught at each other or at a far-reaching branch and had crept from one tree to another and made lovely bridges of themselves words excerpt from The Secret Garden by Frances Hodgson Burnett. 1. Why did the author use the words “swung down in long tendrils which made light swaying curtains”? A To explain how the roses looked. B To explain that the curtains had a rose pattern. C To explain that the roses were like a swing. 2. Why did the author use the words “made lovely bridges of themselves”? A To show how the curtains hang. B To show how the roses were connected across the branches. C To show that the roses were a real bridge. Extended Thinking Which sentences include descriptive imagery? 1. He snarled and charged forward like an angry bull. O Yes O No 2. The girls played outside. 3. The yellow daffodils seemed to smile in the sunshine. 4. The students read books. x x x 1 curls Definitions x 15

Periodic Review 3 Read the text, underlining imagery. Then, answer the questions that follow. 1. Why did the poet use the words “The emus couldn't hold the ball - They had no hands - but hands aren't all In football games.”? A To explain that emus can kick the ball with their powerful legs. B To explain that emus do not have arms. C To explain that emus dislike the game of football. Fur And Feathers by A. B. Banjo Paterson (1) The emus formed a football team Up Walgett way; Their dark-brown sweaters were a dream But kangaroos would sit and scream To watch them play. (2) “Now, butterfingers," they would call, And such-like names; The emus couldn't hold the ball They had no hands - but hands aren't all In football games. (3) A match against the kangaroos They played one day The kangaroos were forced to choose Some wallabies and wallaroos That played in grey. (4) The rules that in the West prevail Would shock the town; For when a kangaroo set sail An emu jumped upon his tail And fetched him down. (5) A whistler duck as referee Was not admired He whistled so incessantly The teams rebelled, and up a tree He soon retired. (6) The old marsupial1 captain said, "It's do or die!" So down the ground like fire he fled And leaped above an emu's head And scored a try. (7) Then shouting, "Keep it on the toes!" The emus came Fierce as the flooded Bogan flows They laid their foemen out in rows And saved the game. (8) On native pear and Darling pea They dined that night: But one man was an absentee: The whistler duck - their referee Had taken flight. 2. Why did the author use the words “so down the ground like fire he fled”? A To explain how the ball was kicked across the field. B To explain how the emus ran across the field during a fire. C To explain how the kangaroo’s captain ran as fast as a wildfire to score a try. A.B. Banjo Patterson (1864 – 1941) was an Australian poet, journalist and author. His work is some of the most well known in Australia. Some of his most well-known pieces are Waltzing Matilda and The Man from Snowy River. Cultural Connection 1 animal with a pouch to carry their babies Definitions 16

Year 5 English Learning Objective: We will identify and use sound devices. Content Descriptor: Year 5 ACELT 1611 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. Embedded Content Descriptor: Prerequisite(s): Year 3 ACELT 1600 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose. Manipulative(s): Special Instructions: This symbol denotes the recommendation to proceed to Skill Development after teaching part of the Concept Development. This teaching strategy is referred to as “looping.” Click on the symbol to be sent to the correct location in the lesson. All of the individual concepts have been addressed in previous grades. This lessons reviews and extends that understanding. Note when students are identifying or using alliteration, they may identify similar sounds such as ‘s’ and ‘sh’ as alliterative. Vocabulary Academic: interpret Content: alliteration, repetition, rhyme, rhythm Support: shilly-shallied, incredulity, epoch A17

 4 We will identify and use sound devices.
Learning Objective Read the learning objective to your partner. Declare the Objective We will identify and use sound devices. 4 Activate Prior Knowledge Read the following passage aloud to your partner. What do you notice about the ending sounds of the lines? Little Boy Blue, come blow your horn. The sheep’s in the meadow, the cow’s in the corn. Where is the little boy that looks after the sheep? He’s under the haystack, fast asleep. Students, you already know that some words rhyme or end with the same sound. Now, we will learn to identify and use rhyme and other sound devices.  Make the Connection The lines end with rhyming words: horn/corn and sheep/asleep. 17

Examples of sound devices
Concept Development 1 Which pair of words rhyme? A tame, time. B tame, frame In your own words, what is rhyme? Rhyme is __________ Which words have rhythm? A When the blazing sun is gone… B It was not yet dark. In your own words, what is rhythm? Rhythm is _____________ Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Examples of sound devices Rhyme words with the same ending sound Kookaburra sits in the old gum tree. Eating all the gumdrops he can see. Rhyme pattern: A,A Jack Sprat could eat no fat, His wife could eat no lean, And so between the two of them They licked the platter clean. Rhyme pattern: A,B,C,B Rhythm a pattern of sounds where loud and soft sounds alternate MARy HAD a LITtle LAMB, LITtle LAMB, LITle LAMB, Rhythm pattern: LOUD/soft, LOUD/soft Example: apple: AP-pull not: ap- PULL But, SOFT! what LIGHT through YONder WINdow BREAKS? It IS the EAST, and JUL’et IS the SUN. soft/LOUD, soft/LOUD Example: because be-CAUSE not: BE-cause Go to Skill Dev 1 17

My love is like the red, red rose.
Concept Development 2 Which is an example of alliteration? A Cinderella chewed the candy. B Carl kicked the cow. In your own words, what is alliteration? Alliteration is __________. Which sentence uses repetition? A You must never, never forget. B It is important to remember. In your own words, what is repetition? Repetition is ______________. Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Alliteration Repetition Examples of sound devices Alliteration words that repeat the same sound, especially a beginning sound Peter Piper picked a peck of pickled peppers. Not an example: Carol circled her choice. Repetition words or phrases are repeated to create impact My love is like the red, red rose. Go to Skill Dev 2 17

1 2 3 ABAB AABB ABABB ABABA ABCABC AABBCC AABCCB Rhyme pattern
Skill Development & Guided Practice 1 2 How did I/you identify the rhymes? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm 1 Read the sentence. 2 Identify the words that rhyme. (underline) 3 Identify the pattern of the rhymes. (circle) Identify rhyme. The rhyme pattern of a poem may stay the same for the whole poem or it may change, particularly at the end of a poem. Literary Connection Rhyme pattern 1 There was a little guinea pig, Who being little was not big; He always walked upon his feet, And never fasted when he’d eat Unknown ABAB AABB 2 There is one that has a head without an eye, And there is one that has an eye without a head. You may find the answer if you try; And when all is said, Half the answer hangs upon a thread. Riddle ~ Christina Rossetti ABABB ABABA 3 When I was down beside the sea A little spade1 they gave to me To dig the sandy shore. My holes were empty like a cup, In every hole the sea came up, Till it could come no more. At the Seaside ~ Robert Louis Stevenson ABCABC AABBCC AABCCB Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds If students select A… If students select B... 1 shovel Definitions 18

4 5 6 ABAB AABB ABCB ABCA Rhyme pattern
Skill Development & Guided Practice 1 (continued) 2 How did I/you identify the rhymes? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm 1 Read the sentence. 2 Identify the words that rhyme. (underline) 3 Identify the pattern of the rhymes. (circle) Identify rhyme. The rhyme pattern of a poem may stay the same for the whole poem or it may change, particularly at the end of a poem. Literary Connection Rhyme pattern 4 “Come little leaves,” said the Wind one day. “Come over the meadows with me and play. Put on your dresses of red and gold. For summer is gone and the days grow cold. Come Little Leaves ~ George Cooper ABAB AABB 5 Boats sail on the rivers, And ships sail on the seas; But clouds that sail across the sky Are prettier than these. Boats Sail on the Rivers ~ Christina Rossetti ABCB ABCA 6 Late lies the wintry sun a-bed, A frosty, fiery sleepy-head; Blinks but an hour or two; and then, A blood-red orange, sets again. Winter Time ~ Robert Louis Stevenson Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds If students select A… If students select B... 18

1. 2. 3. 4. The big black cat I see a funny clown I ran down the road
Skill Development & Guided Practice 1 (continued) 2 How did I/you complete the sentence with a rhyme? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm 1 Read the beginning of the sentence. 2 Complete the sentence using words that rhyme. (write) Use rhyme. Using rhyme can be a way to help people remember what you write or say. Literary Connection 1. 2. 3. 4. The big black cat lay on the red mat. I see a funny clown Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds running up and down. I ran down the road and jumped over a big, fat toad. The koala climbed a tree If students select A… If students select B... she passed a butterfly and a bee. 18

2 Identify the rhythm pattern. (circle)
Skill Development & Guided Practice 1 (continued) 2 How did I/you identify the rhythms? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm 1 Read the sentence. 2 Identify the rhythm pattern. (circle) Identify rhythm. Jack be nimble; Jack be quick. Jack jump over the candlestick. Nursery Rhyme A. JACK be NIMble; JACK be QUICK. JACK jump O’ER the CANdleSTICK Jack BE nimBLE; Jack BE quick. Jack JUMP over THE canDLEstick Double, double, toil and trouble, fire burn and cauldron bubble. Macbeth ~ William Shakespeare A. DouBLE, douBLE, toil AND trouBLE, FIRE burn AND caulDRON bubBLE. B. DOUble, DOUble, TOIL and TROUble, Fire BURN and CAULdron BUBble. The strongest creature for his size but least equipped for combat that dwells beneath Australian skies is Weary Will the Wombat. Weary Will ~ Banjo Paterson The STRONGest CREAture FOR his SIZE but LEAST eQUIPped FOR comBAT that DWELLS beNEATH AusTRALian SKIES is WEARy WILL the WOMbat. B. THE strongEST creaTURE for HIS size BUT least EquipPED for COMbat THAT dwells BEneath AUStralIAN skies IS WearY Will THE WomBAT. Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds If students select A… If students select B... 19

_______________________ Too bad my cat is big and heavy.
Skill Development & Guided Practice 1 (continued) 1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding 1 Read the poem below. 2 Identify the rhythm pattern and select the most appropriate last line. Identify rhythm. Emily was writing a poem about her cat. She wrote the first three lines, and now she is trying to choose a last line for the poem. Which line do you think she should use? Explain your answer. Write a sentence explaining why you think your choice would be a good last line for the poem. T: __________________________________________ ____________________________________________ S: __________________________________________ ____________________________________________ Application At the door, I saw my cat, and so I let him in. Then on my lap he sat, _______________________ Too bad my cat is big and heavy. Too bad he isn’t thin. The word ‘thin’ rhymes with ‘in’ on the second line, so it completes a rhyme pattern ABAB. Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds Back to Concept Dev 2 19

Grey geese in a green field grazing.
Skill Development & Guided Practice 2 2 How did I/you identify the repeated beginning sounds? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Alliteration Repetition 1 Read the sentence. 2 Identify the alliterative sounds. (underline) Identify alliteration. Passages that repeat the same beginning sounds (alliteration) are often difficult to say, especially if you try to say them quickly. A phrase or sentence that is difficult to say is sometimes called a tongue twister. If the sentence contains two very similar sounds like ‘s’ and ‘sh’ it can be even more difficult. “She sells seashells down by the seashore.” Literary Connection Grey geese in a green field grazing. Grey were the geese and green was the grazing. Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed shilly-shallied2 south. These sheep shouldn’t sleep in a shack; sheep should sleep in a shed. Betty Botter bought some butter, but she said, the butter’s bitter. If I put it in my batter, it will make my batter bitter, but a bit of better butter will make my batter better. Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. If students select A… If students select B... 2 unable to make up their minds Definitions 20

Pretty Peggy packed _____________________________________________.
Skill Development & Guided Practice 2 (continued) 2 How did I/you complete the sentence? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Alliteration Repetition 1 Read the beginning of the sentence. 2 Complete the sentence using alliterative words that begin with the same letter or sound. (write) a Not all words in the sentence need to begin with the alliterative sound. Use alliteration. Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. Pretty Peggy packed _____________________________________________. Busy bees _____________________________________________________. One white whale ________________________________________________. Rupert ran _____________________________________________________. Tiny Timothy tried to _____________________________________________. Daring Dale ____________________________________________________. The children chew _______________________________________________. her pale pink piano. buzz beside the brook. (answers will vary) wandered westward. (answers will vary) races round and round. (answers will vary) If students select A… If students select B... take a tiny taste. (answers will vary) dances daintily. (answers will vary) chunks of cheddar cheese. (answers will vary) 10

The Rime of the Ancient Mariner ~ Samuel Taylor Coleridge
Skill Development & Guided Practice 2 (continued) 2 How did I/you identify the repetition in the passages? Checking for Understanding Writers use sound devices to add meaning and impact to their work. Sound devices include: Alliteration Repetition 1 Read the passages. 2 Identify the repetition. (underline) Identify repetition. Writing advice usually recommends starting your sentences in a variety of ways and avoiding the repetition of words or phrases. That is good advice, but some writers choose to deliberately repeat words and phrases especially at the beginning of sentences to add impact and importance to their meaning. It is a technique that shouldn’t be overused because it can become annoying or silly, but if done carefully and deliberately it is very effective for making a point and emphasising meaning. Literary Connection Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. The Charge of the Light Brigade ~ Alfred, Lord Tennyson It is time. Time to take charge of our lives. Time to accept our challenges. Time to shape our own destinies. It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch3 of belief, it was the epoch of incredulity4, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair… A Tale of Two Cities ~ Charles Dickens I looked upon the rotting sea, And drew my eyes away; I looked upon the rotting deck, And there the dead men lay. The Rime of the Ancient Mariner ~ Samuel Taylor Coleridge If students select A… If students select B... Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. 3 period of history 4 innocent disbelief Definitions 21

Anna asked Alice about an aardvark.
Skill Development & Guided Practice 2 (continued) 1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding 1 Read the sentences in bold below. 2 Identify the repetition. (underline) 3 Select the sentence that would best suit Thomas. (circle) Identify repetition. Alliteration Game Write a sentence that uses the first letter of your name to create an alliteration. Not every word needs to begin with the letter or sound, but the more alliteration you can create the better! Write a sentence for the alliteration game using your name. T: __________________________________________ ____________________________________________ S: __________________________________________ ____________________________________________ Application Anna and Patrick are playing an alliteration game using their names. These are the sentences they wrote for the game: Answers will vary Anna asked Alice about an aardvark. Patrick pointed past the puddles to the park. Thomas said he wanted to play, too. Which sentence could Thomas use to play the game? Explain your answer. Thomas went to Wagga Wagga to watch the wallabies. Thomas tiptoed toward the tent. Thomas ran a rapid race. Thomas tried to play the game Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. Sentence B uses alliteration to repeat the letter ‘T’ which is the first letter of Thomas. Sentences A and C use alliteration, but not of the letter ‘T’ while Sentence D does not use alliteration. 21

Relevance Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition 1 Identifying and interpreting sound devices will help you appreciate poetry and stories. It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of Annabel Lee; And this maiden she lived with no other thought Than to love and be loved by me. 2 Identifying and interpreting sound devices will help you do well on tests. Does anyone else have another reason why it is relevant to identify and use sound devices? (Pair-Share) Why is it relevant to identify and use sound devices? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

1 2 7.8 alliteration repetition rhyme rhythm Passage Sound Device
Skill Closure Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept 1 Read the passage. 2 Identify the sound device used (circle) a More than one sound device may be used in a passage. Identify the sound devices. Passage Sound Device 1 Pretty Penny picked the pink and purple pansies. alliteration repetition 2 The cheetah is a great big cat, But very quick for all of that. rhyme rhythm Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds Extended Thinking Tara wrote the following sentence that she says shows alliteration because almost all of the words start with g. Is she correct? Explain your answer. The green giant grabbed a gob of ginger gum. Almost all of Tara’s words do start with a ‘g’, but the g makes two different sounds – gum and giant do not start with the same sound. sound devices interpret alliteration repetition rhyme rhythm Word Bank Summary Closure What did you learn today about identifying and interpreting sound devices? (Pair-Share) Use words from the word bank. 22

