English Year 4 Fortnight 1

Curriculum support for students unable to access a school English Year 4 Fortnight 1

This package of curriculum resources provides learning opportunities for students to continue their educational development and progress while not being able to access an educational facility. These resources provide students with learning experiences and activities that are intended to be used for approximately an hour each day for completion over a two-week period. It is anticipated that the suite of resources could be used in a variety of contexts, including teacher-directed, parent-supported or students working independently. No assessment lessons or tasks are included in this package.

Structure

The English materials contained in this package include: • lessons • resources.

Lessons

There are nine lessons contained in this package. Students will need to complete them in the following order. • Lesson 1 — Exploring characteristic features of traditional stories 1 • Lesson 2 — Exploring characteristic features of traditional stories 2 • Lesson 3 — Identifying direct speech in a traditional Asian story • Lesson 4 — Examining cohesion in a traditional Asian story • Lesson 5 — Reading and understanding a traditional Asian story • Lesson 6 — Examining plot and characterisation • Lesson 7 — Reading and analysing a traditional story 1 • Lesson 8 — Reading and analysing a traditional story 2 • Lesson 9 — Examining character development

Resources

Students: • will need access to everyday stationery supplies, such as pencil, pen, an eraser, colouring pencils • may print the worksheets if they have access to a printer, or write responses in a notebook or on paper.

Department of Education Y04EngFN1_OV Page 1 C2C Independent Learning Materials

ENGLISH Lesson 1 Year 4

Top ic: Traditional stories Exploring characteristic features of traditional stories 1

Today you will: ►► understand how to identify characteristic features in traditional stories that meet the purpose and audience ►► understand how to compare the characteristic features of traditional stories.

Resources Key terms

Text character, CHOMPS, direct speech, The State of Queensland (Department of language features, narrative structure, Education and Training) 2015, The wishing traditional stories fish: a Chinese folktale, Brisbane, Qld. For definitions and explanations of terms, Digital please see the Glossary. Video — Traditional stories: Themes and Keep the Glossary for reference features (5:20) throughout this unit. eBook — The wishing fish: a Chinese folktale Video — Elements of a Chinese traditional story (3:55)

Find and prepare Sheet 1 — English glossary Year 4 Sheet 2 — Traditional stories poster Sheet 3 — CHOMPS Sheet 4 — A Chinese traditional story

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You may have met these characters in traditional stories you have read.

Hi, I’m Tae-Hyun Hi, I’m Bae and I’m and I’m from Korea. from Korea.

Hi, I’m Hi, I’m Amisha Hakim and and I live in I travel the Indonesia. jungles of Indonesia.

Hi, I’m Yun-qi and this is my friend Ah-lam. In this unit, you will look at traditional stories from many countries in Asia. You will learn about the features of these stories and at the end of the unit you will write your own traditional story.

1. Discuss some folktales, fairytales, fables, myths or legends that you know or have read.

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Identify characteristic features in traditional stories

During the unit, you can refer to Sheet 1 — English glossary Year 4 to become familiar with terms related to this unit. Keep this sheet in a safe place to be used in future lessons.

2. View the Video — Traditional storiesc: Themes and features. Have Sheet 2 — Traditional stories poster and Sheet 3 — CHOMPS with you while you are watching.

Video 5c:20

This video identifies different types of traditional stories, the characteristic features and the purpose of these stories. The acronym CHOMPS is also introduced. CHOMPS stands for characters, human qualities, old and oral, moral or message, purpose and structure included in traditional stories.

So let’s get C H O M Ping!

3. Display Sheet 2 and Sheet 3 so you can use them throughout the unit.

Remember, you can look back at Sheet 2 and Sheet 3 at any time throughout this unit.

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Listen to a traditional story from Asia 4. Open the text or the eBook —The wishing fish: a Chinese folktale. Look at the title of the story and at the pictures throughout.

eBook

What do you think this story might be about? What features of a traditional story might this story contain? Hint: Look at CHOMPS!

You will now read the story The wishing fish: a Chinese folktale in three sections. After each section, you will answer some questions.

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5. Follow the directions to read the story The wishing fish: a Chinese folktale and answer the questions that follow. Read the first page of the story.

a. Does this story remind you of another traditional story you have read? If so, write the title of that story in the space below.

Read to the end of Page 4.

b. What is the problem or complication in this story?

c. Write a sentence to describe the stepmother and how she makes you feel.

Read to the end of the story.

d. Who were the main characters in the story?

e. What was the moral or message being taught in this traditional story?

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Identify features of traditional stories 6. View the Video — Elements of a Chinese traditional story. This video identifies and explains the different aspects of the story The wishing fish: a Chinese folktale using CHOMPS.

Video 3c:55

7. Complete Sheet 4 — A Chinese traditional story.

Note If you are completing Sheet 4 digitally, save a copy in a folder on your computer. Call it Eng_Y4_U3_Sheet4_YourName. Otherwise, keep Sheet 4 in a safe place to be used in future lessons.

Did you notice that The wishing fish story had all of the CHOMPS characteristics?

Reading

Remember to complete your daily reading today. You can read at any time, for example: when you first wake up, during free time, at bedtime, and so on. You can read texts of any type. At the end of each text read, reflect upon: • your enjoyment level • interesting points about your reading and the text.

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Key terms Definition adverb A word class that may modify a verb (for example, ‘beautifully’ in ‘she sings beautifully’), an adjective (for example, ‘really’ in ‘he is really interesting’) or another adverb (for example, ‘very’ in ‘she walks very slowly’). In English many adverbs have an ‘-ly’ ending. character a person or animal who is involved in the plot of a story characterisation the process by which the writer reveals the personality of a character and creates a recognisable identity Characterisation can be revealed directly or indirectly: • Direct characterisation tells the reader through straightforward statements about a character such as their physical description or personality. For example: ‘He had brown eyes and was a small shy boy.’ • Indirect characterisation shows information about the character through the character’s words, thoughts, actions and responses to other people, places and events. This is often referred to as ‘show, don’t tell’. For example: ‘He lowered his brown eyes and hid behind his older brother.’ CHOMPS a made-up acronym to help students remember the features of traditional stories It stands for: Characters — storytellers develop characters and make us think about the characters Human qualities — shown in characters (human characters and animals), for example: courage, greed, kindness, honesty and dishonesty Old and oral — traditional stories are very old and have been retold orally in many versions through time Moral or message — traditional stories have a message or a moral, for example: help others, be fair and kind, don’t be greedy, be loyal, be honest, respect your elders, be humble Purpose — the purpose of traditional stories is to warn, to entertain or to teach others how to behave Structure — traditional stories have a narrative structure. They have an orientation that introduces the characters, setting and time. They also have a complication or a problem, a series of events, and a resolution or a solution to the problem.

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Key terms Definition cohesive devices words and phrases that make the text sound connected In this unit, these include: • text connectives that indicate time and sequence events or ideas, for example: long ago, afterwards, later, earlier, firstly, then, finally • pronouns that are used instead of nouns and replace the names of people and things, for example: he, my, his, her, she, it. dialogue the conversation between characters in a story direct speech the exact words said by a character; often shown by the use of quotation marks or speech marks ‘____’ on either side of the words directly spoken by the character Punctuation is also included in the quotation marks; for example, the comma is included in: ‘One down,’ murmured the tiger. language features of language that support meaning, for example: sentence features structure, vocabulary, illustrations, punctuation. modality the degree of certainty or possibility that something will happen, expressed by the writer or speaker through the use of particular words For example, the modal verb ‘I might eat my vegetables’ shows low modality as it indicates there is less certainty of this event occurring. ‘I will eat my vegetables’ is high modality, as it indicates a much higher degree of certainty. narrative a story of events or experiences, real or imagined narrative the structure of a story, which includes a title, an orientation, a structure complication, a resolution and a conclusion Title — reflects the content of the story Orientation — sets the scene and introduces the setting and the characters Complication — a sequence of events that develops the problem and builds suspense Resolution — an event or circumstance that resolves the problem Conclusion — a summary at the end of a novel giving further developments in the lives of the characters noun a word class that includes all words denoting physical objects such as ‘man’, ‘woman’, ‘boy’, ‘girl’, ‘diamond’, ‘car’, ‘window’. These are called concrete nouns. Abstract nouns express intangibles such as ‘democracy’, ‘courage’, ‘success’, ‘fact’, ‘idea’.

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Key terms Definition noun group consists of an important noun — the head noun — and one or more describing words. The adjectives (describers) give more information about the head noun. By using noun groups in the story, an author can pack a lot of extra description around a noun. These descriptive words help the reader to visualise the characters, events and objects in the story. paragraph made up of several sentences all dealing with a common idea or topic; they begin with a topic sentence followed by supporting sentences which provide more detail pace how quickly or slowly you speak plot also called the storyline in a story and shows the events and actions of the characters as they develop from the start of the story through their problems and conflicts to the resolution of the story plot tension the build-up of complications in a narrative plot that the main character has to overcome; plot tension maintains the interest of the audience preposition a word that tells you where things are in relation to each other (for example: like, at, in, of, below, above, near, under) prepositional a group of words that begins with a preposition linked to a noun, phrase pronoun or noun group (for example, where — into the harbour; when — in the morning) pronoun a word that allows us to talk about nouns without saying them again and again; the author of a text may use words such as ‘he’, ‘she’, ‘them’, ‘they’, ‘it’, ‘his’ or ‘her’, rather than repeating the noun throughout the text, for example: the author may use ‘she’ or ‘her’ rather than repeating the name ‘Elizabeth’ throughout the text tense a verb form that locates the event described by the verb in time (for example: Sarah laughs is present tense; Sarah laughed is past tense) text connectives words that clarify meaning, indicate time and sequence events or ideas See also cohesive devices.

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Key terms Definition text processing Confirming: A reading strategy where the reader checks to see if strategies their predictions at the story level or word level are accurate; if not, the reader revises their predictions. Crosschecking: A self-correction reading strategy where readers check the meaning of something they read against their understanding of another section of the text. Monitoring: A reading strategy where the reader constantly checks whether meaning is being made as they read. If they become aware through monitoring that meaning is not being made, the reader employs other strategies such as re-reading or reading on. Predicting: Using the summary of discoveries made in a book preview to think of a likely text type, purpose, audience and other salient features. Reading on: A reading strategy where readers read on to the end of the sentence or paragraph to gain context clues which might assist comprehension of unknown words. Re-reading: The process of going back and reading again. A strategy used by readers when meaning is lost. Reviewing: A reading strategy whereby the reader considers what they have read previously in the text to assist them to make meaning. Self-correcting: A reading practice whereby the reader corrects an error in their reading themselves. This indicates that a reader is reading for meaning. text structure A way in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing and topic sentences). Choices in text structures and language features together define a text type and shape its meaning. tone the manner in which you speak; for example, newsreaders usually have a serious tone traditional stories very old stories that have been passed down through the generations, and are retold in many different cultures and countries. They include: • folktales (for example, the stories from Many flowers: Folk stories from Asia) • fairytales (for example, Cinderella) • fables (for example, The Tortoise and the Hare) • stories from the Dreaming (for example, The Southern Cross Story). volume how loudly or softly you speak

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Key terms Definition verb a word class that describes a kind of situation such as a happening (for example, ‘climbed’ in ‘she climbed the ladder’) or a state (for example, ‘is’ in ‘a koala is an Australian mammal.’) There are many types of verbs including: • action verbs (for example: point, shout) • feeling verbs (for example: felt, feared) • thinking verbs (for example: considered, pondered) • saying verbs (for example: said, cried, yelled) • relating verbs (for example: become, is). verb group a group of words that are centred on a verb and contribute to its meaning, for example: ‘was pointing’.

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ENGLISH Lesson 2 Year 4

Topic: Traditional stories Exploring characteristic features of traditional stories 2

Resources Key terms

Digital character, CHOMPS, direct speech, Video — Traditional stories: Themes and language features, plot, traditional stories features (5:20) For definitions and explanations of terms, eBook — The wishing fish: a Chinese please see the Glossary. folktale (from Lesson 1) eBook — Cinderella: A fairytale

Find and prepare Sheet 2 — Traditional stories poster Sheet 3 — CHOMPS Sheet 4 — A Chinese traditional story (saved copy from Lesson 1) Sheet 5 — A fairytale

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In today’s lesson, we will take a look at another traditional fairytale.

Traditional storiesc: Themes and features 1. View the Video — Traditional storiesc: Themes and features, if required, to revise the features of traditional stories. Remember you can refer to Sheet 2 — Traditional stories poster and Sheet 3 — CHOMPS at any time throughout the lesson.

Video 5c:20

Read another traditional story from Asia 2. Read or listen to the eBook — Cinderella: A fairytale.

eBook

3. Complete Sheet 5 — A fairytale.

Hot tip Use Sheet 4 — A Chinese traditional story as a guide to help you.

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Compare traditional stories

Now let’s compare the traditional story from Lesson 1 with today’s story.

