790 to 1066 AD was known as the ‘Viking Age’ in European history. The Vikings were
seafaring people from Scandinavia who, throughout the Viking Age, explored, raided,
traded and settled in many areas throughout the Atlantic, Europe and Asia. The word
‘Viking’ roughly translates to ‘a pirate raid’ in Old Norse language.
To determine the subject of a
sentence, first isolate the verb.
Then question who or what is
performing that action – your
answer will be the subject.
Tip
Being able to correctly identify various parts of a sentence is an important skill that helps
you comprehend meaning. In each of the sentences below, identify the subject – who or
what the sentence is about –and write your answers on the lines provided. Q1
Every complete sentence contains two parts: a subject and a predicate. A predicate is a
phrase that tells you something about the subject, e.g. Judy runs on the beach. Identify
the predicates in each of the sentences from Question One, and write them below. Q2
1) 2) 3) 4) 5) 6)
1) 2)
In 793 AD, the Vikings invaded the holy island of Lindisfarne. The Christian monastery was the focus of the attack, as it kept valuable treasures such as gold, jewels and books. The monastery also kept food, drink, clothes, tools and cattle – all of which could be plundered by the Vikings. The monks in the monasteries had no weapons, so were an easy target. Also, the Vikings were pagans – people who believed in many gods – so raiding a Christian church did not bother them. This event marked the beginning of the ‘Viking Age’.
SAMPLE
There are three types of conjunctions: coordinating (e.g. ‘and’, ‘but’, ‘so’, ‘nor’), correlative
(e.g. ‘either…or’, ‘both…and’) and subordinating (‘if’, ‘since’, ‘because’, ‘although’).
Complete the following sentences with the correct conjunction. Q3
Word list:
Subject, predicate, conjunction, object, clause, phrase, noun, verb, adjective, adverb, preposition, pronoun, Scandinavia, conquest, expansion, longship, raid, weapons, warfare
Complete the following word search. Words may be forwards, backwards or diagonal! Q4
3) 4) 5)
6)
Pagans worshipped a pantheon of many gods goddesses.
Originally, Vikings were pagans, eventually converted to Christianity.
Scandinavian kingdoms did not have a central church, were their religious traditions written
down.
Due to this, Viking religion was highly personalised varied from one place to
another.
Warriors could end up in Valhalla – a sort of warrior heaven – they died nobly in battle.
A prominent Viking funeral tradition was that of a ship burial, where the deceased were laid in a boat,
given offerings, and then buried under piles of stone and soil, some were simply cremated.
No women could become Viking warriors Scandinavian society was primarily patriarchal.
SAMPLE
The Vikings designed a type of vessel called a longship, which was slender, quick
under sail and nimble when rowed. This unique design allowed for Viking raiders to
successfully pillage coastal villages and monasteries throughout the Northern Atlantic, as
raiding parties could arrive silently without warning, raid the settlement and slip away
before a defence could be mounted. As many as one hundred men and several horses
could be carried on the largest vessels.
‘The Vikings raided the village.’
is an example of a simple
sentence.
Tip
A simple sentence – also called an independent clause – contains a subject, predicate,
and expresses a complete thought. In the space below, write five sentences about Vikings
that you believe would classify as simple sentences. Q1
A compound sentence contains two simples sentences (independent clauses) joined by a
coordinating conjunction. Complete the following sentences by circling the correct
conjunction from the options provided, then use the key to reveal the hidden word. Q2
1. Most Vikings were good sailors, and/for/but/nor/yet/so/or they grew up close to fjords and rivers.
2. Viking ships had strong sails made from wool or linen, and/for/but/nor/yet/so/or also had oars so that the ship could be rowed when there was no wind.
3. The Vikings gave their ships elaborate names, and/for/but/nor/yet/so/or decorated them with fine wooden carvings.
4. The Vikings pillaged monasteries in Ireland throughout the 800s, and/for/but/nor/yet/so/or were driven out in 900.
5. Sea chests on Viking ships were either
used to store personal belongings and/for/but/nor/yet/so/or to sit on when rowing.
6. It’s not known what factors drove the Viking expansion, and/for/but/nor/yet/so/or is it clear why they chose to expand overseas rather than into the Scandinavian Peninsula.
7. The word ‘viking’ means ‘a pirate raid’ in Old Norse language, and/for/but/nor/yet/so/or those who were going raiding on a ship were said to be ‘going Viking’.
