English Across the Curriculum

English Across the Curriculum

Self and Others

Unit 2 Level F

Only for use for the purpose of education for the student(s) provided with the materials by DECV. Not to be

reproduced, communicated or otherwise used except as permitted by the Copyright Act 1968 (Cth).

© State of Victoria, DEECD 2011

© State of Victoria DEECD 2011

1

About the topic

During the past two weeks we have put the spotlight on YOU.

We will continue this focus by looking at you and the important people in your

life your family and friends.

You will be looking at the following:

me

sharing clothing

education love

caring

food health

values

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Poetry about . . .Family, Friends & Emotions Adam Bell

Adam Bell is my best friend. He’s such a crazy kid! He’s sure to meet a sticky end — One day he almost did. I really thought that he would die! I told his mum and dad. They shrugged and told me with a sigh, “Our son, Adam, is mad!” He squashed a spider in his hand, And put it on some bread, Then swallowed it, with grains of sand To season it, he said. He’s eaten far worse things than that. Why, once he bit a dog — And the dog died! We grabbed the cat And hid it in a log. He worries people half to death, And, as a special treat, He chews on garlic and his breath Can knock you off your feet! And as he limps along, he sings A crazy football song. The bell around his ankle rings, Sometimes he has a gong! Each day I meet him at his gate, And, as we walk to school, I think — I know he’s my best mate — Which of us is the fool? His hair’s half blue and half bright green, And, just for something new, Whenever he’s where he’ll be seen, He wears one high-heeled shoe. He says he so enjoys his life By doing different things. He just loves trouble! He loves strife! When teachers yell, he sings.

by Maureen Stewart

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My Brother

My brother Hugh’s an idiot As you will plainly see. He has a hobby which he calls “To live excitedly!” He loves to be in danger, And though he scares us stiff, He has to have what he calls “fun”— Like hanging from a cliff! Or teasing farmer Bradshaw’s bull, Which is a vicious brute, Or palling up with criminals Who only want to shoot. He likes to work at chemistry And play with chemicals Which have a warning on the jar — “Too dangerous to use!” When we go to the seaside, We lose Hugh every time. Of course he’s swimming way beyond The board, “Not past this line!” Everything that’s dangerous He’s sure to want to do, The hospital’s reserved a bed Just for my brother Hugh! We’ve treated him for bruises, For burns and fractured bones, But if he’s not in danger He’s always full of moans. He’s had so many stitches He’s like a patchwork quilt. But injuries don’t worry him — Of iron he is built. In short: if you’ve got brothers Who make problems for you, I’ll gladly swap them any day For my dear brother Hugh?

by Lynne Attwood

68

When I Feel Sad

When I feel sad, I feel as if I am on another planet Watching stars float by. Because when you are sad on earth, people just don’t understand your feeling. You go and sulk in a corner, and this feels to me like a planet in space, And the stars keep me company with their sparkling and shining. When I feel better, I go back to earth again

by Stephen McConnell (13 years)

Anger

Red hot tongues lick at you from inside, As things all around begin to shimmer. Pent up feelings begin to group together Ready for an explosion within. Everyone is against you, and you are mentally boxed in. But you know that only more trouble would follow, And your anger dissolves into tears.

by Robyn Gordon

Angry

You feel as if you could jump on them, As if to kill them in anger, It feels as if you had strength, Of a hundred men. You get in a kind of trance, And go pushing people about, The slightest thing that goes wrong, Makes you blame it on someone else. If a person gets angry with you, You try not to listen.

by John Donald Williams (11 years)

69

I Share My Bedroom I share my bedroom with my brother and I don’t like it. His bed’s by the window under my map of England’s railways that has a hole in just above Leicester where Tony Sanders, he says, killed a Roman centurion with the Radio Times. My bed’s in the corner and the paint on the skirting board wrinkles when I push it with ny thumb which I do sometimes when I go to bed sometimes when I wake up but mostly on Sundays when we stay in bed all morning. That’s when he makes pillow dens under the blankets so that only his left eye shows and when I go deep-bed coal mining for elastoplast spools that I scatter with my feet the night before, and I jump onto his bed shouting: eeyoueeyoueeyouee heaping pillows on his head: “Now breathe, now breathe” and then there’s quiet and silence so I pull it away quick and he’s there laughing all over sucking fresh air along his breathing-tube fingers. Actually, sharing’s not so bad.

by Michael Rosen

70

Happiness

What is happiness? Happiness is when you share your things, Families when they laugh together. It’s the joy of living, When a new person arrives into the family, Happiness can be so many things, Like birds and their young ones learning to fly, When you go on trips, And the joy of feeding the animals on the farms, That’s what happiness is.

by Joan Terry (10 years)

The Quarrel

I quarrelled with my brother, I don’t know what about, One thing led to another And somehow we fell out. The start of it was slight, The end of it was strong, He said he was right, I knew he was wrong! We hated one another. The afternoon turned black. Then suddenly my brother Thumped me on the back, And said, “Oh, come along! We can’t go on all night — I was in the wrong.” So he was in the right.

