READING TO LEARNShort lesson plans

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Using lesson plan notesThese are lesson plans for doing Detailed Reading lessons on short extracts from a

few stories and factual texts, at various age levels. They are designed to get you startedwith Detailed Reading lessons. For most of them you will need to get the whole story orbook chapter, and read it to the class, before using these notes.

These lesson plans are written as brief notes. These consist of three parts:1 The passage to use for Detailed Reading, with some notes to help you with

Preparing before Reading.2 Notes written on the Detailed Reading passage. Each wording you want students to

identify is underlined, and a note is written above it to prepare them to identify it.3 Notes about the meaning of each sentence, to prepare before reading the

sentence. Each sentence in the passage is numbered, to match up with thesenotes. Under each sentence meaning is a dot point. These are notes to elaboratethe wordings after students have identified them.

This format for the lesson plans is designed for you to use when you start planningyour own lessons. The easiest way to do this is to blow up a photocopy of the passage,underline the wordings you want students to identify, then make a note above eachwording about how to prepare it. Then on a separate sheet, you can write the meanings foreach sentence, and notes for how to elaborate each wording as students identify them.

To use the notes, you must put them in sentences that you will say to the students.For example, in the notes for Arabel’s Raven, the notes for the first three sentences are:

1 who looked like x 3 2 what wearingArabel was little and fair with grey eyes. She was wearing a white nightdress that made what it made her look like 3 what else she looked likeher look like a lampshade with two feet sticking out from the bottom. One of the feet hada blue sock on.

The notes for the overall meaning of these sentences and for elaborations of each wordgroup are:

1-4 what Arabel looked like• how old?• why is she dressed like that? does she care? what does this say about Arabel?

The note for the meaning of sentences 1-3 is what Arabel looked like, so you willsay “The first three sentences tell us what Arabel looked like”, and then read thesentences aloud. Then, using the notes above the underlined words, you will say “It startsby saying who the story is about. Can you see the word that says who?” (You may directthis question to a weaker student because it is very easy to answer – Arabel.) Afteraffirming this response, you will say “Then it tells us three things about what she lookedlike. Can you see what the first thing is?”, then “And what’s the second thing?”, then“What’s the third thing?”, as students identify the wordings - little - fair - grey eyes, and youaffirm them.

After students have identified the underlined wordings in sentences 2 and 3, youmay elaborate by asking the class “How old do you think Arabel is?”, then “Why do youthink she is dressed like that?”, then “Do you think she cares about how she looks?”, then“What does this tell us about Arabel’s character?”. You may also suggest what it tells usabout her character. Notice that each preparation uses the notes to tell students what thewording is about, and also tells them where to look. And the elaboration questions askstudents what they think, rather than asking for a right or wrong answer.

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Words to add to lesson plan notesYou can use these sentence beginnings to rewrite notes as a script.Sentence meaning The first sentence tells us…

STOP & READ THE FIRST SENTENCE FROM THE TEXT

Preparation for the first wordingFirst, give a position cuei.e. where to lookeg It starts by saying…. orFirst/Next it tells us…

It starts by saying…

Then, give your meaning cuei.e. what to look foreg Can you see the words that tellus…? orCan you see the words thatsay…?

Can you see the words that tell us…

Then affirm & highlighteg That’s right. Let’s highlight…

That’s exactly right.. Let’s highlight…

Then, elaboratei.e. define, explain, discusseg It tells us that because… orThis means… orWhy does the author say…?

It says…

Preparation for the next wordingFirst, give a position cuei.e. where to lookeg It starts by saying…. orFirst/Next it tells us…

Then it tells us…

Then, give your meaning cuei.e. what to look foreg Can you see the words that tellus…? orCan you see the words thatsay…?

Can you see the words that tell us…

Then affirm & highlighteg That’s right. Let’s highlight…

That’s exactly right.. Let’s highlight…

Then, elaboratei.e. define, explain, discusseg It tells us that because… orThis means… orWhy does the author say…?

It says…

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Wombat Stewby Marcia Vaughan

Years 2-3

One day, on the banks of a billabong, a very clever dingocaught a wombat, and decided to make...

Wombat stew,Wombat stew,Gooey, brewy,Yummy, chewy,Wombat stew.

Platypus came ambling up the bank.‘Good day, Dingo,’ he said, snapping his bill.‘What is all that water for?’‘I’m brewing up a gooey, chewy stew with that fatwombat,’replied Dingo with a toothy grin.‘If you ask me,’ said Platypus,‘the best thing for a gooey stew is mud.Big blops of billabong mud.’‘Blops of mud?’ Dingo laughed.‘What a good idea.Righto, in they go!’So Platypus scooped up big blops of mud with his tailand tipped them into the billycan.Around the bubbling billyDingo danced and sang…

‘Wombat stew,Wombat stew,Gooey, brewy,Yummy, chewy,Wombat stew.’

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when where who what he caught1 One day, on the banks of a billabong, a very clever dingo caught a wombat, what he thoughtand decided to make... what he decided to make four things about the stew2Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew. who how he walked where hello3 Platypus came ambling up the bank. ‘Good day, Dingo,’ he said,noise mouthsnapping his bill. ‘What is all that water for?’ cooking what he’s cooking what with4 ‘I’m brewing up a gooey, chewy stew with that fat wombat,’ replied Dingo how he smiledwith a toothy grin. what I think who said how good what for what’s best5 ‘If you ask me,’ said Platypus, ‘the best thing for a gooey stew is mud. how much kind of mud6 Big blops of billabong mud.’ what Dingo said how he said great idea OK put them in7 ‘Blops of mud?’ Dingo laughed. ‘What a good idea. Righto, in they go!’ who picked up what he scooped what with8 So Platypus scooped up big blops of mud with his tail put them in Dingo’s cooking potand tipped them into the billycan. water boiling in the pot what Dingo did x 29 Around the bubbling billy Dingo danced and sang…

1 dingoes are wild dogs in Australia - very clever. This one caught a wombatthat came to have a drink at a waterhole called a billabong

• billabong = a waterhole that fills up when rivers flood2 sang a little song to himself

• brewing = cooking things with water, like stew3 platypuses live in billabongs. This one walked out of the water and askedDingo what he needed water for

• discuss platypus bill, tail and legs – why he ambles4 Dingo smiled and said he was cooking a stew with the wombat5 Platypus decided to play a trick on Dingo, and pretend that mud tastedgood in a stew

• If you ask me = what I think6 Dingo thought that was a great idea, and told Platypus to put the mud intothe stew

• righto = OK8 the stew was cooking in a pot called a billycan, so Platypus put blops ofmud into it9 then Dingo started to sing his song again…

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Bustingfrom Just Stupid by Andy Griffith

Years 3-6

Andy Griffith is Australia’s most popular children’s author. He writes storiesthat are sometimes a bit naughty but they are excellent for sustainingchildren’s attention at middle primary level.

The following extract is from the beginning of the story, Busting, from his bookJust Stupid. The story is about a boy who is desperate to find a toilet in ashopping mall, but keeps getting interrupted in his search. You can read thestory without any preparation, and the students will be in stitches. They willthen enjoy patterning a new text, about a desperate situation.

I’m in the supermarket trying to remember whatgroceries Mum wanted me to pick up, but I can’t think. Ican’t breathe. I can’t do anything. I’m busting. And I don’tmean busting. I mean BUSTING!

I’ve got to find a toilet . Fast. Then I can come backand think about the shopping with a clear head. Or not somuch a clear head as an empty bladder,

I haven’t got a second to lose. I run down the aisle andskid around the corner.

WHAM!

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1 I’m in the supermarket trying to remember what groceries Mum wanted me to pick

up, 2 but I can’t think. I can’t breathe. I can’t do anything. 3 I’m busting. 4 And I

don’t mean busting. I mean BUSTING!

5 I’ve got to find a toilet. Fast. 6 Then I can come back and think about the shopping

with a clear head. 7 Or not so much a clear head as an empty bladder,

8 I haven’t got a second to lose. 9 I run down the aisle and skid around the corner.

10 WHAM!

Sentence meanings and elaborations1 tells us where he is and what he’s doing

• that’s how stories usually start but Andy Griffiths says it very quickly2 but there are 3 things he can’t do

• so there must be something very wrong with him3 then he tells us what’s wrong4 he’s not just a little bit busting

• Andy Griffiths uses the same word three times, but it gets stronger -what does he use instead of different words to make it stronger?

5 Now he explains why he’s busting• how does he make the word fast even faster?

6 what he can do after he’s been• what happens to your thinking when you’re in a panic?

7 now he corrects himself• how does he make this funny? what words are similar?

8 how quickly he needs to get to the toilet9 a silly thing to do in a crowded supermarket10 what happen

where he is

why he’s busting

how desperate he iswhy

3 things he can’t do

what he’s doing

how he corrects himself2 things he can do

hits something

2 things he doeshow much hurry

what he’s trying to remember

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A Good Tip for Ghostsfrom Uncanny by Paul Jennings

Years 4-8

A Good Tip for Ghosts is a serial narrative with five parts. The passage fordetailed reading is from the fourth part. This passage includes problems,characters’ reactions and a description, and is a great model for patterning anew story.

Preparing before reading the whole story

First read the whole story to the class. This is what you could say beforereading it.

A Good Tip for Ghosts is about twin brothers who have just movedto a new town called Allansford. At the start of the story the twinswere in the town’s rubbish tip with their father, who was searching aboutin the tip for junk to take home. He found an old shop dummy with onearm. Then another boy came to the tip in a Mercedes and laughed attheir father, so they were really embarrassed.

When they were driving home in their old car (part 2), a policemanstopped them because he thought their father’s shop dummy was anaked lady. He also laughed at them but then he told them that the tipwas haunted by the ghost. He told them not to go there at night,because Old Man Chompers was looking for his lost grandsons who werealso twins, and this made the boys very frightened.

The next day (part 3) they started school and the school bullyturned out to be the boy who laughed at them in the tip. The bully madethe twins go back to the tip that night, or get bashed up. They had totake a pair of false teeth that the bully found at the tip and bring back acow’s skull from the tip, to prove that they have been there.

That night (part 4) the twins were really afraid, but they didn’twant to get bashed up, so they sneaked out of the house and walked tothe tip. When they got to the tip they climbed over the high wire fenceand got trapped inside. They heard a noise that turned out to be theghost of Old Man Chompers. At first they were too terrified to movebut when they saw the ghost then they ran like hell.

Finally (part 5) they got trapped in a pond in the middle of the tipand Old Man Chompers caught up with them. They thought they weregoing to die - but let’s see what really happens.

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A Good Tip for GhostsA little way off behind some old rusting car bodies, I

thought I heard a noise. Pete was looking in the samedirection. I was too terrified to move. I wanted to runbut my legs just wouldn't work. I opened my mouth toscream but nothing came out. Pete stood staring as if hewas bolted to the ground.

It was a rustling tapping noise. It sounded likesomeone digging around in the junk, turning things over.It was coming in our direction. I just stood therepretending to be a dead tree or post. I wished the moonwould go in and stop shining on my white face. Thetapping grew louder. It was coming closer.

And then we saw it. Or him. Or whatever it was. Anold man, with a battered hat. He was poking the groundwith a bent stick. He was rustling in the rubbish. Hecame on slowly. He was limping. He was bent andseemed to be holding his old, dirty trousers up with onehand. He came towards us. With a terrible shuffle.

Pete and I both noticed it at the same time. His feetweren't touching the ground. He was moving across therubbish about 30 centimetres above the surface.

It was the ghost of Old Man Chompers.

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1 how far where from not sureA little way off behind some old rusting car bodies, I thought I heard a noise.2 same way 3 how scared 4Pete was looking in the same direction. I was too terrified to move. I wantedtried to run couldn’t run 5 tried to screamto run but my legs just wouldn't work. I opened my mouth to scream butcouldn’t scream 6 how looking couldn’t movenothing came out. Pete stood staring as if he was bolted to the ground.7 didn’t know what 8 what it was what he hadAnd then we saw it. Or him. Or whatever it was. An old man, with a battered 9 what he was doing what with 10 what he was doinghat. He was poking the ground with a bent stick. He was rustling in the 11 how he moved x 2 12 what he looked likerubbish. He came on slowly. He was limping. He was bent and seemed to what he was holding what with 13be holding his old, dirty trousers up with one hand. He came towards us. how he moved 14 who it wasWith a terrible shuffle. It was the ghost of Old Man Chompers.

1 trapped in the tip - boy telling the story thought he heard a noise• how would he feel if it was just a little way off?• could he see what was making the noise?

2 what Pete was doing• why would Pete be looking in the same direction?• so there must have been a noise

3 how the boy felt• what are 2 things we want to do when really scared? (run, scream)

4 exactly how he couldn’t move• so scared he couldn’t make his legs move

5 wanted to scream but couldn’t• sentence structure - he wanted to run and scream but he couldn’t

6 Pete couldn’t move either• his feet weren’t really bolted to the ground• just looked like that because he couldn’t move• how would he be feeling?• so they’ve both heard the noise and they’re both too terrified to move

7 exactly what it looks like - at first they don’t know what it is8 now they see what it is9 what he’s doing10 what else he was doing11 how he was moving12 two things about what he looked like13 where and how he was moving14 who it was

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Arabel’s Ravenby Joan Aiken

Years 5-9

Arabel was little and fair with grey eyes. She was wearing a white nightdress thatmade her look like a lampshade with two feet sticking out from the bottom. One of the feethad a blue sock on.

“What's the matter, Ma?” she said.“There's a great awful bird in the fridge!” sobbed Mrs Jones. “And its eaten all the

cheese and a blackcurrant tart and five pints of milk and a bowl of dripping and a pound ofsausages. All that's left is the lettuce.”

“Then we'll have lettuce for breakfast,” said Arabel.But Mrs Jones didn't fancy lettuce that had spent the night in the fridge with a great

awful bird. “And how are we going to get it out of there?”“The lettuce?”“The bird!” said Mrs Jones, switching off the kettle and pouring hot water into a pot

without any tea in it.Arabel opened the fridge door, which had swung shut. There sat the bird, among

the empty milk bottles, but he was a lot bigger than they were. There was a certain amountof wreckage around him torn foil, and cheese wrappings, and milk splashes, and bits ofpastry, and crumbs of dripping, and rejected lettuce leaves. It was like Rumbury Wasteafter a picnic Sunday.

Arabel looked at the raven, and he looked back at her.“His name's Mortimer,” she said.“No it's not, no it's not!” cried Mrs Jones, taking a loaf from the bread bin and

absentmindedly running the tap over it. “We said you could have a hamster when youwere five, or a puppy or a kitten when you were six, and of course call it what you wish, ohmy stars, look at that creature's toenails, if nails they can be called, but not a bird like that,a great hairy awful thing eating us out of house and home, as big as a fire extinguisher andall black…“

But Arabel was looking at the raven and he was looking back at her. “His name'sMortimer,” she said. And she put both arms round the raven, not an easy thing to do, alljammed in among the milk bottles as he was, and lifted him out.

“He's very heavy,” she said, and set him down on the kitchen floor.

This passage is in the form of an anecdote. The first paragraph is the Orientation, whichdescribes Arabel. The Remarkable Event stage is signalled by Arabel asking “What's thematter, Ma?” Her mother describes the problem and reacts to it, and then after an amusingmisunderstanding we get Arabel’s view, when she opens the fridge. The Reaction stagebegins with Arabel’s positive reaction – she is going to make the raven her pet. But hermother has a strong negative reaction, which is used to describe the raven. It finishes withArabel restating her intention, and taking control, and implies the relative size of her andher new pet.

The personalities of Arabel and her mother are contrasted in their reactions. Mrs Jones iseasily upset, absentminded and at a loss. Arabel is calm and certain of what she wants, ifa little eccentric. What does the raven represent? Looks like a great book that kids willlove!

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Arabel’s RavenArabel was little and fair with grey eyes. She was wearing a

white nightdress that made her look like a lampshade with twofeet sticking out from the bottom. One of the feet had a blue sockon.

“What's the matter, Ma?” she said.“There's a great awful bird in the fridge!” sobbed Mrs Jones.

“And its eaten all the cheese and a blackcurrant tart and fivepints of milk and a bowl of dripping and a pound of sausages. Allthat's left is the lettuce.”

“Then we'll have lettuce for breakfast,” said Arabel.But Mrs Jones didn't fancy lettuce that had spent the night

in the fridge with a great awful bird. “And how are we going toget it out of there?”

