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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 iharaiteristii 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 Department of Education and Training Eng_Y4_U3_ILM16_L01 Page 1 C2C Independent Learning Materials Year 4 English Lesson 1 Lesson 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. Page 2 Eng_Y4_U3_ILM16_L01 Department of Education and Training C2C Independent Learning Materials Year 4 English Lesson 1 Identify iharaiteristii 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. Department of Education and Training Eng_Y4_U3_ILM16_L01 Page 3 C2C Independent Learning Materials Year 4 English Lesson 1 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. Page 4 Eng_Y4_U3_ILM16_L01 Department of Education and Training C2C Independent Learning Materials Year 4 English Lesson 1 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? Department of Education and Training Eng_Y4_U3_ILM16_L01 Page 5 C2C Independent Learning Materials Year 4 English Lesson 1 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. Page 6 Eng_Y4_U3_ILM16_L01 Department of Education and Training C2C Independent Learning Materials Sheet English glossary Year 4 1 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. Department of Education and Training Eng_Y4_U3_ILM16_L01_Sh01 Page 1 C2C Independent Learning Materials Sheet 1 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.
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