National StandardsCurriculum

for the

Writing and advisory team:Leonie Bennett

Julia Sander Ericka Forbes-Blair

Gillian Myers

Student’s Book 6

SecondEdition

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Macmillan Education4 Crinan StreetLondon N1 9XWA division of Springer Nature Limited

Companies and representatives throughout the world

ISBN 978-1-380-01999-8

Text © Leonie Bennett 2018 Design and illustration © Springer Nature Limited 2018

The author has asserted her rights to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2015 This edition published 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Macmillan Education and Blue Dog Design StudioIllustrated by Bethan Mathews, Pamela Goodchild and Joanna Williams c/o BL Kearley; Robin Lawrie c/o Beehive; Monica Auriemma and Lisa Williams c/o Sylvie Poggio; Jim Eldridge; Heather Clarke; Blue Dog Design Studio; Sue King; TechType and Tek-ArtCover design by Antoine Cutayar and Macmillan EducationCover illustration by Aleksander Sotirovski c/o BeehiveTypeset by Blue Dog Design StudioPicture research by Catherine Dunn

The author and publishers would like to thank Ericka Forbes-Blair and Gillian Myers for their help and advice throughout the development and writing of this series.

The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Glasshouse Images p36; Digital Vision p85; Getty/Anadolu Agency p139, Getty/Thomas Barwick p137, Getty/MichaelUtech p69, Getty/Matt Proper p49, Getty/ ZEPHYR p124; The Gleaner Company (Media) Limited p16; Rex Features/ANL p15, Rex Features/Martin Moxter p164; Shutterstock/Jiri Flogel p153, Shutterstock/Stock Image p55.

The authors and publishers are grateful for permission to reprint the following copyright material: P 8-9 ‘Ballad of ‘69’ by Alma Norman. Published in Tales of the Caribbean – Stories from History by Longman Group ltd. © Alma Norman 1967. Reprinted with permission of the author; P 21-22 Extract from Hope Leaves Jamaica by Kate Elizabeth Ernest. Text copyright © 1994 Kate Elizabeth Ernest. Published by Egmont UK Limited and used with permission; P 41-42 Extract from ‘Escape to Last Man Peak’ by Jean D’ Costa. Published by Hodder Education, 1980. © Jean D’ Costa 1975. Reproduced by permission of Hodder Education; P 96 Everybody Got a Gift © Grace Nichols 2006. Reproduced with permission of Curtis Brown Group Ltd, London on behalf of Grace Nichols; P 97 ‘Silver’ by Walter de la Mare. Published in The Walker Book of Poetry for Children, 1985. © Walter de la Mare 1942. Reprinted with permission of The Literary Trustees of Walter de la Mare and the Society of Authors as their representative; P 137 ‘Exercise’ by Joel McGowan. Published in Journey at 9: Artistic Thoughts and Expressions. © Joel McGowan, 2011. Reprinted with permission of Sylinda Marks; P 142 ‘Back to Africa’ by Louise Bennett. Published in New Ships: an Anthology of West indian Poems. © Louise Bennett. Reprinted with permission of the executors of the estate of the Honourable Louise Bennett Coverley. Executors: Judge Pamela Appelt, pappelt@cogeco.ca, and Fabian Coverley, fcoverley@gmail.com; P 155-156 Extract from ‘Juice Box and Scandal’ by Hazel D. Campbell. Originally published by LMH Publishing Ltd. © Hazel D. Campbell 1992. Reprinted with permission of LMH Publishing Ltd; P 165 ‘Aximu’s Awakening’ by Pamela C. Mordecai. Published in Under the Moon and Over the Sea: A Collection of Caribbean Poems by Candlewick Press. © Pamela C. Mordecai. Reprinted with permission of the author; P 179 Come On Into My Tropical Garden © Grace Nichols 1986. Reproduced with permission of Curtis Brown Group Ltd, London on behalf of Grace Nichols; P 181 Extract from ‘A Cow Called Boy’ by C. Everard Palmer. Copyright © C. Everard Palmer 1973. Reproduced with the permission of Scholastic Ltd All Rights Reserved.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