“The lettuce?”“The bird!” said Mrs Jones, switching off the kettle and

pouring hot water into a pot without any tea in it.Arabel opened the fridge door, which had swung shut. There

sat the bird, among the empty milk bottles, but he was a lotbigger than they were. There was a certain amount of wreckagearound him torn foil, and cheese wrappings, and milk splashes,and bits of pastry, and crumbs of dripping, and rejected lettuceleaves. It was like Rumbury Waste after a picnic Sunday.

Arabel looked at the raven, and he looked back at her.“His name's Mortimer,” she said.“No it's not, no it's not!” cried Mrs Jones, taking a loaf from

the bread bin and absentmindedly running the tap over it. “Wesaid you could have a hamster when you were five, or a puppy ora kitten when you were six, and of course call it what you wish,oh my stars, look at that creature's toenails, if nails they can becalled, but not a bird like that, a great hairy awful thing eating usout of house and home, as big as a fire extinguisher and allblack…”

But Arabel was looking at the raven and he was looking backat her. “His name's Mortimer,” she said. And she put both armsround the raven, not an easy thing to do, all jammed in amongthe milk bottles as he was, and lifted him out.

“He's very heavy,” she said, and set him down on thekitchen floor.

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1 who looked like x 3 2 what wearingArabel was little and fair with grey eyes. She was wearing a white nightdress that made what it made her look like 3 what else she looked likeher look like a lampshade with two feet sticking out from the bottom. One of the feet had ablue sock on.4 something wrong“What's the matter, Ma?” she said.5 what was wrong how mother said it 6 what it ate x 5“There's a great awful bird in the fridge!” sobbed Mrs Jones.“ And its eaten all the cheeseand a blackcurrant tart and five pints of milk and a bowl of dripping and a pound ofsausages.7 didn’t eatAll that's left is the lettuce.”8 Arabel’s solution“Then we'll have lettuce for breakfast,” said Arabel.9 didn’t want been in the fridge all night what withBut Mrs Jones didn't fancy lettuce that had spent the night in the fridge with a great awfulbird.10 next problem“And how are we going to get it out of there?”11 what Arabel thought“The lettuce?”12 what mother meant what she was doing x 2“The bird!” said Mrs Jones, switching off the kettle and pouring hot water into a pot withoutany tea in it.

1-3 what Arabel looked like• how old?• why is she dressed like that? does she care? what does this say about Arabel?

4 problem starts• can Arabel see the fridge?

5-7 what her mother can see – very upset• what does this say about Mrs Jones?

8 Arabel’s solution• what does this say about Arabel?

9 mother didn’t want the lettuce• why author says spent the night

10 mother can’t think what to do11 Arabel’s still thinking about lettuce for breakfast12 mother corrects her

• mistake makes it funnier• what does this say about Mrs Jones?

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13 what she did why she opened it 14 saw the birdArabel opened the fridge door, which had swung shut. There sat the bird, among thewhere how big 15 what was around him x 7empty milk bottles, but he was a lot bigger than they were. There was a certain amount ofwreckage around him - torn foil, and cheese wrappings, and milk splashes, and bits of 16 what it looked likepastry, and crumbs of dripping, and rejected lettuce leaves. It was like Rumbury Wasteafter a picnic Sunday.17 looked at each otherArabel looked at the raven, and he looked back at her.18 gives him a name“His name's Mortimer,” she said.19 mother’s reaction what she was doing x 2“No it's not, no it's not!” cried Mrs Jones, taking a loaf from the bread bin and 20 what they wanted x 3absentmindedly running the tap over it. “We said you could have a hamster when youwere five, or a puppy or a kitten when you were six, and of course call it what you wish, ohswears what made her swear not really toenails not allowedmy stars, look at that creature's toenails, if nails they can be called, but not a bird like that,what wrong with it x 4a great hairy awful thing eating us out of house and home, as big as a fire extinguisher andall black“21 looking at each otherBut Arabel was looking at the raven and he was looking back at her.22 repeats his name 23 how she picked him up difficult“His name's Mortimer,” she said. And she put both arms round the raven, not an easy why solved one problemthing to do, all jammed in among the milk bottles as he was, and lifted him out.24 comment what she did with him“He's very heavy,” she said, and set him down on the kitchen floor.

13-14 Arabel looked for herself15 describes the mess in the fridge

• does Arabel see it as bad as her mother did?16 looked like Rumbury town park – called Rumbury Waste

• what’s she comparing the bird to?17-18 what happened when she saw the raven

• how does she feel about him?19 her mother’s reaction

• what 2 things was she doing before?20 describes the pets she wanted Arabel to have and what’s wrong with the raven

• why mother speaks a long sentence without a break• clever way to describe the raven

21-22 Arabel’s not listening• how does she feel about him?

23 how she took him out of the fridge• how big are Arabel and the raven?

24 final comment• why do you think he’s so heavy?

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The Lion, the Witch & the Wardrobeby C.S. Lewis

Years 5-9

Description of the Faun, pg 15.

As she stood looking at it, wondering why there was a lamp-post in themiddle of a wood and wondering what to do next, she heard a pitter patter offeet coming towards her. And soon after that a very strange person steppedout from among the trees into the light of the lamp-post.

He was only a little taller than Lucy herself and he carried over his headan umbrella, white with snow. From the waist upwards he was like a man,but his legs were shaped like a goat’s (the hair on them was glossy black)and instead of feet he had goat’s hoofs. He also had a tail, but Lucy did notnotice this at first because it was neatly held up over the arm that held theumbrella so as to keep it from trailing in the snow. He had a red woollenmuffler round his neck and his skin was rather reddish too. He had a strange,but pleasant little face, with a short pointed beard and curly hair, and out ofthe hair there stuck two horns, one on each side of his forehead. One of hishands, as I have said, held the umbrella: in the other arm he carried severalbrown paper parcels. What with the parcels and the snow it looked just as ifhe had been doing his Christmas shopping. He was a Faun. And when hesaw Lucy he gave such a start of surprise that he dropped all his parcels.

“Goodness gracious me!” exclaimed the Faun.

This passage is a rich description ending in a reaction. You will need toexplain that a Faun is an imaginary creature that people in Europe used tobelieve in a long time ago. Although it describes a strange mythical creature,its appearance contrasts with its behaviour and dress which are completelyfamiliar and domestic. This contrast is made within several of the sentences.It is a good model for students to attend to features of descriptions and topattern descriptions of their own.

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The Lion, the Witch & the WardrobeAs she stood looking at it, wondering why there was

a lamp-post in the middle of a wood and wondering whatto do next, she heard a pitter patter of feet comingtowards her. And soon after that a very strange personstepped out from among the trees into the light of thelamp-post.

He was only a little taller than Lucy herself and hecarried over his head an umbrella, white with snow.From the waist upwards he was like a man, but his legswere shaped like a goat’s (the hair on them was glossyblack) and instead of feet he had goat’s hoofs. He alsohad a tail, but Lucy did not notice this at first because itwas neatly held up over the arm that held the umbrellaso as to keep it from trailing in the snow. He had a redwoollen muffler round his neck and his skin was ratherreddish too. He had a strange, but pleasant little face,with a short pointed beard and curly hair, and out of thehair there stuck two horns, one on each side of hisforehead. One of his hands, as I have said, held theumbrella: in the other arm he carried several brownpaper parcels. What with the parcels and the snow itlooked just as if he had been doing his Christmasshopping. He was a Faun. And when he saw Lucy hegave such a start of surprise that he dropped all hisparcels.

“Goodness gracious me!” exclaimed the Faun.

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1 how tallHe was only a little taller than Lucy herself, and he carried over his head anwhat he carried 2 above waist like belowumbrella, white with snow. From the waist up he was like a man, but his legs looked like colour not feetwere shaped like a goat’s (the hair on them was glossy black) and instead of what he had 3 what else didn’t seefeet he had a goat’s hoofs. He also had a tail, but Lucy did not notice this at holding his tailfirst because it was neatly caught up over the arm that held the umbrella so why holding his tail 4 what he woreas to keep it from trailing in the snow. He had a red woollen muffler around colour 5 3 things about his facehis neck, and his skin was rather reddish too. He had a strange, but pleasant shape of beard kind of hairlittle face, with a short pointed beard and curly hair, and out of the hair stuckwhat stuck out where 6 one handtwo horns, one on each side of his forehead. One of his hands, as I have what held how carried what he carriedsaid, held the umbrella; in the other arm he carried several brown-paper 7 what withparcels. What with the parcels and the snow it looked just as if he had beenwhat it looked like 8 what he was 9 what surprised himdoing his Christmas shopping. He was a Faun. And when he saw Lucy hejumped in surprise what happenedgave such a start of surprise that he dropped all his parcels.10 swore how he said“Goodness gracious me!” exclaimed the Faun.1 two things about his appearance

• what does ‘umbrella’ say about his personality? is he dangerous?2 half man, half goat3 how he was holding his tail

• what does ‘neatly’ say about his personality?• contrast between having a tail and holding it neatly

4 two more things about his appearance• what does ‘woollen muffler’ say about his personality?• contrast between red muffler and red skin – familiar and strange

5 four things about his appearance• what’s the contrast now?

6 two things he held7 looked even more familiar8 what he was

• strange mythical creature but acting familiar (contrast White Rabbit?)9-10 how he reacts to seeing Lucy

• who is most surprised?

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Bluebackby Tim Winton

Years 6-10

Blueback is the story of a boy and his mother and their experiences with agiant groper, Blueback who lives in the sea on the southern WA coast. It is agood book to study with Years 7-10, as it combines rich descriptive languagewith a strong narrative, environmental messages and character developmentas the boy, Abel, grows up and learns to solve problems.

Three views of Blueback

There are three views of Blueback from page 8 to 12, that portray him indifferent ways. In the first view Blueback frightens Abel, who thinks it is ashark. In the second he realises it is not a shark but an awesomely huge,harmless fish, and in the third, Winton describes Blueback as exquisitelybeautiful. The passage below is when Blueback frightens Abel, who thinks itis a shark.

Before reading it, explain that Abel has already dived several times to getabalone, and come up again for air. This time he has dived down deeperthan the other times. This is as deep as he can dive without running out ofbreath, so it is called ‘his limit’.

On the deepest dive, at his limit, Abel was almost atthe end of his breath when he felt a rush in the waterbehind him. It felt like something big, like his motherpassing. But at the corner of his eye he saw a blueshadow that blocked out the sun. He whirled around tosee a huge mouth and an eye the size of a golfballcoming at him. The mouth opened. He saw massive pegsof teeth as it came on in a terrible rush. Abel screamedin his snorkel and pushed hard off the bottom but thebig blue shadow suddenly had him by the hand. Theabalone he was holding came tearing out of his fingers.Abel thought he was about to die. He felt pain shoot uphis arm. A vast flat tail blurred across his body. Andthen it was gone.

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1 how deep x 2 couldn’t hold his breath anymoreOn the deepest dive, at his limit, Abel was almost at the end of his breath how he first notices Blueback 2 what it was like x 2when he felt a rush in the water behind him. It felt like something big, like his 3 only just saw it what he sawmother passing. But at the corner of his eye he saw a blue shadow thathow big it was 4 how he turned what he saw x 2blocked out the sun. He whirled around to see a huge mouth and an eye the 5 6 what was in the mouthsize of a golfball coming at him. The mouth opened. He saw massive pegs how it moved x 2 7 how he reacted x 2of teeth as it came on in a terrible rush. Abel screamed in his snorkel and what grabbed him how it grabbed himpushed hard off the bottom but the big blue shadow suddenly had him by the 8 what was in his hand what happened to it 9hand. The abalone he was holding came tearing out of his fingers. Abelwhat he thought 10 what he felt 11 what he sawthought he was about to die. He felt pain shoot up his arm. A vast flat tail 12 disappearedblurred across his body. And then it was gone.

1 when Abel first noticed Blueback• He still doesn’t know what it is.• how would he be feeling?

2 what he thought it might have been3 then he knew it wasn’t his mother

• if it blocked out the sun, how big was it? how would he feel?4 now he reacts by moving, and sees a terrible sight

• how would Abel feel now? each sentence is getting scarier5 what did the mouth do6 what was inside the mouth

• not just sharp teeth, they’re massive pegs7 Now Abel reacts a second time

• why would he push hard off the bottom?8 it takes the abalone out of his hand. But Abel doesn’t know that

• What does he think has happened to his hand?9 Abel reacts a third time

• so this is his third reaction. His reactions are getting stronger.10 another reaction

• he thought something terrible, then he felt something terrible11 the last thing he saw12 suddenly disappeared into the water

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Fighting Ruben Wolfby Marcus Zusak (pg. 49)

Years 6-9

This passage from the novel Fighting Ruben Wolf includes a rich descriptionof the runners and the city, and ending in a reflection that compares therunners to two wolves. An excellent model for rewriting.

Fighting Ruben WolfNext day, Rube and I begin training.We get up early and run. It’s dark when the

alarm goes off and we take a minute or two to getout of bed, but once out, we’re okay. We runtogether in track pants and old football jerseysand the city is awake and smoky-cold and ourheartbeats jangle through the streets. We’re alive.Our footsteps are folded neatly, one after theother. Rube’s curly hair collides with sunlight.The light steps at us between the buildings. Thetrain line is fresh and sweet and the grass inBelmore Park has the echoes of dew still on it. Ourhands are cold. Our veins are warm. Our throatssuck in the winter breath of the city, and I imaginepeople still in bed, dreaming. To me, it feels good.Good city. Good world, with two wolves runningthrough it, looking for the fresh meat of theirlives. Chasing it. Chasing hard, even though theyfear it. They run anyway.

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1Next day, Rube and I begin training.2 do x 2 3 how earlyWe get up early and run. It’s dark when the alarm goes off and we take ahard to get up 4 appearance x 3minute or two to get out of bed, but once out, we’re okay. We run together in city x 2track pants and old football jerseys and the city is awake and smoky-cold and hearts beating hard 5 how they feel 6 how they run x 2our heartbeats jangle through the streets. We’re alive. Our footsteps are 7 sun shining on his hairfolded neatly, one after the other. Rube’s curly hair collides with sunlight.8 shafts of sun light 9 description x 2The light steps at us between the buildings. The train line is fresh and sweet 10and the grass in Belmore Park has the echoes of dew still on it. Our handshow their bodies feel x 3 11 12are cold. Our veins are warm. Our throats suck in the winter breath of the what he imagines 13 how he feels x 3 14city, and I imagine people still in bed, dreaming. To me, it feels good. Good 15 how he imagines them hunting x 3city. Good world, with two wolves running through it, looking for the fresh 16 17 unexpected feeling 18meat of their lives. Chasing it. Chasing hard, even though they fear it. Theyrun anyway.

1 why they run2 how they train3 how early they get up

• why does the author this? - contrast between sleepiness and running4 3 things about how they look like, what the city is like, how they feel

• why would their heartbeats jangle through the streets? - empty5-6 how they feel and how they run7-8 2 things about the sunlight

• why does the light step at them through the buildings?9 2 things about the environment they are running in

• is a train line normally fresh and sweet? why would he say that?10-12 3 things about how their bodies feel

• why he tells us about people in bed dreaming – contrast with them13-15 3 things about how he feels

• what do you think meat of their lives means?16-18 compares with hunting

• what do they fear? why?

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Goannasfrom Australian Reptiles by Barry Silkstone 1994

This text is a descriptive report. It starts by classifying the animal to bedescribed, and then describes its appearance, diet and breeding. There isone paragraph for each of these phases.

You can start by discussing different kinds of reptiles and lizards. Explain thatgoannas are one kind of lizard, that can grow very big, and that they are alsocalled monitor lizards. You can copy the text for the students to highlight, withthis picture.

GoannasAustralia is home to 25 of the world's 30 monitor lizard

species. In Australia, monitor lizards are called goannas.Goannas have flattish bodies, long tails and strong

jaws. They are the only lizards with forked tongues, like asnake. Their necks are long and may have loose folds ofskin beneath them. Their legs are long and strong, withsharp claws on their feet. Many goannas have stripes, spotsand other markings that help to camouflage them. Thelargest species can grow to more than two metres in length.

All goannas are daytime hunters. They run, climb andswim well. Goannas hunt small mammals, birds and otherreptiles. They also eat dead animals. Smaller goannas eatinsects, spiders and worms.

Male goannas fight with each other in the breedingseason. Females lay between two and twelve eggs.

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Australia i s home to 25 of the world's 30 monitor lizardspecies. In Australia, monitor lizards are called goannas.

Goannas have flattish bodies, long tails a nd strong jaws.They are the only lizards with forked tongues, like a snake. Theirnecks a re long and may have loose folds of skin beneath them.Their legs are long and strong, with sharp claws on their feet.Many goannas have stripes, spots and other markings that help tocamouflage them. The largest species can grow to more than twometres in length.