4. Complete the following table. Some parts have been completed for you.

The wishing fish: Cinderella: A fairytale a Chinese folktale Character types (List the characters here: animals or humans.)

Human qualities (What qualities did the • • characters have? List two.) • •

Oral and old Retold orally Message or moral (What is the message or moral?)

Purpose (What is the purpose of the story?)

Structure Orientation (introduction) Orientation (introduction) (Do not complete in Complication (problem) Complication (problem) this lesson.) Events Events Resolution (how the problem Resolution (how the problem is solved) is solved)

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5. Complete the following: a. List two ways these stories are similar.

•

b. List two ways these stories are different.

•

Reading

Page 4 Eng_Y4_U3_ILM16_L02 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 3 Year 4

Topic: Traditional stories Identifying direct speech in a traditional Asian story

Today you will: ►► understand how to identify characters’ direct speech ►► understand how direct speech develops characterisation.

Resources Key terms

Digital character, characterisation, dialogue, Video — The tiger, the rabbit and Chung-Ho direct speech, paragraph, traditional (5:29) stories

Find and prepare For definitions and explanations of terms, Sheet 2 — Traditional stories poster please see the Glossary. Booklet — Examining The tiger, the rabbit and Chung-Ho Coloured pens or highlighters

Lesson

Listen to a traditional Asian story

Today we’re going to look at a great story, The tiger, the rabbit and Chung-Ho. I love it because it’s a traditional story from Korea.

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1. View the Video — The tiger, the rabbit and Chung-Ho. Follow along with the story using the Booklet — Examining The tiger, the rabbit and Chung-Ho if you wish. This video uses puppets to retell the traditional Korean story The tiger, the rabbit and Chung-Ho.

Video 5c:29

2. Complete the following table by writing two adjectives that describe the three main characters. The first one is done for you.

Character Two words to describe the character

Chung-Ho kind, thoughtful

Tiger

Rabbit

3. Explain: a. the characters and events of the text b. how the author developed plot tension in the story.

Identify direct speech in traditional stories

Remember, direct speech is the exact words said by a character. It is often shown by the use of quotation marks. These look like ‘______’ on either side of the words directly spoken by the character. Punctuation is also included in the quotation marks; for example, the comma is included in: ‘One down,’ murmured the tiger. Saying verbs describe how the character said the words. Some examples are ‘begged’, ‘stated’, ‘cried’ or ‘muttered’.

4. Read the direct speech and saying verb in the section of the story The tiger, the rabbit and Chung-Ho below.

Hot tip The direct speech of the tiger is underlined and the saying verb is circled.

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1. Long ago, a weary traveller named Chung-Ho was cutting through a deep ravine when he heard a strange voice. ‘Help me! Help me! Please somebody take pity on me.’ The traveller, being a kind and gentle man, hurried to the sound. 2. Pausing at a clearing, Chung-Ho looked down. A tiger peered up at him from the depths of a deep pit. ‘Wise friend, would you please, please help me get out of this trap?’ begged the tiger.

5. Explain how the direct speech and saying verbs used by the author help to develop your understanding of the personality and identity of each character (characterisation).

Perform characters’ direct speech 6. Re-read the direct speech in the paragraph above, using expression and tone to show that the tiger was begging.

Did you notice the storyteller of this traditional story used direct speech to tell us more about the characters? The words the tiger used and the way he spoke gave us more information than if the storyteller had just written that the tiger asked the stranger to set him free.

Write sentences to explain direct speech 7. Write a sentence using clearly formed, joined letters to explain why the storyteller used the word ‘begged’ to describe what the tiger said in Paragraph 2. 8. Underline the direct speech of each of the following characters in the Booklet — Examining The tiger, the rabbit and Chung-Ho using these colours: • the tiger — underline in orange • Chung-Ho — underline in red • the persimmon tree — underline in yellow • the buffalo — underline in green • the rabbit — underline in brown.

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Note If you are completing this booklet digitally, save a copy now into a folder on your computer. Call it Eng_Y4_U3_Booklet_The_tiger _the_rabbit_and_ChungHo_yourname; otherwise, after the lesson keep this booklet in a safe place to be used in future lessons.

Hot tip If you need to, you can read Sheet 2 — Traditional stories poster for tips about direct speech and saying verbs!

9. Circle the saying verbs, which describe how each character said their words, in the Booklet — Examining The tiger, the rabbit and Chung-Ho using the same colours, for example: ‘begged’ (circle in orange for the tiger), ‘stated’ (circle in red for Chung-Ho).

Reading

Page 4 Eng_Y4_U3_ILM16_L03 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 4 Year 4

Topic: Traditional stories Examining cohesion in a traditional Asian story

Today you will: ►► understand how to identify text connectives and explain how they link ideas and sequence events ►► understand how to identify pronouns and explain how they refer to a noun or noun group.

Resources Key terms

Digital character, cohesive devices, pronoun, text Video — Cohesive ties: Just like glue (5:14) connectives, traditional stories

Find and prepare For definitions and explanations of terms, Sheet 2 — Traditional stories poster please see the Glossary. Booklet — Examining The tiger, the rabbit and Chung-Ho (saved copy from Lesson 3) Coloured highlighters or pens

Lesson

Read a traditional Asian story 1. Re-read the story The tiger, the rabbit and Chung-Ho in the Booklet — Examining The tiger, the rabbit and Chung-Ho.

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Identify text connectives in traditional stories

2. View the Video — Cohesive tiesc: Just like glue.

Video 5c:14

In this video, two types of cohesive devices are introduced: • time words (text connectives) that show time and sequence events, for example: long, long ago; then; next; after that • pronouns that are used instead of nouns, and to replace the names of characters/people and things, for example: he, she, them, they, it.

3. Write two sentences that explain why cohesive devices like time words and pronouns are important to use when writing a traditional story. Time words are important because ...

Pronouns are important because ...

4. Complete the tasks below in the Booklet — The tiger, the rabbit and Chung-Ho. a. Find the following time words (text connectives) and highlight pink: • Long ago in Paragraph 1 • With that done in Paragraph 6 • no sooner in Paragraph 7 • first in Paragraph 9 • Next in Paragraph 12. b. Draw a box around one word that shows time in each of these paragraphs: • Paragraph 15 • Paragraph 19 • Paragraph 25

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Hot tip If you need to, you can read Sheet 2 — Traditional stories poster for tips on time words.

5. Explain how the author of The tiger, the rabbit and Chung-Ho used cohesive devices to link ideas and sequence events to make meaning clearer.

Track pronouns in traditional stories

Pronouns are words such as he, she, they, it, them, him or her.

They are used instead of repeating the character’s name or the noun over and over again throughout the story.

6. Complete the following tasks in the Booklet — Examining The tiger, the rabbit and Chung-Ho. a. Find the pronouns for Chung-Ho and highlight blue: • he in Paragraph 1 • him in Paragraph 2 • he and him in Paragraph 5 • he, I, my in Paragraph 7. b. Read Paragraph 10 and draw a rectangle around the pronouns that refer to the persimmon tree. c. Read Paragraphs 12 and 13 and draw a rectangle around the pronouns that refer to the buffalo. 7. Explain why the author has used pronouns to refer to characters, places or things in the story The tiger, the rabbit and Chung-Ho.

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Note After the lesson, keep the Booklet — Examining The tiger, the rabbit and the Chung-Ho in a safe place to be used in future lessons.

Reading

Page 4 Eng_Y4_U3_ILM16_L04 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 5 Year 4

Topic: Traditional stories Reading and understanding a traditional Asian story

Today you will: ►► understand how to read a traditional story, using text processing strategies ►► understand how to use comprehension strategies to expand content knowledge of a traditional story.

Resources Key terms

Digital adverb, noun group, pronoun, text Video — Reading and comprehension processing strategies, verb group strategies (3:27) For definitions and explanations of terms, Video — Language features in traditional please see the Glossary. stories (4:50)

Find and prepare Sheet 2 — Traditional stories poster Sheet 6 — Step into reading and comprehension strategies Booklet — Examining The tiger, the rabbit and Chung-Ho (saved copy from Lesson 4)

Lesson

Review reading and comprehension strategies

In today’s lesson, you will re-read The tiger, the rabbit and Chung-Ho and then answer questions about it.

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1. View the Video — Reading and comprehension strategies. Follow along using Sheet 6 — Step into reading and comprehension strategies. This video reviews the reading strategies: re-reading, self-questioning, crosschecking and confirming. It also reviews the comprehension strategies: making

connections, finding literal information, asking and Video 3c:27 answering questions, creating metal images, finding the main idea and inferring meaning from a text.

Hot tip Display Sheet 6 somewhere so you can refer to it throughout the unit.

The sheet is to remind you of the reading and comprehension strategies to help you understand the story and answer questions about it.

Read and comprehend a traditional Asian story 2. View the Video — Language features in traditional stories. This video identifies nouns and noun groups, verbs and verb groups, and adverbs in the story The tiger, the rabbit and Chung-Ho.

Video 4c:50

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Nouns are the names of people, places, things and feelings. Noun groups consist of an important noun and one or more describing words or adjectives, for example: ‘a kind and gentle man’. Verbs are a great way for authors to describe the action and how people are interacting with each other through their speech. There are action verbs such as ‘point’ and ‘peered’, and saying verbs such as ‘said’, ‘cried’ and ‘yelled’. Adverbs are words that tell us more about the verb. How did the verb happen? Where did the verb happen? When? How well or seriously and how often did it happen? Adverbs are easy to spot because they often end in ‘-ly’, for example: ‘angrily’, ‘sadly’. 3. Use reading and comprehension strategies to complete the activities on Pages 5–12 of the Booklet — Examining The tiger, the rabbit and Chung-Ho.

Hot tip If you need to, you can read Sheet 2 — Traditional stories poster for more information about nouns, verbs and adverbs!

Note After the lesson, keep the Booklet — Examining The tiger, the rabbit and Chung-Ho in a safe place to be used in future lessons.

Self-assess use of comprehension strategies 4. Circle the number that best describes how you would rate your ability to use comprehension strategies to complete this task.

1 2 3

Fabulous, I really This activity was OK. enjoyed the activity. This activity was very I completed it with some I understood the difficult and I required help. I mostly worked task and worked assistance throughout. independently. independently.

5. Complete the self-assessment on Page 13 of your booklet. To help you do this, read the strategies that are stepped out on the last table on Sheet 6.

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Page 4 Eng_Y4_U3_ILM16_L05 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 6 Year 4

Topic Plot and characterisation Examining plot and characterisation

Today you will: ►► understand how authors and storytellers make traditional stories exciting by using character development ►► understand how characters’ decisions and consequences contribute to plot tension.

Resources Key terms

Digital adverb, noun, noun group, plot tension, Video — Character and structure: The tiger, verb group rabbit and Chung-Ho (6:18) For definitions and explanations of Find and prepare terms, please see the Glossary. Booklet — Examining The tiger, the rabbit and Chung-Ho (saved copy from Lesson 5)

Lesson

Review authors’ techniques to involve readers: character development and plot tension

In this lesson, you will investigate how authors and storytellers develop their characters and the impact this has on plot tension.

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1. View the Video — Character and structure: The tiger, the rabbit and Chung-Ho. In this video, students will review the pivotal plot events from the traditional story The tiger, the rabbit and Chung-Ho and examine how the author’s choice of language affects the way a reader feels about, and

connects with, a character. Video 6:18

Identify pivotal points in a plot

In this video, the following events were listed about the story The tiger, the rabbit and Chung-Ho. These are called the pivotal points of the plot. These events are used throughout the story to build tension.

2. Use the words below to fill in the spaces:

deal pit free eat Chung-Ho tricked helped

a. heard a voice asking for help (Paragraph 1).

b. A tiger asked Chung-Ho to help him get out of a and swore he would not eat him (Paragraphs 2 to 4).

c. Chung-Ho the tiger out of the pit (Paragraph 6).

d. The tiger decided he would him (Paragraph 7).

e. They struck a to ask three things about what they should do (Paragraph 8).

f. The rabbit the tiger to get him back into the pit (Paragraphs 17, 19, 21).

g. The rabbit and Chung-Ho were from the tiger (Paragraph 25).

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Analyse how events and characters’ behaviour affect plot 3. Complete the ‘Character and events’ table on Pages 14–15 of the Booklet — Examining The tiger, the rabbit and Chung-Ho. 4. Write a sentence to explain how the tiger’s behaviour and actions made the story exciting to read.

Note After the lesson, keep the Booklet —The tiger, the rabbit and Chung-Ho in a safe place to be used in future lessons.

Share viewpoints about characters’ behaviours

Remember, even though the author has chosen their words very carefully to make you feel a certain way, we all have different lives and ways of thinking! Do you think other people feel the same way about the characters in The tiger, the rabbit and Chung-Ho as you do?

