SAMPLE. Context: Letter. Context: Informal Speech. Context: Essay

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2 Although contractions are favoured when speaking, you should never use them in essays. An important part of learning about contractions is not just how to use them, but also when to use them. Q1 In the three sections of text below, underline any contractions. Some contractions might be incorrect; if so, write the corrected form beside the line it s used in. Some contractions may be inappropriate for the context; if so, write its full form beside the line it s used in. Context: Letter Dear Grandma, We learnt today that ancient Greeks woul dnt have said I am Greek. They wouldv e said Im Spartan or Im Athenian instead! Thats because they didn t see Greece as a country, just as lots of little city-states so they would say that they were from a city-state rather than from the country as a whole. That s pretty cool, right? Love, Sarah. Context: Essay Ancient Greece was divided into numerous city-states, instead of of forming a single united country. Although this may seem like an odd thing to do now, it wasn t a ridiculous idea at the time. Greece s geography is nt isn t the same as Australia s, obviously, and is filled with mountains, valleys and islands. This would ve made many areas very isolated. isolated, Therefore, and therefore smaller, smaller, more local governments suited the situation better. This didn t mean they were bad governments in fact, many city-states prospered! Context: Informal Speech Although city states technically had separate governments, they still had a lot in common. Even though you might find it surprising, it s true that the ancient Greeks still spoke the same language and worshipped common gods. You mightnt realise how many of these city states there were: several hundred! The yd often fight, but many banded together to defeat the Persians in 480 BC. Interestingly, as time went on, Kings of city-states became less and less powerful, and the power became more and more spread out among the aristocracy as a whole. Many speculate that this wouldv e been orchestrated by the aristocracy to prevent tyrants.

3 Q2 Write a short story of at least five sentences using ten different contractions about Alexander, a boy living in ancient Greece. Be creative!

4 The hydra is a mythical serpent-like beast from ancient Greek mythology. When one head of the hydra was cut off, two more would grow back! Q1 Aren t Circle the correct contraction of the word at the belly of the hydra to help Hercules defeat it. Ain t I ad I hd Are not I had Ar n t Arn t You hv I h d I d You ve You have You v Must nt You ave Mustn t Musn t Must n t Must not

5 Q2 Read the information box below on ellipses. The sentences following are a dramatisation of the myth of the Hydra. Rewrite the sentences and include ellipsis where appropriate to add dramatic effect! An ellipsis ( ) has three different uses in writing: 1. to indicate a pause in speech (e.g. I don t know, said Sarah.) 2. to create a trail off effect in speech (e.g. I wonder thought Juan. 3. to indicate that part of the text has been intentionally left out (e.g. 1, 2, 3,, 100) In murky swamp waters, near a place called Lerna, a monster was terrorising the villagers I will kill this beast, roared Hercules, though it will not be easy The monster had many heads that spat poisonous venom and when one head was cut off two more grew back in its place! Hercules thought about how he could ever kill a monster whose head would not only grow back, but would multiply! Hercules thought and thought and thought some more. Then Hercules's eye s eyes narrowed, as he thought, What if Hercules called on his nephew Iolaus. To stop the monster s heads from growing back we must sear the stumps with a fire brand. I need your help if you re up for the challenge. Tip If you re unsure of where to place an ellipsis for dramatic effect, imagine you are telling the story to someone where would you pause to make it more suspenseful? This is where an ellipsis should go. Read the sentences out loud to see where you would pause to entice your listener.

6 Greece has thousands of islands, some of which have been inhabited since the ancient Greek period. Below is a map of the Cyclades, a group of islands to the southeast of the mainland. Q1 In the image below, each island is labeled with a number. On the following page there is a box of words/contractions corresponding to those numbers. Match the words to their contraction and vice versa. Then use the matching numbers to connect the islands on the map. (Keep in mind that some contractions represent more than one word!) One of the pairs from the box on the following page has been matched here as an example.

7 One of the pairs has been matched here and on the map as an example. Q2 1. What ve 2. Cannot 3. Won t 4. He will 5. Haven t 6. Let s 7. She would 8. Who is 9. Let us 10. We have 11. Shan t 1. Have not 2. What ll 3. She d 4. He ll 5. Hasn t Which number island is the only one without a line coming from it?