All goannas are daytime hunters. They run, climb and swimwell. Goannas hunt small mammals, birds and other reptiles. Theyalso eat dead animals. Smaller goannas eat insects, spiders andworms.

Male goannas fight w ith each other in the breeding season.Females lay between two and twelve eggs.

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which country

what havewhat likenext part

like whatwhat kind tongue

have x 3

what called

kind of lizardhow manyhow many

when hunt

how longwhich oneswhat for

patterns on skin x3

what withwhat like x2

move x3

where

next part

males do

animals x3which oneswhat else

animals x3

what season

how manyfemales do

1 how many kinds in Australia and the world• species = kind of animal or plant• which country has nearly all monitor lizard species in the world?

2 another name for monitor lizards3 3 parts of goannas and what they are like

• why flattish bodies – tight spaces, long tails – balance, strong jaws?4 another part

• what forked tongue is for - smell5 another part

• why long necks - poking in holes, why loose skin – open jaws wide6 another part

• what long, strong legs and sharp claws are for7 what their skin looks like

• what camouflage means8 how big the biggest ones can grow9 when they hunt10 how they move11 what they eat – diet12 what else they eat13 small goannas eat14 male goannas fight each other mate with females15 how many eggs females produce

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Praying Mantis

The Praying Mantis is a large carnivorous insectbelonging to the group, Mantodea. There are 1800 species,usually found in warmer areas.

The Praying Mantis is slender, pale green or brown incolour, and holds its front legs folded as though in prayer.Because of its colour and thin, twig-like legs, the PrayingMantis is often camouflaged by the shrubs, twigs andgrasses upon which it rests.

Females are larger than males, up to 13 centimetres.Males fly well, but females cannot fly – instead they glidefrom place to place.

The Praying Mantis feeds on other live insects, such asgrasshoppers, flies and moths. It lashes out suddenly,gripping the insect in its long front legs which have pincerslined with rows of points. Even large spiders cannot escape.

Some females eat their male partner during or aftermating.

The Praying Mantis is more helpful than most otherinsects, because it feeds on so many pests.

Prepare before Reading

This is report about insects called Praying Mantises. They are large insects that eat otherinsects and spiders. They hold their front legs in front of them so they look like they arepraying – that’s why they have the name.

The report starts by telling us what kind of insect they are, and how many different speciesof Praying Mantises there are. Because they eat other insects they are called carnivorous.The second part tells us what they look like, and how the males are different from thefemales. The third part tells us what they eat and how they catch their food, and then ittells us what happens when males and females mate.

You will need to;• show images of Praying Mantises• discuss classification system of animals and insects – including species

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what insect it’s about large insect eats others group of insects1 The Praying Mantis is a large carnivorous insect belonging to the group, Mantodea. how many species where2 There are 1800 species, usually found in warmer areas. long & thin 2 colours how it holds its front legs3 The Praying Mantis is slender, pale green or brown in colour, and holds its front legs 2 things that help it camouflagefolded as though in prayer. 4 Because of its colour and thin, twig-like legs, the Praying makes it hard to see 3 things that make it hard to seeMantis is often camouflaged by the shrubs, twigs and grasses upon which it rests. how big females are how males move5 Females are larger than males, up to 13 centimetres. 6 Males fly well, but females how females movecannot fly – instead they glide from place to place.

1. eats other insects – carnivorous – belongs to group of insects called Mantodea• carnivorous = ? – discuss large• group, Mantodea = refer to classification of insects

2. how many species and where they’re found• species = kind of animal or plant – people, dogs, cats - refer to classification• warmer areas – discuss – die in winter• usually = most species – some must live in colder areas

3. what it looks like and how it stands• slender = long & thin• as though in prayer – demo – not really praying – just looks like (simile)

4. how the Praying Mantis is hard to see – called camouflage• camouflaged = ? - makes it hard to see• what do its legs look like? – refer to image

5. compares size of females and males• can be 13cm bigger – demo

6. compares how females and males move• why females don’t fly• can’t glide from ground – must be up higher than ground

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The southern woodlandsAustralian Journey: environments and communities, Scott & Robinson 1993

Yrs 6-9

This text is a consequential explanation. It starts with a cause - thewoodlands have been cleared, and then gives three consequences - treesare dying, erosion and loss of shelter.

You can start by discussing the kinds of environment you would expect to findin a woodland. Explain that woodland is more open than the dense forest onthe east coast. Look at a map to see where the southern woodlands were inAustralia – large areas of Victoria, NSW, South Australia and southernQueensland. Explain that this huge area has been almost completely clearedof trees, for grazing sheep and cattle, and growing wheat. The satellite picturefrom GoogleEarth on the next page clearly shows the cleared regions. Theseare the light grey areas that cover most of the picture. The dark areas are theremaining east coast forest. Explain that clearing the trees has now had threebad effects - trees are dying, erosion and loss of shelter. Then read the text.

The southern woodlandsIn southern Australia the woodlands have been cleared

to plant crops like wheat and other cereals. Sheep and cattleare grazed on introduced pastures. When the land was firstcleared small clumps of trees or single trees were left forshade. Today these trees are reaching the end of their livesand dying.

The clearing of the trees has caused problems in usingthe land for farming. Without trees the land has been erodedby wind and rain. Today farmers are replanting the trees totry to stop this erosion.

Animals like the common dunnart rely on the fallenlogs for shelter. The logs of old trees have hollows in themand the small animals of the woodlands hide in these. Ifthese logs are cleared and removed the animals no longerhave places to shelter.

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In southern Australia t he woodlands h ave been cleared t oplant crops l ike wheat and other cereals. Sheep and cattle aregrazed on introduced pastures. When the land was first clearedsmall clumps of trees or single trees were left for shade. Todaythese trees are reaching the end of their lives and dying.

The clearing of the trees h as caused problems in using theland for farming. Without trees the land has been eroded by windand rain. Today farmers are replanting the trees to try to stop thiserosion.

Animals like the common dunnart rely on the fallen logs forshelter. The logs of old trees have hollows in them and the smallanimals o f the woodlands hide in these. If these logs are clearedand removed the animals no longer have places to shelter.

where in Australia

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resultno trees leftproblems for what

trees cut downtrees

what for

farmers do x2 what result

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have?which logs

rely on?kind of animal

now what doing what for

what by x2

result

which cropswhat for

foreign grass first settlers did

what they left x2 what for

what farmers didkind of environment

what else for

now

results x2

fed grass

1 where the woodlands are and why they were cleared by farmers• woodlands are one kind of environment – what other kinds are there?

2 another reason they were cleared• discuss introduced plants and animals

3 the first farmers left a few trees4 one bad effect of clearing that is happening now

• how old would those trees be now?5 the next bad effect of clearing

• what does the land provide for farming? – soil6 no trees so soil is getting washed and blown away – eroded

• how do trees prevent erosion?7 what farmers are doing now

• used to cut trees down, now planting them8 third bad effect of clearing – why animals need trees

• show picture of dunnart – small hopping marsupial9 why old trees are important for animals10 what happens to animal shelters when land is cleared

• discuss habitat destruction and extinction

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Terrible Twisters: the atmospherefrom GEOactive 1, p16

WHAT IS A TORNADO?Tornadoes or twisters present one of the greatest dangers to communitiesfrom the atmosphere. A tornado is one of the most destructive and violentforces on Earth. A tornado is a wildly spinning column of air that dropsdown in a funnel shape from storm clouds and moves across the ground orwater. The funnel of a tornado is called the vortex. When it drops down ithisses. This sound becomes a roar when the funnel hits the ground,especially if the tornado is large. Air pressure in the centre of a tornado'sfunnel is very low, and the surrounding air rushes into this low pressurearea taking cars, people, livestock, trees and even houses with it. Overwater, tornadoes create waterspouts, which sailors once thought were theheads of sea monsters.

WHAT CAUSES A TORNADO?Scientists do not yet have the full story on how tornadoes are formed. Theyknow that supercell storms play a vital role, concentrating energy as warmand cold air masses collide. Tornadoes form inside cumulonimbus clouds,mostly in the afternoons. These clouds form when a warm, moist air massmeets a mass of cold, dry air. Some very big cumulonimbus clouds mayproduce many funnels at once.

Preparing before reading

Background knowledge• destructive and violent forces• Air pressure and weather patterns• supercell storms• cumulonimbus clouds

Summary of steps

This is a report that classifies and describes tornadoes, and also includes someexplanation of how they form. Over the page is an analysis of the phases of the report.This is used to plan preparing before reading.

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PhasesWHAT IS A TORNADO?Tornadoes or twisters present one of the greatest dangers to communities fromthe atmosphere. A tornado is one of the most destructive and violent forces onEarth.

classificationdanger

A tornado is a wildly spinning column of air that drops down in a funnel shapefrom storm clouds and moves across the ground or water. The funnel of atornado is called the vortex. When it drops down it hisses. This sound becomes aroar when the funnel hits the ground, especially if the tornado is large.

descriptionvortex

Air pressure in the centre of a tornado's funnel is very low, and the surroundingair rushes into this low pressure area taking cars, people, livestock, trees andeven houses with it.

explanationair pressure

Over water, tornadoes create waterspouts, which sailors once thought were theheads of sea monsters.

commentwaterspouts

WHAT CAUSES A TORNADO?Scientists do not yet have the full story on how tornadoes are formed. They knowthat supercell storms play a vital role, concentrating energy as warm and cold airmasses collide. Tornadoes form inside cumulonimbus clouds, mostly in theafternoons. These clouds form when a warm, moist air mass meets a mass ofcold, dry air. Some very big cumulonimbus clouds may produce many funnels atonce.

explanationwarm and coldair massescollide

Summary of steps

This is a report about tornadoes. First it classifies tornadoes or twisters as violent forcesthat are a great danger. Then it describes them as a spinning column of air in the shape ofa funnel. The reason why a tornado spins is because the air pressure in the centre is verylow, so that the surrounding air rushes into it, making it spin around. Scientists think thattornadoes are formed inside huge storm clouds called cumulonimbus clouds. Theseclouds form when a mass of warm, moist air meets a mass of cold, dry air.

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Detailed Reading notes

WHAT IS A TORNADO?2 names1 Tornadoes or twisters present one of the greatest dangers to communities from thewhere they form what kind of thingatmosphere. 2 A tornado is one of the most destructive and violent forces on Earth. 3 A what a tornado is made of what it does what shape where fromtornado is a wildly spinning column of air that drops down in a funnel shape from stormclouds what it does shape what its calledand moves across the ground or water. 4 The funnel of a tornado is called the vortex. 5Whenwhat it does sound sound whenit drops down it hisses. 6 This sound becomes a roar when the funnel hits the ground, what pressure where how muchespecially if the tornado is large. 7 Air pressure in the centre of a tornado's funnel is verylow, which air where toand the surrounding air rushes into this low pressure area taking cars, people, livestock,trees where what they are calledand even houses with it. 8 Over water, tornadoes create waterspouts, which sailors once

thought were the heads of sea monsters.

1-2 what kind of thing tornadoes are• twister is common name• other destructive and violent forces?3-4 what a tornado is made of and how it moves• column of air - where’s the top of the column? where’s the bottom?• funnel shape – where bigger? where smaller?• vortex = whirling mass that draws everything towards its centre5-6 sounds it makes7 explains why a tornado spins• air moves from high pressure to low pressure – demo with balloon8 what tornadoes are called over water

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WHAT CAUSES A TORNADO? what causes a tornado9 Scientists do not yet have the full story on how tornadoes are formed. 10 They know thatvery big storms important part bring energy together 2 kinds of air come togethersupercell storms play a vital role, concentrating energy as warm and cold air massescollide. where they form when11 Tornadoes form inside cumulonimbus clouds, mostly in the afternoons. 12 Theseclouds 2 kinds of air meetform when a warm, moist air mass meets a mass of cold, dry air. 13 Some very bigwhich clouds what they producecumulonimbus clouds may produce many funnels at once.

9-10 Scientists think that tornadoes are formed inside huge storm clouds• discuss warm and cold air masses concentrating energy, using diagrams11-13 clouds in supercell storms called cumulonimbus clouds

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All wrapped upfrom Core Science 1, p 102

Cells are wrapped in a cell membrane, which controls what goes into andcomes out of the cell. Material made of small particles moves in and out ofcells through pores in the cell membrane. Sometimes this movement requiresenergy. This movement is necessary to supply substances needed by the celland to remove wastes. Cytoplasm is the part of the cell inside the cellmembrane but outside the nucleus. In the cytoplasm hundreds of chemicalreactions take place, transferring energy, storing food and making newsubstances. This activity within the cell is called its metabolism. Some cellshave another boundary cell membrane, called the cell wall. This givesprotection, support and shape to a cell.

Preparing before reading

This is a report that classifies and describes the structure and function of cell membranesand cytoplasm. As it describes the parts of a whole (cell) it is known as a compositionalreport. Like other anatomy reports it describes structures and their functions.

Background knowledge• cells• nucleus• energy• chemical reactions

PhasesCells are wrapped in a cell membrane, which controls what goes into and comes out of thecell.

classificationcell membrane

Material made of small particles moves in and out of cells through pores in the cellmembrane. Sometimes this movement requires energy. This movement is necessary tosupply substances needed by the cell and to remove wastes.

descriptionmovement ofsmall particles

Cytoplasm is the part of the cell inside the cell membrane but outside the nucleus. In thecytoplasm hundreds of chemical reactions take place, transferring energy, storing food andmaking new substances. This activity within the cell is called its metabolism.

cytoplasm andmetabolism

Some cells have another boundary cell membrane, called the cell wall. This givesprotection, support and shape to a cell.

cell wall

Summary of stepsThis is a report about the covering of a cell, called the cell membrane, and what it does -its function in the cell. Its function is to control what goes into and comes out of the cell.Small particles move in and out of cells. The particles going in are food for the cells andparticles coming out are wastes. Inside the cell membrane is called the cytoplasm, whereall the activity of the cell happens. This activity is made up of chemical reactions. It iscalled metabolism. Metabolism is all the chemical activity in our bodies that createsenergy, stores food in fat and muscles, and creates different kinds of substances fromfood.

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what cells are wrapped in what membrane controls1 Cells are wrapped in a cell membrane, which controls what goes into and comes out ofthe what material is made of what it moves throughcell. 2 Material made of small particles moves in and out of cells through pores in the cell what movement requiresmembrane. 3 Sometimes this movement requires energy. 4 This movement is necessarytowhat movement does x2 inside part of the cellsupply substances needed by the cell and to remove wastes. 5 Cytoplasm is the part ofthe where cytoplasm is x2cell inside the cell membrane but outside the nucleus. 6 In the cytoplasm hundreds ofwhat takes place what chemical reactions do x3chemical reactions take place, transferring energy, storing food and making newsubstances. what chemical activity is called what some celshave7 This activity within the cell is called its metabolism. 8 Some cells have another boundarycell what its called what cell wall gives x3membrane, called the cell wall. 9 This gives protection, support and shape to a cell.

1 what covering of cells is called and what it does• membrane = very thin sheet or cover2 what goes into and comes out of the cell, and how• pores = very small holes – where alse do you have pores? what skin pores they let out?3 need energy to make particles move in and out of cells4 why particles move in and out of cells• substances needed by the cell = food• wastes = what’s left over – becomes urine and air we breathe out5 the part of the cll inside the membrane is called cytoplasm• cytoplasm is like a jelly with lots of chemicals in it6-7 what happens in the cytoplasm – chemicals are reacting with each other to createenergy, store food, and create different kinds of substances from food – all this activity iscalled metabolism• metabolism = all the chemical activity in our bodies that creates energy, stores food in fatand muscles, and creates different kinds of substances from food8-9 another kind of cell membrane called a cell wall, and what it does• what do you think it is called a boundary cell membrane?• plant cells have cell walls – why do you think?

Hello people of Thailand

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Prepare before Reading

This is a descriptive report about a country (Thailand). It is written for people who might gothere for a holiday. (The first sentence is a comment that is not part of the report about thecountry.)

The main report has six phases, and each phase is expressed as a paragraph. The firstparagraph gives general information about the country, where it is and why people gothere for holidays. The second is about the people, what they look like and theirpersonalities – the ‘national character’. The third is about where most people live and thejobs they do – their means of living. The fourth is about what they eat – their diet. The fifthis about how they enjoy themselves – their recreation. The last paragraph gives a generalevaluation of the country.

