A Load of Junk

A Load of Junk

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about making inferences.
Read "A load of junk", pages 8-13, School Journal Part 1, Number 4, 1998.
Answer the following questions.

Question 1Change answer

a)  What funny thing happens in this story?

Question 1Change answer

b)  Fill in the chart below to show how each member of the family felt about the new load of junk and how they showed their feelings. The first one has been done for you.
Names How they felt about the new junk How they showed their feelings
Mum Pleased Her eyes sparkled
Dad
The child

Question 1Change answer

c)  i)  What sort of person is Dad?
ii) What does Dad do or say in the story to show he is like this?

Question 1Change answer

d)  In what way does the saying, "One person's junk is another person's treasure," go with this story?

Question 1Change answer

e)   Describe a time from your own life when another person's junk became your treasure.
Task administration: 
This task can be completed with pencil and paper or online (without auto-marking)
 
Equipment: "A load of junk" from pages 8-13 in School Journal Part 1, Number 4, 1998.
Copyright: 
A Load of Junk - Text and images were first published by Learning Media Limited for the Ministry of Education. Copyright © John Lockyer, 1998. Illustrations Copyright Crown, 1998.
 
Source: "A load of junk", from pages 8-13 in School Journal Part 1, Number 4, 1998. Written by John Lockyer with illustrations by Ali Teo.
Level:
2
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
comprehension, inference, School Journal, retrieval chart, character, recycling, SJ-1-4-1998
Description of task: 
A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • use comprehension strategies
  • reflect critically about character
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, set 3
Making sense of text: reading critically, set 2
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

Y4 (10/2000)

a)

  

Any 1 of:

  • They end up taking rubbish from the dump so they didn't end up with more space in the garage.
  • Mum loads junk onto the ute as quickly as Dad unloads it.
  • Mum says Dad's words back to him; "It's not junk. It might come in handy some day."

moderate

b)

  

How Dad felt: Any 1 of:

  • Amused/that it was funny.
  • He didn't really mind.

How Dad showed his feelings: Any 1 of:

  • He said, "I thought we came to the dump to get rid of junk, not get more."
  • He "slapped his forehead and groaned."
  • He laughed.
  • He took the things Mum found home in the car.

 

How the child felt : Amused/that it was funny/she didn't mind. [Do not accept "happy".]

How the child showed her feelings: She laughed.

very difficult 

 

 

difficult

 

 

 

difficult

moderate

c)

i)

Any 1 of:

  • Patient/helpful/accepting/kind.
  • Has a good sense of humour/happy.
  • Hard working.
  • A person who likes collecting things.
  • A person who knows what's going on/what he's doing.

moderate
 

ii)

Any 1 of the following if it is consistent with the student's answer in c)i).

  • He helped Mum take her junk to the dump.
  • He worked hard unloading junk at the dump.
  • He laughed at Mum's new pile of junk.
  • He tied Mum's new junk on to the ute and took it home.

difficult
d)   Any 1 of:

  • The things Mum got from the dump were treasures to her but they were other people's junk/junk in Dad's opinion.
  • At the beginning of the story Mum thought the things in the garage were junk but Dad wanted to keep them.
  • Accept also more general statements such as, "What one person thinks is rubbish is valuable to someone else."
 difficult
e)   Accept any example in which the student got something that someone else didn't value but they did. difficult