INTEGRATED Porongurups to Perth Early Childhood Year 3 Activity Book

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Department of Education INTEGRATED Porongurups to Perth Early Childhood Year 3 Activity Book

INTEGRATED First published 2013 Updated 2019

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This product contains various images ©Thinkstock 2012, used under licence. These images are protected by copyright law and are not to be reproduced or re-used in other materials without permission from the owner of Thinkstock. Porongurups to Perth Student activity book – Day 1 Day 1: Getting to know you

Hi! I am Ryan Writer. My sister and I live on a farm between Mount Barker and Albany in the Great Southern region of Western Australia.

I am Ryan’s sister, Rani. Western Australia is a state in the country of Australia. Let’s look at a map to find out more about our country and state. The map below shows our country, Australia.

Albany

If you looked down at Australia from space, this is the shape you would see.

Point to our state of Western Australia. Point to our capital city and read its name.

Read the other state and capital names. Find Canberra. It is also called the Australian Capital Territory or ACT. It is the capital of the whole of Australia.

What is the object to the right of the map and what does it do? Discuss this with your Home Tutor.

Use the map to help you choose the correct word to make true sentences. Answer the questions.

Discuss with your Home tutor if you are not sure what to do. Western Australia is the largest / smallest state in Australia. It is on the east / west side of the country. Western Australia’s beaches are in the Pacific / Indian Ocean. The capital city is Darwin / Perth. It is on the east / west edge of the state. One of Australia’s states is an island. What is its name? Where is your home in Western Australia?

Name a place you have visited in Western Australia. Name another Australian state or territory you have visited.

Australian people travel and live all around the world.

I live in in (country) I have lived here for Three things I enjoy doing in my town: 1. 2. 3. Something I would like to do in my town is

Changes I have seen in my town while I have lived here

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

Some weekends we go into Albany to go sailing. My favourite place is on our yacht out on the Indian Ocean. I love living between mountain ranges and the ocean.

I love living in the country. My very special place is the Porongurup Range. Some weekends we go hiking or bushwalking there.

Do some research online or in a book to find out about the Porongurups.

If you go online, type Porongurups Albany region into your search bar to find the website with the same name.

Use your research to check these statements. Print T (true) or F (false).

The Porongurup Range is a 15 minute drive from Albany.

The Porongurup Range is the oldest mountain range in the world.

Wildflowers do not grow in the Porongurup National Park.

Devil’s Slide is a round-topped mountain.

The Porongurup Range is 102km long.

Castle Rock is easy to climb.

Find some information about the Granite Skywalk. Write some facts here.

Hi! I’m Jake. Up until approximately 55 million years ago, the Porongurup Range was an island surrounded by the sea. The highest point is the 670m Devils Slide.

Aboriginal tribes lived on the plains around the Porongurup Range for many thousands of years before European settlement.

The Minang Noongar people call the Porongurups the Borrongup. They believe the Borrongup is a sacred and dangerous place and the home of the totem spirits.

Hunting was forbidden in the area. It was said that the wagyl, or snake lived in the peaks of the mountain, and the jarnaks, or ghosts and evil spirits, lived among the rocks.

The tiny town of Porongurup is in the centre of the Porongurup National Park. It takes its name from the Noongar word Purrengorep meaning a ‘meeting place near water’.

Choose one of these aboriginal words: Wagyl jarnaks Borrongup Purrengorep. Create an artwork that illustrates the meaning of your chosen word.

My word is

Weather and climate, climate and weather; are they the same or different?

They are different. Do you know what each term means?

Discuss your ideas with your Home Tutor and then write your own definitions. Weather

Climate

The difference between weather and climate is a measure of time. Weather is what the atmosphere is like over a short period of time, like a day or a week.

Climate shows the pattern of weather in a place over longer periods of time like a year or ten years.

What is the weather going to be today?

It’s going to be sunny with a temperature of 28 degrees. What is the climate like in Bali?

The climate in Bali is warm and humid. It rains during November to March and is usually dry between April and October.

Let’s explore the weather in the Porongurups area. Look at this table and discuss it with your Home tutor.

Porongurup Western Australia location Thursday 9:00 am day and time

current temperature and weather temperatures 13º C

13º 17º 19º 17º 14º 13º 12º 11º

graph

9 am 12 pm 3 pm 6 pm 9 pm 12 am 3 am 6 am

times

What day and time was this table created?

What will the temperature be at 9 pm?

What time of day has the lowest temperature?

Discuss the table below with your Home tutor.

Fri Sat Sun Mon Tue Wed Thurs

19º 10º 18º 9º 19º 11º 19º 10º 20º 11º 24º 12º 17º 10º

What is the forecast maximum temperature for Tuesday?

What is the forecast minimum temperature for Sunday?

How many days will be cloudy?

Let’s explore the climate in the Porongurups area. The climate tells us what the weather is like over a long period of time.

Discuss the table below with your Home tutor.

Porongurup Western Australia

month average temperature rainfall

high ºC low ºC days

January 26º 13º 2

February 27º 14º 3

March 24º 13º 4

April 22º 12º 6

May 18º 10º 10

June 15º 8º 11

July 13º 6º 13

August 14º 6º 13

September 17º 7º 12

October 19º 9º 9

November 22º 10º 6

December 25º 12º 4

The table shows the climate for months or year.

Which month had the highest maximum temperature?

Which months had the most rain?

Which months were the coldest?

When you look at a map you will notice different fine lines that divide the area into a grid. These lines can only be seen on maps.

These lines are not draw on the ground so you will not see them when you walk along the street or across a paddock.

Look at the map below. You will see five labelled lines going across the map. These are called lines of latitude. Read their names and discuss them with your Home Tutor

The world is divided into climate zones and these lines of latitude are the imaginary borders.

There are three main climatic zones each side of the equator. Read the labels and then cut them out. Work with your Home tutor to glue them into the correct areas.

POLAR TEMPERATE HOT POLAR TEMPERATE HOT

Complete this table so it describes the three climate zones.

Zone name:

Words Picture

Zone name:

Which climate zone do you live in?

We live in a rural or country region on a farm. In the Great Southern region of Western Australia, the farms have animals or crops.

Have you visited a farm? Discuss and list some of the animals and crops you might see on a farm. Remember to use a comma to separate the names in your sentence.

Discuss and describe these rural pictures.

The natural environment is made up of natural features including landforms, water forms and plants. In the country there are many natural features. Tall karri and jarrah forests are found in the south of Western Australia. Some forests are used for timber while others are left in their natural state.

There are many landforms and water forms between Mount Barker and Albany. There are two mountain ranges, the Porongurup Range and the Stirling Ranges. Rivers, lakes, hills and valleys are some other natural features that are found in the same area. The highest peak in the Stirling Ranges is Bluff Knoll, which is 1099 metres above sea level.

Ryan and Rani love the mountains. They have spent a lot of time in these two ranges. Ryan and Rani like to rock climb and hike through the bush. They often see beautiful wildflowers and different birds. One of the creeks in the Porongurups area is Bolganup Creek. Ryan and Rani often walk the 600 metre loop trail beneath the towering karri trees from the Tree-in-the-Rock picnic area to the creek and back. Other creeks are Stoney Creek, Cockatoo Creek and Norma Creek. The King River flows 27 kilometres through the country, finishing in King George Sound, a bay near Albany. The Kalgan River also flows into King George Sound.

Read the information again and complete these tasks.

Name two different trees that grow in the forests in Western Australia.

Name three different uses for timber.

Why do you think some forests are left in their natural state?

King River and Kalgan River flow into

Albany King George Sound the Porongurups

These natural features are in the Porongurups area.

Norma Creek rose bushes Lake Argyle

mountains Swan River bush

List some activities to do in the Porongurup or Stirling Ranges. Remember to use a comma to separate each activity name.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 15 Porongurups to Perth Activity book – Day 2 Water forms The natural features of a place are shaped by nature. Write the name of the water form shown in each picture.

Write the names of some other water forms that you know or have seen.

Draw a labelled picture of a water form near your home.

Write the name of the landform shown in each picture.

Draw a labelled picture of a land form near your home.

Read each word and the definitions. Choose a word from the box to match each definition and write it into the first column of the table, next to its definition. You can use a dictionary to help.

lake creek waterfall river gorge

hill mountain plain valley dune

Natural feature Definition

a large stream of water that makes a path and flows through to the ocean

flat land with no hills or mountains

water surrounded by land on all sides

steep, high rocky ground that might have snow on the top

low, flat ground between mountains or hills

a very small body of water that flows into a river

hills made of sand with no grass or trees

a high piece of ground, lower than a mountain

water that falls from a great height over a cliff or rocks

a narrow space between high rocky walls

Shade the bubbles that describe landform names.

mountain range stream desert canyon

billabong rock ocean volcano

I wanted to tell you more about my favourite place. I hope you enjoy reading this.

Out at sea My favourite place is on our yacht on the wide, blue sea. On a calm day it can be quite peaceful. When there is a soft breeze I can watch fluffy, white clouds move across the sky. The best part is when there is a strong wind blowing at right angles to the hull. When this happens the yacht is reaching. This makes the yacht travel very fast. This is the most exciting part of sailing. I love the feeling of freedom with the wind in my face. The sea is always changing, sometimes angry and wild, sometimes smooth and sparkly. There is no other place I would rather be.

How many paragraphs has Ryan used in his recount?

Use your dictionary to find and write the meaning of the word ‘hull’.

Does Ryan prefer a soft breeze or a strong wind when he is sailing?

What gives Ryan a feeling of freedom?

a calm ocean wind in his face a strong wind

What is an adjective? Discuss this with your Home tutor.

An adjective

An adjective is a word that describes how something or someone looks, feels, sounds, smells or tastes.

I used the adjectives wide and blue to describe the sea. Underline the other adjectives I used in my writing.

Ryan used white and fluffy to describe the clouds. Write two different adjectives that describe clouds.

Write three adjectives to describe each of these words. koala cave Draw a picture of the sea as Ryan describes it.

Which paragraph describes your drawing? paragraph 1 paragraph 2

Now it’s my turn to tell you about my favourite place. I wrote a poem.

A place in the Porongurups

From forests below to massive rocks above stands an ancient mountain range that I really love Over 12 million years ago it was first formed they say I wonder how much history has passed this way?

On deep red soils the tall trees grow How long have they been there? I’d love to know! And in the shade of these forest towers are homes for birds and wildlife and flowers.

Massive granite rocks reach for the sky Uneven and rough in patterns they lie Warm to sit on and daydream in peace Not a care in the world, a great release.

Up on the summit you can see for miles Roads and farms with hay in piles You can watch the eagles soaring free Loving this place, just like me.

Which adjectives did Rani use to describe the mountain range the soil the rocks the eagles

What are rhyming words? Tell your Home tutor what you know about them.

Rhyming words have the same end sound, for example place and space. Rhyming words might have the same spelling or they might not.

Reread my poem and loop the rhyming words. Use a different colour for each pair of rhyming words.

Rhyming can help you with spelling. Write two words that rhyme with each word in the Word column.

Word Rhyming words green yacht cow joy grape rock sky light

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

Constructed or built features have been created by humans. Discuss some examples with your Home tutor and write them on these lines.

This mine is a built feature because the natural mountain range has been changed by humans. This happened when they dug for minerals like iron ore, gold, bauxite and silver.

What is the constructed feature of the landscape in this picture?

Use a red pencil to draw crosses on three different constructed features in this picture.

I love to take photographs and you are about to see some that I have taken. Before you start reading, look at all the photos in the three page article.

What do you think the article is about?

I think this because

The Albany area The Albany area is the home of the Menang Noongar Aboriginal people who have lived in the area for over 18 000 years. They called the area Kinjarling which means the place of rain. The English arrived in 1826 and Albany was settled as the first town in Western Australia. Albany is now the main city in the Great Southern region and has many old buildings that were built by early settlers.

Lighthouse

Town hall Old gaol Old post office

Albany was the first port in Western Australia. King George Sound, Princess Harbour and Oyster Harbour are natural water forms on the Albany coast. In 1914 at the beginning of World War I, 30 000 Australian and New Zealand soldiers or ANZACS left Albany to fight in Gallipoli. King George Sound was so wide and deep that thirty eight ships could fit into the harbour, waiting to take the ANZACS to war.

There are many beautiful natural features in the Albany area. The coastline is very rocky, rugged and sometimes dangerous. Tourists come to see the Gap, a hazardous part of the coastline with a 24 metre drop to the ocean.

The Gap

Another feature is the Natural Bridge. The bridge is a granite formation that looks just like a giant rock bridge. It is caused by the gradual wearing away of the granite rock by the Great Southern Ocean. The natural bridge reminds us of the power of the ocean. It is incredible to watch the waves roll across the ocean, crash into the rocks and rush under the bridge.

Inland from Albany are the Stirling Ranges which have one of the best wildflower displays in the world. The highest point in the Stirling Ranges is Bluff Knoll. Many people climb Bluff Knoll for fun.

Much of the Great Southern region of Western Australia is used for farming. Sheep, wheat, dairy and emu farms can be found in the Albany area. Grape growing is also an important industry in the area. Farms and vineyards are constructed features of the landscape. In the past natural forests of karri and jarrah trees were cut down and used for timber. People now know that doing this is destroying the environment and home for animals so they are replanting trees and preserving old growth forests.

List 3 natural and 3 constructed features in the Albany area.

natural constructed

Use the Exploring Albany article to help you answer these questions. You might need to think about your answers as they may not be found in the article.

Choose and write some key words from the first page.

Choose and write some key words from the second paragraph.

Write 2 facts about King George Sound.

Why are farms called constructed features of the landscape?

List 2 natural features and 2 constructed features from your local area.

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

Rani and I wrote about our favourite place. Now it’s your turn to tell us about your favourite place. Read these ideas about how you can present your information.

Option 1

Take some photographs or draw pictures of your favourite place.

Make some notes about your favourite place.

Make a poster (print or computer) using the photographs and some information about your favourite place.

Option 2

Make some notes about your favourite place.

Make a video of you in your favourite place, using your notes to talk about it.

Option 3

Take some photographs or draw pictures of your favourite place.

Make some notes about your favourite place.

Make a slide show of using your notes and photographs or drawings.

Option 4

Make some notes about your favourite place.

Make a labelled model, artwork or diorama using the notes and items you may have collected from your place, eg leaves.

Discuss the ideas and choose the one you want to use.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 28 Porongurups to Perth Activity book – Day 3 My favourite place – notes Use this page to make notes about your favourite place. Use adjectives in your notes to help describe your favourite place.

Include the following information about your favourite place: • where it is, what it is, its features • why it is your favourite • when and why you go there • what you do there and how it makes you feel to be there.

Discuss your project with your Home tutor. Ask for help if you need it. Create your My favourite place presentation.

Save your project in either print or digital format.

We’re going on a road trip to Perth to see our cousins Roku and Ria. Dad said we will be doing lots of exploring along the way.

“Everyone in the car!” called Dad. Ryan’s dog, George was the first one into the car. The rest of the Writer family piled in after him and soon they were on the road. Although Ryan and Rani were a bit sad to be leaving their home, they were excited because they were looking forward to visiting different places on the way to Perth.

As the car made its way to the Albany Highway, Rani and Ryan gazed out the rear window. In the distance they saw the Porongurup Range getting smaller and smaller. “We’re going to head west to the town of Denmark for morning tea,” Mum told us the car set off.

“Let’s look at a map to find out where we are going and how long it will take,” said Rani.

Use an online map to answer these questions.

How long will it take to drive from Albany to Denmark?

How far is it from Albany to Denmark?

What is the name of the river in Denmark?

Which inlet does the river run into?

Which national park is to the north of Denmark?

After a delicious morning tea and walk around in Denmark, Dad said we would drive west to Walpole. On the way we made a detour to the Valley of the Giants Tree Top Walk.

Use an online map to answer these questions.

The family left Denmark at 11.00 am. How many kilometres to the Valley of the Giants?

How long will the drive take?

What time will the family arrive?

I’ve been walking up in the air amongst the bird nests and tree tops! Now we’re off to Walpole. Use your map to find the way.

Which highway does the family travel from the tree top walk to Walpole?

How many kilometres from the Valley of the Giants to Walpole?

How long will the drive take?

If the family leaves at 1:00, what time will they arrive in Walpole?

Find these places on the map and finish their names: Bow ______Tingle______Norn______G______Pool F______S______F______Q______N______R______

Denmark, the Valley of the Giants and Walpole are all interesting places in the South West region of Western Australia.

Read the words below and print two things you know about them on the lines. Discuss their meanings.

place space race embrace replace

pace lace trace grace mace face

•

Which three letters make the rhyming sound in the words?

Find the ace words on the grid and shade the letters that make them.

D H I M J K N O Q U

V S P A C E W X Y Z

P D H C I J G K N R

L A C E O Q R A C E

A U V W X Y A Z D P

C H I T J K C N O L

E M B R A C E Q U A

V W X A Y Z D H I C

J P A C E K F A C E

N O Q E U V W X Y Z

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

On Day 3 you read an article about the Albany area. You are going to create an article about a place in the South West region.

Discuss the topics and choose the one you want to research and write about.

Topics

• a town between Denmark and Walpole, eg Youngs Siding, Shadforth

• a park or reserve between Denmark and Walpole, eg Kordabup Nature Reserve, Walpole-Nornalup National Park

• a coastal place between Denmark and Walpole, eg Nullaki, Wilson Inlet, Green’s Pool, Peaceful Bay

• Valley of the Giants

• Valley of the Giants tree top walk

• Denmark

• Walpole

Research your topic on the computer, saving photographs and facts. Use your information to create a 2 page article about your topic on the computer.

Content suggestions:

• How it was named

• Things to do

• Interesting natural or constructed features

• history – when was it settled or constructed

• Aboriginal history, name

Save your article into your Set folder.

I’m excited that we are heading to Augusta because I can do some water sports while we are there. I hope I can surf and go snorkelling.

Use the online map to answer these questions about this part of the trip.

How long will it take to drive from Walpole to Augusta?

How far is it from Walpole to Augusta?

Name a town the Writers will drive through on the way to Augusta.

Which two rivers run into Hardy Inlet?

Molloy Island is an inland island. How can you get onto the island?

Hmmm. I wonder what activities I can do in Augusta? Do some online research and make a list of five activities you think I might like.

As the family drove through the South West region to Augusta, they talked about where they would stay for the night. Dad asked everyone if they had any ideas.

“I want to be near the water,” exclaimed Ryan, “then I can walk to the beach and go body surfing.”

“I don’t mind where we stay but I’d like to have other kids to play with,” said Rani, “and I like being in the bush.”

Mum looked concerned. “We need to find a place that will let us have George inside. That could be tricky.” Ryan looked at George. He always slept on Ryan’s bed and he wouldn’t be happy if he was left in the car.

Dad looked in the mirror at Ryan and Rani. “You two had better start searching on the internet to see what you can find,” he instructed. “Look for somewhere close to the beach or in the bush that will allow dogs.”

Ask your Home tutor to help you make a recording of you reading the story.

Rani and Ryan did some research and this is what they found:

Name Beach Bush Pets

Sheoak Chalets

Riverside Cottages

Seine Bay Cabin

Flinders Bay Caravan Park

Waterside

Beach House

Read the table and discuss the information.

Use our table to help you answer these questions. Write a full sentence answer each time.

Where will the family definitely not stay?

Why not?

Which place might Ryan choose and why?

Which place might Rani choose and why?

Which place might Mum and Dad choose?

Why?

If you were choosing holiday accommodation for your family, what features would you look for?

•

Why would you want those things?

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

We chose a chalet in the Flinders Bay Caravan Park. It was by the beach and George could sleep in the chalet. There were plenty of kids to play with too.

The next morning we went to the visitor’s centre. Dad said we could choose one adventure for our family to do.

I found a pamphlet about whale watching. I’d like to do that.

I found a booklet about the Jewel Cave. I’d like to do that.

Read the information about each tour.

Whale watching Jewel cave

Jewel Cave is a magical experience Welcome aboard the Tradewind! showing nature's most amazing work. Jewel Cave is Western Australia's largest show cave and has the longest straw Float on the ocean and watch the whales stalactites in any tourist cave in Australia. as they play.

Towering crystal creations that have Sit on the fly bridge and get a 360 degree taken thousands of years to form. view of these gentle giants. Intricate decorations suspended across State-of-the-art hydro phone on board so the ceiling, like dancing cobwebs. you can hear the whales singing. Hear stories of extinct Tasmanian Tigers that fell into the cave and perished.

Augusta Boat Harbour: Jewel Caves Rd, Deepdene 10.15am and 1.15pm daily 10 minutes drive north of Augusta late May until early September. 9:00am – 5:00pm daily

2 adults and 2 children $250 2 adults + 2 Children: $58.00 2 hour tour 1 hour tour

The site features a cafe, interpretative See the whales or get another trip free! and retail facilities.

With your Home tutor discuss the tour features, the tour you would choose and explain why.

What can I say to convince my family to go whale watching?

Ryan said, “

What can I say to convince my family to visit the Jewel Cave?

Rani said, “

Rani and I always edit our written work. Read our checklist.

Writer’s checklist Tick

Each sentence is a complete thought.

Each sentence starts with a capital letter and ends with a full stop.

The spelling words I know are spelled correctly.

I have had a go at spelling difficult words.

I used a dictionary to find out how to spell difficult words.

I have used some interesting words.

I have used some adjectives.

My writing has paragraphs.

Use the checklist to edit your writing in the Let’s decide activity. Make changes by: • drawing a line through words you want to change • writing the new word above • adding or changing punctuation.

When I write using the computer I use the spelling and grammar check to help me edit. The check puts a wavy red line under spelling mistakes and a green line under other mistakes.

A red line tells you to right click on the word and choose the correct spelling. A green line tells you to check for missed punctuation or extra spacing between words.

Mum and Dad listened to what Ryan and I had to say. They were impressed with our arguments.

They were so impressed that they said we could go on both tours. We went whale watching in the morning and to the Jewel Cave in the afternoon!