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Detailed Reading notes

nation kind of place way of life where1Thailand is a beautiful country with a rich culture, just south of China.2People call itmost beautiful place why 3 things it has"the jewel of south-east Asia" for a good reason.3Its tropical climate, white sandy beaches good place for holidays very goodand ancient temples make it a perfect holiday destination.4What makes it really special, why it is good 6 qualities of Thai people’s appearancethough, is its people.5Thai people are good-looking.6They are short with delicate features. 6 qualities of Thai personalities7They have got black hair, dark eyes and light brown skin.8The Thais are friendly people

who are well known for being generous and kind.9"We are a happy people who have who says thatstrong wills and are especially proud of our history," says Kasem from Bangkok. 10Most where most Thai people live most Thai villages 3 things in Thai villagespeople in Thailand live in villages.11A typical Thai village consists of wooden houses, 2 jobs that Thai villagers doa school and a Buddhist temple.12Most of the people in the villages are farmers and which people 2 jobs men do which peoplefishermen.13The men usually work in the fields or catch fish in the rivers, and the womenjob women do way of life how important what families doplant the crops.14Family life is very important in Thailand, and families often eat together.

For multiple features (e.g. 3 things…), ask students to identify first, second, third, etc.

Sentence meanings and elaborations1 what Thailand is like and where it is

• what are some features of a rich culture?2 most beautiful country in south-east Asia

• why do people call it a jewel?3 4 reasons why it is called the jewel of south-east Asia

• what are the features of a tropical climate?• temple = Buddhist church• why do many people go to Thailand?

4 the most important reason it is a good place5-7 what Thai people look like – 6 qualities of their appearance

• delicate features = small parts of face and body, eg?8-9 what Thai people are like – 6 qualities of their personalities

• generous = ?• strong wills = ?• proud of our history?• author quotes a Thai person – why?

10-11 where most people live• where would other Thai people live?

12-13 jobs that Thai people do – men and women do different jobs14 how families live

• what else do families do together in your culture?

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The Structure of Atoms

For over 2000 years people have been asking the question,‘What is matter made up of?” The ancient Greek philosophers in500BC spent much of their time arguing about the composition ofmatter. The philosopher Democritus put forward the idea thatmatter consisted of particles, which could not be broken up, whichhe called atomos - an idea on which modern scientists based theirtheories. Democritus and other later scientists believed that atomswere indivisible, solid and extremely tiny spheres of matter.Today we know that an atom consists mainly of space and iscomposed of smaller particles of matter.

At the centre of an atom is a very dense positively chargednucleus. The nucleus of a typical atom, consists of two types ofparticles called protons and neutrons. Protons have a positiveelectrical charge. Neutrons are electrically neutral. Most of themass of the atom is in the nucleus.

Around the nucleus moving at very high speeds are one ormore electrons. Electrons can be found in a space called theelectron cloud. Electrons have approximately one two thousandththe mass of protons or neutrons. Electrons have a negativeelectrical charge equal in size to the charge on a proton.

Exploring the field

Students should already know about electrical charge, matter and mass.

Before reading, study a model or diagram of the atom, and discuss nucleus, protons,neutrons and electrons.

Prepare before reading

This is a report about the parts of atoms. The first paragraph is about the history of ourunderstanding of atoms. The ancient Greeks thought that all matter was made up of tinyparticles which they called atomos. This is where the word atom comes from. The Greeksthought atoms were solid balls, but we now know they are mostly empty space thatcontains even smaller particles.

The second paragraph is about the particles in the middle of the atom, called the nucleus.There are two kinds of particles in the nucleus, called protons and neutrons. The thirdparagraph is about particles that spin around the nucleus, called electrons.

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what report is about what it mainly is1 Today we know that an atom consists mainly of space and is composed of smallerwhat it’s composed ofparticles of matter. where two qualities of the nucleus2 At the centre of an atom is a very dense positively charged nucleus. 3 The nucleus of a what it consists of 1st 2nd 1st particletypical atom, consists of two types of particles called protons and neutrons. 4 Protons havewhat kind of charge 2nd particle what kind of charge weighta positive electrical charge. 5 Neutrons are electrically neutral. 6 Most of the mass of the whereatom is in the nucleus.where how fast other kind of particle7 Around the nucleus moving at very high speeds are one or more electrons. 8 Electronscan where they’re foundbe found in a space called the electron cloud. 9 Electrons have approximately one twohow much smaller than protons or neutrons what kind of chargethousandth the mass of protons or neutrons. 10 Electrons have a negative electricalchargehow much electrical chargeequal in size to the charge on a proton.

1. what an atom is made of – mostly empty space with small particles in it• consists = what something is made of• composed of = the parts of a thing• matter = ? (ask class and discuss)2. three things about the nucleus - where it is, how heavy, and its electrical charge• very dense – why? (refer to image - because particles packed closely together)• what kind of charge? what symbol do we use for positive charge?• nucleus = Greek word meaning centre/middle3. two kinds of particles in the nucleus• consists of = ?4-5. electrical charge of protons and neutrons• called protons because pro = positive in ancient Greek• electrically neutral = no charge at all• why called neutrons? (neutral)6. one more fact about the nucleus• why do you think most mass is in nucleus? (many particles – rest is empty space)7. where the electrons are• so electrons are spinning around the nucleus8. where they are spinning• called a cloud because they are spinning so fast – refer to image9. how big electrons are• another reason most mass is in nucleus – protons and neutrons much bigger10. what kind of electrical charge electrons have• like the two ends of a battery – negative charge is same size as positive charge

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Lake Eyre - How the Rivers Ran, 1975John Olsen

In Lake Eyre - How the Rivers Ran, 1975 (Plate 34), the graceful meanderingcurves of the brown river lead the eye down the page. As we follow its journey webecome aware of the intense activity at intervals along its edges, particularly in theinterstices created by the winding contours.

Olsen's perspective is influenced by the factor of flight, by the camera and theway it can move in and out of a subject and by the microscope. While he has beenmoved by a scientific approach, there has been a distinct transformation of theexternal phenomena into his own highly expressive language.

The first visit to Lake Eyre (1973-74) was a revelation to Olsen. For only thesecond time since white settlement in Australia, the lake was filled with water andwas ‘teeming with animal, bird and fish life, whose existence was precariouslybalanced by the capricious rising and falling of the water, the Lake was a naturalist'sparadise, a microcosm of the cycle of life and death’. Olsen returned to Lake Eyreseveral times and the full and empty lake found strong parallels with his interest inOriental art and philosophy.

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Preparing before reading

This is a review of a painting by John Olsen called Lake Eyre - How the Rivers Ran.Reviews have three stages – Context, Description and Evaluation of the text. In this reviewthe Description and Evaluation come first, followed by the Context, as follows. This is acommon pattern in visual art reviews.

StagesIn Lake Eyre - How the Rivers Ran, 1975 (Plate 34), the graceful

meandering curves of the brown river lead the eye down the page. As we follow itsjourney we become aware of the intense activity at intervals along its edges,particularly in the interstices created by the winding contours.

Description

Olsen's perspective is influenced by the factor of flight, by the camera andthe way it can move in and out of a subject and by the microscope. While he hasbeen moved by a scientific approach, there has been a distinct transformation of theexternal phenomena into his own highly expressive language.

Evaluation

The first visit to Lake Eyre (1973-74) was a revelation to Olsen. For only thesecond time since white settlement in Australia, the lake was filled with water andwas ‘teeming with animal, bird and fish life, whose existence was precariouslybalanced by the capricious rising and falling of the water, the Lake was a naturalist'sparadise, a microcosm of the cycle of life and death’. Olsen returned to Lake Eyreseveral times and the full and empty lake found strong parallels with his interest inOriental art and philosophy.

Context

Summary of steps

This is a review of the painting by John Olsen, Lake Eyre - How the Rivers Ran. It starts bydescribing the painting – how our eyes are led along the curve of the river, so that webecome aware of the intense activities happening along its edges, particularly where thecurves join together.

Then the writer evaluates Olsen’s painting. He says that Olsen has been influenced bythree things – flight, the camera and the microscope. These are scientific influences, butOlsen transforms what he sees in the external world into his own highly expressivelanguage.

Finally the writer gives us the context of the painting. Olsen first visited Lake Eyre when itwas full of water, and teeming with animal, bird and fish life. Then he saw it when it wasdry and the life had died. He saw the lake as showing the cycles of life and death, whichare an important part of art and philosophy in Asia, that he was interested in.

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name kind of curves1 In Lake Eyre - How the Rivers Ran, 1975 (Plate 34), the graceful meandering curves of what the curves do what our eyes dothe brown river lead the eye down the page. 2 As we follow its journey we become awareof lots of activity where x2 where it joinsthe intense activity at intervals along its edges, particularly in the interstices created by thecurving lines how Olsen sees 3 factors that influence himwinding contours. 3 Olsen's perspective is influenced by the factor of flight, by the camera what camera can doand the way it can move in and out of a subject and by the microscope. 4 While he hasbeen moved by changing sharply things outsidemoved by a scientific approach, there has been a distinct transformation of the external what they transform intophenomena into his own highly expressive language.

1 describes how our eyes follow the curved lines of the river• graceful meandering =2 describes the intense activity along the edges of the river, particularly where the linesjoined - called interstices• what could the intense activity represent?• interstices = where lines join3 three factors that have influenced Olsen’s perspective• where can we see these factors in the painting?4 even though he has been influenced by science, he transforms what he sees in theexternal world into his own highly expressive language• scientific approach – which factors?• distinct transformation = changes what he sees• external phenomena = things he sees in the outside world• discuss his own highly expressive language

when he first saw opened his eyes5 The first visit to Lake Eyre (1973-74) was a revelation to Olsen. 6 For only the secondtime how it was different lots ofsince white settlement in Australia, the lake was filled with water and was ‘teeming with how it was balanced unpredictable risinganimal, bird and fish life, whose existence was precariously balanced by the capriciousrisingand falling scientist’s paradise little model model ofand falling of the water, the Lake was a naturalist's paradise, a microcosm of the cycle oflife 2 kinds of lakeand death’. 7 Olsen returned to Lake Eyre several times and the full and empty lake foundvery similar art and philosophy of Asiastrong parallels with his interest in Oriental art and philosophy.

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The People of the Kulin Nationfrom Another View Walking Trail City of Melbourne 2002

Years 6-9

The People of the Kulin Nation is from a brochure put out by the City ofMelbourne, as guide for Another View Walking Trail, which leads visitorsaround all the sites in Melbourne that are significant to Aboriginal people. ThisWalking Trail would make an excellent excursion for Melbourne schoolstudents, who should certainly know more about the Indigenous people oftheir own area.

The text is a very good example of a classifying report, which is a commongenre in the social and natural sciences. In this case it classifies and namesthe group of people who lived in the Melbourne region as the Kulin nation, itsfive sub-groups or tribes, and their sub-groups called clans. It then describesthe traditional life of the Kulin people in four phases:

• the locations of two tribes in Melbourne• how they produced their living by hunting and gathering• where they lived in summer and winter• how they organised their society through marriage and large

gatherings.

Preparing before reading the whole story

Before reading the text, it may help to discuss topics such as:

• there were over 200 languages groups in Australia before Europeanscame

• when Europeans started settling in Melbourne• many of the Aboriginal people in Melbourne today are descended from the

original inhabitants• other Aboriginal people have moved here form other areas of Victoria• refer to the map of Kulin tribes and clans and to a map of Melbourne

today.

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The People of the Kulin NationWhen Europeans first settled the Port Phillip region it was occupied by

five Aboriginal tribes or language groups.They spoke a related language and formed what was known as the

Kulin nation or confederacy. The five tribes were the Woiworung,Bunurong, Watharung, Taungarong and the Jajowrong. Each tribe could bebroken down into smaller units called clans. The clan was the land-owningunit of the tribe and members spoke the same language.

The Woiworung tribe consisted of five clans (including the andoccupied the area defined by the Yarra River and its tributaries. Six clansmade up the Bunurong tribe and they occupied the area that is today thesouthern suburbs of Melbourne south of Mordialloc Creek, and a smallcoastal strip around the top of Port Phillip Bay.

For hundreds of generations the Kulin people lived as hunters andgatherers. The men hunted using a variety of tools made from stone andwood, including spears and spear throwers. Each woman had her owndigging stick for digging out roots and flushing small animals fromburrows.

The campsite locations of the Kulin people were affected by seasonalchanges. For example the Wurundjeri clan of the Woiworung tribe spentthe summer months on the banks of the Yarra River, and in winter theywould move to higher land near the Dandenong Ranges where there wasmore shelter and firewood.

In marriage it was the practice for Kulin men to seek partners fromoutside their own clan. The giving of a daughter in marriage ensured thatgroups could call on one another in times of need and abundance. TheKulin people would meet regularly for interclan gatherings and each clanwould camp in a particular location. The site selected by the first settlersfor the village of Melbourne was precisely the place most favoured by theKulin for interclan gatherings.

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For hundreds of generations the Kulin people lived as hunters and gatherers.

The men hunted using a variety of tools made from stone and wood, including

spears and spear throwers. Each woman had her own digging stick for digging out

roots and flushing small animals from burrows.

The campsite locations of the Kulin people were affected by seasonal changes.

For example the Wurundjeri clan of the Woiworung tribe spent the summer months

on the banks of the Yarra River, and in winter they would move to higher land near

the Dandenong Ranges where there was more shelter and firewood.

In marriage it was the practice for Kulin men to seek partners from outside

their own clan. The giving of a daughter in marriage ensured that groups could call

on one another in times of need and abundance. The Kulin people would meet

regularly for interclan gatherings and each clan would camp in a particular location.

The site selected by the first settlers for the village of Melbourne was precisely the

place most favoured by the Kulin for interclan gatherings.

two materialsmany kindswhat men did

hunted & gathered foodwhich people

two tools

hills

changing seasonswhere they camped

where

what for x 2tool for diggingwho

next to river

which seasonwhich clan

which season

where why x2

1

6

4

3

2

place they liked

what for

what for

place chosen by British

one placewhomany clans together

come togetherwhen x2visit and ask each other

family gives their daughter

wherelook for a wifecustomwhen

8

9

7

5

1 Kulin people lived by hunting for animals and gathering wild foods• discuss different ways of making a living – hunting & gathering, farming,

raising cattle and sheep2 the men mainly hunted with spears

• discuss picture of spear and spearthrower3 the women mainly gathered wild foods and small animals by digging them

up• what kinds of roots and animals might they dig up?

4 the people changed where they lived when the seasons changed5 one clan of the Woiworung tribe, called the Wurundjeri, changed where

they lived• why did they need more shelter and firewood?

6 many people change where they live from winter to summer – eg. sheepare taken to higher pastures – today we go to holiday houses

7 the clans joined together by men marrying women from other clans• nearly all societies arrange marriages with other clans, even kings and

queens of Europe – only changing today in urban societies• because they were married, people could help each other when there

was too little food or too much• why was it important to arrange marriages between clans?

8 all the Kulin people used to come together regularly for big meetings• the interclan gatherings were for ceremonies, and for arranging

marriages

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Spearthrower and Aboriginal men using them in central Australia

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Long Walk to Freedomby Nelson Mandela

Years 6-12

Nelson Mandela’s biography Long Walk to Freedom begins with his life as a child in thevillage of Qunu in the Eastern Cape province of South Africa, and goes on to recount hislife growing up, studying to be a lawyer, deciding to struggle against apartheid, his yearsin prison and his election as President of South Africa. The last chapter includes abiographical recount that summarises his journey through life as a growing understandingof the meaning of freedom. This short piece is beautifully written and provides an excellentmodel for students to pattern their own biographies.

Preparation before reading

Before reading the chapter, the class may need to discuss topics such as:

• who Nelson Mandela is• the location, people, and a little history of South Africa• the system of apartheid that he struggled against• the African National Congress, and its banning by the apartheid government• the decision by the ANC to start an armed rebellion• Nelson Mandela’s 27 years in prison• the international campaign to end apartheid and free Nelson Mandela• the first free elections in South Africa, in which he was voted President• watch the DVD movie Amandla: a revolution in four part harmony, about these events

You could read Chapter 2 which describes what life was like in Mandela’s village when hewas a child.

Then read the last Chapter 115. It starts on the day of Mandela’s inauguration asPresident of South Africa. On the stage with him are Mr de Klerk who was the last whitePresident, who helped free Mandela, and Thabo Mbeki who became President afterMandela.

