English Stage 4 - Curriculum Support
advertisement
English Stage 4 Chinese Cinderella Resources No of pages Page number/s Chinese Cinderella 2 3-4 Internet research cards 3 4-7 How to effectively search the Internet Internet research task: Chinese culture Speaking about Chinese culture 2 8-9 1 10 1 11 Peer assessment marking grid Teacher assessment marking grid 1 1 12 13 2 4 1 2 1 2 14-15 16-19 20 21-22 23 24-25 3 26-28 1 29 1 30 1 1 1 1 31 32 33 34 Title Part 1: Before reading activities Student information sheet 1 Student resources 1ac Student information sheet 2 Worksheet 1 Student information sheet 3 Worksheet 2 Teacher resource 1 Part 2: During reading activities Worksheet 3 Worksheets 4a-d OHT 1 Worksheet 5 Answer sheet 1 Student resource 2 Worksheet 6 Worksheet 7 Worksheet 8 Teacher resource 2 Worksheet 9 Worksheet 10 Worksheet 11 Close study of the text Reading log Analysing characters The Yen family tree The Yen family tree Focus on vocabulary: words in context Focus on vocabulary: words in context Creating character through implication A three-level reading guide for Chapter 7 Adjectives Adjectives: Cloze passage Noun and adjective match-up Nouns and adjectives English Stage 4 March 2005 Page 1 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ No of pages 1 1 1 1 3 Page number/s 35 36 37 38 39-41 Sequencing strips Communicative activities: sequencing and true / false Answers to Sequencing strip activity Answers to True or false activity In the hot seat Themes Themes Linking quotations to themes Model diary entry 1 1 42 43 1 44 1 2 1 1 3 1 45 46-47 48 49 50-52 53 Diary writing Model newspaper report 1 1 54 55 Newspaper report scaffold Assessment task 1 2 56 57-58 Assessment task: Marking guidelines- Parts A & B Discussion questions 2 59-60 2 61-62 Title Worksheet 12 Answer sheet 2 Worksheet 13 Worksheet 14 Worksheet 15 Aural cloze passage: Adjectives Answers to Aural cloze passage Verbs Verb / adverb match-up More language techniques Part 3: After reading activities Teacher resource 3 Worksheet 16 Answer sheet 3 Answer sheet 4 Worksheet 17 Teacher resource 4 Worksheet 18 Worksheet 19 OHT 1/ Student resource 3 Worksheet 20 OHT 2/ Student resource 4 Worksheet 21 Student / teacher information 1 Student / teacher information 2 Worksheet 22 English Stage 4 March 2005 Page 2 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Student information sheet 1 Chinese Cinderella by Adeline Yen Mah In this unit you will have the opportunity to read the unforgettable life story of a child growing up in China. Activities in the unit will involve you learning more about: Chinese culture, customs and geography different types of family relationships the nature of autobiographies (fact, opinion, perspective) the use and effects of descriptive and figurative language in story telling. You will have the opportunity to: explore the internet contribute to group and whole class activities as you explore the story explore the themes, characters and events depicted in the story Chinese Cinderella keep reading logs documenting your thoughts about characters as you meet them, events as they happen in the story and the meaning of new and interesting words. The unit aims to develop your skills in: researching on the internet skimming and scanning websites for relevant and interesting articles listening to: o readings from the story o speeches given by your classmates o ideas and opinions about the book from other members of the class talking in formal and informal ways reading and responding to a personal, true life story using descriptive and figurative language in your own writing writing personal and reflective diary entries writing a newspaper report contributing information and ideas in group tasks and class discussion comparing your ideas and opinions with others evaluating your speaking and writing skills and those of others in the class. Assessment for learning The unit involves three kinds of assessment to help you make further progress in English. 1. Peer assessment – you will be involved in assisting other members of the class to assess their strengths in speaking and writing and to recognise areas of need they must focus on. English Stage 4 March 2005 Page 3 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// 2. Self-assessment - some activities in the unit require you to reflect on your own understanding of the material, ideas and language presented in the unit and plan for improvement. 3. Formal assessment – this is based on knowledge about the characters, themes and events in Chinese Cinderella and writing skills that will be developed in the unit. It will be marked by the teacher according to guidelines that you will receive with the task. You will be required to draft your ideas and writing before submitting polished copies of your work. English Stage 4 March 2005 Page 4 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Internet research cards Student resource 1a CARD 1: FOOT BINDING Instructions: Access the two web sites and read the information on foot binding. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. Chinese culture: foot binding: http://ksks.essortment.com/chineseculture_rdpp.htm Chinese foot binding: http://www.ccds.charlotte.nc.us/History/China/04/hutchins/hutchins.htm 1. 2. 3. 4. 5. How and why did the practice of foot binding begin? Describe the process of foot binding. What was the purpose of foot binding? Why do you think the practice was outlawed in 1911? What other forms of body mutilation have been popular in making women appear more beautiful? CARD 2: ROLE OF WOMEN Instructions: Access the two web sites and read the information on the role of women in Chinese society. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. Holding up Half the Heavens: The Effect of Communist Rule on China's Women: http://www.iusb.edu/~journal/2000/fulton.html Introduction to Cultural Anthropology- Apy 106 Bac http://cascourses.buffalo.edu/classes/apy/anab/apy106/film/small_happiness.htm 1. 2. 3. 4. 5. What roles were available to women in society? Who decided what would happen to a woman? How did things change for women after Mao come to power? Why did he make these changes? In rural villages, extended families – three generations living in a house – was common. How does this affect women, even today? English Stage 4 March 2005 Page 5 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Student resource 1b CARD 3: FOOD Instructions: Access the web site and read the information on food. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. The Edible Journey Through China: http://library.thinkquest.org/~C0122155/en/journey.php To answer the following questions, go to the Edible Journey site, and locate the following sections, in green tabs, at the top of the screen: Cooking School Cereal Corner Regional Cuisine 1. 2. 3. 4. 5. Describe the table manners of China. How is food served? Why do you think so many different foods are provided at one meal? Why has congee been an important part of the Chinese diet? Why do people in the north eat noodles and dumplings instead of rice? CARD 4: CULTURE & TRADITIONS Instructions: Access the web sites and read the information on culture and traditions in Chinese society. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. The Chinese calendar: http://webexhibits.org/calendars/calendar-chinese.html Calendar converter: http://www.mandarintools.com/calconv.html The dragon boat festival: http://www.ncsu.edu/midlink/dec97/holiday/boatz.html The Legend: http://www.sdba.org.sg/legend.htm 1. 2. 3. 4. 5. How is the Chinese calendar different from the western one? In Chinese astrology, what sign were you born under? What kind of person does this mean you are? If you stand on an egg at exactly 12.00 noon, what will happen to you, according to tradition? How do you protect yourself from evil and disease, according to tradition? What are the two important ceremonies performed for the dragon boats? English Stage 4 March 2005 Page 6 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Student resource 1c CARD 5: GREAT WALL OF CHINA Instructions: Access the two web sites and read the information on Great Wall of China. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. All about the Great Wall of China: http://www.enchantedlearning.com/subjects/greatwall/ Great Wall of China: http://central.k12.ca.us/akers/great_wall.html 1. 2. 3. 4. 5. Why was the Great Wall built? What are the dimensions of the Wall? Can the Wall be seen from space? How were the Wall’s dimensions decided? What happened to workers who complained? During whose reign in China was the Wall begun? How long did it take to build? CARD 6: INVENTIONS Instructions: Access the two web sites and read the information on Chinese inventions. Use this information to answer the questions below. You need to write a paragraph or two on each question. You will be required to report your findings back to the class. Chinese Inventions: http://sln.fi.edu/tfi/info/current/inventions.html Chinese Inventions and Remedies: http://www.crystalinks.com/chinainventions.html 1. 2. 3. 4. 