1 2 3 4 5 Passage Sound Device alliteration rhyme repetition rhythm
Independent Practice Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept 1 Read the passage. 2 Identify the sound device used (circle) a More than one sound device may be used in a passage. Identify the sound devices. Passage Sound Device 1 Once upon a midnight dreary, while I pondered, weak and weary. Raven~ Edgar Allen Poe alliteration rhyme repetition rhythm 2 While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door Raven~ Edgar Allen Poe 3 I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed My Shadow~ Robert Louis Stevenson 4 "You are old, Father William," the young man said, "And your hair has become very white; And yet you incessantly stand on your head- Do you think, at your age, it is right?“ You Are Old, Father William~ Lewis Carroll 5 "In my youth," Father William replied to his son, "I feared it might injure the brain; But, now that I'm perfectly sure I have none, Why, I do it again and again.“ Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds 22

6 7 8 9 10 Passage Sound Device alliteration rhyme repetition rhythm
Independent Practice (continued) Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept 1 Read the passage. 2 Identify the sound device used (circle) a More than one sound device may be used in a passage. Identify the sound devices. Passage Sound Device 6 The Baker to the Needle Salesman: “I need not your needles, They’re needless to me, For the kneading of needles, were needless, you see; But did my neat trousers, But need to be kneed, I then should have need of your needles indeed.” Unknown Author alliteration rhyme repetition rhythm 7 The Oak is called the king of trees, The Aspen quivers in the breeze, The Poplar grows up straight and tall, The Peach tree spreads along the wall, Trees ~ Sarah Coleridge 8 The Sycamore gives pleasant shade, The Willow droops in watery glade, The Fir tree useful in timber gives, The Beech amid the forest lives. 9 What are heavy? Sea-sand and sorrow; What are brief? Today and tomorrow; What are frail? Spring blossoms and youth; What are deep? The ocean and truth. ~ Christina Rossetti 10 Once more into the breach, dear friends, once more; Or close up the wall with our English dead. Henry V~ William Shakespeare Alliteration: words that repeat the same sound. Repetition: repeated words or phrase. Rhyme: words with the same ending sound Rhythm: pattern of loud and soft sounds 23

Identify the repeated word or phrase. (underline)
Periodic Review 1 Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept Identify the repeated word or phrase. (underline) What lies behind us and what lies before us are tiny compared to what lies inside of us Ralph Waldo Emerson Either the well was very deep, or she fell very slowly, for she had plenty of time as she went down to look about her, and to wonder what was going to happen next. Down, down, down. Would the fall never come to an end? Down, down, down. There was nothing else to do, so Alice soon began talking again. Lewis Carroll Winston Churchill (30 November 1874 – 24 January 1965) Prime Minister of the United Kingdom (1940 – 1945 and 1951 – 1955) Churchill is considered one of the greatest wartime leaders of the 20th century. He became Prime Minister just before he gave this speech to the House of Commons. The speech followed the evacuation of Dunkirk and Churchill used the opportunity to make clear his nation’s determination to carry forward the fight against the Axis Powers. World Connection Extended Thinking Read and listen to Winston Churchill’s speech. In his speech Churchill repeats the phrase “We shall fight _______,” several times. What is the effect of this phrase? We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.” Winston Churchill 4 June 1940 Video 23

Identify the alliteration. (underline)
Periodic Review 2 Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept Identify the alliteration. (underline) The voice died away and ceased as an insect's tiny trumpet dwindles swiftly into silence; and the Water Rat, paralysed and staring, saw at last but a distant speck on the white surface of the road Kenneth Grahame Alliteration may be used without every word beginning with the same sound. A writer may use the same sound several times in a passage, but also use words that do not begin with the alliterative sound. Example: The wind blew through the cracks in the wall: whispering softly of wonders to be found in the wide world outside. Literary Connection Extended Thinking When Martin read the passage above, he did not underline the word ‘ceased’ because he says it begins with a ‘c’ not an ‘s’. Do you agree with Martin? Why or why not? I disagree with Martin. Even though ‘ceased’ is spelt with a ‘c’ it has an ‘s’ sound. 24

Identify the repetition. (underline)
Periodic Review 3 Writers use sound devices to add meaning and impact to their work. Sound devices include: Rhyme Rhythm Alliteration Repetition Remember the Concept Identify the repetition. (underline) The white rabbit came trotting along in a great hurry, muttering to himself as he came, "Oh dear! Oh dear! I shall be too late! Oh! the Duchess, the Duchess! Oh! won't she be savage if I've kept her waiting!" Lewis Carroll Extended Thinking What is the effect of the repetition in the passage? Explain. It makes the rabbit sound happy. It makes the rabbit sound worried. It makes the rabbit sound angry. The rabbit repeats the words as if he is very worried or nervous about being late to meet with the Duchess. 24

Year 5 English Learning Objective: We will improve a narrative.
Content Descriptor: Year 5 ACELT 1789 Create literary texts that experiment with structures, ideas and stylistic features of selected authors. Embedded Content Descriptor: Prerequisite(s): Year 5 ACELY 1704 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures and language features, images and sound appropriate to purpose and audience. Year 5 ACELT 1612 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced. Special Instructions: This lesson serves as an extension of the plan a narrative and write a narrative lessons. In this lesson, students experiment with different ways of enhancing a text. Beginning with the texts that were already completed in LY Write a Narrative, students experiment with creating mood in setting, using descriptive language and figurative devices to develop plot and characterisation, by adding more sophisticated thoughts and motivations to characters and using more sophisticated plot devices. Vocabulary Academic: improve Content: mood, figurative devices, central message, plot devices, literary devices Support: A25

 5 We will improve1 a narrative. A narrative is a story.
Learning Objective Read the learning objective to your partner. What does improve mean? Improve means __________. Declare the Objective We will improve1 a narrative. 5 Activate Prior Knowledge A narrative is a story. Tell your partner about your favourite story. It can be a story from a book, a movie or a television show. Who was the story about? What happened in the story? How did the story end? Students, you already know how to tell a story. You already know how to introduce characters, tell about the setting and include an exciting plot. Now, we will improve a narrative.  Make the Connection 1 to make better Definitions 25

Improve a narrative Improve a narrative by adding literary devices2.
How does the phrase “eerily blue” improve the mood of the story? A It shows that Cinderella feels warm and safe. B It shows that something magical is in the fire. How does the figurative language “magical light like a million, shining snowflakes” improve the descriptions in sentence 3? A The simile makes the text harder to understand. B The simile makes a more precise image than “bright flash of light”. How is the central message “goodness and kindness get rewarded” shown in the beginning of the story? A When they are getting ready for the ball, the stepsisters are squawking, but Cinderella is patient and helpful. B The Fairy Godmother is kind to Cinderella. How is the resolution unexpected? A The reader expects the Prince to marry a stepsister. B The reader expects Cinderella to marry the prince. What is one difference between the first version of Cinderella and the second? Checking for Understanding Concept Development Improve a narrative by adding literary devices2. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Improve a narrative Include cultural references… This box will auto resize as you type. Literary Connection Cinderella 1. Cinderella was in the cold kitchen. 2. Her shoulders were aching from all the hard work her stepmother and stepsisters made her do. 3. The house seemed particularly silent after all her stepsisters’ squawking as they prepared for the Royal Ball. 4. Cinderella was not allowed to attend the Royal Ball . 5. Nonetheless Cinderella patiently helped them all get ready. 6. The small kitchen fire seemed to grow brighter and eerily blue. 7. Slowly, out of the light Cinderella’s Fairy Godmother appeared. 8. “Cinderella, dry your tears. 9. I am here to help you,” the Fairy Godmother said. 10. Then magical light like a million, shining snowflakes rose up to the ceiling. 11. When they descended on Cinderella, she was wearing a beautiful gown and glass slippers. 12. “Such gifts always come with a warning. 13. At midnight, the enchantment will fade.” said the Fairy Godmother. 14. Cinderella’s heart was bursting as she mounted the steps of the castle. 15. The ballroom turned silent as she entered and the Prince was at once pierced through the heart with her beauty. 16. He would dance with no one else. 17. In all of her joy, Cinderella forgot the time. 18. It seemed but a moment had passed when the clock rang out twelve times. 19. Tearing away from the Prince’s arms, Cinderella raced from the ballroom as though some evil thing were chasing her. 20. She didn’t even notice that her shoe had dropped off her foot. 21. It was with this one small clue that the Prince found her again, but instead of marrying the prince, Cinderella decided to become a dance teacher. 22. Cinderella’s goodness and kindness of heart was rewarded in the end. 269 words Cinderella 1. Cinderella was very sad because she had no pretty clothes and she had to work all of the time to take care of her evil stepmother and stepsisters. 2. She knew there was a wonderful Royal Ball that very night, and she wished she could go and see the Royal family and dance with the prince. 3. Suddenly there was a bright flash of light and a sparkly Fairy Godmother appeared. 4. She told Cinderella she would give her a beautiful gown and glass slippers so that she could go to the ball. 5. Cinderella was very happy, but then the Fairy Godmother told her she must leave the ball before the last stroke of midnight or her beautiful dress would turn to rags. 6. Cinderella went to the ball in her gown and glass slippers. 7. She danced with the prince and he fell in love with her. 8. She was having so much fun she forgot about the time until she heard the clock start to strike the midnight hour. 9. She ran down the steps of the palace and away so quickly she lost one of her glass slippers. 10. The prince tried to follow Cinderella, but all he could find was the one glass slipper on the steps. 11. He had all of his soldiers hunt through the countryside for the girl who had lost the slipper. 12. Finally, he found Cinderella. 13. They were married and lived happily ever after. 234 words Include cultural references… This box will auto resize as you type. Life Connection Include cultural references… This box will auto resize as you type. World Connection Include cultural references… This box will auto resize as you type. Cultural Connection Include cultural references… This box will auto resize as you type. Art Connection 2 (literary devices) methods used by authors to tell stories effectively Definitions 25

The shed was so full that the door resisted being opened at
Skill Development & Guided Practice Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. 1 Read the passage below. 2 Identify places in the text where it can be edited to include mood. (underline) 3 Revise the sentence(s) to include mood. (write) Improve a narrative. 2 How did I/you identify the places in the text where it can be edited to include mood? 3 How did I/you revise the sentence(s) to include mood? Checking for Understanding The Mysterious Key 1. Adam and Jake were cleaning out the old shed in the backyard. 2. The shed was hot and dusty, and full of boxes and old furniture and broken things. 3. Adam was mad because he had to clean the shed and take care of his little brother, Jake. 4. Jake was curious about everything he saw. 5. He kept opening up boxes and looking at what was inside. 6. It was going to take forever to clean out the shed, but at least Jake wasn’t getting into any trouble. 85 words Mood is the feeling we get from a text. Mood can be happy, sad, scared, peaceful or another emotion. Which sentence below contains the best example of mood? A The dust made Adam and Jake sneeze. B The dust floated in the air, performing a tiny golden dance. C The boxes had a thick layer of dust. Connect & Review If students select A… If students select B... Sentence _____ : ______________________________________________________________________ _______________________________________________________________________________________ Sentence _____ : ______________________________________________________________________ _______________________________________________________________________________________ 2 The shed was so full that the door resisted being opened at first, as though it didn’t want anyone coming in. (answers vary) 3 Adam angrily shoved the door open and started loudly moving the boxes around, while watching Jake, his little brother. (answers vary) 6 Adam sighed as he thought of the huge task he had to do, (answers vary) 26

It had rust in the pattern cut into it and seemed tired, almost
Skill Development & Guided Practice (continued) Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. 1 Read the passage below. 2 Identify places in the text where it can be edited to include figurative language. (underline) 3 Revise the sentence(s) to include figurative language. (write) Improve a narrative. 2 How did I/you identify the places in the text where it can be edited to include figurative language? 3 How did I/you revise the sentence(s) to include figurative language? Checking for Understanding The Mysterious Key 1. Suddenly Jake yelled, “Look what I found!” 2. He was holding up a huge key. 3. It was old and rusty and very strange. 4. Adam had never seen a key like that. 5. He couldn’t imagine what door or lock it opened. 6. Then he heard Jake gasp. 7. “Look behind you!” Jake said. 8. Adam turned around and saw a door in the back wall of the shed. 9. That was weird. 10. There had never been a door there before. 75 words Figurative language refers to words and phrases that go beyond their exact meaning. Some types of figurative language are similes (a comparison using like or as), metaphors (a comparison without using like or as) and personification (giving human qualities to an animal or object). Identify each type below. A The vine sent out its green fingers to explore. B The vine spread out like a bird opening up its wings. C The vine was the green icing upon the cake of the castle. Connect & Review If students select A… If students select B... personification Sentence _____ : _______________________________________________________________________ _______________________________________________________________________________________ Sentence _____ : _______________________________________________________________________ _______________________________________________________________________________________ 1 yelled like an alarm simile (answers vary) 3 It had rust in the pattern cut into it and seemed tired, almost metaphor like an old man (answers vary) 8 a door which matched the key in design and seemed to lean with an exhausted sigh. (answers vary) 26

Adam wished he could have said something to stop Jake, but
Skill Development & Guided Practice (continued) Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. 1 Read the passage below. 2 Identify places in the text where it can be edited to include central message. (underline) 3 Revise the sentence(s) to include central message. (write) Improve a narrative. 2 How did I/you identify the places in the text where it can be edited to include central message? 3 How did I/you revise the sentence(s) to include central message? Checking for Understanding The Mysterious Key 1. Before Adam could say anything, Jake ran to the door and used the key to open it. 2. He stuck his head in the opening, and he was suddenly gone as if he had been sucked through the open door. 3. Adam ran over to the door and looked through. 4. He expected to see their backyard, but there was nothing but blackness on the other side of the door. 5. He could not see Jake anywhere. 73 words Central message is the lesson the text teaches. It is the meaning of the story. Which of these could be a central message? A That was the day Janice saved my life. B Strawberry ice cream is better than chocolate. C History is doomed to repeat itself. Connect & Review If students select A… If students select B... Sentence _____ : _______________________________________________________________________ _______________________________________________________________________________________ 3 Adam wished he could have said something to stop Jake, but he could only run to the door and look through. (answers vary) Write your own sentence stating the central message to go after sentence five. T: ______________________________________________________________________________________________________ S: ______________________________________________________________________________________________________ Application Adam thought that Jake shouldn’t have rushed into that unknown place. 26

Just as Adam grabbed Jake, some other force seemed to
Skill Development & Guided Practice (continued) Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. 1 Read the passage below. 2 Identify places in the text where it can be edited to include an unexpected resolution. (underline) 3 Revise the sentence(s) to include an unexpected resolution. (write) Improve a narrative. 2 How did I/you identify the places in the text where it can be edited to include an unexpected resolution? 3 How did I/you revise the sentence(s) to include an unexpected resolution? Checking for Understanding The Mysterious Key 1. Adam looked around the shed. 2. He needed something to help him rescue Jake. 3. He saw a coil of rope hanging on the wall. 4. Quickly he grabbed the rope and tied it around his waist. 5. He tied the other end to a big table. 6. He inched over to the door and tried to go through slowly. 7. The wind pulled him through. 8. It was black and he couldn’t see anything. 9. He reached his arms out and felt around. 10. He felt his hand hit someone. 11. It was Jake. 12. He grabbed Jake and held him as he used the rope to pull them both back to the door. 105 words Resolution is how the story ends. An unexpected resolution is sometimes called a twist ending. It is a common plot device to add interest to a story. Which of these could be an unexpected resolution to Little Red Riding Hood? A Red Riding Hood tricks the wolf into believing grandma is poisonous to eat. B Red Riding Hood defeats the wolf. C The Woodsman defeats the wolf. Connect & Review If students select A… If students select B... Sentence _____ : _______________________________________________________________________ _______________________________________________________________________________________ 12 Just as Adam grabbed Jake, some other force seemed to snatch Jake away! Adam would have to follow him into the darkness. (answers vary) 27