Key: • and = k • for = v • but = i • nor = g
• yet = e • so = s • or = n
Fill in the boxes with the letters that correspond to the conjunctions used – in order – in the sentences above.
SAMPLE
! Using your understanding of sentence structure and Viking general knowledge, complete
the crossword below. If necessary, you can refer back to previous questions to assist you. Q4
Complex sentences contain both an independent and dependent clause. Dependent
clauses do not express a complete thought, and begin with a subordinating conjunction
(e.g. because, since, although). Circle the dependent clause in each sentence below. Q3
The Viking warriors are training because they have a battle tomorrow.
After they finished training, the Viking warriors enjoyed a large feast.
I need to build a shelter since it looks like a storm is coming.
The mother nursed the baby after she noticed it was hungry.
When she went to the markets, she forgot to buy milk.
Across 4. ‘And’ is an example of a subordinating conjunction – true or false? 7. Independent clauses express a ___ thought. 8. Compound sentences contain two independent clauses joined by a ___ conjunction. 9. Conjunctions in a compound sentence are almost always preceded by a ___ . 10. ‘But’ is an example of a coordinating conjunction – true or false? 12. A ___ joins phrases, words and sentences together. 13. The word ‘Viking’ translates to ‘sea explorers’ in Old Norse language – true or false?
Down 1. A complex sentence contains an independent clause and a ___ clause. 2. Dependent clauses begin with a ___ conjunction. 3. A simple sentence contains a subject and a ___ . 5. The boats built by Vikings were called ___ . 6. The Vikings originated from ___ . 7. The Vikings often raided ___ because the unarmed monks were easy targets. 11. When writing speech you must use … marks. 12. The first word of a sentence must begin with a ___ letter.
SAMPLE
Raiding Riches: Rules • There are four teams in this game. To decide which team goes first, one person from each must draw a
number out of a hat. The team that picks the lowest number goes first. • There are four categories of questions, ranging in difficulty level and reward money, that your teacher
will have prepared. The easy questions are worth $150, the intermediate questions are worth $250, the hard questions are worth $350 and the very hard questions are worth $500.
• When it is a team’s turn, they must decide which category of question they would like to attempt. If they get the question correct, the reward money is added to their tally and it is the next team’s turn. However, if they get the question incorrect, the other teams have a chance at guessing. The first team to generate the answer will receive the reward money.
• Each question category can only be selected a maximum of four times (by any of the teams) before it becomes locked.
• Once all the questions have been used up (16 in total), the team with the highest total of money is the winner.
My team is called: Rewards earned:
A Viking raiding party has just returned with a huge chest full of gold coins. To
decide on how to divide up the the riches, they are going to play a game.
Use the space below to write team notes, question answers, and to track your score. !
Organise your class into four teams. The people in each team will work together to
answer the game questions. Read through the game instructions below, then begin the
game, as facilitated by your teacher. Q1
SAMPLE
Firstly, thank you for your support of Mighty Minds and our resources. We endeavour to create high-
quality 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 email 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 [email protected] and we’ll get back to you as soon as we
can.
SAMPLE
Please note: any activity that is not completed during class time may be set for homework or
undertaken at a later date.
‘Vicious Vikings’, ‘Conquering the Atlantic’ and ‘Raiding
Riches!’
• Activity Description: • In this activity, students are given a variety of questions that test their knowledge of
sentence structure, specifically how to identify parts of a sentence, the correct use of
different conjunctions and the conventions of various sentence types.
• In ‘Vicious Vikings’, students are required to identify the subject and predicate in various
sentences, select the correct conjunctions and complete a word search.
• ‘Conquering the Atlantic’ asks students to answer questions relating to three sentence
types – simple, compound and complex – as well as complete a crossword.
• Finally, ‘Raiding Riches!’ requires students to participate in a game where they answer a
variety of questions on sentence structure as teams to gain rewards.
• Purpose of Activity: • The purpose of this activity is to develop and enhance students’
understanding of sentence structure through a variety of Viking-themed
questions.
• KLAs: • English, History
• CCEs: • Recognising letters, words and other symbols (α1)
• Recalling/ remembering (α3)
• Interpreting the meaning of words or other symbols (α4)
• Structuring/ organising extended written text (β21)
• Generalising from information (β38)
• Using correct spelling, punctuation, grammar (π9)
• Using vocabulary appropriate to a context (π10)
• 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...