Can you complete these tasks? We used whale watching and Jewel Cave words to make them.

List four wh whale words.

List four a-e whale words.

List four tch watch words.

List four words that rhyme with cave and have the ave spelling.

Add different endings or suffixes to watch to make four new words.

Which tour would you prefer prefer? Why?

Reading aloud is an important skill that you will need during your life. When you are a confident reader you feel fabulous!

Listen to and discuss your reading recording (from the Where will we stay? activity) with your Home tutor.

What did you do well?

What will you try to improve next time?

Read and discuss this Reading reflection table.

Reading reflection

I read at a steady pace. I read too fast. I read too slowly.

I used expression. I remembered to I forgot to change the I changed my voice to change my voice some sound of my voice and show feeling or to of the time. it sounded a bit like a sound like a character. robot.

I was able to read all I read most of the I read some words the words without any words by myself but correctly but needed a help. asked for help when I lot of help. needed it.

I paid attention to full I read a few words at a I read word by word. stops. I read in phrases time. Sometimes I or sentences. missed a full stop.

Listen to the recording again and tick or shade the boxes that describe how you read.

I’m glad I was able to go to the Jewel Cave. It was eerie and mysterious inside the cave and tunnels.

Let me tell you about another cave in the South West region. Ngilgi Cave near Yallingup has a rich Aboriginal history.

Ngilgi Cave was named after one of the Wardandi Aboriginal people’s Dreamtime spirits. Ngilgi was a good spirit who lived in the ocean, while Wolgine was a bad spirit who once lived in the cave. Along time ago, the entrance to the cave was near the ocean. Food was plentiful and the Aboriginal people collected their water from the entrance to the cave. One day an evil spirit called Wolgine began lurking in the cave. Wolgine caused the water hole to dry up and food to become scarce. He drew people into the great hole of darkness – never to be seen again. Ngilgi, who always watched over the tribes in the area, saw the people suffering and decided to do something about Wolgine. He spoke with other good spirits of the ocean and together they planned to get rid of the evil spirit Wolgine. The spirits of the waves, the wind, the rain, thunder and lightning joined together and made the most terrifying storm. Thunder and lightning went rolling and flashing across the sky and the fierce wind and rain went racing across the sea. The ocean formed itself into huge waves and the wind pushed them up into the entrance of the cave. Never before or since had there been such a storm. A fierce battle followed. Wolgine was frightened as he was pushed into the cave by the storm and huge waves. Finally, when he reached the end of the cave, he knew he was beaten and begged for mercy. The spirits, being good and kind, stopped the storm. Ngilgi told Wolgine he could go, providing he never came back to the area again. Wolgine burst out of the cave; creating the entrance as we know it today, He ran away as fast as he could and was never seen again. With Wolgine gone forever, the food became plentiful and Ngilgi claimed the cave as his home. The Aboriginal people were very grateful and would leave foods at the cave entrance every morning. From that day on it was known as Ngilgi’s nurilem mia or cave house.

There are many caves in the South West region. Can you find these caves on your map?

Shade the bubbles to show the caves you found on the map.

Ngilgi Cave Jewel Cave Mammoth Cave

Lake Cave Giants Cave Calgardup Cave

Which cave is closest to Augusta?

Which cave is closest to Dunsborough?

How long might it take to drive from Jewel Cave to Ngilgi Cave?

Number these caves from 1 to 6 to show where they are positioned along Caves Road, when travelling from Augusta to Yallingup.

Ngilgi Cave Jewel Cave Mammoth Cave

Lake Cave Giants Cave Calgardup Cave

Why is the Ngilgi Cave important to the Aboriginal people?

I’ve been writing a diary so I can remember what we did on our road trip. I glue in photos, tickets and sometimes do drawings too. Diaries are usually private but I’m happy to share mine. Take a look!

Saturday 30 September Whale watching was amazing! Rani was the first person to spot a humpback whale, lucky thing! We saw adult and baby whales. Baby whales are called calves.

The whales were playing, leaping into the air and crashing into the ocean. This is breaching. They were tail slapping and blowing too. Mum took heaps of photos.

We had lunch on the boat as we headed back to the boat harbour. Rani was getting more excited because we were going to Jewel Cave next. I wasn’t excited but when we got inside it was incredible. There were three huge caves with tiny bats hanging from the ceiling! We walked through dark tunnels and on bridges high above the ground. The guide told us that the straws, stalactites, helicitites and shawls have formed over thousands of years.

While we ate a delicious afternoon tea in the Caves Café we saw lizards and kangaroos. George was glad when we climbed into the car because he wasn’t allowed into the Jewel Cave.

Dad surprised us by driving to the Cape Leeuwin Lighthouse! It’s so tall – 39 metres! The guide said it is the tallest working lighthouse on mainland Australia. It was built in 1895, more than 220 years ago! WOW! We climbed up the steps to the top and stood on the lookout platform. It was breezy and Rani spotted a grey dolphin. She has all the luck!

We took George for a run along the beach. He was so excited to be out of the car that he ran straight into the water and out again. I had his towel so I dried him before we went back to the car.

When Ryan writes in his diary, he is recounting or retelling things that have happened. We are recounting when we share news about what we have been doing.

Use these lines to write your own recount or diary entry about something you did this week. Use adjectives to describe how you felt. Remember to print the date on the top line.

You should edit your written work. Use the checklist to help.

Writer’s checklist Tick

Each sentence is a complete thought.

Each sentence starts with a capital letter and ends with a full stop.

The spelling words I know are spelled correctly.

I have had a go at spelling difficult words.

I used a dictionary to find out how to spell difficult words.

I have used some interesting words.

I have used some adjectives.

My writing has paragraphs.

Make changes by: • drawing a line through words you want to change • writing the new word above • adding or changing punctuation.

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

We are heading to Bunbury so we visited the Information Centre in Augusta and collected some pamphlets to tell us what we can see and do there.

Read this conversation to find out what we discovered.

“Did you know the Blackwood River is the longest river in the South West region?” asked Dad. “It’s 300 kilometres and has 41 tributaries or smaller water ways running into it.” “The river begins near Quelarup and flows through Bridgetown and Nannup until it runs into the Southern Ocean at Hardy Inlet near Augusta,” said Mum. “There are many natural features we can visit in the Bunbury area,” Dad said excitedly. “Wyalup Rocky Point is a natural landscape feature of ancient basaltic rock probably about 130 million years old. It was formed when Australia, India and Antarctica split apart.” Mum added, “Wyalup Rocky Point is also of Indigenous significance. Wyalup means a ‘place of mourning’ as in the past the area was a Noongar burial ground.” Rani spoke up. “I saw some information about Leschenault Inlet.” “Me too!” exclaimed Ryan. “Part of Leschenault Inlet is home to 25,000- year-old white mangroves.” “There are more than 60 species of waterbirds and you can walk through the area on boardwalks,” continued Rani. “Back Beach is one of the most popular beaches in the Bunbury region,” commented Mum. “It has a white sandy beach and is an excellent spot for swimming, snorkelling and surfing and beach fishing.” “There are lots of parks to have a picnic,” said Ryan, “like Hay Park, Manea Park, Big Swamp and Maidens Reserve.” “What about the Bunbury Lighthouse lookout?” asked Dad. “That’s a constructed feature, not natural,” replied Rani. “It’s twenty five metres tall and you climb up a spiral staircase to get to the top.”

Highlight the words each person said, using different coloured pens.

“How far is it to Bunbury?” asked Ryan. “How long will it take?” asked Rani.

Use your online map and write a sentence to answer each question. It is

It will take

Dad told Ryan and Rani these facts about Bunbury: Bunbury is a port city and the capital of the South West region. It is the third largest city in Western Australia. The city was named after Lieutenant William St. Pierre Bunbury, an English soldier. Bunbury is one of the few places in the world where you can swim with the dolphins, mingle with kangaroos, kookaburras, parrots and pelicans, watch the whales and cycle along bush trails.

Swim with the dolphins? That’s for me!

That sounds like a great activity for tomorrow morning. Research the Dolphin Discovery Centre to find the address.

Write the full address on these lines.

After dinner, Ryan and I did some more research about the Dolphin Discovery Centre.

Use your computer to research the Dolphin Discovery Centre website. Are these statements true (T) or false (F)?

T or F

The Eco Cruise goes out every day at midday.

Bottlenose dolphins are mammals.

10 dolphins regularly visit the Interaction zone.

The dolphins feed on whitebait, herring, flounder, garfish, mullet, cobbler, flat head, pilchards, skippy and tailor.

The dolphins do not catch octopus and cuttlefish.

The Discovery Centre does not have any sharks on show.

When you adopt a turtle you can take it home.

Which activity would you like to do at the Centre? Why? Discuss with your Home tutor and write your answer.

As we drove out of Bunbury we looked back at the city lights. They were very bright and twinkled like small stars.

I noticed that the sky was not as black as the sky on our farm. I couldn’t see as many stars either.

Of course we wanted to know how far we were travelling to Perth and how long it would take us to get there. Dad told us to look it up on our tablet.

Use your online map to choose the answers.

The approximate distance from Bunbury to Perth is

170 km 160 km 200 km

The approximate time it will take to drive from Bunbury to Perth is

less than 2 hours 2 hours 15 mins 2 hours

Shade the bubbles that match places you would pass through or by on the way to Perth.

Australind Nannup Swan River

Mandurah Esperance Kings Park

Write the full name of Kings Park.

Our cousins Roku and Ria live in the suburb of Perth called Wembley. Find it on the map.

What is the name of the reserve near Wembley?

Mum phoned our Aunt and told her we would arrive by dinner time. I was excited about seeing Ria and Roku.

Perth is the capital city of Western Australia and it has many suburbs or areas. Ria and Roku live in the suburb of Wembley. A city and its suburbs are called a metropolitan area. Cities and towns are urban places. Urban places have many constructed features including buildings, houses, bridges and roads.

Hi I’m Roku. My sister Ria and I have lived in cities all our lives. Our dad works all over the world so we have travelled a lot. Ria was born in Jakarta and I was born in Auckland.

Hi! I am Ria. I’m looking forward to seeing Ryan and Rani again. We are going to show them some special places around our city.

I’m a skateboarder and a reader. Fiction books that I like reading are science fiction and fantasy stories. The nonfiction books I like to read are about different places.

I love reading too. I like fantasy stories, especially scary ones. I also like reading and writing poetry.

Use an online map or atlas to find the cities where Roku and Rani were born. Write the country name beside each city. Locate the cities they have visited. Write the country name beside each city..

Auckland Jakarta

Manila Kuala Lumpur

Singapore Dili

Let’s find out more about cities. We know they are urban environments and contain many constructed features.

Discuss the features of these urban environments with your Home tutor.

Let’s find out more about a city you know. Answer these questions. You might need an atlas, online map, to do some research or ask other people to answer the questions.

What is the name of the city or closest city to where you live?

Which country is this city in?

Is it the capital city of the country or state?

List three constructed features found in this city.

•

What do you like about this city?

Read these lists. Tick the items that you are likely to see or do in an urban or city environment. traffic lights sheep farms apartment blocks visit museums waterfall air pollution freeways building computers wildflowers tractors skyscrapers mobs of kangaroos department stores multistorey car parks milking cows factories vegetable garden emu farms apple orchard wheat farm

Read each word. Write each word again and add a suffix to make a new word. shear visit harvest weed grow feed build learn Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

This is my diary entry that explains what happened when we finally arrived at our cousins’ home.

Monday 2 October

As soon as Dad stopped the car and turned off the engine, Ryan opened his car door and George jumped out. He started barking and running around in circles sniffing the grass. Ryan and I called George and raced for the front door with him bounding ahead of us. Ryan rang the bell as Ria and Roku opened door. We all hugged and jumped up and down. We were soooo excited! We grabbed everything out of the car while George ran around sniffing everything and everybody. We left the bags in the hall and went into the kitchen where a scrumptious dinner was laid out on the table. After dinner our parents sat around the table chatting and we went up to the bedrooms we would be sharing with our cousins. We wanted to talk about what we could get up to while we were in the city. Ria took me to her bedroom. I like her bedroom even though it’s not what I would have. Everything is pink! Pale pink walls! Bright pink quilt! Heaps of pink toys! I like bold colours and I have pictures of wild animals and colourful butterflies on my walls. Ria’s room felt peaceful and I’m happy sharing with her while we’re in Perth. We lay on Ria’s bed chatting and giggling. Ryan and Roku came to see why we were laughing. “Girl stuff!” we said and shooed them out. “Let’s follow them into Roku’s room,” said Ria, and so we tiptoed up the passage and stood in the doorway. Roku has heaps of skateboarding pictures on his walls. He has bunk beds and the boys were lying on the bottom bunk eating chips. “Hey!” they yelled when they saw us, “Off you go!” We laughed and ran back to Ria’s room. Ria told me her favourite place was her room. “Brothers can be annoying sometimes and this is one place where I can do what I want,” she said. “I have written a poem about it. Would you like to read it?” “For sure Ria,” I answered, “and you can read my poem about the Porongurups.” “I have a favourite spot where I relax,” I explained. “There is a lovely flat rock that gets warm from the sun on a winter’s day. I lay on it to think.”

My diary entry recounted what happened when we arrived at our cousins’ place.

Use these lines to write your own recount or diary entry about a time you were very excited about going somewhere. Write about what happened when you arrived. Remember to print the date on the top line.

This is my poem about my special place.

Sometimes my brother gets under my skin I want a place where he won’t come in When things around me are hard to face I go into my very special place I slip into my room and close the door and he can’t bug me anymore.

Now I can do what I love best I take a book, sit back and rest I read the words and it’s not long before

I land upon some distant shore. Stories carry me far away on new adventures every day.

Circle the rhyming pairs of words. Use a different coloured pencil for each pair.

Why does Ria need a special place?

What does Ria like to do in her special place?

Why?

Hey Ryan! My favourite place is the skateboard park. Do you want to come and have a go with my skateboard?

Excellent! I’m ready to go right now!

No you’re not! You need a few tips before I’m letting you loose on my skateboard!

Roku’s skateboarding tips for beginners

Skateboarding can be dangerous so you need to wear clothing protective clothing. You need a helmet, elbow pads, kneepads and wrist guards.

You need to be able to balance on the board. Each board balancing has two sets of bolts over the wheels. Place your feet over the bolts and practise balancing.

Place one foot over the front set of bolts and the other foot at the back end of the board. Push on the ground moving with your back foot. Go slowly at first and practise balancing on the skateboard while moving.

To stop the skateboard, drag your back foot along the ground, like a brake. When you are more experienced braking you can stop by leaning towards the back of the board and tipping the tail onto the ground to act as a brake.

You need plenty of patience and practice when you are practising learning to ride a skateboard. Practise every day until you feel confident and you can move quickly.

Let’s see if you read and understood my skateboarding tips. Answer these questions using full sentences when you can.

What protective clothing should be worn to safely ride a skateboard?

Why do skateboard riders need elbow pads?

Which should you learn to do first, balance on a skateboard or move on a skateboard?

Do you think skateboard parks are a good idea? Why?

Have or would you like to do some skateboarding? Why?

Let’s think about base words. What are they?

A base word is

A base word is a simple word that does not have any extra letters added, like table, fly and run.

Let’s think about suffixes. What are they?

A suffix is

ing is a suffix that can be added to the end of a base word.

Read these words and discuss the rule for adding ing. pass passing learn learning skateboard skateboarding jump jumping What is the rule?

Use the ing rule. Write the new word next to the base word. hover toss bark fill

In the previous activity you used the add the ing when two consonants together finish the word. Let’s look at another adding ing rule. Can you work it out?

Read these words and discuss the rule for adding ing. let letting pad padding dig digging hop hopping What is the rule?

Use the ing rule. Write the new word next to the base word. cut spin rub clap

Read the words below and discuss the adding ing rule. balance balancing brake braking practise practising giggle giggling What is the rule?

Use the ing rule. Write the new word next to the base word. hike wave give doze

When we came into Perth we drove across the Swan River using two bridges.

First we drove across the Mount Henry Bridge and then we drove across the Narrows Bridge.

Use your online map to help you choose the right answer to these questions.

The Mount Henry Bridge and the Narrows Bridge true are both constructed or built features. false

The road that runs under the Mount Henry Bridge is

The Freeway Hay Street The Esplanade

The road that runs along the Mount Henry Bridge is

Kwinana Freeway Mitchell Freeway

true The train does not travel across the Narrows Bridge. false

What is the name of the parkland near the Narrows Bridge?

Mill Point Reserve Mawson Park Bateman Park

Which features are near the Narrows Bridge?

Elizabeth Quay Kings Park Old Mill

Kerbside Cafe Riverside Drive Mt Henry Spit

When does the Kwinana Freeway change its name and become the Mitchell Freeway?

on the Narrows Bridge as it goes past Perth Zoo

Today we’re visiting Rottnest Island. It’s off the coast of Perth. We will take a ferry to get there.

Ferry fares:

Adult one day return $86 Child (12 and under) one day return $49

Family pass (2 adults, 2 children) $225

Ferry departure times:

Departing Hillarys Boat Harbour Departing Rottnest Island

07.00 08.30

08.30 10.30

10.00 12.30

12.30 15.00

16.00 17.00

Four adults and four children are travelling to Rottnest Island.

What is the cheapest way to buy tickets?

What is the total cost?

The families want to spend as long as possible on Rottnest.

What time should they travel to Rottnest?

What time should they travel back?

How long will the family spend travelling and visiting Rottnest Island?

I found some information about Rottnest Island.

The Dutch explorer Willem de Vlamingh came to Rottnest Island in 1696. He named the island Rats' Nest because he saw many large rats on the island. These rats were quokkas, small wallaby-like marsupials that live on the island.

Rottnest is a natural feature 19km off Perth’s coastline and can be reached by ferry, helicopter, plane or private boat. Dolphins often follow the ferries as they travel between the island and the mainland.

The island is 11km long and 4.5km at its widest point. It is a nature reserve with stunning coral reefs, crystal clear waters, safe swimming beaches and exciting surfing spots.

Whales and seals can be spotted from the island or whale watching boat tours. Three species of frogs are found on Rottnest Island: the moaning frog, the western green tree frog (or motorbike frog) and the sandplain (or squelching) froglet. There are seventeen species of lizard and two species of snake, the Southern Blind Snake and the Dugite.

Visitors go snorkelling, fishing, scuba diving, biking, walking and hiking. The Wadjemup Bidi trail takes walkers and cyclists to lookouts, salt lakes and the Oliver Hill Battery, with its WWII guns and tunnels.

Rottnest Island has two lighthouses, Wadjemup Lighthouse and Bathurst Lighthouse. The original 20- metre Wadjemup Lighthouse was constructed in 1849. It was Western Australia's first stone lighthouse and was built to provide a safer sailing passage for ships to Fremantle Port and the Swan River Colony. A second and larger replacement tower was built on the same site in 1896. Visitors can take a guided tour inside the lighthouse. Bathurst Lighthouse has a 20 metre tall tower and is located on Bathurst Point. It was activated in 1900 and is an automatic lighthouse. Visitors cannot go inside this lighthouse.

We had a fabulous day on Rottnest Island. Let’s make a poster about something on the Island.

Here are some ideas. Choose the one you like and make your poster.

Research an activity you could do on Rottnest Island. Go to: rottnestisland.com • hold your mouse over the See & Do tab • select Island Activities from the drop down menu • select an activity from the drop down menu.

Research a tour that runs on or around Rottnest Island. Go to: rottnestisland.com • hold your mouse over the See & Do tab • select Island Tours from the drop down menu • select an activity from the drop down menu.

Research an animal, bird, reptile or plant that lives on Rottnest Island. Go to: rottnestisland.com • hold your mouse over the The Island tab • select Quokkas and Wildlife from the drop down menu • select the Quokkas, Marine Life, Birds, Reptiles or Wildlife tab.

Use a sheet of blank paper or a computer document to make a poster using information about the topic.

Up and out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

Day 9: Aboriginal connections

The Noongar Aboriginal people have very strong traditional and cultural ties with Rottnest Island. Let me tell you about this heritage.

The traditional owners of Rottnest Island are the Whadjuk Noongar people. The name for Rottnest Island in the Noongar language is Wadjemup, which means place across the water where the spirits are. During the last ice age about 7,000 years ago, Wadjemup was connected to the mainland of Western Australia. Wadjemup was an important meeting place and ceremonial site because the Whadjuk and other Nyoongar people could walk there. When the ice melted, the sea level rose and covered some of the land, forming islands off the coast of Fremantle, including Wadjemup, Carnac Island (Ngooloomayup) and Garden Island (Meandup). Wadjemup holds special meaning to Aboriginal communities across the state because it was used as an Aboriginal prison for nearly 100 years. Almost 4,000 Aboriginal men and boys from all over Western Australia were kept on the island and many were buried there. The Wadjemup Aboriginal Burial Ground is located in the Thomson Bay Settlement. The Aboriginal prisoners constructed a large number of buildings and other structures including the Quod, Seawall, heritage cottages, the museum, churches and lighthouses. Today, the Whadjuk people think of the island as the resting place for the spirits. After an Aboriginal person dies, the spirit travels to Wadjemup before it moves to the afterlife. The spirit moves to the west end of Wadjemup. The whale takes the spirit on to its final resting place, known as Kooranup. Kooranup is located on the horizon in the deep ocean west of the Island. The Whadjuk people consider Wadjemup to be a spiritual paradise or heaven. The Aboriginal heritage sites on Rottnest Island are protected by the Aboriginal Heritage Act. It is an offence to change or damage an Aboriginal site in any way.

How carefully did you read my story? Let’s find out. You can use my story to check your memory. Use full sentence answers.

Who are the traditional owners of Rottnest Island? The traditional owners are

Why are they the traditional owners?

What happened to make Rottnest Island form?

Why do you think Rottnest was used as an Aboriginal prison?

Where is the Wadjemup Aboriginal Burial Ground located? It is located in Why are the Aboriginal heritage sites on Rottnest Island protected?