by Eleanor Farjeon

71

Nursery Rhyme Alphabet

A ________________________________________________________________________

B ________________________________________________________________________

C ________________________________________________________________________

D ________________________________________________________________________

E ________________________________________________________________________

F ________________________________________________________________________

G ________________________________________________________________________

H ________________________________________________________________________

I ________________________________________________________________________

J ________________________________________________________________________

K ________________________________________________________________________

L ________________________________________________________________________

M ________________________________________________________________________

N ________________________________________________________________________

O ________________________________________________________________________

P ________________________________________________________________________

Q ________________________________________________________________________

R ________________________________________________________________________

S ________________________________________________________________________

T ________________________________________________________________________

U ________________________________________________________________________

V ________________________________________________________________________

W ________________________________________________________________________

X ________________________________________________________________________

Y ________________________________________________________________________

Z ________________________________________________________________________

72

Friendship interview 1 About how many people would you rate as best friends up to now? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Have you had any friendships which have lasted since childhood days? ______________________________________________________________________ Describe the longest friendship you have had and why you think it lasted. ____________________________________________________________________ ____________________________________________________________________ What do you value most in a friendship?______________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Have your views of friendship changed as you have become older?_______ ____________________________________________________________________ Do you consider your best friends are those of the same or of the opposite gender? ____________________________________________________________________ Have you always had friends of (a) the same gender? (b) the opposite gender? ____________________________________________________________________ Could you describe the act of friendship which most stands out in your memory? ____________________________________________________________________ ____________________________________________________________________ What would be your major advice to someone wanting to build friendship? ____________________________________________________________________ ____________________________________________________________________ Name and approximate age of person interviewed. _____________________

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74


75


76

FFeeeelliinnggss wwoorrddss These words are to be used for the activity on page 26, Day 5. Cut along each line. Place the words in the most suitable column

mad furious frustrated hurt

tearful miserable joyful petrified

glad displeased unhappy delighted

scared shocked cheerful anxious

cross ecstatic startled annoyed

depressed concerned sorry pleased

content jealous exhilarated frightened

disappointed thrilled fearful horrified

terrified irritated afraid irate

65

CHECKLIST OF ACTIVITIES TO RETURN THIS FORTNIGHT Day 1

Paragraph about own family unit Family and Me — pictorial representation Written response — questions about families

Day 2

Recorded discussion — case history Written response to one case history Words! Words! Words! — Prefixes and suffixes— 12 words

Day 3 Six questions about On Loan Mini story using four kinds of nouns Words! Words! Words! — Abstract nouns and family words

Day 4

Written response to three areas — Love, fear, anger Words! Words! Words! — Word search — unit words

Day 5 Cloze exercise — Behaviour Classifying “feelings” words Cartoon or short story to illustrate “feelings” word

or “Feelings” mask and written description of role play Words! Words! Words — Spelling test

Day 6 3 question response to Hating Alison Ashley Descriptive writing —Erica or someone you know (Draft to be returned as well.)

Day 7 Response to Being Me List — Top Ten Things ... Friendship interviews — 3 written observations and survey sheets Friendship card Words! Words! Words — Verbs alphabetical rhyme

Day 8 Classifying people and situations — least/most stressful Sentences about handling stress. Response to Being Me Words! Words! Words — concatenations — prefixes

Day 9 Be Smart — Don’t Start activities Words! Words! Words — Dictionary work —unit words

Day 10 Recorded reading of poems Be Smart — Don’t Start activities Letter to a Year 5/6 student Words! Words! Words —Test of twenty spelling words

–– Dictation Don’t forget to send your oral work!

2

Unit 2F Day 1

Day 1 Today you will be looking at: • what is a family and what is means to you • how the family has changed • your new spelling words and Look Cover Write Check

What is YOUR idea of a typical family? Discuss this with your supervisor before reading on. You’ll have a chance to represent it visually a bit later. This picture represents three generations of a family. Is this a typical family? Is your family different?

Many of you probably have family photos depicting a similar scene to the one at right. However not all families are like the one pictured above. The most common type of family unit in Australia is made up of one or two parents and a small number of children (usually less than three), living together. This type of family is often called a nuclear family.

3

Unit 2F Day 1

Introduction continued In the past, the family unit has been very different with families often having a large number of children as well as a close network of older adult relatives living together. Today if a family consists of one or more parents and their children, as well as grandparents or other relatives living together, we call it an extended family. The first picture on this page shows an extended family. There are other kinds of family units — just some of these are listed below. • parents and children • husband, wife and children

• one-parent families • separated/divorced families

• step families • foster families

• adopted families • extended families

• a couple without children

You can see a United Nations (an international organisation for world peace) definition of a family on the next page.

Definition of a family

The family is the basic unit of society, providing emotional, financial and material support for the growth and development of its members, and in particular, caring for those who are dependent e.g. children.