Spelling and Vocabulary
Relevance Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. Plot devices can surprise the reader. 1 Improving a narrative will help you create original stories. You could publish your stories in a book or on the Internet. 2 Improving a narrative will help you do well on tests. Sample Marking Guide Marking Guide Criteria Narrative Has a plot, setting and characters Spelling and Vocabulary Uses good words Spells words correctly Grammar No grammar mistakes Does anyone else have another reason why it is relevant to improve a narrative (Pair-Share) Why is it relevant to improve a narrative? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

7.8 Skill Closure Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Remember the Concept 1 Read the Marking Guide below. 2 Assess the narrative your partner wrote in Skill Development using the criteria below. Improve a narrative. Marking Guide Criteria Narrative Has a complication (1 point) and resolution (1 point) Has unexpected plot events (1 point) Has a central message (1 point) Describes characters’ looks (1 point), actions (1 point) and words (1 point) Setting has time (1 point) , place (1 point) and mood (1 point). Spelling and Vocabulary Uses vocabulary correctly (1 point) and uses a variety of words (1 point). Spells all simple and common words correctly (1 point) Spells most difficult and challenging words correctly (1 point) Grammar No grammar mistakes (2 points) Few grammar mistakes (1 point) Numerous grammar mistakes make it hard to understand (0 points) Extended Thinking What are some ways you can improve your narrative? (Pair-Share) narrative devices mood emotion resolution meaning interesting figurative language surprise central message Word Bank Student answers will vary. Summary Closure What did you learn today about improving a narrative? (Pair-Share) Use words from the word bank. 27

Independent Practice Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Remember the Concept 1 Read the prompt below. 2 Improve the narrative you wrote for this prompt in term one or write a new narrative for this prompt. 3 Include mood, figurative language, central message and an unexpected ending. Improve a narrative. Write a narrative about someone who can talk to animals. Criteria Points Complication ____ /1 Resolution Unexpected event Central message Characters’ looks Characters’ words Characters’ actions Setting Time Setting Place Setting Mood Correct vocabulary Variety of words Spells common words Spells challenging words Grammar Mistakes ____ /2 Total ____ /16 Extended Thinking Assess your partner’s narrative. Marking Guide Criteria Narrative Has a complication (1 point) and resolution (1 point) Has unexpected plot events (1 point) Has a central message (1 point) Describes characters’ looks (1 point), actions (1 point) and words (1 point) Setting has time (1 point) , place (1 point) and mood (1 point). Spelling and Vocabulary Uses vocabulary correctly (1 point) and uses a variety of words (1 point). Spells all simple and common words correctly (1 point) Spells most difficult and challenging words correctly (1 point) Grammar No grammar mistakes (2 points) Few grammar mistakes (1 point) Numerous grammar mistakes make it hard to understand (0 points) 28

Periodic Review 1 Improve the narrative you wrote for the prompt below or write a new narrative for this prompt. Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Remember the Concept Write a narrative about someone who finds a mysterious box. Criteria Points Complication ____ /1 Resolution Unexpected event Central message Characters’ looks Characters’ words Characters’ actions Setting Time Setting Place Setting Mood Correct vocabulary Variety of words Spells common words Spells challenging words Grammar Mistakes ____ /2 Total ____ /16 Extended Thinking Assess your partner’s narrative. Marking Guide Criteria Narrative Has a complication (1 point) and resolution (1 point) Has unexpected plot events (1 point) Has a central message (1 point) Describes characters’ looks (1 point), actions (1 point) and words (1 point) Setting has time (1 point) , place (1 point) and mood (1 point). Spelling and Vocabulary Uses vocabulary correctly (1 point) and uses a variety of words (1 point). Spells all simple and common words correctly (1 point) Spells most difficult and challenging words correctly (1 point) Grammar No grammar mistakes (2 points) Few grammar mistakes (1 point) Numerous grammar mistakes make it hard to understand (0 points) 28

Periodic Review 2 Improve the narrative you wrote for the prompt below or write a new narrative for this prompt. Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Remember the Concept Write a narrative about someone who gets lost and has to find a way home. Criteria Points Complication ____ /1 Resolution Unexpected event Central message Characters’ looks Characters’ words Characters’ actions Setting Time Setting Place Setting Mood Correct vocabulary Variety of words Spells common words Spells challenging words Grammar Mistakes ____ /2 Total ____ /16 Extended Thinking Assess your partner’s narrative. Marking Guide Criteria Narrative Has a complication (1 point) and resolution (1 point) Has unexpected plot events (1 point) Has a central message (1 point) Describes characters’ looks (1 point), actions (1 point) and words (1 point) Setting has time (1 point) , place (1 point) and mood (1 point). Spelling and Vocabulary Uses vocabulary correctly (1 point) and uses a variety of words (1 point). Spells all simple and common words correctly (1 point) Spells most difficult and challenging words correctly (1 point) Grammar No grammar mistakes (2 points) Few grammar mistakes (1 point) Numerous grammar mistakes make it hard to understand (0 points) 29

Periodic Review 3 Improve the narrative you wrote for the prompt below or write a new narrative for this prompt. Improve a narrative by adding literary devices. Mood shapes the reader’s emotions. Figurative language makes descriptions more interesting. Central message gives the plot meaning. An unexpected resolution can surprise the reader. Remember the Concept Write a narrative about someone who wakes up with a superpower. Criteria Points Complication ____ /1 Resolution Unexpected event Central message Characters’ looks Characters’ words Characters’ actions Setting Time Setting Place Setting Mood Correct vocabulary Variety of words Spells common words Spells challenging words Grammar Mistakes ____ /2 Total ____ /16 Extended Thinking Assess your partner’s narrative. Marking Guide Criteria Narrative Has a complication (1 point) and resolution (1 point) Has unexpected plot events (1 point) Has a central message (1 point) Describes characters’ looks (1 point), actions (1 point) and words (1 point) Setting has time (1 point) , place (1 point) and mood (1 point). Spelling and Vocabulary Uses vocabulary correctly (1 point) and uses a variety of words (1 point). Spells all simple and common words correctly (1 point) Spells most difficult and challenging words correctly (1 point) Grammar No grammar mistakes (2 points) Few grammar mistakes (1 point) Numerous grammar mistakes make it hard to understand (0 points) 30

Year 5 English Learning Objective: We will use apostrophes in possessives. Content Descriptor: Year 5 ACELA 1506 Understand how the grammatical category of possessives is signaled through apostrophes and how to use apostrophes with common and proper nouns. Embedded Content Descriptor: Prerequisite(s): Year 1 ACELA 1452 Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where, and how (adverbs). Year 2 ACELA 1486 Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives. Manipulative(s): Special Instructions: In Year 3 ACELA 1480, students learnt to use apostrophes in contractions. Questions about the different uses of apostrophes may arise. There is not a full EDI lesson on distinguishing the two uses, but there is a grammar workbook to address this question and to provide practice for the students. Vocabulary Academic: determine Content: apostrophe, possessive Support: A31

 6 We will use apostrophes in possessives.
Learning Objective Read the learning objective to your partner. Declare the Objective We will use apostrophes in possessives. 6 Activate Prior Knowledge Possession shows that a person owns something. That book is mine, but that pencil is yours. Whose book is it? Whose pencil is it? It is mine. It is yours. Students, you already know how to state that a person owns something. Now, we will use apostrophes to show possession.  Make the Connection 31

Rules for Possessive Nouns
Concept Development Which of these correctly uses an apostrophe to show possession of a singular noun? A walru’s B walrus’es C walrus’s Which of these correctly uses an apostrophe to show possession of a plural noun? A childrens’s B childrens’ C children’s In your own words, what is the difference between how to show possession for singular nouns and for plural nouns? “The difference between them is ______________.” Checking for Understanding A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Rules for Possessive Nouns Rule Without a Possessive With a Possessive Singular If the noun is singular and does not end in an s, add ’s. The fur of the cat is black. The cat’s fur is black. If the noun is singular and does end in s, it is correct to add ’ or ’s. The bike of Gus is blue. Gus’ bike is blue. Gus’s bike is blue. Plural If the noun is plural and does end in an s, add ’. The project of the girls is in their room. The girls’ project is in their room If the noun is plural and does not end in s, add ’s. The books of the men are on the shelf. The men’s books are on the self. Non-example The boys can’t go outside today. The pen of Mrs Jones is on the table. 31

1. The spots of the ladybird are black.
Skill Development & Guided Practice A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. 1 Read the sentence. a Determine1 the owner. (underline) b Determine what is owned. (circle) 2 Rewrite the sentence using an apostrophe to show possession. Use apostrophes to show possession. 1a How did I/you determine the owner? 1b How did I/you determine what is owned? Checking for Understanding 1. The spots of the ladybird are black. ___________________________________________________________________________ The ladybird’s spots are black. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s 2. The job of the heart is to pump blood. ___________________________________________________________________________ The heart’s job is to pump blood. If students select A… If students select B... 3. The office of the boss was rather messy. ___________________________________________________________________________ The boss’ (or boss’s) office was rather messy. 1 figure out Definitions 31

4. The pattern of the dress was very pretty.
Skill Development & Guided Practice (continued) A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. 1 Read the sentence. a Determine the owner. (underline) b Determine what is owned. (circle) 2 Rewrite the sentence using an apostrophe to show possession. Use apostrophes to show possession. 1a How did I/you determine the owner? 1b How did I/you determine what is owned? Checking for Understanding 4. The pattern of the dress was very pretty. ___________________________________________________________________________ The dress’ (or dress’s) pattern was very pretty. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s 5. The tails of the pigs were curly. ___________________________________________________________________________ The pigs’ tails were curly If students select A… If students select B... 6. The fangs of the snakes were venomous. ___________________________________________________________________________ The snakes’ fangs were venomous. 31

7. The toys of the children were on the floor.
Skill Development & Guided Practice (continued) A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. 1 Read the sentence. a Determine the owner. (underline) b Determine what is owned. (circle) 2 Rewrite the sentence using an apostrophe to show possession. Use apostrophes to show possession. 1a How did I/you determine the owner? 1b How did I/you determine what is owned? Checking for Understanding 7. The toys of the children were on the floor. ___________________________________________________________________________ The children’s toys were on the floor. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s 8. The work of the oxen is to plow the fields. ___________________________________________________________________________ The oxen’s work is to plow the fields. If students select A… If students select B... 9. The fur of the mice is soft. ___________________________________________________________________________ The mice’s fur is soft. 31

Close Reading Strategy Constructed Responses
1 Determine what the question or prompt is asking. 2 Determine the concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. 6 Re-read the direction to determine if you answered all parts of the question. Skill Development & Guided Practice (continued) 1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding ELA Strategy 1 Determine what the question or prompt is asking. 2 Determine the concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. 1. Which sentence is punctuated correctly? A. The armys’ job is to protect the country. B. The cactus’s waxy skin holds in water. C. The kittens’s claws were already very sharp. D. The songses’ melody was inspiring. 2. Which sentence uses an apostrophe to show possession? A. It’s a beautiful day. B. Mr Davis is the one who’s always telling me to behave. C. The holiday’s celebrations were fun and festive. D. I don’t like chocolate. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s ELA Strategy 1 What am I trying to find? 2 What do I know about this idea? 3 What words or information am I given? 4 Does my answer make sense? 5 Did I answer the original question? Constructed Responses 1 Rephrase the question. 2 Explain the answer. 3 Paraphrase and/or quote from the text. Write a sentence using an apostrophe to show possession. T: _______________________________________________________________________________________________ S: _______________________________________________________________________________________________ Application The bike’s tyres are flat. 32

Relevance A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. 1 Using apostrophes in possessives will help you write better sentences. The edges of the pages of the book had gold leaf. The edges of the book’s pages had gold leaf. 2 Using apostrophes in possessives will help you do well on tests.  47. Which sentence contains an apostrophe of possession? A The library’s trialling new opening hours. B It’s now open all day on Saturday. C Wednesday’s another day with longer hours. D All the changes are on the council’s website. Sample Test Question Does anyone else have another reason why it is relevant to use apostrophes? (Pair-Share) Why is it relevant to use apostrophes? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding

possessive noun apostrophe ownership
Skill Closure A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Remember the Concept Word Bank 1 Read the sentence. a Determine the owner. (underline) b Determine what is owned. (circle) 2 Rewrite the sentence using an apostrophe to show possession. Use apostrophes in possessives. 1. The crust of the earth is the outside rock layer on the planet. ___________________________________________________________________________ The earth’s crust is the outside rock layer on the planet. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s 2. The data of the graph showed the average height of year five students. ___________________________________________________________________________ The graph’s data showed the average height of year five students Extended Thinking Which of these sentences uses the apostrophe to show possession correctly? The crow’s feathers are black. A lilys’ scent is sweet. possessive noun apostrophe ownership Word Bank Summary Closure What did you learn today about using apostrophes in possessives? (Pair-Share) Use words from the word bank. 32

2. The fleece of sheep is made into wool.
Independent Practice A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Remember the Concept 1 Read the sentence. a Determine the owner. (underline) b Determine what is owned. (circle) 2 Rewrite the sentence using an apostrophe to show possession. Use apostrophes to show possession. 1. The circumference of the circle is equal to the diameter times pi squared. ___________________________________________________________________________ The circle’s circumference is equal to the diameter times pi squared. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s 2. The fleece of sheep is made into wool. ___________________________________________________________________________ The sheep’s fleece is made into wool. 3. The testimony of the witness was discredited. ___________________________________________________________________________ The witness’ (or witness’s) testimony was discredited. 33

Periodic Review 1 A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Remember the Concept 1. The flavour of the herb improved the meal. ___________________________________________________________________________ The herb’s flavour improved the meal. 2. The rooms of the hotel were luxurious. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s ___________________________________________________________________________ The hotel’s rooms were luxurious. 3. The wings of the larvae didn’t work yet. Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. ___________________________________________________________________________ The larvae’s wings didn’t work yet. Extended Thinking 1. Which sentence is punctuated correctly? A. The canteens’ food is disgusting. B. A gardenias’ scent is lovely. C. The landscapeses’ colours deepened as evening drew closer. D. The merchant’s ships were lost at sea. 2. Which sentence uses an apostrophe to show possession? A. She’s the one with curly hair. B. Venice’s canals are famous. C. It’s the beginning of the year. D. I would’ve danced the whole night. 33

Periodic Review 2 A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Remember the Concept 1. The surfaces of the emerald shone in the light. ___________________________________________________________________________ The emerald’s surfaces shone in the light. 2. The grief of the family was overwhelming. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s ___________________________________________________________________________ The family’s grief was overwhelming. Extended Thinking 1. Which sentence is punctuated correctly? A. The witch’s cackle frightened Hansel. B. The candidates’ speech was impressive. C. These episode’s conclusions were disappointing. D. The molecules’s structure was interesting. 2. Which sentence uses an apostrophe to show possession? A. He’s mourning the death of his wife. B. The pug’s curly tail is funny. C. They’ve all panicked. D. She’s squinting at the board. Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. 34

Periodic Review 3 A possessive noun shows ownership. The possessive noun always comes before what is owned. An apostrophe (’) is a punctuation mark that shows possession. Remember the Concept 1. The lizard hides in the shade of the cacti. ___________________________________________________________________________ The lizard hides in the cacti’s shade. Extended Thinking 1. Which sentence is punctuated correctly? A. Those properties’ acres are for sale. B. The badger’s tail is black and white. C. Those hound’s ears are floppy. D. Honeysuckle’ss blossoms smell sweet. 2. Which sentence uses an apostrophe to show possession? A. She’s a violinist. B. They could’ve tried harder. C. There isn’t such a thing as a galleywump. D. The men sailed their boat on the inlet’s waters. Singular Cat Cat’s Gus Gus’ Gus Gus’s Plural Girls Girls’ Men Men’s Answering ELA Questions 1 Determine what the question or prompt is asking. 2 Determine the ELA concept required. 3 Read the text to determine relevant information. 4 Answer the question. 5 Re-read the directions to determine if you answered all parts of the question. 3. Which sentence is punctuated correctly? A. The parchments’ ink was faded. B. The ships’s stern was covered with barnacles. C. My parents’ lawyer is very capable. D. The diplomas’ frame was too large. 4. Which sentence uses an apostrophe to show possession? A. They’ve never been bike riding. B. It’s my cat’s toy. C. He’d clench his fist with impatience. D. I’m hesitant to try. 34

