Teaching Language with Stories

Written by Madang
teachers
Edited by Lyn Colborne
CONTENTS

Contents page............................................................................................................2

Dedication...................................................................................................................3

Acknowledgements...............................................................................................3

Introduction..............................................................................................................4

About the Team.......................................................................................................5

Planning for Language.........................................................................................6

Grade 3 The Magic Billum...................................................................................8

Grade 3 Gelia............................................................................................................17

Grade 4 Willie and the Mermaid...................................................................24

Grade 4 The Dog’s Tail.......................................................................................34

Grade 5 The Ugly Parrot and Beautiful Crow.......................................42

Grade 5 The Dark Night..................................................................................50

Grade 6 The Dream...............................................................................................56

Grade 6 The Singing Flute...............................................................................62

Grade 7 The Cousins.............................................................................................69

Grade 7 The Stone Mother................................................................................77

Grade 8 The Beautiful Bush Wife...................................................................85

Grade 8 Who is the Boss?....................................................................................92

Resources and Instructions..............................................................................98

Blank Unit of Work Template

Bibliography

2
 DEDICATION

This book is dedicated to primary school teachers in Papua New Guinea.

ACKNOWLEDGEMENTS
I would like to thank Voluntary Service Overseas, especially Daniel Tesfaye –
Education Programme Manager in Papua New Guinea, for making this book viable.
The book could not have been completed without the ‗team‘: Lucy Daniels, Anne
Marie Nava and Ruthyanne Kaminiel. Their advice, help and friendship is
appreciated beyond words. A special thank you goes to Redley Selan, still a primary
school pupil at Panim School for his wonderful illustrations. My sincere thanks for the
stories, shared with me by many teachers working in Madang Province. They are too
many to mention individually and anonymous for fear of plagiarism, due to our
inability to find the original source of some stories! They are appreciated and valued.
My apologies to those teachers who wrote stories that do not appear in this book.
We really had to keep some for another day! Inspiration from Will Coleman and Pie
Corbett who have unwittingly provided stimulating ideas and instigated my belief,
that story telling should be at the heart of language teaching. Of course nothing is
possible without support from Roger, and my ‗wantoks‘ many miles away but always
in my heart.

Lyn Colborne

3
 INTRODUCTION
This collection of ideas, stories and resources is written in response to the request of
teachers. It is therefore written for teachers in Papua New Guinea by a VSO
Volunteer and three primary school teachers.

―Language is inherently social. That is, it is something that is ‗done‘ between people
in a society, and it is hard to imagine a world where people don‘t talk to each other‖

(TIP Module 1 Unit 9, Vernacular Literacies)

This is a resource for Teachers to use with the learning outcomes and indicators
from the Language Syllabus. This resource should be used alongside the Language
Syllabus and the In service Plan (TIP) Modules. Units of Work use Teaching
strategies taken from the Learning and Teaching Modules (Bloom and Gardener). It
is essential that teachers read the Syllabus and use TIP Modules to fully benefit from
this resource.

The activities in the book encompass active teaching methodologies and endorse
the use of storytelling as a vehicle to teach Language. Stories are central to the
culture of Papua New Guinea. There is no better way to keep stories alive than for
teachers to share them with their class and use them in their planning and
programming. It is important those teachers, head teachers and the community: tell
stories; read stories and create storytelling cultures in the classroom and beyond.
Thus the activities in this resource are appropriate for whole text approach but it will
be seen that outcomes can include some nonfiction activities when appropriate and
linked to the stories. This book does not pretend to cover the whole language
curriculum but it does show some ways in which stories can be used to teach
language.

It is intended that this book will be enjoyed and the activities will allow teachers to dip
in to the book and that it will stimulate new ideas. It has been proved by teachers in
Madang Province that they have a wealth of their own ideas so the request in this
venture is to share them with other teachers. Never keep a good idea or story to
yourself!! For this purpose blank planning sheets are included. When you use one,
please pass a copy on to other teachers in your cluster! School Journals are a
recommended source for suitable stories.

Teachers should use this book as a guide. They should feel free to include their own
activities to support the children‘s learning.

4
 THE TEAM!
Lyn Colborne is a primary school teacher from Cornwall, England, who
is working as a Curriculum Advisor in Madang Province, Papua New
Guinea with Voluntary Service Overseas. She is here with her husband,
Roger. Her favourite part of the working here is sharing ideas and
―stories‖ with teachers in the coastal areas, rain forest, rural and urban
areas of Madang Province. She could not resist including a Cornish
Story in the book!

Lucy Nohowan Daniels is the upper primary coordinator and teaches at

Kusbau Primary School. She comes from Manus Island and is married
to New Ireland. She lives in Madang with her four children. She has
been teaching for twenty seven years. Six years in Morobe and for
twenty one years in Madang. She trained to be a teacher at Kabaleo
Teacher‘s College. She is a Teacher in Service (TIP) facilitator and her
desire is to see full implementation of the education reform and for
learners to become more independent.

Anne Marie Nava is an experienced senior primary school teacher,

coordinating lower primary at Talidig Primary School. She comes from
Madang Province and is married to West New Britain. She has been
teaching in Madang Province for twenty seven years and lives in Talidig
with her husband and family. She trained to be a teacher at Holy Trinity
College. Her favourite subject is teaching language and she has enjoyed
trying some different ideas with her class.

Ruthyanne Kaminiel is the youngest member of ‗the team‘ at 25years.

Her enthusiasm has inspired us all! She trained at Sonoma Adventist
College and now teaches at Panim Primary School. She comes from
New Britain, New Ireland. Ruthyanne enjoys teaching, making new
friends and dreams of travelling in the future. She is a facilitator for
Teaching Inservice Plan (TIP)

Redley Selan is a grade 7 pupil at Panim School in Madang. He is our

illustrator and a much valued member of the team. This book is the
beginning for him!

5
PLANNING FOR LANGUAGE – IMPORTANT INFORMATION
The following pages give teachers some examples of Units of work for Speaking and
Listening, Reading and Writing. It is important that students have the opportunity to
actively learn a variety of Language during a week; therefore it is a good idea to
include all aspects of language every week. In lower primary it is essential to
increase the balance of Speaking and Listening as well as reading and writing. There
are, therefore a larger number of speaking and listening activities in grade 3 and 4 to
ensure children have plenty of opportunity to speak in Vernacular and English.

It is important to choose the most suitable activities for students, as recommended

for child centred methodology. More able pupils may prefer to write a retell story
while average children would make a story board, with sentences and less able
children would make a story board in pictures. It is the teacher‘s job to differentiate
tasks for his/her class to enable each child to achieve their targets. Teachers
should identify their own choice of assessment task.

As stated in the Introduction to this book, Fiction stories have been used as a
starting point, with some nonfiction indicators placed in the lesson plan when
appropriate. There are enough activities for a teacher to spend two weeks, using a
story. However, teachers should ensure that Nonfiction texts are also used and are
most suitable to be part of integrated planning with other subjects. Teachers could
use the same method to plan for Nonfiction texts, as in this book: taking first the
outcomes, choosing appropriate indicators and then looking for activities for the
students. It is recommended that teachers work in teams to share ideas! This work
should not replace work suggested in Teachers Guides – just to be used in addition
as part of language teaching.

Using one story to support two weeks language teaching does not mean that
students should not have the opportunity to read other stories, of their choice or have
a selection of stories told to them each day as well. In fact it is important to have
―reading time‖ in addition to a Language lesson each day during the primary years.
Children should read individually, in pairs, in groups and the use of big books to the
whole class, is recommended in lower primary grades. Excellent information to
assist teachers in making big books is found in TIP Module 3 – Unit 9 Venacular
Literacies. It is recommended that this it is important for teachers to refer to this
module.

In addition to these language activities, it is essential to complete some phonic

teaching with the students each day – teachers could find possible time, for
approximately 10 minutes each day or at the start of a language lesson. The
success of these activities and the student‘s ability to carry out the tasks depends on
the classroom being a learning environment. The activities where word lists are
made are essential and they should be displayed and practised for students to use.

6
 Grade 3
The Magic Billum
Gelia

7
Julie and the Magic Billum

8
 The Magic Bilum
Once upon a time there lived a little girl called Julie.
She was the most beautiful girl in her village and she
lived in a bush house with her Mother. They were very
poor and often did not have enough food to eat.
One day Julie‘s mother asked her to go to market to buy
some Kau Kau. They had not eaten for two days so
were very hungry. She gave Julie 50t and this was the
last money she had in the whole world.
On her way to the market, Julie met an old woman. She
had never seen her before in the village. ―Look at my
bilum wool‖ said the old lady. ―It is magic and if you buy
this from me, you will never be hungry again‖. Julie
looked at the wool and it was the most beautiful she had
ever seen. As the sun shone on the wool it sparkled like
stars in a clear night sky. ―It is 50t for all this lovely wool‖
whispered the lady.
Julie never disobeyed her mother but the old lady looked
even hungrier than Julie and the wool would make her
mother the most wonderful bilum. ―I am sure she would
not mind if I brought this wool‖ thought Julie. ―Yes!!! I will
buy the wool‖ she said before she could stop herself.
Julie ran home feeling so happy and excited to show her
mother. ―I cannot believe that you have been so
naughty!‖ screamed Julie‘s mother. ―We have nothing to
eat‖

9
Julie was very sad that she had upset her mother so she
walked away from the house and sat under a tree. Julie
started to make a bilum. She worked all day and all night
for five nights. She was amazed that she did not feel
tired as she worked on the bilum. Finally, as the sun left
the sky one evening, Julie finished the bilum.
She hung it on a hook outside her house and it looked
as if it was full of stars. ―I think my mother will love her
new bilum and forgive me now!‖ thought Julie. She
suddenly felt very tired so went into the bush house and
fell asleep.
In the morning Julie woke up and felt very excited. ―Go
outside Mama‖ cried Julie ―I have made you a surprise
and I am so sorry that I made you cross‖ Julie‘s mother
went outside and could not believe her eyes! On the
hook hung the bilum but it was completely full of food!
―Where did you get this from?‖ asked the mother.
―I do not know where it came from‖ answered Julie but
she thought some people from the village had put the
food in the bilum. Julie‘s mother cooked some wonderful
food. There was enough to share it with other families in
the village but no one knew where the food had come
from.
The following morning Julie went outside the house and
found that the bilum was, once again, full of food. Every
night Julie put the bilum on the hook and every morning
it contained enough food for Julie‘s mother to cook for
themselves and to share in their community. Julie‘s

10
mother was very happy because she loved cooking for
all her friends and was never hungry.
Julie never saw the old lady again but she understood
now what she had meant when had told Julie that the
wool was magic. Julie never disobeyed her mother
again and they lived happily ever after.

11
 Web showing Learning Outcomes for Julie and the Magic Bilum

3.1.1E Use a range of

spoken
3.2.1E Read a range of
text types for different
predictable text types
purposes in structured and 3.3.2E Recognise and use
spontaneous learning writing skills and strategies
experiences to plan and write own texts

3.1.1V Use a range of spoken

text types for different
purposes and audiences on
familiar topics

3.1.2V Use oral skills and 3.3.4E Identify how illustrations

strategies in a range of Julie and the Magic and simple descriptive
tasks and community Bilum language have been used in
interactions own texts to represent
people, places and events

3.1.4E Identify how spoken

English builds up pictures of
characters, events, places
or things

3.2.4E Identify how people,

things and places are
3.1.3E Identify how
3.1.4V Use language to represented in written and
individuals adjust their
create positive or visual texts
speaking and listening in
negative different situations
responses about
characters
or events

12
 Unit of Work for The Magic Billum – Speaking and Listening – Grade 3

Learning Indicators Substrand Learning and Teaching Content (Activities) Strategies and
Outcome Skills

3.1.1E Use a range of Listen to and join

Production
 Teacher tells students that she/he will count to three. They must show Make up dialogue
spoken in group
types for different activities such as in their faces a chosen character from the story. 1-2-3 Act out
purposes in structured singing, Freeze.*................... Do a basic mime
and chanting and
 Speech Bubbles – Students work in pairs and have a conversation, in Do role play
spontaneous learning dramatising Describing
experiences parts of known role between two characters from the story.*
behaviour
stories  Students work in groups to dramatise the story, showing different Identify
aspects of characters personality. characteristic
Skills and
 Perform play using puppets. (Finger puppets, stick puppets, spoon behaviour
3.1.1V Use a range of talk about personal puppets)
experiences or Strategies Make up and
spoken
text types for different events such  Students work in small groups and discuss a part of the story when perform a play.
purposes and as preparing bilas they did not carry out instructions and the consequences. Make a puppet
audiences on for
singsing, youth
 Students talk with a partner about an event that they have enjoyed show
familiar topics when their Mum prepared food for wantoks and family. Students then
camp or cooking
Context and
tell the class what their partner said. This assesses student‘s listening Resources
participate in well
3.1.2V Use oral skills
sequenced Text
skills as they remember the story their partner told them!
and
conversation Materials to make puppets
strategies in a range with peers and
of Card
teacher Wooden spoons
tasks and community • listen attentively Wood
interactions and retell Scraps of paper and
information materials
3.1.3E Identify how Listen to and direct Board pens
individuals adjust their questions to Colouring pens
speaking and listening
in
different audiences  Hotseating – teacher and students take part in the hotseat.*
on familiar topics
different situations

13
 Unit of Work for The Magic Bilum – Speaking and Listening – Grade 3

Learning Lesson Sub strand Learning and Teaching Activities Strategies and
Outcome Outcomes Skills

3.1.4E Identify how identify and use Critical  Students work in pairs to discuss the story Review story
spoken descriptive Telling the story
English builds up words and phrases to
Literacy  Students discuss their favourite character. Describing
pictures of show what a  Close eyes and see one event in the story. Which event did they see? Retelling
characters, events, character is like. Now describe it to your partner. Make up dialogue
places  Describe the setting for part of the story. Market? Road to the market? Make a chart
or things use simple adjectives (adjectives)
to describe places,
Julie‘s village?*
3.1.4V Use Act out
language to events  Teacher tells students that she/he will count to three. They must show Do a basic mime
create positive or in their faces a chosen character from the story. 1-2-3 Do role play
negative Freeze....................* Describing behaviour
Discuss in a group.
responses about  Teacher tells students that she/he will count to three. They must say an
characters Identify characteristic
adjective to describe Julie. 1-2-3............................ Following this behaviour
or events
students will feel more confident to say their adjectives individually.
(These adjectives should be collected to make an adjective word list for
later use in writing)*
 Retell the story in pairs. One student starts story – at any time, after a
few sentences student number 1 can tap student 2 quietly to continue.
The story is passed between the two students. (this activity can be Resources
between small groups of four or five students or the whole class, sitting
in a circle, as the students gain confidence .)* Butchers paper and
 Speech Bubbles* board pens to make
word lists.

14
 Unit of Work for The Magic Bilum – Reading – Grade 3

Learning Lesson Sub strand Learning and Teaching Activities Strategies and
Outcome Outcomes Skills

3.2.1E Read a range of .Participate in Production  Class read big book made by class teacher and students in Read
predictable text types. shared
reading of simple writing lesson.* Summarize
illustrated Big  Individual students are invited to read a page/part of a page to Describe
Books with the
class/group. Interpret
teacher, Search
as a class, in  Class read adjectives collected in Speaking and Listening.
Review a story
groups or  Cut and Paste the story in the correct order .
individually
 Answer comprehension questions orally and in writing.*
.Use a small bank of
sight
words.

3.2.4E Identify how people, .Students give Skills and  Students discuss their favourite characters in the story and give
things and places are reasons for choice Strategies Resources
represented in written and of favourite reasons why they make their choice.
visual texts. characters in  Students find words/phrases in the text that give them a picture Story of Julie and the
written and visual of story setting.* Magic Bilum
texts Photocopy pages in
 Students find words/phrases in the text that give them a picture
large print
.Talk about how of story characters. (Check that these words are on the Copies of story, cut
certain
words create a
adjective bank and add if needed!) up.
picture in the mind Card to make big
of the reader book.

15
 Unit of Work for Julie and The Magic Bilum – Writing – Grade 3

Learning Lesson Sub strand Learning and Teaching Activities Strategies and
Outcome Outcomes Skills

3.3.2E Recognise and use Select visual images  Make a story board sequencing the story* Summarize
writing skills and to Write a report
strategies match particular text
Skills and  Make a story map sequencing the story*
Strategies Make a newspaper
to plan and write own types  Draw picture of a character and label with appropriate article
texts such as recounts,
descriptions,
words/adjectives Write an
advertisements and  Write a character profile from the story* advertisement
stories  Describe a story setting from the story* Recall facts
and label them Make a list
 Write a short play from the story.* Draw a map
Context and
Text
 Write a newspaper report from the story (recount)* Sequence a story
create posters using  Retell the story.
describing words
3.3.4E Identify how and pictures to
illustrations influence
readers or viewers
and simple descriptive
language have been used about people, places
 Make an advertisement, inviting villagers to a feast prepared
in and events. by Julie‘s mother.
own texts to represent  Make a list of food found in the Magic Bilum (Use think, pair
people, places and events Brainstorm and write Resources
a list of words which share)
relate to particular  Draw and label the food in the Magic Bilum
Story of Julie and the
topics, places,  Make a notice about speaking to strangers. Magic Bilum
events, people and
situations Paper and coloured
pencils
Design notices,
signs and charts to
create awareness on
local community
issues.

16
 A Wife for Gelia

The pond was cold and quiet. Gelia was lonely. He needed a wife.

“I’m going to the city to find a wife that’s pretty.” Sang Gelia to a
young girl frog.

The girl frog looked sad, but said nothing.

Gelia went hop, hop, hopping down the road, dreaming of a pretty

wife.

He met a lizard.

The lizard asked, “Where are you going?”

“I’m going to the city to find a wife that’s pretty.” Sang Gelia

“Don’t go,” said the lizard, “Cars will smash you.”

But Gelia went hop, hop, hopping down the road, dreaming of a pretty
wife.

He met a snail.

The snail asked, “Where are you going?”

“I’m going to the city to find a wife that’s pretty”, sang Gelia

“Don’t go,” said the snail. “Cars will smash you.”

But Gelia went hop, hop, hopping down the road, dreaming of a pretty
wife.

Suddenly there was a huge roar. A big truck went right over Gelia.
The tyres just missed him.

Gelia got such a fright, he went hop, hop, hopping back to his pond.
And there was the quiet girl frog, waiting for him.

17
He looked at her again. His eyes opened wide. She was the most
beautiful frog in the whole world!

“Will you marry me?” said Gelia.

“Yes I will,” she said.

“I am not going to the city. I’ve found a wife that’s pretty”, sang
Gelia and he was never lonely again.