For you to do SEND Look again at the list of different family types on the previous page. How would you describe your family? Talk about this with your supervisor before writing a

paragraph telling me about your family unit and how you would classify it.

4

Unit 2F Day 1

Whatever its name, your family is the group you are born into or become part of through adoption. A family is important because it meets the many needs you have throughout your life. The family means many things to people. It may mean among

other things:

• raising children

• companionship

• nurturing

• mutual support

• emotional closeness • teaching values

and cultural traditions

5

Unit 2F Day 1

What does your family mean to you? continued For you to do SEND I’d like you to make a pictorial representation showing what family means to you. Before you start, think, “What does my family mean to me? Talk about this with your supervisor. On scrap paper, list the words and thoughts that come into your mind. You will need: • a plain A4 sheet of paper • coloured pencils, pens . . . your choice! • your own drawings or magazine pictures • a photo or drawing of yourself How to go about it: • Start with an attractive heading Family and me • Next put a photograph or sketch of yourself in the middle of the page. • Now make lines like bicycle spokes out from the centre. (your picture) • At the end of each line write the words which represent family to you.

• Accompany the words with your own sketches, photos or magazine pictures. This is Tim's representation before he placed his pictures. I'm sure that you will be thoughtful and include many other special things in yours.

me

sharing clothing

education love

caring

food health

values

6

Unit 2F Day 1

In 1861 women in Australia had an average of five children. The birth rate has dropped significantly with the 1996 census showing that women had a birth rate of 1.87 children.

1861

2005

Not only is the size of the family changing but the age at which women are having their children is also changing. For women aged 30–39, there is an increase in the birth rate whilst there is a decrease in the rate of births for younger women. For you to do SEND 1. Why are women having fewer children and why are women becoming

mothers at an older age? Discuss these two facts with your supervisor. Consider the many reasons. Write a sentence or two telling me of your opinion.

2. You will need the picture chart titled Families Are Changing which was

included with your resources for this unit.

7

Unit 2F Day 1

For you do to continued (a) Look at the picture and talk about it with your supervisor before answering these questions.

(b) Write a sentence telling what type of family is represented in the centre of the page. (c) Memory bubbles are used to show the changes that have taken place in the lives of four of the family members. The arrows will help you with the sequence of events.

Choose one of these pictorial memories and describe in words, your understanding of the changes that have taken place in that person's life.

I think I’ll check out my birth certificate for my project.

I’m going to see if I can go back further in my family tree.

8

Unit 2F Day 1

Words! Words! Words!

Instructions for Word Study The process will be similar to the one you followed in Unit 1F. Today you will need your:

• Look Cover Write and Check (LCWC) book • Have-a-go booklet • spelling page for this unit

For you to do SEND

1. You should now get the spelling page for this unit. 3. You will notice a Week One and a Week Two column. At the beginning of

each week you will be asked to select ten words which you have recently found difficult to spell.

These can be from your:

• own writing • Have-a-go booklet • reading • memory

4. Go over these words and your Unit Words with your supervisor. Make sure that you know what they mean and how to pronounce them. If in doubt, consult your dictionary.

5. Say the word aloud as you write them in the column headed Own Words. You can do this now.

6. Next carefully copy your twenty words into your LCWC book. 7. In the column next to the words write any smaller words you can find inside

them. This may help you to learn to spell the words. For example: emotional — emotion, motion, on During the next three days you will be doing word study activities and learning to spell these words using the LCWC method. On the last day of the week your supervisor will test the twenty words for the week. This will be your weekly routine for the rest of the year.

9 Unit 2F Day 2

Day 2 Today you will be looking at: • feelings and emotions • reading and responding to given text • prefixes and suffixes and Look Cover Write Check

How do you feel today? Are you happy? Upset? Angry? Curious? These are just some of the words we use to describe our feelings and emotions.

Whenever a group live together there will sometimes be conflict. It is normal for people to have different feelings, emotions and views on situations. Most of us can at times be described as careless, thoughtless, rude, unco-operative or badly behaved — all behaviours that can effect those with whom we live. Our behaviour may change depending on the people we are with at any time. The 6 year old who is a “model child” when visiting Granny, may be an absolute “monster” at school.

Every family experiences problems occasionally. Sometimes these can have an adverse effect on all family members.

10 Unit 2F Day 2

For you to do SEND On the next four pages you will find four case histories of families experiencing problems.

1. Read each story with your supervisor or another adult. Why not take it in turns to read the stories aloud to each other? Together discuss the questions at the end of each story. Record one of these story discussions. Don't forget to announce which story you are discussing before you start.

2. On page 13 I've listed some further points to consider. Choose only one of the stories and write a paragraph or two responding to the points I've raised.