Printed and bound in Dubai

2022 2021 2020 2019 2018 10 9 8 7 6 5 4 3 2 1

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PageHow to Use this Book 4Scope and Sequence 6

Term 1Culture and Heritage: Road to IndependenceUnit 1 Ballad of ’69 poem 8Unit 2 Talking Independence interview 15Unit 3 Independence Day story 21Unit 4 Jamaica Festival website 28Assessment 1 Liberty Hall email and flyer 35

The Physical Environment: LandformsUnit 5 Mount Diablo story 41Unit 6 The Birthday Outing letter and email 48Unit 7 Bush Fire Alert non-fiction 55Unit 8 The Earthquake story 62Assessment 2 Underwater Volcano is Alive and Kicking! online news 69

Term 2 Energy and Matter: Light and SoundUnit 9 Light and Colour information 75Unit 10 Afraid of the Dark story 82Unit 11 Letter to the Ministry formal letter 89Unit 12 Sun is Laughing / Silver poems 96Assessment 3 What is Sound? poem and non-fiction 103

Exploring Science and the Environment: The Human Body SystemUnit 13 Kidneys: A Major Organ information 109Unit 14 The Fun Run story 116Unit 15 Match Report report and non-fiction 123Unit 16 A Challenging Life Story story 130Assessment 4 Benefits of Sport for Children poem and non-fiction 137

Term 3Diversity, Sustainability and Interdependence: In Nature and Society Unit 17 Back to Africa poem 143Unit 18 Co-operation play 149Unit 19 No Dirty up Jamaica story 156Unit 20 Cultures which Shape Jamaica non-fiction 163Assessment 5 Aximu’s Awakening poem 169

Practice Test 175Strategies and Graphic Organisers 183RAFTs: Preparation for Writing 187Editing Checklist 188The Writing Process 189Glossary of Grammar Terms 190Skills Index 191

Contents

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Modelled on the Jamaican National Standards Curriculum (NSC), Language Tree Jamaica Second Edition Level 6 follows an integrated, themed approach that ensures balanced and progressive teaching of all the language arts strands, in every unit. Key 21st century skills (critical thinking, creativity, communication and collaboration) are placed at the heart of the course, preparing students for real life as well as equipping them with tools that can be applied across the STEM subjects.

For the most comprehensive learning experience, this Student’s Book can be used in conjunction with the grade 6 Workbook.

Teaching units Student’s Book 6 is divided into five themes across three terms, which correspond directly to the NSC units for grade 6. There are 20 teaching units, each comprising the following sections:

Get readyEach unit opens with an opportunity to engage students: Lead a class discussion to introduce the reading passage and draw on the students’ experience. Draw attention to the type of text (fiction, non-fiction, etc.) and text features (headings, diagrams, etc.). Introduce key vocabulary.

ReadingWith a strong emphasis on literature throughout, reading passages cover a variety of text types. Students can read independently or take turns to read a section. Encourage students to work out the meaning of unfamiliar vocabulary from the context. Comprehension exercises are modelled on Webb’s Depth of Knowledge, with questions progressing from recalling simple detail (‘right there’) through application and analysis (‘think and search’), to further extended thinking and research (‘on your own’). Questions can be tackled orally or in writing, depending on the needs of students. It may be appropriate to talk through the questions before asking students to write answers to some of them.

How to Use this Book

Speaking and listening This symbol indicates that students work with a partner or in a group, helping to improve communication and collaboration skills. Activities include discussion, planning and roleplay. Move around the class, checking on progress, or work alongside students who find oral work challenging.

This icon indicates a tip or suggestion for the student.

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On-the-page teacher’s notesThere are suggestions for introducing and extending the activities at the bottom of each page. This symbol precedes suggestions and instructions for differentiated instruction. To help with planning, syllabus objectives are highlighted in bold type.

This symbol indicates that a skill is practised further in the Workbook.