18
 Web showing Learning Outcomes for A Wife for Gelia

3.2.1E Read a range

categories
predictable text types 3.1.2V Use oral skills and
strategies in a range of
tasks and community
3.3.1E Use illustrations and interactions
writing to present ideas and
information

A Wife for Gelia 3.1.4V Use language to

A Wife for Gelia create positive or negative
responses about characters
or events
3.3.2V Apply knowledge of
writing skills and strategies
to plan and edit texts

3.1.4E Identify how spoken

English builds up pictures of
characters, events, places
or things
3.2.2E Select and apply
strategies to interpret simple
3.3.2E Recognise and use written and picture texts

writing skills and strategies to

plan and write own texts

19
 LANGUAGE – SPEAKING AND LISTENING – A WIFE FOR GELIA

Learning Outcome Indicators Substrand Learning and Teaching (Activity Strategies and
Skills
3.1.1V Use a range of gather information Production  Students choose a name for the ―Girl Frog‖ 123...........say the name Describe
spoken from Act out
peers, teachers and
and teacher then asked individuals. Class vote for their favourite girl
text types for different Do a mime
purposes and audiences community frog name.*
 Work in pairs to solve bride price problem for Gelia. Think about why Role play
on members about
familiar topics topics such as Tell a story
Gelia should pay a bride price and how much should pay. Work in a group
bride-price,
cultural symbols, Make decision
totems
and designs of their
community

say poems, chants,

3.1.2V Use oral skills and and
strategies in a range of sing songs that
tasks and community relate to certain
interactions occasions such as Skills and
fishing, harvesting Strategies
of crops  Sing frog songs such as ―Five little hungry frogs.‖
and mourning.  Face – Gesture – Voice*
 Statues*
perform role plays
on
 Mime the story in sequences.
familiar topics  Speech Bubbles*
using nonverbal  Children re tell the story in a group, each taking a turn to tell part of the
communication story. – story tag*
such
as gestures and
facial expressions
• participate in well
sequenced
Conversation with
peers and teacher
• listen attentively
and retell
information
• recount or retell a
familiar story

20
 Unit of Work for The Gelia – Reading – Grade 3

Learning Lesson Sub strand Learning and Teaching Content (Activities) Strategies and
Outcome Outcomes Skills

3.2.1E Read a range Participate in shared Production  Class read big book made by class teacher and students in writing lesson. Read
of predictable text reading of simple  Individual students are invited to read a page/part of a page to class/group. Summarize
types. illustrated Big Books Use Papua New Guinea School Journal Junior 2. Describe
with the teacher,
Skills and  Class read adjectives and adverbs collected in Speaking and Listening. Interpret
as a class, in groups
or Strategies  Cut and Paste the story in the correct order. Search
individually Review a story

Use a small bank of

sight
words.

predict what a text  Answer comprehension questions orally and in writing.* Resources
3.2.2E Select and will be  Students look at the picture from the story and discuss what the picture tells
apply about from the them about the story (this should be an activity before the class teacher
strategies to interpret picture and reads the story) Big book
simple written and the title on the cover.  Students discuss their favourite characters in the story and give reasons why School Journal Junior 2
picture
identify repetitive
they make their choice.
texts
sentence  Students find words/phrases in the text that give them a picture of story
patterns setting.
 Students find words/phrases in the text that give them a picture of story
use letter-sound characters. (Check that these words are on the adjective bank and add if
relationships and needed!)
word shapes to read
unknown words

recognise letter
patterns
such as ing, oo, sh,
in Big Book texts

21
 Unit of Work for Gelia – Writing – Grade 3

Learning Indicators Strand Learning and Teaching Content (Activities) Strategies and
Outcome Skills

3.3.1V Plan and produce write letters to  Students write a letter from Gelia to his friend, telling about the Journey and Summarize
a range of text types to friends or students meeting girl frog. Include that he is getting married. Write a report
develop familiar ideas and in another school Production  Write the life cycle of a frog. Include illustrations to go with the life cycle of a frog. Make a newspaper
information • write information
This could be a storyboard. article
reports about
animals, plants and  Draw frogs! Write an
illnesses from the  Make a big book and illustrate (use a copy of large text)* advertisement
local  Make a comic strip of the story with speech bubbles. Recall facts
environment Skills and  Make a large class story board with everyone participating. Make a list
• use visuals such Strategies  Make a story board sequencing the story* Draw a map
as  Make a story map sequencing the story* Sequence a story
diagrams,
illustrations,

3.3.2E Recognise and use Select visual images  Draw picture of a character and label with appropriate words and adjectives taken
writing skills and to from the word list created in speaking and listening and reading.
strategies match particular text Resources
types
 Write a character profile from the story*
to plan and write own
texts such as recounts,  Describe a story setting from the story linked to speaking and
descriptions, Listening* Story of Gelia
advertisements and  Write a short play from the story.* Paper
stories  Write a newspaper report from the story (recount)* TIP Venacular
and label them  Retell the story in own words Language module 3

22
 Grade 4
Willie and the Mermaid
The Dogs Tail

23
 Willie and the Mermaid.
Once upon a time there lived a fisherman called Willie.
Willie was usually a happy man as he lived in a bush
house beside the sea with his wife and his dog called
Mutt. Everywhere Willie went, Mutt went too.
Every day Willie went fishing and then went to the
market to sell his fish. For some reason, unknown to
Willie, he had stopped catching fish. Willie was usually a
happy man but he was becoming very cross. His wife
called Brenda was usually a happy woman but she was
getting cross too. ―I am fed up with you,‖ she moaned,
―you are always so miserable and you haven‘t caught
any fish for weeks. I am fed up with making meals from
kau kau and cabbage. We need protein to make us
strong!‖
Willie felt even worse because he did not like seeing
Brenda miserable. He took Mutt and went for a walk on
the beach. Suddenly Mutt started barking ―woof, woof!‖
Willie stopped and looked at the sea. A beautiful, naked
woman was sitting on a rock just by the shore. ―Please
help me‖ cried the woman. Willie looked up and saw
that the woman had long hair, large eyes, and a
beautiful smile but when he looked closely he saw that
the woman had a sparkling fish tail, instead of legs.
Willie had heard tales about mermaids but had never
believed that they were real.

24
―I am stranded on this rock‖ cried the mermaid. ―Please
carry me to deeper water and you will be rewarded‖
Willie was a kind man so he left Mutt on the beach and
waded into the water. ―If you help me, I will reward you
by granting you one wish.‖ whispered the mermaid.
Willie lifted the mermaid and carried her a short
distance. ―Please carry me to deeper water‖ whispered
the mermaid. I will reward you by granting you two
wishes. Willie carried the mermaid to deeper water.
―Please take me to the depths of the ocean and live
there with me‖ whispered the mermaid, ―I will grant you
anything you want‖.
Willie thought about his wife Brenda and his dog Mutt
who was still barking on the shore. Willie decided
quickly that he would return home. The mermaid was
cross that Willie would not do as she asked.
Willie swam back to the shore, thinking that he would
never see or hear from the mermaid again. He said
hello to Mutt, ―come on old friend, let‘s go fishing and
see if we catch anything, I wish I could catch loads of
fish‖ Willie took out his canoe and very quickly caught
more fish than he had for months!! He remembered the
mermaids promise and realised that although she was
cross with him, she had kept her promise. ―I can‘t wait to
surprise Brenda‖ thought Willie, ―I wish she was happier
and hope she will be pleased with the fish.‖

25
As Willie paddled back to the shore he noticed someone
jumping up and down and waving at him. It was
Brenda!!! He realised that the mermaid had kept her
promise! Brenda was so happy and even happier when
she saw the fish Willie had caught.
Brenda and Willie cooked fish for everyone in the village
and Willie still had enough fish to sell in the market.
From that day on, Willie caught lots of fish every day. He
never saw the mermaid again but often as he walked
along the shore with his faithful dog, Mutt, he thought he
heard her voice in the waves. ―Come with me, come with
me‖ Willie always returned to his wife, Brenda, as she
waited in their bush house, with a smile on her face.
Willie, Brenda and Mutt lived happily ever after.

26
Willie and the Mermaid

?Illustration?

27
 Web showing Learning Outcomes for Willie and the Mermaid – Grade 4

4.2.2V Apply a wide range o 4.2.2E Apply knowledge of skills

fskills and strategies when and strategies to make meaning
4.1.1E Use a range ofspoken text reading and comprehending from written and picture texts
types for bothfamiliar and
texts
unfamiliartopics
4.3.2E Apply writing skills and
4.2.2E Apply knowledge of strategies to plan, write and
edit own texts
skills and strategies to

make meaning from written

4.1.4V Identify how and picture texts

language
is used to convey different
messages to listeners Willie and the Mermaid 4.3.1E Write simple texts that
present familiar ideas and
information

4.1.2E Use oral skills and

strategies to respond to
simple classroom and social
4.3.4E Identify how people
situations
and things are represented
4.2.4E Identify ways in which in illustrations and written
4.2.1E Read simple text types language has been used ina range of
and interact with the ideas and text types to create a response from
information from the texts readers

28
 Unit of Work for Willie and the Mermaid – Speaking and Listening – Grade 4

Learning Indicators Sub strand Learning and Teaching Activities Strategies and
Outcome Skills

4.1.1E Use a range of identify and describe Production  Collect adjectives to describe main characters in the story, Identify words
spoken text types for main Describe
both characters in text Willie, Brenda and the Mermaid. As students suggest
Describe behaviour
familiar and unfamiliar types adjectives teacher makes a word list on butcher‘s paper to Act out
such as legends and
topics
poems
display for reading and writing. Do a mime
• use visual texts  Face gesture voice – chosen characters from the story* Role play
4.1.4V Identify how  Use a picture of a mermaid – students explain orally what she Tell a story
.explain how the Work in a group
language choice of looks like. Make decision
is used to convey language in radio  Hotseating – present as a television or radio broadcast.* Tell about
different and TV Retell
messages to listeners advertisements
Perform
influences
listeners and
viewers.
4.1.2E Use oral skills .identify the Skills and  Hotseating – Children should be thinking of open ended
and difference
between statements,
Strategies questions when talking to the character in the hotseat.*
strategies to respond to
simple classroom and questions and  Speech bubbles – students are expected to change their Resources
commands
social voices to suit the character.*
situations  Collect words and phrases to describe the setting for the story
.identify and use Butchers paper
relevant – teacher makes a word list on butcher‘s paper to display for Picture of a mermaid
words to describe
places and people reading and writing.
 Students practice speaking a sentence such as ―Willie, where
.use the appropriate have you been?‖ They use different voices such as angry,
tone of
voice, such as soft worried, happy, loud, soft, etc. Observe how the character of
or loud, angry or Brenda changes as the voice changes.
calm, happy or
sad, high or low to
 Act the story with emphasis on using appropriate voices and
suit the situation. characterisation.

29
 Unit of Work for Willie and the Mermaid – Reading – Grade 4

Learning Indicators Sub strand Learning and Teaching Activities Strategies and
Outcome Skills

4.2.2V Apply a wide .recognise and use Skills and

range of known strategies
 Students identify compound words in the story. What other Read
skills and strategies words in compound Summarize
when words compound words do students know in English. Teacher Describe
reading and such as playground makes a word list of compound words to display in the Interpret
comprehending texts to help class. Search
4.2.2E Apply knowledge in reading new
of words  Students put their hands up when a linking word is used in Review a story
skills and strategies to • recognise and use the story. These words are made into a word list to display
make meaning from linking in the class.
written words such as but,
and picture texts so, then,
 A group of higher ability children search for the linking
because to words and make the word list for the class. They read the
understand words.
texts  All word lists collected in Speaking and Listening and
• use events in a
story to reading to be practised daily to help student recognise the
understand words and use in writing.
distinguish  Students are given events from the story in incorrect order.
between fact,
opinion and fiction
(This by photocopying or by writing sentences on board)
Resources
in Students must read the sentences and rewrite in the
written texts correct order.
sequence  Students choose parts of the story that are fact and fiction.
recognise cause
and Maybe there is a fisherman called Willie? Are mermaids a
effect in texts fact or fiction?
Large print to make big
 Why was Willie so unhappy? Why did he decide to go back book.
to Brenda? Are there mermaids in the sea? What if Willie Butchers paper and
had gone with the mermaid? board pen

30
 Unit of Work for Willie and the Mermaid – Reading – Grade 4

Learning Indicators Sub strand Learning and Teaching Activities Strategies and
Outcome Skills

4.2.1E Read simple text .read and retell Production  Use the resources available to make a big book for Willie and Read
types and interact with stories Summarise
the • read own or
the Mermaid. Students illustrate book.* Interpret
ideas and information others‟ writing  Use Big book or copies of the story to read the story. Teacher Search
Review
from such as diaries or , asked students to read a short passage. Retell
the texts Big Books and  Students use diaries written during writing to read and assess
letters Comprehension
each other‘s writing. Students to work in pairs. Evaluate
Critical literacy
4.2.4E Identify ways in compare characters  Students work in pairs to retell parts of the story
which and situations from  Students answer questions about the story in writing*
language has been used books with their
in own experiences  Students read word lists created during speaking and listening.
a range of text types to  Students compare the characters in the book. Was Willie wise
create a response from use own knowledge or foolish? Was Brenda a moaning wife? Was the mermaid
readers and
experience to
wrong to try to get Willie to follow her?
reflect on how  Have Students been tempted to do the wrong thing for
characters and personal gain? Discuss.
events are
represented

Resources

Butchers paper
Questions about the
story

31
 Unit of Work for Willie and the Mermaid - Writing – Grade 4

Learning Indicators Sub Learning and Teaching Activities Strategies and

Outcome strand Skills

4.3.1E Write simple .write short stories Production  Students write a different ending to the story where Willie decides Summarize
texts that jointly constructed Write a report
present familiar ideas in groups and
to go with the mermaid. Work in groups for this activity and create a
Make a newspaper
and individually with group story, working collaboratively. article
information teacher support  Students draw and write a character profile on one character in the Write an
• write simple story.* advertisement
poetry using words
4.3.4E Identify how that rhyme  Students write the setting for this story. Recall facts
Make a list
people • write messages
Critical
 Write a poem about the mermaid, fishing, fish or the sea. Draw a map
and things are and lists of class
literacy  Write rules about looking after the sea and beach environment, Sequence a story
represented rules
in illustrations and • write short make posters and decorate.
written descriptions of  Write a newspaper report about what happened to Willie. The
texts animals, characters Headline could be ―More Fish for Willie‖ or ―Mermaid seen by Local
in a story.
• write short news
Fisherman‖ (Students should look at newspaper reports before
reports indicating doing this activity!)*
who, what, when  Write a recipe that Brenda could make, using all the fish Willie
and where for the brings home.
other classes
• write recipes and Resources
instructions on how
to make things.
create pictures,
charts and
posters to
communicate
important
messages from
other subjects such
as
caring for the
environment
and promoting
personal health and
safety

32
 Unit of Work for Willie and the Mermaid - Writing – Grade 4

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

4.3.2E Apply writing use adjectives to Skills and  The story is written in the past tense so rewrite it in the present Summarize
skills and provide strategies Write a report
strategies to plan, write more information
tense, using the first person as Willie.
Make a newspaper
and about nouns in  Design artistic writing to be used in your poster for care of the article
edit own texts written work sea and beach environment. Write an
• use past tense in  Teachers write some sentences from the story with incorrect use advertisement
simple recounts Recall facts
and stories of speech marks. Students write the sentences with speech
Make a list
• use titles, marks used correctly. Draw a map
headings and sub-  Write the story as a play and compare this text with your story Sequence a story
headings in simple
written texts to writing. Have the students used speech marks correctly in their
assist readers stories?*
• publish final  Use word lists that have been collected during speaking and
copies of own
writing for others to
listening and reading activities.
Resources
read  Brenda writes a letter to her friend, telling her what happened to
use speech marks Willie.
in texts Story of Willie and the
where characters Mermaid
talk to each other
• self correct words
that do not look
right
• try to spell new
words correctly
• use dictionary to
check spelling
• write letters

33
 The Dog‟s Tail

Long, long ago there was a chief of all the dogs in the world. He lived on
an island with his wives and children.

One day, the chief sent a message to the main land, to summon all the
dogs who lived there to his meeting house. The mainland dogs were
delighted to receive this summons, for they had many disputes which
they wanted to bring before their chief. They were always glad to listen
to his wise advice. The chief sent his big canoe across the water to
bring the dogs to the island. The canoe was made from a huge,
hollowed out log, the biggest log in the world. Swiftly it sped over the
sea, when laden with dogs, it returned to the island, the great conch
shell outside the village was sounded to announce their arrival.

All the dogs made their way to their meeting house, many of them
quarrelled among themselves and fought as they went growling and
barking. But soon the chief would settle their disputes. Before the
meeting began, every dog was told that he must take off his tail and put
it inside a big hut nearby, this was the way in which they showed respect
to their chief. Then the door of the hut was locked and all the dogs went
into the meeting house, where the chief sat before them in a tall, richly
decorated chair.

He invited the dogs to tell him about their problems and quarrels, and
they all began to speak in loud voices. Frowning, the chief told them to
speak one at a time and in this way the meeting went on for several
hours. The chief listened to all the complaints and gave wise advice.

Suddenly a strong smell of burning filled the meeting house. Something

was on fire!!!!!All the dogs rushed outside, sniffing the air. To their
dismay they saw that the hut where they had left their tails was ablaze,
flames and smoke gushed through the skeleton of its thatched roof.
Barking and whimpering, the dogs broke down the door and bravely ran
in to the hut. Each one grabbed the first tail he could find, there was no
time to look for his own particular tail. Some dogs were too late to find
any tails at all before the fire destroyed the hut completely.

The next day a canoe of dogs went back to the mainland. Scarcely any
of them had their own tails and there were some without any tails at all.

34
Today if you watch carefully, you will still see all the dogs seeking their
own tails, for when one dog meets another, the first thing he does is to
sniff the other‘s tail, to see if it is the one he lost in the fire so long ago.