Do some research about Carnac Island (Ngooloomayup) or Garden Island (Meandup).

Write the information next to each heading. Island name: Noongar Whadjuk name: Location: Size: How to get there: Natural features:

Constructed features:

Wildlife:

Interesting facts:

There is a group of people who would like to change the name of Rottnest Island to its Aboriginal name Wadjemup. I think this is a good idea.

Why do you think this is a good idea Jake?

I wrote a persuasive text because I am trying to persuade people to understand my ideas and agree with me.

A new name for Rottnest Island Title

I think the name of Rottnest Island should be changed to its Aboriginal name Paragraph 1 Wadjemup. A sentence to introduce the topic.

Firstly the Aboriginal Noongar people are the traditional owners of the island. Paragraph 2 Wadjemup is the name they called the My first and most important island for thousands of years. This reason with supporting Aboriginal name is an important part of information. our Australian history.

Secondly, Wadjemup means place across the water where the spirits are. The name Paragraph 3 tells us about the Aboriginal belief that the My second most important island is the last resting place or paradise reason with supporting for spirits. This is an important part of the information. Aboriginal heritage of the island.

Please continue reading on the next page.

I wonder what you think about my argument so far. Read on to find out what else I have to say.

Thirdly, the island was named by a Dutch explorer who thought the quokkas were rats Paragraph 4 so he called the island Rats’ Island or My third most important reason Rottnest. Quokkas are not rats so Rottnest with supporting information. Island is not a suitable choice.

Changing the name from Rottnest Island to Wadjemup would honour the Aboriginal Paragraph 5 culture and the Aboriginal people who were Conclusion imprisoned or died there.

I used key points from the Aboriginal connections information to write my persuasive text.

Place Jake’s persuasive writing sheets and the Aboriginal connections activity sheet side by side.

Let’s identify the key points in the Aboriginal connections story that I used in my writing.

Read the key point below. I read it in the Aboriginal connections story and Jake used it in his persuasive writing.

Aboriginal connections

The traditional owners of Rottnest Island are the Whadjuk Noongar people.

Use a highlighter to highlight that point on your copy of Aboriginal connections.

On your copy of Aboriginal connections highlight other key points that Jake has used in his writing.

Which paragraph in Jake’s writing is the most persuasive?

paragraph 2 paragraph 3 paragraph 4

Why?

Up & out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

Ria and I have lived in many different cities including Perth in Australia, Jakarta in Indonesia and Tokyo in Japan. Life in the city is exciting because there are always things to do and places to go.

The city has plenty of shops to buy different things including takeaway food! It also has places for entertainment like movie cinemas, sporting events, museums, art galleries and parks.

However, there can be more pollution in the city and it can get quite noisy. There can be a lot of traffic and it can take a long time to travel short distances.

I love living in the country because I love nature. I love butterflies, wild animals and birds. I love the forests and I love rocks. The country has lots of fresh air! It is quiet and peaceful because there is not much traffic.

In the country there is lots of space and I love hiking in the bush and up into the mountains. At night the sky is so clear you can see millions of stars. We grow our own vegies and share them with our neighbours.

There are not many shops so I do not have much choice when I go shopping. Our hospital is small so if we get very sick we need to travel to Perth. You can’t go far unless you have your own transport and it is a long way between different places.

There are good and bad points about living in the city and the country. As long as we have our family and friends around us, we are happy!

I’m sure you can use our conversation and your own ideas to write some points about living in the city.

City living – yes!

•

City living – no!

•

Now you can use our conversation and your own ideas to write some points about living in the country.

Country living – yes!

•

Country living – no!

•

Day 10: Persuasive planner 1

When you want to write in a persuasive way, it’s important to plan your ideas, write clearly and use powerful language.

Where you would prefer to live, the city or the country? Make your decision.

Place the matching city or country Day 9 Persuasive points sheet on the table where you can see it. You will not need the other persuasive points sheet.

Read Jake’s Rottnest or Wadjemup persuasive writing and the bubbles that tell you what each paragraph does.

Discuss what to do next with your Home tutor.

Planning table

Paragraph 1 Introduction – a phrase to introduce the topic

Paragraph 2 My first and most important reason with supporting information.

Paragraph 3 My second most important reason with supporting information.

Paragraph 4 My third most important reason with supporting information.

Paragraph 5 Conclusion points

Up & out! Time to stand up and go outside for some fresh air and activities! Your Home tutor will tell you what to do.

You have thought about and planned your persuasive text. You have many excellent ideas to help create your sentences in your writing.

Use a sheet of lined paper to write your persuasive piece. Refer to your planner as you write.

Use the points below to help guide your writing.

Title Write a title or leave a line to write it later.

Paragraph 1: Introduction: one sentence to introduce the topic.

First reason: 1 sentence stating the most important Paragraph 2: reason supporting your choice. 1 or 2 sentences to support this reason.

Second reason: 1 sentence stating the second most Paragraph 3: important reason supporting your choice. 1 or 2 sentences to support this reason.

Third reason: 1 sentence stating the third most Paragraph 4: important reason supporting your choice. 1 or 2 sentences to support this reason.

Conclusion: a powerful sentence to close your writing. Paragraph 5: It can say how you feel.

If you have not written your title, read your persuasive text and write one that suits what you have written.

Now it’s time to decide if your persuasive writing is successful. You read it and think about improvements or changes you can make.

Use the points below to help guide your reflection.

Reflection tips Completed

My title suits my writing.

I have 5 paragraphs.

Each sentence starts with a capital letter.

Each sentence ends with a full stop.

My first sentence introduces the topic.

My second paragraph has at least 3 sentences.

My third paragraph has at least 2 sentences.

My fourth paragraph has at least 3 sentences.

My concluding paragraph says how I feel.

I have underlined and checked difficult spelling.

I have corrected spelling errors.

I have used some powerful words.

I have used some descriptive words.

I took care with my handwriting.

There are many lighthouses around the world.

We know a bit about the lighthouses on Rottnest and the one at Cape Leeuwin.

Read this information to find out more about lighthouses.

Many years ago, people decided to go out on the ocean in boats to fish or explore the coast. The fishermen and early explorers often made piles of rocks on clifftops and used them to find their way home during the day. To guide the sailors and fishermen home at night, friends would light a bonfire on a clifftop. When larger sailing ships were built and people started exploring further from home, nature provided the first lighthouses. Sailors used landmarks such as glowing volcanoes to guide them safely around the dangers hidden under the ocean. The wind and waves could push ships against reefs and rocks and wreck them. People realised that some sort of warning signal was needed so they could safely sail from place to place. The famous Pharos of Alexandria in Egypt was the first lighthouse recorded in history. It was built on the island of Pharos in about 280 B.C and was 110 metres tall, the tallest lighthouse ever built. The Pharos of Alexandria used an open fire at the top as a light. It is believed that the fire signal could be seen from eighty kilometres away. During the day, the lighthouse produced a column of smoke to guide sailors safely home. The lighthouse tower had three parts; a tall square prism base, a second storey with eight sides and a narrow, round third storey. This amazing lighthouse survived for 1500 years and was destroyed by an earthquake. People who study (or are interested in) lighthouses are called pharologists. The name pharologists comes from that famous lighthouse.

Read the description of the Pharos of Alexandria and highlight the words that are used to describe it.

Use the description to draw a picture in the space below or make a model of the Pharos of Alexandria.

Label the parts on your drawing or model.

Include all the information about the lighthouse. You could do some research and add extra information.

Please complete this reflection to assist with assessment of the student’s skills and performance.

No Some Lots of The student can help help help understand that the text inside a speech bubble represents spoken words identify key words and ideas in text use a dictionary use known reading strategies to attempt to read unknown words use known spelling strategies to attempt to spell unknown words locate information in a print or online text interpret information in a print or online text use commas when listing items in a sentence define and use adjectives to enhance writing identify rhyming words answer questions by writing full sentences substantiate own opinions plan and deliver a simple presentation based on own notes read fluently with attention to punctuation interpret information presented in tables reflect on and analyse own oral reading understand that quotation marks contain the spoken words use a checklist to proof and edit own writing use paragraphs to organise own writing apply phonics knowledge to spell words containing a-e and tch

No Some Lots of The student can help help help identify base words and suffixes combine base words and suffixes to build words write a recount using diary format apply spelling rules when adding the suffix ing to base words identify the purpose and parts of a persuasive text plan a persuasive text write a persuasive text create a labelled drawing or model identify the location of Australian states and territories identify the location of Australian capital cities explain the difference between climate and weather interpret information on weather and climate charts identify the main climatic zones of the world recognise natural and built features in the environment identify urban and rural regions and their features read a map to locate places and natural features read a map to identify distance and travel time identify the location of Western Australian natural and constructed features understand and appreciate that the Aboriginal people have traditional ties with many places in Western Australia

Comments

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 83 Porongurups to Perth Activity book – Day 10 Set return checklist Please check all listed items and this checklist are returned to the teacher.

Day Activity Check

On the map

My place on the map

The Porongurups

Aboriginal heritage

1 Climate and weather Weather in the Porongurups

Climate in the Porongurups

Climate zones around the world

Three climate zones

Living in the country

Reading for information

Water forms

Landforms

2 Defining natural features

A special place for Ryan

Adjectives

A special place for Rani

Rhyming words

Constructed or built features

Exploring Albany – video recording

Exploring Albany x 3 3 Reading for information

My favourite place – notes

My favourite place – project

Day Activity Check

Travelling through the south west

Into the tall trees 4 Find the rhyme

Exploring the area – digital document

Travelling to Augusta

Where will we stay? – video recording

Which one will we choose? x 2

5 Let’s decide

Writers’ checklist

A great decision

Thinking about reading

Caves of the South West region

Ryan’s diary

Write a diary entry

Writers’ checklist 6 Places to go

Places to go – video recording

On to Bunbury

Swimming with the dolphins

City lights

A city near you

Urban or rural 7 The arrival – video recording

My diary entry

Ria’s special place

Day Activity Check

Roku rules!

Skateboard check

Adding ing the easy way

Adding ing to other words 8 Across the river

A ferry trip

Rottnest Island – video recording

Rottnest research – digital poster

Aboriginal connections

Careful reading 9 Island notes

Jake’s key points

Persuasive points about city living (from Day 9)

Persuasive planner 1 and 2

10 Let’s write – student writing

Let’s reflect

The first lighthouses

Pharos of Alexandria (or model photograph)

Reflection

Set return checklist

INTEGRATED First published 2013 Updated 2019

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Western Australian Department of Education, unless copied under the Statutory Education Licences.

This resource contains extracts from The Australian Curriculum Version 8.1. © Australian Curriculum, Assessment and Reporting Authority 2014.

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

creativecommons.org/licenses/by-nc/4.0/

Overview Year 3: Porongurups to Perth

Western Australian Curriculum

Year 3 English

Content strands

Language

Literature

Literacy

Content Descriptions

Language

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Language for interaction

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790)

Language

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Phonics and word knowledge

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)

Literature

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Develop criteria for establishing personal preferences for literature (ACELT1598)

Literature

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

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 (ACELT1600)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Literacy

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Year 3 Humanities and Social Sciences

Content strands

Civics and Citizenship

Geography

History

Content Descriptions

Knowledge and understanding

Geography

Places are both similar and different

The location of Australian states, territories, capital cities and major regional centres of Western Australia and the location and identifying attributes of Australia's major natural features (e.g. rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef) (ACHASSK066)

Language groups of Australia's Aboriginal and Torres Strait Islander Peoples divide their Country/Place and differ from the surveyed boundaries of Australian states and territories (ACHASSK066)

The location of Australia's neighbouring countries and their diverse natural characteristics and human characteristics (ACHASSK067)

The difference between climate and weather, the main climatic zones of the world (e.g. equatorial, tropical, arid, temperate) and the similarities and differences between the climates of different places (ACHASSK068)

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live there, and feelings and perceptions about places (ACHASSK069)

Humanities and Social Sciences Skills

Questioning and researching

Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Develop a range of focus questions to investigate (WAHASS27)

Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)

Record selected information and/or data (e.g. use graphic organisers, develop note- taking strategies) (WAHASS29)

Content Descriptions

Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others' work) (WAHASS30)

Analysing

Develop criteria for selecting relevant information (e.g. accuracy, reliability, usefulness) (WAHASS31)

Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information) (WAHASS32)

Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)

Translate collected information and/or data into different formats (e.g. create a timeline, change data in to a table and/or graph) (WAHASS34)

Evaluating

Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)

Communicating and reflecting

Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)

Develop texts, including narratives and biographies, that use researched facts, events and experiences (WAHASS38)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)

General Capabilities and Cross Curriculum Priorities

General capabilities

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/

creativecommons.org/licenses/by-nc/4.0/

Introduction This Set addresses the outcomes of the Western Australian Curriculum in the Year Three English and Geography learning areas. The set incorporates two books, the Lesson notes and an Activity book, which contain lessons for ten days. Each day incorporates sequential learning activities that introduce, practise and consolidate concepts and skills and a ten-minute fitness component. Completed work storage The student requires a computer folder to digitally store photographs and video recordings. Completed and scanned or photographed print materials, eg activity sheets, writing tasks and artwork should be stored in this folder. If you plan to return work in hardcopy format, please use a folder, sheet protector or envelope for storage of these materials. Please ensure all work is labelled clearly with the student’s name, Set title, Day and activity title, eg Max Kelly, Porongurups to Perth, Day 4, Into the tall trees. Lesson notes The Lesson notes provide a step-by-step program to ensure your student is introduced to new concepts and can consolidate learned skills successfully. They scaffold the learning and direct the completion of all tasks. Use of the Lesson notes each day is essential to ensure your student has the opportunity to learn, practise and apply the skills and understandings required at this year level. It is important to: • read the lesson notes for each day in advance • have all of the equipment ready at the beginning of each day • help the student with the organisation of materials • read the instructions if the student has difficulty • repeat and/or discuss the instructions if the student is unsure • observe the student working, discuss and teach where necessary • tell the student an answer if it is not known • check and mark activities as they are completed • participate in games and activities which require more than one person • demonstrate where necessary • provide positive feedback • encourage care and neatness.

It is important to encourage independence however, as the student’s ability to read and write will vary, assist by reading to, or with the student. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

What's in the Lesson Notes? This resource provides various types of information.

Materials lists The materials required for each day are listed at the beginning of each day’s Lesson Notes. Please read the list and help the student collect and organise the materials.

Learning plan The learning plan explains in detail the sequential steps of each task in the lesson. Your student will learn most effectively when the Lesson Notes are used to scaffold and direct the learning experiences. Some steps are presented as general instructions, eg Ask the student to read the activity title and speech bubbles above the map. Specific dialogue is presented in a 'Say' box, detailing what to say to the student.

Tell me what you know about maps. Answers will vary, eg we use them Say to show us where to go.

Examples of possible student responses are included in bold. Activity solutions are provided to allow you to check, correct and discuss the student’s work. The solutions provided for discussions and activity sheets are printed in bold. These symbols will help you identify specific actions:

Please help the student make a video recording or take a photograph. Recordings can be made using a mobile phone, video camera or other electronic device.

Please mark the tasks when the student has completed the work. This provides immediate reward for effort and errors can be discussed. Marking allows you to collect information for the Reflection sheet.

Store or scan (or photograph) and save All tasks to be returned to the teacher need safe storage, either digitally or in hard copy format.

Up and out

The student will need a hat, comfortable loose clothing, sunscreen and a water bottle for each Up and out session. These activities are used as a lesson break, to provide exercise and refresh the student.

The equipment required is listed on the Materials list. All activities are designed to allow more than one student to participate. Some activities require a partner. Usually an adult can act as the partner. Some activities require beanbags. A beanbag can be made by placing two handfuls of rice, split peas or similar into a zip lock sandwich bag. Place the first bag zip side down into the base of a second sandwich bag. Seal the second bag. Zips can be sealed with tape if required. Activity book The Activity book contains pages that the student will complete to practise and consolidate concepts and skills. The learning plan designed to guide the student through these activities is contained in the Lesson notes book. Some activity sheets contain a Discussion box.

The icon indicates that the student and the Home tutor will discuss a topic.

A simple instruction is written in the Discussion box and more detailed information can be found in the Lesson notes. These activities are an integral part of each day, introducing and consolidating new skills and concepts. In some instances the instructions on the activity sheet will ask the student to complete a task using lined paper, art materials or using an electronic device.

Reflection sheet Day 10 includes a Reflection sheet to be completed and discussed with the student. Making comments and noting any difficulties keeps the teacher informed about the student’s progress. The Reflection sheet is returned to the teacher.

Set return checklist This checklist lists all the work the student is required to return to the teacher, including activity sheets, photographs, video recordings and work presented on lined paper. At the end of each lesson: • ensure each item is stored in a folder or in digital format (scanned or photographed) • ensure all work is labelled clearly with the student’s name, Set title, Day and activity title, eg Max Kelly, Porongurups to Perth, Day 4, Into the tall trees • tick each item in the checklist so you know it is complete and ready to be sent

Return of work At the completion of the Set, check each item against the Set return checklist. Hardcopy format: Written or drawn tasks or printed photographs can be returned via postage. Please ensure the packages are addressed clearly to the teacher. Digital format: activity sheets, written tasks, and artwork can be scanned or photographed for return in digital format. Video recordings, digital tasks (eg posters created on a computer) and photographs must be returned in digital format. Digital tasks can be returned via mail (using a USB) or uploaded into Moodle. Reading texts This set does not require specific reading texts however the SIDE Resource Centre has created a list of appropriate print and digital texts to support the content. Contact the Resource Centre via email to request these texts. Supply the staff with the name of the Set so they can choose from the list. Other texts and resources can be sourced from: • your local library • your personal library • online book stores • local book stores.

Activity sheets (please print) Check

• Getting to know you

• On the map

• My place on the map

• The Porongurups

• Aboriginal heritage

• Climate and weather

• Weather in the Porongurups

• Climate in the Porongurups

• Climates around the world

• Three climate zones

Resources

• Lesson notes – Day 1

• dotted thirds lined paper

Other resources

• compass or compass app on mobile phone or tablet

• atlas or access to internet maps

• book with information about the Porongurups or access to internet

• highlighter pen

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope or similar

Getting to know you Materials: • activity sheet – Getting to know you • compass or compass app on mobile phone (if available).

Ask the student to read the activity title and speech bubbles above the map. Assist with reading if necessary.

Where do Ryan and Rani live? on a farm between Mount Barker and Albany, in the Great Southern region of Western Australia Do you know if Mount Barker and Albany are in the north or south of Western Australia? Answers will vary, eg the south of Western Australia. Most of the people in the Great Southern region live in the historic port city of Albany. Point to the star and the label that show Albany on the map. The Great Southern region is Western Australia’s second largest agricultural producer, growing wool, timber, livestock, fruit and fishing. Say The main towns in the Great Southern region are Mount Barker, Denmark, Katanning and Kojonup. Where do you live? Answers will vary. What is a map? Answers will vary, eg a picture of a country, it shows roads, towns and rivers. Look at the map on the activity sheet. What does it show? Answers will vary, eg Australia, states, cities, oceans. Towns and cities are represented by dots and labelled with their names. The lines that show the different states are not drawn on the ground. They are only seen on maps to show the borders of each state. Let’s read What Ryan and Rani have to say.

Ask the student to read the speech bubbles below the map. Check as the student locates the states and cities and requested. Ask the student to read Rani’s last speech bubble.

Do you know the name of the object beside the map? Answers will vary, eg compass or compass rose. Do you know what it does? Answers will vary. Say To help us locate places in the world we use maps, country and town names and also compass points. Read the letters on the compass. E, S, N. W The letters match directions. E means east. What do you think the other letters mean? Answers will vary, eg W is west, S is south, N is north.

If a compass is available, show the student how it works. Use the compass to locate items in the room or outdoors, eg the tree is north of the house.

The compass is a very important piece of equipment. Vehicles including boats, ships and planes use compasses to guide them in the correct direction. The GPS in a car uses a compass to make the guiding system work. Sometimes the GPS voice will say ‘Head east on Smith street’. Look at the map. Some of the states have a compass point as part of their name. Tell me their names. Western Australia, South Australia, New South Wales, Northern Territory Which ocean has a compass point in its name? Southern Ocean Say Use the compass on the page to answer these questions. Is The Southern Ocean to the north or south of Perth? south What is to the west of Perth? the (Indian) ocean When you travel from Perth to Sydney, which direction are you travelling? east Which is the most northern capital city in Australia? Darwin Which city is north of Sydney? Brisbane Which is the most southern capital city in Australia? Hobart

The activity sheet will be used in the next activity.

On the map Materials: • activity sheet – On the map • activity sheet – Getting to know you. Ask the student to read the title, speech bubble and the discussion information. Ask the student to read and complete the tasks.

Western Australia is the largest state in Australia.

It is on the west side of the country.

Western Australia’s beaches are in the Indian Ocean.

The capital city is Perth.

It is on the west edge of the state.

One of Australia’s states is an island. What is its name? Tasmania

Where is your home in Western Australia? Answers will vary.

Name a place you have visited in Western Australia. Answers will vary.

Name another Australian state or territory you have visited. Answers will vary.

Mark then store or scan and save the On the map activity sheet.

My place on the map Materials: • activity sheet – My place on the map • atlas or computer with internet access.

Let’s use a map of Western Australia to look at the area where Ryan and Say Rani live. Where can we find a map? Answers will vary, eg an atlas, the internet, Google maps.

Help the student find a map of Western Australia in an atlas or on the internet.