AssessmentsSkills are revisited in five ‘Assessment’ units, which help students to evaluate their learning. Use the activities to assess in which areas students need further support.

Graphic organisersStudents are often referred to the appendix of graphic organisers (pages 183–189). These organisers offer vital support for planning and writing texts with differing structures plus flexible tools to support comprehension.Encourage students to regularly reflect on and apply critical thinking to their learning in their Learning Journals, using graphic organisers 1 and 2.

Scope and sequence chart and skills indexThese sections will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus.

Language workTeaching points allow students to explore new concepts and skills, which are then followed by a variety of practice exercises. Work through the examples together before asking students to work on an exercise. Some students can write their answers independently or in pairs. You may need to work orally with other students, writing the answers collaboratively.

Word workExamples of word-level work, such as vocabulary, prefixes or homophones will be found in the reading passage.

WritingSee page 189 for an overview of the writing process that underpins all the writing activities in this Student’s Book. The first stage – getting ideas – is very important. It provides the material for students to work with and sparks creativity. If students miss out this stage they are likely to say, “I don’t know what to write.” You may begin work as a class – brainstorming ideas and useful vocabulary on the board.Some students will be able to complete the writing task on their own or in mixed ability pairs. You may need to support other students by working alongside them, writing a group composition for which you act as a scribe. Sometimes there are two writing activities at the end of a unit. Choose the one most suited to the needs of your class. One may be done as a collaborative writing task involving the whole class.

This feature supports the integration of technology into students’ learning, ensuring ICT attainment targets are met.

WB6 p127

DA

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Unit Speaking and listening

Reading and comprehension

Language Word work Study skills/IT Writing

Culture and Heritage: Road to Independence

1 page 8

Choral reading Scanning Context clues Inferences Text features

Noun types: common, proper, collective, abstract

Antonyms Synonyms Plurals

Learning Journal IT: create a word bank

1 Summary 2 Write from a

different point of view

2 page 15

Interview Role play

Question–answer relationships

Adjectives Adjectival phrases

Abbreviations Homophones

IT: online research Key words and note-taking

Descriptive writing

3 page 21

Compare and contrast

Express preferences Make inferences

Personal pronouns Compare SJE and JC Sentence types

Interjections Venn diagram Compare and contrast IT: add images to text

1 Writing prompts 2 Compare

and contrast composition

4 page 28

Fact and opinion Discussion Communication protocol

Layout Text features Skim text

Subject and predicate Simple present tense Indefinite pronouns

Spelling tips IT: text features of a website Research and make notes

Paragraphs Non-fiction report

Assessment 1 page 35

Email and flyerVocabulary

Nouns, sentences Adjectives / adjectival phrases Subject-verb-object Pronouns Present tense Subject–verb agreement Abbreviations Synonyms and antonyms

Report

The Physical Environment: Landforms

5 page 41

Dramatise / role play Use of SJE and JC

Prediction Character traits Directed reading Thinking activity

Comparative and superlative adjectives Possessive nouns Possessive pronouns and adjectives

Homographs IT: create word bank Write an ending Create characters Use graphic organiser and story elements

6 page 48

Discuss places to visit in Jamaica Make a presentation

Fact / opinion Audience / purpose Text elements

Clauses, phrases Co-ordinating and subordinating conjunctions Simple, compound and complex sentences

Transitional / signal words

IT: online research Video presentation

1 Compare and contrast composition

2 Friendly letter

7 page 55

Give advice – group discussion

KLM chart Text organisation and structure Main idea / paragraphs Text features Fact / fiction Cause and effect Problem / solution

Present and past continuous tenses

Root Words Prefixes / Suffixes

Contents list Index IT: make documentary video

Letter to a newspaper Paragraphs Main idea and supporting details

8 page 62

Summarise story Discuss earthquake preparedness

Access prior knowledgeMake inferences

Simple past tense Irregular verbs Construct questions

Contractions IT: draft and revise onscreen Online research

Story, using story

map

Assessment 2 page 69

Hypothesise Express preferences

Comparative and superlative adjectives Present and past continuous tenses Simple past tense Conjunctions Contractions prefixes / suffixes