35
 Web for The Dog‟s Tail

4.2.2V Apply a wide range 4. 1.1V Use a range of

of spoken text types for
skills and strategies when different audiences and
reading and purposes to present familiar
comprehending texts and unfamiliar ideas 4.1.1E Use a range of
4.3.1E Write simple texts that spoken text types for both
present familiar ideas and familiar and unfamiliar
information topics

4.3.2E Apply writing skills and 4.1.2V Use oral skills and
strategies to plan, write and strategies to share ideas
edit own texts A Wife for Gelia and information.
The Dog‟s Tail

4.1.3V Identify how audience,

purpose and topic account
4.3.3E Demonstrate knowledge for differences in how
of a range of text types and language is used
their structures and language
features

4.2.2E Apply knowledge of

4.2.4E Identify ways in which skills and strategies to
4.3.4E Identify how people language has been used in make meaning from written
and things are represented a range of text types to and picture texts
in illustrations and written create a response from
texts readers
Writing 3.3.1V Plan and produce a
range of text types to
develop familiar ideas and
information
4.3.1V Plan and prod
36
 Unit of Work for The Dog‟s Tail – Speaking and Listening – Grade 4

Learning Indicators Sub strand Learning and Teaching Activities Strategies and
Outcome Skills

4.1.1E Use a range of express opinions Production  Collect adjectives to describe characters in the story, Draw a picture Make a list
spoken text types for on topics, of a dog and suggest adjectives and adjectival phrases to describe Summarise
both issues or events Describe
familiar and unfamiliar such as
them. Identify different types of adjectives such as appearance,
characters etc. Teacher makes a word list on butcher‘s paper to Act
topics news items from Perform a play
the display for reading and writing.* Role play
community, radio,  Face gesture voice – chosen characters from the story* Make noises
4.1.4V Identify how TV or  Roleplay the dogs having a meeting about their lost tails. Perform for class
language newspaper  Make up a ‗Tok Save‘ for the radio about the lost tails. Interview
is used to convey identify and
describe main Identify characteristics.
different
messages to listeners characters in text
types
such as legends
and poems

4.1.2E Use oral skills Skills and  Hotseating – Children should be thinking of open ended questions
and identify and use Strategies
when talking to the character in the hotseat. The main character
strategies to respond to relevant
simple classroom and words to describe
should be the chief, who will have to answer questions from the dogs
about what has happened and why*. Resources
social places

37
situations and people  Speech bubbles – students are expected to change their voices to Butchers paper and
4.1.2V Use oral skills suit the character.* board pens to make
and develop relevant word list.
strategies to share ideas questions
 Act the story with emphasis on using appropriate voices and
and information. to interview characterisation.
community  Collect words to describe the setting for this story
members or peers

Unit of Work for The Dogs Tail – Reading – Grade 4

Learning Indicators Subtrand Learning and Teaching Activities Strategies and

Outcome Skills

4.2.2V Apply a wide .distinguish Skills and  Answer comprehension questions about the text.* Read
range of between fact, strategies  Practise reading the word lists. Summarize
skills and strategies opinion and fiction
when in written text  Collect some words from the story and find words with the same Describe
reading and recognise sound patterns such as ―fought”, “chair” “tail”. Put the words into lists and Interpret
comprehending texts and visual display in classroom. Students work in groups and are given one Search
4.2.2E Apply knowledge patterns in words word pattern. Review a story
of such as
skills and strategies to kick, lick, pick, sick
 Practise reading word pattern lists and other word lists collected Follow instructions
during speaking and listening. Make up a game
make meaning from • use events in a
 Read as a class/group ―Brownie My Puppy‖ found in School Journal Play a game
written story to
Work in a group
and picture texts understand Junior 2 2005
sequence  Practise reading the poem for performance.
 Read instructions on ―Pin the tail on the Dog‖ Follow the instructions
to make the game, in a group. Play the game in the class and with
other classes.*

4.2.4E Identify ways in use own knowledge Critical literacy  Identify different words in the story. How many nouns are used?
which and

38
language has been used experience to How many verbs? How many adjectives? Are there any adverbs? Resources
in reflect on how Make word lists.
a range of text types to characters and
create a response from events are  Think of words to describe the characters of the dogs. Were they Comprehension ?s
stupid, argumentative, noisy etc? School journal Junior 2 -
readers represented
2005
 Practise reading the words collected.
Paper for word lists
Large paper or card for
game.

Unit of Work for The Dog‟s Tail - Writing – Grade 4

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

4.3.1E Write simple .write short stories Production  Students retell the story as a story mountain, thinking about the Summarize
texts that jointly constructed Write a report
present familiar ideas in groups and
different parts of the story.*
Make a newspaper
and individually with  Students write the setting for this story, using adjectives and verbs article
information teacher support collected in Speaking and Listening/reading.* Write an
• write simple  Write a poem about their favourite pet or animal advertisement
poetry using words
that rhyme  Write rules about looking after pets. This activity should be carried Recall facts
Make a list
• write messages out in pairs. Draw a map
and lists of class  Make posters showing their rules, to be displayed in the Sequence a story
rules
• write short community.
descriptions of  Draw fantasy pictures of dogs with amazing, unusual, tails that do
animals, characters not belong to the dog!
in a story.
create pictures,
 Write instructions on how to make a dug out or outrigger canoe for
charts and the dogs to travel in. The instructions should include designs. Resources
posters to Students could follow their instructions to make a model.

39
 communicate Paper for posters
important
messages from
other subjects such
as caring for the
environment
and promoting
personal
health and safety
write recipes and
instructions on how
to make things.

Unit of Work for The Dog‟s Tail – Writing 2 – Grade 4

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

.examine the Context and  Rewrite the story of The Dogs Tail as a newspaper report, Summarize
4.3.3E Demonstrate structures and Text Write a report
knowledge language features of
showing understanding of report writing.*
Make a newspaper
of a range of text types different text types  Understand the features of writing a play script by looking at some article
and such as play scripts in school journals. Students make notes of what they Write an
their structures and stories, poems, observe and the differences between a play script and a story.* advertisement
language plays,
features reports, lists, recipes,  Write a play about the Dog‘s Tail that could be acted and shown Recall facts
Make a list
instructions and to an Elementary Class. * Draw a map
descriptions.  Make a poster to communicate the message ―Looking after your Sequence a story
.talk about how to Dog‖
adjust  Look at different advertisements in Newspapers, especially those
texts to suit different that are trying to sell something.
audiences and
purposes
 Write an advertisement for a ―small ads column‖ to sell a dog.

.create pictures,
charts and posters to

40
 communicate
4.3.4E Identify how Important messages
people look at a variety of Critical
and things are advertisements and Literacy
represented talk about how
in illustrations and people and things
written have been
texts represented and how
they could be
represented
differently

41
 Grade 5
The Ugly Parrot and The Beautiful
Crow
The Dark Night

42
 The Ugly Parrot and the Beautiful Crow

Once upon a time there lived two birds by the name of Parrot and Crow
(Cotcot). Parrot was an ugly looking bird, wearing dark, dull, gloomy
clothes and crow (cotcot) was very beautiful in colour. All the colours of
the rainbow were seen in his wonderful coat.

The birds lived together in peace. One day they went to their garden to
hunt for food. Suddenly the parrot had an idea. He spoke to his friend
and suggested they went to the river.

―Let‘s go to the river for a swim and drink some water. We have worked
hard, looking for food,‖ said the parrot.

Crow agreed so they left for the river. The water was cool and
refreshing, so they enjoyed their drink.

―Let‘s go and have a swim in the river before we go‖ said the parrot.

Crow agreed so he removed his beautiful clothes and dived in to the

river.

Crow was having such a wonderful time that he did not notice Parrot.
He quickly removed his dark, ugly clothes and put on the crows colourful
clothes. He flew quickly in to the bush.

It was a while before Crow missed his friend. He called for Parrot but he
was nowhere to be seen. He noticed that his friend had disappeared
and so had his pretty coat!! All that was left on the rock by the river was
parrots dull clothes!!!

Crow was very upset and sad and realised that Parrot was not the good
friend he thought he was. Crow had no choice. He had to wear
something so he put on parrot‘s ugly clothes. He flew sadly to the
garden to see if Parrot was there and playing a trick on him. He was
distressed to find to sign of his friend and did not even hear his call.

To this day the crow flies around squawking and looking for parrot who
is still wearing his friend‘s colourful, beautiful clothes!

43
The Ugly Parrot and the Beautiful Crow

44
 Web showing Learning Outcomes for The Ugly Parrot and the Beautiful Crow – Grade 5

5.2.1VE Read, reflect on

and
respond to ideas and
information from a wide
range of text types in all
genre categories
5.3.1VE Plan and produce
a range of text types in all
5.1.1VE Use a broad range of genre categories to
spoken text types for present ideas and information.
different purposes to
present creative and information
texts.

The Ugly Parrot and

The Beautiful Crow. 5.3.2VE Apply skills of drafting,
revising and editing when
constructing texts.

5.1.2VE Apply a range of oral

skills and strategies in
informal and formal situations.

5.3.3VE Evaluate own

5.2.2VE Apply a wide range of texts and those of others
skills and strategies to identify how subject
appropriate to the type of matter, audience and
text being read purpose have shaped the
texts

45
 Unit of Work for The Ugly Parrot and the Beautiful Crow – Speaking and Listening - Grade 5

Learning Indicators Sub Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

5.1.1V Use a broad • carry out Production  Retell the story of ‗the Ugly Parrot and the beautiful Crow.‘ In Role play
range of research using Make noises
spoken text types for questions and
pairs, using tagging to pass the story.*
Perform for class
different purposes to interview  Students discuss different pictures of parrots and crows. Identify characteristics
present creative and techniques  Students role play the story pretending to be parrots and Retell a story
information texts .compare crows. Listen to others
5.1.1E Use a broad characters in
range of texts by  Compare qualities of individual performance during the role Discuss
Work collaboratively
spoken text types for describing their play Debate
different purposes to qualities  Summarise in at least two to three sentences the story,‘ The
present creative and • express own
information texts and others‟ Ugly Parrot and the Beautiful Crow‘.
points of view,  Debate about the topic ―characters of Parrots and Crows‖.
and give reasons  Gesture-face and voice.*
to support their
5.1.2V Apply a range of views.
oral skills and strategies • use role play to
in informal and formal advertise Resources
situations items for sale
5.1.2E Apply a range of • compare Skills and
oral skills and strategies characters in Strategies Collection of pictures of
in informal and formal texts by .
birds.
situations describing their
qualities
• identify main
ideas to
summarise short
spokenTexts.

46
 Unit of Work for Reading – The Ugly Parrot and the Beautiful Crow - Grade 3

Learning Indicators Sub Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

5.2.1VE Read, reflect on • read a range of Production  Read the story of ‗The Ugly Parrot and the Beautiful Crow‘ and Read
and text types to Summarise
respond to ideas and an audience such make comparisons about the two characters. Collect words to Interpret
information from a wide as a younger describe (adjectives) the personalities and appearance of the two Search
range of text types in all class or school Review
genre categories assembly
birds. Use Think Pair Share*
• make  Practise reading the word list made above.
comparisons  Draw illustrations for this story, showing before and after pictures.
between
characters in  Answer questions from the passage in writing.*
fiction texts  Look for other stories that tell a sad tale in Journals. Read silently
.illustrate or role and in pairs, practising letter sounds and contextual clues.
play own
interpretations of  Read the story with fluency and expression to lower primary
texts read children. Use voices practised during speaking and listening.
5.2.2VE Apply a wide • read over Skills and
range of unknown words Strategies
skills and strategies and try to make Resources
appropriate to the type of sense of
text being read the sentence
• re-read different
Copies of the story.
sections of
the text to gain
clear
understanding
• apply skills of
letter-sound
relationships and
context
clues when
reading

• read texts aloud

for an
audience, using
appropriate
stress, pause
and intonation

47
 Unit of Work for Writing – The Ugly Parrot and the Beautiful Crow - Grade 5

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

5.3.1VE Plan and produce • write letters of Production  Students make mind maps showing adjectives, nouns and verbs to Make a list
a range of text types in all complaint Describe
genre categories to giving a point of use when writing the following tasks.*
Interpret
present ideas and view and some  Students make a big book for elementary prep, retelling the story Write a story
information supporting
evidence
with illustrations. The book should be bilingual and can be used to Review writing
• plan and write a read to the younger children. Write a poem
report of  Students write the conversation between the parrot and the crow in Write creative story
observations Make up dialogue
made in the reported speech. Students should also include what the crow
Write a play
environment would like to say to the parrot at the end of the story! Illustrate story
• write and  Take the information from the story and write a poem. This could Give feedback to others
publish different
text types such also go in the big book. Evaluate
as poems,  It says in the story that the parrot disappeared. Perhaps the crow Make a mind map
recipes, letters,
advertisements
could write the parrot a letter to be delivered by another bird, acting
and reports as postman.
• plan and create  Students make an advertisement. Crow could make a ‗Wanted‘ Resources
a short play
• plan and poster offering a reward for Parrot to be returned to him.
produce  Students work in small groups to write the story as a play. Act their
bilingual big Story of Parrot and
play to another class. Crow
books for
younger classes. Materials to make a big
book

48
 Unit of Work for Writing 2 – The Ugly Parrot and the Beautiful Crow – Grade 5

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

• write a variety of Skills and  Students should work with peers and re read all their writing, taking Summarize
5.3.2VE Apply skills text types Strategies Recall facts
of drafting, revising taking into account into account the different audiences such as the Big Book for
Sequence a story
and editing when topic, Elementary. Edit
constructing texts. purpose and
audience and
 Students should proof read and edit each other‘s work.* Proof read
language features  When students have completed the different styles of writing, they Write a letter
such as should identify the different features, for example comparing the Big book writing
spelling, punctuation Design a poster
and play, letter, big book and wanted poster.* Give feedback to others
grammar  Students write a setting for this story.* Evaluate
• identify different  Students should write their own story set in the same setting, using Write a letter
features in
their own setting as written above. New characters should be used Write a setting
text types
• use the processes but with the same theme. They should plan the story, proof read
of planning,
composing,
and edit with a partner and write up the finished story.
revising, editing and
proofreading when Resources
writing

• compare two texts

Story of Parrot and
5.3.3VE Evaluate own on the same topic Context and
and identify how Crow
texts and those of Text
others they are written and
to identify how subject structured to suit
matter, audience and different audiences
purpose have shaped and purposes
the • identify language
texts features
such as vocabulary
and grammar that
are associated with
different text types

49
 A dark Night

It was time to plant yams.

―Wake up and eat your singapo,‖ Amati‘s mother called. She pulled
Amati‘s leg.

―It‘s too early,‖ said Amati. She curled up again to continue sleeping.

―Amati, we are going to Bugin. Get up now. Your daddy has already
gone.‖

Amati got up slowly and rubbed her eyes. She picked up the hot
singapo from the fire place and started eating.

―Mama, the sun is not above the breadfruit tree yet. Why are you in a
hurry?‖

But Amati‘s mother just picked up a huge bilum full of yams and put it
on her back. She lifted a second bilum and put it on top of the first.
Then she started down the track.

Amati held the hot singapo in one hand, and grabbed a bilum of clothes.
Then she followed after her mother. The track was narrow and muddy.

It crossed several dry rivers and went over steep hills. The bilum bit into
Amati‘s forehead. The track seemed never ending.

At last Amati heard the familiar sound of the flowing river. Now she did
not feel the strain on her head. She rushed to the river bank, dropped
back her head and let the bilum fall to the ground. Then she jumped into
the cool water.

More families reached the river, and soon the pool was full of children
laughing, diving and splashing each other. All day, Amati swam with the
other children while her mother worked.

―Amati, it‘s getting dark. Come and dry yourself by the fire,‖ her mother
called as she covered the last yam in the last mound.

Amati slept close to the fire. The river bank was lit by thousands of fire
flies, as well as by the flickering firelight.

―Thank you God for looking after me and my family,‖ she whispered.

50
A Dark Night

51
 Web showing Learning Outcomes for The Dark Night – Grade 5

5.2.1VE Read, reflect on and

5.1.1VE Use a broad range of
respond to ideas and
spoken text types for
information from a wide
different purposes to
range of text types in all genre
present creative and
information texts. categories.
5.3.1VE Plan and produce
a range of text types in all
genre categories to
present ideas and
information

The Dark Night

5.1.2VE Apply a range of oral

skills and strategies in
informal and formal
5.3.3VE Evaluate own
situations
texts and those of others
to identify how subject
matter, audience and
purpose have shaped the
texts
5.2.3VE Identify how ideas
5.2.2VE Apply a wide range of and information are
skills and strategies presented in information
appropriate to the type of and fiction texts
text being read

52
 Unit of Work for Speaking and Listening–The Dark Night - Grade 5

Learning Indicators Sub Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

5.1.1VE Use a broad .use role play to Production  Use the story and move onwards, when the yams are ready for Retell
range of advertise Tell about
spoken text types for items for sale
harvest. Students should role play going to the market to buy the
Act like....
different purposes to yams, acting out different characters who may visit the market. Move like....
present creative and • compare  Students describe the characters from the story. They should think Story telling
information texts. characters in texts of adjectives to describe the mother and daughter. Was the Review story telling
by describing their Identify characteristics
qualities daughter selfish? Unhelpful? Was the mother hardworking?
Opinions
Industrious? Collect the adjectives for writing.
 Face, gesture, voice. The characters.*
5.1.2VE Apply a • use role play to Skills and
range of oral compare Strategies  Speech bubbles.*
skills and strategies and contrast the  The students retell the story in a small group, each taking turns to
in way actors tell part of the story. The students listening assess use of good
informal and formal use body language
and
sentences when the students are speaking. (Students who speak
situations
voice to show in good sentences, write in good sentences!)
feelings,  Hotseating – students should be using relevant language when Resources
moods and humour asking questions. This activity could be a radio or television
• use various parts
of speech programme about cultural gardening.* Papua New Guinea
such as nouns, School Journal Senior 1
verbs, 2005 – A night in the
adjectives, adverbs, garden.
pronouns,
prepositions and
conjunctions in oral
interactions
• ask relevant
questions
using words such
as who,
when, where and
what.