Year 5 English Learning Objective: We will interpret the meaning of text. Content Descriptor: Year 5 ACELT 1795 Use metalanguage to describe the effects of ideas, text structures and language features on a particular audience. Embedded Content Descriptor: Year 5 ACELY 1702 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. Prerequisite(s): Year 5 ACELT 1611 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. Year 3 ACELY 1678 Identify the audience and purpose of imaginative, informative and persuasive texts. Year 2 ACELT 1591 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways. Year 2 ACELT 1587 Discuss how depiction of characters in print, sound and images reflect the contexts in which they were created. Special Instructions: This lesson serves as a culmination of previous lessons interpreting various literary and figurative devices. It will bring together the idea of interpreting a text using previous knowledge of plot, central message, simile, metaphor, personification, purpose and alliteration. It also models for students how each of the individual parts contribute to the meaning of the text as a whole. Vocabulary Academic: Content: interpret, interpretive, exposition Support: porcelain A35

 7 We will interpret1 the meaning of text.
Learning Objective Read the learning objective to your partner. What does interpret mean? Interpret means __________. Declare the Objective We will interpret1 the meaning of text. 7 Activate Prior Knowledge Answer the questions below. Starry Night 1. The night was deep and black, but the sky was cloudless. 2. The stars shone through as though holes were poked in a sheet. 3. Cyrus lay in his sleeping bag near the camp. 4. He was feeling very restful, but at the same time, very alert. 5. In the silence, the sounds of the night seemed very loud, but they did not frighten him. 6. A breeze passed over him, like a hand gently bending the grass around him and then touching his face. 7. He then thought of the sea passing over the sand in repetitious waves. 8. Cyrus fell asleep. 96 words Students, you already know how to read carefully. By reading carefully, you can identify the most important parts of the text. Now, we will interpret the meaning of text.  Make the Connection Who is the main character? A The night B The wind C Cyrus 2. Where does the story take place? A At the beach B At a camp C Inside Cyrus’ house 1 explain Definitions 35

What story does the author tell? How does the author tell the story?
Concept Development Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Which is an example of plot and which is an example of central message? A Claude learnt it is important to take care of his pets. B Claude’s pet frog escaped from the cage. Which is an example of a simile, a metaphor and personification? A The rose petals were its blush-coloured skirt. B The rose nodded its heavy head under the falling rains. C The dew-covered rose was like a sparkling ruby. Which is an example of purpose? A to make a joke B to entertain In your own words, how do you interpret the meaning of text? “Interpret the meaning of text by ______________.” Checking for Understanding Interpret the meaning of text. Example Plot The series of events in a story. The plot of Goldilocks is that she enters the bears’ house to eat their food and use their things. She gets caught napping and runs away. Central Message The lesson the text teaches. Goldilocks teaches not to use other people’s things. Simile Compares two unlike things using like or as. The moon looked like a silver coin. Metaphor Compares the qualities of two unlike things without using like or as. The moon has a porcelain2 doll’s face. Personification Gives the qualities of a person to an animal or object. The moon guards the silvery lake with tender love. Purpose The reason the author wrote it. The purpose of Goldilocks is to entertain the listener with humour and a lesson. central message plot metaphor personification simile 2 ceramic, china Definitions 35

Interpret the meaning of text.
Concept Development (continued) Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. Adapted from The Wind in the Willows by Kenneth Grahame 1. The Mole had been working very hard all the morning. 2. He was spring-cleaning his little home. 3. First with brooms, then with dusters, then on ladders until he had an aching back and weary arms. 4. Spring was moving in the air above and in the earth below like a dancer. 5. Spring was filling his dark and little house with its longing. 6. It was small wonder, then, that he suddenly flung down his brush on the floor, saying 'Bother!' 7. He rushed out of the house. 8. Something up above was calling him eagerly. 9. He walked out of the steep little tunnel which led up to the path where animals live nearer to the sun and air. 10. So he scraped and scratched and scrabbled and scrooged, working busily with his little paws and muttering to himself, 'Up we go! Up we go!' till at last, pop! his snout came out into the sunlight. 11. He found himself rolling in the warm grass of a great meadow, which was his verandah. 12. It was good to take a break after working so hard. 177 words Plot Central Message Mole was working hard when he stops and goes outside. Hard work has its rewards. The events of the story reveal the central message Simile Spring was moving like a dancer. The movement of spring is what calls Mole to leave his hole. Metaphor The meadow was his verandah. This makes the meadow as familiar as the Mole’s hole. Personification Mole works hard. The author uses an animal that lives in a hole to relate to how we feel when we are trapped inside during a beautiful day. Spring fills the house with longing. This emotion also relates to how we want to go outside on a beautiful day. Purpose The author entertains us with a story while relating how spring makes us all feel. Similes, metaphors and personification are types of figurative language. Figurative language is words or phrases that go beyond their exact meaning. Similes, metaphors and personification all compare the qualities of things to describe things in new or surprising ways. Connect & Review 35

Skill Development & Guided Practice Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? 1 Read the passage carefully. 2 Answer the questions about the text. (circle) a State which sentence(s) support the answer. (Pair-Share, Discuss) “I know that ____ is the correct answer because in sentence ____ it says _______.” Interpret the meaning of a text. 2 How did I/you answer the questions about the text? 2a How did I/you state which sentence(s) support the answer? Checking for Understanding Adapted from The Wind in the Willows by Kenneth Grahame 1. As Mole sat on the grass and looked across the river, a dark hole in the bank caught his eye. 2. Dreamily he thought that it would be a nice, snug home for an animal fond of a riverside residence. 3. It was above flood level and far from noise and dust. 4. As he gazed, something bright and small twinkled down in the heart of it. 5. It vanished, then twinkled once more like a star. 6. But it could hardly be a star in such an unlikely place. 7. It was too glittering and small for a glow-worm. 8. Then, as he looked, it winked at him, and so he realised it was an eye. 9. A small face began gradually to grow up round it. 10. The face was a picture frame around the bright eyes. 11. A brown little face, with whiskers. 12. A serious round face, with the same twinkle in its eye. 13. Small neat ears and thick silky hair. 14. It was the Water Rat! 15. Mole was glad he had found his friend. 168 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. If students select A… If students select B... What is the plot? A Mole is dreaming about living in a house by a river. B Mole sits on the grass. He sees a star, then the star disappears. C Mole sees an animal’s home across the river, then he realises it belongs to Water Rat. What is the central message? A Don’t trust those who hide. B Good friends are worth looking for. C Take time to enjoy the good things in life. 36

Skill Development & Guided Practice (continued) Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? 1 Read the passage carefully. 2 Answer the questions about the text. (circle, tick) a State which sentence(s) support the answer. (Pair-Share, Discuss) “I know that ____ is the correct answer because in sentence ____ it says _______.” Interpret the meaning of a text. 2 How did I/you answer the questions about the text? 2a How did I/you state which sentence(s) support the answer? Checking for Understanding Adapted from The Wind in the Willows by Kenneth Grahame 1. As Mole sat on the grass and looked across the river, a dark hole in the bank caught his eye. 2. Dreamily he thought that it would be a nice, snug home for an animal fond of a riverside residence. 3. It was above flood level and far from noise and dust. 4. As he gazed, something bright and small twinkled down in the heart of it. 5. It vanished, then twinkled once more like a star. 6. But it could hardly be a star in such an unlikely situation. 7. It was too glittering and small for a glow-worm. 8. Then, as he looked, it winked at him, and so he realised it was an eye. 9. A small face began gradually to grow up round it. 10. The face was a picture frame around the bright eyes. 11. A brown little face, with whiskers. 12. A serious round face, with the same twinkle in its eye. 13. Small neat ears and thick silky hair. 14. It was the Water Rat! 15. Mole was glad he had found his friend. 168 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. If students select A… If students select B... How does the author use figurative language to develop the story? (tick all that apply) A simile comparing a light to a star A metaphor comparing a face to a picture frame A metaphor comparing Water Rat to a star Personification of home as a friend Why does the author tell the story? A To inform about river life. B To persuade the reader to make more friends. C To entertain with a story about friends meeting. 36

Skill Development & Guided Practice (continued)
1 How did I/you determine what the question or prompt is asking? 2 How did I/you determine the relevant information? 3 How did I/you answer the question? 4 How did I/you determine if all parts of the question have been answered? Checking for Understanding 1 Read the passage carefully. 2 Answer the questions about the text. (circle) Interpret the meaning of a text. In the interpretive3 text below, select the correct answers to complete the text. (Circle) 1. This passage from The Wind in the Willows by Kenneth Grahame is an entertaining story about ( Mole and Rat spring cleaning / Mole and Water Rat meeting / Mole and Rat going fishing ). 2. Grahame describes Mole ( thinking / working / hunting ) on the riverbank. 3. Grahame uses a ( metaphor / simile ) to describe the light Mole observes across the water. 4. This description puts the reader in Mole’s position as we also wonder what the twinkling light could be. 5. Slowly the narrator reveals the face of Water Rat from twinkling eye, to whiskers, to neat ears and thick fur. 6. When Grahame uses a ( simile / metaphor / personification ) to tell about Mole recognising Water Rat’s face, we become as excited as Mole. 7. Through Grahame’s tale, we learn that ( looking for friends is worthwhile / hard work is its own reward). 3 explaining Definitions 36

Relevance Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? 1 Interpreting the meaning of a text will help you understand what you read. After interpreting The Adventures of Huckleberry Finn, I now understand that slavery in America was harmful to everyone. 2 Interpreting the meaning of text will help you do well on tests. Does anyone else have another reason why it is relevant to interpret the meaning of text? (Pair-Share) Why is it relevant to interpret the meaning of text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

7.8 Skill Closure Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept 1 Read the passage carefully. 2 Answer the questions about the text. (circle, tick) a State which sentence(s) support the answer. (Pair-Share, Discuss) “I know that _____ is the correct answer because in sentence _____ it says __________.” Interpret the meaning of a text. Adapted from The Wind in the Willows by Kenneth Grahame 1. One afternoon, Mole decided to go out by himself and explore the Wild Wood. 2. It was a cold, still afternoon with a hard, steely sky overhead. 3. He slipped out of the warm parlour into the open air. 4. The country lay bare and entirely leafless around him. 5. He had got down to the bare bones of it. 6. With great cheerfulness he pushed on towards the Wild Wood, which lay before him low and threatening, like a black, jagged rock in the sea. 7. There was nothing to alarm him at first. 8. Twigs crackled under his feet; logs tripped him. 9. That was all fun and exciting. 10. He walked to where the light grew dim. 11. Trees crouched nearer and nearer. 12. Holes in the ground made ugly mouths at him on either side. 13. Everything was very still now. 14. The evening came steadily, rapidly, gathering in behind and before. 15. The light seemed to be draining away like flood-water. 150 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. What is the plot? A Mole goes walking by the river when it becomes evening. B Mole sits in Rat’s parlour enjoying the fire and dreaming of summer. C Mole goes to the Wild Wood, which is exciting but a little scary. What is the central message? A Try new things for some excitement. B Exploring alone can be dangerous. C Independence is an important characteristic to have. How does the author use figurative language to develop the story? (tick all that apply) Personification of the holes Simile comparing light to flood water Personification of the trees as crouching Why does the author tell the story? A To inform about wildlife in the winter. B To entertain with a story which relates some of the fears of exploring alone. C To entertain with a story about the dangers of getting lost. 37

7.8 Extended Thinking Stephanie wrote the following interpretative text about the passage you read. Do you think her interpretation is correct? Why or why not? Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept This passage from The Wind in the Willows by Kenneth Grahame is an informative text about the wilderness and wildlife during winter. Through his metaphors and similes, the reader gets a picture of the seeming lifelessness of the winter season. Nevertheless, animals are running around, for example, the mole. The contrast between the dead-looking trees and the active animals is surprising. Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. I think Stephanie’s interpretation is incorrect. The passage from The Wind in the Willows is not informative but entertaining. The reader is excited for Mole’s adventure, but by the evening, the setting turns scary. Perhaps it would have been better if Mole had not gone by himself into the woods. Summary Closure What did you learn today about interpreting the meaning of text? (Pair-Share) Use words from the word bank. interpret meaning plot central message simile metaphor personification Word Bank 37

Independent Practice Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept 1 Read the passage carefully. 2 Answer the questions about the text. (circle) a State which sentence(s) support the answer. (Pair-Share, Discuss) “I know that _____ is the correct answer because in sentence _____ it says __________.” Interpret the meaning of a text. Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat were standing on the very edge of the Wild Wood. 2. Rocks and brambles and tree-roots tangled behind them. 3. In front was a great space of quiet fields. 4. Far ahead was a glint of the familiar, old river. 5. The wintry sun hung red and low on the horizon. 6. Pausing there a moment and looking back, they saw the whole mass of the Wild Wood, grim, thick and threatening, set in vast white snow. 7. They turned and made swiftly for home, for firelight, for the cheery voice of the river that never made them afraid with any amazement. 8. Mole was eager to be at home again among the things he knew and liked. 9. He realised that he was an animal of peaceful fields and hedges, the pasture, the lane of evening lingerings. 10. The clash of conflict that happened in rough Nature was for other animals. 11. He must keep to the pleasant places. 12. There was adventure enough here to last for a lifetime. 164 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. What is the plot? A Mole and Rat return home from the Wild Wood. B Mole and Rat go sledding in the Wild Wood. C Mole and Rat escape the evil ferrets. What is the central message? A It’s better to try new things even if they are scary. B It’s better to avoid new places. C Always appreciate home. 38

Independent Practice (continued) Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept 1 Read the passage carefully. 2 Answer the questions about the text. (circle) a State which sentence(s) support the answer. (Pair-Share, Discuss) “I know that _____ is the correct answer because in sentence _____ it says __________.” Interpret the meaning of a text. Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat were standing on the very edge of the Wild Wood. 2. Rocks and brambles and tree-roots tangled behind them. 3. In front was a great space of quiet fields. 4. Far ahead was a glint of the familiar, old river. 5. The wintry sun hung red and low on the horizon. 6. Pausing there a moment and looking back, they saw the whole mass of the Wild Wood, grim thick and threatening, set in vast white snow. 7. They turned and made swiftly for home, for firelight, for the cheery voice of the river that never made them afraid with any amazement. 8. Mole was eager to be at home again among the things he knew and liked. 9. He realised that he was an animal of peaceful fields and hedges, the pasture, the lane of evening lingerings. 10. The clash of conflict that happened in rough Nature was for other animals. 11. He must keep to the pleasant places. 12. There was adventure enough here to last for a lifetime. 164 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. How does the author use figurative language to develop the story? (tick all that apply) Personification of the wood as threatening Metaphor comparing the river to an old man Personification of the river as cheery Why does the author tell the story? A To inform about the woods. B To tell a story about the joy of coming home. C To tell a story about adventure. 38

Independent Practice (continued)
Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept 1 Read the passage carefully. 2 Answer the questions about the text. (circle) a State which sentence(s) support the answer. (Pair-Share, Discuss) Interpret the meaning of a text. In the interpretive text below, select the correct answers to complete the text. (Circle) 1. In this passage from The Wind in the Willows, Kenneth Grahame relates an entertaining story about ( the adventures of Mole / Mole and Rat defeating the evil ferrets / Mole and Rat happily returning home ). 2. Grahame describes the differences between the Wild Wood and their home by the river. 3. The Wild Wood is ( big and threatening / low and red ) while the river is ( peaceful and white / familiar and cheery ). 4. Through the (metaphor / personification / simile ) of each setting, the Wood and River become almost like characters with which Mole and Rat interact. 5. By the end of this passage, the reader also ( is ready for another adventure / appreciates the peace of home ). 38