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9 Firstly, thank you for your support of Mighty Minds and our resources. We endeavour to create highquality resources that are both educational and engaging, and results have shown that this approach works. To assist you in using this resource, we have compiled some brief tips and reminders below. About this resource This Mighty Minds Fundamentals Lesson focusses on one subtopic from the NAPLAN Tests and presents this skill through a theme from the Australian Curriculum (History, Science or Geography). This lesson is also targeted at a certain skill level, to ensure that your students are completing work that is suited to them. How to use this resource Our Fundamentals Lessons are split into two main sections, each of which contain different types of resources. The student workbook contains The main title page; and The blank student worksheets for students to complete. The teacher resources section contains This set of instructions; The Teacher s Guide, which offers information that may be needed to teach the lesson; The Item Description, which gives a brief overview of the lesson and its aims, as well as extension ideas; The student answer sheets, which show model responses on the student worksheets to ensure that answers to the questions are clear; The teacher s answer sheets, which provide a more detailed explanation of the model responses or answers; and Finally, the end of lesson marker. We suggest that you print the student workbook (the first set of pages) for the students. If students are completing this lesson for homework, you may also like to provide them with the student answer pages. Feedback and contacting us We love feedback. Our policy is that if you us with suggested changes to any lesson, we will complete those changes and send you the revised lesson free of charge. Just send your feedback to resources@mightyminds.com.au and we ll get back to you as soon as we can.

10 Contraction aren't can't couldn't didn't doesn't don't hadn't hasn't haven't he'd he'll he's I'd I'll I'm I've isn't let's mightn't Contractions Contractions are shortened versions of phrases that use apostrophes to indicate where word/s have been removed. There are many contractions in the English language; as well as the grammatically correct contractions, native speakers often say incorrect contractions to shorten speech (i.e. ain t, wouldn t ve ). Furthermore, contractions should never be used in academic essays due to their informality. Below is a list of contractions in the English language and their full phrases. Ellipses Full Phrase are not cannot could not did not does not do not had not has not have not he had; he would he will; he shall he is; he has I had; I would I will; I shall I am I have is not let us might not Contraction mustn't shan't she'd she'll she's shouldn't should ve that's there's they'd they'll they're they've we'd we're we've weren't what'll Full Phrase must not shall not she had; she would she will; she shall she is; she has should not should have that is; that has there is; there has they had; they would they will; they shall they are they have we had; we would we are we have were not what will; what shall Contraction what're what's what've where's who's who'll who're who's who've won't wouldn't would ve you'd you'll you're you've Full Phrase what are what is; what has what have where is; where has who is; who has who will; who shall who are who is; who has who have will not would not would have you had; you would you will; you shall you are you have An ellipsis is a type of punctuation [ ] usually used to indicate intentional omission of a word or phrase from a larger section of text. This is often used when using quotations from another source. An ellipsis can also be used to indicate a pause in speech, an unfinished thought, or when placed at the end of a sentence, a trailing off into silence. Example: Example: Example: Professor Smith supports this point: Ellipses are a wonderful way for students to show their understanding of punctuation. I wonder is there life in space? The car will come soon

11 For the Teachers Please note: any activity that is not completed during class time may be set for homework or undertaken at a later date. Ancient Greek Geography, Battling the Hydra and The Cyclades Activity Description: In activity one, Ancient Greek Geography, students are asked to correct misspelled contractions, and to decide whether a contracted or non-contracted form of the word is appropriate in a specific context. They are then asked to compose a short text using contractions throughout. In activity two, Battling the Hydra, students are asked to find the correct spelling of a contraction from a list of options based on a given non-contracted word. They are then asked to add ellipses to sentences at the appropriate position. In activity three, The Cyclades, students are asked to find and connect sets of words that are contractions and then draw lines between corresponding numbers on a map. Purpose of Activity: The purpose of this activity is to help students learn to spell contracted words correctly and when it is appropriate to use omission techniques (contractions and ellipses). KLAs: English, History, Geography CCEs: Interpreting the meaning of tables or diagrams or maps or graphs (α6) Structuring/ organising extended written text (β21) Using correct spelling, punctuation, grammar (π9) Using vocabulary appropriate to a context (π10) Setting out/ presenting/ arranging/ displaying (π20) Suggested Time Allocation: This lesson is designed to take approximately one hour to complete 20 minutes per activity. This Item Description is continued on the next page...