53
 Unit of Work for Reading – The Dark Night - Grade 5

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

5.2.1VE Read, reflect on • read a range of Production  Students practise reading with fluency and expression, using the Storytelling
and text types to Read
respond to ideas and an audience such voices they used in Speech Bubbles. Students should use
Comprehension
information from a wide as a younger punctuation when reading aloud. This story could be read in Interpret
range of text types in all class or school
genre categories assembly
groups with students taking the part of narrator and the Review stories
• make characters. Read word lists
comparisons  Practise reading the word lists collected during speaking and
between
characters in listening.
fiction texts  Show the difference between the characters when reading.
• read and  Answer questions about the text*.
discuss fiction
Texts  Complete cloze passage with the text.
5.2.2VE Apply a wide • read over  What genre is the story? Students should discuss whether this is
range of unknown words Skills and
skills and strategies and try to make Strategies a fiction story.
appropriate to the type of sense of  Students should compare this story with the Parrot and the Crow
text being read the sentence story. What differences can then find? Which story did they prefer Resources
• predict what
might come and why?*

54
 next in missing Papua New Guinea
parts of different School Journal Senior 1
text types 2005
• read texts aloud
for an audience,
using
appropriate
stress, pause
and intonation

5.2.3VE Identify how • compare

ideas information and
Context and
and information are fiction texts and
presented in information identify Text
and fiction texts major differences

Unit of Work for Writing – The Dark Night – Grade 5

Learning Indicators Sub Learning and Teaching Activities Strategies and

Outcome Strand Skills

5.3.1VE Plan and produce • plan and write a Production  Students write a story setting walk during the dark hours, in the Make a list
a range of text types in all report of Describe
genre categories to observations made story.*
Interpret
present ideas and in the environment  Students make a mobile of adjectives, nouns and verbs to use Make a mobile
information • write and publish
different
when completing these writing tasks. Write a letter
text types such as  Students write a poem about the dark night. Work in groups of four. Write a story
poems,  Write a recipe, using yams. Try to make the recipe unusual and Review writing
recipes, letters, Write a poem
advertisements use five other ingredients, including some protein. Write creative story
and reports  Students work in groups of four to write and plan a play script that Make up dialogue
• plan and create a should include an ending where Amati and her mother go to sell Write a play
short play or
the surplus of yams at market. Include work completed during Illustrate story
drama
•write explanations speaking and listening activities.* Give feedback to others
Evaluate
on topics such as
plant growth.
 Students take on the role of Amati and write a letter to her friends, Make a mind map
• plan and produce after she has returned home.
bilingual big books  Students work in groups to retell, illustrate and make the story in to Resources
for younger
classes. a Big Book for lower primary students.*

55
  Students collect their various writing tasks and evaluate their work, Materials for Big Book
5.3.3VE Evaluate own • compare texts Papua New Guinea
texts and those of others such as in pairs. (self and peer evaluation) *
Context and School Journal Senior 1
to identify how subject recipes and
Text  Students make a mind map of the unique features of the different 2005
matter, audience and narratives and
purpose have shaped the discuss their
writing tasks. Students think about whom they have written for and
texts differences the changes they have made. For example, if they had re written
text types the story for an older audience would it be different from The Big
• evaluate own and
jointly Book.
constructed texts
to see how well the
structure and
subject matter suit
the purpose and
audience

56
 Grade 6
The Dream
The Singing Flute

57
 The Dream

Last night I had a dream. I was sitting by a beautiful creek and watching
water flowing slowly down the stream. There were trees near the river
and plants, ferns and wild flowers growing on the bank. I sat under a tree
near the bank of the river. The place was cool and peaceful and the
birds were singing sweetly in the trees. The gentle breeze made me
want to sleep.

As I was sitting and watching, the water from the creek did a strange
thing!!!It started to boil! I stared at the place where the water was boiling
and all of a sudden the head of a crocodile began rising slowly up from
the boiling water. His great bulging eyes were staring straight at me.
Then it poked out its pink, tongue as it tasted the air. Its tongue was like
a snake, swirling and darting in and out of the huge mouth. It was as
long as a baby‘s arm. The crocodiles jaw, like a huge clamp was full of
long, sharp teeth ready to snap up it‘s prey.

Next out of the water, the crocodile‘s gigantic strong shoulders rose from
the depths of the water. It‘s bulky arms, like a giant came after that.
Following the enormous arms emerged a body like a human being but it
was covered in scales like those of a great sea fish.

The water in the river unexpectedly started to run dry and I saw that the
legs of the monster were like those of a man but they were covered by
hairs like a lion. On the back of the monster was a long tail, that was
exactly the same as a lions, swishing the flies. By now the water had
run as dry as a dessert and I saw its massive feet that were webbed like
a duck.

The monster unexpectedly moved towards me, I jumped in the air and
the movement jolted me..............I woke up and the monster had
disappeared! I noticed the water sparkling like diamonds in the creek, as
the sun shone through the trees. I put my hand in to the cool, clear
depths and saw a beautiful silver fish swimming as it searched for food.
There were no crocodiles or monsters to be seen!!!!! Thank goodness, I
thought, I must have been dreaming!

58
?Illustration?

59
 Web for The dream – grade 6

6.1.1 Communicate, for

different purposes ,locally 6.2.1 Read and respond to a 6.3.1 Plan and produce
relevant ideas to a variety of range of texts about real and arange of literary andfactual
audiences imaginary worlds
texts for a range of purposes
and

audiences

6.1.2 Apply a range of speaking

and listening on both familiar
and introduced topics
The Dream
inspontaneous and structured
activities
6.3.2 Apply knowledge of
sentence structure,
grammatical features,
punctuation conventions ,as
well as spelling strategies, to
refine own writing
6.2.2 Revise and extend
6.1.3 Listen to and identify how the range of skills used to
spoken language is adapted to its improve reading speed,
context
fluency and
comprehension of text.

6.2.2 Revise and extend

the range
60 of skills used
to improve reading

speed, fluency and

 Unit of work for Speaking and Listening– Grade 6 –The Dream

Learning Outcome. Indicators Sub Strand Learning and Teaching Activities Strategies and
Skills

6.1.1 Communicate, for • perform a range of  Students retell the story ―The Dream‖ with a partner, tagging Role play
different purposes, imaginative texts Make noises
locally relevant ideas to including narratives, their partner to continue the story.* Students should be
Perform for class
a variety of audiences poetry, scripts and encouraged to use a variety of descriptive language. Identify
advertisements
• engage in group
 Students perform a range of imaginary monsters as a role characteristics
6.1.2 Apply a range of discussion logically play. Freeze, like statues when the teacher says ―freeze‖.* Retell a story
speaking and listening to solve a problem  Group orally discuss the logical sequence of the story. They Discuss
on both familiar and • listen to and show Work collaboratively
introduced topics in respect for the offer different ways for the story to begin.
spontaneous and contribution of  Peers present the story in small groups. They discuss series
structured activities another of events in the story. Listen to and show knowledge of
in group and class
discussions signalling language used to sequence events such as, first
• show knowledge of then, before, after, finally etc.
signalling language
used to sequence
 Explain and give examples of positive and negative
events, such a statements. Put these statements in the context of ―A
6.1.3 Listen to and s first, final, then, dream I have had‖.
identify how spoken before, after.
language is adapted to .select and use  Compose and perform a play of ―The dream‖ and present to
its context descriptive language an audience from another class. Allow the audience to
appropriate to the imagine if the story is a true event or a dream.*
context
.use appropriate
specialised features
in a variety of oral
texts show a
knowledge of
language structure,
such as accurately
giving directions in
sequence.

61
 Unit of Work for Reading –The dream – Grade 6

Learning Indicators Sub strand Learning and Teaching Activities) Skills and
Outcome Strategies

6.2.1 Read and respond • draw a time-line to -Production  Read the story ―my dream‖ and identify vocabulary used to show the
to a range of texts show how time passes - Read
about real and in a story and identify passing of time. Make mind maps of these words to use in writing
Summarise
imaginary worlds the vocabulary used to  Reread the story find out what happened in order of the story. Show the Interpret
show the passing of
time
different parts of the story, beginning, build up, problem, resolution. Search
.map out the main  Read and write out the verbs, adjectives and nouns in the story and Review
Make mind map
stages of a story in arrange them in alphabetical order. Work in pairs and teacher uses this Identify parts of story
order to explore
narrative order to make word lists. How many adjectives that mean the word ―big‖? Identify similes
.use role play  Students find ―similes‖ in the story. Make a list.
accurately to create a  Use the words defined in the story and write up sentences and read to
scene from a story
previously read a peer.
 In pairs, read the same story and students must show that they are
using vocabulary and punctuation.
6.2.2 Revise and extend • use knowledge of  Distinguish the facts and opinions about the passage.
the range of skills used alphabet when  Find a book from the library (fiction) and read another story with a
to improve reading locating information
speed, fluency and independently similar genre to this story. Identify genres of stories read.
comprehension of text • locate key words or  Students pretend to be an interpreter and interpret ―the dream‖. Act out
phrases, headings or Skills and the story being interpreted.
sentences, to use Strategies
when  Discuss the views and read out to the whole class.
summarising text
• demonstrate, when
reading, how the
meaning of text can
change when, for
example, question,
exclamation or speech Resources
marks and commas
are
used

62
 Unit of Work for Writing –The Dream – grade 6

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome • write descriptions Production Skills
of
places, people,  Students write a setting of a place that is very scary as in the
6.3.1 Plan and produce a events story titled ‗the dream‘.*
range of literary and • draft simple Make a list
factual texts for a range character
 Students write a setting of a beautiful place that they know.*
Describe
of purposes and sketches  Write a simple character sketch of the crocodile in the story.* Interpret
audiences • compose a range  Write up a factual report about crocodiles or any other animals Write factual report
of
imaginative, factual that could be found in a river. Write a story
and  Write up a poem and compose a song to be taught to a grade 3 Review writing
critical texts Write a poem
Student about dreams. Write creative story
 Students draw a mythical character* Make up dialogue
 Students write adjectives and similes to describe their Write a play
character.* Illustrate story
 Make a story plan to retell this story, using a different character Give feedback to others
Evaluate
discuss how Skills and to replace the crocodile.* Make a mind map
adjectives Strategies
give more  Students retell the story in their own words, replacing the
6.3.2 Apply knowledge of information crocodile for another character. Use adjectives, similes such as
sentence struct about or describe a
grammatical features,
those collected during reading. Remember the skills learnt
noun
punctuation conventions, • use a range of when writing the story setting and characterisation
as well as spelling verbs Use their own story plan to ensure the story progresses and use
strategies, to refine own and different
writing tenses in
language of time, as identified in reading.
their writing

63
 The Singing Bamboo Flute

Zinzham and Nagaio lived with their little brother Repuk in their little hut
near a thick forest far away from the village. Their parents died when
they were very small. Zinsham was the eldest of the three so she did
everything a man usually does in the house.

One night, when the moon was so bright, Zinzham crept out of their
small hut and ran into the forest. She walked quietly and fast through
the forest collecting fireflies under the trees, on the branches, on the
leaves of wild plants and over the logs until she came to a clear space
where she saw a little pond. The little pond had beautiful flowers in it
and reflected golden colours under the moon light.

Zinzham took a deep breath and moved slowly towards the little pond.
As she was about to reach the pond, she heard a strange sound.
Suddenly there was a loud bang near her. Zinzham was terrified and
she was so frightened that she shook with fear and wanted to run! Then
she heard a soft voice singing softly and it gave her courage to stay.

The singing stopped and then she heard the sweet sound of music
which took her heart away. She moved closer to see where the music
was coming from but the music stopped. Zinzham saw nothing except
an old bamboo in the pond. She turned and moved quickly and came
face to face with the old bamboo in the pond again. She bent over and
took the old bamboo, carried it back to the hut, put it on the veranda and
went to bed.

In her dreams, Zinzham saw a beautiful young woman with long black
hair, sitting on a leaf in the pond. She was playing music using the old
bamboo. After playing the music, she moved closer to Zinzham and
whispered, ―I am the lady of the pond. My heart is powerful and performs
magic.‖ She touched her lips with her long fingers. ―The bamboo is a
musical flute and has magical powers. Whenever you play the flute it
will bring joy and happiness in your heart and everyone else who hears
the music.‖

In a flash, she was gone and Zinzham woke up, wondered if she had
been dreaming and fell asleep again. In the morning she went outside
and on the veranda, where she had left the bamboo, lay two new

64
pandanus mats, grass skirts, a bunch of bettlenut, a bilum and new
tapacloth.

She picked up the bamboo flute and began to play. The sound was like
the sweetest song birds. The beautiful sound woke Repuk, Nagaio and
the rest of the village. They had never heard such beautiful music
before.

The villagers were so delighted to hear the wonderful music that they
decided to have a big feast. They invited to children to come and live
with them.

Zinzham and her brothers were never lonely again.

The Magic Flute

?Illustration?

65
 Web for The Singing Bamboo Flute – Grade 6.

6.3.2 Apply knowledge of 6.1.2 Apply a range of

sentence structure, speaking and listening on both
6.2.3 Identify plot, characters
grammatical features, familiar and introduced topics
and themes in literary texts and
punctuation conventions, as in spontaneous and structured
how information and vocabulary
well as spelling strategies, to activities
are used in factual texts from
refine own writing
Papua New Guinea and other
countries

6.1.4 Respond to their own

THE SINGING speaking and listening, while
BAMBOO FLUTE considering their own
experiences and those of the
community.

6.3.1 Plan and produce a

range of literary and factual
texts for a range of purposes
6.2.1 Read and respond to a
and audiences.
6.1.1 Communicate, for range of texts about real and
different purposes, locally imaginary worlds.
relevant ideas to a variety
of audiences.

66
 Unit of Work for Speaking and Listening – The Singing Bamboo Flute - Grade 6

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

6.1.1.Communicate, • improvise role play Production  Role play the story using puppets – students work in groups to Role play
for with a variety of - Make noises
different purposes, characters perform different scenes.*.
Perform for class
locally relevant ideas vividly using puppets  Retell the narrative text of the story, ―the Singing Bamboo Flute‖. Identify characteristics
to
a variety of audiences • retell oral stories of
Using appropriate facial expressions and gestures, showing ideas Retell a story
some complexity in and feelings. Listen to others
an interesting  Hotseating - Ask questions using parts of stories and characters- Puppet skills
manner individually Discuss
or in a group
usage of who, what, why, when, how, where.* Work collaboratively
 In groups students compose and perform oral texts that present a
6.1.2 Apply a range of ask relevant skills and strategies particular group or nature or belief. For example – tell the story as
speaking and listening questions
on both familiar and using who, what, the villagers or Zinzham. Students should tell the story in the first
introduced topics in why,when, how, person using ―I‖.
spontaneous and
structured activities
where?
.listen to and show
 Students discuss how the story changes as different characters
respect for the tell ‗their version‘
contribution of  Students are expected to show good listening skills when other Resources
another
in group and class groups are performing.
discussions.

• use appropriate
facial expressions,
gestures,
intonation for
communicating
ideas and feelings

6.1.4 Respond to their .compose and

own speaking and perform oral texts Critical literacy
listening, while that present a
considering their own particular point of
experiences and view
those

67
of the community

Unit of Work for – Reading – The Singing Bamboo Flute– Grade 6

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

6.2.1 Read and respond • map out the main Production  Read aloud to peers the story ‗The Singing Bamboo Flute‘ and Read
to a range of texts stages of a story in Summarise
about real and order to explore map out the main stages of the story in order to explore the Interpret
imaginary worlds narrative order narrative order. Search
• produce a short
cartoon sequence
 Produce and read out a short cartoon in sequence with a Review

with dialogue dialogue from the story.

from a written story  Identify different parts of the story and discuss the quality of the
.draw a time-line to opening and the ending.
show how time  Find other stories and identify beginning and endings of the
passes stories. Discuss the genre of the stories and compare with the
in a story and
identify Singing Bamboo Flute. Stories can be found in school journals.
the vocabulary used  Read to identify when a story is about imaginary world and retell
to show the passing
of time
how writers create this for readers.
 Read and discuss the moods, characters and series of events in
6.2.3 Identify plot, • improvise a the story.* Resources
characters and themes different Context and text
in literary texts and how ending to a story  Describe characters and their situations in the story.*

68
information and • identify when a  Make a word list to describe the characters in the story.
vocabulary are used in story is
factual texts from about an imaginary  Collect strong verbs in the story and add more verbs for story
Papua New Guinea and world and retell how writing. Students to collect ‗strong verbs‘ to use instead of ‗went‘
other countries the
writer creates this
and ‗said‘. Teacher to make word lists to display in class.
for  Students practise reading word lists.
the reader
• identify ways that
characters,
situations
and problems in
texts
connect to their own
experiences, thought
and feelings

Unit of Work for Writing – The Singing Bamboo Flute - Grade 6

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

6.3.1 Plan and produce a • write descriptions of Production  Students produce a sequence of events in the story ―the singing
range of literary and places, people, events
factual texts for a range • draft simple bamboo flute‖ as a story plan.
of purposes and character sketches  Students should use adjectives, strong verbs from wordlists in
audiences the class in the following activities. Teachers should ensure
.express an opinion in
a letter to a named these word lists have been collected during reading activities.
reader  Students write a story setting for this story.*
 Students write simple character sketches specifying their
emotions.*
discuss how  Students write up their own version of the story, using their own
6.3.2 Apply knowledge of skills and
sentence structure, adjectives strategies story plan. They can change the ending of the story, if they
grammatical features, give more information chose. Focus on correct punctuation.
about or describe a
punctuation conventions,
as well as spelling noun  Students write a letter from Zinzham, telling a friend what
strategies, to refine own • use a range of verbs happened to her. Students should know the features of writing
and different tenses in
writing
their writing
an informal letter and write in the first person. Resources
• include synonyms in  Identify how adjectives, nouns, strong verbs and punctuation is

69
own writing important when they write up their own stories. More able
• use punctuation
correctly in own writing students should now be using paragraphs. Students work in
• sound out and spell pairs to edit their work.*
using knowledge of
letter sounds and
blends
• spell by analogy with
known words
• use a dictionary to
check correct spelling
• edit through reading
aloud, peer editing,
and checking
paragraphing,
organisation,
grammar, spelling and
punctuation

70
 Grade 7
Story of the Three Cousins
The Stone Mother

71
 The Three Cousins

In the beautiful forest, the flying fox, the possum and the dog shared a
cave as their home. They lived happily together.

One fine morning they had an argument about who reallywas the owner
of the cave.

―It‘s mine,‖ said the flying fox.

―It‘s mine,‖ said the possum

―It‘s mine,‖ said the dog.

They argued all day.

In the evening Nokondi, their god heard their argument. Nokondi was
not happy, and called in a great thunder voice. The whole world shook.

The tree animals stopped and looked at each other, shocked. Sweat
dripped down their faces, and their fur became wet. Slowly down their
faces, and their fur became wet. Slowly they came out of their cave and
waited to hear what Nokondi would say.

Nokondi spoke again. ―I know what you three are arguing about.‖

Flying Fox quickly spoke up, ―Possum started it!‖

―No Dog started it,‖ said Possum.

―No, Flying Fox started it!‖ shouted Dog.

They went round and round in circles, blaming each other.

―Stop!‖ said Nokondi. The whole world shook again, and then there was
silence on land and sea. The wind stopped blowing. The sea became
calm.

―You were all greedy, thinking only of yourselves. I will not give this
place to any of you. Flying fox!‖

―Y-y-yes, my Lord.‖

72
―You stated the argument and you had the greediest heart. You shall
sleep outside hanging upside down. You will always be ashamed of
yourself, and come out only at night.‖

―Y-y-yes my Lord.‖

―Possum!‖

―Y-y-yes my lord.‖

―You shall live in fear, and will hide in the daytime.‖

―Y-y-yes, my Lord.‖

―Dog!‖

―Y-y-yes, my Lord.‖

―You are usually very good, but since you also took part, you shall sleep
outside as well.‖

―Y-y-yes, my Lord.‖

Dog looked at Flying Fox and Possum. She showed her teeth at them.
She was shaking. Then she leapt at Possum. Possum scrambled up
the nearest tree and stayed there.