3. You might wish to talk it over with your supervisor before you write.

11 Unit 2F Day 2

Paul

Paul Hirst is 13 years old and lives with his mother, father and two younger sisters – Sue who is 10, and Jackie who is 7. Paul is deaf, not just hard of hearing but what the doctors call severely deaf. He was born deaf, so he has never heard sounds properly and does not even know what the voices of his family sound like. He cannot hear his own voice clearly, so he has to concentrate to make sure he is not talking loudly. Although he tries very hard to talk correctly, his speech is rather difficult to understand. (People learn to speak by listening to and imitating the sounds made by others. If a person cannot hear other speak, he will find it very difficult to make the correct word sounds.) There is nothing wrong with Paul’s mind. He is a normal intelligent boy, but because he cannot hear properly has always found it difficult to learn things as quickly as others. Paul goes to school in town. He’s lucky because the comprehensive school has a unit with lots of special equipment for deaf children. One of the skills that Paul has learnt very well is to lip read – that means he is able to understand the words which others are saying by watching their lips move. He hasn’t any friends apart from the children he meets at school. He doesn’t go out much but prefers to stay at

home and watch television. It isn’t that he doesn’t want to be friendly with other boys but he is very sensitive about his speech and afraid that others will make fun of him, or worse still, ignore him completely. Paul looks perfectly normal for his age and no-one could tell that there was anything different about him until they try to talk to him. He has lots of memories of being mocked and made fun of by children because of his speech. Paul’s parents have done all they can to help him, although it is a little annoying to have a member of the family who can’t hear you calling them to meals etc. They realise that it is very important for him to get out of the house and meet other people and have tried many times to get him to make friends with other boys. Paul has resisted this and it is difficult to argue with someone who is deaf – particularly when he doesn’t even want to listen. Mr Hirst wants him to join the new Community Centre. To encourage children to join, the Centre has sent invitations to a Christmas party to all children in the neighbourhood. Sue and Jackie are excited about the invitation but Paul doesn’t want to go.

1. Try to put yourself into Paul’s

shoes: Try to imagine how he feels about the situation

2. Try to put yourself into Mr

Hirst’s shoes: How does he feel about Paul? How best can he help the situation?

12 Unit 2F Day 2

Gran

John (aged 14), Jill (aged 11) and Tim (aged 8) live with their parents Ted and Sybil Ash in a street in an industrial town. Their grandmother – Sybil Ash’s mother – lives with them as well, ever since Grandad died three years ago. John is very good at school, works hard and gets good marks. He comes out on top of his form in most things at the comprehensive school. Jill and Tim are having John held up to them as a shining example. Jill likes drawing and making things with her hands is quite popular with her friends. Tim is happy-go-lucky and doesn’t seem to worry about anything. All three children were glad when Gran came to live with them as she was always such a good sport. Since Grandad died, however, she has become rather moody and withdrawn and always seems to be watching television. She hardly ever goes out in spite of the fact that there is a friendly and thriving old people’s club in the next street. In fact Gran has become something of a problem to the children and the family. She has become short-tempered with the children in particular and wants her own way about everything. During the winter months especially, there is a great deal of tension when they are all at home

and quite a lot of bickering between the children and Gran about what programmes they should watch on television. Mr and Mrs Ash get very irritable too and keep on getting on to Jill and Tim about working harder at school to be like John. Mr and Mrs Ash get very cross with the children when they bicker with Gran – particularly when they cheek her. They also get very cross with Gran and after the children have gone to bed they often hear some angry voices downstairs which normally ends in Gran saying that it would be better if she were dead or if she had stayed in her own home.

1. Try to put yourself in the

children’s shoes. Describe how they feel about the situation.

2. Try to put yourself into Gran’s

shoes. Say how she feels about losing her husband and leaving home.

3. Try to put yourself into Mr and

Mrs Ash’s shoes. Describe how it might feel to have your children quarrel with your mother.

13 Unit 2F Day 2

Pulling our weight

Mrs Short has two children, Marilyn aged 15 and Tony aged 13. Mrs Short divorced her husband two years ago and has had to cope with the family since then. The Shorts live in a flat in a city and since the divorce Mrs Short has found a job in the local factory to make ends meet. Both children were a great help to their mother at first after the divorce but now do less and less about the home. There have been several rows already because of the children’s reluctance to help and yesterday when Mrs Short came home from the factory at a quarter past five to find no tea prepared she became very cross. She was particularly angry with Marilyn, who she thinks is old enough now to take on much more responsibility for the running of the home. Marilyn is resentful that Tony doesn’t come in for quite so much criticism from their mother and when she mentioned this to him he said its girl’s place to help around the house anyway. This made her very angry and they had a blazing row. Marilyn has quite a lot of homework to do and can’t make up

her mind whether to leave school next term when she is 16. Her mother wants her to find a job in order to help with the housekeeping. Tony has just got a job delivering newspapers and feels that what he earns should be his to spend. Both his mother and Marilyn think that he should give some of his money to his mother, particularly as they are saving to go away together for a holiday in the summer.