This is our state of Western Australia. Look at the map and point to Perth. What can you tell me about Perth? Answers will vary, eg it is the capital of the state, I lived/visited there, it is a city. Perth is the capital city of Western Australia. It is our largest city. If you are in Perth, the area below Perth (point to indicate area) is in the south of Western Australia and the area above Perth (point to indicate area) is in the north of Western Australia. Find the town of Albany. Is it on the coast? yes Is Albany in the south or north of Perth? south Albany is the oldest colonial settlement in Western Australia. It is a port and many large ships come into its harbour. Before European settlement, Aboriginal people, called the Minang Noongar people, inhabited the area. Say They call Albany Kinjarling, which means the place of rain. What does the Aboriginal name tell you about the climate in Albany? Answers will vary, eg it rains a lot. Now find the town of Mount Barker. Is it on the coast? no Is Mount Barker to the north or south of Perth? south Mount Barker was named after the nearby hill Mount Barker Hill. The hill was named in 1829 in honour of Captain Collet Barker. Before European settlement, Aboriginal people, called the Bibbulmun people, inhabited the area. The Aboriginal name for Mount Barker Hill is Pwakkenbak. Albany is larger than Mount Barker. It is a city while Mount Barker is a town. Point to the area on the map where you think Rani and Ryan might have their farm. The student points to the area halfway between Albany and Mount Barker.

Help the student to find an Australian map (or a world map if he/she does not live in Western Australia). Smaller places may not be marked on the map, in this case find the nearest big town or city to where the student lives.

Where do we live at the moment? Answers will vary. Find the place where you live on a map. Answers will vary. Do you live north or south of Perth? Answers will vary. (If the student does not live in Australia, discuss whether you live north or south of the closest capital city.) How long have you lived there? Answers will vary. What do you like about living where you do? Say Answers will vary. Is there anything you do not like about where you live? Answers will vary. What changes have you seen in your town while you have been living there? Answers will vary. What changes could make your area a better place to live? Answers will vary. Let’s read Ryan’s speech bubble on the activity sheet and then you can complete the activity.

Read the speech bubble with the student. The student should work independently to complete the activity. Help with reading and spelling if required. Answers will vary.

Mark then store or scan and save the activity sheet.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area with a grass surface. Lay the skipping rope in a line on the ground. Ask the student to walk along beside the skipping rope line using: • small steps • long strides • heel to toe steps • tiptoes.

The student moves sideways along the skipping rope line using: • normal side steps • small side steps • long side steps.

Hold the skipping rope by one end. Slowly turn on the spot, swinging the skipping rope in a circle around you. The skipping rope should circle at ankle level at a slow speed that keeps it from touching the ground. The student stands on one spot, facing the direction the rope is coming from. The student jumps the rope just before it touches his/her legs. The student continues jumping until he/she has made 6 successful jumps. Lift the height of the circling rope to your shin level. The student jumps the rope just before it touches his/her legs. The student continues jumping until he/she has made 6 successful jumps. Ask the student to stand in a relaxed position with feet shoulder width apart. Ask the student to stretch and shape his/her whole body to make each of the numbers 0 to 9.

Let’s do a stretch and relax to finish. Make a one shape. Stretch into a seven shape. Say Curl into a three shape. Relax back into a one shape.

Move back to the school area.

The Porongurups Materials: • activity sheet – The Porongurups • book with information about the Porongurups or computer with internet access.

Ask the student to read the activity title and speech bubble conversation. Help if required. Ask the student to read the activity instruction. Help the student locate the research source, either a book or online on the Porongurups Albany region site. Read the information about the Porongurups together. Ask the student to read the first statement on the activity page, locate the information in the research material and print T or F to show if the statement is true or false.

The student completes the remaining T/F tasks. Help with reading if required.

The Porongurup Range is a 15 minute drive from Albany. T

The Porongurup Range is the oldest mountain range in the world. T

Wildflowers do not grow in the Porongurup National Park. F

Devil’s Slide is a round-topped mountain. T

The Porongurup Range is 102km long. F

Castle Rock is easy to climb. F

Ask the student to read and follow the next instructions. Help if required. Answers will vary, eg suspended walkway, two lookouts, lower and upper lookouts, the upper lookout is more difficult to get to, made of metal and glass.

Mark then store or scan and save the activity sheet.

Aboriginal heritage Materials: • activity sheet – Aboriginal heritage • highlighter pen.

Ask the student to read the activity title and speech bubble conversation. Help if required. Ask the student to reread the conversation and highlight key facts and words. Answers will vary, eg

Up until approximately 55 million years ago, the Porongurup Range was an island surrounded by the sea. The highest point is the 670m Devils Slide. Aboriginal tribes lived on the plains around the Porongurup Range for many thousands of years before European settlement. The Minang Noongar people call the Porongurups the Borrongup. They believe the Borrongup is a sacred and dangerous place and the home of the totem spirits. Hunting was forbidden in the area. It was said that the wagyl, or snake lived in the peaks of the mountain, and the jarnaks, or ghosts and evil spirits, lived among the rocks. The tiny town of Porongurup is in the centre of the Porongurup National Park. It takes its name from the Noongar word Purrengorep meaning a ‘meeting place near water’.

Ask the student to read the activity instructions. Discuss the art materials available and the type of artwork the student could create.\, eg drawing, painting, collage.

Ask the student to complete the artwork and the sentence below.

Store or scan and save the activity sheet.

Climate and weather Materials: • activity sheet – Climate and weather.

Ask the student to read the activity title and speech bubble conversation. Help if required. Read and complete the Discussion box activity together. Ask the student to complete the definitions. Ask the student to read the speech bubble conversation. Help if required. Discuss and compare the student’s definitions and those given by Ryan and Rani.

Store or scan and save the activity sheet.

Weather in the Porongurups Materials: • activity sheet – Weather the Porongurups • device with internet access.

Ask the student to read the activity title and speech bubble. Help if required.

This table has two rows. The balloons tell us about the information in the top row. Find the balloons that says location. Read the words it points to. Porongurup Western Australia This table tells us about the weather in Porongurup. Let’s find out what the top row tells us about the weather. Point to the day and time balloon. Say Read the information the balloon is pointing to. Thursday 9 o’clock/ 9 am This weather table was created on Thursday at 9:00 in the morning. Point to the current temperature and weather balloon. Read the information the balloon is pointing to. Answers will vary, eg a sun and thirteen. What is temperature? how hot or cold it is The small circle after the thirteen is a degree sign.

Temperature is measured in degrees so we read the temperature as thirteen degrees. The capital C means Celsius. In Australia we use a temperature measure called degrees Celsius. In some countries the temperature is measured in degrees Fahrenheit. (Point to each part of the measurement as you read it.) Read with me; thirteen degrees Celsius. thirteen degrees Celsius What do you think the sun means? Answers will vary, eg sunny weather, hot, no rain. On Thursday at nine o’clock in the morning the weather in the Porongurups was sunny and thirteen degrees Celsius. Thirteen degrees Celsius is cool. You would need to wear warm clothes. Find the temperatures balloon. It is pointing to a line of temperatures in the second row of the table. Read these temperatures to me. thirteen degrees Celsius, seventeen degrees Celsius, nineteen degrees Celsius, seventeen degrees Celsius, fourteen degrees Celsius, thirteen degrees Celsius, twelve degrees Celsius, eleven degrees Celsius These tell us the different temperatures that the weather people think will happen on Thursday. Which is the highest or maximum temperature? nineteen degrees Celsius Say Find the times balloon. It is pointing to a line of times. Read these times to me. nine o’clock/am, twelve o’clock/pm, three o’clock/pm, six o’clock/pm, nine o’clock/pm, twelve o’clock/am/midnight, three o’clock/am, six o’clock/am (Point to the first temperature and time.) At nine o’clock in the morning it was thirteen degrees. (Point to the second temperature and time.) At twelve o’clock midday what will the temperature be? seventeen degrees (Point to the third temperature and time on each row.) What time will the temperature reach nineteen degrees? three o’clock, 3 am What will the temperature be at six o’clock? seventeen degrees When will the temperature drop to 11 degrees? six o’clock, 6 am Find the graph balloon. This is a graph line. It matches the temperatures and shows how they will go up and down during the day. Why is this weather information useful? Answers will vary, eg we can plan an activity, we can plan what to wear, work out if we need a raincoat or hat. Read the questions below the table and use the table information to answer them.

What day and time was this table created? Thursday 9:00 am

What will the temperature be at 9 pm? 14 degrees 14º

What time of day has the lowest temperature? 6am six o’clock 6:00

Read the Discussion instruction with the student.

What can you see on this table? day names, weather pictures, temperatures What does this table tell us? the weather for one week This table is the predicted weather for the next week. People at the weather bureau study data and machines to forecast or predict what the weather will be in the future. Why do you think it is useful to know the weather for the next week? Answers will vary, eg we can plan clothing for a trip, plan activities. Use the pictures to tell me what the weather was like each day. Answers will vary, eg Friday and Saturday were rainy, Sunday, Monday and Tuesday were cloudy, Wednesday was sunny and Thursday was rainy. Why do you think it is useful to use pictures to show the weather for each day? Answers will vary, eg pictures are easy to understand, pictures Say quickly help us work out what we might want to do or wear. Look at the temperatures. What do you notice? There are two numbers for each day. The first number is the highest or maximum temperature for the day and the second number is the lowest or minimum temperature for the day. Read all the highest or maximum temperatures and tell me which day is forecast to be the hottest and its temperature. Wednesday 24 degrees Read all the minimum or lowest temperatures and tell me which day is forecast to be the coldest and its temperature. Saturday 9 degrees Why do you think it is useful to know the maximum and minimum temperatures for each day? Answers will vary, eg we can work out what to wear, what activities we can do, if we need a sunhat. Read the questions below the table and use the table to answer them.

What is the forecast maximum temperature for Tuesday? 20º

What is the forecast minimum temperature for Sunday? 11º

How many days will be cloudy? Answers will vary, eg three or six (including the rainy days).

Use a computer, laptop or tablet to show the student to weather for one week in the town where he/she lives. Discuss the weather.

Mark then store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 23 Porongurups to Perth Lesson notes – Day 1 Climate in the Porongurups Materials: • activity sheet – Climate the Porongurups • device with internet access.

Ask the student to read the activity title and speech bubble conversation. Help if required. Read the Discussion box with the student. Ask the student to read the headings in the table. Ask the student to read the month names.

Let’s find out what this table tells us about the climate in the Porongurups. Point to the January row. Read the high temperature. 26 degrees This is the average high temperature in January. Not all days were twenty six degrees, some were hotter and some were cooler but most were around twenty six degrees. Read the low temperature. 13 degrees This is the average low temperature in January. Not all nights were thirteen degrees, some were warmer and some were cooler but most were around thirteen degrees. The last column tells us how many days had some rain in January. How many was that? two days Say Choose a month and tell me about the weather for that month. Answers will vary, eg October’s average maximum/high temperature was nineteen degrees and the average minimum/low temperature was nine degrees. There were nine rainy days. Choose your birthday month and tell me about the weather in the Porongurups in that month. Answers will vary. Which month was the hottest? February Which month had ten rainy days? May This table tells us about the climate over the year in the Porongurups. If we wanted to visit the area this information would help us decide the best time to do this. Read the questions below the table and use the table to answer them.

The table shows the climate for 12 (twelve) months or 1 (one) year.

Which month had the highest maximum temperature? February

Which months had the most rain? July and August

Which months were the coldest? July and August

Use a computer, laptop or tablet to show the student to climate for one year in the town where he/she lives. Discuss the climate.

Mark then store or scan and save the activity sheet.

Climate zones around the world Materials: • activity sheet – Climate zones around the world.

Ask the student to read the activity title and first speech bubble conversation. Help if required. Read the name of the lines of latitude with the student. Arctic Circle, Tropic of Cancer, Equator, Tropic of Capricorn, Antarctic Circle Ask the student to use a finger to trace the equator.

The equator is an imaginary line that runs through the hottest part of the world. The earth’s climate becomes cooler as you move towards the Arctic (point) and Antarctic (point). The equator divides the world in half. The top section (point to the area) is called the northern hemisphere and contains all the countries and water bodies north of the equator. The bottom section (point to the area) is called the southern hemisphere and contains all the countries and water bodies south of the equator. Use your finger to trace the Tropic of Cancer. Is it in the northern or southern hemisphere? northern Use your finger to trace the Tropic of Capricorn. Say Is it in the northern or southern hemisphere? southern Which hemisphere has the Antarctic Circle? Southern Which hemisphere has the Arctic Circle? northern Which hemisphere is Australia in? southern Tell me the name of another country in the southern hemisphere. Answers will vary, eg New Zealand, South America, parts of Africa. Tell me the name of a country in the northern hemisphere. Answers will vary, eg Italy, Great Britain, Denmark, China, Japan. Read what Ryan and Rani say in the speech bubbles below the map. Point to each climate zone name and read it. polar, temperate, hot

Ask the student to cut out the labels and place them on the table.

What do you think a polar climate is like? Answers will vary, eg very cold, snow. What do you think a hot climate is like? Answers will vary, eg hot and dry. What do you think a temperate climate is like? Answers will vary, eg some rain and often sunny. Point to the space between the equator and the Tropic of Cancer. This is one climate zone. Point to the space between the Tropic of Cancer and the Arctic Circle. Say This is a different climate zone. Point to the space above the Arctic Circle. This is another climate zone. Point to the three climate zones in the southern hemisphere. The student points to the three areas between the equator, tropic of Capricorn and below the Antarctic Circle. Think about the information you know about climate zones and temperatures and place the labels into the climate zone areas in each hemisphere. Answers will vary.

Ask the student to explain why he/she placed the labels in the selected positions. Answers will vary.

Let’s see if you are correct. What do you know about the Antarctic and Arctic? Answers will vary, eg they are cold, snowy, polar bears live there, icebergs and frozen water, north and south poles. Say The polar climate zone is very cold, snowy and icy. Not many plants grow there and not many animals can live there. The area below the Antarctic Circle is a polar climate zone. Have you placed a polar label there? Answers will vary.

Check the label is in the correct position and ask the student to glue it into place. (without obscuring any landforms if possible). Repeat for the area above the Arctic Circle.

What do you know about the area around the equator? Answers will vary, eg it is very hot, humid, lots of rain sometimes. The hot climate zone is usually very hot and dry however some areas are Say humid and have lots of rain. Not many plants grow and not many animals can live in the hot areas however some areas are more tropical so lots of tropical plants and animals live here. The zones on either side of the equator are the hot and tropical climate zones. Have you placed hot labels there? Answers will vary.

Check the labels are in the correct position and ask the student to glue them into place (without obscuring any landforms if possible).

What is the name of the remaining zone? temperate The temperate climate zones are between the polar and hot zones. The Say climate is usually mild, with warm dry summers and cool, rainy winters. Plants grow very well and many animals live in these zones. Place the labels into the zones.

Check the labels are in the correct position and ask the student to glue them into place (without obscuring any landforms if possible).

Look at Australia. Which climatic zones run across Australia? hot and temperate Say Which climatic zone is New Zealand? temperate Which zone covers most of Africa? hot Which zone covers most of North America and Canada? temperate

The student will refer to the map in the next activity.

Three climate zones Materials: • activity sheet – Climate zones around the world (from previous activity) • activity sheet – Three climate zones • device with internet access.

Place both activity sheets on the table. Ask the student to read the Three climate zones activity title and speech bubble. Help if required.

Ask the student to read the headings on the table.

What are the three climate zone types? polar, hot and temperate Copy the zone names from the previous activity sheet into the table, one on each Zone name line. Say What words could you use to describe the polar zone? Answers will vary, eg cold, snow, not many plants, freezing, windy. Print some of those words into the polar zone section, below the Words heading.

Repeat the discussion and guiding the student’s note making for the temperate and hot zones. Answers will vary, eg Hot: hot, dry, sometimes tropical with lots of rain, windy, desert Temperate: hot, warm, rain in winter, sunny. Ask the student to draw a picture to illustrate what the weather, land and plants might look like in each zone. Answers will vary. The student can research the climate zones to find more words or illustration ideas.

Store or scan and save the activity sheets.

Day 2 Materials

Activity sheets (please print) Check

• Living in the country

• The natural environment

• Reading for information

• Water forms

• Landforms

• Defining natural features

• A special place for Ryan

• Adjectives

• A special place for Rani

• Rhyming words

Resources

• Lesson notes – Day 2

Other resources

• dictionary (online or print)

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope or similar

Ask the student to read the activity title and speech bubble conversation. Assist with reading if necessary. Discuss the farm animals and crops as requested. Ask the student to list his/her ideas on the lines. Answers will vary, eg cattle, cows, pigs, sheep, emus, alpacas, chickens, hens, grapes, oats, wheat, canola, cherries, apples, fruit, vegetables. Ask the student to read the instruction and describe what he/she sees in the pictures. Prompt with questions if required, eg • What does a windmill do? • What is the tractor doing? What is the crop that is being harvested? • What is the building behind the sheep? Ask the student to write some information about each picture on the lines beside it. Answers will vary, eg • farm house, canola in paddock, windmill and water tank, long driveway • tractor with harvester/cutter/mower, cutting hay/crop • sheep flock, shearing shed.

What jobs might people do on these farms? Answers will vary, eg farmer, shearer, seeding, planting, harvesting, fencing, shearing, mustering, ploughing, milking. How are these farms similar to where you live? Answers will vary, eg • There are trees in the country and there are trees where I live. • There are chicken in the country and my neighbours have Say chickens. • I live in a rural area so everything is similar. How are these rural areas different from where you live? Answers will vary, eg • You don’t see tractors or windmills where I live • We have a shorter driveway.

Store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 30 Porongurups to Perth Lesson notes – Day 2 The natural environment Materials: • activity sheet – The natural environment • dictionary. Ask the student to read the activity title.

What does natural mean? Answers will vary, eg things that grow or occur by themselves, they are not constructed or built. What does environment mean? Answers will vary, eg the world we live in, everything that is around us. What does natural environment mean? Answers will vary, eg things in the world that occur naturally, not constructed or built, like trees, Say flowers, native animals and rocks. This article is written in paragraphs. What is a paragraph? Answers will vary, eg some sentences that are grouped together because they tell us about the same thing. A paragraph is a group of sentences that talks about one main idea. The first sentence in a paragraph usually introduces the topic. Silently read the first paragraph and underline any words you cannot read or understand. Answers will vary.

Help the student pronounce the underlined words. Help the student use the dictionary to find the meanings of unknown words. Ask the student to reread the first paragraph and tell you the main idea. In the country there are many natural features. Ask the student to read the second paragraph, underlining unknown words. Help the student pronounce the underlined words and look up meanings where required. Ask the student to reread the second paragraph.

We call the important words key words. What is the key word in this paragraph? forest Key words help us find the main idea. What is the main idea of this paragraph? Forests are natural features found in the south west. Say What types of trees are in these forests? karri and jarrah I’ll read the next paragraph. As I read, listen for one sentence in this paragraph that gives you the main idea. There are many landforms and water forms between Mount Barker and Albany.

Take turns to read the final three paragraphs. Ask the student to tell you the main idea in each paragraph. Paragraph 4: Ryan and Rani love the mountains. Paragraph 5: Ryan and Rani often walk the trails near the creeks. Paragraph 6: The King River and Kalgan River flow into King George Sound.

The activity sheet will be used in the next activity.

Reading for information Materials: • activity sheet – The natural environment • activity sheet – Reading for information.

Ask the student to read the activity title and Ryan’s speech bubble. Ask the student to explain what he/she thinks the activity involves. Answers will vary, eg I’m looking for information in the article we just read.

You can use the information in the article The natural environment to help Say you complete each task. You can work independently to complete these activities. Read carefully before you write or select any answers.

Name two different trees that grow in the forests in Western Australia. jarrah and karri

Name three different uses for timber. Answers will vary, eg furniture, building houses, paper making, burn in a fire, heat.

Why do you think some forests are left in their natural state? Answers will vary, eg tourists like to drive through them, homes for animals and plants, to keep the air clean, to stop road noise.

King River and Kalgan River flow into

Albany King George Sound the Porongurups

These natural features are in the Porongurups area.

Norma Creek rose bushes Lake Argyle

mountains Swan River bush

List some activities to do in the Porongurup or Stirling Ranges. Remember to use a comma to separate each activity name. Answers will vary, eg bush walking, hiking, taking photographs, swimming, looking at plants and animals, listening to birds, rock climbing, picnic, relax.

Store or scan and save the Reading for information activity sheet.

Ask the student to read the activity title and introduction on the activity sheet.

What do you think a natural feature is? Answers will vary, eg natural features have been made by nature like lakes, mountains and plants. Some features are natural and some are made by people. Can you tell me something around our home that is natural? Answers will vary, eg river, sand, trees. Tell me something around our home that has been made by people. Answers will vary, eg road, house, bridge, car, boat. Look at the pictures on the page. What is the common feature in all of them? water They are all water forms. Point to each picture and tell me the name of the water form. lake; creek, stream or brook; waterfall, river Say Write the name below each picture. Describe what you see when you look at the lake. Answers will vary, eg water in the middle and land all around it. What about the creek or stream picture? Answers will vary, eg There is only a small amount of water in the picture and it is quite shallow. Show me where the river is running into the sea. Most rivers start in the mountains and run down to the ocean. How would you describe the waterfall? Answers will vary, eg There is a lot of rushing water falling down a cliff. Read the instruction and tell me what you could write. Answers will vary, eg ocean, sea, pond, gulf, bay, lagoon, oasis, strait, billabong.

Ask the student to write some responses on the lines, breaking the list with commas. Ask the student to read the instruction and complete the last task. Answers will vary.

Store or scan and save the activity sheet.

Landforms Materials: • activity sheet – Landforms.

Ask the student to read the activity sheet title.

Landforms are also natural features of the earth’s surface. Look at the pictures of landforms and tell me what they are. hills, mountains, plain, valley, gorge, desert/sand dunes. Write the name of the landform below each picture. Let’s compare the hills and the mountains. How are they the same? Answers will vary, eg • They both show land that is higher than the land around it. • The land is not flat. How are they different? Answers will vary, eg • The hills look like they are made of sand with grass on top and the mountains are hard rock. • The hills have rounder peaks and the mountains have sharper peaks. • The mountains have snow on them and the hills have grass and Say trees. Compare the hills and the sand dunes. How are they the same? Answers will vary,eg • They both show land going up and down. • They both have rounded shapes. How are they different? Answers will vary, eg • The hills have trees and grass and the dunes are yellow sand. • Nothing seems to grow on the dunes. Which landform is totally flat? the plain What is the difference between a valley and a gorge? Answers will vary, eg • A gorge is a narrow space between wide rocky walls that are high and straight and a valley is much wider with sloping sides. • A gorge is more closed in than a valley.