Dog leapt at Flying Fox. Flying fox fell backwards onto his head. The,
still dizzy from his fall, he flew awkwardly into a tree and hung there,
upside down.

And even today, Dog is still angry with Flying Fox and Possum. Flying
Fox is still dizzy so he hangs upside down. Possum is still afraid of Dog
and stays up in the trees. And that is why, when dogs see flying foxes
or possums, they chase them and kill them.

73
 Web for The Three Cousins

7.2.1 Read and respon

to a wide range of more
complex literary and 7.1.1 Communicate a
factual texts. range of ideas,
7.3.1 Plan and produce a
range of more complex information and
literary and factual texts opinions about
for a broad range of significant local and
purposes and national topics to a
audiences variety of audiences

A Wife for Gelia

The Three Cousins

7.1.2 Use a wide range

7.3.3 Assess how well of presentation skills
their own writing and strategies to
presents meaning and communicate
how effective this is in effectively in informal
influencing the and formal school
audience 7.2.3 Interpret and contexts and the wider
explain, how cultural community
identity, knowledge and
experiences of different
authors influence the
responses and
understanding of the
audience

74
 Unit of Work for The Three Cousins – Speaking and Listening – Grade 7

Learning Indicators Subtrand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.1.1 Communicate a use persuasive Production  The students make up focused questions for Nokondi to ask the creatures. Make a list
range of ideas, tones Use the story of The Three Cousins. Summarise
information and and vocabulary to  Set up a courtroom with Nokondi as the judge. The creatures argue their Describe
opinions about express a point of
point in a role play. Who is the criminal? Act
significant local and view
national topics to a and to ask focussed  Students work in groups and make up a role play scenario concerning land Perform a play
variety of audiences questions or property disputes. Role play an argument but try to end with a good Role play
present, in balanced solution. Make noises
speech, two sides to  Each group should appoint an assessor – someone who will listen and give Perform for class
an his/her opinion on the role play. Interview
argument  Speech Bubbles* Identify characteristics.
• listen carefully, and  Hotseating*
respond with
 Practise retelling the story in their own words, with different characters - to be
understanding, to
questions on told to Lower Primary children.
complex
issues

7.1.2 Use a wide range use questions to Skills and

of presentation skills seek strategies
and strategies to clarification, about
communicate familiar stories,
effectively in informal events,
and formal school people
contexts and the wider
community refine facial
expressions,
gesture,
intonations for
communicating
ideas
and feelings
adapt language style
to
meet different
audiences and
purposes

75
 Unit of Work for The Three Cousins – Reading – Grade 7

Learning Indicators Subtrand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.2.1 Read and respond compare and Production  Use the story, found in Papua New Guinea School Journal, Senior 2 Read
to a wide range of more discuss Summarise
differences in build-
2000. Students read the story, in small groups. Students use
complex literary and Interpret
factual texts up, punctuation when reading, giving attention to fluency and expression Search
complications, pace to add interest to the story. Review
and resolutions in  Jot down the different parts of this story to identify the build up, Make a mind map
different stories
read and analyse the
complications, pace and resolution.
impact on the reader  Look at the beginning of the story. Find other story beginnings from
of a range of fiction writing. Collect these ―story openings‖ to use in
different ways of writing. Make a mind map of these story openings.*
starting a story, such
 Use passage for students to rewrite using cloze procedure.*
as
dialogue, action,
description
Resources

School Journal Senior 2

2000
Butchers paper to record
story openings
Comprehension resource
Cloze procedure resource
Selection of School
journals to research story
openings.

76
 Unit of Work for The Three Cousins – Reading – Grade 7

Learning Indicators Subtrand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.2.3 Interpret and propose reasons Context and  Students work in small groups to discuss the ending of the story. Read
explain, how cultural why Summarise
identify, knowledge and the author chose the
Text  Students discuss changing the story ending. Interpret
experiences of different written ending to his  How does the story make the students feel? How do they feel Search
authors influence the or about living in harmony? Consider home and village Review
responses and her story environments. Difficulties in living with parents, wontoks, siblings
understanding of the • identify personal
responses to a
etc.
audience
narrative and  The author used animals in this narrative. Students come up
suggest with other characters the author could have used to write a
how the author similar story. Use Think, Pair, Share.
achieved them
• explain how events
 Look at a variety of newspapers. Identify features of a
in newspaper and language used.*
newspaper items  Identify how direct speech is shown in the story. Rewrite six
could sentences from the story using indirect speech.
be interpreted
differently by a range Resources
of
people
Senior Journal 2 2000
newspapers

77
 Unit of Work for The Three Cousins – Writing – Grade 7

Learning Indicators Sub Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.3.1 Plan and produce a write a new character  Students introduce a new character in to the story. Use adjectives, Summarize
range of more complex or event into a story
maintaining the Production verbs and adverbs to describe the character. How would the Write a report
literary and factual texts Make a newspaper
author‟s style and using character change the story? Would the new character be a
for a broad range of paragraphs to organise
peacemaker or another difficult character? article
purposes and and develop detail Write an
audiences • write own one-act play  Write a play script showing the discussion between Nokondi and advertisement
script applying some
conventions learnt from
the animals. Recall facts
reading including  Use their knowledge about features of newspaper writing (see Make a list
production notes reading activities) and write a newspaper report of the court case
Production
Sequence a story
compare features of two when Nokondi was the judge.
pieces of their own Students should use facts and opinions in their report and use
writing and discuss how
they could influence the headings and subheadings.
reader  Students illustrate their newspaper report and make up a caption.
write an alternative
 Students write a factual report about one of the animals in the text,
7.3.3 Assess how well
their own writing
ending for a known Context and carrying out their own research
presents meaning and
story and discuss in Text  Students re tell the story in their own words but adding the new
groups how this would
how effective this is in change the reader‟s character.
influencing the feelings about one of  Students work in pairs to review the work they have done: retell
audience the characters or alter
the outcome of the story; character profile; newspaper article and play. Look at the
story different features of their writing.
draw illustrations from
their own written text
 Students write an alternative ending to this story, as discussed in
and consider whether reading activity. Resouces
the texts conveys  Students collate all the work they have completed for this unit and
sufficient information to non fiction books about
create setting or mood display their work. They must decide whether to make a book, a
animals
to the reader folder or a display sheet.
folders etc for students
 Students illustrate their work. to collate their work.

78
The Three Cousins

79
 The Stone Mother

Gelam lived with his mother Usar on an island. When Gelam was a
grown man, he asked his mother many questions about who his father
was, and where his father lived. Usar did not know. Gelam remained
curious. His feelings urged him t leave his island in search of his father.
He went to the beach where he carved a dugong (a sea animal) out of
wood and swam away from his island. He came to another island,
called Mer. That night Gelam‘s dugong, who was magical and could talk
to him, told him to go to the nearest house.

Here he found a man who resembled him in height and colour. He knew
this man must be his father so he said to him

―My name is Gelam.‖ The man hugged Gelam and said,

―I can tell by the way you look that you are my son, aren‘t you?‖ Then he
asked Gelam, ―Where is Usar, your mother?‖ Gelam told him that she
was on another island. The father asked his newly arrived son to return
immediately to his mother‘s island and to bring her to join the rest of the
family.

Gelum did as his father bid him and went back to fetch his mother.
When he arrived at his mother‘s house he told her, ―Mother, father wants
you to come with me and live with him,‖ but his mother said,

―No, I will not! Your father left us when you were small. You should bring
your father here‖. Gelam tried again to persuade her, but she would not
change her mind. In defeat Gelam said,

―Alright then, but I am going back to my father.‖ He climbed onto his

magic dugong and swam away.

His mother ran after him to ask him to stay. She waded into the sea
crying and shouting

―Gelam, Gelam, come back. Stay with me.‖

But the son shouted back,

―No mother, I am going to father.‖

80
Usar stood at the edge of the reef and watched her son. She stood
crying for her son as he disappeared over the horizon. While she stood
there the tide came in higher and higher. Still she stood there and cried
and cried. She did not move to get away from the incoming tide. The
tide washed around her and grew higher and higher. Eventually, the
water covered her and yet she still stood there. As she did so, she
turned into a stone and this stone stands there to this day.

When people in the area pass this stone they say that it is Usar, still
standing there and still crying for her lost son Gelam.

81
 Web for The Stone Mother – Grade 7

7.2.1 Read and respond

to a wide range of more
complex literary and 7.3.2 Apply a broad
factual texts range of skills and
7.1.2 Use a wide range
strategies to refine
of presentation skills
their own more
and strategies to
complex writing and
communicate
that of others
effectively in informal
and formal school
contexts and the wider
community

The Stone Mother.

7.1.3 Create own
examples of spoken
7.3.3 Assess how well
language
their own writing
demonstrating various
presents meaning and
ways it can be adapted
how effective this is in
to suit different but
influencing the
familiar contexts
audience

7.2.3 Interpret and

7.1.4 Assess the
explain, how cultural
relevance,
identity, knowledge and
appropriateness and
experiences of different
quality of their own
authors influence the
speaking and listening
responses and
in relation to the
understanding of the
purpose and audience
audience

82
 Unit of Work for Speaking and Listening -The Stone Mother – grade 7

Learning Indicators Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.1.2 Use a wide range .use questions to Skills and  Hotseating. Students are expected to ask open ended Make a list
of presentation skills seek Summarise
and strategies to clarification, about
Strategies questions to the character in the hotseat, using the text.*
Describe
communicate familiar stories,  Students make up similes to describe the characters and the Act
effectively in informal events,
and formal school people
settings in this myth. Make a word list of similes collected by Role play
contexts and the wider • use similes to the class. Make noises
community convey  Face, Gesture, voice.* Perform for class
atmosphere Interview
• refine facial  Usar showed many different emotions during the story – show Identify characteristics.
expressions, a sequence of these emotions as they develop during the
gesture, story, ending as the stone.
intonations for
communicating  Students work in pairs and tell the myth to their partners in one
ideas minute. Swop roles. Students discuss their partner‘s story
and feelings
telling and if they included important aspects of the myth in
summarise main their summary.
ideas  Role play a situation when you have asked a parent for Resources
from written or
spoken something very important and they said ―no‖.
language  Retell the story, using lots of characterisation for a lower
primary class. Practise your story telling skills and evaluate
each other. Younger children enjoy different sound effects and
actions when told stories.
7.1.3 Create own use and sustain
examples of spoken language and form
language suitable to context, Context and
demonstrating various purpose and Text
ways it can be adapted audience
to suit different but
familiar contexts

83
 Unit of Work for Speaking and Listening - 2 -The Stone Mother – grade 7

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

.recognise that Critical  This myth may have meanings that make some students feel Role play
7.1.4 Assess the language can have Literacy Make noises
relevance, an very emotional, such as student who has never known their
Perform for class
appropriateness and effect on the feelings father or whose parents are separated. Students must try to Interview
quality of their own and reactions of the
speaking and listening audience
discuss feelings that this myth has evoked, sensitively and Identify characteristics.
in relation to the • discuss the effects honestly. Any students who are brave enough to discuss
purpose and audience different audiences these issues should be treated with empathy by their peers.
can
have on a speaker  Students work in small groups to discuss situations when
• respond sensitively perhaps they did something that did not please a parent.
in a range of formal  Students work in their groups to present a role play to the
and informal
language whole class.
contexts

Resources

84
 Unit of Work for Reading – The Stone Mother – Grade 7

Learning Indicators Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.2.1 Read and respond read and analyse the Production  Students answer questions from the script.* Read
to a wide range of more impact on the reader Summarise
complex literary and of different ways of  Students practise reading this story to a group of lower primary Interpret
factual texts starting a story, such students, focus on fluency and expression. Search
as dialogue, action,
description
 Students should read this story and choose other short stories to Review

look at the different ways authors start the story. Collect the
story openings and make a class web. Discuss the impact of
these story openings to the reader.
 Students should read the ending of this story. Is the ending
satisfactory? What other ending could the author have chosen.
7.2.3 Interpret and propose reasons
explain, how cultural why the author Context and Would a different ending change the genre of the story?
identity, knowledge and chose the written Text  Students look through School journals (Senior 2) and other
experiences of different ending to his or her
authors influence the story
books in the school library to find other myths and legends.
responses and How do they reflect the cultural and social customs of Papua
understanding of the New Guinea today. Resources
audience analyse a range of
texts on similar  In the story there is overuse of the word ―said‖. Students should
themes from look for alternative words to the word said, to use in their own School journals
various cultures and writing.
compare differences A selection of old
of attitudes, beliefs  Students look at newspapers and identify the features of newspapers
and newspaper writing.*
social customs

• explain how events

in newspaper items
could be interpreted
differently by a range
of people

85
 Unit of Work for Writing – The Stone Mother – Grade 7

Learning Indicators Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

7.3.2 Apply a broad review and edit own Skills and  Students write a newspaper article entitled ―Mother Turns to Summarize
range of skills and writing to produce a Strategies Write a report
strategies to refine final form, matched Stone‖. They must use the correct features of writing a
Make a newspaper
their own more to the needs of an newspaper report as identified during reading activity. Speech article
complex writing and identified reader
that of others
should be indirect. Teachers should recap students Recall facts
prepare an understanding on writing direct and indirect speech and writing Sequence a story
expressive handout in the past tense. Students can lay out their final draft as a
to accompany a
practical newspaper front page story. Illustrations, with captions should
demonstration of a be included.*
skill or hobby.  In the story it says that Gelum, carved a sea animal out of wood.
Students should make a handout giving instructions how to
make something out of wood, or any other natural material.
7.3.3 Assess how well write an alternative Context and
 Compare the two pieces of writing and edit their work, with a
their own writing ending for a known Text partner who can make constructive comments to edit and
presents meaning and story and discuss in improve the work. Resources
how effective this is in groups how this
influencing the audience would change the  Students write their own version of the story, adding two new
reader‟s feelings characters and a different story ending. Gelum could travel to
about one of many different islands to search for his lost father!
the characters or
alter the outcome of  This story depicts the social problem of parents being
the story separated. Students should write a myth about a different social
problem in modern society. A suggestion could include
HIV/Aids.

86
 Grade 8
The Beautiful Bush Wife.

Who is the Boss?

87
 The Beautiful Bush Wife

Once upon a time, there lived five brothers. They lived by themselves in
a small village. One day they said to each other, ―We should find wives
to take care of our homes.‖ The brothers were fed up with looking after
themselves as they were lazy and always hungry as they had no one to
care for them, and cook them food. It always seemed to the youngest
brother that his older brothers made him do most of the work so he was
very eager for them all to find wives.

―We should go and look for villages nearby to find wives,‖ said the elder
brother.

So the search began. They searched and searched through the forest
that surrounded their home but not a village site was seen. So they
returned home very tired. The youngest brother was the last to arrive
back to their village.

―Are you alright?‖ the older brother asked.

―Is there something we should know?‖ asked the second brother.

―Yes,‖ he replied, for he was the youngest brother and usually honest, ―I
saw a pool in the forest that was very dirty and had wet footsteps at the
edge. Did either of you go there to wash?‖ he asked.

None of the brothers had been to the pool but somebody had, so the
brothers decided that they would go there to investigate.

The following day the youngest brother set off early to the pool while his
brothers were still sleeping. He wanted to keep the situation of the pool
secret! He hid behind a nearby bush to see if anyone came to the pool.
The boy could not believe his eyes!
Three cassowaries who were by the pool, took off their skins as if they
were clothes.

The cassowaries were three beautiful girls and as they removed their
skins, they jumped in to the pool. They were laughing and shouting as
they splashed in the water. The boy saw one girl who was the most
beautiful of them all. He crept out from his hiding place and took one
cassowary skin and went back to his hiding place.

88
The three girls finished their swim and ran out of the water to put on their
skins. The most beautiful girl was surprised that her skin had vanished!

―Hey, sisters, have you see my dress?‖ cried the girl

―We have not seen it. Maybe someone has stolen it!‖ replied the two
girls. They put on their skins and walked back in to the forest.

The beautiful girl sat on a rock beside the pond and cried.

This was the moment the boy had been waiting for! He made sure the
cassowary skin was well covered by leaves. He could come back and
find it later!

―Why are you crying?‖ asked the boy as he walked towards her from his
hiding place.

The girl stopped crying, and stared at the boy. ―I have lost my skin, I
have nothing to wear. I think someone stole it while I was swimming.‖

―I will tell you where your animal skin is if you make me a promise.‖ said
the boy.

He asked the girl to say yes to any question that he asked her and the
girl agreed.

―Will you marry me?‖ asked the boy.

―Yes‖, she replied as this was her promise.

The girl was true to her word and went home with the boy. They married
and as the years went by, the couple had two handsome sons.

When the couple had been married for some time and their sons were
growing up, the husband became cruel to his wife.

―Sons, your father is not treating me well and I have to leave the village‖.
She cried. She told her sons that she was a cassowary woman and had
to go back to her family in the forest. She found her skin that her
husband had kept hidden, for she knew where he had hidden it. She put
it on and left her sons with a heavy heart.

89
―Sons, you can visit me whenever you want. Come into the forest, call
my name and I will come at once,‖ she said as she disappeared in to the
trees.

The boy‘s father returned to the house. ―Where is your mother?‖ he

asked.

―She has left‖ replied the older son.‖

―Oh what a fool I have been. I hid the skin in a secret place so that she
would not leave me. I did not want her to go away,‖ he wept. ―Oh – my
beautiful wife, I am so sorry, please come back to me.‖ He immediately
regretted his cruelty to his wife and was very sorry.

The cassowary woman did not hear him as she was already deep in the
forest. The man spent many years mourning for his bush wife but he
never saw her again. She kept her word to her sons and never came
back to the village again.