5. Discuss: a. Do you think it is fair that the tiger is trapped in the pit at the beginning of the story? b. Does Chung-Ho do the right thing by helping the tiger? Why/why not? c. Did you like the way the tiger behaved when he got out of the pit? d. How do you feel about Chung-Ho and the rabbit tricking the tiger? e. Do you think it is fair that the tiger is in the pit again at the end of the story? f. Do the events and behaviours in the story make it interesting to read? Why/why not?

Reading

Department of Education and Training Eng_Y4_U3_ILM16_L06 Page 3 C2C Independent Learning Materials

ENGLISH Lesson 7 Year 4

Topic: Plot and characterisation Reading and analysing a traditional story 1

Today you will: ►► understand how to analyse author’s techniques to involve readers ►► understand how to make literal and inferred meaning when reading a traditional story.

Resources Key terms

Digital adverb, noun, noun group, plot tension, Video — The proud son (5:02) traditional stories, verb group Video — The proud son: Guided reading and For definitions and explanations of writing (6:05) terms, please see the Glossary. Find and prepare Booklet — Examining The proud son Coloured highlighters or pens

Lesson

Today you are going to read a traditional story from Indonesia. It is called The proud son.

But first let’s think about some of the characteristic features of traditional stories.

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Review features of traditional stories 1. Discuss the characteristic features of a traditional story. For example: A traditional story is told in the third person. 2. Write a sentence to describe the purpose of a traditional story.

3. Write a sentence about the human qualities an animal character had in a traditional story you know.

Read and analyse a traditional story from Asia 4. Look at the title of the story and the illustration on the cover of the Booklet — Examining The proud son. Think about:

What might this Where is this Why might the story be about? story from? son be proud?

5. Scan through the traditional story The proud son and identify any unknown words. 6. Discuss: a. the meaning of unknown words

Note Sayajelek — the name of the village where this traditional story is set Sumatra — an island in Indonesian jackfruit — a type of large fruit found in Indonesia lavish — to give a lot of attention to someone or something rigger — a sailing ship implore — to beg someone

b. the influence of Indonesian language on words, names and places c. text processing strategies of crosschecking and reviewing.

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7. View the Video — The proud son and/or read the story in the Booklet — Examining The proud son. Think about: • the characters and their behaviour and actions • what the characters do and how this influences or links to the events of the story

• how the storyteller uses language to affect how you Video 5c:02 feel about the characters and their actions. This video is a puppet show of the traditional Indonesian story The proud son. The moral of this story is to treat your family with love and kindness.

8. Discuss the following questions: a. Why was the story’s title The proud son? b. How did the storyteller make you feel when describing Wayan’s behaviour throughout the story? c. How did the author make you feel about Kahlia throughout the story? d. What might be the moral learned from the story? e. Does this traditional story effectively teach the moral?

Re-read and discuss sections of a story 9. View the Video — The proud sonc: Guided reading and writing. This video identifies the language features used in the traditional story The proud son. Examples of noun groups, verbs, pronouns and adverbs, and their contribution to engaging the reader are identified.

Video 6c:05

10. Find the ‘Guided reading and writing’ section in the Booklet — Examining The proud son. Complete the activities for Paragraphs 1 to 9. The remaining activities will be completed in the following lessons.

Note If you are completing this booklet digitally, save a copy now into a folder on your computer. Call it Eng_Y4_U3_Booklet_The_Proud_ Son_yourname; otherwise, keep this sheet in a safe place to be used in future lessons.

Department of Education and Training Eng_Y4_U3_ILM16_L07 Page 3 C2C Independent Learning Materials Year 4 English Lesson 7 Reading

Page 4 Eng_Y4_U3_ILM16_L07 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 8 Year 4

Topic: Plot and characterisation Reading and analysing a traditional story 2

Today you will: ►► understand how to analyse how authors’ techniques to involve readers ►► understand how to make literal and inferred meaning when reading a traditional story.

Resources Key terms

Digital adverb, language features, modality, Video — The proud son (5:02) noun, noun group, pronoun, tense, traditional stories, verb group Find and prepare Booklet — Examining The proud son For definitions and explanations of (saved copy from Lesson 7) terms, please see the Glossary. Booklet — Examining The tiger, the rabbit and Chung-Ho (saved copy from Lesson 6)

Lesson

Re-read and discuss sections of a story

Yesterday you answered some questions about the story The proud son. In this lesson, you will continue answering questions in your booklet.

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1. Re-read the story in the Booklet — Examining The proud son or view the Video — The proud son again (if necessary). This video is a puppet show of the traditional Indonesian story The proud son. The moral of this story is to treat your family with love and kindness.

Video 5c:02

Remember: Noun groups consist of an important noun — the head noun — and one or more describing words or adjectives. The adjectives give more information about the head noun, for example: ‘the overjoyed widow’. Verbs can really give a good idea about what is happening, how characters are feeling and how people are saying things. They really help us to know how characters behave and why they behave that way. Verb groups add meaning to the main verb and can give more information on tense or modality. Verb groups found in the traditional story The proud son are: ‘were anchored’, ‘was thrown’. Moral or message teach us how to behave, for example: help others, be fair and kind, be honest, don’t be greedy.

2. Complete the activities for Paragraphs 10 to 21 of the Booklet — Examining The proud son.

Note After the lesson, keep the booklet Booklet — Examining The proud son in a safe place to be used in future lessons

Compare traditional stories from Asia

Now let’s compare the traditional stories from Asia we have read.

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3. Complete the following table. Refer back to the Booklet — Examining The proud son and the Booklet — Examining The tiger, the rabbit and Chung-Ho if needed.

The tiger, the rabbit and The proud son Chung-Ho Character types (List the characters here: animals or humans.)

Human qualities (What qualities did the characters have? List two.)

Oral and old A retold traditional story A retold traditional story

Message or moral (What is the message or moral?)

Purpose (What is the purpose of the story?)

Structure Orientation (introduction) Orientation (introduction) Complication (problem) Complication (problem) Events Events Resolution (how the problem Resolution (how the problem is solved) is solved)

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4. Explain: a. two ways these stories are similar b. two ways these stories are different.

So what did you notice about these two Asian stories?

I noticed that there are many similarities and some differences. I really liked these stories.

Reading

Page 4 Eng_Y4_U3_ILM16_L08 Department of Education and Training C2C Independent Learning Materials ENGLISH Lesson 9 Year 4

Topic: Plot and characterisation Examining character development

Today you will: ►► understand how storytellers make the audience care about the decisions and behaviours of characters.

Resources Key terms

Digital adverb, language features, noun, Video — The proud son: Character and plot noun group, plot, pronoun, traditional (2:51) stories, verb group

Find and prepare For definitions and explanations of terms, Booklet — Examining The proud son please see the Glossary. (saved copy from Lesson 8) Sheet 2 — Traditional stories poster

Lesson

Review features of traditional stories

Today you are going to investigate how characters influence the plot.

1. Discuss the following: a. Review the features of a traditional story. b. Describe the purpose of the story The proud son. c. Explain one of the human qualities shown in this story. d. Describe the moral of this story.

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Note Use the information on Sheet 2 — Traditional stories poster to help you.

Analyse character development in a traditional story 2. Write three sentences explaining Kahlia’s behaviour or actions at each stage of the story (orientation, complication, resolution).

Did you notice the pivotal points in the story? These are the important events that happen in the story and they affect how the characters behave and act.

3. View the Video — The proud sonc: Character and plot. This video identifies the pivotal points in the plot of the traditional story The proud son and how the characters behave and act in response to these events. This video explains how the storyteller makes the reader care

about, and connect with, the characters through the Video 2c:51 use of language features.

Explore plot and characteristics 4. Choose one of the main events below (b, c or d) from the story The proud son: a. Wayan chose to leave his mother. b. Wayan refused to recognise his mother. c. Kahlia realises that her son is ashamed of her. d. Kahlia prays to Allah to punish her son.

5. Discuss: a. how the characters’ decisions and actions impact the plot b. the language the author has used to make the audience feel particular emotions towards the characters.

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6. Write a paragraph on Page 11 of the Booklet — Examining The proud son about the main event you have chosen and how the storyteller makes you care about Kahlia.

Hot tip Suggested structure for your paragraph: Sentence 1: Explains how the author makes you feel about Kahlia. Sentences 2 and 3: Explains the language features (noun groups, verbs and verb groups, saying verbs and direct speech) the author uses to make you feel this way about Kahlia. Here is an example paragraph to help you. Event chosen: a) Wayan chose to leave his mother. The author makes us feel sorry for Kahlia, the mother, when her son pleads to leave. Words such as ‘feared’, ‘could not refuse’ and ‘her breaking heart’ make us realise that Kahlia will be very sad and will miss her son. In the direct speech in Paragraph 4, Wayan announces that he must go and that he wishes to seek his fortune.

Share answers 7. Share and discuss your (completed) paragraph with another person.

Reading

Department of Education and Training Eng_Y4_U3_ILM16_L09 Page 3 C2C Independent Learning Materials

Year 4 ENGLISH Answers Lesson 1

Topic: Traditional stories Exploring characteristic features of traditional stories 1

Lesson concepts

N Standard Australian English — Influence of other languages

O A Spelling — Morphemic word families, spelling generalisations, letter combinations including double letters

N M Author and context — Authors representing similar storylines, ideas and relationships

O Text purpose — Characteristic features to meet purpose

N Text processing strategies — Crosschecking, reviewing

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

Lesson notes In this lesson, students will make connections with their existing knowledge of traditional stories and investigate the characteristic features of traditional stories.

Lesson answers 1. Discuss some folktales, fairytales, fables, myths or legends that you know or have read. Personal response required. For example: Cinderella, The hare and the tortoise, Aboriginal Dreaming stories 2. View the Video — Traditional storiesc: Themes and features. Have Sheet 2 — Traditional stories poster and Sheet 3 — CHOMPS with you while you are watching. No response required. 3. Display Sheet 2 and Sheet 3 so you can use them throughout the unit. No response required. 4. Open the text or the eBook —The wishing fish: a Chinese folktale. Look at the title of the story and at the pictures throughout. No response required. 5. Follow the directions to read the story The wishing fish: a Chinese folktale and answer the questions that follow. Read the first page of the story. a. Does this story remind you of another traditional story you have read? If so, write the title of that story in the space below. Personal response required. For example: Cinderella

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Read to the end of Page 4. b. What is the problem or complication in this story? Ye Xian’s stepmother kills the fish. c. Write a sentence to describe the stepmother and how she makes you feel. Personal response required. For example: The stepmother is selfish and nasty, and the way she acts makes me feel angry. Read to the end of the story. d. Who were the main characters in the story? The main characters are Ye Xian, the stepmother and the king. e. What was the moral or message being taught in this traditional story? Be kind to others. 6. View the Video — Elements of a Chinese traditional story. No response required. 7. Sheet 4 — A Chinese traditional story (attached).

Lesson 2

Topic: Traditional stories Exploring characteristic features of traditional stories 2

Lesson concepts

N Standard Australian English — Influence of other languages

O A Spelling — Morphemic word families, spelling generalisations, letter combinations including double letters

N M Author and context — Authors representing similar storylines, ideas and relationships

O Text purpose — Characteristic features to meet purpose

N Text processing strategies — Crosschecking, reviewing

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

Lesson notes In this lesson, students will compare the characters, human qualities, morals and purpose of two traditional stories.

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Lesson answers 1. View the Video — Traditional storiesc: Themes and features, if required, to revise the features of traditional stories. Remember you can refer to Sheet 2 — Traditional stories poster and Sheet 3 — CHOMPS at any time throughout the lesson. No response required. 2. Read or listen to the eBook — Cinderella: A fairytale. No response required. 3. Sheet 5 — A fairytale (attached). 4. Complete the following table. Some parts have been completed for you.

The wishing fish: Cinderella: A fairytale a Chinese folktale Character types Ye Xian Cinderella (List the characters the stepmother the stepmother here: animals or the stepsister the stepsisters humans.) the king the prince the fairy godmother Human qualities good-natured, persistent, nasty good-natured, hardworking, (What qualities did nasty the characters have? List two.) Oral and old Retold orally Message or moral Treat others as you would like to Treat others as you would like (What is the message be treated. to be treated. or moral?) Purpose To entertain, to warn people to To entertain, to warn people to (What is the purpose of be wary of others and to teach be wary of others and to teach the story?) people how to behave. people how to behave. Structure Orientation (introduction) Orientation (introduction) (Do not complete in this Complication (problem) Complication (problem) lesson.) Events Events Resolution (how the problem Resolution (how the problem is solved) is solved)

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5. Complete the following: a. List two ways these stories are similar. Personal response required. For example: They both have similar characters with similar human qualities. Both stories have a conflict between good and evil.They both have a similar message about treating others as you would like to be treated. The purpose of both stories is similar — to entertain and to teach a lesson — and the structure of both stories is the same. Both stories also contain magical events and shoes that were left behind. They also both end with the main characters living happily ever after. b. List two ways these stories are different. Personal response required. For example: There are some differences between these two traditional stories. The names of the characters are very different and there is only one stepsister in The wishing fish: a Chinese folktale. There are some different characters: the fish and a gentle old man in The wishing fish: a Chinese folktale, and a fairy godmother in Cinderella.