Ask the student to read the instruction and complete the drawing task. Answers will vary.

Store or scan and save the activity sheet.

Defining natural features Materials: • activity sheet – Defining natural features.

Ask the student to read the title and Ryan’s speech bubble.

Discuss the instructions to ensure the student understands the task. Ask the student to complete the activity. Assist with the reading if required.

Natural feature Definition

a large stream of water that makes a path and flows river through to the ocean

plain flat land with no hills or mountains

lake water surrounded by land on all sides

steep, high rocky ground that might have snow on the mountain top

valley low, flat ground between mountains or hills

creek a very small body of water that flows into a river

dune hills made of sand with no grass or trees

hill a high piece of ground, lower than a mountain

waterfall water that falls from a great height over a cliff or rocks

gorge a narrow space between high rocky walls

Ask the student to read and complete the bubble task.

mountain range stream desert canyon

billabong rock ocean volcano

Store or scan and save the activity sheet.

A special place for Ryan Materials: • activity sheet – A special place for Ryan.

Ask the student to read the title and Ryan’s speech bubble.

Read the first paragraph of Ryan’s recount about his special place. What colours do you imagine when you read this paragraph? Answers will vary, eg blue and white. Say Why? Answers will vary, eg because Ryan used those colours in his writing. What is the main idea of this paragraph? It tells you how it feels on a calm day on the ocean.

Read the second paragraph to the student. Ask the student to explain what reaching means. The yacht travels very fast because there is a strong wind blowing at right angles to the hull.

What is the main idea of this paragraph? It tells you about Ryan’s favourite part of sailing. Say The final paragraph usually sums up the whole recount. Read it aloud. Does this paragraph sum up Ryan’s recount? yes

Ask the student to read and complete the tasks below the writing.

How many paragraphs has Ryan used in his recount? 3

Use your dictionary to find and write the meaning of the word ‘hull’. A hull is the main body of the yacht.

Does Ryan prefer a soft breeze or a strong wind when he is sailing? Ryan prefers a strong wind

What gives Ryan a feeling of freedom?

a calm ocean wind in his face a strong wind

The activity sheet will be used in the next activity.

Adjectives Materials: • activity sheet – A special place for Ryan (from previous activity) • activity sheet – Adjectives.

Ask the student to read the title and Ryan’s speech bubble. Discuss the meaning of adjectives. Ask the student to write an ending to the definition. Answers will vary, eg a describing word, a word that describes a noun, a word that describes something. Ask the student to read the speech bubble conversation and complete the task.

My favourite place is on our yacht on the wide, blue sea. On a calm day it can be quite peaceful. When there is a soft breeze I can watch fluffy, white clouds move across the sky. The best part is when there is a strong wind blowing at right angles to the hull. When this happens the yacht is reaching. This makes the yacht travel very fast. This is the most exciting part of sailing. I love the feeling of freedom with the wind in my face. The sea is always changing, sometimes angry and wild, sometimes smooth and sparkly. There is no other place I would rather be. Ask the student to read and complete the other tasks.

Write two different adjectives that describe clouds. Answers will vary, eg dark, black, stormy, silver, puffy, long, grey, storm, rain.

Write three adjectives to describe these words. koala soft, furry, quiet, heavy, grey, white, cuddly cave dark, huge, rocky, sandy, dangerous, narrow

Drawings will vary but should reflect the descriptions in the first or second paragraphs.

Mark then store or scan and save both activity sheets.

A special place for Rani Materials: • activity sheet – A special place for Rani.

Background information This is a listening activity and exposes the student to poetry as a form of expression. Please practise reading the poem before reading it to the student. From forests below / to massive rocks above stands an ancient mountain range / that I really love Over 12 million years ago / it was first formed they say I wonder how much history / has passed this way?

On deep red soils / the tall trees grow How long have they been there? / I’d love to know! And in the shade / of these forest towers are homes for birds / and wildlife and flowers.

Massive granite rocks / reach for the sky Uneven and rough / in patterns they lie Warm to sit on / and daydream in peace Not a care in the world, / a great release.

Up on the summit / you can see for miles Roads and farms / with hay in piles You can watch the eagles / soaring free Loving this place, / just like me.

Rani likes to use poetry to show her feelings about different things so she Say has written a poem about her favourite place. Listen while I read the poem about Rani’s special place.

Read the poem aloud to the student, emphasising the rhyming words and rhythm.

What pictures did you have in your mind while I was reading? Answers will vary, eg tall trees, huge rocks, eagles flying, farms. Say A verse is like a paragraph. Look at the poem. How many verses can you see? four Let’s read the first verse together.

Read the verse with the student.

What pictures did you have in your mind while we were reading? Answers will vary, eg forests, trees, huge rocks, the place is very old. Say Let’s read the second verse together. What pictures did you have in your mind while we were reading? Answers will vary, eg red soil, tall trees, birds, animals and plants.

Repeat the reading and image discussion for the remaining verses. Ask the student to read and complete the adjective task.

Which adjectives did Rani use to describe the mountain range ancient the soil deep, red the rocks massive, granite the eagles soaring free

The activity sheet will be used in the next activity.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 38 Porongurups to Perth Lesson notes – Day 2 Rhyming words Materials: • activity sheet – A special place for Rani. • activity sheet – Rhyming words.

Ask the student to read the activity title and Rani’s first speech bubble. Ask the student to tell you what he/she knows about rhyming words. Answers will vary, eg they sound the same, have the same sound at the end. Ask the student to read the next two speech bubbles and complete the looping task. above, love; say, way; grow, know; towers, flowers; sky, lie; peace, release; miles, piles; free, me Ask the student to shade the rhyming pairs that have the same spelling for the rhyming sound. above, love; say, way; grow, know; towers, flowers; miles, piles Ask the student to read Ryan’s second speech bubble. Check that the instructions are understood and ask the student to complete the activity independently. Check that the rhyming words are proper words. Answers will vary, eg green clean, mean, tambourine, bean, been yacht cot, pot, trot, shot, cannot, robot cow chow, meow, how, eyebrow joy toy, enjoy, boy, ahoy grape scrape, cape, ape, escape, shape rock block, clock, tick-tock, sock sky by, lie, try, pie, dye, fry, high, butterfly light bright, might, sight, flashlight, bite, sunlight

Ask the student to read the Up and out! box.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area with a grass surface.

Lay the skipping rope in a line on the ground. Ask the student to walk beside the skipping rope line using: • step – bend one knee – step – bend the other knee • tip toes • walking backwards. The student moves sideways along the skipping rope line using: • long side steps • tip toes Hold the skipping rope by one end. Slowly turn on the spot, swinging the skipping rope in a circle around you. The skipping rope should circle at ankle level at a slow speed that keeps it from touching the ground. The student walks in a circle towards the swinging rope. The student jumps the rope just before it touches his/her legs. Repeat until the student has made 6 successful jumps. Repeat this activity with the student: • skipping in a circle towards the rope and jumping • running in a circle towards the rope and jumping. The student repeats the skipping and running jumps until he/she has made 6 successful jumps. Ask the student to stand in a relaxed position with feet shoulder width apart. Ask the student to stretch and shape his/her whole body to make these capital letters:

I O C S L T U X Z Y

Ask the student to make the letters that spell his/her name. Move back to the school area.

Day 3 Materials:

Activity sheets (please print) Check

• Constructed or built features

• Exploring Albany x 3

• Reading between the lines

• My favourite place

• My favourite place – notes

Resources

• Lesson notes – Day 3

Other resources

• recording device or video camera

• dictionary

Resources depend on the selected favourite place task: • camera • cardboard (poster) • shoe or cereal box (for diorama) • drawing materials • art paper • computer or laptop with slide program • computer or laptop with table making program • model making materials, eg clay, found materials

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

• beanbag

• chalk or stick to mark boundaries

Constructed or built features Materials: • activity sheet – Constructed or built features.

Ask the student to read the activity title and speech bubble conversation. Assist with reading if necessary. Discuss the topic as requested. Ask the student to list examples, using commas to separate each idea. Answers will vary, eg houses, bridges, airports, cars, roads, pools, schools, dams. Ask the student to read the mine paragraph. Discuss the content and picture. Ask the student to read the question and write an answer. road Discuss the picture. Ask the student to identify all the constructed objects. Answers will vary, eg road, bridge, apartment buildings, houses, jetty, park, grass. Ask the student to read and follow the instruction. Answers will vary, eg road, bridge, apartment buildings, houses, jetty, park, grass. Built or constructed features refer to any part of the environment that has been shaped by human intervention. Discuss the selected answers with the student.

Store or scan and save the activity sheet.

Exploring Albany

Background information Provide assistance with reading difficult words if requested by the student. Materials: • activity sheet – Exploring Albany x 3 • dictionary • recording device or video camera with audio recording.

Please record this activity. Ask the student to read the activity title and speech bubble.

Read the title and look at the pictures on all three pages of the article. Write your answers to Rani’s two questions on the first page. Say Silently read the first page of the article, underlining any words you do not know or understand.

Help the student pronounce the underlined words. Help the student use the dictionary to find the meanings of unknown words.

Discuss the pictures on the page. Ask the student to read the first page aloud and tell you the main idea. Answers will vary, eg The Aboriginal people lived in the area first and then the English came and built Albany.

Silently read the second page, underlining any words you do not know or Say understand.

Help the student pronounce the underlined words. Help the student use the dictionary to find the meanings of unknown words. Discuss the pictures on the page.

What are the main points in this page of the article? Answers will vary, eg Albany has three water forms; soldiers left for war from Albany port, Albany has many natural features. Describe the natural features you might see on the coast. Answers will Say vary, eg rocky coastline, the Gap, the Natural Bridge, rocky shores, cliffs. Silently read the third page, underlining any words you do not know or understand.

Help the student pronounce the underlined words. Help the student use the dictionary to find the meanings of unknown words. Discuss the pictures on the page.

What is the main idea of the first paragraph on this page? The Stirling Ranges are a natural feature of the Albany area. What is the main idea of the second paragraph? There are many farms in the Albany area. Say Tell me two ways that our home environment is the same as the Albany area. Answers will vary. Tell me two ways that our home environment is different from the Albany area. Answers will vary. Read the instruction and complete the table. Answers will vary, eg

natural constructed

Stirling Ranges farm buildings

Natural Bridge roads

The Gap lighthouse

Save the recording into the Set folder. The activity sheets will be used in the next activity.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 43 Porongurups to Perth Lesson notes – Day 3 Reading between the lines Materials: • activity sheet – Exploring Albany x 3 • activity sheet – Reading between the lines.

Ask the student to read the Reading between the lines activity title and Ryan’s speech bubble. Ask the student to explain what he/she thinks the activity involves. Answers will vary, eg I’m looking for information in the article we just read.

You can use the information in the article Exploring Albany to help you Say complete each task. You can work independently to complete these activities. Read carefully before you write any answers.

Choose and write some key words from the first page. Answers will vary, eg Albany, Aboriginal people, 18 000 years, Kinjarling, English, 1826, first town, city.

Choose and write some key words from the second page. Answers will vary, eg natural water forms, ANZACS, war, natural features, rocky, dangerous coastline, granite bridge.

Write 2 facts about King George Sound. Answers will vary, eg natural water form, 30 000 ANZACS went to war from here, it was so wide and deep that 38 ships could fit/moor/drop anchor into it.

Why are farms called constructed features of the landscape? Answers will vary, eg a farm is a constructed feature because humans have changed the natural environment by building houses, cutting down trees and growing crops and bringing farm animals.

List 2 natural features and 2 constructed features from your local area. Answers will vary, eg swamp, reeds; road, traffic lights

Store or scan and save the Reading for information activity sheet and Exploring Albany activity sheets 1 and 3.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 44 Porongurups to Perth Lesson notes – Day 3 Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • chalk or stick to mark boundaries • beanbag • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area with a grass surface. Use the chalk or stick to draw two lines approximately 3 metres apart. Ask the student to move forward between the two lines holding a beanbag • between his/her thighs • between his/her knees • between his/her shins • between his/her ankles • between his/her feet.

Ask the student to hold both handles of the skipping rope in one hand. The student: • holds one end of the rope • swings the rope slowly backwards and forwards under his/her feet as he/she steps over it. Repeat the swinging and stepping action 10 times. The student: • holds the skipping rope with one handle in each hand • holds the skipping rope handles out in front of him/her so the rope touches the ground • drags the rope slowly towards his/her feet • jumps over the rope. Repeat the jumping action 10 times.

Say Imagine you are a frozen icy pole in the freezer. Lie on the ground.

Make a shape with your body to show you are the frozen icy pole. Stretch up to be a very tall icy pole. Someone has taken you out of the freezer and placed you on the bench. Say It is warmer here. Very slowly you are starting to melt. Use your body to show that you are gradually melting.

Move back to the school area.

My favourite place Materials: • activity sheet – My favourite place.

Ask the student to read the activity title and speech bubble. Read and discuss the project options with the student. Ask the student to read the Discussion box. Discuss any ideas the student may have and help him/her choose the most suitable presentation option.

The activity sheet will be used in the next activity.

My favourite place – notes Materials: • activity sheet – My favourite place – notes • activity sheet – My favourite place • camera and/or video camera • computer with a document program, eg Word and/or slide presentation program.

Ask the student to read the activity title and speech bubble. Ask the student to read each dot point and think of favourite place information that fits each point. Ask the student to write notes to show the information he/she will include in the presentation. Ask the student to read the Discussion box. Discuss any ideas the student may have and help him/her create the presentation. Support the student as he/she makes the presentation, eg video the student; help with spelling; setting up a document, table or slideshow on the computer; supplying art materials or props.

Ask the student to read the Save box. Discuss how the project can be saved to send to the teacher. Support the student as he/she saves the presentation. Store, scan or save the activity sheet My favourite place – notes.

Day 4 Materials:

Activity sheets (please print) Check

• Travelling through the South West

• Into the tall trees

• Find the rhyme

• Exploring the area

Resources

• Lesson notes – Day 4

Other resources

• atlas or access to internet maps

• computer with internet access and table making program

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope or similar

• bean bag

• chalk or stick to mark boundaries

Travelling through the South West Materials: • activity sheet – Travelling through the South West • tablet or computer with internet access.

Ask the student to read the activity title and speech bubble.

What do you think this story is about? Answers will vary, eg driving through the south west of Western Australia. Say Read the first paragraph silently. You can ask me about any new words. How did Ryan and Rani feel about the trip? a bit sad and also excited

Read the remaining paragraphs aloud. You can ask me about any new words. Remember to pause at full stops. Find and underline the word visiting. What smaller word can you see inside visiting? visit Circle visit. Visit is a base word. What ending or suffix has been added to stay to make it say visiting? ing Do you know any other word where visit is the base word? Answers will vary, eg visits, visited, visitor. Look through the story to find other words where ing has been added to a base word. Underline any you find. Answers will vary, eg leaving, looking, getting, going. What is the base word in looking? look Circle the base word. What is the base word in going? go Circle the base word. It is easy to add ing to these words because you use the base word and add the suffix ing. What is the base word in getting? get How do you spell get? g e t Circle the base word. Shade the suffix ing. I can see a left over letter. What is it? t Some words do not let you just add ing. Get has a short vowel sound before the consonant ‘t’ so you have to double the ‘t’ before you add ing. What is the base word in leaving? leave How do you spell get? l e a v e Look at leaving. Point to the letters in the base word as you spell it. l e a v A letter is missing. What is it? e Print the ‘e’ in the space after and above the ‘v’ Shade the suffix ing. Words that end in ‘e’ are tricky. Before you add the suffix, you need to drop the ‘e’ from the base word. There is a little rhyme about this. The ‘e’ goes away when ing comes to stay. There are different spelling rules when you add a suffix to a base word.

Ask the student to read the online map instruction. Help the student open an online map of Western Australia (eg Google Maps) and search for Albany. Help the student add information to the map so the route from Albany to Denmark is shown.

Ask the student to use the map to answer the questions. Some answers will vary depending on selected route.

How long will it take to drive from Albany to Denmark? 41 minutes

How far is it from Albany to Denmark? 56.3 kilometres (km)

What is the name of the river in Denmark? Denmark River

Which inlet does the river run into? Wilson Inlet

Which national park is to the north of Denmark? Mount Lindesay National Park

Store or scan and save the activity sheet. Leave the online map open for use in the next activity.

Into the tall trees Materials: • activity sheet – Into the tall trees • tablet or computer with internet access.

Ask the student to read the activity title and speech bubble. Ask the student to read the online map instruction. Help the student add information to the map so the route from Denmark to the Valley of the Giants is displayed. Ask the student to use the map to answer the four questions. Some answers will vary depending on selected route.

The family left Denmark at 11.00 am. 43.1 km How many kilometres to the Valley of the Giants?

How long will the drive take? 32 minutes

What time will the family arrive? 11.32

Ask the student to read Ryan’s speech bubble. Help the student add information to the map so the route from the Valley of the Giants to Walpole is displayed. Ask the student to use the map to answer the next questions. Some answers will vary depending on selected route.

Which highway does the family travel from the tree top walk to Walpole? South Coast Highway

How many kilometres from the Valley of the Giants to Walpole? 26.2 km

How long will the drive take? 28 minutes

If the family leaves at 1:00, what time will they arrive in Walpole? 1.28

Find these places on the map and finish their names:

Bow Bridge Tingledale

Nornalup Green Pool

Franklin State Forest

Quarrum Nature Reserve

Store or scan and save the activity sheet.

Find the rhyme Materials: • activity sheet – Find the rhyme.

Ask the student to read the title and speech bubble conversation. Ask the student follow Ryan’s instruction. The words all rhyme, they all end in ace. Ask the student to write his/her answers beside the dot points. Discuss the word meanings with the student. Ask the student to read and answer the next question.

Which three letters make the rhyming sound in the words? a, c, e

Ask the student to read the word find instruction. Ensure the student understands the instruction before he/she completes the task.

D H I M J K N O Q U

V S P A C E W X Y Z

P D H C I J G K N R

L A C E O Q R A C E

A U V W X Y A Z D P

C H I T J K C N O L

E M B R A C E Q U A

V W X A Y Z D H I C

J P A C E K F A C E

N O Q E U V W X Y Z

Ask the student to read the Up and out information.

Store or scan and save the activity sheet.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • chalk or stick to mark boundaries • beanbag • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area with a grass surface. Draw or mark two lines approximately 3 metres apart.

Ask the student to move forward between the lines holding a beanbag: • between his/her knees • between his/her ankles • between his/her feet. The student: • holds the skipping rope with one handle in each hand • positions the rope behind his/her heels • turns the handles so the rope moves up and over his/her head • drags the rope back towards his/her feet • makes a low jump over the rope. Repeat this individual rope turn and jumping action 10 times. The student continues these actions, turning the rope faster. The student develops the individual jumps into a sequence of 5 jumps where the rope turns without stopping.

The student practises the 5 jumps sequence, building up the number of jumps in the sequence.

Imagine you are a frozen icy pole in the freezer. Lie on the ground. Make a shape with your body to show you are the frozen icy pole. Stretch up to be a very tall icy pole. Say Someone has placed you on the grass. The sun is shining and you can feel its heat. Let your body relax to show you are melting into a wet puddle. Let your body relax to show you are melting into the grass.

Move back to the school area.

Exploring the area Materials: • activity sheet – Exploring the area • tablet or computer with internet access.

Ask the student to read the activity title and speech bubble. Ask the student to read the Discussion box. Read and discuss the project options with the student. Ensure the student knows that the town, park and coastal names are suggestions. Ask the student to select a topic and loop or shade it to show the selection. If necessary, ask the student to look at the Denmark to Walpole section of the map and choose a place to research, eg Pelican Bay, Ocean Beach area, Little River Walk Trail, Bow Bridge. Ask the student to read Rani’s speech bubble. Discuss the information. Read and discuss the content suggestions with the student. Supervise and assist the student as he/she locates information, diagrams and images and saves them into a folder or on the desktop. Ensure the student understands the text he/she has saved. Help the student open a document on the computer and type a title. Help the student add a 2 x 3 table below the title. Supervise the student as he/she places the information and images into the table. Encourage the student to reword any text he/she has found so it uses his/her own words. Supervise the student as he/she completes the second page of the article. Articles will vary, eg

The Valley of the Giants Ecopark is in the South West region of Western Australia. To get there, drive along the South Coast Highway between Denmark and Walpole and look for the signs.

The Ecopark is a living window that looks out into the Southern forests. The park rangers are trying to save the ancient Karri and Tinglewood trees.

The rangers run projects to conserve and spread information about the local wildlife. Ecopark logo.

Supervise the student as he/she saves the document into the Set folder, labelling it appropriately.

Day 5 Materials:

Activity sheets (please print) Check

• Travelling to Augusta

• Where will we stay?

• Which one will we choose? x 2

• What to do?

• Let’s decide

• Writers’ checklist

• A great decision

• Thinking about reading

Resources

• Lesson notes – Day 5

Other resources

• computer or tablet with access to internet maps

• dictionary

• video camera

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

• chalk or stick to mark boundaries

• tennis ball or similar

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 55 Porongurups to Perth Lesson notes – Day 5 Travelling to Augusta Materials: • activity sheet – Travelling to Augusta • tablet or computer with internet access.

Ask the student to read the activity title and speech bubble. Ask the student to read the online map instruction. Help the student open an online map of Western Australia (eg Google Maps) and search for Walpole. Help the student add information to the map so the route from Walpole to Augusta is displayed. Ask the student to use the map to answer the questions. Some answers will vary depending on selected route.