5. What important invention did the Chinese make which helped in the creation of steel making? What did the Chinese make which was originally used for windows, painting, lanterns, umbrellas and fans? Explain how the explosive device the Chinese invented changed warfare. How does acupuncture work? Choose a Chinese invention which surprised you and explain why you chose it. English Stage 4 March 2005 Page 7 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Student information sheet 2 How to effectively search the internet Searching the internet for information can be difficult, as there are thousands of websites on it. This makes searching for information time consuming. You may even be unsure of how perform an internet search. Here are some tips to make your search a little bit easier. Tip 1 Know your search engines There are a few different types of search engines that you can use to find information Standard search engines search for documents on the internet based on the information that you give it. The search is based on finding the keywords you have listed and matching them to those in the document. Search engines like www.yahoo.com and www.google.com are popular and frequently used to perform searches. Multi threaded search engines like www.dogpile.com perform a search though many search engines simultaneously. Subject guides provide a list of the websites that could provide you with the information that you seek. An example of a site like this is www.about.com. Tip 2 Be specific about what you want to find There are many ways your can instruct a search engine to find your information, however if not commanded correctly, you could be looking through thousands of websites that do not have the information that you need! Using a Boolean command will make your search more specific and help you to find the information you need faster. For example: I want to find information about Australian opera music. If I type in… The search engine will interpret that as… Australian opera music Find ‘Australian’ or ‘opera’ or ‘music’ Australian + opera + music Find websites that contains all the words Australian, opera and music “Australian opera music” Find a website that contains the exact phrase “Australian opera music” Australian music NOT opera Find a website about Australian music that doesn’t contain the word opera English Stage 4 March 2005 Page 8 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Tip 3 Take time to look at the results you have been given When you have completed your search the search engine will give you a list of results. Make sure you read the description of the website because although it may contain the words you were looking for, it may not provide the information you need. For example: Which website below would give you information about the history of Australian opera music? Australian Opera Music Thousands of CDs and tapes for sale. Order your favourite Australian opera music online now! www.buyitnow.com.au or Australian Opera Music There is a vast amount of information available about your favourite Australian opera singers in history. Learn about the history of the music or have a general look at some modern Australian opera stars. www.musichistoryonline.com.au Tip 4 Evaluate the website you are looking at It is important to be able to evaluate the website from which you are planning to get your information because you never know who is actually publishing the material or even if it is actually true. Check the source of the information Where did the information come from and who was the author? These are important questions you must ask in order to find out if the information you are viewing is reliable. The best way to find out the source of the webpage is to look at the page address. For example: .com means that it is a commercial site that is meant to make a profit .edu means that it is an educational site .org means that it is run by a non-profit organisation like the Australian Heart Foundation. Don’t forget that it is important to always try to get the latest up to date information on whichever topic you seek. GOOD LUCK! English Stage 4 March 2005 Page 9 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 1 Internet research task: Chinese culture Research an aspect of Chinese culture that interests you. For example: traditional dress religion sport You need to list at least 3 facts about the topic you have chosen and make sure you list the websites you have used in your bibliography. Topic: Fact 1 Fact 2 Fact 3 Bibliography English Stage 4 March 2005 Page 10 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Student information sheet 3 Speaking about Chinese culture Use the information you have researched to help you write a 2 minute speech to be delivered to the class. Your speech will be assessed by the class and the teacher. Read the writing hints and marking criteria below to help you prepare. Writing hints: Use the past tense Remember capital letters for names of countries and cities Keep your sentences short Include at least 3 facts about the topic you have chosen Include a bibliography of the website you used in your research. Marking criteria – Speaking: Speak slowly, clearly and loud enough for the person in the back row to hear you Do not read the entire speech; use palm-sized cards with your main points written on them Make eye contact with your audience Keep to the 2 minute time limit When you present your speech your classmates will be listening carefully and recording the following: THREE facts they learn from your speech ONE area for improvement based on the marking criteria ONE area of praise based on the marking criteria. English Stage 4 March 2005 Page 11 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 2 Peer assessment marking grid Marking criteria speaking: Spoke slowly, clearly and loud enough for the person in the back row to hear Did not read the entire speech; used palm-sized card with main points Made eye contact with the audience Kept to the 2 minute time limit Student name Topic Praise point Area for improvement 3 facts about China I have learned from this speech 1. 2. 3. English Stage 4 March 2005 Page 12 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Teacher resource 1 Teacher assessment marking grid Content: Facts about China relating to topic area Eye contact and use of palm cards Voice projection and clarity Time limit Grade (optional): Comment: English Stage 4 March 2005 Page 13 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Excellent Substantial Satisfactory Elementary Topic: Not Evident Name: Worksheet 3 Close study of the text Prologue and Author’s Note 1. Who wrote the Prologue and Author’s Note? 2. Despite changes in our world, what are the “real things” that Adeline Yen Mah believes “have not changed”? 3. What information does the Author’s Note give us about the history and culture of names in China? Chapters 1 - 4 1. Describe the relationships between Aunt Baba and the narrator of the story, Adeline (Chapter 1). 2. What do you learn about Adeline’s real mother, her connection with Aunt Baba and her early death? (Chapter 1) 3. Summarise your first impressions of Niang (Chapter 2). 4. Do you think that Tianjin was a pleasant place in which to live in Adeline’s early years? Explain your answer (Chapter 2) 5. What was Nai Nai’s opinion of the custom of foot binding? (Chapter 3) 6. How did Adeline’s third and second brothers differ in their attitudes towards her? (Chapter 3) 7. Describe the rivalry that existed between the various groups of Father’s children (Chapter 3). 8. Why was school a positive place for Adeline? (Chapter 4) 9. What explanation can you provide for Father’s sudden disappearance? (Chapter 4) 10. Write down the simile that Aunt Baba used to express how Nai Nai’s life had ended (page 21, Chapter 4). Explain what it means. Describe its effect on the reader. Chapters 5 - 6 1. What does Niang’s description of the living quarters in the Shanghai house tell you about her attitude towards her step children? (Chapter 5) 2. What is revealed about Adeline’s memory and her father’s attitude to his parental responsibilities in Chapter 6? Chapters 7 - 9 1. What does the incident with Niang and her baby tell us about her? Why was Adeline the only one who tried to stop Niang? (Chapter 7) 2. Was Adeline’s decision not to beg for the tram fare a wise one? Explain her reasons for refusing to comply with Niang’s wishes (Chapter 8). 3. How did Niang ‘foil’ the children’s attempt to write an anonymous letter of complaint about her to their father? (Chapter 9) 4. In what way did Niang break up the unity of her step children to gain control of them? (Chapter 9) English Stage 4 March 2005 Page 14 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// 5. How does Adeline cope with her stepmother’s cruelty? (Chapter 9) Chapters 10 - 12 1. Compare Wu Chun–Mei’s and Adeline’s fathers’ attitudes towards their daughters (Chapter 10). 2. What does Big Brother’s demand for a huge omelette breakfast say about his feelings towards Niang’s strict rules? (Chapter 10) 3. What explanation does Third Brother give for getting on better with Adeline than her other siblings? (Chapter 10) 4. What are your feelings towards the death of the duckling? Do you blame Father, Third Brother or Jackie for its death? Explain your answer (Chapter 11). 5. Why did news of Big Sister’s arranged marriage fill Adeline with horror? (Chapter 12) 6. Explain how the “jade pendant” incident drove a deeper wedge between Niang and Aunt Baba. (Chapter 12) Chapters 13 - 15 1. Adeline’s actions in relation to Wu Chun-mei’s birthday party were sneaky and disobedient. Who do you blame for her behaviour? Explain (Chapter 13). 2. List the things that Niang and her father accuses Adeline of when her friends come to visit her at home (Chapter 14). 3. What reasons do her parents give Adeline for sending her away to school? (Chapter 14) 4. Why was Adeline in danger from them the communists? Explain how she is saved from them. (Chapter 15) Chapters 16 - 17 1. Explain how Adeline “saved face” in the egg incident at school. (Chapter 18) 2. What is it about King Lear that appeals to Adeline? What connections are there to her own family? (Chapter 18) 3. Briefly explain the term “serendipity” (page 197, Chapter 19). 