Periodic Review 1 Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole rubbed his eyes and stared at Rat, who was looking about him in a puzzled sort of way. 2. "What did you say, Rat?" he asked. 3. "I think I was only saying," said Rat slowly, "that this was the right sort of place, we should find Portly, Otter's son. 4. Why, there he is, the little fellow!" 5. With a cry of delight he ran towards the sleeping Portly. 6. Mole stood still a moment, held in thought, as one wakened suddenly from a beautiful dream, who struggles to recall it, and can recapture nothing but a dim sense of the beauty of it! 7. After struggling with his memory for a brief time, Mole shook his head sadly and followed the Rat. 8. Portly woke up with a joyous squeak, and wriggled with pleasure at the sight of his father's friends. 9. In a moment, however, his face grew blank, and he fell to hunting round in a circle with pleading whine. 10. Then he sat down and cried bitterly. 11. Mole ran quickly to comfort the little animal. 12. Rat lingered and looked doubtfully at certain hoof-marks deep in the lawn. 13. "Some great animal has been here," he murmured as he stood thinking and thinking. 201 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. What is the plot? A Mole and Rat go boating on the river. B Mole and Rat find a mysterious island. C Mole and Rat find Portly. What is the central message? A Use your intuition to find what you are looking for. B It’s good to help those who are in need. C Don’t be forgetful. How does the author use figurative language to develop the story? (tick all that apply) A metaphor comparing Rat’s speech to a running deer A simile comparing Mole’s thoughts to being wakened from a beautiful dream Personification of the bank as friendly and safe Why does the author tell the story? A To entertain with a story that captures the feeling of a daydream. B To inform about the otter life cycle. C To persuade the reader to help find Portly. 38

Extended Thinking Complete the interpretive text below. (Circle) Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole rubbed his eyes and stared at Rat, who was looking about him in a puzzled sort of way. 2. "What did you say, Rat?" he asked. 3. "I think I was only saying," said Rat slowly, "that this was the right sort of place, we should find Portly, otter's son. 4. Why, there he is, the little fellow!" 5. With a cry of delight he ran towards the sleeping Portly. 6. Mole stood still a moment, held in thought, as one wakened suddenly from a beautiful dream, who struggles to recall it, and can recapture nothing but a dim sense of the beauty of it! 7. After struggling with his memory for a brief time, Mole shook his head sadly and followed the Rat. 8. Portly woke up with a joyous squeak, and wriggled with pleasure at the sight of his father's friends. 9. In a moment, however, his face grew blank, and he fell to hunting round in a circle with pleading whine. 10. Then he sat down and cried bitterly. 11. Mole ran quickly to comfort the little animal. 12. Rat lingered and looked doubtfully at certain hoof-marks deep in the lawn. 13. "Some great animal has been here," he murmured as he stood thinking and thinking. 201 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. 1. This passage from The Wind in the Willows by Kenneth Grahame tells about ( Rat and Mole finding Portly / Rat and Mole getting lost in a new spot on the River ). The place they have found Portly affects both Mole and Rat as they both become (thoughtful / sad / suspicious ). 2. Especially through the (metaphor / simile ) describing Mole’s feeling of having waked from a beautiful dream, the reader wonders what magical force helped them find Portly. 3. In the end, Rat discovers mysterious clues in the form of ( a letter / hoof marks / his memory ). 4. In this way, the reader not only learns of Rat and Mole finding Portly, but also is led into a deeper mystery. 39

Periodic Review 2 Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. The Seafarer's voice was vibrant. 2. Spell-bound, Water Rat followed the Seafarer over stormy bays and up winding rivers. 3. The Seafarer's eye was lit with a brightness that seemed caught from some far-away lighthouse. 4. The quiet world outside receded far away and ceased to be. 5. And the talk, the wonderful talk flowed on. 6. Mechanically Rat returned home and gathered together a satchel. 7. He swung it over his shoulder, just as Mole appeared at the door. 8. “Why, where are you off to, Ratty?” asked Mole in great surprise. 9. “Going Seawards first and then on a ship,” murmured Rat in a dreamy voice. 10. Mole was alarmed. 11. He placed himself in front of him, and dragged him inside. 12. Rat struggled desperately for a few moments, and then lay still. 13. Casually, Mole slipped away and returned with a pencil and a few half-sheets of paper. 14. “It's quite a long time since you did any poetry,” he remarked. 15. When Mole peeped in later, Rat was absorbed, alternately scribbling and sucking the top of his pencil. 176 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. What is the plot? A Mole fights with the Seafarer. B The Seafarer kidnaps Rat, but Rat runs away. C Rat gets entranced with the idea of going to the sea, but Mole saves him. What is the central message? A Don’t listen to those who don’t take their own advice. B Try sailing at least once. C Don’t be swept away by whims. How does the author use figurative language to develop the story? (select all that apply) Simile comparing Mole to a prison guard Metaphor comparing the Seafarer’s eye to a lighthouse Alliteration of “Spellbound”, “Seafarer” and “stormy” Why does the author tell the story? A To inform about how to sail on the ocean. B To tell a story about Mole helping Rat remember what’s important to him. C To persuade the reader to try writing poetry. Another type of figurative language is alliteration. Alliteration is the repetition of words with the same beginning sounds. It makes the text more interesting to read as well as affects how it makes the reader feel. Connect & Review 39

Extended Thinking Complete the interpretive text below. (Circle) Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. The Seafarer's voice was vibrant. 2. Spell-bound, Water Rat followed the Seafarer over stormy bays and up winding rivers. 3. The Seafarer's eye was lit with a brightness that seemed caught from some far-away lighthouse. 4. The quiet world outside receded far away and ceased to be. 5. And the talk, the wonderful talk flowed on. 6. Mechanically Rat returned home and gathered together a satchel. 7. He swung it over his shoulder, just as Mole appeared at the door. 8. “Why, where are you off to, Ratty?” asked Mole in great surprise. 9. “Going Seawards first and then on a ship,” murmured Rat in a dreamy voice. 10. Mole was alarmed. 11. He placed himself in front of him, and dragged him inside. 12. Rat struggled desperately for a few moments, and then lay still. 13. Casually, Mole slipped away and returned with a pencil and a few half-sheets of paper. 14. “It's quite a long time since you did any poetry,” he remarked. 15. When Mole peeped in later, Rat was absorbed, alternately scribbling and sucking the top of his pencil. 176 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. 1. This passage from The Wind in the Willows by Kenneth Grahame tells of the Seafarer entrancing Rat with ideas of ( becoming a sailor on the sea / going South with the birds / going on an adventure in the Wild Woods ). 2. Kenneth Grahame uses a ( simile / metaphor / personification ) to describe the Seafarer’s eyes. 3. He even uses vocabulary related to the sea like ( winding and vibrant / lighthouse and flows ) to describe the Seafarer. 4. In the end, Rat’s trance is broken by Mole who brings him ( paper to write poetry / tea and biscuits to eat), which is one of Rat’s favourite things to do. 5. Then the reader, along with Rat, learns it is better to stay near friends and not to be swept away by whims. 39

Periodic Review 3 Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat reached the main river. 2. They went to where Otter was keeping his lonely watch. 3. As they drew near, the Mole took the boat in to the bank. 4. They lifted Portly out and set him on his legs on the path, told him which way to go and gave him a friendly farewell pat on the back. 5. They watched the little animal as he waddled along the path contentedly and with importance. 6. They watched him till they saw his muzzle suddenly lift and his waddle break into a clumsy run. 7. He quickened his pace with shrill whines and wriggles of recognition. 8. Looking up the river, they could see Otter start up, tense and rigid, from out of the shallows where he crouched in silence. 9. They could hear his amazed and joyous bark as he bounded up through the willows onto the path. 10. Then the Mole, with a strong pull on one oar, swung the boat round and let the full stream bear them home again. 168 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. What is the plot? A Mole and Rat discover Otter who was lost on the river. B Mole and Rat return Portly to Otter, his father. C Mole and Rat take Portly on a fun trip down the river. What is the central message? A It is good to return home. B Always be kind to those you meet. C Don’t be afraid to ask questions. How does the author use figurative language to develop? (select all that apply) Alliteration of “friendly farewell” Metaphor comparing the river to a snake Simile comparing the boat to a swan Why does the author tell the story? A To tell a story about a reunion. B To persuade the reader to look for a way to help others. C To tell a story about the river at night. Another type of figurative language is alliteration. Alliteration is the repetition of words with the same beginning sounds. It makes the text more interesting to read as well as affects how it makes the reader feel. Connect & Review 40

Extended Thinking Interpret the meaning of a text by answering three main questions about it. What story does the author tell? How does the author tell the story? Why does the author tell the story? Remember the Concept Select the sentence(s) that support the interpretation below. (Shade) Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat reached the main river. 2. They went to where Otter was keeping his lonely watch. 3. As they drew near, the Mole took the boat in to the bank. 4. They lifted Portly out and set him on his legs on the path, told him which way to go and gave him a friendly farewell pat on the back. 5. They watched the little animal as he waddled along the path contentedly and with importance. 6. They watched him till they saw his muzzle suddenly lift and his waddle break into a clumsy run. 7. He quickened his pace with shrill whines and wriggles of recognition. 8. Looking up the river, they could see Otter start up, tense and rigid, from out of the shallows where he crouched in silence. 9. They could hear his amazed and joyous bark as he bounded up through the willows onto the path. 10. Then the Mole, with a strong pull on one oar, swung the boat round and let the full stream bear them home again. 168 words Interpret the meaning of text. Plot The series of events in a story. Central Message The lesson the text teaches. Simile Compares two unlike things using like or as. Metaphor Compares the qualities of two unlike things without using like or as. Personification Gives the qualities of a person to an animal or object. Purpose The reason the author wrote it. Interpretations Sentences 1. Grahame’s description of Portly running to his father shows how happy he is. O 6 O 7 O 9 2. Mole and Rat are happy to return Portly to his father. O 2 O 4 O 10 3. Grahame uses alliteration of “w” words to describe Portly. This makes the reader feel more affectionate toward the baby otter. O 5 O 6 O 7 40

Year 5 English Learning Objective: We will respond to text.
Content Descriptor: Year 5 ACELT 1609 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. Embedded Content Descriptor: Prerequisite(s): Year 5 ACELT 1795 Use metalanguage to describe the effects of ideas, text structures and language features on a particular audience. Year 4 ACELT 1603 Discuss literary experiences with others, sharing responses and expressing a point of view. Manipulative(s): Special Instructions: This lesson follows the “Interpret the meaning of a text” under standard ACELT In that lesson, students learnt to interpret the text. The ideas were organised by asking what, how or why questions. In this lesson, students will use the same text and the answers from the multiple choice questions in that lesson to plan their own paper. Students will then write their own response based on the graphic organiser. The ideas are organised by the beginning, middle and end of a paragraph. Note that the questions that are copied from the “Interpret the meaning of a text” lesson do not animate. Vocabulary Academic: respond, review Content: Support: sinuous, scrabbled and scrooged, flood level, brambles, lingerings, absorbed, crouched A41

Adapted from The Wind in the Willows
We will respond1 to text. Learning Objective Read the learning objective to your partner. What does respond mean? Respond means __________. Declare the Objective 8 Activate Prior Knowledge Answer the questions about the passage. Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole thought his happiness was complete. 2. Then, as he walked aimlessly along, suddenly he stood by the edge of a full river. 3. Never in his life had he seen a river before. 4. It was a sleek, sinuous2, animal. 5. It chased and chuckled. 6. It gripped things with a gurgle and left them with a laugh. 7. It flung itself on fresh playmates that shook themselves free. 8. All was glints and gleams and sparkles, rustle and swirl, chatter and bubble. 9. The Mole was under a spell. 10. He trotted by the side of the river, while the river still chattered to him. 11. It told a babbling train of the best stories in the world, sent from the heart of the earth to be told at last to the sea. 125 words What is the plot? A Mole is helping Rat row down the river, when he falls out of the boat. B Mole is looking for Portly when he gets distracted by the river. C Mole is wandering along when he discovers a beautiful river. How does the author use figurative language to develop the story? (tick all that apply) Alliteration of “glints and gleams” “sparkles” and “swirl” A metaphor comparing the river to an animal A metaphor comparing Mole to a bear. Personification of a river as a story-teller Students, you already know how to interpret the meaning of a text. Now, we will organise our answers and write a response to a text.  Make the Connection Why does the author tell the story? A To inform about how seasons affect river ecosystems. B To persuade the reader to participate in a river clean-up. C To entertain the reader with a story about discovering a new joy. 1 discuss 2 curvy Definitions 41

Organise your Interpretation
Concept Development Respond to text by organising and writing an interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Adapted from The Wind in the Willows by Kenneth Grahame 1. The Mole had been working very hard all the morning. 2. He was spring-cleaning his little home. 3. First with brooms, then with dusters, then on ladders until he had an aching back and weary arms. 4. Spring was moving in the air above and in the earth below like a dancer. 5. Spring was filling his dark and little house with its longing. 6. It was small wonder, then, that he suddenly flung down his brush on the floor, saying 'Bother!' 7. He rushed out of the house. 8. Something up above was calling him eagerly. 9. He walked out of the steep little tunnel which led up to the path where animals live nearer to the sun and air. 10. So he scraped and scratched and scrabbled and scrooged3, working busily with his little paws and muttering to himself, 'Up we go! Up we go!' till at last, pop! his snout came out into the sunlight. 11. He found himself rolling in the warm grass of a great meadow, which was his verandah. 12. Spring was calling him to new adventures. 177 words In the previous lesson, we interpreted the meaning of a text by explaining four parts of a text: plot, central message, figurative language and purpose. Connect & Review Organise your Interpretation Introduction State the author and title. Summarise the plot. The Wind in the Willows by Kenneth Grahame Mole is spring cleaning. Spring calls Mole outside. Mole goes outside. Middle Explain the figurative language. Simile compares spring to a dancer Personification of spring Metaphor compares the meadow to a verandah Conclusion Tell how the central message relates to the purpose. Through an entertaining story about how spring makes us all feel, the reader learns to be open to trying new adventures. 3 (scrabbled and scrooged) scraped and grabbed with hands Definitions 41

Organise your Interpretation
Concept Development (continued) Which of the following should go in the introduction, the middle and the conclusion? A The plot of Goldilocks is that she enters the bears’ house to eat their food and use their things. She gets caught napping and runs away. B The purpose of Goldilocks is to entertain the listener with humour and a lesson. C The story of Goldilocks teaches the reader not to use other people’s things. D Goldilocks’ hair looked like fine, spun threads of gold. In your own words, how do you respond to text? “Respond to text by ______________.” Checking for Understanding Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Organise your Interpretation Introduction State the author and title. Summarise the plot. The Wind in the Willows by Kenneth Grahame Mole is spring cleaning. Spring calls Mole outside. Mole goes outside. Middle Explain the figurative language. Simile compares spring to a dancer Personification of spring Metaphor compares the meadow to a verandah Conclusion Tell how the central message relates to the purpose. Through an entertaining story about how spring makes us all feel, the reader learns to be open to trying new adventures. Introduction Conclusion Conclusion Middle Write your interpretation In this passage from The Wind in the Willows by Kenneth Grahame, Mole is spring cleaning when all of a sudden spring calls him out of his hole. When he gets out he enjoys beautiful springtime. The simile which compares spring to a dancer reveals the movement and happiness of the season. The personification of spring almost makes it like a character that Mole interacts with. The reader can almost imagine it tugging Mole out of his hole. The final metaphor comparing the meadow to a verandah shows that the outside world is just as comfortable and safe as Mole’s home. Through this entertaining story that relates how everyone feels during Spring, Grahame teaches the reader to be open to trying new adventures. 41