As you read you may need to explain that the Anglo-Boer war was between the Englishand the Dutch speaking white people in South Africa. The English won but both sides thenjoined together to set up apartheid to dominate and exploit black South Africans. Later youcan explain that Oliver Tambo, Walter Sisulu, Chief Luthuli, Yusuf Dadoo, Bram Fischerand Robert Sobukwe were heroes of the struggle against apartheid, and there were manymore. Mandela explains what was wrong with apartheid and why he had to struggleagainst it. Finally he tells us about the terrible cost to him and his family of his decision andhis years in prison. The chapter ends with the biographical recount we will use for Detailedreading.

If you don’t have the time to read the whole chapter, you could just read the extract overthe page.

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I was not born with a hunger to be free. I was born free – free in every way thatI could know. Free to run in the fields near my mother’s hut, free to swim in the clearstream that ran through my village, free to roast mealies under the stars and ride thebroad backs of slow-moving bulls. As long as I obeyed my father and abided by thecustoms of my tribe, I was not troubled by the laws of man or God.

It was only when I began to learn that my boyhood freedom had already beentaken from me, that I began to hunger for it. At first, as a student, I wanted freedomonly for myself, the transitory freedoms of being able to stay out at night, read what Ipleased and go where I chose. Later, as a young man in Johannesburg, I yearned forthe basic and honourable freedoms of achieving my potential, of earning my keep, ofmarrying and having a family – the freedom not to be obstructed in my lawful life.

But then I slowly saw that not only was I not free, but my brothers and sisterswere not free. I saw that it was not just my freedom that was curtailed, but thefreedom of everyone that looked like I did. That is when I joined the African NationalCongress, and that is when the hunger for my own freedom became the greaterhunger for the freedom of my people. It was this desire for the freedom of my peopleto live their lives with dignity and self-respect that animated my life, that transformeda frightened young man into a bold one, that drove a law abiding attorney to becomea criminal, that turned a family-loving husband into a man without a home, thatforced a life-loving man to live like a monk. I am no more virtuous or self-sacrificingthan the next man, but I found that I could never even enjoy the poor and limitedfreedoms I was allowed when I knew my people were not free. Freedom isindivisible; the chains on any one of my people were the chains on all of them, thechains on all of my people were the chains on me.

It was during those long and lonely years that my hunger for the freedom of myown people became a hunger for the freedom of all people, white and black. I knewas well as I knew anything that the oppressor must be liberated just as surely as theoppressed. A man who takes away another man’s freedom is a prisoner of hatred, heis locked behind the bars of prejudice and narrow-mindedness. I am not truly free if Iam taking away someone else’s freedom, just as surely as I am not free when myfreedom is taken away from me. The oppressed and the oppressor alike are robbed oftheir humanity.

When I walked out of prison, that was my mission, to liberate the oppressedand oppressor both. Some say that has now been achieved. But I know that this is notthe case. The truth is that we are not yet free; we have merely achieved the freedomto be free, the right not to be oppressed. We have not taken the final step of ourjourney, but the first step on a longer and even more difficult road. For to be free isnot merely to cast off one’s chains, but to live in a way that respects and enhances thefreedom of others. The true test of our devotion to freedom is just beginning.

I have walked that long road to freedom. I have tried not to falter; I have mademissteps along the way. But I have discovered the secret that after climbing a greathill, one only finds that there are many more hills to climb. I have taken a momenthere to rest, to steal a view of the glorious vista that surrounds me, to look back onthe distance I have come. But I can rest only for a moment, for with freedom comeresponsibilities, and I dare not linger, for my long walk to freedom is not yet ended.

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Preparing before reading the passage

Before you read the above passage, you could prepare as follows:

This is the last chapter in Nelson Mandela’s book Long Walk to Freedom,where he gives us a summary of what he has learned about freedom ineach stage of his life.

When he was a child he thought he was free because he could playanywhere he chose. Then as a student he only wanted the freedom toenjoy himself. As a young man he wanted the freedom to work and marrywho he chose.

But then he realised he wasn’t free, and neither were his people, so hejoined the African National Congress, the ANC, to fight for theirfreedom.

When the ANC started an armed struggle against apartheid, he becamean outlaw and had to leave his family. The reason he had to do this wasnot because he was better then anyone else, but because he realised hecouldn’t be free if his people weren’t free.

But before long he and the other ANC leaders were caught and Mandelaspent 27 years in prison. During these years he realised that the peoplewho locked him up were not free either, and he decided to work for thefreedom of all people, white and black.

After he was released from prison, and South Africa held its first freemulti-racial elections, he became President. But he warns us thatfreedom has not yet been achieved, the road to freedom is onlybeginning.

The extract on the next page is for Detailed Reading. With younger studentsyou may like to stop at the first paragraph and go on to Rewriting. But upperprimary and junior secondary students should also be able to handle thesecond paragraph.

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I was not born with a hunger to be free. I was born free – freein every way that I could know. Free to run in the fields near mymother’s hut, free to swim in the clear stream that ran through myvillage, free to roast mealies under the stars and ride the broadbacks of slow-moving bulls. As long as I obeyed my father andabided by the customs of my tribe, I was not troubled by the lawsof man or God.

It was only when I began to learn that my boyhood freedomhad already been taken from me, that I began to hunger for it. Atfirst, as a student, I wanted freedom only for myself, the transitoryfreedoms of being able to stay out at night, read what I pleasedand go where I chose. Later, as a young man in Johannesburg, Iyearned for the basic and honourable freedoms of achieving mypotential, of earning my keep, of marrying and having a family –the freedom not to be obstructed in my lawful life.

But then I slowly saw that not only was I not free, but mybrothers and sisters were not free. I saw that it was not just myfreedom that was curtailed, but the freedom of everyone thatlooked like I did. That is when I joined the African NationalCongress, and that is when the hunger for my own freedombecame the greater hunger for the freedom of my people. It wasthis desire for the freedom of my people to live their lives withdignity and self-respect that animated my life, that transformed afrightened young man into a bold one, that drove a law abidingattorney to become a criminal, that turned a family-lovinghusband into a man without a home, that forced a life-loving manto live like a monk. I am no more virtuous or self-sacrificing thanthe next man, but I found that I could never even enjoy the poorand limited freedoms I was allowed when I knew my people werenot free. Freedom is indivisible; the chains on any one of mypeople were the chains on all of them, the chains on all of mypeople were the chains on me.

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did not always want to be free how he was born1 I was not born with a hunger to be free. 2 I was born free – free in every wayfreedom of a child ways he was free x 4that I could know. 3 Free to run in the fields near my mother’s hut, free to swim (where it ran)in the clear stream that ran through my village, free to roast mealies under the did what he was told x2stars and ride the broad backs of slow-moving bulls. 4 As long as I obeyed my did not knowfather and abided by the customs of my tribe, I was not troubled by the lawswhat he didn’t knowof man or God.

1 when he was a child he thought he was free• we know Mandela had a great hunger to be free but he tells us he wasn’t born

with it2 why he had no hunger to be free• common pattern in writing - make a statement then explain what it means3 four examples of how he was free• discuss picture of village way of life4 if he did what he was told he did not get into trouble• abide by = followed/obeyed• what happens if troubled by law?

what tells us it’s a new episode freedom as a child5 It was only when I began to learn that my boyhood freedom had already what happened to it started wanting what agebeen taken from me, that I began to hunger for it. 6 At first, as a student, I who for unimportant freedomswanted freedom only for myself, the transitory freedoms of being able toexamples x 3stay out at night, read what I pleased and go where I chose. 7 Later, as a what age where wanted more important freedomsyoung man in Johannesburg, I yearned for the basic and honourable freedomsexamples x 4of achieving my potential, of earning my keep, of marrying and having a family– the freedom not to be obstructed in my lawful life.

5 new episode – starting to learn about outside world• 2 things that run through the story - learning about freedom, and hungering for it6 freedoms he wanted as a student to enjoy himself• transitory = passing7 freedoms he wanted as a young man to make a living for his family• Johannesburg = biggest city in South Africa• how are these honourable freedoms?• obstructed = blocked - what is lawful life?

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what I saw x28 But then I slowly saw that not only was I not free, but my brothers and sisters were not my freedom was restricted who else’sfree. 9 I saw that it was not just my freedom that was curtailed, but the freedom ofeveryone what I didthat looked like I did. 10 That is when I joined the African National Congress, and that is hunger x2when the hunger for my own freedom became the greater hunger for the freedom of my wanting people to be free what forpeople. 11 It was this desire for the freedom of my people to live their lives with dignity and what that desire did x4self-respect that animated my life, that transformed a frightened young man into a boldone,

that drove a law abiding attorney to become a criminal, that turned a family-loving husband

into a man without a home, that forced a life-loving man to live like a monk. 12 I am nonot special x2more virtuous or self-sacrificing than the next man, but I found that I could never evenenjoywhat he couldn’t enjoy whythe poor and limited freedoms I was allowed when I knew my people were not free. 13can’t be divided chains x4Freedom is indivisible; the chains on any one of my people were the chains on all of them,

the chains on all of my people were the chains on me.

8-9 what Mandela discovered as he grew older• curtailed = restricted or prevented, stopped, blocked10 what he decided to do about it and how his understanding of freedom grew• African National Congress was an illegal organisation at that time, so Mandela became afreedom fighter11 what happened to him because he desired his people’s freedom• discuss each consequence12 Mandela tells us he is not special but he couldn’t live with his own small freedoms• virtuous or self-sacrificing = ?13 defines what freedom means - how he felt when he saw that his people were not free

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Example of text pattern

Long Journey Through LearningAs a child I learnt without knowing I was learning. I was learning from

the adventures of life. I learnt how to ride a bike in the backstreets of Redfern,how to catch crayfish with a stick down at the riverbank, how to makechewing gum from tar off the road, and to play touch footie with my cousinsand friends. As long as I listened to my elders and respected them, I learnteverything I needed to know.

It was only when I started school, and I had to learn heaps of new rules,that I felt scared and dumb. From my first day at school I wanted to learnsimple things, everyday things like how to make friends, win fights, but stayout of trouble. Later, growing up as a teenager in high school, I longed formore important things, to succeed at schoolwork, to be treated equally, to goto parties and eventually leave school and get a job.

But then I slowly realised that not only I needed an education, but myfamily also needed a role model. I discovered that it was not just myconfidence and opportunities that were limited, but the future prospects of mypeople. That is when I decided to take the next step, and that is when thedesire for my education became the greater desire for the education of mypeople.

by the students of the Koori Centre, University of Sydney 2002

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Follow the Rabbit Proof Fenceby Doris Pilkingtonpg 43 - The girls are taken away

Follow the Rabbit Proof Fence is an ideal novel to study from Years 5 to 12. It is wellwritten, but accessible with scaffolding appropriate to students’ needs, and addressesimportant themes in Australian history, Aboriginal perspectives, and more generally with itsthemes of tragedy, injustice, determination and triumph. As it is also a highly acclaimedmovie, comparisons can be made between the novel and the movie, addressing manycurriculum outcomes, and the movie can be used to introduce younger students to thestory before reading.

The passage chosen here for Detailed Reading is the story of the girls being taken fromtheir family by the policeman Constable Riggs, and their family’s reaction. It has a greatstructure, as the tension is built from a quiet setting, to the arrival of the policeman, andgirls departure. There are also many literary language features to focus on, especially thereactions, so it provides and excellent model for writing engaging stories.

A Detailed Reading lesson plan is provided here for the first part of the passage, whichshould take about 20-30 minutes, but you can also continue Detailed Reading on the restof the passage, and use the whole passage for Rewriting. An example of a Joint Rewrite isalso provided. Here is the passage with its phases labelled.

Molly and Gracie finished their breakfast and decided to take all theirdirty clothes and wash them in the soak further down the river. Theyreturned to the camp looking clean and refreshed and joined the rest of thefamily in the shade for lunch of tinned corned beef, damper and tea.

setting

The family had just finished eating when all the camp dogs beganbarking, making a terrible din.

“Shut up,” yelled their owners, throwing stones at them. The dogswhined and skulked away.

problem

Then all eyes turned to the cause of the commotion. A tall, ruggedwhite man stood on the bank above them. He could easily have beenmistaken for a pastoralist or a grazier with his tanned complexion exceptthat he was wearing khaki clothing.

description

Fear and anxiety swept over them when they realised that the fatefulday they had been dreading had come at last. They always knew that itwould only be a matter of time before the government would track themdown.

reaction

When Constable Riggs, Protector of Aborigines, finally spoke hisvoice was full of authority and purpose. They knew without a doubt that hewas the one who took children in broad daylight - not like the evil spirits whocame into their camps at night.

problem

“I’ve come to take Molly, Gracie and Daisy, the three half-caste girls,with me to Moore Rive Native Settlement,” he informed the family

problem

The old man nodded to show that he understood what Riggs wassaying. The rest of the family just hung their heads, refusing to face the manwho was taking their daughters away from them. Silent tears welled in theireyes and trickled down their cheeks.

reaction

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“Come on, you girls,” he ordered. “Don’t worry about taking anything.We’ll pick up what you need later.”

When the two girls stood up, he noticed that the third girl was missing.“Where’s the other one, Daisy?” he asked anxiously.

“She’s not at Murra Munda or Jimbalbar goldfields. I called into thoseplaces before I came here,” said the constable. “Hurry up then, I want to getstarted. We’ve got a long way to go yet. You girls can ride this horse back tothe depot,” he said, handing the reins over to Molly.

“She’s with her mummy and daddy at Murra Munda Station,” the oldman informed him.

problem

Riggs was annoyed that he had to go miles out of his way to find thesegirls.

reaction

Molly and Gracie sat silently on the horse, tears streaming down theircheeks as Constable Riggs turned the big bay stallion and led the way back tothe depot. A high pitched wail broke out. The cries of agonised mothers andthe women, and the deep sobs of grandfathers, uncles and cousins filled theair. Molly and Gracie looked back just once before they disappeared throughthe river gums. Behind them, those remaining in the camp found sharp objectsand gashed themselves and inflicted deep wounds to their heads and bodiesas an expression of their sorrow.

reaction

The two frightened and miserable girls began to cry, silently at first,then uncontrollably; their grief made worse by the lamentations of their lovedones and the visions of them sitting on the ground in their camp letting theirtears mix with the red blood that flowed from the cuts on their heads.

reaction

This reaction to their children’s abduction showed that the family werenow in mourning. They were grieving for their abducted children and their reliefwould come only when the tears ceased to fall, and that will be a long time yet.

comment

Preparing before reading

This is what you could say before reading this passage. (Note you should read thenovel up to and including this chapter before working on this passage.)

This is the part of the novel in which Molly and Gracie are taken from their family. Itstarts with Molly and Gracie have a wash and then having lunch with the family, beside ariver, when all the dogs start barking.

When the family looks at what made the dogs bark, Constable Riggs is standingabove them on the bank of the river. They are very afraid because they know he hascome. When he tells them he’s come to take their daughters away, they cannot look athim, and begin to cry.

Daisy is not with the family, so Riggs will have to go out of his way to get her. He isannoyed by this.

But Molly, Gracie, and their family are heartbroken. They are all sobbing, as thegirls are taken away, and start to cut themselves with sharp stones. The author explainsthat they feel as if their daughters have died, and they cut themselves as if they aremourning for them.

After reading you could discuss the contrast between Riggs’ reaction and thefamily’s reaction, and what the message of the story is.

54

Molly and Gracie finished their breakfast and decided to take all their dirtyclothes and wash them in the soak further down the river. They returned to the camplooking clean and refreshed and joined the rest of the family in the shade for lunch oftinned corned beef, damper and tea.

The family had just finished eating when all the camp dogs began barking,making a terrible din. “Shut up,” yelled their owners, throwing stones at them. Thedogs whined and skulked away.

Then all eyes turned to the cause of the commotion. A tall, rugged white manstood on the bank above them. He could easily have been mistaken for a pastoralist ora grazier with his tanned complexion except that he was wearing khaki clothing.

Fear and anxiety swept over them when they realised that the fateful day theyhad been dreading had come at last. They always knew that it would only be a matterof time before the government would track them down.

When Constable Riggs, Protector of Aborigines, finally spoke his voice wasfull of authority and purpose. They knew without a doubt that he was the one whotook children in broad daylight - not like the evil spirits who came into their camps atnight. “I’ve come to take Molly, Gracie and Daisy, the three half-caste girls, with meto Moore Rive Native Settlement,” he informed the family.

The old man nodded to show that he understood what Riggs was saying. Therest of the family just hung their heads, refusing to face the man who was taking theirdaughters away from them. Silent tears welled in their eyes and trickled down theircheeks.

“Come on, you girls,” he ordered. “Don’t worry about taking anything. We’llpick up what you need later.” When the two girls stood up, he noticed that the thirdgirl was missing. “Where’s the other one, Daisy?” he asked anxiously.

