Cool to pierce?

Cool to pierce?

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about using different types of words.
Students' comments on body piercings

 
Read the page of students' comments about body piercing to do the following tasks.
 
a)
Next to each word listed below, write a word or phrase (from the students' comment page) that has a similar meaning. 
 
i)
acceptable  ______________________
 
ii)
 
 thin  ______________________
iii)
get angry      ______________________
 
iv
trouble   ______________________
 
b)
Write the meanings of the following colloquial (informal) words or phrases.
 
 
 i) 
 
ii) 
 
iii)
 you're cool   ___________________________________________________________ 
 
downside    ____________________________________________________________ 
 
dorky            ___________________________________________________________
 
c)
Who or what do the underlined words refer to in each of the following phrases? One has been done for you as an example.
 
 
 i) 
 
ii) 
 
iii) 
 
iv)
 
 People do it to upset their parents.   get pierced     
 
They'd have a cow.  _______________ 
 
You're not allowed any in your nose.  _______________ 
 
It can get infected.  _______________
 
d)
What class of words do "they", "it", and "you" belong to?
 

(A) conjunction     (B) pronoun     (C) noun     (D) adverb
Task administration: 
This task can be completed with pencil and paper.
Copyright: 
Source: 'Body Piercing' by Janice Marriott. Choices – In Fashion, Learning Media Limited.Copyright © Crown, 1996.
Level:
5
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
comprehension, vocabulary, grammar, inference, choices, language features
Description of task: 
A montage of ideas about body piercing is the stimulus for questions that require students to unpack synonyms, colloquial language, and referring words.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • use comprehension strategies
  • recognise language features
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Making sense of text: processing system, sets 6-7
Making sense of text: vocabulary knowledge, sets 7-9
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 
Y10 (11/2000)
a)
i)
ii)
iii)
iv)
OK
Skinny
Freak out, have a cow
Hassle
difficult
very easy
moderate
difficult
b)
i)
ii)
iii)
You know what's going on
The bad side or negative side
Out of place
easy
easy
easy
c)
ii)
iii)
iv) 
Parents
Studs
A piercing
very easy
very easy
easy
d)
  
B
moderate