Skill Development & Guided Practice Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. 1 Read the passage. 2 Review4 the answers from “Interpret the meaning of a text”. 3 Use the answers to fill in the graphic organiser below. Respond to text. 3 How did I/you use the answers from “Interpret the meaning of text” to fill in the graphic organiser? Checking for Understanding Adapted from The Wind in the Willows by Kenneth Grahame 1. As Mole sat on the grass and looked across the river, a dark hole in the bank caught his eye. 2. Dreamily he thought that it would be a nice, snug home for an animal fond of a riverside home. 3. It was above flood level5 and far from noise and dust. 4. As he gazed, something bright and small twinkled down in the heart of it. 5. It disappeared, then twinkled once more like a star. 6. But it could hardly be a star in such an unlikely place. 7. It was too glittering and small for a glow-worm. 8. Then, as he looked, it winked at him, and so he realised it was an eye. 9. A small face began slowly to grow up round it. 10. The face was a picture frame around the bright eyes. 11. A brown little face, with whiskers. 12. A serious round face, with the same twinkle in its eye. 13. Small, neat ears and thick, silky hair. 14. It was the Water Rat! 15. Mole was glad he had found his friend. 168 words Interpret the Meaning of a Text What is the plot? A Mole is dreaming about living in a house by a river. B Mole sits on the grass. He sees a star, then the star disappears. C Mole sees an animal’s home across the river, then he realises it belongs to Water Rat. If students select A… If students select B... Organise your Interpretation Introduction State the author and title. Summarise the plot. ______________________________________________________________________________________________ The Wind in the Willows by Kenneth Grahame Mole sees an animal’s home across the river, then he realises it belongs to Water Rat. 4 look at again 5 (flood level) the height below which a river usually floods Definitions 42

Skill Development & Guided Practice (continued) Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written response states your interpretation of the text clearly. 1 Read the passage. 2 Review the answers from “Interpret the meaning of a text”. 3 Use the answers to fill in the graphic organiser below. Hint: There may be more figurative language in the passage that is not mentioned in the question. Include these in the graphic organiser. Respond to text. 3 How did I/you use the answers from “Interpret the meaning of text” to fill in the graphic organiser? Checking for Understanding Interpret the Meaning of a Text Adapted from The Wind in the Willows by Kenneth Grahame 1. As Mole sat on the grass and looked across the river, a dark hole in the bank caught his eye. 2. Dreamily he thought that it would be a nice, snug home for an animal fond of a riverside residence. 3. It was above flood level and far from noise and dust. 4. As he gazed, something bright and small twinkled down in the heart of it. 5. It vanished, then twinkled once more like a star. 6. But it could hardly be a star in such an unlikely place. 7. It was too glittering and small for a glow-worm. 8. Then, as he looked, it winked at him, and so he realised it was an eye. 9. A small face began gradually to grow up round it. 10. The face was a picture frame around the bright eyes. 11. A brown little face, with whiskers. 12. A serious round face, with the same twinkle in its eye. 13. Small neat ears and thick silky hair. 14. It was the Water Rat! 15. Mole was glad he had found his friend. 168 words How does the author use figurative language to develop the story? (tick all that apply) A simile comparing a light to a star A metaphor comparing a face to a picture frame A metaphor comparing Water Rat to a star Personification of home as a friend If students select A… If students select B... Organise your Interpretation Middle Explain the figurative language. __________________________________________________________ A simile comparing the light to a star A metaphor comparing a face to a picture frame A metaphor comparing the centre of the home to a heart 42

Skill Development & Guided Practice (continued) Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. 1 Read the passage. 2 Review the answers from “Interpret the meaning of a text”. 3 Use the answers to fill in the graphic organiser below. Respond to text. 3 How did I/you use the answers from “Interpret the meaning of text” to fill in the graphic organiser? Checking for Understanding Adapted from The Wind in the Willows by Kenneth Grahame 1. As Mole sat on the grass and looked across the river, a dark hole in the bank caught his eye. 2. Dreamily he thought that it would be a nice, snug home for an animal fond of a riverside residence. 3. It was above flood level and far from noise and dust. 4. As he gazed, something bright and small twinkled down in the heart of it. 5. It vanished, then twinkled once more like a star. 6. But it could hardly be a star in such an unlikely place. 7. It was too glittering and small for a glow-worm. 8. Then, as he looked, it winked at him, and so he realised it was an eye. 9. A small face began gradually to grow up round it. 10. The face was a picture frame around the bright eyes. 11. A brown little face, with whiskers. 12. A serious round face, with the same twinkle in its eye. 13. Small neat ears and thick silky hair. 14. It was the Water Rat! 15. Mole was glad he had found his friend. 168 words Interpret the Meaning of a Text What is the central message? A Don’t trust those who hide. B Good friends are worth looking for. C Take time to enjoy the good things in life. Why does the author tell the story? A To inform about river life. B To persuade the reader to make more friends. C To entertain with a story about friends meeting. If students select A… If students select B... Organise your Interpretation Conclusion Tell how the central message relates to the purpose. ____________________________________________________________________________________________________________________________________________________________________________________________ An entertaining story that tells the joy of friends meeting and teaches that good friends are worth looking for 42

Student answers will vary.
Skill Development & Guided Practice (continued) Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. 1 Use the graphic organiser to write a response on a separate piece of paper. Respond to text. 1 How did I/you use the graphic organiser to write a response? Checking for Understanding Organise your Interpretation Introduction State the author and title. Summarise the plot. The Wind in the Willows by Kenneth Grahame Mole sees an animal’s home across the river, then he realises it belongs to Water Rat. Middle Explain the figurative language. A simile comparing a light to a star A metaphor comparing a face to a picture A metaphor comparing the centre of the home to a heart Conclusion Tell how the central message relates to the purpose. The story relates the joy of finding friends and teaches us that good friends are worth looking for. If students select A… If students select B... Student answers will vary. In this passage from The Wind in the Willows by Kenneth Grahame, Mole is relaxing on the bank of the river when a light in an animal burrow across the way catches his eye. The simile which compares the light to a star begins Mole’s thoughts as he tries to figure out what it is. The simile comparing the centre of the home to a heart shows how deep the light is in the hole, suggesting there is something alive in there. Then slowly Grahame reveals what the light is as he uses a metaphor comparing Rat’s face to a picture. Each part of his face comes into focus one at a time. This story relates the joy of finding friends and teaches us that good friends are worth looking for. 42

1 2 Responding to text will help you tell someone about what you read.
Relevance Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. 1 Responding to text will help you tell someone about what you read. Kim explained that The Wind in the Willows tells the adventures of Mole and Rat by the river and in the Wild Wood. 2 Responding to text will help you do well on tests. Does anyone else have another reason why it is relevant to respond to text? (Pair-Share) Why is it relevant to respond to text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

7.8 Organise your Interpretation Introduction Middle Conclusion
Skill Closure Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept 1 Use the graphic organiser to write a response on a separate piece of paper. Respond to text. Organise your Interpretation Introduction State the author and title. Summarise the plot. The Wind in the Willows by Kenneth Grahame Mole goes into the Wild Wood, which is exciting but a little scary. Middle Explain the figurative language. Personification of the holes A simile comparing light to flood water Personification of the trees as crouching Conclusion Tell how the central message relates to the purpose. An entertaining story that shows exploring alone can be dangerous. Adapted from The Wind in the Willows by Kenneth Grahame 1. One afternoon, Mole decided to go out by himself and explore the Wild Wood. 2. It was a cold, still afternoon with a hard, steely sky overhead. 3. He slipped out of the warm parlour into the open air. 4. The country lay bare and entirely leafless around him. 5. He had got down to the bare bones of it. 6. With great cheerfulness he pushed on towards the Wild Wood, which lay before him low and threatening, like a black, jagged rock in the sea. 7. There was nothing to alarm him at first. 8. Twigs crackled under his feet; logs tripped him. 9. That was all fun and exciting. 10. He walked to where the light grew dim. 11. Trees crouched nearer and nearer. 12. Holes in the ground made ugly mouths at him on either side. 13. Everything was very still now. 14. The evening came steadily, rapidly, gathering in behind and before. 15. The light seemed to be draining away like flood-water. 150 words Click to view text. Student answers will vary. Extended Thinking Cecelia says that the personification of the holes as ugly mouths and the personification of the crouching trees makes the Wild Wood seem scary. Do you agree with her? Why or Why not? I agree with Cecelia. “Ugly” and “crouching” are both negative words. The personification makes things seem alive that shouldn’t be. Summary Closure What did you learn today about responding to text? (Pair-Share) Use words from the word bank. respond organise write graphic organiser written response Word Bank 43

Independent Practice Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept 1 Read the passage. 2 Review the answers from “Interpret the meaning of a text”. 3 Use the answers to fill in the graphic organiser below. Hint: There may be more figurative language in the passage that is not mentioned in the question. Include these in the graphic organiser. Respond to text. Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat were standing on the very edge of the Wild Wood. 2. Rocks and brambles6 and tree-roots tangled behind them. 3. In front was a great space of quiet fields. 4. Far ahead was a glint of the familiar, old river. 5. The wintry sun hung red and low on the horizon. 6. Pausing there a moment and looking back, they saw the whole mass of the Wild Wood, grim, thick and threatening, set in vast white snow. 7. They turned and made swiftly for home, for firelight, for the cheery voice of the river that never made them afraid with any amazement. 8. Mole was eager to be at home again among the things he knew and liked. 9. He realised that he was an animal of peaceful fields and hedges, the pasture, the lane of evening lingerings The clash of conflict that happened in rough Nature was for other animals. 11. He must keep to the pleasant places. 12. There was adventure enough here to last for a lifetime. 164 words Interpret the Meaning of a Text What is the plot? A Mole and Rat return home from the Wild Wood. B Mole and Rat go sledding in the Wild Wood. C Mole and Rat escape the evil ferrets. How does the author use figurative language to develop the story? (tick all that apply) Personification of the wood as threatening Metaphor comparing the river to an old man Personification of the river as cheery Introduction State the author and title. Summarise the plot. ______________________________________________________________________________________________ Middle Explain the figurative language. _______________________________________________ The Wind in the Willows by Kenneth Grahame Mole and Rat return home from the Wild Wood. Personification of the wood as threatening 6 prickly bush or shrub 7 long-lasting enjoyment Definitions Personification of the river as cheery Alliteration of “clash of conflict” 44

Independent Practice (continued) Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept 1 Read the passage. 2 Review the answers from “Interpret the meaning of a text”. 3 Use the answers to fill in the graphic organiser below. Respond to text. Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat were standing on the very edge of the Wild Wood. 2. Rocks and brambles and tree-roots tangled behind them. 3. In front was a great space of quiet fields. 4. Far ahead was a glint of the familiar, old river. 5. The wintry sun hung red and low on the horizon. 6. Pausing there a moment and looking back, they saw the whole mass of the Wild Wood, grim, thick and threatening, set in vast white snow. 7. They turned and made swiftly for home, for firelight, for the cheery voice of the river that never made them afraid with any amazement. 8. Mole was eager to be at home again among the things he knew and liked. 9. He realised that he was an animal of peaceful fields and hedges, the pasture, the lane of evening lingerings. 10. The clash of conflict that happened in rough Nature was for other animals. 11. He must keep to the pleasant places. 12. There was adventure enough here to last for a lifetime. 164 words Interpret the Meaning of a Text What is the central message? A It’s better to try new things even if they are scary. B It’s better to avoid new places. C Always appreciate home. Why does the author tell the story? A To inform about the woods. B To tell a story about the joy of coming home. C To tell a story about adventure. Organise your Interpretation Conclusion Tell how the central message relates to the purpose. ____________________________________________________________________________________________________________________________________________________________________________________________ An entertaining story which relates the joy of coming home teaches the reader to always appreciate one’s home. 44

Student answers will vary.
Independent Practice (continued) Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept 1 Use the graphic organiser to write a response on a separate piece of paper. Respond to text. Organise your Interpretation Introduction State the author and title. Summarise the plot. The Wind in the Willows by Kenneth Grahame Mole and Rat return home from the Wild Wood. Middle Explain the figurative language. Personification of the wood as threatening Personification of the river as cheery Alliteration of “clash of conflict” Conclusion Tell how the central message relates to the purpose. An entertaining story which relates the joy of coming home teaches the reader to always appreciate ones home. Student answers will vary. In this passage from The Wind in the Willows by Kenneth Grahame, Mole and Rat are leaving the Wild Wood and are going to the river, their home. Each setting is clearly personified. While the Wild Wood is threatening and grim, the river is familiar and cheery. The alliteration of the harsh “c” sounds in “clash of conflict” emphasises the meaning of the words and the scary setting of the Wild Wood. Through this descriptive and entertaining passage the reader learns how happy Mole is to be retuning home and to appreciate his or her home as well. 44

Periodic Review 1 Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole rubbed his eyes and stared at Rat, who was looking about him in a puzzled sort of way. 2. "What did you say, Rat?" he asked. 3. "I think I was only saying," said Rat slowly, "that this was the right sort of place, we should find Portly, Otter's son. 4. Why, there he is, the little fellow!" 5. With a cry of delight he ran towards the sleeping Portly. 6. Mole stood still a moment, held in thought, as one wakened suddenly from a beautiful dream, who struggles to recall it, and can recapture nothing but a dim sense of the beauty of it! 7. After struggling with his memory for a brief time, Mole shook his head sadly and followed Rat. 8. Portly woke up with a joyous squeak, and wriggled with pleasure at the sight of his father's friends. 9. In a moment, however, his face grew blank, and he fell to hunting round in a circle with a pleading whine. 10. Then he sat down and cried bitterly. 11. Mole ran quickly to comfort the little animal. 12. Rat lingered and looked doubtfully at certain hoof-marks deep in the lawn. 13. "Some great animal has been here," he murmured as he stood thinking and thinking. 201 words Extended Thinking Rafaela says that Mole isn’t the only one who tries to remember something. After Portly sees his father’s friends, becomes sad and is looking for something. Rat, at the beginning, seems puzzled and at the end is thinking hard and looking around. These parts of the plot all make the reader wonder if something else has happened. Do you agree with her? Why or Why not? Use the graphic organiser to write a response on a separate piece of paper. Introduction State the author and title. Summarise the plot. __________________________________________________________________________________________ Middle Explain the figurative language. Conclusion Tell how the central message relates to the purpose. _______________________________________________________________________________________________________________________________________ The Wind in the Willows by Kenneth Grahame Mole and Rat find Portly. A simile comparing Mole’s thoughts to being wakened from a dream I agree with Rafaela. Since all three characters have a moment when they try to remember something, it makes the story feel mysterious. An entertaining story which relates the feeling of a daydream teaches that it is good to come out of dreams and take action to help. 45

