Student Book pages 2–9
Unit 1: Positive peer pressure
The Big Picture
All texts deal with the topic of relationships and peer pressure,
which is a logical connection to a personal development unit of
work. Ask students what they think and know of the terms peer
pressure and bullying. What do you think helps relationships to
be healthy and positive? What makes relationships unhealthy
and hurtful? Have you ever heard of positive peer pressure?
What do you think it means?
In this unit
s Source texts—Contemporary literature (illustrated
nonfiction)
s Text features—Articles, information reports, brochures
s Writing—Narrative about relationships
s On the DVD—Video Bullying is Uncool (13 min.); Work
sheet about acronyms
s Other resources—Bullying No Way! (including poster
and brochure downloads), see www.bullyingnoway.com.
au; Kids Help Line counselling service, see
www.kidshelp.com.au; Laser Beams Set 4 (Blake
Education): set of 8 upper primary fiction books
about self-esteem, identity, family life, competition,
parental pressure and bullying; Anti-bullying campaign,
Curriculum Corporation, 2008. The Le@rning Federation
digital content L940
See Teaching Guide pvii for this unit’s syllabus outcomes.
Share a BLT sandwich—is an article about friendship. Ask
students whether the author is giving an opinion (eg how to
be a good friend). What do you think is useful information in
this text? Why is there a picture of a sandwich in a text about
friends? (relates to an acronym the author uses).
I am Me!—has a similar style to the above article. It discusses
personal identity: how we feel about identity and how it
changes. Compare the two articles and how we gather
information from each.
Healthy Relationships—is an information report about
relationships, emphasising the importance of communication
and cooperation. It is supported by photographs and captions.
The report outlines the topic of bullying. Discuss what bullying
is and whether it plays a role in the life of students or the wider
school. Note that the report ends with personal advice (2nd
person), which is not normal style for an information report.
In the texts—page 4
s $ISCUSSTHESTRUCTUREOFEACHTEXTTHEUSEOFHEADINGSAND
notable features (eg use of boxes, colours, acronyms, and the
author’s conclusion in Healthy Relationships).
s $ISCUSSWHETHERSTUDENTSAGREEWITHEACHAUTHORS
information and advice.
Listening, speaking and extension
s 3TUDENTSDESIGNPOSTERSPROMOTINGPOSITIVEPEER
pressure. Posters should have a short, strong slogan,
eg Pressure Me; You + Me = Positivity; I’m Good/
You’re Good; Don’t Diss Me!
s $ISCUSSANDPRODUCEANANTIBULLYINGPOLICYFORTHECLASSROOM
(check if the school already has one).
s
s 3TUDENTSCOMPLETEAnti-bullying campaign, a learning object
(see Other resources). It allows students to create and print a
brochure that addresses bullying in a local shopping centre.
Before completing the learning object, gather flyers and
brochures for campaigns promoting products and services
(eg house painting, babysitting). Discuss with students which
flyers and brochures are effective and why. Do they have
a clear, catchy message? Do they use images? Is the main
message easy to find? Is there clear information for how
the reader should respond? Brainstorm on the board strong
words that persuade an audience, eg must, always, never
(see Unit 3 p31 and Unit 10 p100 for exercises on modal
language).
3TUDENTSWATCHTHEVIDEOBullying is Uncool and
complete Work Sheet 2—see opposite for teacher
notes.
s #OLLECTARTICLESFROMMAGAZINESTHATDEALWITHRELATIONSHIPS
peer pressure and bullying. Display them in the classroom.
s
3TUDENTSCOMPLETETHEWORKSHEETONACRONYMSON
the DVD. Discuss with students why acronyms are
used—to make short, easy to remember versions of
long names and sayings. An acronym often becomes
THEVERSIONEVERYBODYUSES3OMEACRONYMSRARELYHAVE
capital letters anymore, eg scuba.
s (IGHLIGHTTHEROLEOFPUNCTUATIONWHENREADINGALOUDEG
discuss how meaning changes when pauses are changed.
2
s 3TUDENTSWRITEADISCUSSIONCANFRIENDSREMAINFRIENDSWHEN
they hold opposing views?
TARGETING ENGLISH UPPER PRIMARY BOOK 2 TEACHING GUIDE
Unit 1: Positive peer pressure
s $ISCUSSTHEDIFFERENCEBETWEENANARTICLEANDAREPORT
s
$ISCUSSTHEVALUEOFUSINGACRONYMSP"RAINSTORM
common acronyms with students. There is a work
sheet on the DVD about acronyms.
s .OTETHEUSEOFDOTPOINTSINHealthy Relationships. How else
could this information be presented? Do you think the dot
points here are a good idea? Why?
s ,OOKATEACHPHOTOGRAPHONPPnWhat mood or tone is
each image giving?