Item Description
SAMPLE
…This Item Description is continued from the previous page.
‘Vicious Vikings’, ‘Conquering the Atlantic’ and ‘Raiding
Riches!’
• Teaching Notes: • It is not necessary for students to have a significant amount of background knowledge
about sentence structure, as most of the information that they need is provided for them.
However, some of the explanations are very brief and some students may struggle to apply
this to answering the question without further information. If this is the case, further
explanations and examples may be necessary.
• The third worksheet, ‘Raiding Riches!’, is a game that must be facilitated by the teacher, as
students are not provided with questions. Keep in mind that it is unable to be completed by
students independently, however questions have been provided for the teacher to ask in
the Teacher’s Answers section.
• Follow Up/ Class Discussion Questions: • What legacy did the Vikings leave? Examples of this could include their unique ship-
building skills and Beowulf.
• How are Vikings perceived today? How are they perceived in popular culture?
Item Description – continued
SAMPLE
The Vikings
The Christian monastery
The monastery
The monks in the monasteries
The Vikings
This event
790 to 1066 AD was known as the ‘Viking Age’ in European history. The Vikings were
seafaring people from Scandinavia who, throughout the Viking Age, explored, raided,
traded and settled in many areas throughout the Atlantic, Europe and Asia. The word
‘Viking’ roughly translates to ‘a pirate raid’ in Old Norse language.
To determine the subject of a
sentence, first isolate the verb.
Then question who or what is
performing that action – your
answer will be the subject.
Tip
Being able to correctly identify various parts of a sentence is an important skill that helps
you comprehend meaning. In each of the sentences below, identify the subject – who or
what the sentence is about –and write your answers on the lines provided. Q1
Every complete sentence contains two parts: a subject and a predicate. A predicate is a
phrase that tells you something about the subject, e.g. Judy runs on the beach. Identify
the predicates in each of the sentences from Question One, and write them below. Q2
invaded the holy island of Lindisfarne
was the focus of the attack, as it kept valuable treasures
1) 2) 3) 4) 5) 6)
1) 2)
In 793 AD, the Vikings invaded the holy island of Lindisfarne. The Christian monastery was the focus of the attack, as it kept valuable treasures such as gold, jewels and books. The monastery also kept food, drink, clothes, tools and cattle – all of which could be plundered by the Vikings. The monks in the monasteries had no weapons, so were an easy target. Also, the Vikings were pagans – people who believed in many gods – so raiding a Christian church did not bother them. This event marked the beginning of the ‘Viking Age’.
SAMPLE
Pagans worshipped a pantheon of many gods goddesses.
Originally, Vikings were pagans, eventually converted to Christianity.
Scandinavian kingdoms did not have a central church, were their religious traditions written
down.
Due to this, Viking religion was highly personalised varied from one place to
another.
Warriors could end up in Valhalla – a sort of warrior heaven – they died nobly in battle.
A prominent Viking funeral tradition was that of a ship burial, where the deceased were laid in a boat,
given offerings, and then buried under piles of stone and soil, some were simply cremated.
No women could become Viking warriors Scandinavian society was primarily patriarchal.
There are three types of conjunctions: coordinating (e.g. ‘and’, ‘but’, ‘so’, ‘nor’), correlative
(e.g. ‘either…or’, ‘both…and’) and subordinating (‘if’, ‘since’, ‘because’, ‘although’).
Complete the following sentences with the correct conjunction. Q3
also kept food, drink, clothes, tools and cattle… plundered by the Vikings
had no weapons, so were an easy target
were pagans… so raiding a Christian church did not bother them
marked the beginning of the ‘Viking Age’
Word list:
Subject, predicate, conjunction, object, clause, phrase, noun, verb, adjective, adverb, preposition, pronoun, Scandinavia, conquest, expansion, longship, raid, weapons, warfare
Complete the following word search. Words may be forwards, backwards or diagonal! Q4
and
although
since
if
but
nor
both and
3) 4) 5)
6)
SAMPLE
Vicious Vikings
Question One:
In this question, students were required to identify the subject in each of the sentences provided.