How long will it take to drive from Walpole to Augusta? 2 hours and 52 minutes

How far is it from Walpole to Augusta? 249 kilometres (km)

Name a town the Writers will drive through on the way to Augusta. Pemberton

Which two rivers run into Hardy Inlet? Blackwood and Scott

Molloy Island is an inland island. How can you get onto the island? on the ferry

Ask the student to read Rani’s seech bubble and complete the online task and list. Supervise and help where required. Answers will vary, eg hiking, whale watching, swimming, snorkeling, fishing, Cape Leeuwin Lighthouse, museum, Blackwood river canoeing, lookout.

Store or scan and save the activity sheet.

Where will we stay? Materials: • activity sheet – Where will we stay? • video camera.

Ask the student to read the activity title and story. Help if required. Ask the student to tell you the main idea of the story. Answers will vary, eg the family need to find a place to stay in Augusta. Ask the student to read the Discussion box. Ask the student to silently read the story while you get the video camera ready.

Make a video recording of the student reading the story.

Do not help with the reading. Encourage the student to: • read at a steady pace • add expression by changing his/her voice to show feeling or different characters • read fluently, paying attention to full stops and commas and reading in groups of words.

Ask the student to read the Discussion box. Ask the student to explain what the table shows. Answers will vary, eg possible places to stay and if they are on the beach, in the bush and will let George stay.

Which places will allow George to stay? Riverside cottages, Seine Bay, Flinders Bay Caravan Park and Waterside Which places are on the beach? Seine Bay, Flinders Bay Caravan Park and Beach House Say Which places are in the bush? Sheoak Chalets, Riverside Cottages and Beach House Are any places in the bush and on the beach? Beach House Do any places have beach, bush and let George stay? no

The activity sheet will be used in the next activity.

The video recording will be used in the Thinking about reading activity.

Which one will we choose? Materials: • activity sheet – Where will we stay? • 2 x activity sheets – Which one will we choose?

Ask the student to read the speech bubble conversation. Ask the student to read the questions and write answers, using the table to help.

Where will the family definitely not stay? Sheoak Chalets and Beach House

Why not? They will not stay here because George cannot stay.

Which place might Ryan choose and why? Answers will vary, eg Ryan might choose Flinders Bay Caravan Park (or Seine Bay Cabin) because it’s on the beach and George can stay.

Which place might Rani choose and why? Answers will vary, eg Rani might choose Riverside Cottages because it’s in the bush and George can stay.

Ask the student to continue onto the next page and complete the tasks.

Which place might Mum and Dad choose? Answers will vary, eg Flinders Bay Caravan Park

Why? They might choose it because George can stay, it’s on the beach for Ryan and there would be lots of children staying there for Rani.

If you were choosing holiday accommodation for your family, what features would you look for? Answers will vary, eg a shop, walk to the beach, allow pets, pool, playground.

Why would you want those things? Answers will vary, based on the listed items.

Store or scan and save the Which one will we choose? activity sheets.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • tennis ball • skipping rope • chalk or stick to mark boundaries • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area with a grass surface. Draw or mark two lines approximately 3 metres apart. Ask the student to move forward from one line to the other, holding a tennis ball • between his/her thighs • between his/her knees • between his/her ankles • between his/her feet. The student: • practises continuous skipping, turning the rope slowly and with increased speed. • continues skipping, counting the number of times he/she jumps the rope • repeats the skipping task to try to beat his/her previous rope jumping score.

Say Imagine you are a bubble. Use your body to show your shape.

Use your body bubble shape and move around in the area to show you are: • floating in liquid inside a bottle • moving as the bottle is shaken • flowing out of the bottle and into a glass with the liquid • slowly rising to the surface of the liquid • escaping from the liquid and floating free in the air • slowly coming to rest on the ground • popping in the sunlight • soaking into the grass.

Move back to the school area.

What to do? Materials: • activity sheet – What to do?

Ask the student to read the title and speech bubble conversation. Ask the student to read and follow the instruction. Ask the student to read the Discussion box and follow the instructions.

The activity sheet will be used in the next activity.

Let’s decide Materials: • activity sheet – Let’s decide • activity sheet – What to do? (from previous activity)

Ask the student to read the title and speech bubble.

What would you say if you wanted to go whale watching? Answers will vary. Say Could Ryan say the same thing? Answers will vary. Think about Ryan.

Is there anything else he could say to convince the family? Answers will Say vary, eg whales are my favourite animals, we can hear the whales sing and see them, the tours leave from the Augusta Boat Harbour so we

don’t need to drive out of town, it would be relaxing on a boat.

Ask the student to write his/her ideas in the way Ryan might say them. Ask the student to finish the sentence with a full stop and quotation marks, to show that this is what Ryan said. Answers will vary. Ask the student to read Rani’s speech bubble.

What would you say if you wanted to go to the Jewel Cave? Answers will vary. Could Rani say the same thing? Answers will vary. Say Think about Rani. Is there anything else she could say to convince the family? Answers will vary, eg it will be exciting to go underground, it’s cheaper than whale watching and not as long, I can get some information for a school project, we have seen whales in Albany but we haven’t been in a cave.

Ask the student to write his/her ideas in the way Rani might say them. Ask the student to finish the sentence with a full stop and quotation marks, to show that this is what Rani said. Answers will vary.

The Let’s decide activity sheet will be used in the next activity.

Writers’ checklist Materials: • activity sheet – Writers’ checklist • activity sheet – Let’s decide • dictionary. Ask the student to read the title and speech bubble. Read and discuss the checklist with the student.

Listen to this phrase; yesterday I went to. Is that a complete thought or idea? no Say Why not? It is not finished. It does not tell me anything. Yesterday I went to the shops. Is this a complete thought? yes Why? It tells me that you went to the shops. It tells me something.

Read the box below the checklist with the student.

Read each of your sentences aloud and we can decide whether each one is Say a complete thought.

If any sentences are not complete thoughts, help the student to change them. The student can tick the box when all the sentences express a complete thought.

The next point is about punctuation. Read your sentences silently and check you have used full stops and capital letters correctly. Add any that are missing. Tick the box when you have done this. The third point is a spell check for words you know. Read your writing silently and underline any known words you think may not be spelt correctly. Are all the easy spelling words correct? Answers will vary. Tick the box if they are. If not, correct them and then you can tick the box. Now let’s look at the difficult words. I can see you have had a go at spelling them. Read your writing silently and underline any other words you think may not be spelled correctly. Do you need to check the spelling of any underlined words? Answers will Say vary. Use a dictionary to do this and when everything is correct, you can tick the box. Tick the box. The next point is about adjectives. Tell me some adjectives you have used. Answers will vary. Tick the box. The final point is about paragraphs. How many paragraphs does your writing have? Answers will vary. Read Ryan and Rani’s speech bubbles and tell me about the information they give you. Answers will vary, eg Ryan and Rani are explaining how to use the spelling and grammar checks on a computer.

Store or scan and save the two activity sheets.

A great decision Materials: • activity sheet – A great decision.

Ask the student to read the title and the first two speech bubbles. Ask the student to explain why the activity is titled A great decision. Answers will vary, eg Ryan and Rani both got their wish and enjoyed two tours; no one missed out. Ask the student to read Rani’s second speech bubble and complete the tasks. Help with reading if required.

List four wh whale words. Answers will vary, eg whisper, whisk, white, whistle, wheel, wheat, what, why, wharf.

List four a-e whale words. Answers will vary, eg pale, cake, late, fade, cage, tame, cape, race, chase, wave.

List four tch watch words. Answers will vary, eg scratch, stitch, match, hutch.

List four words that rhyme with cave and have the ave spelling. Answers will vary, eg wave, save, brave, Dave, gave, pave, rave.

Add different endings or suffixes to watch to make four new words. Answers will vary, eg watches, watching, watcher, watched.

Which tour would you prefer prefer? Why? Answers will vary.

Store or scan and save the activity sheet.

Thinking about reading Materials: • activity sheet – Thinking about reading • video recording from the Where will we stay? activity.

Ask the student to read the activity title and speech bubble. Ask the student to read the Discussion box and complete the discussion together. Ask the student to read and answer the questions. Answers will vary. Ask the student to read the Discussion box and complete the discussion about the table together, ensuring the student understand each point. Ask the student to read and complete the final task.

Store or scan and save the activity sheet. Save the video recording into the Set folder.

Day 6 Materials:

Activity sheets (please print) Check

• Ngilgi Cave

• Caves of the South West region

• Ryan’s diary

• Write a diary entry

• Writers’ checklist

• Places to go

• On to Bunbury

• Swimming with the dolphins

Resources

• Lesson notes – Day 6

Other resources

• computer or tablet with access to internet maps

• dictionary

• highlighter pens

• video camera

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

Ngilgi Cave Materials: • activity sheet – Ngilgi Cave • dictionary.

Ask the student to read the activity title and speech bubbles. Share read the text with the student, taking turns to read the paragraphs. Discuss new words and unknown meanings. Ask the student to look up words in the dictionary if required. Ask the student to retell the story to you, using the key points. Answers will vary, eg Ngilgi Cave was named after Ngilgi, a good spirit of the Aboriginal Dreamtime. One day an evil spirit called Wolgine caused trouble for the Aboriginal people. Ngilgi saw what was happening and spoke with other good spirits. They planned to get rid of Wolgine. They sent a huge storm and scared Wolgine so he begged to be let go. Ngilgi told Wolgine he could go and never come back. Wolgine ran away as fast as he could. Everything went back to normal and Ngilgi lived in the cave. The cave was known as Ngilgi’s nurilem mia or cave house.

The activity sheet will be used in the next activity.

Caves of the South West region Materials: • activity sheet – Ngilgi Cave • activity sheet – Caves of the South West region • device with internet access.

Ask the student to read the title and speech bubble. Help the student open an internet search engine. Ask the student to type ‘caves of the south west’ into the search bar. Ask the student to select the Maps tab below the search bar. Ask the student to locate any of the caves (listed in the table) on the map and shade the bubbles as directed. Answers will vary. Ask the student to use the map to answer the 4 questions about the caves.

Which cave is closest to Augusta? Jewel Cave

Which cave is closest to Dunsborough? Ngilgi Cave

How long might it take to drive from Jewel Cave to Ngilgi Cave? 1 hr 8 mins

Read the next instruction with the student. Ensure he/she understands that the caves should be ordered in the sequence you would see them as you drove along Caves Road from Augusta to Yallingup. Ask the student to use the map to help with the ordering.

Number these caves from 1 to 6 to show where they are positioned along Caves Road, when travelling from Augusta to Yallingup.

6 Ngilgi Cave 1 Jewel Cave 4 Mammoth Cave

3 Lake Cave 2 Giants Cave 5 Calgardup Cave

Ask the student to read the last question. He/she can refer to the Ngilgi Cave activity sheet before writing one or two sentences to answer the question. Answers will vary, eg The cave is important because it is a special place in an Aboriginal Dreamtime story; it is an Aboriginal sacred site connected to the story of Nilgi and Wolgine.

Mark then store or scan and save the Caves of the South West activity sheet. The Ngilgi Cave story can be read by the student to family members.

Ryan’s diary Materials: • activity sheet – Ryan’s diary • dictionary • 2 different coloured highlighter pens.

Ask the student to read the activity title.

What can you tell me about diaries and diary writing? Answers will vary, eg it’s a special book, you write your thoughts into a book, you put the date so you know when things happened, it might have a lock, it’s Say private. If you had a diary, what might you write about? Answers will vary. Read Ryan’s speech bubble.

Share read the text with the student, taking turns to read the paragraphs. Discuss new words and unknown meanings. Ask the student to look up words in the dictionary if required. Ask the student to tell you the key focus of each paragraph. Ask the student to reread the story and use one pen to highlight any nouns or naming words. (see italicised words in text below) Answers will vary. Ask the student to reread the story and use the other pen to highlight any adjectives or describing words. (see bold highlighted words in text below). Answers will vary.

Saturday 30 September

Whale watching was amazing! Rani was the first person to spot a humpback whale, lucky thing! We saw adult and baby whales. Baby whales are called calves.

The whales were playing, leaping into the air and crashing into the ocean. This is breaching. They were tail slapping and blowing too. Mum took heaps of photos.

While we ate a delicious afternoon tea in the Caves Café we saw lizards and kangaroos. George was glad when we climbed into the car because he wasn’t allowed into the Jewel Cave.

We took George for a run along the beach. He was so excited to be out of the car that he ran straight into the water and out again. I had his towel so I dried him before we went back to the car. Now we’re off to Bunbury.

Mark then store or scan and save the activity sheet.

Write a diary entry Materials: • activity sheet – Write a diary entry.

Ask the student to read the title and speech bubble. Ask the student to read the writing instruction. Ask the student to print the date as instructed. Discuss ideas that the student can write about. Ask the student to tell you what happened in the selected event. Ask the student to tell you how he/she felt about the event, eg excited, scared. Ask the student to tell you some adjectives that described the event, eg huge waterslide; rushing water; black, fluffy dog.

Ask the student to write the diary entry. The entry should include 6 to 8 sentences making two or three paragraphs. Provide extra lined paper if required. Ask the student to read the completed entry to you. Give the student feedback about the writing, eg I liked the way you described…. I’m not quite sure what you meant in the sentence about ….

The activity sheet will be used in the next activity.

Writers’ checklist Materials: • activity sheet – Writers’ checklist • activity sheet – Write a diary entry • dictionary.

Ask the student to read the title and speech bubble. Read and discuss the checklist with the student. Read the box below the checklist and discuss how corrections can be made in a neat way.

Now it’s time to proof read and edit your work. Read each of your sentences Say aloud and decide whether each one is a complete thought.

If any sentences are not complete thoughts, help the student to change them. The student ticks the box when all the sentences express a complete thought. Ask the student to read the next point and check the punctuation. The student ticks the box when all sentences have been checked and corrected. Continue to supervise as the student edits his/her work and completes the checklist. Ask the student to read the Up and out box at the bottom of the sheet.

Store or scan and save the two activity sheets.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area.

The student: • practises continuous skipping, turning the rope slowly and with increased speed. • turns the rope slowly and hops over the rope on his/her left foot • increases the speed of the rope turns as he/she hops. Continue for 1 minute. The student repeats the activity while hopping on his/her right foot. Continue for 1 minute. The student hops, alternating left and right feet, over the turning rope. Continue for 1 minute. The student jumps then hops, over the rope, making a jump, hop, jump, hop sequence over the turning rope. Continue for 2 minutes.

Lay on the grass and close your eyes. Make yourself into a long, pointy shape. Relax, bringing your hands and arms down to your sides. Wriggle and relax your feet and ankles. Wriggle and relax your legs. Say Relax your body and chest. Wriggle and relax your hands and arms. You feel very heavy. Imagine you are sinking into the earth. Stand up and stretch.

Move back to the school area.

Places to go Materials: • activity sheet – Places to go • 4 different coloured highlighter pens • video camera.

Ask the student to read the title and speech bubble conversation.

Share read the conversation, each taking a turn to read what a person says, eg You read the first paragraph that tells us what Dad said, the student reads the second paragraph that tells us what Mum said. Continue to the end of the text.

Look at the first paragraph and read aloud the words Dad says. Did you know the Blackwood River is the longest river in the South West region? It’s 300 kilometres and has 41 tributaries or smaller water ways running into it Say How do you know these are the words Dad said? They are inside the quotation/speech marks. Quotation or speech marks indicate that a person is speaking. Inside the marks you see the actual words the person said.

Swap and read the conversation again, reading only the words each person says, ie Did you know the Blackwood River is the longest river in the South West region? It’s 300 kilometres and has 41 tributaries or smaller water ways running into it. The river begins near Quelarup and flows through Bridgetown and Nannup until it runs into the Southern Ocean at Hardy Inlet near Augusta. Encourage the use of expressive voice. Ask the student to read the final instruction. Ask the student to choose a highlighter pen and highlight everything Dad says. Repeat for Mum, Ryan and Rani.

“Did you know the Blackwood River is the longest river in the South West region?” asked Dad. “It’s 300 kilometres and has 41 tributaries or smaller water ways running into it.” “The river begins Quelarup and travels through Bridgetown and Nannup until it runs into the Southern Ocean at Hardy Inlet near the Augusta,” said Mum. “There are many natural features we can visit in the Bunbury area,” Dad said excitedly. “Wyalup Rocky Point is a natural landscape feature of ancient basaltic rock probably about 130 million years old. It was formed when Australia, India and Antarctica split apart.” Mum added, “Wyalup Rocky Point is also of Indigenous significance. Wyalup means a ‘place of mourning’ as in the past the area was a Noongar burial ground.” Rani spoke up. “I saw some information about Leschenault Inlet.” “Me too!” exclaimed Ryan. “Part of Leschenault Inlet is home to 25,000-year-old white mangroves.” “There are more than 60 species of waterbirds and you can walk through the area on boardwalks,” continued Rani. “Back Beach is one of the most popular beaches in the Bunbury region,” commented Mum. “It has a white sandy beach and is an excellent spot for swimming, snorkelling and surfing and beach fishing.” “There are lots of parks to have a picnic,” said Ryan, “like hay Park, Manea Park, Big

Swamp and Maidens Reserve.” “What about the Bunbury Lighthouse lookout?” asked Dad. “That’s a constructed feature, not natural,” replied Rani. “It’s twenty five metres tall and you climb up a spiral staircase to get to the top.”

Please record this reading. Choose two characters each and use different voices as you read the actual dialogue said by each character.

Store or scan and save the activity sheet. Save the video recording into the Set folder.

On to Bunbury Materials: • activity sheet – Off to Bunbury • device with internet access.

Ask the student to read the title and questions in the information box. Help the student open a map, eg Google maps. Help the student type in the appropriate details to display the route from the Augusta to Bunbury. Ask the student to use the map to answer each question and record the answers by completing the sentences. Answers will vary depending on the route selected by the student. Ensure time and distance are recorded for the same route.

It is 145 kilometres from Augusta to Bunbury.

It will take one hour and thirty six minutes to drive from Augusta to Bunbury.

Ask the student to read the information in the box and the speech bubbles. Supervise the student as he/she uses the internet to locate the Dolphin Discovery Centre street address. Ask the student to copy the address onto the activity page. Lot 830 Koombana Drive, Bunbury WA 6230

Store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 70 Porongurups to Perth Lesson notes – Day 6 Swimming with the dolphins Materials: • activity sheet – Swimming with the dolphins • device with internet access.

Ask the student to read the title and speech bubble. Ask the student to read the instructions below the speech bubble. Ask the student to type Dolphin Discovery Centre into the search bar. Help the student select the appropriate website and open it. http://dolphindiscovery.com.au/

You can use the Dolphin Discovery Centre website to decide if the statements in the table are true or false. Read the first statement. The Eco Cruise goes out every day at midday. What are the key words? Eco Cruise Say Place your cursor on the green Activities! Button and look for the key words in the drop down list. Do you see them? yes Click on the link to open the information.

Ask the student to read the Eco Cruise information to find the text that relates to the cruise times. Ask the student to print T or F in the column to complete the first task.

Read the second statement. Bottlenose dolphins are mammals. What are the key words? bottlenose, dolphins, mammals Say Place your cursor on the green Activities! Button and look for the key words in the drop down list. Do you see any? yes

The student will see Dolphin Eco Cruise. He/she may wish to look in this section or may realise this section has already been read and does not contain the information. Allow student to check the section if he/she wishes.

Perhaps the heading does not contain the key words. Which other heading may have the information? Answers will vary, eg Interaction Zone; Swim Say encounter. Select a possible link and look for the information.

Supervise the student as he/she searches for the information to complete each task. Guide the student to use the key words to locate the information. Help with reading when required. The adopt a turtle information is found under the Media main heading.

The Eco Cruise goes out every day at midday. (Eco cruise) T

Bottlenose dolphins are mammals. (Interaction zone) T

10 dolphins regularly visit the Interaction zone. T

The dolphins feed on whitebait, herring, flounder, garfish, mullet, T cobbler, flat head, pilchards, skippy and tailor. (Interaction zone)

The dolphins do not catch octopus and cuttlefish. (Interaction zone) F

The Discovery Centre does not have any sharks on show. (Interaction F zone)

When you adopt a turtle you can take it home. (Media: Adopt a turtle) F

Read the Discussion box with the student and complete the discussion. Ask the student to write one or two sentences to answer the questions. Answers will vary.

Store or scan and save the activity sheet.

Day 7 Materials:

Activity sheets (please print) Check

• City lights

• Hello cousins!

• Cities are urban environments

• A city near you

• Urban or rural?

• The arrival

• My diary entry

• Ria’s special place.

Resources

• Lesson notes – Day 7

Other resources

• computer or tablet with access to internet maps

• dictionary

• highlighter pens

• video camera

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

• counter or similar small flat item

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 73 Porongurups to Perth Lesson notes – Day 7 City lights Materials: • activity sheet – City lights • device with internet access. Ask the student to read the activity title and speech bubble conversation. Ask the student to read the instruction below the speech bubbles. Help the student open an online mapping program, eg Google maps. Help the student to input information so the map displays the route from Bunbury to Perth. Ask the student to read the first statement and the three answers. Ask the student to find the information on the map and shade the bubble that is the best answer.

The approximate distance from Bunbury to Perth is

170 kms 160 kms 200 kms

Ask the student to complete the next two shade the bubble activities.

The approximate time it will take to drive from Bunbury to Perth is

less than 2 hours 2 hours 15 mins 2 hours

Shade the bubbles that match places you would pass through or close by on the way to Perth.

Australind Nannup Swan River

Mandurah Esperance Kings Park

Ask the student to continue working on the tasks. Help with reading of required.

Write the full name of Kings Park. Kings Park and Botanical Garden

What is the name of the reserve near Wembley? Lake Monger Reserve

Store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 74 Porongurups to Perth Lesson notes – Day 7 Hello cousins! Materials: • activity sheet – Hello cousins! • device with internet access or an atlas.