Periodic Review 2 Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. The Seafarer's voice was vibrant. 2. Spell-bound, Water Rat followed the Seafarer over stormy bays and up winding rivers. 3. The Seafarer's eye was lit with a brightness that seemed caught from some far-away lighthouse. 4. The quiet world outside receded far away and ceased to be. 5. And the talk, the wonderful talk flowed on. 6. Mechanically Rat returned home and gathered together a bag. 7. He swung it over his shoulder, just as Mole appeared at the door. 8. “Why, where are you off to, Ratty?” asked Mole in great surprise. 9. “Going Seawards first and then on a ship,” murmured Rat in a dreamy voice. 10. Mole was alarmed. 11. He placed himself in front of him, and dragged him inside. 12. Rat struggled desperately for a few moments, and then lay still. 13. Casually, Mole slipped away and returned with a pencil and a few half-sheets of paper. 14. “It's quite a long time since you did any poetry,” he remarked. 15. When Mole peeped in later, Rat was absorbed1, alternately scribbling and sucking the top of his pencil. 176 words Extended Thinking Use the graphic organiser to write a response on a separate piece of paper. Thomas says that the alliteration of “s” words at the beginning imitates the sounds of the wind. Do you agree with him? Why or Why not? Introduction State the author and title. Summarise the plot. ____________________________________________________________________________________________ Middle Explain the figurative language. ______________________________________________ Conclusion Tell how the central message relates to the purpose. __________________________________________________________________________________________________________________________________________ The Wind in the Willows by Kenneth Grahame Rat gets entranced with the idea of going to the sea, but Mole saves him. I disagree with Thomas. The alliteration of the “s” words sounds like the sound of ocean waves. This relates to the Seafarer’s ability to entrance Rat with his stories, just like listening to ocean waves can be entrancing. It also relates to the Seafarer being from the sea. Metaphor comparing the Seafarer’s eye to a lighthouse. Alliteration of “s” words in the beginning An entertaining story which relates how Mole helps Rat remember what is important to him and teaches not to be swept away by whims 1 focused; gave full attention Definitions 46

Periodic Review 3 Respond to text by organising and writing your interpretation. A graphic organiser keeps the ideas in order. A written interpretation explains what the text means in a paragraph. Remember the Concept Adapted from The Wind in the Willows by Kenneth Grahame 1. Mole and Rat reached the main river. 2. They went to where Otter was keeping his lonely watch. 3. As they drew near, Mole took the boat in to the bank. 4. They lifted Portly out and set him on his legs on the path, told him which way to go and gave him a friendly farewell pat on the back. 5. They watched the little animal as he waddled along the path happily and with importance. 6. They watched him till they saw his muzzle suddenly lift and his waddle break into a clumsy run. 7. He quickened his pace with shrill whines and wriggles of recognition. 8. Looking up the river, they could see Otter start up, tense and rigid, from out of the shallows where he crouched1 in silence. 9. They could hear his amazed and joyous bark as he bounded up through the willows onto the path. 10. Then the Mole, with a strong pull on one oar, swung the boat round and let the full stream bear them home again. 168 words Use the graphic organiser to write a response on a separate piece of paper. Extended Thinking Introduction State the author and title. Summarise the plot. ____________________________________________________________________________________________ Middle Explain the figurative language. ______________________________________________ Conclusion Tell how the central message relates to the purpose. __________________________________________________________________________________________________________________________________________ Phillip says that the alliteration of “w” words affects the emotions of the reader. The reader feels happy for Portly who whines and wriggles. Do you agree with him? Why or Why not? The Wind in the Willows by Kenneth Grahame Mole and Rat return Portly to Otter, his father. I agree with Phillip. Alliteration is one way an author can affect the emotions of the reader. Because Grahame uses a series of “w” words the reader connects with Portly’s happy feelings. Alliteration of “friendly farewell” Alliteration of “w” words throughout An entertaining story which relates about a reunion teaches that it is good to return home 1 knelt Definitions 47

Year 5 English Learning Objective: We will identify social, cultural and historical contexts in literature. Content Descriptor: Year 5 ACELT 1608 Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. Embedded Content Descriptor: Year 5 ACELA 1501 Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships. Prerequisite(s): Year 4 ACELT 1686 Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts. Manipulative(s): Special Instructions: The focus of this lesson is to have students learn additional contextual information and see how that changes their interpretation of a text. Culture includes the language, values, customs and other norms of a time and place. Society is the relationships and hierarchies between people in a cultural or political group. History is the wider events that usually occur outside of a story that cause conflict or otherwise externally influence the story. These are all potential points of tension, but the context changes how we view and interpret that tension. The distinction between social and cultural contexts is often very fine. Students are not being asked to distinguish between any of the types of context, only to identify what these contexts mean in terms of the questions being asked. For the most part, these questions should be discussed as a group with an emphasis on how the new knowledge changes how students see the characters, the plot and other elements of the story. Vocabulary Academic: identify Content: social, cultural, historical, context Support: bureaucracy, C.E., pranam, Brahmin, isolated, conscription, nomadic, famine A49

Learning Objective Read the learning objective to your partner. What does identify mean? Identify means __________. Declare the Objective We will identify1 social, cultural and historical contexts in literature. 9 Activate Prior Knowledge To interpret the meaning of text, we can look at the plot, or what happens, in the story. Adapted from Wind in the Willows by Kenneth Grahame Mole had been working hard all morning. He was spring-cleaning his little home. But then, something in the air filled his house with longing. He threw down his brush, and crawled out of his hole into the bright sunshine of a great meadow. Spring had called him and he had answered. Students, you already know that we can interpret text by looking closely at the plot and central message. Now, we will look at three other ways we can interpret text: by identifying social, cultural and historical contexts.  Make the Connection What was the problem in the plot of this text? A Mole was tired of working. B Mole threw down his brush and crawled. C Mole answered the call of spring. D Mole felt the longing of spring and had to do something different. 1 find Definitions 49

Context is the circumstances around an event, idea or statement.
Concept Development In your own words, what is cultural context? Cultural context is _____________. In your own words, what is social context? Social context is _____________. In your own words, what is historical context? Historical context is _____________. Checking for Understanding Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. This includes family, politics and any other ways that society is put together. Historical context is the time and events that surround a story. These outside events often influence the story in important ways. Contexts in literature Cultural Context Mum cooked Matzah balls for Passover. His grandfather still wears his traditional Pashtun clothes. All cultures have unique foods, clothing and other traditions. Social Context She always bowed deeply to her grandmother. Sir Bedevere knew he had to provide for his subjects. All societies have rules that tell people how to act or treat each other. Historical Context The famine meant that there was little food. The war had damaged many farms and homesteads. Regional or world historical events can be important to a story. 49

China: The Ballad of Mulan
Skill Development & Guided Practice Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. 4a How did I/you identify information in the text that helped to answer the question? Checking for Understanding 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the text and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify cultural contexts in literature. The Ballad of Mulan is a story that took place during the Tang Dynasty ( C.E. or Common Era). During the Tang dynasty, women’s roles in the Imperial culture were fairly liberal. Some women became powerful religious and social figures. In the court, women would openly criticise men who talked too much, were impolite or who were too boastful. Women also participated in a popular new sport, polo, that was introduced from Persia. However, the story was written down later when it was less acceptable for women to do anything outside of their household duties. Cultural Connection China: The Ballad of Mulan A long time ago, there was a girl named Mulan. She lived in China with her father and young brother. Her father was a retired soldier. He was too old to fight in battle, but he taught his daughter how to ride horses and use a sword. This was unusual, but Mulan’s father thought that everyone should learn how to fight. One day, soldiers came into town. Men were needed for the army. Each household had to send a man to fight in the war. Mulan knew that her father would not survive a battle, and her brother was too young to go fight. She knew that she had to take her father’s place, but women were not allowed in the army. Mulan took her father’s armour and clothing. She dressed up as a man and reported for duty. The warriors accepted ‘him’ because Mulan knew how to ride and use a sword. Mulan was careful keeping her secret. Nobody ever suspected that the fine warrior Mulan was a woman. She was even recognised by the emperor for her courage. Eventually, she returned home wealthy and well. Her family greeted her with joy. Her brother was delighted to receive her military clothes. Mulan returned to dressing as a woman. A few days later, some of Mulan’s friends from the army came for a visit. They could not believe their eyes when they saw that she was a woman. She knew all of their stories and showed them that she could still use a sword. They eventually realised that she was Mulan the great warrior! They spread her story across China and inspired many women across the land. If students select A… If students select B... Women in the Tang Dynasty could perform roles that were not usual for women. What tasks did Mulan perform that were unusual for a woman in ancient times? A She asked for soldiers to protect her. B She returned home and dressed as a woman. C She learnt to fight from her father. D She dressed as a man and joined the army. Application 50

Skill Development & Guided Practice (continued) Context is the circumstances around an event, idea or statement. Social context is the relationships between the people in a story. This includes family, politics and any other ways that society is put together. 4a How did I/you identify information in the text that helped to answer the question? Checking for Understanding 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the text and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify social contexts in literature. Ancient China developed a very extensive bureaucracy. A bureaucracy is when government is run by state officials. Bureaucracy can often be unresponsive when situations change. An obvious mistake is often left in place because it is against the rules to change it without approval from a distant official. This can include anything from paying the wrong amount of tax to an old, frail man being called up from the army. Bureaucracies exist today and regularly anger people, even though they perform very important jobs. Social Connection China: The Ballad of Mulan A long time ago, there was a girl named Mulan. She lived in China with her father and young brother. Her father was a retired soldier. He was too old to fight in battle, but he taught his daughter how to ride horses and use a sword. This was unusual, but Mulan’s father thought that everyone should learn how to fight. One day, soldiers came into town. Men were needed for the army. Each household had to send a man to fight in the war. Mulan knew that her father would not survive a battle and her brother was too young to go fight. She knew that she had to take her father’s place, but women were not allowed in the army. Mulan took her father’s armour and clothing. She dressed up as a man and reported for duty. The warriors accepted ‘him’ because Mulan knew how to ride and use a sword. Mulan was careful keeping her secret. Nobody ever suspected that the fine warrior Mulan was a woman. She was even recognised by the emperor for her courage. Eventually, she returned home wealthy and well. Her family greeted her with joy. Her brother was delighted to receive her military clothes. Mulan returned to dressing as a woman. A few days later, some of Mulan’s friends from the army came for a visit. They could not believe their eyes when they saw that she was a woman. She knew all of their stories and showed them that she could still use a sword. They eventually realised that she was Mulan the great warrior! They spread her story across China and inspired many women across the land. Bureaucracy can often make mistakes. What mistakes did the bureaucracy make in the story of Mulan? A They allowed Mulan to join the army without knowing that she was the right person. B Mulan decided to join the army instead of her father. C They demanded that Mulan’s father join the army when he was too old. D They demanded that Mulan’s brother join the army when he was too young. Application If students select A… If students select B... 50

Skill Development & Guided Practice (continued) Context is the circumstances around an event, idea or statement. Historical context is the time and events that surround a story. These outside events often influence the story in important ways. 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the text and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify historical contexts in literature. 4a How did I/you identify information in the text that helped to answer the question? Checking for Understanding We don’t know exactly when the Ballad of Mulan is supposed to have taken place, but it is some time between 380 and 620 C.E. The dynasties of ancient China were regularly engaged in warfare. They fought against many different people and for many different reasons. To provide soldiers, there was often mandatory conscription, which means people were forced to fight in the military. In China, that usually meant that every household had to send a man off to war. They usually served for 3 years and were used to attack new lands and defend China from nomadic attacks from the North. Historical Connection China: The Ballad of Mulan A long time ago, there was a girl named Mulan. She lived in China with her father and young brother. Her father was a retired soldier. He was too old to fight in battle, but he taught his daughter how to ride horses and use a sword. This was unusual, but Mulan’s father thought that everyone should learn how to fight. One day, soldiers came into town. Men were needed for the army. Each household had to send a man to fight in the war. Mulan knew that her father would not survive a battle and her brother was too young to go fight. She knew that she had to take her father’s place, but women were not allowed in the army. Mulan took her father’s armour and clothing. She dressed up as a man and reported for duty. The warriors accepted ‘him’ because Mulan knew how to ride and use a sword. Mulan was careful keeping her secret. Nobody ever suspected that the fine warrior Mulan was a woman. She was even recognised by the emperor for her courage. Eventually, she returned home wealthy and well. Her family greeted her with joy. Her brother was delighted to receive her military clothes. Mulan returned to dressing as a woman. A few days later, some of Mulan’s friends from the army came for a visit. They could not believe their eyes when they saw that she was a woman. She knew all of their stories and showed them that she could still use a sword. They eventually realised that she was Mulan the great warrior! They spread her story across China and inspired many women across the land. If students select A… If students select B... Mulan had to leave her family for three years. How would you feel if you had to leave your family for that long? How would you feel when you returned? ________________________________________________________________________________________________________________________________________________________________ Application I would be sad and homesick to leave for that long. Returning, I would be happy, and sad because I had missed so much. The rest of the family would have grown and changed while I was gone. 50

Relevance Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. This includes family, politics and any other ways that society is put together. Historical context is the time and events that surround a story. These outside events often influence the story in important ways. 1 Identifying social, cultural and historical contexts in literature will help you better understand the stories you read. David is reading the story of Hansel and Gretel. He knows that when the story was written, Europe suffered from regular famines, where there was not enough food. 2 Identifying social, cultural and historical contexts in literature will help you do better on tests. Does anyone else have another reason why it is relevant to identify social, cultural and historical contexts in literature? (Pair-Share) Why is it relevant to identify social, cultural and historical contexts in literature? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Understanding the Relevance

adapted from The Story of the Tiger and the Traveller
Skill Closure Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the passage and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify social, cultural and historical contexts in literature. adapted from The Story of the Tiger and the Traveller Once, there was an old tiger sitting on the bank of a pool by a road. He had found a golden bracelet on the road and decided to tempt the travellers as they passed. “Look at this lovely bangle!” he called out to those walking past. “It is so shiny and lovely!” Eventually, a man came along the road who wanted the gold bracelet to sell. He thought that it was his lucky day, but was nervous about going so near the lounging tiger. He thought about leaving, but the bracelet glittered prettily in the sun. He decided that nothing is gained but through risk. He called out to the tiger, “Is that your bracelet?” The tiger replied “No, it has been sitting here for hours. Feel free to take it.” “Can I trust such a fierce tiger not to eat me up?” he asked warily. “Oh, in the days of my cub-hood, I was very wicked. I ate many cows, priests and men. But I was punished by the gods for it. My wife and children are gone. I have decided to be kind to others in my old age. Besides, these old teeth and claws couldn’t hurt you.” The tiger smiled and said, “Come and wade through the pool and I shall give you this bangle.” The traveller decided to trust the tiger and waded into the pool. He soon became stuck in the mud and reeds on the bank. The tiger said, “Allow me to help fetch you up from the mud,” and ate the traveller on the spot! Do not trust a tiger, for he cannot change his stripes. The Story of the Tiger and the Traveller is an ancient Indian story. In India, cows are considered sacred animals. Eating priests and men is bad, but killing and eating cows is even worse in the culture. Cultural Connection How does the context that cows are sacred in Indian culture change how you see the traveller? Is he brave or foolish? Why? A He was brave for going so near a dangerous tiger. B The traveller was foolish for going near a tiger that ate cows and people. C The traveller was foolish because he believed that the tiger was harmless. D The traveller was brave because he wanted the golden bracelet. Application context cultural social historical Word Bank Summary Closure What did you learn today about identifying social, cultural and historical contexts in literature? (Pair-Share) Use words from the word bank. 51

adapted from The Girl Who Married a Snake
Independent Practice Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the passage and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify social, cultural and historical contexts in literature. adapted from The Girl Who Married a Snake Once, there lived a Brahmin1 with his wife in a village. Every day, they prayed for a child. Finally, the Brahmin’s wife gave birth to a baby, but the child came to be a snake. The Brahmin’s wife refused to get rid of the snake. She loved the snake as her son. As he got older, the Brahmin’s wife wanted to get her son married. But which girl would marry a snake? The Brahmin’s wife cried and cried and got her husband to go out in search of a bride for his son. He travelled widely, but found no girl who would marry a snake. At last, he met a friend he had not seen for a long time The friend asked the Brahmin why he was traveling. The Brahmin said, “I am looking for a bride for my son.” The friend said, “I know you and your family. I will promise my daughter’s hand in marriage to your son.” The Brahmin said, “I think it would be better if you see my son first.” His friend said it was not necessary, and marriage plans were started. Villagers told the girl not to marry the snake. But the girl went ahead, insisting that she had to keep her father’s word The girl became a devoted wife and looked after the snake. One night, when the girl was going to sleep, she saw a handsome young man in the room. She was frightened, but the young man said, “Don’t fear. I am your husband.” The girl was really happy to find her husband in a human form and fell at his feet. Now, every night the young man would come out of the snake’s skin, stay with his wife till daybreak and then slip back into the snake’s skin One night, the Brahmin heard voices from his daughter-in-law’s room. He looked and saw the snake turning into a young man. He rushed into the room, seized the snake’s skin and threw it into the fire. The young man thanked the Brahmin for ending a curse. It had forced him to remain a snake until someone destroyed the snake’s body without asking. Thus, the young man never became a snake again and lived happily with his wife. In Indian society, the parents, even today, arrange for the marriage of their children. It is based on family connections, religion and their astrological charts. The goal is to achieve a good match of families and lives. The wife is expected to live in the husband’s house and take care of his family. This shows her devotion to him. Social Connection How does the context that marriages are arranged by the parents change how you see the Brahmin and his wife? Are they foolish or practical? Why? A They were foolish to try to arrange a marriage with a snake. B They were following the practical expectations about marriage. C The wife was foolish to raise a snake like a son. D The Brahmin was practical in accepting his friend’s daughter for his son, even though his son was a snake. Application 1 a priest Definitions 52