They were informed that the subject is who or what that sentence is about and were given the
following useful tip: to determine the subject of a sentence, first isolate the verb, then question who or
what is performing that action and your answer will be the subject. Students may or may not have
needed to employ this strategy. The correct responses are shown below:
Model response:
In 793 AD, the Vikings1 invaded the holy island of Lindisfarne. The Christian monastery2 was
the focus of the attack, as it kept valuable treasures such as gold, jewels and books. The
monastery3 also kept food, drink, clothes, tools and cattle – all of which could be plundered by
the Vikings. The monks in the monasteries4 had no weapons, so it was an easy target. Also,
the Vikings5 were pagans – people who believed in many gods – so raiding a Christian church
did not bother them. This event6 marked the beginning of the ‘Viking Age’.
1The Vikings 2The Christian monastery 3The monastery 4The monks in the monasteries 5The Vikings 6This event
Question Two:
In this question, students were informed that every complete sentence contains two parts: a subject
and a predicate, a predicate being a phrase that tells you something about the subject. They were
required to identify and rewrite the predicates in the sentences from Question One, which should
have been relatively easy considering the subject had already been identified.
Model response:
In 793 AD, the Vikings invaded the holy island of Lindisfarne1. The Christian monastery was
the focus of the attack, as it kept valuable treasures such as gold, jewels and books2. The
monastery also kept food, drink, clothes, tools and cattle – all of which could be plundered by
the Vikings3. The monks in the monasteries had no weapons, so were an easy target4. Also,
the Vikings were pagans – people who believed in many gods – so raiding a Christian church
did not bother them5. This event marked the beginning of the ‘Viking Age’ 6.
1invaded the holy island of Lindisfarne 2was the focus of the attack, as it kept valuable treasures…
This answer guide is continued on the next page...
SAMPLE
...This answer guide is continued from the previous page.
3also kept food, drink, clothes, tools and cattle… plundered by the Vikings 4had no weapons, so were an easy target 5were pagans… so raiding a Christian church did not bother them 6marked the beginning of the ‘Viking Age’
Question Three:
Question Three asked students to complete the provided sentences with the correct conjunction.
They were informed that conjunctions are words used to connect clauses or sentences and that there
are three types: coordinating (e.g. and, but, so, nor), correlative (e.g. either…or, both…and) and
subordinating (e.g. if, since, because, although). Students should have been able to identify which
conjunction type was most appropriate to complete the sentences.
Model response:
• Pagans worshipped a pantheon of many gods and goddesses.
o coordinating conjunction
• Originally, Vikings were pagans, but eventually converted to Christianity.
o coordinating conjunction
• Scandinavian kingdoms did not have a central church, nor were their religious traditions
written down.
o coordinating conjunction
• Due to this, Viking religion was both highly personalised and varied from one place to
another.
o correlative conjunction
• Warriors could end up in Valhalla – a sort of warrior heaven – if they died nobly in battle.
o subordinating conjunction
• A prominent Viking funeral tradition was that of a ship burial, where the deceased were laid
in a boat, given offerings, and then buried under piles of stone and soil, although some
were simply cremated.
o subordinating conjunction
• No women could become Viking warriors since Scandinavian society was primarily
patriarchal
o subordinating conjunction
Question Four:
In this question, students were asked to complete a word search. This was intended simply to be a
fun concluding activity that would cement vocabulary from the worksheet in the students’ minds. They
were informed that words could be located forwards, backwards or diagonal. The correctly completed
word search, with all of the words identified, can be seen on the following page:
This answer guide is continued on the next page...
SAMPLE
1. Most Vikings were good sailors, and/for/but/nor/yet/so/or they grew up close to fjords and rivers.
2. Viking ships had strong sails made from wool or linen, and/for/but/nor/yet/so/or also had oars so that the ship could be rowed when there was no wind.
3. The Vikings gave their ships elaborate names, and/for/but/nor/yet/so/or decorated them with fine wooden carvings.
4. The Vikings pillaged monasteries in Ireland throughout the 800s, and/for/but/nor/yet/so/or were driven out in 900.
The Vikings designed a type of vessel called a longship, which was slender, quick
under sail and nimble when rowed. This unique design allowed for Viking raiders to
successfully pillage coastal villages and monasteries throughout the Northern Atlantic, as
raiding parties could arrive silently without warning, raid the settlement, and slip away
before a defence could be mounted. As many as one hundred men and several horses
could be carried on the largest vessels.
‘The Vikings raided the village.’
is an example of a simple
sentence.