1. Try to put yourself in Mrs

Short’s shoes. Describe what she feels like when she returns home from work to find no one has prepared tea. What could she do about the situation?

2. Try to put yourself into Marilyn’s

shoes. Explain what she feels like when Tony tells her that housework is only for girls. Act out this situation.

14 Unit 2F Day 2

Wendy

Mr and Mrs Tomlin live in a small house in a small town and have two children. Wendy who is 13 years old and Terry who is 7. Wendy is lively and bright, likes school and has several friends who often call to see her or to walk to school with her in the mornings. Terry is crippled in both legs and will never be able to work – he was born with a disease called spina bifida. Although he still has to go to hospital for a check-up occasionally he is quite bright in himself. Terry attends the normal junior school in a wheelchair and is pushed there most mornings by his mother. The children at school like Terry, who always has a store of funny stories and jokes. Mrs Tomlin has to spend quite a lot of time doing things for Terry when he is at home and often gets very tired – particularly at weekends and during the school holidays. Wendy loves both her parents and Terry, but often feels neglected at home and considers her brother to be the favourite. She also feels that her mother picks on her a lot and is always asking her to do jobs around the house, particularly for Terry. Recently, Wendy has come to resent Terry a little because she feels that he has become the centre of her parents’ interest. Worse still, she has

caught herself wondering what it would have been like if Terry had died when he was younger or if he were to be taken to live in a school for handicapped children. Such thoughts make Wendy feel guilty and she is really nice to Terry for a day or so afterwards. She and her mum have been having more and more rows recently and Mrs Tomlin is very tired and drawn. A social worker called the other day and suggested that Terry could be sent on a holiday for two weeks during the school holidays to give Mrs Tomlin a rest. Someone has to accompany Terry to the holiday centre and Mr Tomlin is unable to get time off work to go. The social worker has suggested that Wendy should accompany Terry but she isn’t keen to go.

1. Try to put yourself into Wendy’s shoes, Terry’s shoes and Mrs Tomlin’s shoes. Record in some way what they would think and feel about the situation.

2. Write down what Mrs Tomlin would say if Wendy said she wouldn’t go away with Terry.

3. Say how Wendy would behave towards Terry if she was made to go away with him.

4. Write several sentences to show how you think the story might end.

15 Unit 2F Day 2

Points for further consideration and discussion Remember you only need to choose one of these for your written response.

Paul (see page 9)

What could be done to help by the family? Imagine that you live near to Paul and you are going to the party yourself and think that he might go if you asked him to. How would you feel about this? How would you set about persuading him?

Gran (see page10)

Is it normal for families to have quarrels? What do you think? How do you think Jill and Tim feel when John is held up as an example to them? Are adults always right? Would it be better if Gran left the family? Suggest some ways in which the difficulties in the family might be overcome.

Pulling our weight (see page 11)

Should helping about the home be a normal part of family life? Do girls have a particular responsibility to help their mothers in the home?

Should children keep all the money they earn from outside jobs?

Wendy (see page 12)

What should Wendy do? How many options are open to her?

Do most people have feelings like Wendy about other members of the family?

Should Mrs Tomlin think a little more about Wendy and her feelings?

Should Wendy talk to someone about the way she feels? Who should it be?

16 Unit 2F Day 2


Suffixes and prefixes

In Unit 1F you learnt a little about suffixes and prefixes.

DDoo yyoouu rreemmeemmbbeerr?? Prefixes are added at the beginning of a root or base word to form a new word. They are printed in the dictionary like this: be-, un-, pre-, semi-. The hyphens show that they are prefixes and not complete words. Suffixes are added at the end of a root word to form a new word and are printed in the dictionary like this: -ant, -ly, -ful. The hyphen shows that they are suffixes and not complete words.

On page 8, I used the words, unco-operative and thoughtless when talking about behaviour. Did you notice the prefix un and the suffix, less?

How do I find a word beginning with a prefix in the dictionary? The dictionary

lists prefixes and suffixes

17 Unit 2F Day 2

Suffixes and Prefixes continued For you to do SEND 1. Below are some common prefixes. Write two words beginning with each

prefix and beside each word, write the meaning. e.g. unco-operative — not co-operative

il- im- non- mis- 2. Below are some common suffixes. Form a word from each of them and use

that word in a sentence. e.g. thoughtless — It was a thoughtless thing to do.

-al -able -list -less Now it is time to learn this week's twenty words. Remember:

18 Unit 2F Day 3

Day 3 Today you will be reading about Lindy who was born in Vietnam and adopted by her Australian parents when she was a small child. You will join the family at Lindy’s 14th birthday celebration. Her adoptive father Geoff, is about to make a speech to the gathered family and friends.

The extract from On Loan, by Anne Brooksbank, is in Literature Collection 1. Get a comfortable spot to sit while you find out about Lindy’s dilemma. Ask your supervisor to read the extract too so that you can discuss it together!