adapted from The Girl Who Married a Snake
Independent Practice (continued) Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept 1 Read the text. 2 Read the Connection box. 3 Read the question. 4 Reread the passage and answer the question. a Identify information in the text that helped you answer the question. (underline) Identify social, cultural and historical contexts in literature. adapted from The Girl Who Married a Snake Once, there lived a Brahmin1 with his wife in a village. Every day, they prayed for a child. Finally, the Brahmin’s wife gave birth to a baby, but the child came to be a snake. The Brahmin’s wife refused to get rid of the snake. She loved the snake as her son. As he got older, the Brahmin’s wife wanted to get her son married. But which girl would marry a snake? The Brahmin’s wife cried and cried and got her husband to go out in search of a bride for his son. He traveled widely, but found no girl who would marry a snake. At last, he met a friend he had not seen for a long time The friend asked the Brahmin why he was traveling. The Brahmin said, “I am looking for a bride for my son.” The friend said, “I know you and your family. I will promise my daughter’s hand in marriage to your son.” The Brahmin said, “I think it would be better if you see my son first.” His friend said it was not necessary, and marriage plans were started. Villagers told the girl not to marry the snake. But the girl refused, insisting that she had to keep her father’s word The girl became a devoted wife and looked after the snake. One night, when the girl was going to sleep, she saw a handsome young man in the room. She was frightened, but the young man said, “Don’t fear. I am your husband.” The girl was really happy to find her husband in a human form and fell at his feet. Now, every night the young man would come out of the snake’s skin, stay with his wife till daybreak and then slip back into the snake’s skin One night, the Brahmin heard voices from his daughter-in-law’s room. He looked and saw the snake turning into a young man. He rushed into the room, seized the snake’s skin and threw it into the fire. The young man thanked the Brahmin for ending a curse. It had forced him to remain a snake until someone destroyed the snake’s body without asking. Thus, the young man never became a snake again and lived happily with his wife. It is also common in Indian society to show devotion or pranam by bending down or touching the feet of the respected elder or teacher or sometimes wife to husband. Honour in Indian society is shown by always keeping your word and your promises. Many legends depend on the importance of keeping your word. Cultural Connection How does the context of respect and honour change how you see the girl? Is she foolish or honourable? Why? A She was foolish to marry a snake. B She was honourable to keep her father’s word. C She was honourable to bow down to her husband. D She was foolish to bow down to her husband. Application 1 a priest Definitions 52

Adapted from Cinderella by Jacob and Wilhelm Grimm
Periodic Review 1 Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept Read the passage, connection and question. Underline information in the text that helps answer. Adapted from Cinderella by Jacob and Wilhelm Grimm Once upon a time, there lived a rich man, who, after his beautiful and kind wife died, married a woman who was proud and mean. She had two daughters from a previous marriage who were just as nasty. The rich man also had a daughter by his first wife. Her name was Cinderella, and she was very kind and beautiful like his first wife Cinderella's stepmother was jealous of her beauty and made her do the hardest work in the house. Cinderella washed and scrubbed and cleaned while her stepsisters rested. One day, the prince announced a ball. Cinderella's stepmother and stepsisters were delighted, and would talk of nothing else. Cinderella kindly helped them get ready for the ball. As she helped them, one sister asked, "Cinderella, are you not going to the ball?" Cinderella sadly lowered her head and said, "No, you're only teasing me because I have nothing to wear. Perhaps I could borrow something?" "Lend our clothes to such a dirty maid? We're not fools!" they exclaimed. When the big day came, Cinderella watched them go to the ball, and then she went to her mother’s grave beneath a tree and cried. As she wept, two white pigeons came in to the tree. “Why are you crying?” they asked. She said she had no beautiful clothes to wear to the ball. Then, the pigeons shook the tree to make a beautiful blue dress and a pair of glass slippers. “Thank you, pigeons, and my dear mother. Now I can go,” she said When Cinderella entered the ball, the music stopped as everyone turned to gaze at her beauty. No one recognised her. The Prince rushed up to greet her and danced with her all night. When the dance ended, Cinderella rushed away, but in her haste, lost one glass slipper on the steps of the palace. The Prince ran to follow her, but only found the glass slipper she left behind. A few days later, the Prince declared that he would marry the woman whose foot fit the slipper. His soldiers began to try the slipper on all the women in the kingdom. Each stepsister tried it. When their foot wouldn’t fit, their mother told them to cut off their heel or toe as they wouldn’t need to walk when married to the prince. But the prince saw the blood, and refused them one after the other He asked if there were any more daughters. The stepmother said just Cinderella, the maid, who was all dirty. The prince insisted on trying the slipper on every woman. Cinderella’s foot slid perfectly into the slipper. Her sisters and mother were astonished. The prince rode off with his new bride-to-be, and they were married a few days later. Step-parents and their treatment of the children was a constant worry in these cultures. It was important to continue the family lines, and step-parents had no interest in that. Thus, stepchildren were often treated cruelly by them. Cultural Connection During the time period of this story, in Europe, the King or Prince ruled a certain area, and many villages supported him. It was always an honour to be invited by the Prince to anything. It raised the family status in the eyes of all the people. Social Connection How does the context of winning the respect of the prince change how you see the stepmother and stepsisters? Are they brave or foolish? Why? A They were brave to cut their feet. B They were foolish to cut their feet. C They were brave to go to the ball. D They were foolish to go to the ball. Application 53

Extended Thinking The language context for the use of silence is different in Japanese and Western culture. In Japan, silence is more important than words. In Western culture, silence is considered weak and people are encouraged to talk more. Cultural Connection 1. If a Westerner went to Japan, what would be proper behaviour in the context of that culture? A To always talk loudly. B To talk nonstop with hardly taking a breath. C To speak a little bit, then listen quietly. D To ask a lot of questions. 2. If a Japanese person went to a Western country, what would be proper behaviour in the context of that culture? A To speak quietly. B To pause between sentences and watch the reaction. C To speak a lot more than usual, then listen a little bit. D To answer questions carefully 53

Adapted from Hansel and Gretel by Jacob and Wilhelm Grimm
Periodic Review 2 Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept Read the passage, connection and question. Underline information in the text that helps answer. Adapted from Hansel and Gretel by Jacob and Wilhelm Grimm Next to a great forest there lived a poor woodcutter with his wife and his children, named Hansel and Gretel. They had little to eat because of a great famine in the land. One evening the children heard the stepmother say to the father, "We have eaten up everything except some bread. We must get rid of the children. We will take them deep into the woods, so they will not find their way out. Otherwise there will be no help for us." The man was very sad, and he thought, "It would be better to share the last bit with the children." But the woman would not listen to him and scolded him. The children were awake and heard the conversation. Hansel told his sister, "God will help us." Early the next morning the woman got the children up. She gave them little pieces of bread. On the way, Hansel crumbled his piece in his pocket, and threw crumbs onto the ground. A fire was made, and the stepmother told the children to rest while they went into the woods to cut more wood. She said they would come back in the evening for them. The children fell asleep, and evening passed, but no one came to get them. When they awoke, they looked but could not find any crumbs to lead them back home. The birds had eaten them. So they just kept walking, trying to find their way out of the woods. They were hungry and tired. Finally, they came to a little house. They saw that the house was made from bread, the roof from cake and the windows from sugar. They were so hungry that they broke off parts of the house to eat. Suddenly the door opened, and an old woman came limping out. Hansel and Gretel were frightened. However, she invited them in and served them milk and pancakes. Then, she made two beds for them. But the old woman had only pretended to be friendly. She was a witch who had built her house of bread to lure children, and if she captured one, she would kill him, cook him and eat him. Early the next morning, she grabbed Hansel while he was still asleep and locked him in a little cage. Then she shook Gretel and told her to fetch water to boil on the fire. The witch told Gretel to look in to see if the fire in the oven was hot enough. But Gretel saw her plan, so she said, "I don't know how.” The witch showed her by sticking her head into the oven. Then Gretel gave her a shove, closed the iron door and secured it. Then, she freed Hansel and told him the witch was dead. How happy they were! With nothing to fear, they went into the witch's house and filled their pockets with pearls and coins After a long walk, they saw their father's house. They ran inside and hugged him. He missed them a lot, and the stepmother had died. The children emptied their pockets to show him the pearls and coins, and now they lived happily together. This story takes place during the little ice age – the 15th to 18th century. Due to this weather pattern, famine was common. There was less food available and many people went hungry. Historical Connection Step-parents and their treatment of the children was a constant worry in these cultures. It was important to continue the family lines, and step-parents had no interest in that. Thus, stepchildren were often treated cruelly by them. Cultural Connection How does the context about famine and stepmothers change how you think about the stepmother and her attitude towards the children? Why? ______________________________________ Application Because of the shortage of food, it would have been more usual for a stepmother to worry more about her own survival than that of her stepchildren. 54

Extended Thinking Conversations are different across cultures. For example, in Japan the context is to use understatement (speak less strongly) and pauses to make points. In Latin America and Mexico, the context is to use metaphors and proverbs and give elaborate details to make points. In Western cultures, the context is to be very direct and try to get to the point quickly. Cultural Connection 1. If a Westerner wanted to make a point in conversation in Japan, what would be proper behaviour in the context of that culture? A To speak directly and quickly. B To use a lot details and figurative language. C To talk around your point until you finally get to the main idea. D To suggest the point and pause. 2. If a Westerner wanted to make a point in conversation in Mexico, what would be proper behaviour in the context of that culture? A To speak directly and quickly. B To use a lot details and figurative language. C To talk around your point until you finally get to the main idea. D To suggest the point and pause. 3. If a Westerner wanted to make a point in conversation in America, what would be proper behaviour in the context of that culture? A To speak directly and quickly. B To use a lot details and figurative language. C To talk around your point until you finally get to the main idea. D To suggest the point and pause. 4. If a Mexican wanted to make a point in conversation in Japan, what would be proper behaviour in the context of that culture? A To speak directly and quickly. B To use a lot details and figurative language. C To talk around your point until you finally get to the main idea. D To suggest the point and pause. 55

Adapted from Hansel and Gretel by Jacob and Wilhelm Grimm
Periodic Review 3 Context is the circumstances around an event, idea or statement. Cultural context is the values, traditions and customs of the people in a story. Social context is the relationships between the people in a story. Historical context is the time and events that surround a story. Remember the Concept Read the passage, connection and question. Underline information in the text that helps answer. Adapted from Hansel and Gretel by Jacob and Wilhelm Grimm Next to a great forest there lived a poor woodcutter with his wife and his children, named Hansel and Gretel. They had little to eat because of a great famine in the land. One evening the children heard the stepmother say to the father, "We have eaten up everything except some bread. We must get rid of the children. We will take them deep into the woods, so they will not find their way out. Otherwise there will be no help for us." The man was very sad, and he thought, "It would be better to share the last bit with the children." But the woman would not listen to him and scolded him. The children were awake and heard the conversation. Hansel told his sister, "God will help us." Early the next morning the woman got the children up. She gave them little pieces of bread. On the way, Hansel crumbled his piece in his pocket, and threw crumbs onto the ground. A fire was made, and the stepmother told the children to rest while they went into the woods to cut more wood. She said they would come back in the evening for them. The children fell asleep, and evening passed, but no one came to get them. When they awoke, they looked but could not find any crumbs to lead them back home. The birds had eaten them. So they just kept walking, trying to find their way out of the woods. They were hungry and tired. Finally, they came to a little house. They saw that the house was made from bread, the roof from cake and the windows from sugar. They were so hungry that they broke off parts of the house to eat. Suddenly the door opened, and an old woman came limping out. Hansel and Gretel were frightened. However, she invited them in and served them milk and pancakes. Then, she made two beds for them. But the old woman had only pretended to be friendly. She was a witch who had built her house of bread to lure children, and if she captured one, she would kill him, cook him and eat him. Early the next morning, she grabbed Hansel while he was still asleep and locked him in a little cage. Then she shook Gretel and told her to fetch water to boil on the fire. The witch told Gretel to look in to see if the fire was hot enough. But Gretel saw her plan, so she said, "I don't know how.” The witch showed her by sticking her head into the oven. Then Gretel gave her a shove, closed the iron door and secured it. Then, she freed Hansel and told him the witch was dead. How happy they were! With nothing to fear, they went into the witch's house and filled their pockets with pearls and coins After a long walk, they saw their father's house. They ran inside and hugged him. He missed them a lot, and the stepmother had died. The children emptied their pockets to show him the pearls and coins, and now they lived happily together. The theme of children outwitting monsters is also common in the literature of these cultures in Europe. It signified a rite of passage, of children overcoming their fears. Cultural Connection During the time period of this story, in Europe, many small communities lived isolated lives. People lived alone or in small families or groups. Social Connection How does the context about isolated lives and children overcoming fears change how you think about the children? Why? ______________________________________ Application The children had to be smart and think for themselves since they may have been alone a lot. Also, they would have to be brave against their fears. 55

Extended Thinking The way negative statements are handled differs across cultures. In China, the context is that making a negative statement causes loss of face (respect). In Japan, speakers avoid saying no. They usually say maybe or perhaps. In Thailand, speakers withdraw from conversation when something negative is said. In Mexico, contradicting someone is considered rude and disrespectful. In Western cultures, the speaker will usually try to defend his or her points. Cultural Connection 1. If a Westerner made a negative statement in Mexico, what would be the likely behaviour of his Mexican host in the context of that culture? A He would think the Westerner was rude and disrespectful. B He would withdraw from the conversation. C He would try to defend his points. D He would think that the Westerner had lost face. 2. If a Westerner made a negative statement in China, what would be the likely behaviour of his Chinese host in the context of that culture? A He would think the Westerner was rude and disrespectful. B He would withdraw from the conversation. C He would try to defend his points. D He would think that the Westerner had lost face. 3. If a Westerner made a negative statement in Thailand, what would be the likely behaviour of his Thai host in the context of that culture? A He would think the Westerner was rude and disrespectful. B He would withdraw from the conversation. C He would try to defend his points. D He would think that the Westerner had lost face. 4. If a Westerner made a negative statement in a Western country, what would be the likely behaviour of his Western host in the context of that culture? A He would think the Westerner was rude and disrespectful. B He would withdraw from the conversation. C He would try to defend his points. D He would think that the Westerner had lost face. 56

Year 5 English Learning Objective: We will use more precise vocabulary. Content Descriptor: ACELA1512 Understand the use of vocabulary to express greater.

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Year 5 English Learning Objective: We will use more precise vocabulary. Content Descriptor: ACELA1512 Understand the use of vocabulary to express greater.

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Presentation on theme: "Year 5 English Learning Objective: We will use more precise vocabulary. Content Descriptor: ACELA1512 Understand the use of vocabulary to express greater."— Presentation transcript:

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