12 For the Teachers - continued This Item Description is continued from the previous page. Ancient Greek Geography, Battling the Hydra and The Cyclades Teaching Notes: Ancient Greek Geography : Discuss appropriate contexts in which to use contractions. Go through the rules of contracting words, and discuss any particularly difficult cases that might need a memory device. Talk briefly about life in ancient Greece to assist students with writing the short piece of text in the last question. Battling the Hydra : Discuss the rules for contracting words, and explain any particularly difficult cases. Make sure students know how to identify the correct place to use an ellipsis: to omit part of a sentence to trail off for effect to indicate a pause Help students differentiate between when a comma should be used and when an ellipsis should be used. The Cyclades : This lesson could be incorporated into a geography lesson about the Greek Islands. Suggest to students that they make a list of the matching pairs before starting to connect them on the map to make it less complicated. There is a word in the list that is not connected to any other word - make sure students know this so they don t waste time looking for it! Follow Up/ Class Discussion Questions: As a follow up discussion with the class, talk about the significance of the Greek Islands to trade, social development and mythology in ancient Greece.

13 Although contractions are favoured when speaking, you should never use them in essays. An important part of learning about contractions is not just how to use them, but also when to use them. Q1 wouldn t would ve didn t would have In the three sections of text below, underline any contractions. Some contractions might be incorrect; if so, write the corrected form beside the line it s used in. Some contractions may be inappropriate for the context; if so, write its full form beside the line it s used in. Context: Letter Dear Grandma, We learnt today that ancient Greeks woul dnt have said I am Greek. They wouldv e said Im Spartan or Im Athenian instead! Thats because they didn t see Greece as a country, just as lots of little city-states so they would say that they were from a city-state rather than from the country as a whole. That s pretty cool, right? Love, Sarah. Context: Essay Ancient Greece was divided into numerous city-states, instead of of forming a single united country. Although this may seem like an odd thing to do now, it wasn t a was not ridiculous idea at the time. is not Greece s geography is nt isn t the same as Australia s, obviously, and is filled with mountains, valleys and islands. This would ve made many areas very isolated. isolated, Therefore, and therefore smaller, smaller, more local governments suited the situation better. This didn t did not mean they were bad governments in fact, many city-states prospered! I m That s That s Context: Informal Speech Although city states technically had separate governments, they still had a lot in common. Even though you might find it surprising, it s true that the ancient Greeks still spoke the same language and worshipped common gods. You mightnt realise how many of these city states there were: several hundred! The yd often fight, but many banded together to defeat the Persians in 480 BC. Interestingly, as time went on, Kings of city-states became less and less powerful, and the power became more and more spread out among the aristocracy as a whole. Many speculate that this wouldv e been orchestrated by the aristocracy to prevent tyrants. it s mightn t They d would ve

14 Q2 Write a short story of at least five sentences using ten different contractions about Alexander, a boy living in ancient Greece. Be creative! Alexander wasn t worried he knew he could beat Demetrius. Discus throwing mightn t be his favourite sport, but he was quite good at it. Demetrius grinned confidently and taunted his friend, Let s do this! Alexander nodded and asked, Who s going first? Demetrius picked up the discus eagerly, Me! Alexander shrugged, pretending he didn t care secretly though, he was nervous about his friend s confidence. He d never asked to have a discus competition before why now? Alexander's question was answered when Demetrius swung his arm back and threw the object far, far way. Much further than Alexander was expecting! That s not fair! Alexander exclaimed. You ve been training for this! Demetrius nodded, smug and unrepentant. I ve been training a little bit But too bad, we already made the bet. You can t back out now! Alexander knew his friend was right. He sighed and threw the discus, almost but not quite reaching Demetrius discus. Demetrius jumped up triumphantly with his hand outstretched, Come on, hand them over. Alexander reached into his pockets and reluctantly placed his three favourite marbles in his friend s hand. That would be the last time he underestimated his friend!