Lesson 3

Topic: Traditional stories Identifying direct speech in a traditional Asian story

Lesson concepts

O A Punctuation — Quotation marks: dialogue, quoted speech

N M Sentences — Quoted (direct) speech in texts

O M Evaluating texts — Using metalanguage to describe effects of ideas, text structures, language features

O M Features of literary texts — Authors and illustrators use techniques to involve readers: character development, plot tension

O Handwriting style — Automaticity

Lesson notes In this lesson, students will identify direct speech from different characters in a traditional story. Direct speech is the exact words that are said by a character. They have quotation marks around the words, which also includes the punctuation. Students will also identify how the saying verbs coupled with the dialogue of the character can contribute to the development of that character’s identity and personality (characterisation).

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Lesson answers 1. View the Video — The tiger, the rabbit and Chung-Ho. Follow along with the story using the Booklet — Examining The tiger, the rabbit and Chung–Ho if you wish. No response required. 2. Complete the following table by writing two adjectives that describe the three main characters. The first one is done for you. Personal response required. For example:

Character Two words to describe the character

Chung-Ho kind, thoughtful

Tiger cunning, untrustworthy

Rabbit clever, thoughtful

3. Explain: a. the characters and events of the text For example: There are good and bad characters in this traditional story. The tiger is the bad character and Chung-Ho is the good character. The events of this story are when Chung-Ho rescues the tiger from the pit; the tiger goes back on his word and decides to eat Chung-Ho; the tiger and Chung-Ho ask other animals if he deserves to be eaten; the rabbit tricks the tiger into getting back in the pit. b. how the author developed plot tension in the story. For example: The author of this traditional story has maintained plot tension throughout the story by changing what the audience predicts will happen. When Chung-Ho first rescues the tiger from the pit, the audience thinks that nothing bad will happen to him because that is what the tiger has promised, but then the tiger goes back on his word. Again, when the first two animals say that Chung-Ho deserves to be eaten by the tiger, the audience does not expect the rabbit to save him, but he does. 4. Read the direct speech and saying verb in the section of the story The tiger, the rabbit and Chung-Ho below. No response required. 5. Explain how the direct speech and saying verbs used to by the author help to develop your understanding of the personality and identity of each character (characterisation). For example: The author has used direct speech to show the change in the characters’ personalities. At the beginning of the story, when the tiger is stuck in the pit, he is begging and sobbing. Once the tiger has been rescued from the pit, he changes to be gleeful and snarling. This change in character shows the audience that the tiger is not very honest, and is cunning and sly for tricking Chung-Ho. 6. Re-read the direct speech in the paragraph above, using expression and tone to show that the tiger was begging. No response required.

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7. Write a sentence using clearly formed, joined letters to explain why the storyteller used the word ‘begged’ to describe what the tiger said in Paragraph 2. Personal response required. For example: The storyteller used the word ‘begged’ because the tiger is pleading for his life. 8. Underline the direct speech of each of the characters in the Booklet — Examining The tiger, the rabbit and Chung-Ho. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). 9. Circle the saying verbs, which describe how each character said their words, in the Booklet — Examining The tiger, the rabbit and Chung-Ho using the same colours; for example: ‘begged’ (circle in orange for the tiger), ‘stated’ (circle in red for Chung-Ho). Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached).

Lesson 4

Topic: Traditional stories Examining cohesion in a traditional Asian story

Lesson concepts

O M Cohesive devices — Pronoun referencing, text connectives

O M Evaluating texts — Using metalanguage to describe effects of ideas, language features

O M Features of literary texts — Authors and illustrators use techniques to involve readers: character development

O Handwriting style — Automaticity

Lesson notes In this lesson, students will identify how cohesive devices are used to enhance the flow of a text and engage an audience. They will identify the cohesive devices — time words (cohesive ties) and pronouns — within a traditional story and discuss the impact of using cohesive devices in a text.

Lesson answers 1. Re-read the story The tiger, the rabbit and Chung-Ho in the Booklet — Examining The tiger, the rabbit and Chung-Ho. No response required.

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2. View the Video — Cohesive tiesc: Just like glue. No response required. 3. Write two sentences that explain why cohesive devices like time words and pronouns are important to use when writing a traditional story. Time words are important because … For example: they link ideas and sequence events throughout a story. Pronouns are important because … For example: they make the story more engaging instead of using the character’s name repeatedly. 4. Complete the tasks below in the Booklet — Examining The tiger, the rabbit and Chung-Ho. a. Find the following time words (text connectives) and highlight pink: • Long ago in Paragraph 1 • With that done in Paragraph 6 • No sooner in Paragraph 7 • first in Paragraph 9 • Next in Paragraph 12. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). b. Draw a box around one word that shows time in each of these paragraphs: • Paragraph 15 • Paragraph 19 • Paragraph 25. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). 5. Explain how the author of The tiger, the rabbit and Chung-Ho used cohesive devices to link ideas and sequence events to make the meaning clearer. For example: The author links ideas and events throughout the text by using cohesive devices such as time words and pronouns. By using time words, the audience has a clearer idea of when and in what order the events in the story happen. The use of pronouns makes the story more engaging as the character’s name is not repeated over and over again. 6. Complete the following tasks in the Booklet — Examining The tiger, the rabbit and Chung-Ho. a. Find the pronouns for Chung-Ho and highlight blue: • he in Paragraph 1 • him in Paragraph 2 • he and him in Paragraph 5 • he, I, my in Paragraph 7. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). b. Read Paragraph 10 and draw a rectangle around the pronouns that refer to the persimmon tree. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached).

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c. Read Paragraphs 12 and 13 and draw a rectangle around the pronouns that refer to the buffalo. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). 7. Explain why the author has used pronouns to refer to characters, places or things in the story The tiger, the rabbit and Chung-Ho. For example: The author used pronouns to make the story more engaging for the reader. By not repeating a character’s name over and over, it will maintain the reader’s interest in the text.

Lesson 5

Topic: Traditional stories Reading and understanding a traditional Asian story

Lesson concepts

O M Sentences — Meaning enriched through noun groups/phrases, verb groups/phrases

O M Evaluating texts — Using metalanguage to describe effects of ideas, text structures, language features

O Text processing strategies — Crosschecking, reviewing

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

O Handwriting style — Automaticity

Lesson notes In this lesson, student will review reading and comprehensions strategies. They will then apply those strategies to answer comprehension questions.

Lesson answers 1. View the Video — Reading and comprehension strategies. Follow along using Sheet 6 — Step into reading and comprehension strategies. No response required. 2. View the Video — Language features in traditional stories. No response required. 3. Use reading and comprehension strategies to complete the activities on Pages 5–12 of the Booklet — Examining The tiger, the rabbit and Chung-Ho. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached). 4. Circle the number that best describes how you would rate your ability to use comprehension strategies to complete this task. Personal response required.

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5. Complete the self-assessment on Page 13 of your booklet. To help you do this, read the strategies that are stepped out on the last table on Sheet 6. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached).

Lesson 6

Topic: Plot and characterisation Examining plot and characterisation

Lesson concepts

O M Sentences — Meaning enriched through noun groups/phrases, verb groups/phrases, prepositional phrases

O M Point of view — Expressing viewpoints about literary experiences

O M Features of literary texts — Authors and illustrators use techniques to involve readers: character development, plot tension

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

Lesson notes In this lesson, students will identify the pivotal plot points in the traditional story The tiger, the rabbit and Chung-Ho and identify how the author has used language features (nouns, noun groups, verbs, verb groups and adverbs) to effect the audience’s connection to characters. Lesson answers 1. View the Video — Character and structurec: The tiger, the rabbit and Chung-Ho. No response required. 2. Use the words below to fill in the spaces: a. Chung-Ho heard a voice asking for help (Paragraph 1). b. A tiger asked Chung-Ho to help him get out of a pit and swore he would not eat him (Paragraphs 2 to 4). c. Chung-Ho helped the tiger out of the pit (Paragraph 6). d. The tiger decided he would eat him (Paragraph 7). e. They struck a deal to ask three things about what they should do (Paragraph 8). f. The rabbit tricked the tiger to get him back into the pit (Paragraphs 17, 19, 21). g. The rabbit and Chung-Ho were free from the tiger (Paragraph 25). 3. Complete the ‘Character and events’ table on Pages 14–15 of the Booklet — Examining The tiger, the rabbit and Chung-Ho. Answer booklet — Examining The tiger, the rabbit and Chung-Ho (attached).

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4. Write a sentence using clearly formed, joined letters to explain how the tiger’s behaviour and actions made the story exciting to read. Personal response required. For example: When Chung-Ho saved the tiger, I thought he would give Chung-Ho something special, but when he turned back on his word I feared for Chung-Ho, which kept me engaged and wanting to read more. 5. Discuss: a. Do you think it is fair that the tiger is trapped in the pit at the beginning of the story? Personal response required. For example: No, because animals don’t deserve to be trapped. b. Does Chung-Ho do the right thing by helping the tiger? Why/why not? Personal response required. For example: Yes, because he is trying to help another creature in need. c. Did you like the way the tiger behaved when he got out of the pit? Personal response required. For example: Yes, it kept the story interesting and engaging; I wanted to keep reading to see what would happen next. d. How do you feel about Chung-Ho and the rabbit tricking the tiger? Personal response required. For example: The rabbit was very brave and clever. e. Do you think it is fair that the tiger is in the pit again at the end of the story? Personal response required. For example: Yes, because he went back on his word to Chung-Ho. f. Do the events and behaviours in the story make it interesting to read? Why/why not? Personal response required. For example: The events and behaviours of the characters in this story keep it very interesting. The story keeps changing, the reader first thinks that the tiger will keep his word but he doesn’t. Then the reader thinks the persimmon tree will agree with Chung-Ho but he doesn’t. Then the buffalo says that the tiger should eat Chung-Ho and the reader wants to keep reading to find out what happens next.Then the rabbit tricks the tiger and we don’t know Chung-Ho is safe until the end of the story.

Page 10 Eng_Y4_U3_ILM16_Notes_Ans Department of Education and Training C2C Independent Learning Materials Year 4 English Answers Lesson 7

Topic: Plot and characterisation Reading and analysing a traditional story 1

Lesson concepts

O Standard Australian English — Influence of other languages

O M Grammatical function — Adverb groups/phrases and prepositional phrases providing circumstantial details

O M Author and context — Authors representing similar storylines, ideas and relationships

O M Point of view — Expressing viewpoints about literary experiences

O M Features of literary texts — Authors use techniques to involve readers: character development, plot tension

O Text processing strategies — Crosschecking, reviewing

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

Lesson notes In this lesson, students will be introduced to another traditional story, The proud son. They will make predictions about the story and discuss the influence of the language of origin on the names of people, places and things in the story. Students will also answer comprehension questions on the story. Lesson answers 1. Discuss the characteristic features of a traditional story. For example: A traditional story is told in the third person. For example: Traditional tales are told in the third person and there is usually dialogue between characters. There is also a moral or message in the story that teaches people how to live or treat others. 2. Write a sentence to describe the purpose of a traditional story. For example: The purpose is to entertain and to teach people not to be dishonest. 3. Write a sentence about human qualities an animal character had in a traditional story you know. Personal response required. For example: One of the human qualities of the tiger from the traditional story The tiger, the rabbit and Chung-Ho is that he is dishonest. He promises he will not eat Chung-Ho, but he does not keep his word. 4. Look at the title of the story and the illustration on the cover of the Booklet — Examining The proud son. a. What do you think this story might be about? Personal response required. For example: a boy who is very selfish and greedy.

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b. Where is this story from? Indonesia — this is written on the front cover of the booklet. c. Why might the son be proud? Personal response required. For example: He might be proud because he is very good at something. 5. Scan through the traditional story The proud son and identify any unknown words. No response required. 6. Discuss: a. the meaning of unknown words Examples provided in the lesson. b. the influence of Indonesian language on words, names and places For example: The influence of the Indonesian language can be seen in the names of people, places and things in this story. The influence of Indonesian culture is also shown in what the characters are wearing: a sarong, a headscarf and sandals. c. text processing strategies of crosschecking and reviewing. For example: if a word is unknown, I can crosscheck from other parts in the story to maintain meaning and predict what the unknown word may be. I can review what I have read and check that it makes sense by going back and confirming. 7. View the Video — The proud son and/or read the story in the Booklet — Examining The proud son. No response required. 8. Discuss the following questions: a. Why was the story’s title The proud son? The story is called The proud son because at the end of the story the son was too proud to even speak to his own mother who had been so good to him. b. How did the storyteller make you feel when describing Wayan’s behaviour throughout the story? In the beginning of the story, the storyteller made us feel that Wayan was spoilt and ungrateful. By the end of the story the storyteller made us feel that Wayan was very unkind and selfish — he shoved his mother off his ship and turned away from her in shame. c. How did the author make you feel about Kahlia throughout the story? The author makes us feel sorry for Kahlia throughout the story. We know she let her son go, even though it broke her heart, and she is very excited when he returns. She is then sad and angry, and punishes her son. d. What might be the moral learned from the story? The moral learned is to repay love with love not scorn, to be respectful to your elders and to repay all that they have done for you. e. Does this traditional story effectively teach the moral? Personal response required. For example: Yes, this story effectively teaches the moral of being respectful to your elders because it shows Wayan being punished for ignoring his mother even though she has done everything for him.