Story, using storyboard or story map

Energy and Matter: Light and Sound

9 page 75

Give instructions / directions

Context clues Cause and effect Text features

Past participle Active and passive voice

Spelling: syllabication ‘i’ before ‘e’

IT: research online and create fact sheet

Instructions

10 page 82

Role play Explore a different viewpoint

Story elements Inference Author’s viewpoint

Direct speech Quotation marks Commas

Silent letters ‘l’, ‘t’, ‘k’ and ‘gh’

IT: post information on class blog

Story including conversation

11 page 89

Group collaboration and presentation

Features of a letter Problem and solution

Adverbs Comparative and superlative adverbs

Parts of speech IT: record presentation Formal letter Expressing an opinion Developing an argument

Scope and Sequence

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Unit Speaking and listening

Reading and comprehension

Language Word work Study skills / IT Writing

12 page 96

Group recital with expression

Features of poetry Compare and contrast poems Express preferences Figurative language Mood QAR – evidence from text

Similes Metaphors Personification Rhyme

Alliteration IT: use online thesaurus Use word processing to revise and edit

1 Review 2 Collaborative

poem

Assessment 3 page 103

Compare poem and expository text Active and passive voice Direct speech – quotation marks Adverbs and comparatives Metaphor and simile

Poem about sound

Exploring Science and the Environment: The Human Body System

13 page 109

Discussion of expository text features

Skimming and scanning KWL chart Summarise information / main facts Diagrams Context clues

Prepositions of time Prepositional phrases

Punctuation: colons, semi-colons, hyphens Interrogative and negative sentences

IT: create KWL chart Digital citizenshipCollaborative research

Group research project and presentation

14 page 116

Collaboration: group discussion and presentation

Scanning Problem and solution Story elements Summarising

Helping verbs Present perfect tense Prepositions of place

Map use IT: create a poster

1 Form filling 2 Advertising poster

using persuasive language

15 page 123

Construct questions Role play a radio interview

Fact / opinion Cause and effect Audience and purpose

Future tense Conditional tense

Reflexive pronouns

Tables and graphs IT: record interview

1 Cause and effect story

2 Sports report

16 page 130

Discuss ways to prevent the spread of germs

Story elements Inference Character analysis

Direct and reported speech

Review of capital letters

IT: research online Digital citizenship

1 Letter of request, using RAFT strategy

2 Story

Assessment 4page 137

Respond to different types of text: chart, article, poem

CommasPrepositionsHelping verbsPresent perfectDirect / reported speechConditional tenseReflexive pronounsPunctuation

1 Write an advertisement for a sporting event

2 Letter of invitation

Diversity, Sustainability and Interdependence: In Nature and Society

17page 143

Debating process SJE and JC usage Express preferences Compare different types of text

Identify tenses Past perfect tense

False homophones

IT: read poem online Revise and edit onscreen

Collaborative poem

18 page 149

Debate regional co-operation

Skimming Prediction Problem and solution Features of a play script Opening sentences

Parts of speech Demonstrative pronouns Demonstrative adjectives

Using a dictionary

IT: post views on class blog

1 Story openings and problem-solution story

2 Write a friendly letter

19 page 156

Use of SJE and JC Interview for vox pop

Character description SJE and JC

Adverbial clauses Modal auxiliaries

Spelling tips IT: record a vox pop Create a poster onscreen

1 Story, using storyboard and character description

2 Report

20 page 163

Class discussion: interdependence of nature and society

Main idea Cause and effect

Relative pronouns Whose / who’s

Compound words Silent letters ‘w’, ‘g’

IT: create word bank Use email

Letter of invitation

Assessment 5page 169

Figurative language Inference

Past perfect Relative pronouns Adverbial clauses

Dictionary skills Interpret table and chart

Story

Scope and Sequence

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