15 Ancient Greek Geography Question One: Students were required to read three sections of text and underline any contractions. Students were also required to correct incorrect contractions and change some contractions to their full form if it was more appropriate for the given context, writing their answers next to the passages. All incorrect contractions should have been written correctly and all contractions from the essay should have been changed to their full form. The texts are shown below, with the contractions bolded and underlined. The corrections are shown next to them. Letter: Dear Grandma, We learnt today that ancient Greeks woul dnt have said I am Greek. They wouldv e said Im Spartan or Im Athenian instead! Thats because they didn t see Greece as a country, just as lots of little city-states so they would say that they were from a city-state rather than from the country as a whole. That s pretty cool, right? Love, Sarah. Essay: Ancient Greece was divided into numerous city-states, instead of forming a single united country. Although this may seem like an odd thing to do now, it wasn t a ridiculous idea at the time. Greece s geography isn t the same as Australia s, obviously, and is filled with mountains, valleys and islands. This would ve made many areas very isolated. Therefore, smaller, more local governments suited the situation better. This didn t mean they were bad governments in fact, many city-states prospered! Informal Speech: Although city states technically had separate governments, they still had a lot in common. Even though you might find it surprising, it s true that the ancient Greeks still spoke the same language and worshipped common gods. You mightnt realise how many of these city states there were: several hundred! The yd often fight, but many banded together to defeat the Persians in 480 BC. Interestingly, as time went on, Kings of city-states became less and less powerful, and the power became more and more spread out among the aristocracy as a whole. Many speculate that this wouldv e been orchestrated by the aristocracy to prevent tyrants. wouldn t would ve, I m, That s didn t that s was not, is not would have did not it s mightn t They d would ve This answer guide is continued on the next page...

16 ...This answer guide is continued from the previous page. Question Two: Students were required to write a short story about an Ancient Greek boy called Alexander. It had to be at least five sentences long and use ten different contractions. The focus of the question was not the plot or quality of the story, but rather that students could use ten different contractions correctly. While every student s answer will be different, they should have used at least ten different contractions correctly. A model answer is shown below. The contractions have been bolded. Alexander wasn t worried he knew he could beat Demetrius. Discus throwing mightn t be his favourite sport, but he was quite good at it. Demetrius grinned confidently and taunted his friend, Let s do this! Alexander nodded, and asked, Who s going first? Demetrius picked up the discus eagerly, Me! Alexander shrugged, pretending he didn t care secretly though, he was nervous about his friend s confidence. He d never asked to have a discus competition before why now? Alexander's question was answered when Demetrius swung his arm back and threw the object far, far way. Much further than Alexander was expecting! That s not fair! Alexander exclaimed. You ve been training for this! Demetrius nodded, smug and unrepentant. I ve been training a little bit But too bad, we already made the bet. You can t back out now! Alexander knew his friend was right. He sighed and threw the discus, almost but not quite reaching Demetrius discus. Demetrius jumped up triumphantly with his hand outstretched, Come on, hand them over. Alexander reached into his pockets and reluctantly placed his three favourite marbles in his friend s hand. That would be the last time he underestimated his friend!

17 The hydra is a mythical serpent-like beast from ancient Greek mythology. When one head of the hydra was cut off, two more would grow back! Q1 Aren t Circle the correct contraction of the word at the belly of the hydra to help Hercules defeat it. Ain t I ad I hd Are not I had Ar n t Arn t You hv I h d I d You ve You have You v Must nt You ave Mustn t Musn t Must n t Must not

18 Q2 Read the information box below on ellipses. The sentences following are a dramatisation of the myth of the Hydra. Rewrite the sentences and include ellipsis where appropriate to add dramatic effect! An ellipsis ( ) has three different uses in writing: 1. to indicate a pause in speech (e.g. I don t know, said Sarah.) 2. to create a trail off effect in speech (e.g. I wonder thought Juan. 3. to indicate that part of the text has been intentionally left out (e.g. 1, 2, 3,, 100) In murky swamp waters, near a place called Lerna, a monster was terrorising the villagers In murky swamp waters, near a place called Lerna, a monster was terrorising the villagers I will kill this beast, roared Hercules, though it will not be easy I will kill this beast, roared Hercules, though it will not be easy The monster had many heads that spat poisonous venom and when one head was cut off two more grew back in its place! The monster had many heads that spat poisonous venom and when one head was cut off two more grew back in its place! Hercules thought about how he could ever kill a monster whose head would not only grow back, but would multiply! Hercules thought and thought and thought some more. Hercules thought about how he could ever kill a monster whose head would not only grow back, but would multiply! Hercules thought and thought and thought some more. Then Hercules's eye s eyes narrowed, as he thought, What if Then Hercules's eyes narrowed, as he thought, What if Hercules called on his nephew Iolaus. To stop the monster s heads from growing back we must sear the stumps with a fire brand. I need your help if you re up for the challenge. Hercules called on his nephew Iolaus. To stop the monster s heads from growing back we must sear the stumps with a fire brand. I need your help if you re up for the challenge. Tip If you re unsure of where to place an ellipsis for dramatic effect, imagine you are telling the story to someone where would you pause to make it more suspenseful? This is where an ellipsis should go. Read the sentences out loud to see where you would pause to entice your listener.