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9. View the Video — The proud sonc: Guided reading and writing. No response required. 10. Find the ‘Guided reading and writing’ section in the Booklet — Examining The proud son. Complete the activities for Paragraphs 1 to 9. The remaining activities will be completed in the following lessons. Answer booklet — Examining The proud son (attached).

Lesson 8

Topic: Plot and characterisation Reading and analysing a traditional story 2

Lesson concepts

O Standard Australian English — Influence of other languages

O M Grammatical function — Adverb groups/phrases and prepositional phrases providing circumstantial details

O M Author and context — Authors representing similar storylines, ideas and relationships

O M Point of view — Expressing viewpoints about literary experiences

O M Features of literary texts — Authors use techniques to involve readers: character development, plot tension

O Text processing strategies — Crosschecking, reviewing

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

Lesson notes In this lesson, students will further examine the use of language features in the traditional story The proud son and answer comprehension questions about the text. Lesson answers 1. Re-read the story in the Booklet — Examining The proud son or view the Video — The proud son again (if necessary). No response required. 2. Complete the activities for Paragraphs 10 to 21 of the Booklet — Examining The proud son. Answer booklet — Examining The proud son (attached).

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3. Complete the following table. Refer back to the Booklet — Examining The proud son and the Booklet — Examining The tiger, the rabbit and Chung-Ho if needed. For example:

The tiger, the rabbit and The proud son Chung-Ho Character types the tiger Kahlia — a poor widow (List the characters Chung-Ho Wayan — her son here: animals or the rabbit humans.) the buffalo the persimmon tree Human qualities Chung-Ho — kind Kahlia — caring (What qualities did The tiger — cunning Wayan — spoilt the characters have? The rabbit — clever List two.)

Oral and old A retold traditional story A retold traditional story Message or moral If someone helps you, you Make sure you return the love (What is the message should be grateful and return to those who have looked after or moral?) the favour. you and loved you. Purpose To entertain and to teach people To entertain and to teach (What is the purpose how to treat others people how to treat their family of the story?) Structure Orientation (introduction) Orientation (introduction) Complication (problem) Complication (problem) Events Events Resolution (how the problem is Resolution (how the problem is solved) solved)

4. Explain: a. two ways these stories are similar Personal response required. For example: Both of the stories are written to entertain and to teach a lesson to the listener or reader. In both stories, there is a bad character that takes advantage of other characters and both stories are set long ago in Asia. Both stories have a narrative structure and similar moral messages. b. two ways these stories are different. Personal response required. For example: The story of The tiger, the rabbit and Chung-Ho has animals with human qualities; The proud son does not have animals. They have different characters and are set in different countries.

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Topic: Plot and characterisation Examining character development

Lesson concepts

O M Sentences — Meaning enriched through noun groups/phrases, verb groups/phrases, prepositional phrases

O A Spelling — Morphemic word families, spelling generalisations, letter combinations including double letters

O M Features of literary texts — Authors use techniques to involve readers: character development, plot tension

O Text purpose — Characteristic features to meet purpose

O M Comprehension strategies — Expanding content knowledge, integrating and linking ideas

O Handwriting style — Automaticity

Lesson notes In this lesson, students will examine how an author develops pivotal plot points with a character’s behaviours and actions. They will also investigate how the language features chosen by the author influence the way an audience feels about each character.

Lesson answers 1. Discuss the following: a. Review the features of a traditional story. For example: Characteristic features of a traditional story include animals and other characters having human qualities; focuses on a theme such as good versus evil; contains a moral or message; can come from a number of different cultures across the world. b. Describe the purpose of the story, The proud son. For example: The purpose of The proud son is to entertain and to teach a lesson about respect and repaying love to those who care for you. c. Explain one of the human qualities shown in this story. Personal response required. For example: One of the human qualities in this story is pride. The story tells us that you should never be too proud and should always care about those who love you. d. Describe the moral of this story. The moral of this story is that you should always treat your family with love and respect.

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2. Write three sentences explaining Kahlia’s behaviour or actions at each stage of the story (orientation, complication, resolution). Personal response required. For example: Orientation — Kahlia is desperate to give her son the very best of everything. Complication — Kahlia is lonely because she misses her son and worries that he may not be safe. Resolution — Kahlia is livid because her son did not acknowledge her even though she had given him the best of everything. 3. View the Video — The proud sonc: Character and plot. No response required. 4. Choose one of the main events (b,c or d) from the story The proud son: a. Wayan chose to leave his mother. b. Wayan refused to recognise his mother. c. Kahlia realises that her son is ashamed of her. d. Kahlia prays to Allah to punish her son. Personal response required. 5. Discuss: a. how the characters’ decisions and actions impact the plot For example: The characters play a very important role in the story. Their actions and behaviour shape the story and give the reader more information about their personal traits. b. the language the author has used to make the audience feel a particular emotion towards the characters. For example: Language features that are included in a traditional story are integral in making connection between characters and readers. If a reader is connecting with the emotions of a character, they are more engaged with the story. 6. Write a paragraph on Page 11 of the Booklet — Examining The proud son about the main event you have chosen and how the storyteller makes you care about Kahlia. Answer booklet — Examining The proud son (attached). 7. Share and discuss your (completed) paragraph with another person. Personal response required.

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A Chinese traditional story Answers4

Title of story: The wishing fish: a Chinese folktale

Characters List two words to describe each of the three main characters in this story in the space below.

Ye Xian The stepmother The king

forgiving evil persistent

hardworking selfish handsome

Did the storyteller make you Did the storyteller make you Did the storyteller make you like this character? like this character? like this character?

(Tick your answer.) (Tick your answer.) (Tick your answer.)

Yes No Yes No Yes No

Human qualities Write two human qualities that the characters in this story have.

• good-natured

• persistent, nasty

Old and oral Retold orally in many versions through time.

Moral or message What is the moral or message of this story?

Treat others as you would like to be treated.

Purpose What is the purpose of this story? To entertain, to warn people to be wary of others and to teach people how to behave.

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Answers4

Structure

Important events in the plot What were some of the key events in the story that influenced the plot? Use the words below to complete the key events in the plot.

kills magic forgives her evil stepmother

the Cave Festival married a beautiful red fish

• Ye Xian’s father died and she is raised by her evil stepmother .

• Ye Xian meets and becomes friends with beautiful red fish .

• Ye Xian’s stepmother kills the fish.

• A gentle old man comforts Ye Xian and tells her to keep the fish bones safe and that the

fish friend is magic .

• Ye Xian uses the magic to go to the Cave Festival .

• The king searched for and found Ye Xian and they married and lived happily ever after.

• Ye Xian forgives her stepmother and stepsister.

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Examining The tiger, the rabbit and Chung-Ho

A retold traditional story from Korea

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Story text: The tiger, the rabbit and Chung-Ho

A retold traditional tale from Korea 1. Long ago, a weary traveller named Chung-Ho was cutting through a deep ravine when he heard a strange voice. ‘Help me! Help me! Please somebody take pity on me.’ The traveller, being a kind and gentle man, hurried to the sound.

2. Pausing at a clearing, Chung-Ho looked down. A tiger peered up at him from the depths of a deep pit. ‘Wise friend, would you please, please help me get out of this trap?’ begged the tiger.

3. ‘Oh, no, my friend, I won’t help you. For if I did, you would eat me alive,’ stated the cautious traveller.

4. ‘With my hand on my heart, I swear one thousand oaths that I will not hurt you. In fact, forever shall I serve as your slave if you free me from this death trap.’ With that the tiger sobbed and wept and sobbed and wept some more.

5. Chung-Ho, not liking to see any of God’s creatures suffer, felt sorry for the tiger. Just to make sure, he made the tiger promise once again not to eat him if he helped him out.

6. With that done, the kind man crouched down, and with great difficulty pulled the tiger up out of the pit with a long stick.

7. But no sooner had the tiger surfaced, than he began pacing hungrily around poor Chung-Ho. ‘I don’t have to honour my promise to you as the trap was made by Man,’ the tiger muttered. ‘I have a right to eat you. Besides, I’m terribly hungry. I’ll eat you this minute!’ he snarled, licking his lips.

8. Chung-Ho pleaded for his life, reminding the tiger of his promise. After much negotiation, the two struck a deal. They would ask the first three things they encountered to decide what should happen.

9. They first asked the persimmon tree what they should do.

10. ‘After all that Man has done to me, ripping off my branches and twigs for wood for his fires when all along I give him shade and fruit. You deserve to be eaten!’ replied the persimmon tree angrily.

11. ‘One down,’ murmured the tiger.

12. Next they met a buffalo ploughing the field and asked for his opinion.

13. The buffalo pondered the case for a moment. ‘I work long years tilling the soil for Man and how does he repay me? He slaughters me when I’m too old to work. I see nothing wrong with the tiger eating you,’ he snorted, swishing his tail in disgust.

14. ‘Two down,’ said the tiger gleefully.

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15. Now really shaking with fear, Chung-Ho caught sight of a rabbit bounding across the field. ‘Rabbit, come here and settle this for us. You are my last hope.’ Chung-Ho explained his problem. Meanwhile, the pacing tiger was watching closely.

16. The rabbit, however, looked confused and asked Chung-Ho to explain what had happened again. The traveller explained the whole story again.

17. ‘I am sorry,’ said the rabbit. ‘I just don’t get what you are telling me, nor do I believe what happened. Now if we could just go to where this story took place, maybe then I will understand and be a good judge,’ responded the rabbit.

18. So all three, the tiger, the rabbit and Chung-Ho, returned to the pit where the tiger had been trapped.

19. ‘Now, let’s get this straight so my poor brain can understand,’ said the rabbit, standing over the pit. ‘Who was in this pit?’

20. ‘I was, you foolish rabbit!” exclaimed the impatient tiger. ‘Now, I’m extremely hungry. I’m going to sharpen my teeth and claws and after that I’ll eat you both!’

21. ‘Oh, dear sir… just one more moment while my slow wits come good,’ responded the rabbit politely. ’You, dear tiger, were in the pit…and …er… would you be so kind as to show me how you were in there?’

22. ‘Like this!’ yelled the frustrated tiger leaping into the pit. ‘Now do you understand, you stupid rabbit? I was in here like this and this man came along.’

23. The rabbit and Chung-Ho peered down at him in the pit.

24. ‘Quite,’ said the rabbit.

25. With that, Chung-Ho and the rabbit wandered off very, very happily.

The first published record of this tale was by Takahashi Toru in Chosen no monogatari-shu in 1910.

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Guided reading and writing

The tiger, the rabbit and Chung-Ho A retold traditional tale from Korea

Text of story What to do 1. Long ago, a weary traveller named Read Paragraph 1. Chung-Ho was cutting through a deep Underline the words the tiger said. ravine when he heard a strange voice. Write two noun groups in this paragraph ‘Help me! Help me! Please somebody which describe Chung-Ho. take pity on me.’ The traveller, being a weary traveller a kind and gentle man, hurried to the sound. a kind and gentle man 2. Pausing at a clearing, Chung-Ho looked Read Paragraph 2. down. A tiger peered up at him from the Write a sentence to explain the problem depths of a deep pit. ‘Wise friend, would that is introduced in this paragraph. you please, please help me get out of The problem is a tiger is trapped in a pit this trap,’ begged the tiger. and asks to be freed. Circle the verbs used by the author to explain the actions and dialogue of the tiger. What do these verbs tell you about the tiger? The verb ‘peered’ (the phrasal verb ‘peered up’) shows us that the tiger is looking up at Chung-Ho. The saying verb ‘begged’ tells me that the tiger is really pleading to be freed. 3. ‘Oh, no, my friend, I won’t help you. For Read Paragraph 3. if I did, you would eat me alive,’ stated Write a sentence to explain why the author the cautious traveller. used the noun group ‘the cautious traveller’ to describe Chung-Ho. Chung-Ho is cautious because he knows that there are many dangerous things to watch out for while traveling through the deep ravine.

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Text of story What to do 4. ‘With my hand on my heart, I swear Read Paragraph 4. one thousand oaths that I will not hurt Circle the verbs and verb groups used you. In fact, forever shall I serve as your by the author to explain the actions and slave if you free me from this death dialogue of the tiger. trap.’ With that the tiger sobbed and Write a sentence to explain what these wept and sobbed and wept some more. verbs and verb groups tell you about the tiger. They tell me that the tiger is really pleading to be rescued. He is very sad. Who do the underlined pronouns refer to? These pronouns refer to the tiger. 5. Chung-Ho, not liking to see any of Read Paragraph 5. God’s creatures suffer, felt sorry for the Highlight the name, Chung-Ho. tiger. Just to make sure, he made the Highlight (in the same colour) all the tiger promise once again not to eat him pronouns that refer back to Chung-Ho. if he helped him out. 6. With that done, the kind man crouched Read Paragraph 6. down, and with great difficulty pulled the Do you think Chung-Ho made the right tiger up out of the pit with a long stick. decision to help the tiger out of the pit? Write a sentence to explain your answer. For example: Yes — he is helping out a creature that needs help. No — he should not rescue the tiger because tigers are dangerous.