90
 Web for The Beautiful Bush Wife – Grade 8

8.1.1 Communicate in 8.2.2 Analyse how a

creative ways, a range range of literary and 8.3.1 Plan, and in the
of complex issues of factual texts can inform, process, take risks to
local, national and affect and manipulate produce texts with an
international the responses of the individual style to suit a
importance to a variety reader variety of challenging
of audiences purposes and
audiences

The Beautiful Bush

Girl

8.1.3 Critically analyse 8.3.4 Analyse how the

how spoken language language and style
is used in new and used in their own and
more complicated others‘ writing
contexts 8.2.4 Analyse how encourages and
author‘s choice of stimulates readers to
language and style question, develop ideas
encourages and and opinions and make
stimulates readers to decisions
question, develop own
ideas and opinions,
and make decisions

91
 Unit of Work for Speaking and Listening - The Bush Wife – Grade 8

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

8.1.1 Communicate in raise interest and  Students work in small groups to identify social and moral issues Make a list
creative ways, a range feeling whilst in an Summarise
Production in this story.
of complex issues of improvised role Describe
local, national and • use metaphor and  Teacher set up a debate in the class those for the motion should Act
international
importance to a variety
cultural references
to
be in the woman‘s favour – that it was a good decision to leave Perform a play
of audiences enhance language her husband. Those against – that the woman should stay with Perform for class
• create and her husband. Groups should be given time to practise their Interview
sustain a Identify characteristics.
mood through speeches and collect their ideas. The debate should end with a Disuss
imaginative use of class vote.
vocabulary  Students use ―think, pair, share‖ to collect adjectives to describe
Context and the mood of the story, as it progresses. Collect word list.*
.detect use of Text  Pupils act the story, using language to give meaning to the
biased
8.1.3 Critically analyse language and
characters in the story. Students should work in groups and be
how spoken language stereotypes given the scene they should act. Focus should be on use of a
is used in new and wider range of vocabulary to create the mood of the story. Resources
more complicated .review the power
contexts of language  Hotseating – students are expected to fully take on the
combined character‘s role and questions should be open ended.* Copies of story.
with  Students discuss the story in a thoughtful way – thinking about Butchers paper.
characterisation
within play feelings that it evoked and issues that it raised.
.present a critique
of a book recently
read

92
 Unit of Work for Reading – The Bush Wife – Grade- 8

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

8.2.2 Analyse how a interpret the use  Look at the characters in the text – Cassowary girls, the three Read
range of literary and of stereotypes in Summarise
Skills and brothers, the sons. Focus of the cassowary girl who married
factual texts can inform, texts showing an Interpret
affect and manipulate understanding of Strategies the youngest brother. Does the story show stereotypes such Search
the responses of the the reasons for Review
reader their use
as the beauty of the young girl, the way the husband changed
his attitude during the story? Why are these stereotypes
used?
draft a set of main  Use newspapers to collect stories when stereotypes are
8.2.4 Analyse how points, including evident in the text. Students work in groups to present their
author‘s choice of relevant evidence findings.*
language and style from
encourages and reading, to be Critical  Use the story to make up questions and points to be used in
stimulates readers to used in leading Literacy speaking and listening.
and guiding a
question, develop own
ideas and opinions, peer group
 Answer questions about the story, giving thoughtful answers.*
and make decisions discussion
on an important
local social issue

Story
Newspaper articles
Copy of the Text

93
 Unit of Work for Writing – The Bush Wife – Grade- 8

Learning Indicators Strand Learning and Teaching Activities Strategies and

Outcome Skills

8.3.1 Plan, and in the plan, create and Production  Students write a play script using different scenes and giving Summarize
process, take risks to perform a short Write an advertisement
produce texts with an section stage directions for the actors. Use different coloured pens to
Recall facts
individual style to suit a of a story as a play make directions and script clear. Make the script suitable for Sequence a story
variety of challenging script using stage
purposes and directions and
lower primary children as the audience.* Write a play
audiences setting  Draw pictures and diagrams to show the different sets for their
play.
devise, as a class  Make posters to promote care and kindness to women. Think
project, different eye about who will read the posters. Will the poster be for a village
catching posters or urban setting? Should posters go up in the school promoting
with accurate
information on respect for all pupils and staff?. Think about gender issues and
the dangers of HIV/Aids.
smoking
for different groups
of people and then
contrast the different Resources
interpretations used
in language and
visual
presentation

8.3.4 Analyse how the write a brief but  Write a report

language and style
used in their own and
informative review of  Make a newspaper article*
a
others‘ writing cultural activity for a
encourages and local newspaper Critical
stimulates readers to which Literacy
question, develop ideas will inform readers
and opinions and make
decisions

94
 Who is the Boss?

Long long ago in Papua New Guinea there lived a mighty pukpuk who
was the largest animal of this land. He lived in the Sepik area and
travelled up and down the Sepik River and even as far as the seas, up
the mountains and valleys throughout the land.

He travelled far and wide to find out if there were some other animals
who were larger, greater and stronger than him.

One day the pukpuk called all the animals together to find out who was
the boss of Papua New Guinea.

He first of all called the Rabaul Guria, the Mount Hagen Eagle, the Mort
Moresby Viper, the Madang Fox and the Mendi Muruk and said, ―Lets
find out who is the boss of this land?‖

The Rabaul Guria said, ―I am the boss of this land. I have two big
powerful volcanoes, the Tavurvur and the Vulcan. I will make this land
shake and tell my two volcanoes to throw up smoke and ashes to block
the sunlight so there won‘t be any daylight for you. This makes me the
boss of this land!‖

The Port Moresby Viper said, ―I am the boss of this land. When I bite
people and animals they die, so I am the boss of this land.‖

The Mendi Muruk said, ―I am the boss of this land. I can swallow
anything whole and I am the fastest runner on this land so I am the
boss.‖

The Madang Fox said, ―I am the boss of this land. When you are asleep
at night I usually guard you and your family. I witness who causes
trouble during the night and even frighten away some of your enemies.
This makes me the boss of this land!‖

Having listened to all the animals, the Pukpuk said, ―Because you are all
smaller in size than me, I can do anything I want with you! In the
beginning of times, my tribe ruled this entire world, even the dinosaurs.
They all died and I am the only descendant remaining. My tribe ruled
this earth in the past so I will follow their footsteps. This definitely makes
me the boss!‖

95
All the animals heard what the Pukpuk said they were not happy. They
were so frightened that they all left the area without saying a word.

The Pukpuk was the self appointed boss of Papua New Guinea.

From that day, the mighty Sepik Pukpuk remains the boss of Papua New
Guinea.

96
 Web for Who is the Boss?

8.3.2 Use a range of

strategies and skills to
respond independently
8.2.1 Read, reflect and and critically in order to
8.1.2 Independently use respond critically to a assess their own writing
a broad range of skills broad range of complex and that of others
and strategies in order literary and factual texts
to communicate
effectively to groups of
varying sizes

8.3.3 Evaluate how well

8.1.4 Evaluate how ideas their own texts with
and information have Who is the Boss different genres have
been structured in a been written to suit
range of complex oral different contexts
texts to meet the
purpose and shape the
understanding of the
audience

8.3.4 Analyse how the

language and style
8.1.3 Critically analyse used in their own and
how spoken language 8.2.3 Analyse and justify others‘ writing
is used in new and personal preference for encourages and
more complicated authors, styles, themes stimulates readers to
contexts and other features in a question, develop ideas
range of literary and and opinions and make
factual texts decisions

97
 Unit of Work for Speaking and Listening – Who is the Boss?– Grade 8

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

8.1.2 Independently use .adapt language and Skills and  Hotseating – students only ask open ended questions to the
a broad range of skills tone in order to
and strategies to reduce
Strategies characters. Students are expected to take on the character‘s
communicate conflict and role and personality.*
acknowledge
effectively to groups of
varying sizes different
 Students work in groups to produce a debate in favour or
points of view against the puk puk self appointing himself to be the boss.
• negotiate Finish the debate with a class vote.
agreement in
groups where there  Think of different characters for the story. Use think pair share
are to collect a class list of ways the animals move.*
disagreements  Roleplay the story, with the different characters. For example
the animals could be football teams or members of parliament,
looking for a prime minister! Students should think about
negotiation skills when speaking.
 Students give a short critique of the story to the whole class.
Students should speak clearly and confidently. Resources
 Students should display good listening skills when others are
8.1.3 Critically analyse review the power of
Context and speaking.
how spoken language language combined
Text  Students discuss, in groups what makes a good leader?
is used in new and with characterisation
more complicated within play.  Students should role play the different way the animals move.
contexts
present a critique of
a
book recently read

98
 Unit of Work for Reading – Who is the Boss – Grade 8

Learning Indicators Sub Strand Learning and Teaching Activities Strategies and
Outcome Skills

8.2.1 Read, reflect and .read a news item Production  Students identify features of newspapers by using old Reading
respond critically to a and, Skim reading
broad range of in small groups, role newspapers. They must understand headings, sub headings,
Analysing
complex literary and play logically or columns, illustrations and captions etc. They must understand Indentifying
factual texts imaginatively likely
reactions of known
that news reports are made up of facts and opinions and report Reporting
or writing. * Vocabulary
unknown characters  Students use newspapers to skim read articles where
.respond to texts communities have reached a decision about an issue.
beyond the literal Students discuss the different articles and the implications
level following them.*
by recognising
inference, metaphor  Students should be able to read the text, with fluency and
and alternative expression, using punctuation to aid reading.
readings
 In the story there is an over use of the word ―said‖. Students
must collect alternative words and make a word list. Reread
the story, including the new ‗strong verbs‘ and assess the Resources
difference.
8.2.3 Analyse and justify .read about a  Using the text, students should look at some of the text and
personal preference for decision find words that they can identify the opposite, for example
authors, styles, themes made on a locally
and other features in a relevant issue and ―fastest‖ = ―slowest‖.
range of literary and analyse the possible
factual texts implications

99
 Unit of Work for Writing – Who is the Boss - Grade 8

Learning Indicators Sub Strand Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome Skills

8.3.2 Use a range of .summarise effectively a

chapter of a book in a
Skills and  Students write a brief summary of the story, to tell to a peer or
strategies and skills to
respond independently specified number of Strategies lower primary student. They should remember to write the main
words
and critically in order to • write own poem parts of the story.
assess their own writing
and that of others
experimenting with  Write a poem about the different animals in the story, creating a
active verbs and
personification and lot of movement by using active verbs and similes.
produce poem for
presentation
 Students write a newspaper article telling the story of how the
puk puk became the boss.*
.plan, revise and edit
 Students write an autobiography about the puk puk, writing in
8.3.3 Evaluate how well writing to improve the first person.
their own texts with accuracy and
different genres have conciseness in  Students write a biography about the puk puk by one of the
been written to suit readiness for other characters. Students can make up their own facts – this is
different contexts publication
fiction!
develop a journalistic
style by including
 Students should work in pairs to evaluate the two above tasks,
Context and looking at use of descriptive language, characterisation and Resources
balance, public interest
and factual Text
considerations and
writing in first and third person.*
compare with real life  Students plan a newspaper report using different characters but
newspaper articles
• develop the skills of with the same theme – reporting an argument about leadership
biographical and and the outcome.*
autobiological writing
in- role  Students write an article, giving their views about ‗why‘ the puk
.prepare a balanced
puk should be the boss. This is different than ‗how‘ the puk puk
8.3.4 Analyse how the report on a became boss.
language and style controversial issue by
used in their own and summarising fairly the
competing views and Critical
others‘ writing analysing the strengths Literacy
encourages and and weaknesses of
stimulates readers to them
question, develop ideas
and opinions and make
decisions

100
101
Resources

102
 Contents

Speaking and Listening Rules

1-2-3

1-2-3- Freeze

Speech Bubbles

Face-Gesture-Voice

Cloze Activities and Comprehension Grade 3-Grade 8

Verbs and Adverbs

Character Development

Ideas for Writing about Characters

Character Profile

Good Characteristics, word bank

Bad Characteristics, word bank

Mythical Creature with Adjectives and Mythical Creature

Story Beginnings

Writing Stories is fun

Using Newspapers for Language

Think-Pair-Share

Story Settings

Story Editing

Comparing Stories

Circle Time

Put the tail on the Dog – instructions

Hotseating

103
Checklist for Play writing

Your classroom as a Learning Environment

Speaking and Listening Activities

When students are working in pairs, it is important that they know that ‗listening‘ is an
important element. Before the students start storytelling with partners or groups the
teacher must ensure they have some rules. These can be made up with the class
and displayed. It is important to practise different voices.

 Quite whispers
 Partner voice (used when speaking to one person)
 Class voice (loud enough for everyone to hear)
 Loud voice (This can be used outside the classroom - shouting)

Practise the different voices so that students can hear the difference. This is
important for younger students or those not confident with ‗speaking and listening‘ in
class.

Some examples of class rules could be:

1. Speak Clearly
2. Only one person speaks at a time
3. Listen quietly
4. Show that you are listening by looking interested (nodding, smiling, etc)

104
 1-2-3

Students are often too shy to take part in Speaking and Listening activities so it is a
good idea to try ‗safety in numbers‘

Teacher :

I am going to ask you a

question about our
story. I will count to
three and the whole
class says the answer!
Who is your favourite
Please use partner
character in the
voices.
story?

1 – 2 – 3...........

‗Willie‘ ‗Willie‘ ‗The Mermaid‘

Students:
‗Willie‘ ‗The Mermaid‘ ‗Brenda‘
Willie‘ Willie‘ ‗The Mermaid‘ ‗The
Mermaid‘ ‗The Mermaid‘ ‗Willie‘

105
 Well done! We are
going to say what we
Teacher
like about our
favourite character.
After 3

1–2-3

‗beautiful‘ ‗happy‘
‗funny‘ ‗pretty‘ ‗greedy‘
‗kind‘ ‗sporty‘ ‘good
fisherman‘ ‗friendly‘

Students:

Great! – Who can tell

Teacher:
me what kind of words
you have been saying?

106
At this point the students may say ‗describing words‘ or ‗adjectives‘. The teacher can
then ask the children to tell her the adjectives individually. As they have already said
their word in a group they will feel happier to speak individually. The teacher can
then make a list of the adjectives children give.

This list can now be used in Reading Activities (Practice reading word lists) and
Writing Activities (Students use the word lists in class to support their writing)

Students in Lower Primary can answer questions in English or Vernacular and

both can be included in one word list or separate word lists can be made.

Word Lists can be use for „dictionary‟ activities such as putting the words in
the correct alphabetical order.

Use this activity to collect any other information from Students.

Sometimes students can work in a group to share ideas and then feed back to
the whole class or use „think, pair, share‟

107
 1 – 2 – 3 Freeze

This activity is a wonderful way for students to experience the characters in stories
and allow students to practise being in role.

Teacher:

I would like you to choose

one character in the story.
After 3, pretend you are the
character and freeze into
the role. 1-2-3-Freeze.........

The teacher then chooses a few students to show the class their character freeze.

Students must guess which character the student is.

This activity can then move on to speaking!

Teacher
Now I would like you to
bring your character
alive! Say something as
your character!

1-2-3.........

At this point the teacher could ask the students to work in pairs, showing their
character in freeze, followed by the character coming alive and speaking.

108
 Speech Bubbles

Students are now becoming more confident being ‗in role‘ as characters from the
story.

Students work in pairs to have a conversation between two characters in a story.

Student 1: Would you like Student 2:

to buy some How much is
magic wool? it?

I have 50t but I

must buy Kau
50t
kau for my
mother

If you buy my
magic wool you I could make my
will never be mother a bilum!
hungry again.
YES I will buy the
wool.

This activity could be the first step towards:

 Writing speech
 Making a comic strip

109
  Writing a play.

Face – Gesture – Voice.

This activity is just a continuation of the above! Students start by making a face of a
character, then do a gesture, finally use their voices to mimic the character!

Teacher:

After 3 – make a face

of a character in the
story! 1-2-3- freeze

After 3 – make a gesture,

like your character in the
story! 1-2-3- gesture.

After 3 – speak in the

same voice as your
character! 1-1-3—
speak.

110
Remember that Speaking and Listening leads to better writing!

Cloze Activities and

Comprehension

Cloze Activities

There are no Cloze activities in this book. However it is an activity that may be
useful for teachers to use occasionally (no more than once each week). A
passage from a story can be written on the board. Students re write the story,
putting in missing words. With younger students some words can be given, in
another order.

As students learn about punctuation, teachers can omit all or some punctuation from
sentences. Students rewrite the sentence, correcting the punctuation.

Teachers can write sentences or a passage on the board that has no descriptive
speech (adjectives and adverbs). Students rewrite, improving the writing by inserting
the correct descriptive language. Many answers could be correct! Students are
expected to use word lists displayed in the classroom

It is a good idea for teachers to give quick writing activities to warm students up and
one badly written sentence on the board for students to correct is a good idea!

1. the trees were in the forest

2. The tall, green trees filled the dark, gloomy forest.

3. As the young man walked quietly through the dark, gloomy forest, the
sun shone through the tall, green trees.

Comprehension

There are some comprehension questions given on the following pages. It is an

easy activity for Teachers to do themselves. Question should become more difficult
and teachers should decide what questions students should answer.
Group A – answer questions 1 – 6

Group B – answer questions 1 – 10

Group C – answer questions 1 - 14

111
Questions can be answered in Speaking and Listening or Writing!

Comprehension Questions for Gelia – Grade 3

What is the name of the man frog in the story?

1. What is the name of the merri frog in the story?

2. Why did Gelia want to go to the city?

3. Who did Gelia meet on the way to the city?

4. What did the lizard say to Gelia?

5. How did Gelia travel?

6. What happened to Gelia in the city?

7. Who did Gelia meet when he returned to the Pond?

8. Why was Gelia so happy?

9. Do you think the frogs lived happily ever after?

Questions can be written on the board.

112
Questions can be answered orally or in writing.

Comprehension Questions for The Magic Bilum – Grade 3

1. Where did Julie live?

2. What did Julie‘s Mother want from the market?

3. Who did Julie meet?

4. What was the old woman selling?

5. What did Julie buy?

6. Was Julie‘s mother happy?

7. What did Julie make?

8. When did Julie fall asleep?

9. What happened to the bilum when Julie and her Mother slept?

10. Did Julie‘s Mother like cooking?

11. What food do you think was in the Billum? Write a list.

12. Was Julie a good or bad girl? Give your reasons for your
answer.

113
Questions can be written on the board.

Questions can be answered orally or in writing.

Comprehension Question for The Dogs Tail – Grade 4

1. Where did the Chief of dogs live?

2. How did the Chief tell the dogs to visit him?

3. Why were the dogs pleased?

4. What did the dogs cross to get to their Chief?

5. How did the dogs travel?

6. What sounded to show the dogs had arrived?

7. Name two words that describe the dogs quarrelling.

8. What did the dogs remove before the meeting?

9. What was said at the meeting? Answer using direct speech.

10. What happened to the dog‘s tails?

11. Did the Chief sort out the dog‘s problems?

12. Why do dog‘s sniff other dog‘s tails?

Questions can be written on the board.

Questions can be answered orally or in writing.

114
 Comprehension Questions for Willie and the Mermaid – Grade 4

1. What is the name of Willie‘s wife?

2. Where does Willie live?

3. What is the name of Willie‘s dog?

4. Does Willie collect lots of fish?

5. Who does Willie meet on the beach?

6. Does Willie help the stranger?

7. How many wishes is Willie granted?

8. What does Willie do?

9. Is Willie‘s wife happy?

10. Was the decision Willie made the right one?

Questions can be written on the board.

Questions can be answered orally or in writing.