“She’s with her mummy and daddy at Murra Munda Station,” the old maninformed him.

“She’s not at Murra Munda or Jimbalbar goldfields. I called into those placesbefore I came here,” said the constable. “Hurry up then, I want to get started. We’vegot a long way to go yet. You girls can ride this horse back to the depot,” he said,handing the reins over to Molly. Riggs was annoyed that he had to go miles out of hisway to find these girls.

Molly and Gracie sat silently on the horse, tears streaming down their cheeksas Constable Riggs turned the big bay stallion and led the way back to the depot. Ahigh pitched wail broke out. The cries of agonised mothers and the women, and thedeep sobs of grandfathers, uncles and cousins filled the air. Molly and Gracie lookedback just once before they disappeared through the river gums. Behind them, thoseremaining in the camp found sharp objects and gashed themselves and inflicted deepwounds to their heads and bodies as an expression of their sorrow.

The two frightened and miserable girls began to cry, silently at first, thenuncontrollably; their grief made worse by the lamentations of their loved ones and thevisions of them sitting on the ground in their camp letting their tears mix with the redblood that flowed from the cuts on their heads.

This reaction to their children’s abduction showed that the family were now inmourning. They were grieving for their abducted children and their relief would comeonly when the tears ceased to fall, and that will be a long time yet.

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Detailed Reading notes tells us what time of day thought about taking1 Molly and Gracie finished their breakfast and decided to take all their dirty clothes where they washed them x 2 came back to the campand wash them in the soak further down the river. 2 They returned to the camp lookinghow they looked sat down with familyclean and refreshed and joined the rest of the family in the shade for lunch of tinned3 things they had for lunchcorned beef, damper and tea.

1 camping in the bush - Molly and Gracie wash their clothes in the river• what’s a soak? why did they wash clothes in the soak? why further down the river?2 family were sitting down for lunch• refreshed = feeling new - after wash• corned beef in tin = tin meat

when what happened3 The family had just finished eating when all the camp dogs began barking, making aa really loud noiseterrible din.what the people said to the dogs - how they said - what else they did4 “Shut up,” yelled their owners, throwing stones at them. 5 The dogs whined and2 things the dogs didskulked away.

3-5 something wrong - dogs started barking• din = loud noise• whining = dogs crying - skulking = walking with tail between legs (demo)

everyone looked what made the dogs bark what kind of man6 Then all eyes turned to the cause of the commotion. 7 A tall, rugged white man stood where he stood you might easily mistake mistaken for 2 thingson the bank above them. 8 He could easily have been mistaken for a pastoralist or a brown skin what he was wearinggrazier with his tanned complexion except that he was wearing khaki clothing.

6 so people thought nothing wrong - but then they all saw what made the dogs bark• all eyes turned = everyone looked• commotion = lot of noise7 what kind of man he looked like• rugged = ?• bank = ?8 people might think he was a farmer, because he was suntanned, but he had greenclothes like a soldier’s uniform• pastoralist owns a cattle station - grazier owns a sheep station• how might they feel with him standing over them?

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two feelings what the feelings did sad day9 Fear and anxiety swept over them when they realised that the fateful day they had beenfearing when it came how longdreading had come at last. 10 They always knew that it would only be a matter of time find thembefore the government would track them down.

9 family knew this day would come and they were very fearful• feelings swept over them like a flood of water• fateful day = day that something bad happens – fate = what has to happen, can’t stop it• dreading = ?10 they knew the government would find them some time• only a matter of time = sometime - maybe soon, maybe later• track them down = ?

who it was what his voice sounded like11 When Constable Riggs, Protector of Aborigines, finally spoke his voice was full offull of 2 things knew for sure what they knewauthority and purpose. 12 They knew without a doubt that he was the one who took when he took them who else took their children when they camechildren in broad daylight - not like the evil spirits who came into their camps at night.

11 how the policeman spoke• Protector of Aborigines = policeman in charge of Aboriginal people in the old days• so he’d been standing there without speaking - rude man• authority = like a boss• purpose = speaking for a reason – knew what he was going to do – so could they arguewith him?12 what the family knew• without a doubt = know for sure• if children disappeared or died, people believed that evil spirits took them – couldn’t stopevil spirits – could they stop Riggs?

who he’s come to take what he called them where13 “I’ve come to take Molly, Gracie and Daisy, the three half-caste girls, with me to Moore how he told them who reacted firstRiver Native Settlement,” he informed the family. 14 The old man nodded to show that hewhy he nodded who reacted next howunderstood what Riggs was saying. 15 The rest of the family just hung their heads,didn’t want to look crying silentlyrefusing to face the man who was taking their daughters away from them. 16 Silent tearswhat tears did x2welled in their eyes and trickled down their cheeks.

13 what Riggs told them• informed = telling – not asking or discussing14-16 how the family reacted• who was the old man?• hang your head when there’s nothing you can do – they could only refuse to face him• tears welling = starting to come out of your eyes• so there was nothing the family could do to stop the policeman taking their daughters –that’s the message of this passage

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how they sat how they cried17 Molly and Gracie sat silently on the horse, tears streaming down their cheeks as what Riggs did x2Constable Riggs turned the big bay stallion and led the way back to the depot. 18 A highsound of crying started 1st sound who cried 2nd soundpitched wail broke out. 19 The cries of agonised mothers and the women, and the deep who sobbed how loud what they did x2sobs of grandfathers, uncles and cousins filled the air. 20 Molly and Gracie looked back

just once before they disappeared through the river gums. 21 Behind them, those what they did x3remaining in the camp found sharp objects and gashed themselves and inflicted deep where whywounds to their heads and bodies as an expression of their sorrow.

17 how Molly and Gracie cried as they were led away by Constable Riggs• big bay stallion = the horse that Molly and Gracie were riding• depot = ? where they would get a truck?18 people suddenly started crying aloud• high pitched wail - who was crying?• broke out = suddenly started19 how all the family cried20 Molly and Gracie rode away through the trees• the last time they saw their family21 the family cut themselves with sharp sticks and stones, to show how sad they were• traditional Aboriginal custom when someone close to you dies

how they felt how they cried x222 The two frightened and miserable girls began to cry, silently at first, then uncontrollably; made even sadder crying aloud what they saw23 their grief made worse by the lamentations of their loved ones and the visions of them what they let which bloodsitting on the ground in their camp letting their tears mix with the red blood that flowed from how they reacted to the girls being takenthe cuts on their heads. 24 This reaction to their children’s abduction showed that the what they felt crying for their children being takenfamily were now in mourning. 25 They were grieving for their abducted children and theirstop hurting when how long that will berelief would come only when the tears ceased to fall, and that will be a long time yet.

22 how the girls reacted now23 made worse by the sound of the crying – called lamenting – and seeing the family cutthemselves and let the blood mix with their tears24 the author explains why the family reacted like that – their children had been taken –abducted – and they thought they would never see them again – they were mourning asthough the girls had died• abduction = kidnapping someone25 their grief would only stop when the tears stopped falling• so have the tears stopped falling yet?

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RewritingHere is an example of a Joint Rewrite of the passage from Follow the Rabbit-Proof Fence

Lois and Clara got up that morning and called all the children for a swim up in therockhole. They all came back to the camp feeling cool and clean and they sat down withtheir family for dinner of kangaroo and tea.

In the middle of eating dinner all the dogs started howling, making an awful noise.“Paia!” shouted the people, chucking rocks at them. The dogs yelped and slunk away.

Then everyone turned to look at what made the dogs bark. An angry looking whiteman was riding towards them. People might have thought he was a cowboy with his hat andhorse but he was wearing a badge on his shirt.

The family trembled with fear when they realised that the sad day they had beenafraid of had finally arrived. They always knew it wouldn’t be long before the police wouldfind out where they were.

When the policemen opened his mouth he spoke like he was their boss. They knewfor sure then that he was the policeman that took Aboriginal children away like the mamusthat stole children in the bush. “I’ve come to take the girls Lois and Clara away toColebrook Home in Quorn,” he told the people.

Their grandfather told him that he understood. All the others just turned away unableto look at the policeman who was stealing their children. Tears came to their eyes but theydidn’t make a sound.

“Get up, you girls,” the policeman commanded. “Leave everything here. You don’tneed anything in the home.”

When Lois and Clara got up, he saw that Mary wasn’t there. “Where’s the thirdgirl?” he demanded.

“Mary’s with her aunty and uncle at Kenmore Park Station,” their grandfather said.“She’s not at Kenmore or Everard Park Station. I visited those places on my way to

Ernabella,” said the policeman. “Be quick, I’m in a hurry. Port Augusta is a long way. Yougirls can ride on this camel to Oodnadatta,” he said, lifting them up onto its back. Thepoliceman was cranky that he had to come such a long way to get the girls.

Lois and Clara were sitting on the camel, crying quietly while the policeman got hiscamel moving to start the journey to Oodnadatta railway.

The family suddenly started crying out. Their mothers and aunties started wailing inpain and the men all sobbed.

Before they rode around the hill Lois and Clara saw their family for the last time.Men and women picked up sharp stones and hit themselves making deep cuts on their

heads and bodies to show how sad they were.The two girls were frightened and miserable. They started crying quietly, but then

they couldn’t stop because they could hear their family wailing and remembered their lastsight of them sitting in the camp as they wailed and cut themselves.

The reason they cut themselves was because they thought they would never see theirchildren again. They were mourning for their lost daughters and they would only feel betterwhen they stopped crying for their stolen children and they are still crying today.

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The Loaded Dogby Henry Lawson

The Loaded Dog is a classic humorous story by the great Australian writer Henry Lawson.The whole story is included below.

Prepare before reading the whole story

This is what you could say about the story…

The Loaded Dog is a very funny story about three men who are trying to dig for gold in theAustralian bush, in the late 1800s.

There is supposed to be a rich reef of gold deep underground, so they are blasting a shaftstraight down through the rock using bombs they make themselves out of blastingpowder, instead of dynamite. These bombs are called cartridges.

It is a slow job and they must be poor because they have to catch fish to eat or to swap formeat with the local butcher. When winter comes the fish stop biting, so they decide to useblasting powder to kill the fish in a waterhole in the creek.

One of them makes an extra large cartridge, out of a canvas bag filled with blastingpowder, and covered in tallow, which is a kind of fat, to keep it watertight, and with anextra long wick to light it. Then he goes to cook lunch at the fire.

They have a young dog named Tommy, of the breed known as retriever that is bred forhunting. Retrievers fetch birds that their owners have shot and carry them back. While themen are having lunch, Tommy finds the cartridge and carries it back to the fire, where thewick catches alight.

The fun starts as the men try to run away from the dog, who thinks it is a great game andchases them all over the bush, with the cartridge in his mouth. They run to the nearby puband try to shut the dog out, but he comes in the back door.

Now all the men in the pub are running away from the dog, who carries the cartridgeunder the wooden floor of the pub. There he meets a big yellow bully of a dog that chaseshim, so he drops the cartridge. A whole crowd of dogs run up to see what he has droppedbut the big bully frightens them off. You can imagine what happens next.

Photocopy the passage over the page for each student, for text marking. You can alsomake an overhead transparency, to refer to when you use it to pattern a new text.

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'Run, Andy! Run!' they shouted back at him. 'Run! Look behind you, you fool!'Andy turned slowly and looked, and there, close behind him, was the retriever with

the cartridge in his mouth - wedged into his broadest and silliest grin. And that wasn'tall. The dog had come round the fire to Andy, and the loose end of the fuse hadtrailed and waggled over the burning sticks into the blaze; Andy had slit and nickedthe firing end of the fuse well, and now it was hissing and spitting properly.

Andy's legs started with a jolt; his legs started before his brain did, and he madeafter Dave and Jim. And the dog followed Andy.

Dave and Jim were good runners - Jim the best - for a short distance Andy wasslow and heavy, but he had the strength and the wind and could last.

The dog capered round him, delighted as a dog could be to find his mates, as hethought, on for a frolic.

Dave and Jim kept shouting back, ‘Don’t foller us! Don't foller us, you colouredfool!'

But Andy kept on, no matter how they dodged. They could never explain, anymore than the dog, why they followed each other, but so they ran, Dave keeping inJim's track in all its turnings, Andy after Dave, and the dog circling round Andy - thelive fuse swishing in all directions and hissing and spluttering and stinking. Jimyelling to Dave not to follow him, Dave shouting to Andy to go in another directionto 'spread out', and Andy roaring at the dog to go home.

Then Andy's brain began to work, stimulated by the crisis he tried to get a runningkick at the dog, but the dog dodged; he snatched up sticks and stones and threw themthe dog and ran on again. The retriever saw that he'd made a mistake about Andy, andleft him and bounded after Dave. Dave, who had the presence of mind to think thefuse's time wasn't up yet, made a dive and a grab at the dog, caught him by the tail,and as he swung round snatched the cartridge out of his mouth and flung it as far ashe could; the dog immediately bounded after it and retrieved it.

Dave roared and cursed at the dog, who, seeing that Dave was offended, left himand went after Jim, who was well ahead.

Jim swung to a sapling and went up like a native bear; it was a young sapling, andJim couldn't safely get more than ten or twelve feet from the ground. The dog laid thecartridge, as carefully as if it were a kitten, at the foot of the sapling, and capered andleaped and whooped joyously round under Jim. The big pup reckoned that this waspart of the lark - he was all right now - it was Jim who was out for a spree. The fusesounded as if it were going a mile a minute. Jim tried to climb higher and the saplingbent and cracked. Jim fell on his feet and ran. The dog swooped on the cartridge andfollowed. It all took but a very few moments.

Jim ran to a digger's hole, about ten feet deep, and dropped down into it landing onsoft mud and was safe. The dog grinned sardonically down on him, over the edge, fora moment, as if he thought it would be a good lark to drop the cartridge down on Jim.

'Go away’, said Jim feebly, 'go away.'

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Phases

'Run, Andy! Run!' they shouted back at him. 'Run! Look behind you, you fool!' reactionAndy turned slowly and looked, and there, close behind him, was the retriever

with the cartridge in his mouth - wedged into his broadest and silliest grin. And thatwasn't all. The dog had come round the fire to Andy, and the loose end of the fuse hadtrailed and waggled over the burning sticks into the blaze; Andy had slit and nicked thefiring end of the fuse well, and now it was hissing and spitting properly.

problem

Andy's legs started with a jolt; his legs started before his brain did, and he madeafter Dave and Jim. And the dog followed Andy.

reaction

Dave and Jim were good runners - Jim the best - for a short distance Andy wasslow and heavy, but he had the strength and the wind and could last.

comment

The dog capered round him, delighted as a dog could be to find his mates, as hethought, on for a frolic.

problem

Dave and Jim kept shouting back, ‘Don’t foller us! Don't foller us, you colouredfool!'

reaction

But Andy kept on, no matter how they dodged. They could never explain, anymore than the dog, why they followed each other, but so they ran, Dave keeping in Jim'strack in all its turnings, Andy after Dave, and the dog circling round Andy - the live fuseswishing in all directions and hissing and spluttering and stinking. Jim yelling to Davenot to follow him, Dave shouting to Andy to go in another direction to 'spread out', andAndy roaring at the dog to go home.

problem

Then Andy's brain began to work, stimulated by the crisis he tried to get arunning kick at the dog, but the dog dodged; he snatched up sticks and stones and threwthem the dog and ran on again. The retriever saw that he'd made a mistake about Andy,and left him and bounded after Dave. Dave, who had the presence of mind to think thefuse's time wasn't up yet, made a dive and a grab at the dog, caught him by the tail, andas he swung round snatched the cartridge out of his mouth and flung it as far as hecould; the dog immediately bounded after it and retrieved it.

solution

Dave roared and cursed at the dog, who, seeing that Dave was offended, left himand went after Jim, who was well ahead.

reaction

Jim swung to a sapling and went up like a native bear; it was a young sapling,and Jim couldn't safely get more than ten or twelve feet from the ground. The dog laidthe cartridge, as carefully as if it were a kitten, at the foot of the sapling, and caperedand leaped and whooped joyously round under Jim. The big pup reckoned that this waspart of the lark - he was all right now - it was Jim who was out for a spree. The fusesounded as if it were going a mile a minute. Jim tried to climb higher and the saplingbent and cracked. Jim fell on his feet and ran. The dog swooped on the cartridge andfollowed. It all took but a very few moments.

problem

Jim ran to a digger's hole, about ten feet deep, and dropped down into it landingon soft mud and was safe. The dog grinned sardonically down on him, over the edge, fora moment, as if he thought it would be a good lark to drop the cartridge down on Jim.

solution

'Go away’, said Jim feebly, 'go away.' reaction

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Preparing before reading the passage

This is what you could say before reading the passage again:

Remember this is the part when the Dave and Jim have suddenly run away, but Andy juststood stock-still, staring after them, so they shout back at him to run, you fool.