For you to do SEND You will probably need to scan read the story once again to answer these questions. 1. Geoff made a significant speech at Lindy’s fourteenth birthday party, about

which Lindy says,

“He tries to say what he really thinks. People don’t always understand.” Read Geoff’s speech again. Discuss it with your supervisor. What are some of the problems that might arise from it?

2. How do we learn that the family unit is very important to Geoff?

19 Unit 2F Day 3

Literature study continued

3. Why was Lindy’s friend Julie envious of Lindy?

4. What impact did the first letter from Lindy’s birth father have on Lindy and her Australian family? Talk about this with your supervisor before writing your response.

5. Lindy bought an airmail writing pad, envelopes and a new biro at the newsagent to write to her birth Dad in Vietnam. Why do you think she didn’t want to ask Marj for writing paper?

6. Although Lindy knew she was adopted, she had not been told anything of her birth family or introduced to the culture of her country of birth. Put yourself in Lindy’s shoes. Would you want to have known? Give your reasons.

20 Unit 2F Day 3

So many of the words we use when we are speaking, reading or writing are nouns, (naming words). A noun has an important part to play in a sentence because it tells who or what the sentence is about. There are four main kinds of nouns: proper nouns

common nouns abstract nouns collective nouns

A proper noun names a particular person, place or organisation. Proper nouns always begin with a capital letter whether they are at the beginning of a sentence or not. For example: Lindy, Vietnam, Red Cross, Clarendon Street

Dr Sarah O’Hara

Common nouns are the names given to all objects of the same kind — people, places, animals or things. Common nouns within a sentence do not have capital letters unless they are at the beginning of a sentence. For example: friend, country, scissors

dog

Abstract nouns are the names of ideas, emotions, actions and feelings. For example: friendship, honesty, anger, anxiety, cheerfulness, sadness

anxiety Collective nouns give names to a group or collection of people, animals and things. For example: herd, audience, fleet

crowd

For you to do SEND Write an interesting “mini story” (just a couple of sentences), using all four kinds of nouns. Underline the common nouns in red, the proper nouns in blue, the collective nouns in green and the abstract nouns in yellow.

21 Unit 2F Day 3


Abstract nouns

1. In his letter, Lindy’s Vietnamese father Le, talks about coming to Australia

to see Lindy. Choose two abstract nouns which would be suitable for the reactions of each of the following people in this situation.

Lindy

……………………………….. …………………………………

Geoff ………………………………. …………………………………

Le ……………………………….. …………………………………

Marj

………………………………… …………………………………

Get your supervisor to check your words before writing the names of the people and the abstract nouns you have chosen. 2. 3. Have you wondered how the word, family

came about?

family

In Ancient Rome, familia was the word for a household. A household slave was a famulus, hence family, a household of people.

The meaning of the word has changed a lot over the years.

(a) You have been reading a lot about families this week. Find the word family

in your dictionary. List as many words as you can find which are derived from the word family, including compound words.

(b) Use two of these words in interesting sentences of your own. It's your Look, Cover, Write, Check time. I hope that by now you are getting many of your twenty words correct on your first try. If not, keep working on them. Congratulate yourself for every small improvement you achieve.

Remember! Abstract nouns are the names of ideas, emotions, actions and feelings.

22 Unit 2F Day 4

Day 4 Today you will be reading and writing about three emotions: 1. Love 2. Fear 3. anger

Yesterday you read about Lindy and her adoptive family and the emotional upheaval that was brought about by the arrival of the letter from Lindy’s birth father. Today we’ll take a close look at the role emotions play in our lives. Read through the glossary below:

Glossary: emotion an instinctive feeling as opposed to

reason, excited mental state

psychologist a person who studies the nature and functions of the human mind.

self-preservation the instinct to go on living and avoid harm

Some psychologists believe there are three basic emotions — love, fear and anger. They believe that the other emotions come from these three and are a mixture of them. They also believe that these three emotions grow directly from the instinct of self-preservation, and are very important indeed. What is self-preservation?

We are all born with the instinct of self-preservation. This means keeping your body safe from harm and also your mind in a state of well-being. You need to feel “good” about yourself and the world you live in.

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The three basic emotions Let’s take a closer look at those three basic emotions. • You love the things that give

you pleasure and make you feel safe and secure.

• You fear the things which

make you feel threatened.

• You are angry when

something upsets your pleasure and stops you getting your own way.

Love is an emotion that can make people happy. Love could be called the health “cocktail” as it is a mixture of different ingredients that make you feel good. Happy people are — on average — healthier than unhappy people.

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Did you know that there are different kinds of love? Self love Babies are cuddled, comforted, fed and kept warm. This makes them feel “good” and happy. As well, happy feelings flow to the people who make them feel this way. This is called “self love” because the baby’s love is about getting pleasure.

Give-and-take love As children grow they begin to understand that to get happy feelings they must give them too. They try to please their parents and others. They learn to share things such as toys.