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Text of story What to do 7. But no sooner had the tiger surfaced, Read Paragraph 7. than he began pacing hungrily around Circle the verbs used by the author to poor Chung- Ho. ‘I don’t have to honour explain the actions and dialogue of the my promise to you as the trap was tiger. made by Man,’ the tiger muttered. ‘I What do these verbs tell you about the tiger have a right to eat you. Besides, I’m now? Write a sentence to explain your terribly hungry. I’ll eat you this minute!’ answer. he snarled, licking his lips. The tiger is happy that he is free and will not keep his promise to Chung-Ho. Explain how the problem has been complicated in this paragraph. The tiger has not kept his promise to Chung-Ho. Chung-Ho is now in danger because the tiger is out of the pit. 8. Chung-Ho pleaded for his life, Read Paragraph 8. reminding the tiger of his promise. After Write a sentence to explain the deal that much negotiation, the two struck a deal. the two characters struck. They would ask the first three things The deal was that they would ask the first they encountered to decide what should three things they met to decide what will happen. happen to Chung-Ho. 9. They first asked the persimmon tree Read Paragraph 9. what they should do. 10. ‘After all that Man has done to me, Read Paragraph 10. ripping off my branches and twigs for Why did the author use the adverb ‘angrily’ wood for his fires when all along I give to explain how the persimmon tree spoke? him shade and fruit. You deserve to Write a sentence to explain your answer. be eaten!’ replied the persimmon tree The author used the adverb ‘angrily’ to angrily. show that the persimmon tree was very cranky with Man. Highlight the pronouns in Paragraph 10 which refer to: • the persimmon tree (highlight in yellow) • Man (highlight in blue) • Chung-Ho (highlight in red).

11. ‘One down,’ murmured the tiger. Read Paragraph 11.

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Text of story What to do 12. Next, they met a buffalo ploughing the Read Paragraph 12. field and asked for his opinion. Highlight the pronouns in Paragraphs 12 and 13 which refer to: • the buffalo (highlight in green) • Man (highlight in blue) • Chung-Ho (highlight in red). 13. The buffalo pondered the case for a Read Paragraph 13. moment. ‘I work long years tilling the Write a sentence to explain why the soil for Man and how does he repay persimmon tree and the buffalo agree that me? He slaughters me when I’m too old the tiger should eat Chung-Ho. to work. I see nothing wrong with the The tree and the buffalo both feel that Man tiger eating you,’ he snorted, swishing has been unfair to them. his tail in disgust. 14. ‘Two down,’ said the tiger gleefully. Read Paragraph 14. Why does the author use the adverb ‘gleefully’ to explain how the tiger spoke? He is very happy now that two things agree he should eat Chung-Ho. 15. Now really shaking with fear, Chung- Read Paragraph 15. Ho caught sight of a rabbit bounding across the field. ‘Rabbit, come here and settle this for us. You are my last hope.’ Chung-Ho explained his problem. Meanwhile, the pacing tiger was watching closely. 16. The rabbit, however, looked confused Read Paragraph 16. and asked Chung-Ho to explain what had happened again. The traveller explained the whole story again. 17. ‘I am sorry,’ said the rabbit. ‘I just don’t Read Paragraph 17. get what you are telling me, nor do I believe what happened. Now if we could just go to where this story took place, maybe then I will understand and be a good judge,’ responded the rabbit. 18. So all three, the tiger, the rabbit and Read Paragraph 18. Chung-Ho, returned to the pit where the tiger had been trapped.

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Text of story What to do 19. ‘Now, let’s get this straight so my poor Read Paragraph 19. brain can understand,’ said the rabbit, What clue in this paragraph gives the standing over the pit. ‘Who was in this audience an idea of what the rabbit is pit?’ planning? The rabbit is trying to get the tiger back into the pit by pretending to not understand what the tiger is saying. The rabbit keeps asking the same questions about ‘what happened’ again and again. This gives the audience a clue that he is planning something. 20. ‘I was, you foolish rabbit!’ exclaimed Read Paragraph 20. the impatient tiger. ‘Now, I’m extremely hungry. I’m going to sharpen my teeth and claws and after that I’ll eat you both!’ 21. ‘Oh, dear sir … just one more moment Read Paragraph 21. while my slow wits come good,’ Write a sentence to explain why the author responded the rabbit politely. ‘You, dear makes the rabbit speak hesitantly and tiger, were in the pit … and … er… politely. would you be so kind as to show me He is trying to convince the tiger he does how you were in there?’ not understand what he is saying to get the tiger back into the pit. 22. ‘Like this!’ yelled the frustrated tiger Read Paragraph 22. leaping into the pit. ‘Now do you Write a sentence to explain why the author understand, you stupid rabbit? I was in used the verb ‘yelled’ to tell what the tiger here like this and this man came along.’ said. The storyteller uses ‘yelled’ to show that the tiger is angry and frustrated. 23. The rabbit and Chung-Ho peered down Read Paragraph 23. at him in the pit. 24. ‘Quite,’ said the rabbit. Read Paragraph 24. 25. With that, Chung-Ho and the rabbit Read Paragraph 25. wandered off very, very happily. Write a sentence to explain why the author uses the adverb group ‘very, very happily’ to explain how Chung-Ho and the rabbit wandered off. They were thrilled that they had tricked the tiger and that they would not be eaten.

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After reading Write a sentence to describe the moral of this story. If someone helps you, you should be grateful and return the favour.

Student self-assessment What strategies did I use to answer the questions? What strategies did I find the most helpful? What strategies do I need to work on? Personal response required. For example: • I used the strategies re-reading and confirming. • I found re-reading a very useful strategy because if I did not understand a word or what was happening in the story, I could use this strategy to go back over what I had already read. • I will create a picture in my mind to ‘see’ what is happening in the story.

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Character and events: The tiger, the rabbit and Chung-Ho

Complete the table with information from the story and your own ideas. The first two have been done for you.

How did you feel about Character’s behaviour and Events the character and what actions happened to them? Paragraph 1 Noun group Chung-Ho Chung-Ho heard a voice a kind and gentle man I feel Chung-Ho did the right asking for help. Verb thing. He tried to help another hurried creature. Paragraph 2 Verbs Tiger A tiger asked Chung-Ho begged I feel sorry for the tiger to help him get out of a sobbed because he was trapped in pit and swore he would the pit. He was begging for his not eat him. life. Paragraph 6 Noun group Chung-Ho Chung-Ho helped the the kind man I really like Chung-Ho tiger out of the pit. because he is so kind. I hope Verb he does not get hurt. pulled the tiger out of the pit Paragraph 7 Adverb Tiger The tiger decided he pacing hungrily I feel the tiger has lied to would eat him. Verb Chung-Ho and I feel sorry for licking his lips Chung-Ho. Paragraph 8 Verb Chung-Ho They struck a deal to Chung-Ho pleaded for his life I feel that Chung-Ho was ask three things what clever to try negotiate with the to do. The first two said tiger. I hope he will be all right. the tiger should eat Chung-Ho. Paragraphs 19 and 21 Noun group Rabbit The rabbit tricked the 19. my poor brain The rabbit is trying to trick the tiger to get him back in tiger into thinking he isn’t very the pit. 21. my slow wits clever. Paragraphs 23 and 25 23. Verb Rabbit and Chung-Ho The rabbit and peered down at him in the pit I’m glad the rabbit and Chung-Ho were Chung-Ho have escaped free from the tiger. 25. Adverb the tiger. Wandered off very very happily

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Answer booklet

Examining

The Proud Son

A retold traditional story from Indonesia

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Story text: The proud son

A retold traditional story from Indonesia 1. Long long ago, in a small village of Sayajelek in Sumatra, there lived a poor widow named Kahlia and her only child, a son called Wayan. They lived together happily in a bamboo hut at the edge of their small rice field. Although Wayan’s mother was poor, she proudly cooked him the best food. ‘Come, Wayan, I have your favourite jackfruit and fish curry to eat.’ All she would eat were his leftovers.

2. As he got older, Wayan expected the best of everything. Kahlia struggled to provide the best sarong, headscarf and sandals for her son to wear. She lavished him with praise, attention and affection, cradling him to sleep every night while singing softly to him.

3. When the boy turned 15, he pleaded with his mother to let him go to sea on board one of the big ships that came into Sayajelek’s harbour. His mother feared he would be drowned at sea, but she could not refuse her son.

4. ‘I must leave you. I wish to seek my fortune and see the world,’ Wayan announced. Despite her breaking heart, his mother had no alternative than to let him go.

5. Soon the young man set sail aboard a rigger bound for foreign lands.

6. Every day the lonely widow prayed to Allah to look after him. Her one wish was that she would be able to embrace her son again before she died.

7. Years passed and Kahlia received no word from her son.

8. But one day some villagers ran to her hut and shouted, ‘Kahlia, your son has returned. A fleet has sailed into harbour and we have seen him.’

9. The overjoyed widow rejoiced and, helped by the villagers, made her way down the steep slope to the harbour.

10. Five impressive ships were anchored there. Along the deck of the biggest ship strode a handsome, strong and magnificently dressed man. ‘Could this be my son?’ thought Kahlia, her face beaming with pride and joy. ‘Surely, he is too proud, too handsome, too wealthy to be my boy.’

11. ‘Wayan, my son!’ Kahlia screamed excitedly as she stumbled across the plank to the deck. ‘You have come home to your mother.’

12. Slowly, the proud man turned. Before him, he saw an old, wrinkled and poorly dressed peasant woman. He turned away from her in shame and in fear that his crew (for he now owned the fleet of ships) would realise his humble origins.

13. ‘Never have I seen this woman before,’ Wayan lied to his crew. ‘Get her off my ship.’

14. ‘Don’t you recognise me, my son?’ implored Kahlia.’Has your old mother changed so much in all these years?’

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15. Wayan gave his mother a shove towards the gangplank and onto shore and issued an order to his crew to set sail.

16. Sadly Kahlia watched the fleet sail out of the harbour. Tears welled in her eyes as she started her slow walk home.

17. Quite suddenly, Kahlia realised that her son had cast her off and was ashamed of her now he was wealthy. All at once she realised he had always been selfish and concerned only for himself.

18. Throwing herself down, with anger rising in her chest, she prayed to Allah to punish her wicked son.

19. A rumble of thunder was heard as the fleet of ships stood ready to sail away.

20. Darkness rolled in, and with it came a mighty wind. Waves taller than the tallest ship tossed the fleet around like coconut shells. The ship which contained Wayan was thrown with a terrible force against the rocky cliffs. All aboard perished.

21. Today, visitors to Sayajelek harbour notice the rusty hulks of the ships lying near the shore.They stand as a reminder that we must repay love with love, not scorn.

Based on The Legend of Malin Kundang: A folktale from West Sumatra Province.

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Guided reading and writing

The proud son A retold traditional story from Indonesia

Text of story What to do

1. Long long ago, in a small village of Read Paragraph 1. Sayajelek in Sumatra, there lived a poor Write the time, setting and character widow named Kahlia and her only child, information from the text in the appropriate a son called Wayan. They lived together spaces below. happily in a bamboo hut at the edge of • The time: Long, long ago their small rice field. Although Wayan’s • The setting: a small village Sayajelek in mother was poor, she proudly cooked Sumatra him the best food. ‘Come, Wayan, I • The : Kahlia and Wayan have your favourite jackfruit and fish characters curry to eat.’ All she would eat were his leftovers. 2. As he got older, Wayan expected the Read Paragraph 2. best of everything. Kahlia struggled Underline the language features used by to provide the best sarong, headscarf the storyteller which explain how Wayan and sandals for her son to wear. She was spoilt by his mother. lavished him with praise, attention and Explain how these words make you feel affection, cradling him to sleep every about Wayan. For example: They made night while singing softly to him. me feel that Wayan is spoilt and that he will expect the best of everything. 3. When the boy turned 15, he pleaded Read Paragraph 3. with his mother to let him go to sea on Highlight all the pronouns that refer to board one of the big ships that came Wayan. into Sayajelek’s harbour. His mother Write a sentence to explain why the feared he would be drowned at sea, but storyteller says pleaded with his mother she could not refuse her son. instead of asked his mother. ‘Pleaded’ makes it sound as though he was begging his mother to let him go where as ‘asked’ does not sounds as forceful.