Read and learn—pages 5–6
s )NSMALLGROUPSASKSTUDENTSTODISCUSSHOWPEERPRESSURE
can be used for good and how it can be a negative influence
Qn!SKSTUDENTSTOREPORTBACKANDRECORDTHEIR
conclusions.
s $ISCUSSTHEPOWEROFWRITTENMESSAGES3-3MESSAGESQ
Are they more powerful than spoken words? Can they be
used positively?
s $ISCUSSUNFAMILIARTERMSQANDASAWHOLECLASSDRAFT
definitions for them.
s #ONTINUETHEDISCUSSIONOFBULLYINGSPECIlCALLYABOUTWHY
bullies behave the way they do (q11). Ask students what the
text on p3 says about this; do students agree and what can
they add?
Your turn—page 7
s Point out to students that a narrative must have a strong,
CLEARANDBELIEVABLEPROBLEMSEETOPP-AKESURE
students plan a good problem before they write an
orientation.
Assessment Answers
(see Teaching Guide page 7)
1
O: Even though the morning …
C: I had to tell them …
C: They were sorry for me …
C: “Really? That’s amazing!” …
R: So, now myy team …
2 beik
s %NCOURAGESTUDENTSTOEXPLOREWHATTHEIRCHARACTERSACTIONS
WILLBEANDTHEIRREASONSFORACTINGTHATWAY3TUDENTSSHOULD
write so that their characters reveal their motivations through
their actions, rather than just telling what their motivations
are (see also Work Sheet 3).
s !SKSTUDENTSTOREADTHEIRNARRATIVESALOUDTOCLASSMATES
to get feedback on how effectively their narratives were
resolved.
s 4HENARRATIVECANBECONTINUEDELSEWHEREANDPUBLISHED
separately (eg as a booklet of published stories for another
class or the library; reproduced in comic or storyboard form).
Punctuation—pages 8–9
s 4HESEEXERCISESGOBEYONDBASICPUNCTUATIONEGFULLSTOPS
s %XPLORETHECONNECTIONBETWEENREADINGANDPUNCTUATION
2EADALOUDTOSTUDENTSASTHEYCOMPLETEQnORHAVEONE
student read aloud to others in a group) to demonstrate the
STRUCTUREOFSENTENCESANDRELEVANTPAUSES3TUDENTSMAY
read each exercise aloud to each other.
s $EMONSTRATEPLENTYOFEXAMPLESOFTHEUSEOFAPOSTROPHES
Qn
Work Sheets
s Work Sheet 1 asks students to think about consequences,
both short term and long term, for themselves and for
OTHERS-ODELDRAWINGAHORIZONTALmOWCHARTFORONEOFTHE
scenarios on the work sheet or make up another one. Flow
charts should only be three or four boxes long.
s Work Sheet 2 allows students to respond to the video
Bullying is Uncool3TUDENTSINVENTABULLYINGINCIDENTAND
apply lessons from the video before rewriting the incident.
Before completing the work sheet, discuss the video with
special attention to the suggestion that talking and listening
are ways to prevent bullying. Note the responses of victims at
the end of the video and the suggestion of assertiveness as a
protective behaviour against bullying.
s Work Sheet 3 teaches students to show and not tell in
THEIRWRITINGESPECIALLYINANARRATIVE3HOWINGINVOLVES
more action verbs, eg The child was sorry tells by merely
naming the feeling of the child. The child hung his head and
muttered an apology gives a much clearer picture of the
child’s feelings.
Assessment
s Work Sheet 4 requires students to sequence the parts of a
narrative and identify correct punctuation—see Assessment
Answers opposite.
s 4OASSESS3TUDENT"OOKWRITINGUSETHENARRATIVERUBRIC
(Teaching Guide p83).
TARGETING ENGLISH UPPER PRIMARY BOOK 2 TEACHING GUIDE
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Unit 1: Positive peer pressure
Work Sheet 1
What Happens Next?
Our actions and words have consequences. If we think about what the consequences of
our actions and words may be, we can decide to have a positive effect on others.
A flow chart can show the consequences that follow from a decision. For each scenario, draw a flow
chart using pictures and words to show how positive peer pressure can bring positive results.
1 A friend has lost his homework and wants to copy yours, so he can hand it in on time.
2 A group of friends raises money for a charity, but one friend wants to keep some
of the money for the group.
3 A friend wants some new shoes, but her parents won’t buy them. She decides to
take a small amount of money from her parents each day, until she has enough to
buy the shoes.
4
Copyright © Blake Publishing 2009 TARGETING ENGLISH
UPPER PRIMARY BOOK 2 TEACHING GUIDE
Unit 1: Positive peer pressure
Work Sheet 2
What Would Lenny Say?