Romantic love During the teen years, romantic love becomes a powerful drive for some. It can make people “blind” to the faults of those that they love in this way. Romantic love alone can lead to an unhappy partnership. If it is balanced with other things it can be very happy.

Mature love This is a mixture of the other loves, but it is far more out-going. Emotionally mature adults strive for the happiness of their children and each other. They look after their friends and family and do what they can to help others. Altruistic love This is called the highest form of loving. It means you devote your life to the happiness of others, and do not expect anything in return. e.g. Mother Teresa, was a nun, who put high ideals and love of others above herself, helping the poor in India.

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For you to do SEND 1.

• When do you have feelings of love?

• What and who do you love?

• Make a list of these and describe your feelings.

or Make three boxes. Now draw yourself in three loving situations.

Imagine you are going home after visiting a friend. It is the middle of winter and it’s already dark. You hear footsteps on the pavement behind you. You turn around. You see a furtive looking character and a stranger to the area. He quickens his pace and makes weird noises. Your heart thumps. Your breath comes in thick gasps. You break out in a cold sweat. You are afraid!

Reacting to fear Your body reacts automatically to fear. It is instinctive behaviour that you cannot control. Adrenalin, sometimes called the “fear” hormone, pours into your blood. It floods right through your body, speeding up your breathing and your heart rate. This causes extra oxygen to be rushed to your muscles and an enormous amount of energy is released. You become tensed up. Suddenly your body has only one interest — to get you out of trouble! Fight or flight? How you will react will depend on the sort of person you are and the situation. Whatever you do, the adrenalin has prepared you for action. This is most important if you are in a life-threatening situation. Most of the time however, our fears are about minor things and situations which we must face. e.g. waiting in line to have an immunisation injection

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What is anxiety? Anxiety is a milder fear. Everyone has anxious moments about themselves now and then. A little anxiety is fine because it keys you up to do better. Anxiety can be harmful if it becomes a habit — a non-stop worrying and nagging inside the mind. People who stay anxious can be unhappy and tense. They risk losing their sense of well-being. Are you an anxious person? Some people enjoy feeling slightly anxious and tense. They thrive on inner challenges. Other people do not. If you are a slightly anxious person and you don’t enjoy it, what can you do about it? Try making a list of your problems. Then read through the list. Does worrying about the problems make them any better — honestly? Relax. Learn to talk through your anxieties with family members or friends. Talking really does help: keeping quiet does not.

For you to do SEND When have you been really frightened or felt threatened? How did your body react? What makes you angry? Is it when you cannot have your own way — perhaps not being allowed to do something or buy something that you want? Or do you only get angry when you are unjustly accused — perhaps being told off for something you did not do? Try to remember when you were last angry. How did you feel?

• Write briefly telling me about the experience and how you felt.

• Try to choose words that will paint a picture for me so that I can feel your fear.

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Three choices You have three main choices when you are in situations that cause you to be angry.

• You can suppress (hold in) your anger. • You can express (show) your anger. • You can channel (let out safely) your anger.

Let’s look at the reactions of three people in similar situations. Each believed that the umpire had given an unfair call against them in an important junior doubles tennis match. Kelly suppressed (held in) his anger. He raged and fumed inwardly. He played badly for the rest of the game because he didn’t have his mind on what was happening. That night he didn’t sleep well and he still felt resentful of the umpire the next day.

Fiona expressed (showed) her anger. She shouted and stormed and threw her tennis racquet to the ground. She called the umpire names and completely disrupted the game. She and her partner were disqualified from the competition because of her behaviour. Matthew channelled (let out safely) his anger. He said nothing although he was furious inside. As the game continued he used his energy to dive for “impossible” shots and hit some great winners. He played better than he’d ever played before and by the end of the game he’d completely calmed down, the umpire’s bad decision forgotten.

• Suppressed anger may not be good for you. If you let the fires of rage go on burning inside, you will become very tense.

• Expressed anger may be good for you but bad for the people you pour the rage over — as well as, in the case of Fiona, her tennis doubles partner.

• Channelled anger is usually the best choice. Anger however is a very powerful emotion and this is not always easy. It takes much practice, a lot of self-control and even more common sense!

For you to do SEND

How would you have reacted in the tennis incident? Have you ever been in a similar position to this? How did you react? Write a few sentences telling me when and why you were angry. How did you handle the situation?

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Revision of unit words For you to do SEND Let’s take a final look at your unit spelling words for this week. I’m sure that you will be clever enough to find the ten words — or a word derived from them, in the Word Search below. • As you find a word, highlight or circle it. p a m l e s t c e p i d a d o p t l e o x r a w s r i a g l m d p r n p b e h a v i o u r z x a i n o l o o t p e p i d t a r p x g i q s v o o e l m s j e o p s f u p n i o m z i n s t t s t e n n p l e a s u r e i a c e w r w l d p r u o i m p o s s i b l e g n l a b l o x y g e n h o • Now carefully copy and write the words you’ve found so that I can see how clever

you’ve been. • Look Cover Write and Check time.