Tip
A simple sentence – also called an independent clause – contains a subject, predicate,
and expresses a complete thought. In the space below, write five sentences about Vikings
that you believe would classify as simple sentences. Q1
1. The Vikings’ homeland was Scandinavia.
2. The ‘Viking Age’ was from approximately 790 to 1066 AD.
3. Vikings were skilled craftsmen and boat-builders.
4. They explored, raided and traded throughout Europe and Asia.
5. More than 200,000 people left Scandinavia to settle in other lands.
A compound sentence contains two simples sentences (independent clauses) joined by a
coordinating conjunction. Complete the following sentences by circling the correct
conjunction from the options provided, then use the key to reveal the hidden word. Q2
5. Sea chests on Viking ships were either
used to store personal belongings and/for/but/nor/yet/so/or to sit on when rowing.
6. It’s not known what factors drove the Viking expansion, and/for/but/nor/yet/so/or is it clear why they chose to expand overseas rather than into the Scandinavian Peninsula.
7. The word ‘viking’ means ‘a pirate raid’ in Old Norse language, and/for/but/nor/yet/so/or those who were going raiding on a ship were said to be ‘going Viking’.
Key: • and = k • for = v • but = i • nor = g
• yet = e • so = s • or = n
Fill in the boxes with the letters that correspond to the conjunctions used – in order – in the sentences above.
V I K I N G S
SAMPLE
! Using your understanding of sentence structure and Viking general knowledge, complete
the crossword below. If necessary, you can refer back to previous questions to assist you. Q4
Complex sentences contain both an independent and dependent clause. Dependent
clauses do not express a complete thought, and begin with a subordinating conjunction
(e.g. because, since, although). Circle the dependent clause in each sentence below. Q3
F A L S E
C O M P L E T E C O O R D I N A T I N G
C O N J U N C T I O N
C O M M A
T R U E
F A L S E
D
D
P
N
T
E
T
I
N G
A
R
I
D
B
U
S P
R
E
I
C
A
T
E
G
S
H
I
P
S
L
O
N
A
V
I
A
N
D
O
T
A
T
I
O
N
S
Q
A
P
I
T
O
C
H
E
S
H
U
The Viking warriors are training because they have a battle tomorrow.
After they finished training, the Viking warriors enjoyed a large feast.
I need to build a shelter since it looks like a storm is coming.
The mother nursed the baby after she noticed it was hungry.
When she went to the markets, she forgot to buy milk.
Across 4. ‘And’ is an example of a subordinating conjunction – true or false? 7. Independent clauses express a ___ thought. 8. Compound sentences contain two independent clauses joined by a ___ conjunction. 9. Conjunctions in a compound sentence are almost always preceded by a ___ . 10. ‘But’ is an example of a coordinating conjunction – true or false? 12. A ___ joins phrases, words and sentences together. 13. The word ‘Viking’ translates to ‘sea explorers’ in Old Norse language – true or false?
Down 1. A complex sentence contains an independent clause and a ___ clause. 2. Dependent clauses begin with a ___ conjunction. 3. A simple sentence contains a subject and a ___ . 5. The boats built by Vikings were called ___ . 6. The Vikings originated from ___ . 7. The Vikings often raided ___ because the unarmed monks were easy targets. 11. When writing speech you must use … marks. 12. The first word of a sentence must begin with a ___ letter.
F A L S E
C O M P L E T E C O O R D I N A T I N G
C O M M A
T R U E
C O N J U N C T I O N
F A L S E
D
P
N
D
E
T
S
U
B
R
D
I
A
T
I
N
G
P
R
E
I
C
A
T
E
L
O
G
S
H
I
P
S
S
N
D
N
A
V
I
A
H
U
C H
E
S
Q
O
T
A
T
I
O
N
A
P
I
T
A
SAMPLE
Conquering the Atlantic
Question One:
In this question, students were informed that a simple sentence – also called an independent clause
– contains a subject, a predicate and expresses a complete thought. To demonstrate their
understanding of simple sentences, they were required to write five sentences about Vikings that they
believed would classify as ‘simple’. The example given was ‘The Vikings raided the village’. The
model answers are shown below, although students’ answers will vary.
Model response:
1. The Vikings’ homeland was Scandinavia.
2. The ‘Viking Age’ was from approximately 790 to 1066 AD.
3. Vikings were skilled craftsmen and boat-builders.
4. They explored, raided and traded throughout Europe and Asia.
5. More than 200,000 people left Scandinavia to settle in other lands.
Question Two:
Question Two introduced students to compound sentences – sentences that contain two simple
sentences (independent clauses) joined by a coordinating conjunction. They were asked to complete
various sentences with the correct coordinating conjunction from the options provided, the options
being and, for, but, nor, yet, so and or. Once they had completed this, they had to use a key to reveal
a hidden word, which would only work if their answers were accurate. The correct answer in each
sentence has been underlined.