4. What advice does Ye Ye give to Adeline? (Chapter 20) Chapters 21 - 22 1. How is Adeline finally able to convince her father to allow her to attend university? (Chapter 21) 2. What was sad about the timing of Ye Ye’s death and Adeline’s competition win? (Chapter 21) 3. “Like Ye Xian, you have defied the odds and garnered triumph through your own efforts.” (page 225, Chapter 22) To whom is Aunt Baba comparing Adeline and why? English Stage 4 March 2005 Page 15 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 4a Reading log As you read the book: keep a record of the main events and characters you meet or learn about in each group of chapters record your comments and predictions about the plot, your responses to characters’ thoughts and actions record new words you have learnt. Use the following headings in your reading log: Chapters: Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (Write down at least 5 and record the page numbers) English Stage 4 March 2005 Page 16 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 4b Reading log Chapters: 1-4 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) Chapters: 5-6 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) English Stage 4 March 2005 Page 17 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 4c Chapters: 7-8 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) Chapters: 9 - 13 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) English Stage 4 March 2005 Page 18 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// Worksheet 4d Chapters: 14 - 17 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) Chapters: 18 - 22 Key events: Characters: (include thoughts and feelings) Your comments: Interesting words and their meanings: (5 minimum) English Stage 4 March 2005 Page 19 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// OHT 1 Analysing characters Their words: In dialogue In reported speech The way a character interacts with other characters A character’s thoughts What other characters say about them The reader can find out about characters in a text from: Their behaviour and actions in the novel/film – especially in difficult or dangerous situations Figurative language that describes them e.g. similes and metaphors Adverbs and descriptive verbs that tell us how a character speaks or behaves English Stage 4 March 2005 Page 20 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english// In a novel, adjectives describing their appearance; in a film, costuming and make-up Worksheet 5 The Yen family tree 1. After reading the Author’s Note (pages xi-xiii) and Chapter 2 complete the Yen Family Tree. Use their European names if you can find them. Ye Ye Baba Mama Susan 2. What was the Chinese name that Adeline was given at birth? _________________________________________________________________ 3. Where is the surname written in a Chinese name? _________________________________________________________________ 4. What is the oldest daughter called at home? _________________________________________________________________ 5. What was Adeline called at home? _________________________________________________________________ 6. What did her younger brother and sister call her? _________________________________________________________________ 7. The older generation called Adeline Wu Mei. What does this mean? _________________________________________________________________ English Stage 4 March 2005 Page 21 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 8. What do you think the word ‘di’ means? _________________________________________________________________ 9. What is the Chinese term for ‘mother’ _________________________________________________________________ 10. Using the method of naming a child in a Chinese home, work out what you would be called (hint: what is your order of birth in your family) _________________________________________________________________ English Stage 4 March 2005 Page 22 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Answer sheet 1 The Yen family tree 1. Ye Ye Nai Nai Baba Big Sister (Lydia) Mama Big Brother (Gregory) Second Brother (Edgar) Third Brother (James) Father Fifth Daughter (Adeline) Niang Fourth Brother (Franklin) Little Sister (Susan) 2. Jun-ling 3. At the beginning 4. Big Sister 5. Fifth Younger Sister (Wu Mei) 6. Fifth Older Sister (Wu Jie) 7. Fifth Daughter 8. Either ‘brother’ or ‘son’ 9. Niang 10. (Various answers) English Stage 4 March 2005 Page 23 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Student resource 2 Focus on vocabulary: words in context When you read a new text, you may find words that you do not understand. It can be very tiring and time-consuming trying to understand the text, especially if you stop to look up all of the new words in the dictionary. Below are some helpful strategies and exercises to help you to deal with new words while reading the novel. Possible strategies: 1. Ignore the word This is a good strategy if you can still understand most of the meaning of the sentence. 2. Guess the meaning of the word This is a good strategy to use all the time to improve your reading skills and expand your vocabulary. 3. Ask a friend what the word means This is a good strategy if you don’t have much time and you think your friend will know. 4. Look up the new word in the dictionary This is a good strategy for important words that you must know. You can also use the dictionary if you want to check if your guess was correct. A closer look at strategy 2: Guessing the meaning You can guess the meanings of words by looking at the following features: 1. The context of the word in the sentence or paragraph that you read or hear it in. The ideas in the paragraph or sentence can give you clues about what the word means. Example sentence: Cats are fastidious animals that can often be seen cleaning their coats with their tongues. The word ‘fastidious’ is written in the context of a sentence about cats. The other information that we learn from the sentence is that fastidious cats clean themselves a lot. 2. We can also guess the meaning of words by considering the form of the word. Example sentence: Cats are fastidious animals that can often be seen cleaning their hairy coats with their tongues. English Stage 4 March 2005 Page 24 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ The word ‘fastidious’ ends in ‘ious’ like the words ‘delicious’ or ‘suspicious’ so it is probably the same kind of word as these words. We know that ‘fastidious’ describes the noun ‘animals’. From this we know that ‘fastidious’ is a describing word or adjective. From the context we know that it describes something that cleans itself a lot. So, what does the word ‘fastidious’ mean? 3. Sometimes you can guess a word because you know the meaning of part of the word. Example sentence: It was an eventful day. The word eventful contains the root word ‘event’ which is something that happens, such as a party or a meeting. Therefore an eventful day is probably a day when several important or interesting things happen. A closer look at strategy 4: Looking the words up in the dictionary Go to the section of your dictionary with words starting with ‘f’. Find ‘fateful’ in the entries. Fateful: adj. involving momentous consequences or decisively important You may notice that there are other similar words in the dictionary such as, ‘fated’ and ‘fate’. These are related words. Sometimes if you cannot find the word you are looking for, you need to look at the meaning of its root word instead. In the case of the word ‘fateful’, the root word is ‘fate’. Discuss as a class: Does the meaning that we guessed for ‘fateful’ match the meaning in the dictionary? What are some of the problems associated with using a dictionary? English Stage 4 March 2005 Page 25 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 6 Focus on vocabulary: Words in context There are nine sentences below from Chapters 5 and 6 of Chinese Cinderella. Work with a partner to try to guess the meaning of the words in bold. When you have guessed all ten words, swap your answers with another pair of students and check the meaning in the dictionary to see if the guesses were correct. 1. Since Third Brother was still recuperating from measles, he would join us later with Little Sister, Ye Ye and Aunt Baba. (page 25, paragraph 1) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 2. I glanced briefly at the large, brutish animal with its sharp teeth and pointed ears. (page 26, paragraph 1) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 3. “Here we are,” Father said, looking around proudly as we gawked in openmouthed wonder at the burgundy red velvet curtains and thick woollen carpet partially covering a teak parquet floor. (page 26, paragraph 3) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 26 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 4. The kitchen, garage and servants’ quarters are at the back. (page 27, paragraph 2) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 5. Her classes were scheduled to begin one hour later than mine. paragraph 2) (page 29, Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 6. The metal gate slowly clanged shut behind me as I watched my classmates disperse, each clutching her mother’s hand and eagerly recounting the adventures of her first day of school. (page 30, paragraph 5) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 7. Too embarrassed to knock or draw attention to myself, I walked out tentatively into the Shanghai streets. (page 31, paragraph 1) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 27 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ I turned a corner and now the pavements seethed with people and noise and commotion. (page 31, paragraph 2) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ 8. There was a young chef wielding his cleaver and deftly chopping a duck into bite-sized pieces on a wooden block. (page 32, paragraph 3) Pair guess: ______________________________________________________________________ Dictionary meaning: ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 28 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 7 Creating character through implication Much of the information the reader gains about Niang’s character and motivation is gained indirectly through her actions and words, rather than from Adeline’s explicit descriptions of her. The only explicit statement that Adeline gives about Niang is very brief and comes at the end of her account. This statement has been included below. In the following exercise, sentences that have indirect or implied information have been listed. For each example, write down what characteristics of Niang are implied for each extract. Implied examples Niang was dressed in a dark brown Parisian silk dress, with dangling pearl earrings and a string of large pearls around her neck. Surprised and hurt, Niang bent down to pick up her baby, who was wriggling and resisting with all her might. An unnatural hush fell upon the room. “Keep still!” Niang screamed futilely, again and again, in a piercing voice. This proved simply too much for Niang. Thoroughly exasperated, she gave a stinging slap across her baby’s face. Deliberately and viciously, Niang now set about beating her daughter in earnest. Her blows landed indiscriminately on Little Sister’s ears, cheeks, neck and head. Niang glared at me. Her large, prominent eyes appeared to be popping out of their orbits with fury. “How dare you!” she hissed. Fuming with rage, Niang slowly extended her right arm and pointed her index finger at me. “Get out!” she snarled in a cold, distinctive voice. “I shall never forgive you! Never! Never! You’d better watch out from now on! You will pay for your arrogance!” Explicit example Implied characteristics stylish expensive taste non-traditional Explicit characteristics In those few moments, we had understood everything. Not only about Niang, but also about all the grown-ups. Now that Nai Nai was dead, there was no doubt about who was in charge. English Stage 4 March 2005 Page 29 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 8 A three-level reading guide for Chapter 7 Re-read Chapter 7, “Family Reunion” then complete this activity with a partner, discussing reasons for each decision you make. Alternatively, complete this activity on your own first and then compare your answers with a partner. You can then change your answers if you want, but you must be able to support each decision with a reason. Level 1: Factual Tick ( ) the statements that are true, based on what Adeline tells us in this chapter. 1. ( ) 2. ( 3. ( 4. ( ) ) ) Little Sister was six months old when she arrived with Ye Ye, Aunt Baba and Third Brother in Shanghai on the last Sunday in October. Adeline thought Little Sister’s accent was adorable. Little Sister tipped all the candies in the bowl onto the carpet. Aunt Baba warned Adeline just in time to keep quiet. Level 2: Deductive Tick ( ) the statements the mean what the author meant. 1. ( ) 2. ( ) 3. ( 4. ( ) ) Little Sister’s older brothers and sisters were not interested in playing with her. Now that Grandmother Nai Nai was dead it was Niang who was in charge. Niang’s pearls were more precious to her than her daughter. During Little Sister’s beating the other children tried to pretend they were invisible. Level 3: Hypothetical Tick ( ) the statements you think that Adeline would agree with. 1. 2. 3. 4. ( ( ( ( ) ) ) ) Abusing children either physically or verbally is wrong. “Beauty is only skin deep”. “Children should be seen but not heard”. Fathers should not interfere in the discipline of their children. English Stage 4 March 2005 Page 30 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Teacher resource 2 Adjectives Ask the students to close their eyes, listen while you read the following passage taken from the novel ‘Chinese Cinderella’ and visualise the scene as it is described. It has had the adjectives (and some adverbs) removed. Father’s house was situated on Avenue Joffre, deep in the heart of the French Concession. It was a building, just like all the other houses within the same ‘long tang’, a cluster of houses surrounded by a wall. Father’s chauffeur drove us from the station through the lane of our ‘long tang’, turned left into an alley-way, and stopped in front of a gate. Father led us into a garden, with a lawn lined by bushes, a tree with blooms, and a wishing-well next to a dog-house. A German shepherd rushed out, jumped excitedly at the sight of Father, but barked at us. I glanced briefly at the animal with its teeth and ears. Father noticed and said to me, ‘His name is Jackie. Don’t be afraid of him. He won’t dare bite you.’ (pages 25-26) Now ask students to describe the houses. What was the alley-way like? What type of gate was it? What was the garden like? Did the German shepherd look friendly? Now reread the paragraph including the adjectives the author actually used: Father’s shanghai house was situated on Avenue Joffre, deep in the heart of the French Concession. It was a big, square, dark-grey concrete building, just like all the other sixty-nine houses within the same ‘long tang’, a cluster of houses surrounded by a communal wall. Father’s chauffeur drove us from the station through the main lane of our ‘long tang’, turned left into a narrower alley-way, and stopped in front of a wroughtiron gate. Father led us into a charming garden, with a small lawn lined by clipped camellia bushes, a magnolia tree with wonderfully fragrant blooms, and a wishing-well next to a wooden dog-house. A large, ferocious-looking German shepherd rushed out, jumped excitedly at the sight of Father, but barked at us. I glanced briefly at the large, brutish animal with its sharp teeth and pointed ears. Father noticed and said to me, ‘His name is Jackie. Don’t be afraid of him. He won’t dare bite you.’ Ask the students whether the way they imagined the scene has changed. What words used by the composer caused this change? Use the term adjectives in the discussion. Write it on the board. Define adjective through student contribution and/or use of dictionaries. Class contributions may result in board notes like this: Adjectives are words that tell us more about nouns. They can describe what kind, what colour or how many. If bold adjectives are used your writing will produce vivid pictures in the readers mind. English Stage 4 March 2005 Page 31 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 9 Adjectives: Cloze passage Use the adjectives in the box to complete the cloze passage. wrought-iron wonderfully narrower camellia sharp magnolia Shanghai clipped small wooden big pointed concrete large communal charming large square fragrant dark-grey sixty-nine ferocious-looking main brutish Father’s _________ house was situated on Avenue Joffre, deep in the heart of the French Concession. It was a ______ , _________ , _________ __________ building, just like all the other ______________houses within the same ‘long tang’, a cluster of houses surrounded by a_____________ wall. Father’s chauffeur drove us from the station through the ______lane of our ‘long tang’, turned left into a ___________alleyway, and stopped in front of a ______________gate. Father led us into a __________garden, with a _________lawn lined by _________ , _________ bushes, a ___________ tree with ___________ ___________blooms, and a wishing-well next to a __________ dog-house. A ________ - _________________ German Shepherd rushed out, jumped excitedly at the sight of Father, but barked at us. I glanced briefly at the ________ ,__________ animal with its _________ teeth and __________ears. Father noticed and said to me, ‘His name is Jackie. Don’t be afraid of him. He won’t dare bite you.’ When you put a number of adjectives together there is an order in which they go: A. 1) number 2) size 3) shape 4) colour 5) what it is made of Example: One, big, square, dark-grey concrete building. 1. Write your own group of adjectives to describe a house. ______________________________________________________________ house. B. 1) size 2) what its personality is like Example: Large, brutish animal. 2. Write your own group of adjectives to describe an animal. (This is called an adjectival phrase). _____________________________________________________________ animal. 3. Now have a go at describing nouns of your own choice to see how many different types of adjectives you can put together. _____________________________________________________________________ English Stage 4 March 2005 Page 32 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 10 Noun and adjective match-up 1. Match each adjective in the box below to the appropriate noun. 2. Indicate which type of adjective it is; describing, possessive or number 3. Find an example of a pointing and an indefinite adjective/noun pairs. Adjectives: starched three wedding brass coastal big bad wavy thick tight my their Adjectives Nouns Type of adjective pictures days luck hair lashes cities bandage sister lamp uniforms pet eyes 3. Write a sentence of your own using one of these adjective/noun pairs. (Do not copy the sentence from the book.) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 33 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 11 Nouns and adjectives 1. 2. 