Ask the student to read the title and speech bubble conversation. Reread the speech bubbles, role playing as either Roku or Ria, assuming a ‘voice’ for the characters. Model fluent reading and expression. Ask the student to read the Discussion box. Help the student open an internet search engine (or atlas) to a map of the world. Give help with the location tasks if required.

Where was Roku born? Auckland Do you know the country where Auckland is found? Answers will vary. Auckland is the capital of New Zealand. New Zealand is one of Australia’s neighbouring countries. Find New Zealand on the map. Say What can you tell me about New Zealand? Answers will vary, eg it’s made up of two main islands; it’s smaller than Australia. Locate the capital city of Auckland. Point to the name New Zealand.

Ask the student to copy the name New Zealand onto the line next to Auckland on the activity sheet.

Where was Ria born? Jakarta Do you know the country where Jakarta is found? Answers will vary. Jakarta is the capital of Indonesia. The country of Indonesia is made up of many different islands including Bali. Indonesia is one of Australia’s neighbouring countries. Find Indonesia on the map. Say What can you tell me about Indonesia? Answers will vary, eg it’s near Australia, it’s smaller than Australia, it is near Western Australia and the Northern Territory. Locate the capital city of Jakarta. Point to the name Indonesia. Copy the name Indonesia onto the line next to Jakarta on the activity sheet

Ask the student to copy the name Indonesia onto the line next to Jakarta on the activity sheet.

Say Read the city name below Auckland on the activity sheet. Manila.

Use the map to find Manila. Which country is Manila in? (Help the student use the map to find this information.) Philippines Say Manila is the capital of the Philippines, another of our near neighbours. What can you tell me about the Philippines? Answers will vary, eg it’s near Indonesia; it’s made up of lots of islands. Copy the name Philippines onto the line next to Manila on the activity sheet.

Repeat for the remaining three cities. Emphasise that these cities are in countries that are Australia’s near neighbours. To help the student understand and where each country is located in relation to other countries in the world: • help the student use the zoom control to reduce the online map • turn to a world map in the atlas and help him/her locate each country

Mark then store or scan and save the activity sheet.

Cities are urban environments Materials: • activity sheet – Cities are urban environments.

Ask the student to read the activity title, speech bubble and Discussion box instruction. Discuss: • what can be seen in each picture • identify natural and constructed features • what people are doing. Encourage the student to use the correct terminology when discussing features, eg skyscrapers, cross walk, park, playground equipment, signs, park, footpath, suburb.

A city near you Materials: • activity sheet – A city near you.

Ask the student to read the title and speech bubble. The student can use his/her knowledge, ask others or use the internet to find answers for the questions. Supervise as the student reads and answers each question, using full sentence answers. Answers will vary, eg

What is the name of the city or closest city to where you live? My nearest city is Paris.

Which country is this city in? Paris is in France.

Is it the capital city of the country or state? It is the capital of France.

List three constructed features found in this city.

• Eiffel Tower

• The Louvre

• Arc de Triomphe

What do you like about this city? I like the interesting bridges in Paris.

Mark then store or scan and save the activity sheet.

Urban or rural? Materials: • activity sheet – Urban or rural?

Ask the student to read the activity sheet title and speech bubble. Ask the student to complete the ticking task. Help with reading if required. Answers will vary. traffic lights  sheep farms apartment blocks  visit museums  waterfall air pollution  freeways  building computers  wildflowers tractors skyscrapers  mobs of kangaroos department stores  multistorey car parks  milking cows factories  vegetable garden emu farms apple orchard wheat farm

Ask the student to read the next instruction and complete the task. Encourage the student to use different suffixes. NOTE: ‘s’ is not a suffix. Answers will vary. shear shearer shearing sheared visit visited, visiting, visitor harvest harvested, harvesting, harvester weed weeded, weeding, weeder grow growing feed feeding build builder, building learn learning, learner, learned

Ask the student to read the Up and out! box.

Mark then store or scan and save the activity sheet.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • counter or other small flat item • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area. Ask the student to move forward approximately 3 metres holding a counter: • between his/her knees • between his/her ankles • between his/her feet.

Ask the student to practise continuous skipping, turning the rope slowly and with increased speed. Continue for 2 minutes. Direct the speed of the student’s rope turns using a mix of calls, eg slow, faster, medium, very fast, very slow, as fast as you can. Continue for 2 minutes.

Stand in a relaxed position with feet shoulder width apart. Say Move around the area and match your body movements to the situations I describe.

You have wandered into a muddy swamp. You run through the muddy water very quickly. The mud is thicker so you are running more slowly. Now you are walking through the heavy mud. Say The mud is up to the tops of your shoes and still you are walking. Now the mud is up to your shins and you continue to move through it. The mud is up to your knees and you trudge on. You reach the edge of the muddy swamp and drag yourself out of the mud. You collapse onto the ground.

Move back to the school area.

The arrival Materials: • activity sheet – The arrival • highlighter pen • video recorder.

Read the activity title. The arrival Why does the activity have a title? to tell us what the writing is about What do you think this writing is about? Answers will vary. Read the speech bubble. Say Were you correct? Answers will vary. Let’s share the reading. Today we are going to pay special attention to the commas and full stops. A comma gives you time to take a pause. A full stop lets you take a small breath before starting a new thought with a new sentence.

Read the first paragraph, grouping words together and stopping briefly at commas and a little longer at full stops. Discuss any words in the paragraph that the student may not know.

Tell me what happened in the first paragraph. Answers will vary, eg the Writer family arrived at their cousins’ house, jumped out of the car and Say ran to the door. The cousins opened the door. You read the second paragraph. Remember to pause briefly if you see a comma and take a small breath at a full stop.

The student reads the second paragraph.

How do you know George is excited? He is sniffing everything and Say everybody. I’ll read the third paragraph.

Read the paragraph, grouping words together and stopping briefly at commas and a little longer at full stops. Discuss any words in the paragraph that the student may not know.

Tell me the key information that was in the third paragraph. Answers will vary, eg the girls went to Ria’s room, which is full of pink things. Rani likes Ria’s room even though it is different to her own. Say You read the fourth paragraph. Pause briefly for a comma and take a small breath at the full stops. What words did the girls say to the boys? Girl stuff How do you know? the words are inside speech/quotation marks

Take turns to read the remaining text. Ask the student to identify the words said by the characters whenever there is dialogue. Ask the student to find all the spoken words in the text and highlight them.

We lay on Ria’s bed chatting and giggling. Ryan and Roku came to see why we were laughing. “Girl stuff!” we said and shooed them out. “Let’s follow them into Roku’s room,” said Ria, and so we tiptoed up the passage and stood in the doorway. Roku has heaps of skateboarding pictures on his walls. He has bunk beds and The boys were lying on the bottom bunk eating chips. “Hey!” they yelled when they saw us, “Off you go!” We laughed and ran back to Ria’s room. Ria told me her favourite place was her room. “Brothers can be annoying sometimes and this is one place where I can do what I want,” she said. “I have written a poem about it. Would you like to read it?” “For sure Ria,” I answered, “and you can read my poem about the Porongurups.” “I have a favourite spot where I relax,” I explained. “There is a lovely flat rock that gets warm from the sun on a winter’s day. I lay on it to think.”

Point to the beginning of the sentence Ryan and Roku came to see why ….

We’ll start reading here. You read the underlined parts and I will read the Say other parts. Try to use different voices for Ria, Rani and the boys.

Complete the oral reading with the student reading the spoken parts.

What did Ria and Rani talk about when they returned to Ria’s room? their Say favourite places and their poems

This time I am going to record our reading. We will to read the same section Say of the story again. You read the dialogue or spoken words and I’ll read the other words. Try to give the characters their own voices.

Use a video or audio recorder to record the oral reading. Play the recording back to the student and discuss the reading performance.

Save the recording into the Set folder.

My diary entry Materials: • activity sheet – My diary entry.

Ask the student to read the title and speech bubble. Ask the student to read the writing instruction. Ask the student to print the date as instructed. Discuss ideas that the student can write about. Ask the student to write the diary entry. The entry should include 6 to 8 sentences, formed into two or three paragraphs. Provide extra lined paper if required. Ask the student to read the completed entry to you. Give the student feedback about the writing, eg I liked the way you described…. I’m not quite sure what you meant in the sentence about …. Discuss any editing that the student could do to improve the writing, eg missed punctuation, spelling corrections, adding descriptive words. Ask the student to work independently, using a coloured pencil to complete any editing.

Store or scan and save the activity sheet.

Ria’s special place Materials: • activity sheet – Ria’s special place.

Ask the student to read the title and speech bubble. Read the poem to the student.

Why is Ria’s room special to her? Answers will vary, eg somewhere to rest or relax, a place to escape her brother, a place to read; it’s pink and that’s her favourite colour. How does Ria feel when she is in her room? Answers will vary, eg safe, relaxed, peaceful. How many verses in this poem? two verses I am going to read the first verse to you but leave off the last word in each line. Fill in the missing word for me. Sometimes my brother gets under my? skin And I want a place where he won’t come? in Say When things around me are hard to? face I go into my very special? place. I slip into my room and close the? door And he can’t bug me? anymore What do you notice about some of these words? Answers will vary, eg they rhyme, they sound the same. What are rhyming words? words with the same ending sound Do rhyming words need to have the same end spelling? no Read the second verse silently and tell me the rhyming words when you come to them. best and rest; before and shore; away and day. The rhyming words are in pairs. Read and follow the next instructions.

The student circles the pairs. Ask the student to read and answer the questions, using full sentences. Answers will vary, eg

Why does Ria need a special place? Ria needs a special place so you can have time alone; get away from her brother; read in peace.

What does Ria like to do in her special place? Ria likes to read and rest.

Why? Ria likes to read because reading takes her on adventures to other places; it helps her forget about her brother/problems.

Mark then store or scan and save the activity sheet.

Day 8 Materials:

Activity sheets (please print) Check

• Roku rules!

• Skateboard check!

• Adding ing the easy way

• Adding ing to other words

• Across the river

• A ferry trip

• Rottnest Island

• Rottnest research

Resources

• Lesson notes – Day 8

Other resources

• device with internet access and document program, eg Word

• dictionary

• highlighter pens

• analogue clock face, eg watch or alarm clock

• calculator

• video camera

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

• counter or similar small flat item

Ask the student to read the activity title and speech bubble conversation. Ask the student to read the table heading. Take turns reading each section of the table. Ask the student to highlight any words where he does not know the meaning. Answers will vary. Ask the student to look up the meanings in the dictionary.

Have you ever skateboarded? Answers will vary. Say Read Roku’s tips again and highlight the key words.

Skateboarding can be dangerous so you need to wear clothing protective clothing. You need a helmet, elbow pads, kneepads and wrist guards.

You need to be able to balance on the board. Each board has two balancing sets of bolts over the wheels. Place your feet over the bolts and practise balancing.

Place one foot over the front set of bolts and the other foot at the back end of the board. Push on the ground with your back moving foot. Go slowly at first and practise balancing on the skateboard while moving.

To stop the skateboard, drag your back foot along the ground, like a brake. When you are more experienced you can stop by braking leaning towards the back of the board and tipping the tail onto the ground to act as a brake.

You need plenty of patience and practice when you are learning practising to ride a skateboard. Practise every day until you feel confident and you can move quickly.

Do you think Roku’s tips are clear enough for someone who is beginning to skateboard? Answers will vary. Say Why? Answers will vary, eg they are simple and clear, they are easy to follow, there is not enough information, you need some pictures to show you what to do.

The activity sheet will be used in the next activity.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 84 Porongurups to Perth Lesson notes – Day 8 Skateboard check Materials: • activity sheet – Roku rules! • activity sheet – Skateboard check

Ask the student to read the title and speech bubble instructions. The student uses the activity sheet Roku rules! to help answer the questions. Help with reading of required.

What protective clothing should be worn to safely ride a skateboard?

helmet elbow pads

knee pads wrist guards

Why do skateboard riders need elbow pads? The elbow pads will protect the elbows if the rider falls over.

Which should you learn to do first, balance on a skateboard or move on a skateboard? You should learn to balance on the skateboard.

Do you think skateboard parks are a good idea? Why? Answers will vary, eg • Yes, they are a good idea because it keeps the riders off the streets where it can be dangerous. • No, because they are expensive to build and riders could get hurt on the high ramps.

Have or would you like to do some skateboarding? Why? Answers will vary.

Mark then store or scan and save the Skateboard check activity sheet. The Roku rules activity sheet will be used in the next activity.

Adding ing the easy way Materials: • activity sheet – Roku rules! • activity sheet – Adding ing the easy way.

Ask the student to read Roku’s skateboarding tips for beginners and underline any words that end with the suffix -ing. clothing, skateboarding, balancing, moving, leaning, tipping, practising, learning Ask the student to read the activity title and speech bubble on the Adding the easy way activity sheet.

Discuss base words with the student. Ask the student to write the meaning, using the sentence starter. Answers will vary, eg A base word is a little word, a word on its own, a word that has not been added to. Ask the student to read the speech bubble conversation. Discuss suffixes with the student. Ask the student to write the meaning, using the sentence starter. Answers will vary, eg A suffix is a group of letters added to the end of a (base) word to make a new word. Ask the student to read the speech bubble and Discussion box. Ask the student to read the word pairs and suggest a rule. Answers will vary. Ask the student to print the rule on the lines. Answers will vary, eg two consonants at the end of a word, add the ing to make a new word. Ask the student to read the instruction and complete the activity. hover hovering toss tossing bark barking fill filling

Mark then store or scan and save both activity sheets.

Adding ing to other words Materials: • activity sheet – Adding ing to other words.

Ask the student to read the title, speech bubble and Discussion box. Ask the student to read the word pairs and suggest a rule. Answers will vary. Ask the student to print the rule on the lines. Answers will vary, eg a short vowel sound means double the consonant and add ing. Ask the student to read the instruction and complete the activity. cut cutting spin spinning rub rubbing clap clapping Ask the student to read the Discussion box. Ask the student to read the word pairs and suggest a rule. Answers will vary. Ask the student to print the rule on the lines. Answers will vary, eg drop the e and add ing. Ask the student to read the instruction and complete the activity. hike hiking wave waving give giving doze dozing

Mark then store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 86 Porongurups to Perth Lesson notes – Day 8 Across the river Materials: • activity sheet – Across the river • device with internet access to online maps.

Read the activity sheet title and speech bubble conversation. Help the student open the online map and locate the bridges. Ask the student to complete the tasks. Help with reading and map work if required.

true The Mount Henry Bridge and the Narrows Bridge are both constructed or built features. false

The road that runs under the Mount Henry Bridge is

The Freeway Hay Street The Esplanade

The road that runs along the Mount Henry Bridge is

Kwinana Freeway Mitchell Freeway

true The train does not travel across the Narrows Bridge. false

What is the name of the parkland near the Narrows Bridge?

Mill Point Reserve Mawson Park Bateman Park

Which features are near the Narrows Bridge?

Elizabeth Quay Kings Park Old Mill

Kerbside Cafe Riverside Drive Mt Henry Spit

When does the Kwinana Freeway change its name and become the Mitchell Freeway?

on the Narrows Bridge as it goes past Perth Zoo

Mark then store or scan and save the activity sheet.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 87 Porongurups to Perth Lesson notes – Day 8 A ferry trip Materials: • activity sheet – A ferry trip • analogue clock face, eg watch or alarm clock • calculator.

Ask the student to read the activity title and speech bubble. Read and discuss the ferry fares table with the student. Ask the student to explain and interpret the information as much as he/she can. Point to the Ferry departure timetable. Ask the student to read the headings and the times.

Some of the times are written using twenty-four hour time. Twenty-four hour time is used by ocean going vessels and flying vehicles like planes. Twenty- four hour time always uses four digits to show the time. What are the four digits in the first departure from Hillarys time? 0,7,0.0 Can you read that time? Answers will vary, eg seven o’clock, seven o’clock in the morning, 7 am. Have a go at reading the next three times in the list. Answers will vary, eg Say eight thirty, eight thirty am, ten o’clock, ten am, half past twelve, twelve thirty pm. Some twenty four hour times are written the same way as the usual twelve hour times so they are easy to read. Look at the last time in the list. Can you read it? Answers will vary, eg sixteen o’clock. This time is read as sixteen hundred hours. Do you know what time that is in twelve hour time? Answers will vary. Let’s work it out.

Point to the 12 on the clock face.

This is twelve hundred hours or twelve o’clock or midday. All the times between twelve hundred hours and 23 hundred hours are pm times. Twenty four hundred hours is midnight. Say (Point to the 1.) This is thirteen hundred hours. It is the same as one pm or one o’clock in the afternoon. (Point to the 2.) This is fourteen hundred hours. What is it the same as? two pm or two o’clock in the afternoon

Continue until you reach the 4 and identify sixteen hundred hours, four o’clock in the afternoon and four pm. Ask the student to print ‘4.00’ in the space beside ‘16.00’ in the table. Use the clock face in the same way to help the student identify 15.00 and 17.00. Ask the student to read all the times in both lists.

Ask the student to read the next sentence.

You will use the calculator to work out the prices to go on the ferry to Rottnest. How many adults are going to Rottnest? four Say How much does it cost for one adult ticket? eighty six dollars How can we work out the cost of four adult tickets? Answers will vary, eg 4 x $86 or 86 + 86 + 86 + 86

Ask the student to use the calculator to find the answer; using his/her suggested way. Help if required. Ask the student to print the total on the back of the activity sheet or on another piece of paper.

How many children are going to Rottnest? four How much does it cost for one child ticket? Say forty nine dollars How can we work out the cost of four child tickets? Answers will vary, eg 4 x $49 or 49 + 49 + 49 + 49

Ask the student to use the calculator to find the answer, using his/her suggested way. Help if required. Ask the student to print the total on the back of the activity sheet or on another piece of paper.

We know how much for the children and how much for the adults. How do Say we find the total? Add the two numbers together.

Ask the student to use the calculator to find the answer. Help if required. Ask the student to print the final total on the back of the activity sheet or on another piece of paper. Ask the student to circle the total.

Is this the cheapest way to buy tickets? Answers will vary, eg yes; not sure because they could go as a family of four. Look at the table. Can you see another way they could go? using a family pass for each family Say How much does it cost for one family pass? two hundred and twenty five dollars How can you work out the cost for two family passes? Answers will vary, eg 2 x $225 or 225 + 225

Which is the cheaper cost? family passes Say Write that answer into the space after the first question. Read the next question and write the cost.

What is the cheapest way to buy tickets? family passes

What is the total cost? $450

Ask the student to read the next sentence. Ask the student to use the timetable to answer the two questions.

What time should they travel to Rottnest? 7.00 in the morning, 7:00 am, 7 am or 07.00

What time should they travel back? 5.00 in the afternoon, 5:00 pm, 5 pm or 17.00

Ask the student to read the next question. Ask the student to count around the clock face from 7.00 am to 5.00 pm to work out the answer. Help if required. Ask the student to write the answer on the line. 10 hours

Mark then store or scan and save the activity sheet.

Rottnest Island Materials: • activity sheet – Rottnest Island • dictionary • highlighter pen • video camera.

Ask the student to read the activity title and speech bubble. Ask the student to think about the activity title, Rani’s speech bubble and look at the pictures included with the text. Ask the student to give you his/her ideas about the content of the text. Answers will vary. Ask the student to read the first paragraph. Help with reading if required. Ask the student to tell you the main idea in the paragraph. Answers will vary, eg The Dutch explorer Willem de Vlamingh named Rottnest Island. Ask the student to identify any unknown words and check their meanings using the dictionary, eg marsupials. Read the second paragraph to the student. Ask the student to tell you the main idea in the paragraph. Answers will vary, eg Rottnest Island is a natural feature that can be reached using different transport. Ask the student to identify any unknown words and check their meanings using the dictionary, eg mainland.

Continue to take turns to read and discuss each paragraph in the same way.

Now you can choose your three favourite paragraphs to read as a recording. Choose your paragraphs and draw a highlighter line down the left side of each one. Say Why did you choose those paragraphs? Answers will vary. Silently read the three paragraphs. Now read them aloud. Remember to pause at commas and full stops.

Set up the video camera. Discuss an appropriate introduction with the student, eg Hi This is Mae. It’s Day 8 and I’m reading from the Rottnest Island text. Video the student introducing the reading. Video the student reading. Focus the video on the text and student’s hands. Continue to video as the student explains why he/she chose the paragraphs.

Save the recording into the Set folder.

Rottnest research Materials: • activity sheet – Rottnest research • highlighter pen • device with internet access and document program, eg Word.

Ask the student to read the activity title and speech bubble conversation. Read each suggested idea (in the Discussion box) with the student. Ask the student which idea he/she will use as the research focus. Help the student open a blank document. (The student will paste any collected information and images into this document.) Supervise the student as he/she follows the steps to the Rottnestisland.com site and locates information relating to his/her chosen topic. Supervise the student as he/she copies information and images from the website into the blank document. Read the selected information with the student and guide him/her to delete unrelated information and rewrite (where possible) text into his/her own words. Encourage the student to keep the text short and simple. Help the student open another document Ask the student to type a poster title on the document. Discuss font, size and colour. Show the student how to experiment with font features to create the title.

Help the student add a 2 x 4 table below the title. The student may need to add extra rows or merge some rows when creating the poster. Ask the student to copy and paste the collected and edited information and images into the table. Discuss captions, labels, font styles, borders etc as the student forms the information into poster format. Remind the student to add the website name/s and copyright symbol to acknowledge where he/she found the information. eg © rottnestisland.com New Zealand Fur Seals

Fur seals are covered with two layers of grey-brown fur. They can dive deeper than other seals. The seals bark, growl, wail or whimper to communicate. Their diet is octopus, squid, fish and birds. The fur seals’ enemies are killer whales, sea lions and sharks.

Respect the fur seals!

DO DON’T

• look • touch

• photograph and video • feed

• stay a safe distance away • swim near them

View the seals from the New Cathedral Rocks viewing platform!

Save the completed poster into the Set folder. Ask the student to read the Up and out! box.

Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • counter or other small flat item • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area. Ask the student to move forward and backwards approximately 3 metres holding a counter: • on his/her left foot • on his/her right foot • on his/her head.

Ask the student to practise continuous skipping, turning the rope slowly and with increased speed. Continue for 2 minutes. Direct the skipping action using a mix of calls, eg jump, left foot hop, right foot hop. Continue for 2 minutes.

Stand in a relaxed position with feet shoulder width apart. Move around the area and match your body movements to the situations I describe. You have wandered into a muddy swamp. You run through the muddy water very quickly. Now you are walking through the heavy mud. Say The mud is up to your hips and you cannot move. You fall forward and float on the thick mud. You use arm movements to swim yourself across the mud. You add leg movements so you can move faster. You reach the edge of the muddy swamp and drag yourself out of the mud. You collapse onto the ground.

Move back to the school area.

Day 9 Materials:

Activity sheets (please print) Check

• Aboriginal connections

• Careful reading

• Island notes

• Rottnest or Wadjemup 1 and 2

• Jake’s key points

• City or country?

• Persuasive points about city living

• Persuasive points about country living

Resources

• Lesson notes – Day 9

Other resources

• highlighter pens

• dictionary

• device with internet access

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

Aboriginal connections Materials: • activity sheet – Aboriginal connections • highlighter pen • dictionary.

Ask the student to read the activity title and speech bubble. Read the story together, taking turns to read the paragraphs. Model fluent reading, pausing at commas and full stops. Tell the student any unknown words and look up meanings in the dictionary to help with understanding.

Tell me three things you remember from the story. Answers will vary. How did you feel when you read about the Aboriginal people who were prisoners on the island? Answers will vary. Say Do you think Rottnest Island is like heaven? Answers will vary. Why? Answers will vary. Tell me about a place that is special to you. Answers will vary.

The activity sheet will be used in the next activity.

Careful reading Materials: • activity sheet – Aboriginal connections • activity sheet – Careful reading.

Ask the student to read the title and speech bubble instructions. Read each question with the student. Ask the student to work independently to complete the activity sheet. Discuss the student’s answers if required.

Who are the traditional owners of Rottnest Island? the Aboriginal people; the Noongar people.

Why are they traditional owners? Answers will vary, eg they were the first people to go there, they visited the island more than 7 000 years ago.

What happened to make Rottnest Island form? Answers will vary, eg the ice melted and the sea rose and covered some of the land, except the part making the island.

Why do you think Rottnest was used as an Aboriginal prison? Answers will vary, eg it was an island so they couldn’t escape.

Where is the Wadjemup Aboriginal Burial Ground located? It is in the Thomson Bay settlement.

Why are the Aboriginal heritage sites on Rottnest Island protected? Answers will vary, eg so they don’t get damaged, because they are special to Aboriginal people and culture.

Mark then store or scan and save the Careful reading activity sheet. The Aboriginal connections activity sheet will be used in another later activity.

Island notes Materials: • activity sheet – Island notes • device with internet access.

Ask the student to read the title and speech bubble. Discuss the island the student wishes to research. Ask the student to read the headings on the page so he/she knows the information that is needed. Supervise the student as he/she opens the search engine and searches for information about the island. Guide the student towards a suitable website. Help the student with reading if required. The student locates the required information and writes it on the sheet. Answers will vary. An example is given here:

Island name: Garden Island

Noongar Whadjuk name: Meandup

Location: west of Perth

Size: 10 km long and 1.5 km wide

How to get there: private boat, bridge for Navy to use

Natural features: limestone covered with sand

Constructed features: Australian navy base, underground tunnels, bridge

Wildlife: rare tammar wallabies, Rottnest tea trees, tiger snakes

Interesting facts: guns were put there in WWll, people can visit at certain times, it’s a submarine base

Mark then store or scan and save the activity sheet.

Rottnest or Wadjemup Materials: • activity sheets – Rottnest or Wadjemup 1 and 2.

Ask the student to read the title and speech bubble conversation.

When you want to convince someone that you are right, you need to be persuasive. You need to have plenty of excellent reasons to explain why and you need to include extra information to support these reasons. Let’s examine Jake’s persuasive writing about changing the name Rottnest Island to Wadjemup. Each paragraph is in a box. How many paragraphs are there? five Let’s examine what each paragraph does. Look at the first paragraph and read the box to find out what the paragraph does. It introduces the topic. Read the sentence. Does it introduce the topic? yes Read the Paragraph 2 box to find out what this paragraph should contain. The second paragraph gives the most important reason for Jake’s opinion and some supporting information. Say Read the paragraph silently and tell me the most important reason. the Aboriginal Noongar people are the traditional owners of the island What is the extra or supporting information? Answers will vary, eg Wadjemup is the traditional name used for thousands of years and an important part of Australian history. Read aloud the Paragraph 3 box to find out what this paragraph should contain. The third paragraph gives the second important reason for Jake’s opinion and some supporting information. Read the paragraph silently and tell me the second most important reason. Wadjemup means place across the water where the spirits are. What is the extra or supporting information? Answers will vary, eg The Aboriginal people believe the island is the paradise for spirits and this is important to the Aboriginal people.

Ask the student to read the instruction at the bottom of the activity page. Ask the student to read Jake’s speech bubble. Discuss what the student thinks about the reasons given so far.

Read aloud the Paragraph 4 box to find out what this paragraph should contain. The fourth paragraph gives the third important reason for Jake’s opinion and some supporting information. Read the paragraph silently and tell me the third most important reason. a Dutch explorer thought the quokkas were rats so he named it Rats’ Say nest. What is the extra or supporting information? Quokkas are not rats so this name is not a good name. Read aloud the box for paragraph five. conclusion What is a conclusion? an ending

When you write the ending to a persuasive text, you try to write points that cover the key things you said in the text. Read the paragraph aloud. Changing the name from Rottnest Island to Wadjemup would honour the Aboriginal culture and the Aboriginal people who were imprisoned or died there. Do you think this point closes the argument strongly? Answers will vary. Why? Answers will vary. Now read the persuasive text aloud so you get an understanding of what Say the whole piece is saying. What do you think about Jake’s reasons for changing the name? Answers will vary. Which reason is the most persuasive? Answers will vary. Why do you think that? Answers will vary. Read the first word in Jake’s paragraphs two, three and four. Firstly, secondly, thirdly These are strong words to begin these paragraphs. They help the audience focus on the reasons.

The activity sheet will be used in the next activity.

Jake’s key points Materials: • activity sheet – Aboriginal connections • activity sheets – Rottnest or Wadjemup 1 and 2 • activity sheet – Jake’s key points • highlighter pen.

Ask the student to read the activity sheet Jake’s key points title and the first two speech bubbles. Ask the student to place the activity sheets as requested. Ask the student to read the next two speech bubbles. Read and discuss the table with the highlighted points. Ask the student to read Jake’s speech bubble and highlight the points as requested. Ask the student to read the next speech bubble and complete the highlighting task. Answers will vary. See next page.

Jake used key points from the story. Did he get all his information from the story? no What did he say that was not in the story? Answers will vary, eg the explorer who named the island Rats’ Nest, quokkas are not rats, the Say name Wadjemup is an important part of Aboriginal heritage. How do you think he knew that information? Answers will vary, eg he read it, someone else told him. When you want to convince someone to agree with you, you can use information that you have learnt in different ways.

Ask the student to read and complete the remaining tasks on the Jake’s key points activity sheet. Answers will vary.

Mark then store or scan and save Aboriginal connections and Jake’s key points activity sheets. The activity sheets Rottnest or Wadjemup 1 and 2 will be used on Day 10.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 99 Porongurups to Perth Lesson notes – Day 9 Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area. Ask the student to move around the area in the following ways: • hopping • jumping • running • walking backwards. Ask the student to practise continuous skipping, turning the rope slowly and with increased speed. Continue for 2 minutes. Ask the student to jump over the rope, moving forward as he/she jumps. Repeat for 10 jumps. Repeat, hopping on the right foot. Repeat, hopping on the left foot. Repeat, using a skipping step.

Stand in a relaxed position with feet shoulder width apart. Stretch as high as you can. Curl down as low as you can. Say Stretch as wide as you can. Make yourself as narrow as you can. Shake all over. Droop like a piece of cooked spaghetti.

Move back to the school area.

City or country? Materials: • activity sheet – City or country? • 4 x different coloured highlighter pens.

Ask the student to read the title and tell you what he/she thinks it means. Answers will vary. Ask the student to read Roku’s speech bubble. Help if required.

Is Roku telling us about living in the country or the city? city Say Use a highlighter to identify key points that tell us that living in the city is a good idea. Answers will vary, eg there are always things to do and places to go.

Ask the student to read Ria’s speech bubble. Help if required.

Use the same highlighter to identify key points that tell us that living in the Say city is a good idea. Answers will vary, eg plenty of shops to buy different things, places for entertainment.

Ask the student to read Roku’s speech bubble. Help if required.

What is different about the information Roku is giving us this time? Answers will vary, eg Roku talks about the problems living in a city. Say Use a different coloured highlighter to highlight the bad things about living in the city that Roku said. Answers will vary, eg more pollution, quite noisy, a lot of traffic, take a long time to travel short distances.

Ask the student to read Rani’s speech bubble. Help if required.

Is Rani telling us about living in the country or the city? country Say Use a different highlighter to identify key points that tell us that living in the country is a good idea. Answers will vary, eg I love nature, lots of fresh air, quiet and peaceful, not much traffic.

Ask the student to read Ryan’s speech bubble. Help if required.

Use the same highlighter to identify key points that tell us that living in the country is a good idea. Answers will vary, eg lots of space, hiking in the Say bush and up into the mountains, the sky is so clear, can see millions of stars, grow our own vegies and share them with our neighbours.

Ask the student to read Rani’s speech bubble. Help if required.

What is different about the information Rani is giving us this time? Answers will vary, eg Rani has talked about the problems living in a country. Use a different coloured highlighter to highlight the bad things about living in Say the country that Rani said. Answers will vary, eg There are not many shops so I do not have much choice when I go shopping. Our hospital is small so if we get very sick we need to travel to Perth. You can’t go far unless you have your own transport and it is a long way between different places.

Read the conversation, choosing different characters and reading using different voices.

The conversation has given us plenty of reasons for choosing to live in the city or country. The characters were using persuasive points to make us think about where it is best to live. Can you think of any other reasons to live in the city? Answers will vary, eg my nana lives there and I could visit more often. Say Can you think of any other reasons against living in the city? Answers will vary, eg I don’t have any friends there, it’s too busy in the shops. Can you think of any other reasons to live in the country? Answers will vary, eg I could live on a farm and have a horse to ride. Can you think of any other reasons against living in the country? Answers will vary, eg there are snakes and I don’t like them.

The activity sheet will be used in the next activity.

Persuasive points about city living Materials: • activity sheet – City or country? (from previous activity) • activity sheet – Persuasive points about city living.

Ask the student to read the title and Roku’s speech bubble on the Persuasive points about city living activity sheet. Ask the student to tell you what he/she needs to do. Copy the points about living in the city from the City or country activity sheet onto this activity sheet. Write some of my own ideas too.

Look at the City or country? activity sheet. Which colour did you use to highlight the ideas for living in the city? Say Answers will vary. Copy these highlighted points into the City living – yes! list. Remember that dot points do not have capitals or full stops.

Encourage the student to work independently. If there is space, ask the student to add some ideas of his/her own to the list. The student might find extra ideas in what Rani and Ryan said.

Look at the City or country? activity sheet. What colour did you use to highlight the idea against living in the city? Say Answers will vary. Copy these highlighted points into the second list. Remember that dot points do not have capitals or full stops.

Encourage the student to work independently.

Add some ideas of your own to the list. You might find extra ideas in what Say Rani and Ryan said.

Ask the student to reread his/her lists and edit for making sense and correct spelling. Answers will vary, eg

City living – yes!

• there are always things to do

• there are places to go

• plenty of shops

• places for entertainment like movies, sporting events and parks

City living – no!

• pollution

• traffic

• noisy

• busy roads

• can’t see so many stars at night

The activity sheet City or country? will be used in the next activity. The activity sheet Persuasive points about city living will be used on Day 10.

Persuasive points about country living Materials: • activity sheet – City or country? (from previous activity) • activity sheet – Persuasive points about country living.

Ask the student to read the title and Rani’s speech bubble.

This activity is similar to the last one. Tell me how it is similar. I am using Say the City or country? activity sheet and my ideas to write points. How is it different? I am writing about the country this time.

Look at the City or country? activity sheet. Say What colour did you use to highlight the ideas for living in the country? Answers will vary.

Ask the student to copy the highlighted ideas into the first list. Remind the students that dot points do not have capitals or full stops. Encourage the student to work independently.

Add some ideas of your own to the list. You might find extra ideas in what Rani and Ryan said. Say Now complete the Country living – no! list yourself, using the points from the City or country? activity sheet and your own ideas.

Encourage the student to work independently. Ask the student to reread his/her lists and edit for making sense and correct spelling. Answers will vary, eg

Country living – yes!

• close to nature and the bush

• fresh air

• quiet and peaceful

• not much traffic

• lots of space

• clear sky with lots of stars

Country living – no!

• not many shops

• need a car

• long distances to travel

• not many services

• not much entertainment

The activity sheet Persuasive points about country living will be used on Day 10.

Day 10 Materials:

Activity sheets (please print) Check

• Persuasive planner 1 and 2

• Let’s reflect

• The first lighthouses

• Pharos of Alexandria

Resources

• Lesson notes – Day 10

• activity sheets – Rottnest or Wadjenup 1 and 2 (from Day 9)

• activity sheet – City or country? (from Day 9)

• activity sheet – Persuasive points about city living (from Day 9)

• activity sheet – Persuasive points about country living (from Day 9)

• dotted thirds lined paper

Other resources

• dictionary

• highlighter pens

• art materials – to draw or make a model of the Pharos of Alexandria lighthouse.

Up and out materials

• hat, comfortable clothes, sunscreen and water bottle

• hard or grass surface

• skipping rope

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 105 Porongurups to Perth Lesson notes – Day 10 Persuasive planner Materials: • activity sheets – Rottnest or Wadjenup 1 and 2 (from Day 9) • activity sheet – City or country? (from Day 9) • activity sheet – Persuasive points about city living (from Day 9) • activity sheet – Persuasive points about country living (from Day 9) • activity sheets – Persuasive planner 1 and 2.

Ask the student to read the activity title Persuasive planner 1 and first two speech bubbles. Ask the student to tell you his/her preference, city or country. Answers will vary. Ask the student to read Rani’s speech bubble and place the appropriate activity sheet (Persuasive points about city living OR Persuasive points about country living) on the table. Place the Persuasive points sheet that is not needed to one side. Ask the student to read Roku’s speech bubble.

You will be writing a persuasive text. Let’s read Jake’s text to remind us Say how it was written.

Read and discuss the Rottnest or Wadjenup? activity sheet. Place the sheet to one side after reading. Ask the student to read the Discussion box. Discuss the planning table with the student.

The information in the planning table can be written in words or phrases. You do not have to write full sentences in your plan. Read the Paragraph 1 description. What are some of the words you can to use to introduce the topic? Answers will vary, eg city, best place, I think, I believe Write your ideas on the lines beside the Paragraph one label. What is the second paragraph about? My first and most important Say reason with supporting information. Look at your Persuasive points sheet and choose the most important point that supports your choice. Answers will vary, eg peaceful Write the point on the line beside the Paragraph two label. Look at the other points. Do any of these support your most important reason? Answers will vary, eg yes less traffic noise, less cars. Write these points on the next lines.

If there are no supporting points, discuss some ideas with the student, eg noise from aeroplanes, sirens, less people at the shops.

Ask the student to write the ideas on the lines.

What is the third paragraph about? My second most important reason with supporting information. Look at your Persuasive points sheet and choose your second most important reason. Answers will vary, eg fresh air. Say Write it on the lines beside the third paragraph label. Look at the other points. Do any of these support your most important reason? Answers will vary, eg healthy, clean air. Write these points on the next lines.

If there are no supporting points, discuss some ideas with the student. Ask the student to write the ideas on the lines.

What is the fourth paragraph about? My third most important reason with supporting information. Look at your Persuasive points sheet and choose your third most important reason. Answers will vary, eg close to nature. Say Write it on the lines beside the third paragraph label. Look at the other points. Do any of these support your most important reason? Answers will vary, eg bush walking, see native plants and animals. Write these points on the next lines.

If there are no supporting points, discuss some ideas with the student. Ask the student to write the ideas on the lines.

The fifth paragraph should summarise why you choose to live in the (city/country) and can say how you feel. Think of how you feel about living in the (country/city) and write those words on the lines. Say Why do you feel that way? Answers will vary, eg I feel X because the country is so fresh and clean. Write those words on the lines.

Ask the student to read the next instruction and the example words. Ask the student to add four words to the lines. Ask the student to read the Up & out! box.

Store or scan and save the activity sheets Persuasive points about city living and Persuasive points about country living. The Persuasive planner activity sheets will be used in the Let’s write activity.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 107 Porongurups to Perth Lesson notes – Day 10 Up and Out Materials: • hat, comfortable clothes, sunscreen and water bottle • skipping rope • grass or hard surface.

Say Let’s take a break and get some exercise and fresh air.

Move outside to an open area. Ask the student to move around the area in the following ways: • tiptoe walk • tiptoe run • skipping • galloping • marching • running on the spot, lifting knees high. Ask the student to practise continuous skipping, turning the rope slowly and with increased speed. Continue for 2 minutes.

I am the puppet master and you are my string puppet. Say You are sitting propped against a tree with your legs straight out, feet shoulder width apart, arms by your sides and head drooping.

Stand near the student and act out the pulling of the various ‘strings’ as you speak.

I move a string to: • raise your head • let your head drop • raise your left wrist and arm to shoulder height Say • let your left wrist and arm drop • raise your right wrist and arm to shoulder height • let your right wrist and arm drop • raise both your wrists and arms to shoulder height • let both wrists and arms drop.

I move a string to • raise your left ankle about 30 cm off the ground • let your left ankle drop • raise your right ankle about 30 cm off the ground Say • let your right ankle drop • raise both your ankles about 30 cm off the ground. I let the strings drop. I prod you with my finger. You slide sideways and collapse gently to the grass.

Move back to the school area.

Let’s write Materials: • activity sheets – Persuasive planner 1 and 2 • dotted thirds lined paper.

Ask the student to read the title and speech bubble conversation. Read and discuss the points in the table with the student. Ask the student to write: Day 10 Let’s write and the date on the top line of the lined paper. Ask the student to silently read through the points on his/her Persuasive planners.

If you have a title for your writing, write in on the next line, otherwise miss the line. You can add a title later. Say Use the words on your planner to write your introductory sentence. Remember to use the correct punctuation.

Ask the student to read the sentence to you.

Look at your planner and the tips on the Let’s write sheet. What is the second paragraph about? One sentence saying my most important Say reason and two sentences supporting my reason. Use your points to help you write at least three sentences.

Ask the student to read the completed paragraph to you.

Now you have started your writing, you can continue independently. Say Remember to think about your punctuation as you write and to start each paragraph on a new line.

Supervise the student as he/she writes. Answer questions if required.

Ask the student to read the completed text to you. Offer positive comments on what has been written. If required, ask the student to write a title for the text.

Store or scan and save the Persuasive planner activity sheets. The student writing will be used in the next activity.

Let’s reflect Materials: • student’s persuasive writing (from previous activity) • activity sheet – Let’s reflect • dictionary.

Ask the student to read the title and the speech bubble conversation. Ask the student to tell you what he/she needs to do. Read and edit my writing, using the table to help and tick off the points when I have done them. Read and discuss the table points with the student. Ask the student to complete the proof and edit independently. If required, help the student include more powerful or descriptive words, eg ‘fabulous’ to replace ‘nice’; ‘trees’ becomes ‘tall trees’. If required, help with dictionary work to check spelling.

Store or scan and save the activity sheet and persuasive writing.

The first lighthouses Materials: • activity sheet – The first lighthouses • highlighter pen • dictionary. Ask the student to read the title and speech bubble conversation. Ask the student to silently read the text, highlighting any words he/she cannot pronounce or does not know the meaning. Help the student pronounce unknown words, eg Pharos – fairos, pharologists – fa-rol-oh-jists Ask the student to look up unknown word meanings in the dictionary. Help if required. Read the text together, discussing the main points in each paragraph.

The activity sheet will be used in the next activity.

© Department of Education WA 2018 (Modified 2020) – INTENGLISHHASSYR3 110 Porongurups to Perth Lesson notes – Day 10 Pharos of Alexandria Materials: • activity sheet – The first lighthouses • activity sheet – Pharos of Alexandria • highlighter pen • art materials – to draw or make a model of the Pharos of Alexandria lighthouse.

Ask the student to read the title and Ria’s speech bubble. Ask the student to complete the highlighting task.

The famous Pharos of Alexandria in Egypt was the first lighthouse recorded in history. It was built on the island of Pharos in about 280 B.C and was 110 metres tall, the tallest lighthouse ever built. The Pharos of Alexandria used an open fire at the top as a light. It is believed that the fire signal could be seen from eighty kilometres away. During the day, the lighthouse produced a column of smoke to guide sailors safely home. The lighthouse tower had three parts; a square base, a second storey with eight sides and a narrow, taller; round third storey. This amazing lighthouse survived for 1500 years and was destroyed by an earthquake.

Ask the student to read the remaining speech bubbles and explain the task. I draw or make a model of the Pharos of Alexandria and label the parts. I add other information to the model or drawing and I can do some research to find more information too. Ask the student to complete the labelled model or drawing. Answers will vary, eg

cylinder shaped top storey fire signal could be seen from 80 kilometres away octagon prism shaped second storey smoke signal was used in the day

square prism shaped 110 metres tall first storey built on Pharos island destroyed by earthquakes 1500 years old

Take a photograph if the student has made a model.

Store or scan and save both activity sheets or the The first lighthouses activity sheet and the photograph.