Model response:
1. Most Vikings were good sailors, and/for/but/nor/yet/so/or they grew up close to fjords and
rivers.
2. Viking ships had strong sails made from wool or linen, and/for/but/nor/yet/so/or also had
oars so that the ship could be rowed when there was no wind.
3. The Vikings gave their ships elaborate names, and/for/but/nor/yet/so/or decorated them
with fine wooden carvings.
4. The Vikings pillaged monasteries in Ireland throughout the 800s, and/for/but/nor/yet/so/or
were driven out in 900.
5. Sea chests on Viking ships were either used to store personal belongings
and/for/but/nor/yet/so/or to sit on when rowing.
6. It’s not known what factors drove the Viking expansion, and/for/but/nor/yet/so/or is it clear
why they chose to expand overseas rather than into the Scandinavian Peninsula.
7. The word ‘Viking’ means ‘a pirate raid’ in Old Norse language, and/for/but/nor/yet/so/or
those who were going raiding on a ship were said to be ‘going Viking’.
If students had completed each question correctly, they should have revealed the hidden word to be
‘VIKINGS’ using the key provided.
This answer guide is continued on the next page...
SAMPLE
...This answer guide is continued from the previous page.
Question Three:
In this question, students were informed that complex sentences are sentences that contain both an
independent and dependent clause. It was explained to them that dependent clauses do not express
a complete thought, and begin with a subordinating conjunction (e.g. because, since, although).
Using this information, students were asked to identify the dependent clause in each of the sentences
provided.
Model response:
The Viking warriors are training because they have a battle tomorrow.
After they finished training, the Viking warriors enjoyed a large feast.
I need to build a shelter since it looks like a storm is coming.
The mother nursed the baby after she noticed it was hungry.
When she went to the markets, she forgot to buy milk.
Notice that complex sentences can be written in two formats: dependent clause, independent clause
or independent clause, dependent clause. To identify whether or not the dependent clause had been
written first, students should have looked for the subordinating conjunction (e.g. because, since, after,
although, when) that is always written before it.
Question Four:
This question required students to use their understanding of sentence structure and Viking general
knowledge to complete a crossword. They were encouraged to refer to previous questions, both in
this worksheet and the previous one, to assist them if necessary. The crossword clues, with their
corresponding answers, are provided below.
Correct answers:
Across
4. ‘And’ is an example of a subordinating conjunction – true or false? False
7. Independent clauses express a complete thought.
8. Compound sentences contain two independent clauses joined by a coordinating
conjunction.
9. Conjunctions in a compound sentence are almost always preceded by a comma.
10. ‘But’ is an example of a coordinating conjunction – true or false? True
12. A conjunction joins phrases, words and sentences together.
13. The word ‘Viking’ translates to ‘sea explorers’ in Old Norse language – true or false?
False This answer guide is continued on the next page...
SAMPLE
...This answer guide is continued from the previous page.
Down
1. A complex sentence contains an independent clause and a dependent clause.
2. Dependent clauses begin with a subordinating conjunction.
3. A simple sentence contains a subject and a predicate.
5. The boats built by Vikings were called longships.
6. The Vikings originated from Scandinavia.
7. The Vikings often raided churches because the unarmed monks were easy targets.
11. When writing speech you must use quotation marks.
12. The first word of a sentence must begin with a capital letter.
SAMPLE
Raiding Riches: Rules • There are four teams in this game. To decide which team goes first, one person from each must draw a
number out of a hat. The team that picks the lowest number goes first. • There are four categories of questions, ranging in difficulty level and reward money, that your teacher
will have prepared. The easy questions are worth $150, the intermediate questions are worth $250, the hard questions are worth $350 and the very hard questions are worth $500.
• When it is a team’s turn, they must decide which category of question they would like to attempt. If they get the question correct, the reward money is added to their tally and it is the next team’s turn. However, if they get the question incorrect, the other teams have a chance at guessing. The first team to generate the answer will receive the reward money.
• Each question category can only be selected a maximum of four times (by any of the teams) before it becomes locked.
• Once all the questions have been used up (16 in total), the team with the highest total of money is the winner.