Andy turns around to see the dog with the cartridge in its mouth and the wick alight fromthe fire. Without thinking he runs off after Dave and Jim, but he is a slow runner and thedog just runs around him.

Dave and Jim keep shouting at Andy not to follow them, but he keeps coming, so Jim isrunning in front, with Dave after him and Andy after Dave, and the dog running aroundAndy with the lighted cartridge in his mouth - all of them yelling at each other to spreadout.

Then Andy starts kicking and throwing sticks at the dog, who leaves him and startschasing Dave. Dave grabs the dog and throws the cartridge away, but the dog just pickedit up again.

Then Dave roars at the dog, who leaves him and starts chasing Jim. Jim climbs up a smalltree, but he can’t get high enough and it breaks. He falls down and runs to a deep holeand jumps in. The dog looks at him as though its thinking of dropping the cartridge into thehole with him, so Jim begs it to go away.

The series of problems and reactions builds up tension in the story, and is a good modelfor the students to learn to write effective narrative.

Joint Rewriting

This is an extract without any Orientation stage. When writing a new story using these textpatterns, students can start by thinking of a good Orientation. Project the whole passagewith an OHP, so you can keep referring to it as the class jointly constructs a new story,using all the patterns you have discussed in detailed reading.

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Detailed Reading notes what they shouted x21 'Run, Andy! Run!' they shouted back at him. 'Run! Look behind you, you fool!'what Andy did x2 where x2 dog2 Andy turned slowly and looked, and there, close behind him, was the retriever with thewhat the dog had stuck in his mouthcartridge in his mouth - wedged into his broadest and silliest grin. 3 And that wasn't all. where the dog came end that lights how it moved x2The dog had come round the fire to Andy, and the loose end of the fuse had trailed and where x2 prepared the fuse x2waggled over the burning sticks into the blaze; 4 Andy had slit and nicked the firing end of fuse was burning x2the fuse well, and now it was hissing and spitting properly.

1 Andy stood stock-still, so Dave and Jim shouted at him to run.• why did they tell him to look behind him?2 Andy turned around to see the dog with the cartridge in his mouth• how did the dog feel?• how would Andy have felt?3 the dog had dragged the fuse through the fire4 Andy had prepared the fuse so would light easily and now it was burning• the writer often uses two words to describe what things are doing and where, what are

some examples?

how he started running without thinking ran after them5 Andy's legs started with a jolt; his legs started before his brain did, and he made after came lastDave and Jim. And the dog followed Andy. what kind of runners x36 Dave and Jim were good runners - Jim the best - for a short distance Andy was slow and could keep running x3heavy, but he had the strength and the wind and could last. played around how happy why he was happy7 The dog capered round him, delighted as a dog could be to find his mates, as he

thought, on for a frolic. what they shouted8 Dave and Jim kept shouting back, ‘Don’t foller us! Don't foller us, you coloured fool!'

5 Andy started running after Dave and Jim, without thinking, and the dog ran after Andy• what does the writer say his legs started before his brain did? (chasing the others)6 Dave and Jim were fast runners but Andy was slower• what does it mean to say he had the strength and the wind?7 the dog thought it was a game and just ran around Andy• caper, frolic =8 David and Jim tried to stop Andy chasing them• Henry Lawson says ‘you coloured fool’ because he couldn’t write swear words in those

day - what colour does he mean? (‘bloody fool’)

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didn’t stop tried to get away9 But Andy kept on, no matter how they dodged. 10 They could never explain, any more what they did how they followed x3than the dog, why they followed each other, but so they ran, Dave keeping in Jim's track in what the fuse did x4all its turnings, Andy after Dave, and the dog circling round Andy - the live fuse swishing in how Jim spoke whatall directions and hissing and spluttering and stinking. 11 Jim yelling to Dave not to follow how Dave spoke what x2 how Andy spokehim, Dave shouting to Andy to go in another direction to 'spread out', and Andy roaring at whatthe dog to go home.

9 but Andy kept chasing them10 they just kept following each other, with the dog chasing all of them• when could they never explain? (when they told the story afterwards)11 they each yelled at the others to stop chasing them and spread out• writers often repeat things in threes - what are examples here?

started thinking why what he tried to do12 Then Andy's brain began to work, stimulated by the crisis he tried to get a running kick how the dog reacted what Andy did x3at the dog, but the dog dodged; he snatched up sticks and stones and threw them at the dog what the dog sawdog and ran on again. 13 The retriever saw that he'd made a mistake about Andy, and leftwhat dog did x2 thought clearlyhim and bounded after Dave. 14 Dave, who had the presence of mind to think the fuse'sfuse still had time what Dave did x5time wasn't up yet, made a dive and a grab at the dog, caught him by the tail, and as he

swung round snatched the cartridge out of his mouth and flung it as far as he could; the what the dog did x2 how Dave reacted x2dog immediately bounded after it and retrieved it. 15 Dave roared and cursed at the dog, what the dog did x3who, seeing that Dave was offended, left him and went after Jim, who was well ahead.

12 Andy tried to stop the dog chasing him13 the dog left Andy and started chasing Dave14 Dave snatched the cartridge out of the dog’s mouth and thew it away, but the dog

retrieved it• presence of mind = ?• how would Dave know the fuse’s time wasn’t up yet?• who swung round?15 Dave roared at it so the dog left him and started chasing Jim• cursed = ?

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turned towards a tree climbed like a koala small tree16 Jim swung to a sapling and went up like a native bear; it was a young sapling, and Jim how high he could climb put it downcouldn't safely get more than ten or twelve feet from the ground. 17 The dog laid the how carefully where what the dog did x3cartridge, as carefully as if it were a kitten, at the foot of the sapling, and capered and dog thoughtleaped and whooped joyously round under Jim. 18 The big pup reckoned that this was partpart of the game playing a game what was burningof the lark - he was all right now - it was Jim who was out for a spree. 19 The fuse how fast how Jim reactedsounded as if it were going a mile a minute. 20 Jim tried to climb higher and the saplingwhat the sapling did x2 what Jim did x2 what the dog did x2bent and cracked. 21 Jim fell on his feet and ran. 22 The dog swooped on the cartridge how quicklyand followed. 23 It all took but a very few moments.

16 Jim ran to a young tree but couldn’t climb high enough• sapling = ?• why couldn’t Jim get higher?

17 the dog put the cartridge on the ground under him and ran around18 he thought Jim was still playing a game• lark, spree = ?

19 the fuse was burning really fast• was it burning as fast as it sounded?

20-23 the tree broke, Jim fell down and ran, the dog picked up the cartridge and chasedhim, all in a few moments

• writer uses short sentences for fast action• swooped = ?• but a very few moments = just a few moments

how Jim got away x424 Jim ran to a digger's hole, about ten feet deep, and dropped down into it landing on soft how the dog looked where x2mud and was safe. 25 The dog grinned sardonically down on him, over the edge, for ahow long what the dog thoughtmoment, as if he thought it would be a good lark to drop the cartridge down on Jim.what Jim said how he spoke26 'Go away’, said Jim feebly, 'go away.'

24 Jim jumped into a gold miner’s hole• digger = gold miner25 the dog looked down like he was mocking him, as though he was about to drop the

cartridge in• sardonically = mocking26 Jim pleaded with the dog to go away

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The Loaded Dogby Henry Lawson

Dave Regan, Jim Bentley and Andy Page were sinking a shaft at Stony Creek in search of arich gold quartz reef which was supposed to exist in the vicinity. There is always a rich reefsupposed to exist in the vicinity; the only questions are whether it is ten feet or hundreds beneaththe surface, and in which direction. They had struck some pretty solid rock, also water which keptthem baling. They used the old-fashioned blasting powder and time-fuse. They'd make a sausage orcartridge of blasting powder in a skin of strong calico or canvas, the mouth sewn and bound roundthe end of the fuse; they'd dip the cartridge in melted tallow to make it watertight, get the drill holeas dry as possible, drop in the cartridge with some dry dust, and wad and ram with stiff clay andbroken brick. Then they'd light the fuse and get out of the hole and wait. The result was usually anugly pot-hole in the bottom of the shaft and half a barrow-load of broken rock.

There was plenty of fish in the creek, fresh-water bream, cod, catfish, and tailers. The partywere fond of fish, and Andy and Dave of fishing. Andy would fish for three hours at a stretch ifencouraged by a 'nibble' or a 'bite' now and then say once in twenty minutes. The butcher wasalways willing to give meat in exchange for fish when they caught more than they could eat; butnow it was winter, and these fish wouldn't bite. However, the was low, just a chain of muddywaterholes, from the hole with a few bucketfuls in it to the sizable pool with an average depth of sixor seven feet, and they could get fish by bailing out the smaller holes or up the water in the largerones till the fish rose to the surface. There was the cat-fish, with spikes growing out of the sides ofits head, and if you got pricked you'd know it, as Dave said. Andy took off his boots, tucked up histrousers, and went into a hole one day to stir up the mud with his feet, and he knew it. Davescooped one out with his hand and got pricked, and he knew it too; his arm swelled, and the painthrobbed up into his shoulder, and down into his stomach, too, he said, like a toothache he had once,and kept him awake for two nights -only the toothache pain had a 'burred edge', Dave said.

Dave got an idea. 'Why not blow the fish up in the big waterhole with a cartridge? he said.'I'll try it.' He thought the thing out and Andy Page worked it out. Andy usually put Dave's theoriesinto practice if they were practicable, or bore the blame for the failure and the chaffing of his matesif they weren't.

He made a cartridge about three times the size of those they used in the rock. Jim Bentlysaid it was big enough to blow the bottom out of the river. The inner skin was of stout calico; Andystuck the end of a six-foot piece of fuse, well down in the powder and bound the mouth of the bagfirmly to it with whipcord. The idea was to sink the cartridge in the water with the open end of thefuse attached ; to a float on the surface, ready for lighting. Andy dipped the , cartridge in melted tomake it watertight. 'We'll have to leave it some time before we light it,' said Dave, 'to give the fishtime to get over their scare when we put it in, and come nosing round again; so we'll want it wellwater-tight.'

Round the cartridge, Andy, at Dave's suggestion, bound a strip of sail canvas that they usedfor making water-bags to increase the force of the explosion, and round that he pasted layers of stiffbrown paper on the plan of the sort of fireworks we called 'gun-crackers'. He let the paper dry in thesun, then he sewed a covering of two thicknesses of canvas over it, and bound the thing from end toend with stout fishing line. Dave's schemes were elaborate, and he often worked his inventions outto nothing. The cartridge was rigid and solid enough now a formidable bomb; but Andy and Davewanted to be sure. Andy sewed on another layer of canvas, dipped the cartridge in melted tallow,twisted a length of fencing-wire round it as an afterthought, dipped it in tallow again, and stood itcarefully against a tent peg, where he'd know where to find it, and wound the fuse loosely round it.Then he went to the camp fire to try some potatoes which were boiling in their jackets in a billy,and to see about frying some chops for dinner. Dave and Jim were at work in the that morning.

They had a big black young retriever dog or rather an overgrown pup, a big, foolish, four-footed mate, who was always slobbering round them and heavy tail that swung round like a stock

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whip. Most of his head was usually a red, idiotic slobbering grin of cation of his own silliness. Heseemed to take life, the world, his two-legged mates, and his own instinct as a huge joke. He'dretrieve anything; he carted back most of the camp rubbish that Andy threw away. They had a catthat died in hot weather, and Andy threw it a good distance away in the scrub; and early onemorning the dog found the cat, after it had been dead a week or so, and carried it back to camp andlaid it just inside the tent flaps, where it could best make its presence known when the mates shouldrise and begin to sniff suspiciously in the sickly smothering atmosphere of the summer sunrise. Heused to retrieve them when they went in swimming; he'd jump in after them, and take their hands inhis mouth, and try to swim out with them, and scratch their naked bodies with his paws. They lovedhim for his good-heartedness and his foolishness, but when they wished to enjoy a swim they had totie him up in camp.

He watched Andy with great interest all morning making the cartridge, and hindered himconsiderably, trying to help; but about noon he went off to the claim to see how Dave and weregetting on, and to come home to dinner with them. Andy saw them coming, and put a panful ofmutton chops on the fire. Andy was cook to-day; Dave and stood with their backs to the fire, as doin all weathers, waiting till dinner should be ready. The retriever went nosing round after somethinghe seemed to have missed.

Andy's brain still worked on the cartridge; his eye was caught by the glare of an emptykerosene tin lying in the bushes, and it struck him that it wouldn't be a bad idea to sink the cartridgepacked with clay, sand, or stones in the tin, to increase the force of the explosion. He may havebeen all out, from a scientific point of view, but the notion looked all right to him. Jim by the way,wasn't interested in their 'damned silliness'. Andy noticed an empty treacle tin, little tin neck orspout soldered on to the top for the convenience of pouring out the treacle and it struck him that thiswould have made the best kind of cartridge-case: he would only have had to pour in the powder,stick the fuse in through the neck, and cork and seal it with beeswax. He was turning to suggest thisto Dave, when Dave glanced shoulder to see how the chops were doing and bolted. He explainedafterwards that he thought he heard the pan spluttering extra, and looked to see if the chops wereburning. Jim Bently looked behind and bolted after Dave. Andy stood stock-still, staring after them.

'Run, Andy! Run!' they shouted back at him. 'Run! Look behind you, you fool!' Andy turnedslowly and looked, and there, close behind him, was the retriever with the cartridge in his mouth -wedged into his broadest and silliest grin. And that wasn't all. The dog had come round the fire toAndy, and the loose end of the fuse had trailed and waggled over the burning sticks into the blaze;Andy had slit and nicked the firing end of the fuse well, and now it was hissing and spittingproperly.

Andy's legs started with a jolt; his legs started before his brain did, and he made after Daveand Jim. And the dog followed Andy.

Dave and Jim were good runners - Jim the best -f or a short distance Andy was slow andheavy, but he had the strength and the wind and could last. The dog capered round him, delighted asa dog could be to find his mates, as he thought, on for a frolic. Dave and Jim kept shouting back,‘Don’t foller us! Don't foller us, you coloured fool!' But Andy kept on, no matter how they dodged.They could never explain, any more than the dog, why they followed each other, but so they ran,Dave keeping in Jim's track in all its turnings, Andy after Dave, and the dog circling round Andy -the live fuse swishing in all directions and hissing and spluttering and stinking. Jim yelling to Davenot to follow him, Dave shouting to Andy to go in another direction to 'spread out', and Andyroaring at the dog to go home. Then Andy's brain began to work, stimulated by the crisis he tried toget a running kick at the dog, but the dog dodged; he snatched up sticks and stones and threw themthe dog and ran on again. The retriever saw that he'd a mistake about Andy, and left him andbounded Dave. Dave, who had the presence of mind to think the fuse's time wasn't up yet, made adive and a grab the dog, caught him by the tail, and as he swung round the cartridge out of hismouth and flung it as far as he could; the dog immediately bounded after it and retrieved it. Daveroared and cursed at the dog, who, seeing that Dave was offended, left him and went after Jim, whowas well ahead. Jim swung to a sapling and went up like a native bear; it was a young sapling, and

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Jim couldn't safely get more than ten or twelve feet from the ground. The dog laid the cartridge, ascarefully as if it were a kitten, at the foot of the sapling, and capered and leaped and whoopedjoyously round under Jim. The big pup reckoned that this was part of the lark - he was all right now- it was Jim who was out for a spree. The fuse sounded as if it were going a mile a minute. Jim triedto climb higher and the sapling bent and cracked. Jim fell on his feet and ran. The dog swooped onthe cartridge and followed. It all took but a very few moments. Jim ran to a digger's hole, about tenfeet deep, and dropped down into it landing on soft mud and was safe. The dog grinned sardonicallydown on him, over the edge, for a moment, as if he thought it would be a good lark to drop thecartridge down on Jim.