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Text of story What to do

4. ‘I must leave you. I wish to seek my Read Paragraph 4. fortune and see the world,’ Wayan Underline the direct speech Wayan said to announced. Despite her breaking heart, his mother. his mother had no alternative than to let Write the language the storyteller uses to him go. tell you that Kahlia was sad. her breaking heart Explain how the storyteller makes you feel about Kahlia’s reaction to Wayan leaving her. I feel sorry for Kahlia because she is so sad to see her son go. 5. Soon the young man set sail aboard a Read Paragraph 5. rigger bound for foreign lands. Highlight the text connectives used by the storyteller in Paragraphs 5, 6, 7 and 8 to explain the passing of time. 6. Every day the lonely widow prayed to Read Paragraph 6. Allah to look after him. Her one wish was that she would be able to embrace her son again before she died.

7. Years passed and Kahlia received no Read Paragraph 7. word from her son.

8. But one day some villagers ran to her Read Paragraph 8. hut and shouted, ‘Kahlia, your son has Explain how you think Kahlia felt when the returned. A fleet has sailed into harbour villagers told her that her son had returned. and we have seen him.’ I think Kahlia would have felt very happy and excited to see her son again. 9. The overjoyed widow rejoiced and, Read Paragraph 9. helped by the villagers, made her way Underline the noun group and circle the down the steep slope to the harbour. verb used by the storyteller to explain how she felt.

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Text of story What to do

10. Five impressive ships were anchored Read Paragraph 10. there. Along the deck of the biggest Underline the noun group that describes ship strode a handsome, strong and Wayan now. magnificently dressed man. ‘Could this Explain how this language makes you feel be my son?’ thought Kahlia, her face about him now. beaming with pride and joy. ‘Surely, he I feel that he has grown into a successful is too proud, too handsome, too wealthy and good-looking man. to be my boy.’

11. ‘Wayan, my son!’ Kahlia screamed Read Paragraph 11. excitedly as she stumbled across the Explain why the storyteller chose the verb plank to the deck. ‘You have come ‘stumbled’ to explain how Kahlia got to the home to your mother.’ deck. The author chose the word ‘stumbled’ to show how unsure and old Kahlia had grown while Wayan was away.

12. Slowly, the proud man turned. Before Read Paragraph 12. him, he saw an old, wrinkled and poorly Underline the noun group used by the dressed peasant woman. He turned storyteller to describe Kahlia. away from her in shame and in fear that Explain how this makes you feel about his crew (for he now owned the fleet of Kahlia. ships) would realise his humble origins. I feel sorry for Kahlia because she is so poor and has struggled all of those years. Explain how you felt when the storyteller describes Wayan’s reaction to his mother: He turned away from her in shame. I feel very sorry for Kahlia and very disappointed in Wayan.

13. ‘Never have I seen this woman before,’ Read Paragraph 13. Wayan lied to his crew. ‘Get her off my Explain why the storyteller used the word ship.’ ‘lied’ to describe what Wayan said. This word shows that Wayan did know that the woman was his mother but chose not to recognise her. This tells the audience a lot about his character.

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Text of story What to do

14. ‘Don’t you recognise me, my son?’ Read Paragraph 14. implored Kahlia.’Has your old mother changed so much in all these years?’

15. Wayan gave his mother a shove Read Paragraph 15. towards the gangplank and onto shore Explain how you feel about Wayan and and issued an order to his crew to set how you feel about Kahlia now. Use sail. language from Paragraphs 13, 14 and 15 as evidence of why you have these feelings about the characters. I really dislike the way Wayan treats his mother. He ‘lied to his crew’ about knowing her and he ‘gave his mother a shove towards the gangplank’. I feel very sorry for Kahlia because she ‘implored’ Wayan, referring to him as ‘my son’, which indicates that she still thinks of him fondly. She describes herself as his ‘old mother’ and it is sad that she is not treated well by Wayan. 16. Sadly Kahlia watched the fleet sail out Read Paragraph 16. of the harbour. Tears welled in her eyes Underline the words that tell you Kahlia as she started her slow walk home. was unhappy. 17. Quite suddenly, Kahlia realised that her Read Paragraph 17. son had cast her off and was ashamed Underline the adverbials that help you of her now he was wealthy. All at once understand Kahlia’s sudden realisations she realised he had always been selfish about her son. and concerned only for himself.

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Text of story What to do

18. Throwing herself down, with anger Read Paragraph 18. rising in her chest, she prayed to Allah In this paragraph, the storyteller could have to punish her wicked son. written: Kahlia prayed to Allah to punish her son. In a sentence, explain how what is written here creates a more interesting description of Kahlia. By using more descriptive language (‘her wicked son’), the storyteller engages the reader and keeps their interest to continue reading. 19. A rumble of thunder was heard as the Read Paragraph 19. fleet of ships stood ready to sail away. 20. Darkness rolled in, and with it came Read Paragraph 20. a mighty wind. Waves taller than the Highlight all the verbs and verb groups in tallest ship tossed the fleet around this paragraph. Explain what they tell you like coconut shells. The ship which about the storm. contained Wayan was thrown with a Verbs like ‘tossed’ and verb groups like terrible force against the rocky cliffs. All ‘was thrown with a terrible force’ make the aboard perished. storm sound very violent. 21. Today, visitors to Sayajelek harbour Read Paragraph 21. notice the rusty hulks of the ships Underline the language in this paragraph lying near the shore.They stand as a that gives you a clue to the moral or lesson reminder that we must repay love with in this story. love, not scorn. Explain the moral or lesson in your own words. The moral or message is to make sure you return the love to those who have looked after you and loved you.

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Characters and plot: The proud son Choose a pivotal point in the plot of The proud son where either Wayan or Kahlia is faced with a choice of behaviour or action. Write a paragraph about how the storyteller makes us care about their decisions and the consequences of their actions. Personal response required.

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Sheet Traditional stories poster 2

Traditional stories come from all over the world and include: Folktales Fairytales Fables Stories from the Dreaming

The Proud Son

A retold traditional story from Indonesia Clifford Possum Tjapaltjarri, 1980 ‘Yuelamu honey ant Dreaming’ Estate of Clifford Possum Tjapaltjarri licensed by Aboriginal Artists Agency. From the collection of the Art Gallery of South Australia. (TLF R4935)

Folktales Folktales come from all over the world. In this unit, you will learn about folktales from Asia. Folktales sometimes are about good versus evil, or strange or fantastical happenings and beings, or animals that act like humans.

Text structure Language features Direct speech Saying verbs Cohesive devices Complication The exact words spoken by a Express ways of speaking Time words Pronouns (events, problem) character; often in quotation (text connectives) marks Used instead of nouns; Words that show time and order pronouns replace the names of people and things ‘Wise friend, would you please, begged Long ago Chung-Ho: he, him please help me get out if this next trap.’ Noun groups Verbs and verb groups Adverbs Noun groups help the reader to Includes action, feeling, thinking Adverbs tell us more about the visualise the character or setting and being verbs verb: How? Where? When? in the story using describing How often? Introduction Resolution words. (time, setting, characters) (solution) a weary traveller stumbled angrily

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Sheet CHOMPS 3

CHOMPS

Characters: storytellers develop characters and make us think about the characters.

Human qualities: shown in characters (human characters and animal characters), for example: courage, greed, kindness, honesty and dishonesty.

Old and oral: traditional stories are very old and have been retold orally in many versions through time.

Moral or message: traditional stories have a message or a moral, for example: help others, be fair and kind, don’t be greedy, be loyal, be honest, respect your elders, be humble.

Purpose: the purpose of traditional stories is to warn, to entertain or to teach others how to behave.

Structure: traditional stories have a narrative structure. They have an orientation which introduces the characters, setting and time. They also have a complication or a problem, a series of events, and a resolution or a solution to the problem.

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Sheet A Chinese traditional story 4

Title of story: The wishing fish: a Chinese folktale

Characters List two words to describe each of the three main characters in this story in the space below.

Ye Xian The stepmother The king

Did the storyteller make you Did the storyteller make you Did the storyteller make you like this character? like this character? like this character?

(Tick your answer.) (Tick your answer.) (Tick your answer.)

Yes No Yes No Yes No

Human qualities Write two human qualities that the characters in this story have.

•

Old and oral Retold orally in many versions through time.

Moral or message What is the moral or message of this story?

Purpose What is the purpose of this story? To entertain, to warn people to be wary of others and to teach people how to behave.

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Structure

Important events in the plot What were some of the key events in the story that influenced the plot? Use the words below to complete the key events in the plot.

kills magic forgives her evil stepmother

the Cave Festival married a beautiful red fish

• Ye Xian’s father died and she is raised by .

• Ye Xian meets and becomes friends with .

• Ye Xian’s stepmother the fish.

• A gentle old man comforts Ye Xian and tells her to keep the fish bones safe and that the

fish friend is .

• Ye Xian uses the magic to go to .

• The king searched for and found Ye Xian and they

and lived happily ever after.

• Ye Xian her stepmother and stepsister.

Page 2 Eng_Y4_U3_ILM16_L01_Sh04 Department of Education and Training C2C Independent Learning Materials Sheet A fairytale 5

Title of story: Cinderella: A fairytale

Characters List two words to describe the main characters in this story in the space below.

Cinderella The stepsisters The fairy godmother

Did the storyteller make you Did the storyteller make you Did the storyteller make you like this character? like these characters? like this character?

(Tick your answer.) (Tick your answer.) (Tick your answer.)

Yes No Yes No Yes No

Human qualities Write two human qualities that the characters in this story have.

Old and oral Retold orally in many versions through time

Moral or message What is the moral or message of this story?

Purpose What is the purpose of this story?

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Structure

Important events in the plot What were some of the key events in the story that influenced the plot?

Page 2 Eng_Y4_U3_ILM16_L02_Sh05_SI Department of Education and Training C2C Independent Learning Materials Step into reading and comprehension Sheet strategies 6

Steps to help you make meaning and understand text. Before reading:

Think about what you know about that type of text — Step 1 for example: if it’s a narrative it will have an orientation, a complication and a resolution.

Read the title and look at the illustrations — try to predict Step 2 what the story will be about.

Scan the story to get key ideas — to scan means to glance Step 3 over the story to pick out key information or ideas.

Steps to help you make meaning and understand text. During reading:

Re-read sections of the text — go back and read the section Step 1 of text again.

Self-question to monitor understanding — ask yourself Step 2 questions about what you have read.

Check between parts of the text to link ideas — check between different parts of the text to make sure you Step 3 understand what is happening. Re-read previous parts of the text to link with the new part of the text.

Confirm meaning— make sure that you understand what Step 4 you have read.

Steps to help you when answering questions about a text:

Make connections between the text and personal Step 1 experience or with other texts — think about similar things that you have done or read about in other texts. Find specific literal information — think about what Step 2 information is written right there in the text to tell you what is happening.

Ask and answer questions — ask yourself questions about Step 3 the text and answer them yourself.

Create pictures in your mind — think about what the Step 4 characters might look like or how a scene might look and create a mental picture.

Find the main ideas — think about what the main ideas are Step 5 from the text.

Infer meaning by linking ideas, evaluating the text and adding your own interpretation of the text — think about Step 6 what is not written in the text but is hinted at and how it adds meaning to the text.

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Booklet

Examining

The Proud Son

A retold traditional story from Indonesia

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Story text: The proud son

4. ‘I must leave you. I wish to seek my fortune and see the world,’ Wayan announced. Despite her breaking heart, his mother had no alternative than to let him go.

5. Soon the young man set sail aboard a rigger bound for foreign lands.

6. Every day the lonely widow prayed to Allah to look after him. Her one wish was that she would be able to embrace her son again before she died.

7. Years passed and Kahlia received no word from her son.

8. But one day some villagers ran to her hut and shouted, ‘Kahlia, your son has returned. A fleet has sailed into harbour and we have seen him.’

9. The overjoyed widow rejoiced and, helped by the villagers, made her way down the steep slope to the harbour.

11. ‘Wayan, my son!’ Kahlia screamed excitedly as she stumbled across the plank to the deck. ‘You have come home to your mother.’

13. ‘Never have I seen this woman before,’ Wayan lied to his crew. ‘Get her off my ship.’

14. ‘Don’t you recognise me, my son?’ implored Kahlia.’Has your old mother changed so much in all these years?’

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15. Wayan gave his mother a shove towards the gangplank and onto shore and issued an order to his crew to set sail.

16. Sadly Kahlia watched the fleet sail out of the harbour. Tears welled in her eyes as she started her slow walk home.

17. Quite suddenly, Kahlia realised that her son had cast her off and was ashamed of her now he was wealthy. All at once she realised he had always been selfish and concerned only for himself.

18. Throwing herself down, with anger rising in her chest, she prayed to Allah to punish her wicked son.

19. A rumble of thunder was heard as the fleet of ships stood ready to sail away.

21. Today, visitors to Sayajelek harbour notice the rusty hulks of the ships lying near the shore.They stand as a reminder that we must repay love with love, not scorn.

Based on The Legend of Malin Kundang: A folktale from West Sumatra Province.