115
Comprehension for The Ugly Parrot and The Beautiful Crow –
Grade 5

1. What colour was the crow at the start of the story?

1. Why did the Parrot and Crow go to the river?

2. Why did Crow take off his feather clothes?

3. What did parrot do?

4. When did Parrot miss Crow?

5. Where did Parrot go?

6. Was Parrot a good friend to Crow?

7. What colour was Crow at the end of the story?

8. Is this story a good explanation of the colour of parrot‘s feather

today?

9. Is this story fiction or nonfiction?

116
Questions can be written on the board.

Questions can be answered orally or in writing

The Dark Night – Grade 5

1. What did Amati eat when she woke up?

2. The story says Amita was unhappy to be woken up. How did she
know it was night?

3. Why did Amita‘s Mother wake her up?

4. What did Amita‘s Mother carry and why?

5. What do you think Amita would carry in her bilum.

6. What words describe the forest in the night?

7. Who did Amita meet?

8. What did Amita‘s mother do and why?

9. What lesson would Amita learn from her mother?

10. What should Amita have done for her mother?

117
Questions can be written on the board.

Questions can be answered orally or in writing

Comprehension Questions for The Stone Mother – Grade 7

1. What was the name of Gelums‘s mother?

2. What did Gelum want to know?

3. What was the name given to the island visited by Gelum?

4. How did Gelum know his father?

5. What did Gelum‘s father ask Gelum to do?

6. Was his father fair to ask Gelum to do what he asked?

7. How did Gelum‘s mother react to the question Gelum asked her?

8. Did Gelum‘s mother make the right decision and why?

9. Was Gelum‘s decision the right one and why?

10. Is this story fiction or non fiction and what are your reasons
for your answer?

118
Questions can be written on the board.

Questions can be answered orally or in writing

Comprehension Questions for The Bush Wife – Grade 8

1. Why did the brothers want to find wives?

1. Why was the youngest brother most eager to find a wife?

2. What did the youngest brother find in the forest?

3. Do you think the youngest brother regretted telling his find to the
other brothers?

4. Why did the youngest brother creep out of the house?

5. Was he a good brother?

6. Was the way he choose his wife an honest way? Give reasons for
your answer.

7. Did the wife behave in the right way?

8. How do you think the wife felt, leaving her children?

9. Was what happened in the end of the story fair to the younger
brother? Give your reasons why.

119
Questions can be written on the board.

Questions can be answered orally or in writing.

Verbs and Adverbs

Members of the Class (Group) perform different verbs with an adverb.

The Audience (class) guess the adverb and verb.

As the class give verbs and adverbs, the teacher writes two columns on the
blackboard, for example

Verb Adverb
Run Quickly
Walk Fast
Slowly
Drunkenly
Jump Long
High
Speak Softly
Loudly
Quietly
Harshly

As the list emerges, the lesson could move onto writing sentences.

Can the children write their own sentences using the Verbs and Adverbs from the
blackboard?

Could the class collect two more columns of nouns and adjectives?

Can the children write sentences using at least one noun, one adjective, one verb
and one adverb? (Sentence can be really “silly” and make no sense )

Give the children targets, depending on ability such as punctuation, writing

questions, using two adjectives in their sentences with correct punctuation
etc.

Children finish the lesson by reading a sentence they feel very proud of to the rest of
the class

120
 Character Development

Ask students to think about the character they are going write
about. Draw a picture of the character and discuss them with a
partner. Talking before writing is important for students. Teachers
should ensure that students have word lists visible in the classroom
to enable them to work more independently. These word lists can be
collected during Speaking and Listening and Reading lessons. It is
important for students to talk about and act out characters before
they start writing. The difference in the quality of their work will
be amazing!!!!!

As students progress through the grades, they will use their own
ideas when writing characterization but in lower primary they could
use any of the following formats to help them. These resources can
be photocopied for students or reproduced on to the blackboard for
students to see.

When writing about characters students should be given the

following tips:
 Think of a good name
 Write some special details about the character
 Decide how your character feels and why
 Show character through what is said and done
(This list could be used for a display in the classroom!)

In the units in this book students are often asked to write about
characters from a story. Students can also be asked to “invent”
characters that could lead to them writing their own adventure.
(Look at separate instructions for Mythical Character)

121
Students may like to write about a character they know from their
own community or someone famous who they admire.

IDEAS FOR WRITING ABOUT CHARACTERS.

My character is called……………………..…………………..

My character is …………………………….years old.

My character likes.................................................

....................................................................................

My character dislikes………………………………………….

…………………………………………………………………………………

My character’s strength is....................................

.....................................................................................

122
My characters weakness is...................................

.....................................................................................

Something interesting about my Character

.....................................................................................

Another thing about my character is.................

.....................................................................................

One secret thing about my character that

nobody knows about is…….......................................

…………………………………………………………………………………..

When my character gets angry he/she…………….

…………………………………………………………………………………..

When my character is happy he/she...................

…………………………………………………………………………………..

123
The greatest thing my character ever did
was…….........................................................................

………………………………………………………………………………….

124
 Name of character

______________________

Think of some words to describe your character and write them

here.

Now write some sentences to describe your character and don’t

forget to use some of the words you have just written!

125
 Character Profile

Draw a picture of the character you are going to describe.

Ring the words that describe this character.

Happy brave scared angry hungry mean selfish

kind wise foolish fat thin stupid unkind hard

working lazy terrified

Use these words to write some sentences about the character.

126
127
 Special Fair Courageous
Cheerful

Brilliant Skilful Wise

Beautiful
Caring
Reliable Gentle
Caring
Loving Good
Cheerful
Funny cha r a ct er ist ics Friendly
Strong t
Loving
Pleasant
Jolly Respected Wonderful
Heroic Clever
Wellman
Funny
nered Talented Exciting
Sensible
Generou
128
 sneak
Bossy unkind
nasty
terrible
bully ugly
mean

BAD
aggressive CHARACTERISTICS cruel

horrible horrid

revolting unpleasant
wicked

129
 Mythical Creature with Adjectives
My Mythical Creature is called............................

130
 Mythical Creature
My Mythical Creature is
called............................................
My Mythical Creature
lives..................................................
It sounds
like..................................................................
It feels
like....................................................................
It smells
like...................................................................
It
eats..........................................................................
It
likes..........................................................................
It
dislikes......................................................................
.

131
It’s friend
is...................................................................
Teachers note
The above clues should be given to the students
so that they can use them, with their own ideas
to write about a Mythical Creature or you can
adapt this idea for any other character profile.
1. Draw the creature/character
2.Collect Adjectives for writing
3. Check spellings of adjectives
4. Write about the creature/character
5. Check writing before giving to teacher

Story Openings

It is a good idea to display story openings in the classroom so that when

student start writing they already have some ideas. Collect story
openings by asking students to find different story openings in their
books and school Journals. Students may come up with their own ideas
too!
Once upon a
time..........

Long, long ago

in Papua New
Guinea..........

132
 There was
once.......

It all started
when …

In the
beginning......
...
It was a bright and
sunny morning

Writing stories

Story Writing Should be Fun!!!!!

When students are ready to start writing their own story, it is often a good idea to
start by telling retell stories that their teacher has read or told them. It is good then
for students to make up their own stories, introducing their own characters, writing
their own setting and following a story plan. There is a basic pattern that can always
be used for story writing.

133
 Opening Buildup Problem Resolution Ending

Story Opening

The story opening, the story setting and the story telling introduces the characters.

Buildup

The story gets going! The Characters may do something that could lead to a problem

Problem

Something goes wrong! Maybe there is a mystery, something frightening happens, a

character does something bad, some drama in the story!

Resolution

Everything is being sorted out in some way!

Ending

The ending could be happy! Somehow the writer shows how the characters have changed
and the situation is different from the story opening.

The Magic Billum

This is how a story plan works! Teacher asks the children to write a plan for a story using
the five parts.

134
 Julie meets an Julie makes her The billum is
old woman and mother a magic! Full of
Julie lives in her Julie's Mother is tempted to billum. She food for
village with her sends Julie to buy the wool. leaves it mother to
mother. market with 50T outside the cook.
Julie's mother house for her Everyone is
is angry! Mother. happy!

There are many easy ways students can plan a story. Julie makes a bilum.
She leaves it outside
the house for her
mother
Story mountain
Julie‘s mother
sends her to market
with 50T

The bilum is magic!

Julie meets an old Full of food for
woman and buys the mother to cook.
wool. Her mother is Everyone is happy
angry!

Story
Julie lives in the Plan
village with her
mother

135
Writing the story as a Mountain

Problem

Buildup Resolution

Opening

Ending

Story Ladder

Story Opening

Build up

136
Problem

Resolution

Ending

Older Students may like to plan their story on rough pieces of paper, using a separate
page for each part of the story or small post it notes stuck on a larger sheet of paper.

 With younger students this could be the end of their story telling (Grades 3 – 4)
 This could be developed in to a story map, story board or written story.(Grade 3 – 8)
 This could be developed in to a big book (Lower primary or for upper primary to read
to lower primary.)
 Some children who find writing words difficult could draw the story as a story board or
story map and even draw one picture of their favourite part of the story! (Inclusive
education for all ability students)
 A story plan can be used to help students write in paragraphs (Grades 5-8)

How can students understand the five sections of story planning?

1. Teacher uses well known stories and plans it out with the children.

2. Students place different parts of the story in to a story plan. They will soon
recognise the different parts of a story. For younger students ―Once upon a
time‖ indicates the story beginning. ―They lived happily ever after‖ is an
obvious story ending.

3. By the time students reach upper primary they will be able to plan their own
stories and then chose a way to use their plans and present the story,
thinking about the audience for the story (Who is going to read the story?)
4. It is a good idea to allow children to share writing a story plan!

5. When students write on their own, they should share their plan with another
student. Discussion between students can lead in improved story
writing!

6. Students should tell the story on their plan to a partner, a group or the whole
class. Remember that it is easier to write a story after telling it during
Speaking and Listening.

137
 7. For younger students or reluctant writers “less is best”!! A well written story
setting or character profile in better than a bad story!!!!! Remember to use
story maps and story boards.

8. Teacher can give students some prompts or clues when students are ready
to write a story. These prompts can be put on the blackboard or on butchers
paper and displayed in the classroom.

 Who is the main character

 Where is the story set?
 What happens in the start of the story?
 What is happening?
 What goes wrong?
 How is it resolved?
 How does the story end?

Remember to make writing fun!!!!!

138
 Topic Web Showing The Use of Newspapers for Language
8.2.2 Analyse how a
6.2.2 Revise and range of literary and
7.2.1 Read and respond
extend factual texts can inform,
to a wide range of more
7.2.2 Apply a range of the range of skills affect and manipulate
complex literary and
strategies to locate used the responses of the
factual texts
relevant information to improve reading reader
and make meaning of speed, fluency and
literary and factual texts comprehension of
6.2.1 Read and
texts
respond
to a range of texts
about real and
imaginary worlds 8.2.1 Read, reflect and
respond critically to a
broad range of complex
literary and factual texts

7.2.3 Interpret and Using Newspapers

explain, how cultural
identity, knowledge and 8.3.1 Plan, and in the
experiences of different process, take risks to
authors influence the produce texts with an
responses and individual style to suit a
understanding of the variety of challenging
audience purposes and
audiences
8.3.4 Analyse how the
7.3.1 Plan and produce language and style
a used in their own and
6.3.1 Plan and produce a range of more complex others‘ writing
range of literary and literary and factual texts encourages and
factual texts for a range for a broad range of stimulates readers to
of purposes and purposes and question, develop ideas
audiences audiences and opinions and make
decisions

139
 Using Newspapers for Language

Collecting old newspapers is an excellent resource for language lessons

in the Upper Primary grades.

Students should work in groups to complete the following activities, that

link with the outcomes on the web and are included in some teaching
activities in this book.

 Facts and Opinions – Teacher asks students to use two

highlighter pens to identify facts and opinions in a given
newspaper article.
 Vocabulary work – Identify verbs, adverbs, nouns or adjectives
(not all at once!). Teacher asks students to collect vocabulary that
can be added to a word list to be displayed in the classroom.
 Newspaper Layouts – Students make a group display, using the
front page of a Newspaper. They must identify and label the
features of the newspaper, for example: headline, captions,
advertisements etc.
 Know Vocabulary – Use the text in the newspaper for different
activities. For example:
1. Ask students to identify words they know in a newspaper
article.
2. Write the meaning for ten (five) words.
3. Write your own sentences using words chosen above.
 Captions – Write captions and a short article/description to match
a picture from newspaper. Teachers ask students to complete this
task independently or in a group and does not give the students
the real article until they have finished writing. Comparing the two
articles can be very amusing!
 Story Search – Students must look through a collection of
newspapers to find stories of a given theme. For example: ‘Stories
about abuse of women (The Beautiful Bush Wife)‘.

Can you think of any other activities to share with other teachers?!

140
 Think – Pair – Share

Think – pair – share is a way to allow children to collect their

thoughts and expand their ideas. This teaching strategy can be
used in many subjects across the curriculum. This strategy is
useful at the beginning of a unit of work. Students can add
information to their web during their unit and assess their own
learning by seeing how much more they know by the end of a unit
of work.

 THINK The children start on their own, putting their own

information on a topic web.
 PAIR Then the students work with a partner and share their
ideas, building up their web.
 SHARE Finally the whole class share their ideas with the
teacher acting as a facilitator.

Topic given by teacher.

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 Story settings
Writing a setting for a story is important. Students will often find it easier
to describe somewhere they know to build up a picture of the setting but
it is good to invent places too! Stories often have more than one setting.

Students should be asked to write a sentence about one detail that they
would notice in the setting. Different genre stories have different styles of
setting so it is important for children to find settings in different stories
that they read.

Settings should not be too long as this can spoil the pace of the story.

The time of day and weather should be included

“It was a bright sunny afternoon” and

“It was a dark and stormy night” create very different atmospheres!

Students should include feelings in the setting

“The young woman glowed with happiness” or

“The dark shadows created imagined monsters in the forest.”

It is a good idea to take students outside the classroom to collect a word

list as an aid to writing a setting. Sometimes a picture helps! Younger
students could start by drawing a picture of their story setting to prompt
writing. As with everything students write, it is a good idea for them to
talk to a partner about their ideas.
―What can you see?‖
Teacher:
―What can you feel?‖

―What can you hear?‖

I‘ll collect the students
ideas and make a ―What is the weather like?‖
list!!!! I can display it in
my classroom!

142
 Story Editing

When students have finished writing they should read their story to
themselves or to a partner. They should check their work, improve and
edit before handing it to their teacher. This skill can be developed from
Lower Primary so that by Upper Primary, Students are experts!

Student:

I have finished my work. Now I must go through my

check list! Does my story have.....

1. A beginning?
2. A problem?
3. A solution to the problem?
4. A good ending (Is it happy)?
5. Have I used lots of adjectives to describe my
characters?
6. Have I used lots of adjectives in my setting?
7. Do my sentences make sense?
8. Have I checked my spellings?
9. Have I used correct punctuation?
10. Will someone enjoy my story?

Will you help me edit

(check) my story? Yes! Then we can
edit my story!

Comparing Stories

143
This format could be useful for Students comparing two stories.

Title One Title Two

PACE
How quickly are new ideas introduced?
Do successive events occur too rapidly?
Do you have time to think ―get a move on?‖

SEQUENCE
Is ther a simple structure of events?
Does a clear build up lead to a single complication?
Are events more haphazard and unpredictable?

RESOLUTION
How are the endings alike/different?
Who gets what they want, who does not?
Is there a ―moral‖ to the story?

Circle Time

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Circle time can be a special time for talking and sharing ideas with a
class.

Find somewhere quiet and beautiful to ask your class to sit in the circle.
On the grass, under the shade of a tree is perfect.

Make some rules with the children about behaviour during ―circle time‖.
Some ideas could be:

 Only one person speaks at a time.

 Everything that is said or discussed in the circle, does not leave
the circle (no gossiping!)

Speaking and Listening Some activities in this book could be used in

circle time.

Pass a story. The teacher starts a story and stops after a few
sentences. The story is passed around the circle and children add their
own part. (This is very difficult at first, as proved during In Service
training but the children will get better as they practise!) This activity can
lead to writing a class story or making a big book.

Story Tagging. This is when two students retell a story or tell a new one
with a partner. When one student has told a paragraph of two, they tag
(tap gently) their partner to carry on the story. This activity can be
carried out at any time but when all the students are already in a circle is
a good opportunity!

Word Games. Some Word Games page can be used in Circle time.

Discussing Class Issues Circle time is a good opportunity to discuss

behaviour etc in a class. It is a good idea for the children to agree a
target for example: ―We will all tidy our classroom‖. After a week the
teacher, during circle time can ask the question ―Have we kept our
classroom tidy this week?‖ This can be discussed and maybe a new
target set.

Put the tail on the dog – Instructions.

145
You will need:

1. A large sheet of paper or card

2. A board pen
3. Coloured pencils (optional)
4. Small scraps of paper or card.

Instructions:

1. Draw a large dog with no tail on the

sheet of paper.
2. Ask students to make themselves tails
from scraps of paper, card, etc.

Play the Game

 Put the picture of the dog on the wall where

students can reach it.
 Blindfold students, one at a time.
 The students stick the tail, where they think it
should go on the dog.

Result!

LOTS OF STUDENTS LAUGHING!!!!!!!!

HOTSEATING.

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After reading a class story, it is good to use the concept of Hotseating to
encourage children to show their understanding of the story through
characterisation. This enables children to ask/answer open ended
questions to different characters in the story.

Using Julie and The Magic Billum, Julie will sit in the Hotseat.

The group can ask Julie any question they like about her character in the
story. For example:

 ― Julie, why did you not do what your mother asked?‖

 ―Julie, how did you feel when you went home with the magic
wool?‖
 ―Why do you think your mother was so cross with you?‖

It is possible to change the characters during the lesson so in Julie and

the Magic Billum, characters for the hotseat could be:

 Julie‘s mother
 The old woman
 People in the Village

Similar activities could be used: (These give more children the chance
for role play.)

 A Newspaper reporter, asking questions of different characters

about the events
 A radio presenter interviewing characters on radio
 A TV presenter interviewing characters.

A Checklist for Play Writing.

147
 Does my play script have? Yes/No

A scene heading

An introduction

A Narrator

Characters

Words that the characters say

Colons after character‘s names, before the speech

(:).

Full stops

Capital letters

A question mark

An exclamation mark

Will your play entertain your audience?

Teachers can change the Checklist to suit the ability of the writer.

YOUR CLASSROOM AS A LEARNING ENVIRONMENT.

148
Your classroom is a place for children to learn. It is essential therefore
to make the most of the space for the children, giving them opportunities
to use information around the classroom to help them learn.