19 Battling the Hydra Question One: In this question, students were asked to determine the correct contraction from a list of given options. This required them being familiar with common contractions. The answers are shown below with explanations of each. Are not Aren t You have You ve I had I d Must not Mustn't Question Two: In this question students were provided with a number of sentences that formed a dramatisation of the myth of the Hydra. Students were asked to rewrite the sentences with ellipses to add dramatic effect. Students were also provided with an information box on usage of ellipses. Students should have used the information box, as well as the Tip s box to answer the question. While students answers may vary, they should mostly follow the model responses shown below. Inserted ellipses are shown in bold and underlined and explanations follow each model response. In murky swamp waters, near a place called Lerna, a monster was terrorising the villagers This ellipsis adds a trail off effect, leading into the story. I will kill this beast, roared Hercules, though it will not be easy This ellipsis also add a trail off effect, simulating Hercules's thoughts. The monster had many heads that spat poisonous venom and when one head was cut off two more grew back in its place! This ellipsis adds a dramatic pause before revealing a shocking element. Hercules thought about how he could ever kill a monster whose head would not only grow back, but would multiply! Hercules thought and thought and thought some more. This ellipsis adds dramatic effect in terms of emphasises repetition and time. Then Hercules's eyes narrowed, as he thought, What if This ellipsis adds a trail off effect, provoking the audience s wonder. Hercules called on his nephew, Iolaus. To stop the monster s heads from growing back we must sear the stump with a fire brand. I need your help if you re up for the challenge. This ellipsis adds a dramatic pause.

20 Greece has thousands of islands, some of which have been inhabited since the ancient Greek period. Below is a map of the Cyclades, a group of islands to the southeast of the mainland. Q1 In the image below, each island is labeled with a number. On the following page there is a box of words/contractions corresponding to those numbers. Match the words to their contraction and vice versa. Then use the matching numbers to connect the islands on the map. (Keep in mind that some contractions represent more than one word!) One of the pairs from the box on the following page has been matched here as an example.

21 Q2 One of the pairs has been matched here and on the map as an example. 1. What ve 2. Cannot 3. Won t 4. He will 5. Haven t 6. Let s 7. She would 8. Who is 9. Let us 10. We have 11. Shan t 1. Have not 2. What ll 29. Should ve 3. She d 30. Shall not 4. He ll 31. What have 5. Hasn t 13 - What ll 17. Can t 18. That has 19. Should have 20. That s 21. Who s 22. Do not 23. He shall 24. Has not 25. She had 26. We ve 27. Don t 28. Will not Which number island is the only one without a line coming from it?

22 The Cyclades Question One: This question provided students with a map containing numbered islands as well as a box containing words and contractions. Students were required to match the words with their contraction and vice versa. Students were told to draw a line between the islands that had numbers that corresponded with the matched pairs. This question required students to be able to recognise common contractions as well as the contractions that are the same for more than one word. The matches are shown below. The sets of words/contractions, and the matched islands are shown on the following page. 1. What ve 2. Cannot 3. Won t 4. He will 5. Haven t 6. Let s 7. She would 8. Who is 9. Let us 10. We have 11. Shan t 1. Have not 2. What ll 3. She d 17. Can t 18. That has 19. Should have 20. That s 21. Who s 22. Do not 23. He shall 24. Has not 25. She had 26. We ve 27. Don t 28. Will not 29. Should ve 30. Shall not 4. He ll 31. What have 5. Hasn t This answer guide is continued on the next page...

23 ...This answer guide is continued from the previous page. 1. What ve 31. What have 2. Cannot 17. Can t 3. Won t 28. Will not 4. He will 15. He ll 23. He shall 5. Haven t 12. Have not 6. Let s 9. Let us 7. She would 14. She d 25. She had 8. Who is 21. Who s 10. We have 26. We ve 11. Shan t 30. Shall not 16. Hasn t 24. Has not 18. That has 20. That s 19. Should have 29. Should ve 22. Do not 27. Don t This answer guide is continued on the next page...

24 ...This answer guide is continued from the previous page. Question Two: This question asked students to find the island that was not connected to any other islands. That is, the word that does not have a pair on the list. The island is number 13 - What ll.

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