My team is called: Rewards earned:
A Viking raiding party has just returned with a huge chest full of gold coins. To
decide on how to divide up the the riches, they are going to play a game.
Use the space below to write team notes, question answers, and to track your score. !
Organise your class into four teams. The people in each team will work together to
answer the game questions. Read through the game instructions below, then begin the
game, as facilitated by your teacher. Q1
The Pirates!
$150 for an easy question
$150 for an easy question
$350 for a hard question
Total = $650!
The Vikings attacked the village and raided the Christian Monastery.
Subject! Predicate
The Viking longships swiftly crossed the turbulent river.
Must be a simple sentence – it is a complete thought (independent clause) and does not
have any conjunctions!
SAMPLE
Raiding Riches!
Question One:
This activity involved students playing a game. In order for this to be successful, it must be facilitated
by the teacher, as the teacher must ask the questions. To understand what the teacher was required
to do, read through the instructions below.
How to conduct the game:
1. Organise your class into four even teams.
2. To decide which team goes first, select one person from each team to draw a number out of a hat. The team that picks the lowest number goes first.
3. There are 4 categories of questions, ranging in difficulty level and reward money. The
easy questions are worth $150, the intermediate questions are worth $250, the hard
questions are worth $350, and the very hard questions are worth $500.
4. When it is a team’s turn, they must decide which category of question they would like to
attempt. Once they have chosen a category, you must read out a question from that
category (see questions and answers below).
5. If they get the question correct, the reward money is added to their tally and it is the next
team’s turn. However, if they get the question incorrect, the other teams have a chance at
guessing. The first team to generate the answer will receive the reward money.
6. Each question category can only be selected a maximum of 4 times (by any of the teams)
before it becomes locked. This is because there are only 4 questions in each category.
7. Once all the questions have been used up (16 in total), the team with the highest total of
money is the winner.
Questions to use in the game:
Easy category (each question worth $150)
1. Identify the subject in the following sentence: The Vikings attacked the village and raided
the Christian Monastery.
• Answer: The Vikings
2. Is this type of sentence simple, compound of complex? The Viking longships swiftly
crossed the turbulent river.
• Answer: Simple
3. What is a simple sentence also called?
• Answer: An independent clause.
4. Give an example of a compound sentence.
• Example of an answer: The computer crashed, so I lost all of my work.
Intermediate category (each question worth $250)
1. Name the three types of conjunctions.
• Answer: Coordinating, correlative and subordinating
2. What type of sentence is this – simple, compound or complex? The company grew quickly
while the economy was good.
• Answer: Complex
This answer guide is continued on the next page...
SAMPLE
...This answer guide is continued from the previous page.
3. Give three examples of coordinating conjunctions.
• Possible answers: and, but, or, yet, for, nor, so
4. Give three examples of subordinating conjunctions.
• Possible answers: if, since, because, although, as, unless, where, after, once
There are more possible answers for subordinating conjunctions
Hard category (each question worth $350)
1. What type of sentence contains both an independent and dependent clause?
• Answer: A complex sentence.
2. Define predicate:
• Model answer: The part of a sentence or clause containing a verb and stating
something about the subject.
3. Dependent clauses always begin with what type of conjunction?
• Answer: A subordinating conjunction.
4. Give two examples of correlative conjunctions.
• Possible answers: both … and, either … or, neither … nor, not … but, not only …
but also, whether…or, as…as, such…that, scarcely…when, as many…as, no
sooner…than, rather…than.
Very hard category (each question worth $500)
1. Explain, in detail, what a compound sentence contains and provide an example.
• Answer: A compound sentence contains two simple sentences/independent
clauses joined by a coordinating conjunction. Example: I like bananas, but my
friend likes strawberries.
2. Give two examples of compound sentences that use correlative conjunctions.
• Possible answer: 1) I neither know nor care what has happened to him. 2) The
boy can neither read nor write.
3. Explain, in detail, what a complex sentence contains and provide an example.
• Possible answer: A complex sentence contains an independent clause and one or
more dependent clauses beginning with a subordinating conjunction. Example:
We visited the museum before it closed.
4. Add a conjunction and a dependent clause to the following simple sentence to make it
into a complex sentence: Joe realised that the train was late. Then, transform the
sentence again so that it includes a correlative conjunction.
• Possible answer: 1) While he waited at the train station, Joe realised that the train
was late. 2) While he waited at the train station, not only did Joe realise that the
train was late, but also that he had forgotten his schoolbag.
SAMPLE