Although resources are expensive, all that is needed is butchers paper,

coloured card, scraps of card, material, wrapping paper and different
coloured board pens. For little cost classrooms and the whole school
can be transformed!!!! Teachers should share ideas by showing their
displays to other teachers and helping them to enhance the whole
school and create a stimulating learning environment.

 Display ―Wordbanks‖ (wordlists) so that the classroom becomes a

dictionary for the students to use when writing.
 Give students a task such as making a list of adverbs, adjectives,
verbs to use instead of ―went‖, vocablulary to use instead of ―said‖.
Use Think, Pair, Share teaching strategy to make work collections.
 Collect words beginning with a ―sound‖ such as ―sh‖, ―ch‖
 Make mobiles to hang from rafters etc. (2D shapes, word list, story
openings etc.)
 Ask your community to make a display area (mats!) from palm, etc
to put up on the wall. This makes a great area to display children‘s
work and lists. Have one for each subject!!!! Collect sheets from
second hand shops, hang up pieces of fabric and pin up work (use
scraps for sewing!)
 Include some good examples of work completed by your students.
This will stimulate other students and make your classroom look
―active‖
 Display mathematical symbols, with mathematical language to
promote use of mathematical language, discussion and problem
solving.
 Make collections and display around the classroom (For example
3D shapes, natural and manmade materials)
 Keep books, etc tidy. (Appoint class monitors to be responsible for
this!)
 Enjoy working in your wonderful classroom environment!!

149
 Unit of Work for

Learning Indicators Sub Learning and Teaching Strategies including Content (Activities) Strategies and
Outcome strand Skills

Resources

150
 A Cornish Story
To read to pupils and enjoy!
Madgy Figg’y Pig
By
Will Colman

151
MADGY FIGGY‟S PIG
Will Coleman
Once upon a time there was a dear old soul by the name of Madgy
Figgy. She lived all alone, and more than anything in the world she
wanted a pig.
She took herself down to the market where Reg Kitto kept a pen of fine
pigs and she had a good look around.
Umm… some of them were too hairy. Some of them were too thin. Some
of them were too squinty-eyed. Some of them were too noisy.
But there – in the middle of that great pen of porkers was the perfect pig
for Madgy.
Madgy grinned at the pig and gave it a long, slow wink. And piggy sat up
on its back haunches and gave a long, slow wink back!
Madgy said ―Chee-ah chee-ah‖ which, as you know, is the correct way to
call pigs. And the little piggy came trotting over to see her.
Madgy tickled the pig under the chin. She scratched it behind its floppy
earholes. She ran her finger through its curly tail and they gazed deeply
into each other‘s eyes.
―Oh, oh‖ say Reg Kitto ―M-m-m-morning M-m-m-Mrs Figgy. W-w-w-
would you like to p-p-p-purchase that p-p-pig?‖
―Yes‖ said Madgy ―I would. What price shall we say?‖
―F-f-f-fine pig like that?‖ said Reg ―Well, I should have to a-a-a-ask you
for ff- f-f-f-f six pounds‖
―Six pounds? Fair price‖ said Madgy. ―I don‘t have the money on me just
this moment. I need to just go off round the market and joust (sell) a few
eggs and cream. But once I have sold my wares (produce) I will be back
with your six pounds drekley(soon or later)‖
―N-n-n-no problem‖ said Reg ―For you M-m-Mrs Figgy I shall keep the
pig for you‖.
And off went Madgy.
No sooner had Madgy left Reg‘s pen then who should move into view
but her neighbour, Tom Snook.
―What did old Madgy want?‖ says Tom
―M-m-Mrs Figgy? She‘s going to purchase a pig!‖
―Oh ‗ess? Which one did she chose?‖ said Tom
―That f-f-fine pig there‖ said Reg, pointing it out.
―Oh, and how much money did she give you?‖ said Tom
―Well, she hasn‘t given me the money yet, she‘s going to give me s-s-six
pound drekley‖
―Six pound drekley! I‘ll give you six pounds right now for it‖ said Tom
―Oh no‖ said Reg ― I couldn‘t s-s-sell you that pig. That pig‘s b-bespoke
like – to Madgy Figgy‖ (I promised the pig to Madgy Figgy)
―Alright then. Seven pounds. In your hand. Right now‖

152
―Oh n-n-no. You mustn‘t upset Madgy. You know they say shes a w-w-
w, you know they say she‘s a w-w-w- a w-w-w-―
―I aint afeared (I am not afraid )of no witch‖ says Tom. And he thrust the
money into Reg‘s hand, climbed over the railings and went to grab the
pig.
―oooink! Eeeek!‖
Tom tried to grab the piggy, but piggy was off to the other corner of the
pen.
Tom crept up and…
―ooink! Eeek!‖ off went the pig again to the other corner
Three times around the pen Tom chased the pig.
Finally, Tom had him cornered, made a grab and got him
―oooooooiiink! Eeeeeek!‖ How that piggy squealed and squealed,
grunted and groaned. It did not like being touched up. It did not like
being thrust under Tom‘s elbow. And it did not like being marched off like
a sack of ‗tatties.(Potatoes)
As Tom proudly marched home with the pig under his arm, but who
should he meet coming the other way with her basket of goods sold?
That‘s right. Madgy Figgy.
―Neighbour Tom‖ said Madgy ― I believe that‘s my pig you‘ve got under
your
―Oh no it aint‖ (No it is not) said Tom ―I paid Reg Kitto seven pounds for
that pig. Fair and square I paid that money. Pigs mine. My money, my
pig. Hard luck Madgy!‖
―Neighbour Tom, I will pay you seven pounds right now for the pig‖
―Huh! No thank you!‖ said Tom
―I will pay you ten pounds‖
―I don‘t think so‖ said Tom ―I tell you what Madgy Figgy, I wouldn‘t
accept ten pounds from you. I wouldn‘t accept twenty pounds or thirty
pounds from you.
I am going to fatten this pig up for Christmas time. Any when its good
and fat I
am going to take it back down the market and make a killing!‖
―You shall wish your pig was ….. long before Christmas time‖ said
Madgy
Figgy and she leant forward and whispered something into the pig‘s ear.
The pig grunted happily.
―You get off my pig‖ said Tom Snook, snatching it away.
But Madgy gave a long, slow wink to the pig. The pig gave a long, slow
wink back and Madgy walked off with a mysterious smile.
Tom got home and locked the pig in the sty and locked the door.
―Stay there pig‖ he said. And went in for a cup of tea.

153
No sooner than the second cup of tea touched his lips when there was a
knock at the door – KNOCK KNOCK KNOCK
Who should be at the door but the vicar.
―Tom Snook. Are you by any chance the owner of a rather small, pink
pig?‖
―Oh ‗ess‖ said Tom ―I have just bought him off Reg Kitto just now‖
―Well, your pig‖ said the vicar ―is currently smashing its way through my
coldframe and eating my cucumbers!‖
―Oh ey!‖ said Tom ―I‘ll be out drekley and get hold of it‖ and Tom rushed

Off around to the vicar‘s house and there, sure enough, was the pig,
rooting its way through the vegetables and causing no end of
destruction.
Tom went to grab the pig.
―Ooink! Eeek!‖ the pig darted away.
Tom had him cornered.
―Ooink! Eeek!‖ the pig leapt through Tom‘s legs.
Well, it took seven or eight men and boys to round piggy up and get him
back into Tom‘s sty. Tom had to pay the vicar for the damage to the
coldframe.
This time, Tom made sure the door to the sty was double-locked and
bolted and went in for his supper. But he hadn‘t even managed to finish
his supper before there was another knock on the door. This time it was
Mrs Roscrow.
―Your pig, Tom Snook‖ said Mrs Roscrow ―Your pig is in my begonia
bed, munching its way through the flowers!‖
―Oh dear!‖ said Tom ―I‘ll be right there!‖
Sure enough, piggy was out, causing no end of damage to Mrs
Roscrow‘s prize flowerbeds.
Once again, it took half the men, boys and girls of Churchtown to round
the piggy up and get it back into Tom‘s sty and, once more, Tom had to
pay for the damage.
―Right, we‘ll keep you in, boy‖ said Tom. And he put chicken wire around
him.
But the pig still got out.
He put barbed wire around him.
But the pig still got out.
He built it up with breeze blocks and an electrified fence.
And piggy still got out. He was a regular porky Houdini!
Every time it got out, it was forever causing damage in somebody‘s
garden. and Tom was forever putting his hand in his pocket to pay for
the damage.

154
Who is this one sunny afternoon, leaning over Tom‘s fence? Madgy
Figgy.
―Neighbour Tom‖ said Madgy ―I‘ve heard told that you have had some
trouble with that pig. Now, what say you‘d like to sell it to me now? What
did we say?
Ten pounds wasn‘t it?‖
―I don‘t think so‖ said Tom Snook ―Madgy Figgy, I wouldn‘t accept your
ten pounds, your twenty pounds or your thirty pounds. I am going to
fatten that pig up for Christmas time and when he is good and fat, take
him back down the market, sell him and make a killing‖
―Very well‖ said Madgy Figgy, giving the pig another of her long, slow
winks.
But did the pig fatten up? No it did not. Whatever Tom tried to feed that
pig on, piggy gobbled it up for sure, squealed for more, but got no fatter.
Tom tried it on bonemeal and fishmeal. He tried it on roast beef and
Yorkshire pudding. He tried it on apple crumble and custard. You name
it, he fed the piggy it.
Piggy gobbled it up, asked for more, but got thinner and thinner.
Before long, piggy was so thin he looked like a paper bag on sticks! Tom
was at his wits end to know what to do.
Any who is this leaning over the garden fence one sunny afternoon?
Madgy Figgy.
―Neighbour Tom‖ said Madgy ―I‘ve heard tell that you‘ve had some
trouble getting that pig to thrive. What say you would like to sell it to me
now? Seven pounds was the original price wasn‘t it?‖
―I don‘t think so‖ said Tom ―Madgy Figgy, I told you that I wouldn‘t accept
your seven pounds, your ten pounds, your twenty pounds, your thirty
pounds…
I am going to fatten that pig up for Christmas time, take it down the
market and sell it and make a killing‖
But what with piggy escaping every day of the week, and twice on
Sundays, and Tom forever paying for the damage, and shelling out for
more and more fancy foodstuffs, and piggy getting thinner and thinner –
he had soon had enough of that pig and he wanted rid of it. Profit or no
profit.
―Right‖ he thought ―I‘m not going to sell it to that old witch though. I‘m
going to take it down to the market and see what I can get for it‖
He went out to the sty, grabbed hold of piggy and shoved it under his
arm.
―Ooink! Eeek!‖. Piggy set up a-howling and a-squealing, a-hollering and
agrunting and as Tom tried to take the pig through the middle of the
village, windows were flying open and the neighbours were leaning out
and shouting

155
―What are you doing, mistreating that poor animal? I shall report ‗ee
(you) to the RSPCA, Tom Snook!‖
Tom was do embarrassed and ashamed that he took the pig back and
dumped it once more in the sty.
―I shall have to try another way‖ thought Tom
Then, suddenly, Tom had a very good idea. He got a nice long bit of
string, tied one end of the string around piggy‘s back leg, the other end
around his own wrist and decided that he would drive him to the market;
a bit like a little pony.
Off he set, one end of the string around piggy‘s back, one end around
his wrist and ―Gee up, Gee up‖ and piggy trotted forward, good as gold.
As so they went on.
Everything went very nicely for quite some time, as they went down
around the back of the village, through the lane, round the back of the
wood, down the hill, across the little stream at the bottom, up through the
thicket on the other side and not long now ‗til the market.
―Not long now until market. All going very well‖ thought Tom.
Suddenly, a great white hare jumped out of the hedge and sat in the
road, right in front of the pig. The pig sat up on his back haunches.
The white hare gave the pig a long, slow wink and said ―Chee-ah chee-
ah‖.
Piggy winked back. With that, the white hare was gone, zooming away,
over the hedge and up the field. Piggy took one look at the white hare
and went after it. Over the hedge and up the field! Tom nearly had his
arm pulled out of his socket, pulled across the road by the pig. Through
the hedge and stomping his way across the field.
―Whoa! Stop! Hang on! Slow down piggy! STOP!‖ shouted Tom.
But it was no good. The hare, like a streak of white lightening was
zooming up across the hillside and the pigs trotter‘s, flying like a blur,
racing up behind him, and Tom, unable to stop, galumping up behind.
―Hold on! Stop piggy, stop!‖
But it was no good. Piggy wasn‘t going to stop. The white hare wasn‘t
going to stop. And the mad chase continued, down the hill, the
otherside.
Stomp! Stomp! Stomp! Stomp!
Through the brambles and barbs
Ouch! Ah! Ohh!
Splashing through the stream
Splish! Splash! Splish! Splash!
Round through the great ragged rocks
Eeek! Owwk! Ouch! Ooch! Eeek!
Down at the bottom of the hill where the stream runs under the road
there is a

156
little drainpipe, a conduit, a bolthole for the water to run through.
The hare – vvoooommm! Went into the drainpipe under the road.
Piggy – vvoooommm! – followed in after the hare
Tom – Bam! – his arm stretched down in the drainpipe and his head
slapped up against the side of the road – ―Ow!‖
There he was with his arm pulled right inside the drainpipe.
He gave a pull ―Erk!‖
But Piggy pulled back ―Oink!‖
He gave two pulls ―Erk! Erk!‖
But Piggy pulled back ―Oink! Oink!‖
Tom could hardly believe his eyes as he watched the white hare climb
out of the end of the drainpipe, hop up onto the road, come over towards
him and give him a wink! The hare then disappeared off, trotting gently
off through the bushes.
Luckily Tom, in his pocket, had his penknife, and with his free hand he
managed to get it open, reach inside the drainpipe and cut the string.
What a relief! He got his arm out of the pipe.
But Piggy was wedged tight, deep down inside the drainpipe.
How do you get a pig out of a drainpipe?
Tom picked up a handful of stone and gravel and threw it down the
drainpipe at the pig.
Piggy didn‘t shift.
He threw another load.
Piggy still wasn‘t going to shift.
Tom pulled a branch off a tree and with the end of it he rammed it down
the drainpipe at the pig.
―Erk!‖
―Oink!‖
―Erk! Erk!‖
―Oink! Oink!‖
Piggy STILL wasn‘t going to shift.
―Right on‖ thinks Tom, ―Wrong approach – I‘ll charm it out of there‖ and
putting on his sickliest smile he crouched down by the drainpipe and
said ―Nice piggy! Come to Daddy!‖
Piggy stayed put.
―Oh nice, nice Piggy, come to sweet, sweet Daddykins‖
But Piggy stayed put.
―I‘m telling you, nice, sweet, piggy, come to blinking Daddykins NOW!‖
But Piggy just dug its trotters deep into the pipe and wasn‘t going to
come out.
How long could a pig wait?
―Well‖ thought Tom ―The pigs got to come out sometime hasn‘t it? Its got
to eat, after all. You‘ve seen that pig eat. He must be getting hungry.

157
After all‖ thought Tom ―Its been a long time since breakfast, and if I‘m
feeling hungry, that pig must be feeling twice as hungry. It will have to
come out soon, and then I‘ll grab it!‖
Tom sat himself down on the road to wait.
The time ticked by and Piggy did not emerge. Way past crib time. Tom
felt his pockets. No, he hadn‘t brought anything with him, not a morsel.
Never mind, Piggy will be out soon.
Lunchtime came and went. No croust for Tommy. The sun began to get
lower over the trees and Piggy stayed put in the drainpipe.
Tom‘s hunger grew and grew.
Teatime; and not a movement from the drainpipe and not a scrap to eat.
Suppertime; and there was nothing keeping the walls of Tom‘s stomach
apart but spit and hope.
And just as he got to point of thinking about taking off one of his boots
and eating that…
Who is this to come trotting down through the wood with her basket over
her arm?
Madgy Figgy.
―Neighbour Tom‖ she says ―What are you doing sitting in the ditch? I
know!‖
she said ―You‘ve been to market and sold that pig haven‘t you? Made a
heap of money, spent it all on beer, got drunk and fallen in the ditch on
the way home!‖.
―No, that is NOT right‖ said Tom ―and you know it. Pig is in a drainpipe,

won‘t come out and I haven‘t eaten anything since breakfast‖.

―Oh dear!‖ said Madgy Figgy ―I don‘t suppose you would like to sell me
the pig now would you, Tom?‖
―Oh‖ said Tom ―Sell you the pig Madgy? Well, I suppose I could let it go
for thirty pounds‖
―Thirty pounds Tom?‖ said Madgy ―I don‘t think so‖
―No, fair enough Madgy, twenty pounds I think is near the mark‖
―Twenty pounds Tom?‖ said Madgy ―I don‘t think so‖
―Ah, no Madgy, ten pounds. How about ten pounds? That sounds about
right to me.‖
―Ten pounds Tom? No‖
―Nine pounds? Eight pounds? I‘ll tell you what Madgy. Seven pounds.
That‘s the price I paid for it. I‘ll be getting my money back. All‘s fair and
square‖
―I don‘t think so‖ said Madgy
―Six pounds‖ said Tom ―Six pounds. That‘s what you were going to pay
Madgy. That‘s fair enough?‖
―No Tom‖ said Madgy

158
―Five pounds?‖ said Tom ―Four pounds? Three pounds? Two? One?
Ten shillings? Half a crown? A bob? A tanner? Tuppence? A penny?…..
Madgy, have you got anything to eat in your basket?‖
Out from her basket, Madgy drew a dry, old end of crust of bread and
held it out to Tom.
―Bargain‖ said Madgy
Tom snatched the crust and rammed it into his mouth.
―Right‖ said Tom ―The pig is stuck in the drainpipe and you‘ll never get it
out anyhow. You, Madgy Figgy, and that pig, you make a good pair you
old witch!‖
And off he stamped, through the wood, shovelling the bread into his
mouth and complaining and swearing all the way home.
But Madgy Figgy knelt down by the drainpipe, looked in and gave a long,
slow wink.
She said ―Kea, kea‖
And that little Piggy, fairly jumped into her arms.
Madgy tickled him under the chin, she scratched him behind his
earholes, she ran her finger through his curly wurly tail and gazed deep
into his Piggy eyes. Madgy Figgy and her pig went off into the sunset,
singing, singing, singing.

159
 Bibliography

How to Teach Story Writing at Key Stage 1 by Pie Corbett, David Fulton Publishers London

How to Teach Story Writing at Key Stage 2 by Pie Corbett, David Fulton Publishers London

Developing Literacy Through Story Telling by Will Colman, MGP Books, Bodmin, Cornwall

Brave New Tales by Will Colman

Peter Cockcroft primaryresources.com

Lower and Upper Primary Language Syllabus for Papua New Guinea

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