3. Highlight all the adjectives in the paragraph below. Extension: Use a different coloured highlighter to show the type of adjective, for example one that tells how many, what size, what type etc. Circle all the nouns in the passage. Some nouns in the paragraph do not have adjectives helping to describe them. Choose 5 of these nouns and think of adjectives that could be used to add more meaning. It was a beautiful, sunny afternoon. At first I wandered along a wide, straight road lined with tall, leafy trees. Motorcars, trams, rickshaws, pedicabs and bicycles whizzed by. I kept walking but dared not cross the road, glancing briefly at the open-fronted stores overhung with colourful, upright, bilingual signboards. I turned a corner and now the pavements seethed with people and noise and commotion: coolies shouldering heavy loads on bamboo poles; hawkers selling toys, crickets in cages, fans, cold tea, candies, meat-filled buns, spring rolls, tea-eggs and fermented bean curd; stalls and booths offering services such as hair-cuts, shaves, dental care, letter-writing, extraction of ear wax; beggars banging tin cups and chanting for a handout. Except for me, everyone was striding along purposefully, going somewhere. Everyone had a destination. I must have walked for miles and miles. But where was I? (page 31) Noun (e.g. Pavements) Suggested adjective(s) (Dusty, dirty, crooked) 4. There are some adjectives that are overused and bland. They don’t really do much to describe a noun. These include: nice, pretty, small, great. Think of better adjectives that could be used in their place. Overused adjectives Nice Pretty Small Great Suggested alternatives English Stage 4 March 2005 Page 34 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 12 Aural close passage: Adjectives A paragraph from the novel which describes Niang, Adeline’s step-mother will be read aloud. The paragraph will be read three times. The first time, close your eyes and try to imagine how Niang looked, sounded and smelled. During the second and third readings fill in as many of the missing adjectives as you can. A year later, Father remarried. Our stepmother, whom we called Niang, was a seventeen-year-old _____________ beauty fourteen years his junior. Father always introduced her to his friends as his __________ wife though she was actually half French and half Chinese. Besides Chinese she spoke French and English. She was almost as _______ as Father, stood very __________ and dressed only in French clothes – many of which came from Paris. Her thick, _____________, __________ hair never had a curl out of place. Her __________, _____-______ eyes were fringed with _____, ______ lashes. She wore ________ make-up, ___________ French perfume and ________ diamonds and pearls. It was Grandmother Nai Nai who told us to call her Niang, another _____________ term for ‘mother’. 2. Underline or highlight any other adjectives you can find in the passage. Write them here: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 35 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Answer sheet 2 Answers to Aural cloze passage Words to put on the board if preferred: many expensive large Eurasian Chinese French thick tall long black straight dark-brown heavy wavy Close passage to put onto OHT if preferred: A year later, Father remarried. Our stepmother, whom we called Niang, was a seventeen-year-old Eurasian beauty fourteen years his junior. Father always introduced her to his friends as his French wife though she was actually half French and half Chinese. Besides Chinese she spoke French and English. She was almost as tall as Father, stood very straight and dressed only in French clothes – many of which came from Paris. Her thick, wavy, black hair never had a curl out of place. Her large, dark-brown eyes were fringed with long, thick lashes. She wore heavy make-up, expensive French perfume and many diamonds and pearls. It was Grandmother Nai Nai who told us to call her Niang, another Chinese term for ‘mother’. Encourage students to check their responses and spelling by reading the passge from the novel on page 4. English Stage 4 March 2005 Page 36 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 13 Verbs Verbs are action words. They are the engines of your sentences. Sentences without verbs sound incomplete. Read the following examples aloud from Chinese Cinderella pages 20-21 and answer the questions underneath. Examples: fifty of them in one sitting headache from all this commotion pan of hot water the filmy silk bindings she then went to take her bath Questions: 1. Do they sound complete? 2. Circle or highlight the verbs. (To find a verb in a sentence, ask yourself: ‘Which is the action word?’) 3. If there are no verbs can you add verbs to make them sentences? The verb ‘to be’ Some verbs do not appear to perform an action at all. It is getting late. She was already too fat. Am, is, are, was, were, will be, shall be, have and had are all verbs. They are all forms of the verb ‘to be’. Write a sentence using each form of the verb ‘to be’. You can use the novel to help you find examples (only one verb per sentence) am is are was were will be shall be have had English Stage 4 March 2005 Page 37 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 14 Verb / adverb match-up 1. Match the adverbs in the box below to the appropriate verbs. Adverbs: gently gruffly angrily wildly broadly solemnly hesitantly immediately purposefully excitedly Verb Adverb jabbed smiled leave jumped nodded mumbled stride stood rub beat 2. Look at page 91 and find two more verb / adverb pairs of your own and add them to the table above. Write a sentence of your own using ONE of the verb/adverb pairs in the table. (Do not copy the sentence from the book.) English Stage 4 March 2005 Page 38 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 15 More language techniques Adeline Yen Mah shapes our understanding of the world in which she grew up through her choice of language features, which help keep us interested in her story. As we have already seen, for example, her use of adjectives helps us to visualise the scenes and understand the characters she describes. Other language features, which Adeline Yen Mah uses, include: first person narrative rhetorical questions direct speech similes Each language feature has an effect on us. For example, use of first person narrative and rhetorical questions help the reader feel involved in the story as we feel that Adeline is talking directly to us, like she would to a special friend. Similes help create a visual image in our minds about what is being described and direct speech or dialogue gives us the exact information about conversations between the characters and helps us imagine them talking to each other. First person narrative In first person narrative the story is told from the point of view or perspective of the main character. It is identified by the use of personal pronouns such as ‘I’, ‘my’ and ‘we’, e.g.: ‘As soon as I got home from school, Aunt Baba noticed the silver medal dangling from the left breast-pocket of my uniform.’ (page 1) ‘We had nothing to wear except our school uniforms.’ (page 41) First person narrative helps the reader feel as if they are being told the story directly from the lips of the author. In Chinese Cinderella it makes us feel as if Adeline is telling the story just to us. Find two other examples from the novel that show the story has been written from Adeline’s point of view. Example 1: ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ Example 2: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 39 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Rhetorical questions No answer to these types of questions is needed, but they cause the reader to pause and consider a response and this also helps make us feel involved in the story, e.g., on page 132, Adeline describes her thoughts after Niang accuses her of bragging about being elected class president: ‘What’ll my friends say this time? How will my voters look at me? Will I be the laughing stock of my class? Will everyone sneer and whisper about me during recess?’ Find another two examples of rhetorical questions on page 133. Example 1: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Example 2: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Direct speech Direct speech records exactly what the characters say to each other and therefore helps us imagine them saying it and how it is said, e.g, Adeline’s father notices the medal she won for topping her class pinned to her chest and says, ‘Is the left side of your chest heavier?’ Father continued, beaming with pride. ‘Are you tilting?’ (page 12) Find another two examples from the story of direct speech with information that describes clearly how it is said. Example 1: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Example 2: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 40 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Similes A simile compares one thing to another, using the words ‘like’ or ‘as’. They help create a picture in the reader’s mind. One example of a simile in Chinese Cinderella is found on page 111: ‘I lied, squirming like a worm.’ Here Adeline compares herself to a squirming worm because she feels so uncomfortable and unhappy about lying to Niang. We have an image in our minds of Adeline being like a poor, vulnerable worm, squirming because it cannot find the earth to burrow safely into. You will find another two examples of similes on pages 111-112. Write them here and explain what they mean in the context in which they have been used. Example 1: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Example 2: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 41 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Teacher resource 3 Sequencing strips Adeline wins a silver medal for topping her kindergarten class. Grandmother Nai Nai tells Adeline about the ‘horrible custom’ of foot-binding in China. Adeline, Big Sister, Big Brother and Second Brother join Father, Niang and Fourth Brother in Shanghai. Adeline gets lost trying to find her way home after her first day of school. PLT, Adeline’s ‘best friend in the whole world’ dies. Adeline’s happy day visiting her friend Wu Chun-Mei ends in tragedy when she is caught by Niang and whipped by Father. Adeline’s friends surprise her with a ‘Victory’ party in her house after she is elected president of the sixth grade and head girl of Sheng Xin Primary School. One by one Adeline’s classmates flee the advancing Communists in Tianjin, where she is sent to boarding school as punishment. Adeline becomes friends with her cousins Victor and Claudine on the boat journey to Hong Kong after she is rescued from Tianjin by her Aunt Raine who treats her just like she treats her own children. Ye Ye teaches Adeline about the ‘wisdom and magic’ of the Chinese characters. Eleanor Lui gives Adeline her Sunday-morning egg, a boarding school tradition showing someone at home loved you because Adeline had never received one herself. Adeline wins the 1951-2 International Play-Writing Competition. English Stage 4 March 2005 Page 42 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 16 Communicative activities: sequencing and true / false 1. Sequencing You will be given an envelope with 15 strips of paper. Written on each strip of paper is one event that took place in Chinese Cinderella. Your job is to discuss the events with your partner, referring to the novel to help you, and then place the events in the order they occur in the novel. Once you have sequenced your strips, check your order with another pair, then copy the sequence of events into your workbook. Place all the strips back into the envelope and return them. 2. True / false In pairs, read each of the statements below. Decide if each statement is true or false and support your answer (give a reason) with reference to a specific event or scene in the novel. Write your answer in the space provided: ‘T’ if the statement is true and ‘F’ is it is false. ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ) Jun-ling is the name Adeline is known by outside her family. (p.76) ) The name of Adeline’s pet duckling is Jackie. (p.84). ) Ye Ye was a follower of the Hindu religion. (See photos) ) Grandmother Nai Nai had her feet bound according to an ancient custom. (p.7) ) Third brother (James) was Adeline’s favourite brother. (p. ) ) Writing stories helped Adeline to forget she was unwanted and lonely. (p.61) ) Informing the reader about China’s history and culture was one reason Adeline Yen Mah wrote her story. (Author’s note, p. xi) ) Adeline’s classmates gave her the nickname ‘Genius’ (p. 188) )The Communists lost the Civil War in China (p.232) ) Niang was half Chinese and half Italian. (p.4) ) Adeline kept her family’s treatment of her a secret from her school friends. (p.63) ) Adeline always wore the latest, fashionable clothes. (pp. 62-63, 188, 194) ) Aunt Baba loved Adeline very much and always believed in her and made her feel special. (pp. 60, 223) ) Adeline dedicated the play she wrote for the international competition to Ye ye, because he believed in her. (pp.208, 210) ) Father agreed to let Adeline study literature at university in England. (p.221) English Stage 4 March 2005 Page 43 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Answer sheet 3 Answers to Sequencing strip activity 1. Adeline wins a silver medal for topping her kindergarten class. (Chapter 1, page 1) 2. Grandmother Nai Nai tells Adeline about the ‘horrible custom’ of foot-binding in China. (Chapter 3, pages 7-8) 3. Adeline, Big Sister, Big Brother and Second Brother join Father, Niang and Fourth Brother in Shanghai. (Chapter 5, page 25) 4. Adeline gets lost trying to find her way home after her first day of school. (Chapter 6, page 31) 5. PLT, Adeline’s ‘best friend in the whole world’ dies. (Chapter 11, page 97) 6. Adeline’s happy day visiting her friend Wu Chun-Mei ends in tragedy when she is caught by Niang and whipped by Father. (Chapter 13, page 116) 7. Adeline’s friends surprise her with a ‘Victory’ party in her house after she is elected president of the sixth grade and head girl of Sheng Xin Primary School. (Chapter 14, page 124) 8. One by one Adeline’s classmates flee the advancing Communists in Tianjin, where she is sent to boarding school as punishment. (Chapter 15, pages 148-157) 9. Adeline becomes friends with her cousins Victor and Claudine on the boat journey to Hong Kong after she is rescued from Tianjin by her Aunt Raine who treats her just like she treats her own children. (Chapter 16) 10. Ye Ye teaches Adeline about the ‘wisdom and magic’ of the Chinese characters. (Chapter 16, page 171) 11. Eleanor Lui gives Adeline her Sunday-morning egg, a boarding school tradition showing someone at home loved you because Adeline had never received one herself. (Chapter 18) 12. Adeline wins the 1951-2 International Play-Writing Competition. (Chapter 21, page 219) English Stage 4 March 2005 Page 44 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Answer sheet 4 Answers to True / false activity ( T ) Jun-ling is the name Adeline is known by outside her family. (p.76) ( F ) The name of Adeline’s pet duckling is Jackie. (p.84). ( F ) Ye Ye was a follower of the Hindu religion. (See photos) ( T ) Grandmother Nai Nai had her feet bound according to an ancient custom. (p.7) ( T ) Third brother (James) was Adeline’s favourite brother. (p. ) ( T ) Writing stories helped Adeline to forget she was unwanted and lonely. (p.61) ( T ) Informing the reader about China’s history and culture was one reason Adeline Yen Mah wrote her story. (Author’s note, p. xi) ( T ) Adeline’s classmates gave her the nickname ‘Genius’ and ‘scholar’ (p. ,187) ( F )The Communists lost the Civil War in China (p.232) ( F ) Niang was half Chinese and half Italian. (p.4) ( T ) Adeline kept her family’s treatment of her a secret from her school friends. (p.63) ( F ) Adeline always wore the latest, fashionable clothes. (pp. 62-63, 188, 194) ( T ) Aunt Baba loved Adeline very much and always believed in her and made her feel special. (pp. 60, 223) ( T ) Adeline dedicated the play she wrote for the international competition to Ye ye, because he believed in her. (pp.208, 210) ( F ) Father agreed to let Adeline study literature at university in England. (p.221) English Stage 4 March 2005 Page 45 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 17 In the hot seat For this activity one chair at the front of the classroom, facing the rest of the class, needs to be designated as the “hot seat”. You will each take a turn in the “hot seat” representing a character from Chinese Cinderella. Your classmates will ask you questions to find out more about your character’s life. Questions might include: Where do you live? What do you enjoy doing? How do you feel when…? What do you think of…? (another character from the novel) You may need to invent or make up some of the information in order to answer the questions but you cannot say anything that is inconsistent with the story or what has been learned from other “hot-seaters”. In preparation for this activity choose 5 characters from the novel. Prepare 3 questions to ask each character. Try to vary your questions for each character, considering what you have learned about them from the novel. Character: ______________________________ Question 1: ______________________________________________________________________ Question 2: ______________________________________________________________________ Question 3: ______________________________________________________________________ Character: _________________________________ Question 1: ______________________________________________________________________ Question 2: ______________________________________________________________________ Question 3: ______________________________________________________________________ English Stage 4 March 2005 Page 46 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Character: _____________________________________ Question 1: ______________________________________________________________________ Question 2: ______________________________________________________________________ Question 3: ______________________________________________________________________ Character: ______________________________ Question 1: ______________________________________________________________________ Question 2: ______________________________________________________________________ Question 3: ______________________________________________________________________ Character: _________________________________ Question 1: ______________________________________________________________________ Question 2: ______________________________________________________________________ Question 3: ______________________________________________________________________ English Stage 4 March 2005 Page 47 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Teacher resource 4 Themes Family and relationships Adeline is not so much disliked by her family as ignored. She is blamed for the death of her mother and therefore her siblings feel their family situation is her fault. Adeline has no close friends or confidants. She has a close relationship with her Aunt Baba, but not with her school friends. Adeline holds herself apart from them in an effort to project the false impression that she has a happy family life. Adeline’s relationship with her father exists only through her school performances or her misbehaviour. At other times, Adeline is barely acknowledged and rarely appreciated. Abandonment and loneliness Adeline has a close relationship only with Aunt Baba. Even then their contact is limited when she is abruptly sent to boarding school in Tianjin. Adeline is almost forgotten by her family and left in an increasingly hostile Tianjin. Her circumstances change only when her step-aunt collects her from the convent and takes her to Hong Kong. Adeline often feels left out of things with her siblings and, instead of attaining their approval for her school effort, she receives their scorn. Her friendship with her pet duck, PLT, best illustrates Adeline’s feelings of isolation and loneliness: ‘It comforted me to know I was needed.’ (page 84) The loneliness Adeline felt at home was also felt at school, despite her pursuit of academic glory, as friendships she had at school were still empty of the truth as Adeline confided in no one about her family situation. Self-esteem There are many examples of poor self esteem in the novel. Adeline is made to feel constantly on the outer by her family. She is rarely included in the family circle and when she is included she is overjoyed. When Adeline is the focus of a cruel joke by her brothers, she is saddened by Third Brother’s involvement. Adeline’s father only notices her when she has performed well in school. Attention from her father usually raises Adeline’s self-esteem, while the long stretches of time when Adeline is ignored by her father has the opposite effect. Adeline is constantly insulted by Niang and even told, ‘you are nothing without your father’ (page 130). English Stage 4 March 2005 Page 48 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 18 Themes The themes of a story are ______________________________________________________________________ ______________________________________________________________________ Events that occur in the plot of a story may indicate its themes. In Chinese Cinderella, the main themes: family and relationships abandonment and loneliness self-esteem. Use the story to find events that illustrate the themes and choose a quote to support your choice. You will find that some themes overlap. Family & relationships Abandonment & loneliness Example: Example: Adeline is unhappy with her Adeline wonders what her family life, but does not tell fate will be when she is anyone out of punished for her friends embarrassment. visiting her. She is ‘They didn’t know that, in constantly afraid of being front of them, I was made an orphan. desperate to keep up the ‘What’s going to happen to pretence that I came from a me? Will I be sold?’ (page normal, loving family.’ 131) (page 63) Self-esteem Example: Adeline is constantly reminded that the treatment of her and her siblings is her fault (despite that not really being true). ‘If you had not been born, mama would still be alive. She died because of you. You are bad luck.’ (page 3) English Stage 4 March 2005 Page 49 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 19 Linking quotations to themes The main themes of the story, Chinese Cinderella, are: Family and relationships Abandonment and loneliness Self-esteem Read the quotes below, identify which theme each relates to and explain how it illustrates that theme. Quote ‘If you had not been born, Mama would still be alive. She died because of you. You are bad luck.’ (page 3) How quote relates to theme(s) This quote relates to the theme of self-esteem. The reader feels very sorry for Adeline and it is easy to see why she does not feel good about herself and carries guilt if she is constantly spoken to in this way? ‘Continue studying hard and bringing honour to the Yen family name so we can be proud of you.’ (page 11) ‘Unlike my siblings, no-one looked down on me.’ (Refers to people at school) (page 14) ‘I was winning the medal every week and wearing it constantly… it was the only way to make father take notice and be proud of me.’ (page 16) ‘To her we are not separate people. Over here, we have become one single unit known as all of you’. (page 28) ‘One by one they were greeted and led away by anxious mothers. Nobody came for me.’ (page 30) ‘We merely want you to acknowledge your errors in the past… We’ll only give you the tram fares if you are truly contrite.’ (page 45) ‘In no time at all big sister went over to the other side. I knew Niang loathed me and despised my aunt.’ (page 59) English Stage 4 March 2005 Page 50 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Quote ‘They didn’t know that, in front of them, I was desperate to keep up the pretence that I came from a normal, loving family.’ (page 63) ‘It all stems from mama dying when you were born…things were much nicer when she was alive. You made her go away’. (page 74) ‘What was it that bothered me…it was the loss of the nicest parts of Third Brother that saddened me.’ (page 80) ‘I took the duckling to my heart…it comforted me to know I was needed.’ (page 84) ‘As soon as I heard Aunt Baba’s footsteps, I started feeling better immediately.’ (page 91) ‘I only took yours because you’re the one least likely to give me trouble afterwards.’ (page 97) I imagined Niang introducing me to a strange man and ordering me to marry him. The thought filled me with horror and fear.’ (page 100) ‘For the first time she was nice to me and I felt very close to her.’ (page 104) ‘Nothing will ever come of you…you don’t belong in this house.’ (page 113) ‘I don’t want her to grow up like Big Sister. She is going to be different.’ (page 122) ‘Now they knew the pathetic truth! Unwanted and unloved by my parents! How long did take for a person to die of shame?’ (page 129) ‘The thought of being How quote relates to theme(s) English Stage 4 March 2005 Page 51 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Quote separated from my aunt filled me with dread.’ (page 131) ‘…does he truly hate me or is he just going along with her because he loves her more and wants a peaceful life?’ (page 133) ‘I was such a no-body that he didn’t remember my name.’ (page 3) ‘They made me feel like I was their third child.’ (page 160) ‘I felt I was part of the Schilling family and no longer the unwanted daughter who always came last.’ (page 161) ‘I was overjoyed! Not only had Niang finally acknowledged me, she had given me a task to perform!’ (page 169) ‘Together, we watched the car drive off. I was overwhelmed by his chivalry, but could find no words sufficient to express my gratitude.’ (page 177) ‘There is a God after all.’ (page 183) ‘No way will I ever allow myself to be the object of anyone’s charity or pity.’ (page 194) ‘Into her lips, I injected my loneliness, isolation and feelings of being unwanted. To my heroine, I gave everything of myself.’ (page 210) ‘I was looking uglier and uglier as I grew older and taller.’ (page 213) ‘I wondered why he was being so nice.’ (page 218) ‘For once, he was proud of me…My whole being vibrated with all the joy in the world.’ (page 220) How quote relates to theme(s) English Stage 4 March 2005 Page 52 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 1 / Student resource 3 Model diary entry Structure Dear Diary Language features Today I nearly lost my beautiful jade pendant, a wedding present from Great Aunt, but I came up with a great scheme to blame Aunt Baba. I sucked up to Niang, offering her the pendant and telling her that Aunt Baba had said not to tell her I think I was a great actress and was able to look really upset. It worked! Niang let me keep the pendant. It was a close call but I won! I’ve still got the pendant and Aunt Baba is the one in trouble. English Stage 4 March 2005 Page 53 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 20 Diary writing Imagine you are Adeline. Select two significant events or scenes in the novel and write a diary entry about each, using the model diary entry as a guide. Event / scene 1: Page reference: Dear Diary ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Event / scene 2: Page reference: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ English Stage 4 March 2005 Page 54 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 2 / student resource 4 Model newspaper report Structure Language features Rowena raves about writing Headline Introduction Main fact of report Origin of story Body of story Further facts that support story There’s nothing better than writing, according to fourteen year old Rowena Wells from Eaton Park. The Abercrombie High School Year 9 student’s proud parents say their girl churns out stories like a best selling novelist. Rowena has put her writing to good use in the University of Beaconsfield’s Writing Competition by Very short paragraphs (1 or 2 sentences only.) Factual writing Simple vocabulary Alliteration used in headline to catch attention scoring top marks in the state and earning a gold medal. Direct speech (quotations) gives readers an insight into personalities Inserted words to complete meaning of quotation Indirect speech ‘I just love writing,’ she said, ‘I love writing all sorts of stories, but my favourite genre is fantasy. It would be fabulous if I could become a professional writer one day.’ ‘I thought[the competition] went well and then Views of various people the results came back.’ Rowena won her first competition earlier this year with a short story titled ‘Abyliah the Sorceress’. A prize of $1, 000, half of which was given to the school, was awarded. The principal of Abercrombie High says that Rowena should continue to write and enter competitions. ‘It brings great kudos to Rowena and her teachers, and we are very grateful if the prize Conclusion includes a contribution to the school.’ ‘She is a very talented young writer.’ Note: There may also be a relevant picture and caption. English Stage 4 March 2005 Page 55 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 21 Newspaper report scaffold English Stage 4 March 2005 Page 56 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Student / teacher information 1 Assessment task Context: This is a writing assessment task. It has two parts to enable students to demonstrate their understanding of the story, Chinese Cinderella, its characters, themes and events and to employ some of the language features used by the composer in their own compositions. Students will also demonstrate their knowledge of and skills in the writing of other types of texts explored in the unit as well as what they have learned about structuring and presenting ideas and editing techniques. Description of task: Part A – 20 marks Imagine you are ONE of the characters in Adeline Yen Mah’s Chinese Cinderella. Select THREE events in the novel and write a diary entry for each event from the point of view of your chosen character. Choose your character carefully. You need to: collect enough information to write about each event describe your feelings (as the character you have chosen) and comment on your relationship with the other characters in the story include some quotes from the novel. This task may be published in electronic form or be a neat, handwritten copy. You MUST include a hand-written copy of your original draft. This draft will NOT be marked. Part B – 20 marks Write a newspaper report about Adeline’s competition win. This task may be published in electronic form, using Publisher or a similar computer publishing program or be a neat, handwritten copy. You MUST include a hand-written copy of your original draft. This draft will NOT be marked. Stage 4 Outcomes A student: 1 Responds to and composes texts for understanding, interpretation, critical analysis and pleasure 4 Uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts 6 Draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts 11 Uses, reflects on and assesses individual and collaborative skills for learning. English Stage 4 March 2005 Page 57 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Assessment criteria You will be marked on how well you: Show awareness of: the purpose of your writing how to communicate effectively with your audience Write from the point of view of: a character in the novel an imaginary newspaper reporter Use the structure and language features of a diary entry, such as: appropriate layout first person past tense descriptive language (adjectives and adverbs) informal or colloquial language Use the structure and language features of a newspaper report, such as: headline short introductory, body and concluding paragraphs photograph and caption factual writing news report jargon direct and indirect speech Write with control of expression and check your work for spelling, punctuation and grammar English Stage 4 March 2005 Page 58 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Student / teacher information 2 Assessment task: Marking guidelines - Part A A B C D A student in this band: Shows detailed knowledge and understanding of the purpose, audience and context of the diary entry Adopts and sustains the point of view of a character from the story with imagination and flair as demonstrated through word choice, selection of content and description of events Selects and uses language and structural features appropriate to the personal and reflective nature of diary entries Organises writing effectively and demonstrates effective control of expression, spelling, punctuation and grammar. A student in this band: Shows sound knowledge and understanding of the purpose, audience and context of the diary entry Imaginatively adopts the point of view of a character through word choice, selection of content and description of events Uses the structure and language features appropriate to a diary entry Writes an organised series of entries demonstrating sound control of expression, spelling, punctuation and grammar. A student in this band: Shows satisfactory knowledge and understanding of the purpose, audience and context of the diary entry Attempts to adopt but may not sustain the point of view of a character which is demonstrated mainly through content and events. Uses some structural and language features appropriate to a diary entry Writes with satisfactory control of expression, spelling, punctuation and grammar that may be uneven but does not impede meaning. A student in this band: Shows elementary knowledge and understanding of the purpose, audience and context of the diary entry Demonstrates a basic understanding of events and characters in the novel but choice of character may not be clear Attempts to write in diary form Writes simply and may demonstrate problems with spelling, punctuation or grammar. English Stage 4 March 2005 Page 59 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Assessment task: Marking guidelines - Part B A B C D A student in this band: Shows detailed knowledge and understanding of the purpose, audience and context of the newspaper report Adopts and sustains the voice of a newspaper reporter with flair as demonstrated through choice of vocabulary, including jargon, selection of content and description of events Selects and uses the structure and language features appropriate to a newspaper report Organises writing effectively and demonstrates effective control of expression, spelling, punctuation and grammar. A student in this band: Shows sound knowledge and understanding of the purpose, audience and context of the newspaper report Adopts the voice of a newspaper reporter through choice of vocabulary, content and description of events Uses the structure and language features appropriate to a newspaper report Writes an organised news report demonstrating sound control of expression, spelling, punctuation and grammar. A student in this band: Shows satisfactory knowledge and understanding of the purpose, audience and context of the newspaper report Attempts to adopt the voice of a newspaper reporter, which is demonstrated mainly through content taken from the novel. Uses basic structure and language features of a newspaper report Demonstrates satisfactory control of expression, spelling, punctuation and grammar. A student in this band: Shows elementary knowledge and understanding of the purpose, audience and context of the newspaper report Includes content directly from the story with little interpretation Attempts to write in newspaper report format Writes simply with some control of expression, spelling and, punctuation. English Stage 4 March 2005 Page 60 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 22 Discussion questions Preface and Author’s Note 1. What is an autobiography? 2. According to the author, how do many Chinese families feel about sons and daughters? Are there other cultures in which sons or daughters are regarded as more valuable or important than the other? 3. What factors do you think influenced the author to entitle the novel Chinese Cinderella? 4. In what way is written Chinese different from English? 5. Define calligraphy. 6. Read the information provided about Chinese names. Work out what your name would be and what you would be called both at home and by your elders. Chapters 1 - 4 1. Provide examples that demonstrate Adeline’s cleverness and her desire to work hard at school. 2. Sister Agnes is Adeline’s teacher at school. What kind of school do you think she attends? 3. How would you feel if foreigners who did not speak your language were controlling your city? 4. In Nai Nai’s time women were made to bind their feet. Provide some examples of what unpleasant or painful things women and/or men go through today to be more ‘beautiful’. 5. Do you have any brothers and/or sisters who have ever treated you badly? If so, explain the particular incident and how it made you feel. 6. Adeline feels more accepted at school rather than at home. Why do you think she feels this way? 7. In the novel, Nai Nai has a Buddhist funeral. Have you ever attended a funeral? Explain what it was like. Why do you think these ceremonies for death are performed? Chapter 5 - 6 1. Adeline learns a few lessons on her first day at school. What was your first day at school like? Can you remember? If not, describe your first day at high school. Chapters 7 - 8 1. Was Adeline’s decision not to beg for the tram fare a wise one? What would you have done in her position? Chapters 9 - 13 1. Read Adeline’s composition on pages 60-61. Write a composition of your own about your best friend. 2. Have you ever had a pet that died? How did you feel? Did you have a funeral ceremony for it? If so, explain what you did and said. English Stage 4 March 2005 Page 61 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 3. What are you feelings toward Big Sister’s arranged marriage and what are your thoughts on this idea in general? 4. Write the election speech you would present if you were standing for election for school captain. 5. Construct a timeline of events in Chinese History as mentioned on pages 138-139. What government is ruling China today? Chapters 14 - 17 1. Explain how Adeline is saved from the Communists. Why was she was in danger from them? 2. What are some of the differences between the Schillings and Adeline’s own family? 3. What is your opinion of the information about world languages that Ye Ye gives to Adeline on page 171? Chapters 18 - 22 1. Adeline’s dreams and hopes helped her to survive her childhood. What are your dreams and hopes for your future? 2. Why do you think the novel is called Chinese Cinderella? Write down all the ways in which Adeline’s story is like the story of Cinderella. English Stage 4 March 2005 Page 62 of 62 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