Watch the video Bullying is Uncool. -AKEUPASCENEWHEREBULLYINGTAKESPLACEATSCHOOL Choose three characters: a bully, a bystander and a victim. What are their names?
Bully:__________________________________ Bystander:___________________________________ Victim: _________________________________
What happens in the scene?
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
If you were Lenny, the narrator from the video, what advice would you give each character? Write
the names of your characters after their role and what Lenny would say to them about
their behaviour.
Bully: ___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
Bystander: ___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
Victim: ________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
Rewrite the scene differently, with each character taking Lenny’s advice.
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
TARGETING ENGLISH UPPER PRIMARY BOOK 2 TEACHING GUIDE Copyright © Blake Publishing 2009
5
Unit 1: Positive peer pressure
Work Sheet 3
Show, Don’t Tell
When writing a narrative, writers need to show how their characters act and feel, not
merely tell what happens, to build a story full of feeling and emotion. This makes writing
much more entertaining. Practise this with these exercises — the first one is done for you.
Telling: Terry was a good player.
Showing: Whenever Terry had the ball, we knew he would make life difficult for the opposition.
1 Telling: Our new puppy was a very playful.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
2 Telling: The storm was strong.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
3 Telling: -Y'RANWASTERRIlEDOFVISITORS
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
4 Telling: A fire threatened from the south.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
5 Telling: David won his race, then won the long jump as well.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
6 Telling: The crops were growing well this year.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
7 Telling: He was so proud of his new car.
Showing: ____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
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Copyright © Blake Publishing 2009 TARGETING ENGLISH
UPPER PRIMARY BOOK 2 TEACHING GUIDE
Assessment
Work Sheet 4
(First name)
(Family name)
Positive peer pressure
1 This short narrative is out of sequence. Write O next to paragraphs that make up the orientation;
write C next to paragraphs that make up the complication; and write R next to paragraphs that make
up the resolution.
)HADTOTELLTHEM)COULDNTPLAYTHATARVOBECAUSE-UMWASEXPECTINGMEBACKHOME
7HEN)EVENTUALLYGOTTHEWORDSOUTˆh)CANTPLAY-UMSAIDvˆTHEYACTUALLYDIDNTALL
groan and call me names.
3ONOWMYTEAMWOULDSTILLTAKEHOMETHEPOINTSANDNEXTWEEKWECOULDPLANOURATTACK
on the premiership.
They were sorry for me but not about to beat me up for being a wimp and having to stay
HOME#HASMUSTHAVESEENMYPUZZLEDLOOKANDYELLEDLIKE)WASAMILEAWAYh4HE3KINNIESARE
OUTOFTHECOMP7EONLYHAVETOBEATTHE&LOOPERSvh0IECEOFCAKEv(ARDYBUTTEDIN
Even though the morning dawned bright and clear, my footsteps dragged as I met the others
ATTHECORNER-YHANGDOGFACEANDSLUMPEDSHOULDERSHIDFEARHAMMERINGINSIDEMYCHEST
How were they going to take my news?
h2EALLY4HATSAMAZINGv)KNEWTHETEAMHADTHEGOODSTOBEATTHE&LOOPERS!NYBODY
did. But I knew Jacko wasn’t playing this week — who would play in the backs? I was about to
ASKJUSTTHATWHEN!RCHIECHIRPEDUPh)CANPLAYTHISWEEK-YLEGISlNENOWv
2 Which sentences have correct punctuation? ____________________________________________________________________________
a It’s a shame that Kerri doesn’t care, she would make an excellent volunteer.
b It’s a shame that Kerri doesn’t care — she would make an excellent volunteer.
c Its a shame that Kerri doesn’t care — she would make an excellent volunteer.
d Every one of my friends brought presents: Am I that popular?
e Every one of my friends brought presents: am I that popular?
f Every one of my friends brought presents, am I that popular?
WITH *OHS
g -YFAMILYSPROBLEMSWERENTVERYGREATWHEN)COMPAREDTHEMWITH*OHS
WITH *OHS
h -YFAMILYSPROBLEMSWERENTVERYGREATWHEN)COMPAREDTHEMWITH*OHS
WITH *OHS
i -YFAMILYSPROBLEMSWERENTVERYGREATWHEN)COMPAREDTHEMWITH*OHS
j I enjoy sharing with my friends, my relatives, my brothers, and myy sisters.
k I enjoy sharing with my friends, my relatives, my brothers and my sisters.
l I enjoy sharing with my friend’s, my relative’s, my brother’s and myy sister’s.
TARGETING ENGLISH UPPER PRIMARY BOOK 2 TEACHING GUIDE Copyright © Blake Publishing 2009
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