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Guided reading and writing

The proud son A retold traditional story from Indonesia

Text of story What to do 1. Long long ago, in a small village of Read Paragraph 1. Sayajelek in Sumatra, there lived a poor Write the time, setting and character widow named Kahlia and her only child, information from the text in the appropriate a son called Wayan. They lived together spaces below. happily in a bamboo hut at the edge of • The time: their small rice field. Although Wayan’s mother was poor, she proudly cooked him the best food. ‘Come, Wayan, I have your favourite jackfruit and fish • The setting: curry to eat.’ All she would eat were his leftovers.

• The characters:

2. As he got older, Wayan expected the Read Paragraph 2. best of everything. Kahlia struggled Underline the language features used by to provide the best sarong, headscarf the storyteller which explain how Wayan and sandals for her son to wear. She was spoilt by his mother. lavished him with praise, attention and Explain how these words make you feel affection, cradling him to sleep every about Wayan. night while singing softly to him.

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Text of story What to do 3. When the boy turned 15, he pleaded Read Paragraph 3. with his mother to let him go to sea on Highlight all the pronouns that refer to board one of the big ships that came Wayan. into Sayajelek’s harbour. His mother Write a sentence to explain why the feared he would be drowned at sea, but storyteller says pleaded with his mother she could not refuse her son. instead of asked his mother.

Explain how the storyteller makes you feel about Kahlia’s reaction to Wayan leaving her.

5. Soon the young man set sail aboard a Read Paragraph 5. rigger bound for foreign lands. Highlight the text connectives used by the storyteller in Paragraphs 5, 6, 7 and 8 to explain the passing of time.

6. Every day the lonely widow prayed to Read Paragraph 6. Allah to look after him. Her one wish was that she would be able to embrace her son again before she died.

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Text of story What to do 7. Years passed and Kahlia received no Read Paragraph 7. word from her son. 8. But one day some villagers ran to her Read Paragraph 8. hut and shouted, ‘Kahlia, your son has Explain how you think Kahlia felt when the returned. A fleet has sailed into harbour villagers told her that her son had returned. and we have seen him.’

9. The overjoyed widow rejoiced and, Read Paragraph 9. helped by the villagers, made her way Underline the noun group and circle the down the steep slope to the harbour. verb used by the storyteller to explain how she felt. 10. Five impressive ships were anchored Read Paragraph 10. there. Along the deck of the biggest Underline the noun group that describes ship strode a handsome, strong and Wayan now. magnificently dressed man. ‘Could this Explain how this language makes you feel be my son?’ thought Kahlia, her face about him now. beaming with pride and joy. ‘Surely, he is too proud, too handsome, too wealthy to be my boy.’

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Text of story What to do 12. Slowly, the proud man turned. Before Read Paragraph 12. him, he saw an old, wrinkled and poorly Underline the noun group used by the dressed peasant woman. He turned storyteller to describe Kahlia. away from her in shame and in fear that Explain how this makes you feel about his crew (for he now owned the fleet of Kahlia. ships) would realise his humble origins.

Explain how you felt when the storyteller describes Wayan’s reaction to his mother: He turned away from her in shame.

13. ‘Never have I seen this woman before,’ Read Paragraph 13. Wayan lied to his crew. ‘Get her off my Explain why the storyteller used the word ship.’ ‘lied’ to describe what Wayan said.

14. ‘Don’t you recognise me, my son?’ Read Paragraph 14. implored Kahlia. ‘Has your old mother changed so much in all these years?’

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Text of story What to do 15. Wayan gave his mother a shove Read Paragraph 15. towards the gangplank and onto shore Explain how you feel about Wayan and and issued an order to his crew to set how you feel about Kahlia now. Use sail. language from Paragraphs 13, 14 and 15 as evidence of why you have these feelings about the characters.

16. Sadly Kahlia watched the fleet sail out Read Paragraph 16. of the harbour. Tears welled in her eyes Underline the words that tell you Kahlia as she started her slow walk home. was unhappy.

17. Quite suddenly, Kahlia realised that her Read Paragraph 17. son had cast her off and was ashamed Underline the adverbials that help you of her now he was wealthy. All at once understand Kahlia’s sudden realisations she realised he had always been selfish about her son. and concerned only for himself.

19. A rumble of thunder was heard as the Read Paragraph 19. fleet of ships stood ready to sail away.

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Text of story What to do 20. Darkness rolled in, and with it came Read Paragraph 20. a mighty wind. Waves taller than the Highlight all the verbs and verb groups in tallest ship tossed the fleet around this paragraph. Explain what they tell you like coconut shells. The ship which about the storm. contained Wayan was thrown with a terrible force against the rocky cliffs. All aboard perished.

21. Today, visitors to Sayajelek harbour Read Paragraph 21. notice the rusty hulks of the ships Underline the language in this paragraph lying near the shore.They stand as a that gives you a clue to the moral or lesson reminder that we must repay love with in this story. love, not scorn. Explain the moral or lesson in your own words.

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Booklet

Examining The tiger, the rabbit and Chung-Ho

A retold traditional story from Korea

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Booklet

Story text: The tiger, the rabbit and Chung-Ho

2. Pausing at a clearing, Chung-Ho looked down. A tiger peered up at him from the depths of a deep pit. ‘Wise friend, would you please, please help me get out of this trap?’ begged the tiger.

3. ‘Oh, no, my friend, I won’t help you. For if I did, you would eat me alive,’ stated the cautious traveller.

5. Chung-Ho, not liking to see any of God’s creatures suffer, felt sorry for the tiger. Just to make sure, he made the tiger promise once again not to eat him if he helped him out.

6. With that done, the kind man crouched down, and with great difficulty pulled the tiger up out of the pit with a long stick.

9. They first asked the persimmon tree what they should do.

11. ‘One down,’ murmured the tiger.

12. Next they met a buffalo ploughing the field and asked for his opinion.

14. ‘Two down,’ said the tiger gleefully.

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16. The rabbit, however, looked confused and asked Chung-Ho to explain what had happened again. The traveller explained the whole story again.

18. So all three, the tiger, the rabbit and Chung-Ho, returned to the pit where the tiger had been trapped.

19. ‘Now, let’s get this straight so my poor brain can understand,’ said the rabbit, standing over the pit. ‘Who was in this pit?’

20. ‘I was, you foolish rabbit!” exclaimed the impatient tiger. ‘Now, I’m extremely hungry. I’m going to sharpen my teeth and claws and after that I’ll eat you both!’

21. ‘Oh, dear sir… just one more moment while my slow wits come good,’ responded the rabbit politely. ‘You, dear tiger, were in the pit…and …er… would you be so kind as to show me how you were in there?’

22. ‘Like this!’ yelled the frustrated tiger leaping into the pit. ‘Now do you understand, you stupid rabbit? I was in here like this and this man came along.’

23. The rabbit and Chung-Ho peered down at him in the pit.

24. ‘Quite,’ said the rabbit.

25. With that, Chung-Ho and the rabbit wandered off very, very happily.

The first published record of this forktale was by Takahashi Toru in Chosen no monogatari-shu in 1910.

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Guided reading and writing

The tiger, the rabbit and Chung-Ho A retold traditional tale from Korea

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Text of story What to do 2. Pausing at a clearing, Chung-Ho looked Read Paragraph 2. down. A tiger peered up at him from the Write a sentence to explain the problem depths of a deep pit. ‘Wise friend, would that is introduced in this paragraph. you please, please help me get out of this trap,’ begged the tiger.

Circle the verbs used by the author to explain the actions and dialogue of the tiger. What do these verbs tell you about the tiger?

3. ‘Oh, no, my friend, I won’t help you. For Read Paragraph 3. if I did, you would eat me alive,’ stated Write a sentence to explain why the author the cautious traveller. used the noun group ‘the cautious traveller’ to describe Chung-Ho.

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Who do the underlined pronouns refer to?

5. Chung-Ho, not liking to see any of Read Paragraph 5. God’s creatures suffer, felt sorry for the Highlight the name, Chung-Ho. tiger. Just to make sure, he made the Highlight (in the same colour) all the tiger promise once again not to eat him pronouns that refer back to Chung-Ho. if he helped him out.

6. With that done, the kind man crouched Read Paragraph 6. down, and with great difficulty pulled the Do you think Chung-Ho made the right tiger up out of the pit with a long stick. decision to help the tiger out of the pit? Write a sentence to explain your answer.

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Explain how the problem has been complicated in this paragraph.

8. Chung-Ho pleaded for his life, Read Paragraph 8. reminding the tiger of his promise. After Write a sentence to explain the deal that much negotiation, the two struck a deal. the two characters struck. They would ask the first three things they encountered to decide what should happen.

9. They first asked the persimmon tree Read Paragraph 9. what they should do.

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Text of story What to do 10. ‘After all that Man has done to me, Read Paragraph 10. ripping off my branches and twigs for Why did the author use the adverb ‘angrily’ wood for his fires when all along I give to explain how the persimmon tree spoke? him shade and fruit. You deserve to Write a sentence to explain your answer. be eaten!’ replied the persimmon tree angrily.

Highlight the pronouns in Paragraph 10 which refer to: • the persimmon tree (highlight in yellow) • Man (highlight in blue) • Chung-Ho (highlight in red).

11. ‘One down,’ murmured the tiger. Read Paragraph 11. 12. Next, they met a buffalo ploughing the Read Paragraph 12. field and asked for his opinion. Highlight the pronouns in Paragraphs 12 and 13 which refer to: • the buffalo (highlight in green) • Man (highlight in blue) • Chung-Ho (highlight in red). 13. The buffalo pondered the case for a Read Paragraph 13. moment. ‘I work long years tilling the Write a sentence to explain why the soil for Man and how does he repay persimmon tree and the buffalo agree that me? He slaughters me when I’m too old the tiger should eat Chung-Ho. to work. I see nothing wrong with the tiger eating you,’ he snorted, swishing his tail in disgust.

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Text of story What to do 14. ‘Two down,’ said the tiger gleefully. Read Paragraph 14. Why does the author use the adverb ‘gleefully’ to explain how the tiger spoke?

15. Now really shaking with fear, Chung-Ho Read Paragraph 15. caught sight of a rabbit bounding across the field. ‘Rabbit, come here and settle this for us. You are my last hope.’ Chung-Ho explained his problem. Meanwhile, the pacing tiger was watching closely.

16. The rabbit, however, looked confused Read Paragraph 16. and asked Chung-Ho to explain what had happened again. The traveller explained the whole story again.

17. ‘I am sorry,’ said the rabbit. ‘I just don’t Read Paragraph 17. get what you are telling me, nor do I believe what happened. Now if we could just go to where this story took place, maybe then I will understand and be a good judge,’ responded the rabbit.

18. So all three, the tiger, the rabbit and Read Paragraph 18. Chung-Ho, returned to the pit where the tiger had been trapped.

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20. ‘I was, you foolish rabbit!’ exclaimed Read Paragraph 20. the impatient tiger. ‘Now, I’m extremely hungry. I’m going to sharpen my teeth and claws and after that I’ll eat you both!’

21. ‘Oh, dear sir… just one more moment Read Paragraph 21. while my slow wits come good,’ Write a sentence to explain why the author responded the rabbit politely. ‘You, dear makes the rabbit speak hesitantly and tiger, were in the pit…and …er… would politely. you be so kind as to show me how you were in there?’

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Text of story What to do 22. ‘Like this!’ yelled the frustrated tiger Read Paragraph 22. leaping into the pit. ‘Now do you Write a sentence to explain why the author understand, you stupid rabbit? I was in used the verb ‘yelled’ to tell what the tiger here like this and this man came along.’ said.

23. The rabbit and Chung-Ho peered down Read Paragraph 23. at him in the pit.

24. ‘Quite,’ said the rabbit. Read Paragraph 24. 25. With that, Chung-Ho and the rabbit Read Paragraph 25. wandered off very, very happily. Write a sentence to explain why the author uses the adverb group ‘very, very happily’ to explain how Chung-Ho and the rabbit wandered off.

After reading Write a sentence to describe the moral of this story.

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Student self-assessment

What strategies did I use to answer the questions?

What strategies did I find the most helpful?

What strategies do I need to work on?

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Character and events: The tiger, the rabbit and Chung-Ho

Complete the table with information from the story and your own ideas. The first two have been done for you.

Verb

the tiger out

of the pit

Paragraph 7 Adverb Tiger The tiger decided he would eat him. pacing

Verb

his lips

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How did you feel about Character’s behaviour and Events the character and what actions happened to them? Paragraph 8 Verb Chung-Ho They struck a deal to ask three things what Chung-Ho to do. The first two said the tiger should eat for his life Chung-Ho.

Paragraphs 19 and 21 Noun group Rabbit The rabbit tricked the 19. tiger to get him back in the pit. brain

21.

wits

Paragraphs 23 and 25 23. Verb Rabbit and Chung-Ho The rabbit and Chung-Ho were free down at him from the tiger. in the pit

25. Adverb

Wandered off

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