'Go away’, said Jim feebly, 'go away.'The dog bounded off after Dave, who was the only one in sight now; Andy had dropped

behind a log, where he lay fiat on his face, having suddenly remembered a picture of the war with acircle of Turks lying flat on their faces (as if they were ashamed) round a newly-arrived shell. Therewas a small hotel or shanty on the creek, on the main road, not far from the claim. Dave wasdesperate, the time flew much faster in his stimulated imagination than it did in reality, so he madefor the shanty. There were several casual bushmen on the verandah and in the bar; ‘My dog!' hegasped, in reply to the astonished stare of the publican, 'the blanky retriever he's got a live cartridgein mouth The retriever, finding the front door shut against had bounded round and in by the backway, and now smiling in the doorway leading from the passage, the cartridge still in his mouth andthe fuse spluttering. They burst out of that bar. Tommy bounded first after one and the-afteranother, for, being a young dog, he tried to make friends with everybody.

The bushmen ran round corners, and some shut selves in the stable. There was a newweatherboard and corrugated iron kitchen and wash house on piles in the backyard, with somewomen washing clothes inside. Dave and the publican bundled in there and shut the door thepublican cursing Dave and calling him a crimson fool, hurried tones, and wanting to know what thehell he here for.

The retriever went in under the kitchen, amongst the pile?. but, luckily for those inside, therewas a vicious yellow mongrel cattle-dog sulking and nursing his nastiness under there a sneaking,fighting, thieving canine, whom neigh hours had tried for years to shoot or poison. Tommy saw hisdanger he'd had experience from this dog and start-ed out and across the yard, still sticking to thecartridge. Half-way across the yard the yellow dog caught him and nipped him. Tommy dropped thecartridge, gave one terrified yell, and took to the Bush. The yellow dog followed him to the fenceand then ran back to see what he had dropped. Nearly a dozen other dogs came from round all thecorners and under the buildings spidery, thievish, cold-blooded kangaroo dogs, mongrel sheep-andcattle-dogs, vicious black and yellow dogs -that slip after you in the dark, nip your heels, and vanishwithout explaining -and yapping, yelping small fry. They kept at a respectable distance round thenasty yellow dog, for it was dangerous to go near him when he thought he had found somethingwhich might be good for a dog or cat. He sniffed at the cartridge twice and was just taking a thirdcautious sniff when

It was very good blasting powder - a new brand that Dave had recently got up from Sydney;and the cartridge had been excellently well made. Andy was very patient and painstaking in all hedid, and nearly as handy as the average sailor with needles, twine, canvas and rope.

Bushmen say that that kitchen jumped off its piles and on again. When the smoke and dustcleared away, the remains of the nasty yellow dog were lying against the paling fence of the yardlooking as if he had been kicked into a fire by a horse and afterwards rolled in the dust under a andfinally thrown against the fence from a Several saddle horses, which had been 'hanging-up' roundthe verandah, were galloping wildly down the road m clouds of dust, with broken bridle reinsflying; and from a circle round the outskirts, from every point of the compass the scrub, came theyelping of dogs. Two of them went to the place where they were born, thirty miles away, andreached it the same night and stayed there; it was not ill towards evening that the rest came backcautiously to make inquiries. One was trying to walk on two legs, and most of 'em looked more orless singed; and a little, singed, stumpy-tailed dog, who had been in the habit of hopping the back

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half of him along on one leg, had reason to be glad he'd saved up the other leg all those years, for heneed-ed it now. There was one old one-eyed cattle-dog round that shanty for years afterwards, whocouldn't stand the smell of a gun being cleaned. He it was who had taken an interest, only second tothat of the yellow dog, in the cartridge. said that it was amusing to slip up on his blind side and sticka dirty ramrod under his nose: he wouldn't wait to bring his solitary eye to bear - he'd take to theBush and stay out all night.

For half an hour or so after the explosion there were several round behind the stable whocrouched, doubled up, against the wall, or rolled gently on the dust, trying to laugh withoutshrieking. There were two women in hysterics at the house, and another rushing aimlessly roundwith a dipper of cold water. The publican was holding his wife tight and begging her between hersquawks, to 'hold up for my sake, Mary, or I'll lam the life out of ye'.

Dave decided to apologise later on, 'when things had settled a bit', and went back to camp.And the dog that had done it all, Tommy, the great, idiotic mongrel retriever, came slobberinground Dave and lashing his legs with his tail, and trotted home after him, smiling his broadest,longest, and reddest smile of amiability, and apparently satisfied for one afternoon with the fun he'dhad.

Andy chained the dog up securely, and cooked some more chops, while Dave went to helpJim out of the hole.

And most of this is why, for years afterwards, lanky, easy-going bushmen riding lazily pastDave's camp, would in a lazy drawl and with just a hint of the nasal twang: "Ello, Da-a-ve! How'sthe fishin’ getting on, Da-a-ve?'

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Plus to immigration equationby Lyndon Rowe

This text was used for Detailed Reading and Rewriting with ESL students in a tertiarypreparation course at Charles Darwin University. This lesson is shown on the Reading toLearn DVD. The text is a discussion in which Rowe gives three reasons that some politicalparties oppose immigration, and counters their arguments with his own. It was publishedas a newspaper opinion article.

Preparing before reading notes

The following are brief notes for preparing before reading. As it is a newspaper article,each sentence is given its own paragraph, that are numbered here. Preparing beforereading should start with the background students need to understand the issues and theparties, and then how Rowe organises the discussion. The analysis here is taken from theStages and phases analysis on the following pages.

Issue1 always been arguments about immigration – but good for Australia2 political parties that want a separate national economy in Australia – want less or no

immigration3 author will explain whySidesFirst reason – against immigration4 1st reason they have an unbalanced way of thinking about Australia’s economy – only

look at one side5 one party says that migrants take jobs from other Australians – and we already have

too much unemploymentfor6 two sides to employment – migrants take jobs but they also create new jobs7 more people need more houses, more goods and services (eg)8 migrants create more jobs than they takeSecond reason – against9 nationalist parties are against immigration for economic reasons, and for cultural

reasons – but main reason is environment10 greens want the population to become stable – no more people – so reduce

immigration11 one nation wants to stop population growing to protect environmentfor12 people don’t agree about how many people Australia can sustain/look after – noone

knows how many people Australia can carry13 evidence is hard to believe14 very few people for the area of land in Australia - grow more food than we eatThird reason - for15 more important is quality of life – many cultures – new ideas – different food, arts,

clothesResolution16 very important idea is giving to the next generation17 we should give economy that can keep growing – healthy environment18 bad thing if we don’t give them a rich culture

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Plus to immigration equationBoth before and since the White Australia policy of the 1950s, immigration has

been a political hot potato – yet the economic evidence shows immigration has beenextremely good for the nation.

In spite of the facts, today’s economic nationalist parties – One Nation, theAustralian Democrats, Advance Australia, the Greens and Australia First – espousepolicies of greatly reduced or zero net migration.

They do so for several reasons.The most common argument against allowing migrants in numbers is based on

a lopsided view of the impact on Australia’s economy.The Advance Australia party wants to call a “halt to all immigration until we

have solved our unemployment problems” as if the only impact of migration is totake jobs which might otherwise be available to unemployed Australians.

But the impact of immigration is determined not only by the number of jobsmigrants take, but also by the jobs they create.

Population growth through migration creates demand for housing, goods andservices which is met through higher production which in turn leads to higheremployment.

Depending on the size and composition of the migrant intake, most studiesshow the net impact of immigration on unemployment is positive.

Although all the nationalist parties have some economic or culturalcomponents to their anti-immigration policies, most of the bigger ones make theenvironment – not the economy – the main plank of their opposition to migration.

The Australian greens argue that “Australia’s voluntary immigration programhas to be reduced as part of a strategy to achieve eventual stabilisation of theAustralian population”.

Similarly One Nation proposes “to cap population growth for environmentalreasons”.

Yet by the admission of most of the parties that espouse and end to populationgrowth, there is nowhere near consensus on what Australia’s sustainable populationmight be, nor even whether there is a single figure which represents Australia’scarrying capacity.

The evidence that Australia is overpopulated is not very persuasive.Australia has one of the lowest population densities in the world. It produces

far more food than it consumes – we could double our agricultural production andstill have a trade surplus in food.

Perhaps even more important than the economic benefits of migration is thecontribution that immigration has made to our quality of life in the broadest sense –through cultural diversity, access to new ideas, and myriad everyday choices offoods, arts. clothes and so on which were not on offer to past generations ofAustralians.

One of the most influential principles which environmentalists have introducedto economics is inter-generational equity. Our legacy to future generations shouldinclude sustainable economic growth and environmental quality.

It would be a shame if we also bequeathed a cultural desert.

Lyndon Rowe is the chief executive of the WA Chamber of Commerce and Industry.

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Stages & phasesBoth before and since the White Australia policy of the 1950s, immigration

has been a political hot potato – yet the economic evidence shows immigration hasbeen extremely good for the nation.

issueimmigrationfor

In spite of the facts, today’s economic nationalist parties – One Nation, theAustralian Democrats, Advance Australia, the Greens and Australia First – espousepolicies of greatly reduced or zero net migration.

against

They do so for several reasons.The most common argument against allowing migrants in numbers is based on

a lopsided view of the impact on Australia’s economy.reason1economyagainst

The Advance Australia party wants to call a “halt to all immigration until wehave solved our unemployment problems” as if the only impact of migration is to takejobs which might otherwise be available to unemployed Australians.

But the impact of immigration is determined not only by the number of jobsmigrants take, but also by the jobs they create.

for

Population growth through migration creates demand for housing, goods andservices which is met through higher production which in turn leads to higheremployment.

Depending on the size and composition of the migrant intake, most studiesshow the net impact of immigration on unemployment is positive.

Although all the nationalist parties have some economic or culturalcomponents to their anti-immigration policies, most of the bigger ones make theenvironment – not the economy – the main plank of their opposition to migration.

reason2environmentagainst

The Australian greens argue that “Australia’s voluntary immigration programhas to be reduced as part of a strategy to achieve eventual stabilisation of theAustralian population”.

Similarly One Nation proposes “to cap population growth for environmentalreasons”.

Yet by the admission of most of the parties that espouse and end to populationgrowth, there is nowhere near consensus on what Australia’s sustainable populationmight be, nor even whether there is a single figure which represents Australia’scarrying capacity.

for

The evidence that Australia is overpopulated is not very persuasive.Australia has one of the lowest population densities in the world. It produces

far more food than it consumes – we could double our agricultural production and stillhave a trade surplus in food.

Perhaps even more important than the economic benefits of migration is thecontribution that immigration has made to our quality of life in the broadest sense –through cultural diversity, access to new ideas, and myriad everyday choices of foods,arts. clothes and so on which were not on offer to past generations of Australians.

reason3culturefor

One of the most influential principles which environmentalists have introducedto economics is inter-generational equity. Our legacy to future generations shouldinclude sustainable economic growth and environmental quality.

for

It would be a shame if we also bequeathed a cultural desert.

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Detailed Reading notes how long racist policy when what about1 Both before and since the White Australia policy of the 1950s, immigration has political debate opposite economy showsbeen a political hot potato – yet the economic evidence shows immigration has how goodbeen extremely good for the nation. not looking separate national economy 5 parties 1st2 In spite of the facts, today’s economic nationalist parties – One Nation, the2nd 3rd 4th 5th

Australian Democrats, Advance Australia, the Greens and Australia First – much less noneespouse policies of greatly reduced or zero net migration.

1 immigration has been a political debate before the 1950s and since the 1950s – butLyndall Rowe say it is good for the nation - we know this from the economy• white Australia policy – kept people from Asia and Africa away from Australia – racistpolicy• hot potato = debate – too hot to hold (demo)• yet = joins 2 opposite ideas – conjunction• evidence = proof, how we know, what shows - economic evidence = evidence from theeconomy – jobs, money, prices, interest rates, wages• extremely – model degree of intensity

why they do so3 They do so for several reasons.

4 The most common argument against allowing migrants in numbers is based on unbalanced view how it affects Australia’s economya lopsided view of the impact on Australia’s economy. which party stop immigration5 The Advance Australia party wants to call a “halt to all immigration until we problems getting jobshave solved our unemployment problems” as if the only impact of migration is what migration takes Australians with no jobto take jobs which might otherwise be available to unemployed Australians.

3 why these parties want less on no immigration4 the most common reason they say – because they have an unbalanced view of how theeconomy works• lopsided = unbalanced – only sees one side, not the other side5 one party want to stop all immigration because they think migrants take jobs fromunemployed Australians• as if = like but not really – similar but not the same• halt = stop• impact = what happens• otherwise = if they didn’t take jobs• available to = there for taking

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opposite not just one which jobs6 But the impact of immigration is determined not only by the number of jobs migrants and jobs they make number of people grows makestake, but also by the jobs they create. 7 Population growth through migration createspeople want what they want x3 producing more thingsdemand for housing, goods and services which is met through higher production which in more jobs for people 2 things - how big which migrantsturn leads to higher employment. 8 Depending on the size and composition of the migrantmigrants coming in how much immigration affects unemployment goodintake, most studies show the net impact of immigration on unemployment is positive.

6 now Lyndon Rowe says why they are wrong – because migrants also make new jobs\• determined = one thing makes another thing happen• we need to add the number of jobs they take and the number of jobs they make7 when more people come to Australia they need more houses, goods and services, somore of these are produced, so there are more jobs to produce them• population = many people, population growth = more people• demand = what people want - what are some goods and services we need?• production = making things in factories and farms, or building8 immigration creates more jobs than it takes – ‘net impact is positive’, but this depends onhow many migrants which migrants come – ‘size and composition of migrant intake’• size of migrant intake = how many people come• composition of migrant intake = what kinds of migrants come – e.g. skilled or unskilled• depending on = can be different• intake = coming in• net impact = number of jobs left over, after we take away the number that migrants take• positive = more jobs created

some economic or cultural parts9 Although all the nationalist parties have some economic or cultural components topolicies against immigration what they maketheir anti-immigration policies, most of the bigger ones make the environment – not main reason they oppose migration which partythe economy – the main plank of their opposition to migration. 10 The Australian which immigration program made lessGreens argue that “Australia’s voluntary immigration program has to be reduced as make stable in the end number of peoplepart of a strategy to achieve eventual stabilisation of the Australian population”. another party stop population growing which reasons11 Similarly One Nation proposes “to cap population growth for environmental reasons”.

9 nationalist parties oppose migration for economic or cultural reasons – but most say theenvironment is the main reason they oppose migration• components = parts• plank = part of a party’s policy10 Australian Greens want to make the Australian population stable – no more people, sothey want to reduce the number of migrants• voluntary = doing something because you want to - voluntary immigration program =people who want to come, not refugees and others who come because have no choice11 Lyndon Rowe says One Nation is similar to Greens because they also want to stopmigration for environmental reasons• cap = top of a bottle – capping means stopping too many

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parties that want to stop population growing12 Yet by the admission of most of the parties that espouse an end to population growth, not everyone agrees how many people Australia can sustainthere is nowhere near consensus on what Australia’s sustainable population might be, nor one number how many people Australia can carryeven whether there is a single figure which represents Australia’s carrying capacity. too many people in Australia doesn’t persuade me13 The evidence that Australia is overpopulated is not very persuasive. Australia has oneless people than other countries grows more food than we eatof the lowest population densities in the world. 14 It produces far more food than it grow double the amount of food still sell more food to other countriesconsumes – we could double our agricultural production and still have a trade surplus infood.

12 most parties that oppose migration admit, that not everyone agrees about how manypeople Australia can look after, or even how many people Australia can carry• admission = when you admit what is true• espouse = what people say• sustain = keep going – sustainable = able to keep going• carrying capacity = how many people (or animals) can live in a certain area13 no good evidence that there are too many people in Australia• persuade = make someone believe what you are saying - not very persuasive = hard tobelieve14 Australia grows more food than we eat – we could grow double the amount of food andstill sell more food to other countries• agricultural production = what we grow on farms – agriculture = growing plants• surplus = more than we need – trade surplus = selling more than we buy

more important than economy15 Perhaps even more important than the economic benefits of migration is the how good our life iscontribution that immigration has made to our quality of life in the broadest sense –3 ways 1st 2nd 3rd

through cultural diversity, access to new ideas, and myriad everyday choices of foods, older Australians did not havearts, clothes and so on which were not on offer to past generations of Australians. 16 Onevery important idea who introduced this principle – to whatof the most influential principles which environmentalists have introduced to economics isgiven from one generation to the next what we give to future generationsinter-generational equity. 17 Our legacy to future generations should include sustainabletwo legacies sad thing also gaveeconomic growth and environmental quality. 18 It would be a shame if we also bequeathed what we gavea cultural desert.

15 migration has made our lives much better through culture, ideas and choices16 environmentalists like the Greens have introduced an important idea about giving fromone generation to the next – what we give is called equity17 what we pass on the next generation is also called our legacy – should include agrowing economy and a good environment18 it would be sad if we also passed on an empty culture without migrants