• Remember it is test day tomorrow. I’m sure you will do well.

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Today you will be reading and writing about three different types of behaviour: 1. Instinctual 2. Emotional 3. Intelligent

Yesterday you read about that "bad" call by the umpire during the tennis match. You could see from that incident how emotions can have a considerable effect on the way we act and behave. What is behaviour? Have you ever thought about why you behave in a certain way? We can classify our behaviour into three types.

Instinctive behaviour This is when you do something automatically without thinking. Often this can be something you have learned at a young age to protect you from harm. If for example you pick up an extremely hot plate, you will instinctively let it go to save your fingers from a bad burn. We call this a learned reflex. Can you think of another situation like this?

Emotional behaviour

There are times when your emotions are in control. You act impulsively (emotionally) whether it helps you or not. An example of emotional behaviour was Fiona throwing the tennis racquet and calling the umpire names.

Intelligent behaviour

As you learn to reason things out, your actions become controlled by your intelligence. You act in the way that will help you most, no matter what your instincts or emotions tell you. Matthew was displaying intelligent behaviour when he didn't allow the umpire's “bad” call to disrupt his tennis game.

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For you to do SEND To find out more about how and why we behave as we do, you will need to complete the cloze activity below. Here's a reminder on how to do it. 1. Read through the passage and pencil into the gaps the words you think

might go there. Sometimes several words could be suitable.

2. Now read the passage out loud. Does it make sense? If not, try other words until you are happy with what you have written.

3. Finally write the words out in pen. At the end of the fortnight, send it in with the rest of your work.

Behaviour Behaviour is what you do—the way you act and react. Your emotions and intelligence show in the way you behave.

If some people always acted intelligently and ____________ always acted

emotionally, it would __________ easy to understand behaviour. But people chop

and change ____________ one kind of behaviour to the ____________.

Very young children are ruled by __________ emotions. They cannot help

behaving "childishly". They __________ only just begun to think, to reason,

___________ know and to understand. It takes a long _____________ and a lot of

practice to learn to _____________ with intelligence. Most people spend most of

____________ lives making choices between the two.

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Cloze activity continued

The older people get, the more they ____________ reason out their behaviour.

This is because they ___________ more used to their emotions, and know which

ones

_____________ can trust and which ones might let ___________ down. They have

also made many mistakes and will have learnt _____________ them.

In spite of these things, adults _____________ often ruled by their emotions.

The important thing is that they try ____________ keep the negative emotions

under __________ sort of intelligent control. Keeping your emotions under some

____________ of intelligent control is a big part ___________ what growing up and

becoming an adult is about. This can start _____________ any age — from seven to

seventy!

People frequently say, "I couldn't help myself". Very often __________ is true.

There is nothing wrong in ___________ ruled by your emotions. It depends on

___________ situation you are in at the time.

Sometimes people who let ___________ intelligence rule their emotions are

called "cold fish". What do you think? (Discuss this with your supervisor.)

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Feelings

For you to do—Complete the two tasks outlined below: Task 1

1. There are many words that describe our feelings. Some of these are listed on a separate page headed Feelings Words which you can remove from the back of this unit.

Your task will be to classify them into one of four categories.

You will need: • a dictionary to look up the meanings of some of the words • page headed Feelings Words • a partner (supervisor) to discuss the placement of words that you aren't sure.

How to go about it: Make your page into four columns headed

Happy Angry Sad Scared

• Read the listed words. Beside each word, pencil in the first letter of the word

you think is most suitable. As there are two S words, write Sa for Sad, Sc for Scared

• Place a cross (x) beside the ones you are unsure about. Look up the meanings of these words in the dictionary and discuss their placement with your partner.

• When you are satisfied with your classifying, carefully paste the “feelings” words into the correct column.

Task 2— Choose one of the “feeling” words and devise a cartoon or short story to illustrate a situation where people would feel this way.

33 Unit 2F Day 5 For you to do SEND

Spend some time now working on your special autobiographical project. Are you looking for something extra to put in it?

Had you thought of writing a poem about yourself?

Here are two to give you some inspiration! Why not get your supervisor to help — often two heads are better than one!

Jessica

J is for joyful, her heart is pure gold. E is for easy-going, a happy soul. S is for school work at which she takes care. S is for sweet, loving and fair. I is for intelligent, inquisitive, bright as the sun. C is for caring and helping everyone. A is for amiable — an angelic young thing.

Jessica's her name and happiness she'll bring.

\

Mark

M is for masculine, muscled and male. A is for affectionate, freckled and pale. R is for reasonable — that's him, all right. K is for kindness — never gets in a fight.

What words could I use to describe me?

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Test time

For you to do SEND Today your supervisor will give you a test of the twenty words you have been learning this week. Remember to check through it together. Rewrite any incorrect words so that you will remember them for next time. I’ll be interested to see how you go.

English Across the Curriculum

Education

Transcript of English Across the Curriculum