mini literacy unit - stage...

STAGE THREE

MINI LITERACY UNIT TERM 2

Unit Overview

Connection Focus

The unit has included many opportunities for students to use creative and critical thinking, the basis of being a successful 21st Century learner. By giving a balance of both facilitative and directive teaching, the students will be able to problem solve and create by sorting through knowledge. Discussing the purpose of texts and asking why is encouraged in order to discuss how information has been portrayed about the topic. The focus of this unit has been formed around our continuing commemoration of The Anzacs in our local and wider communities. The unit will give students opportunities to develop their knowledge and understandings of why we, Australians and New Zealanders, remember the men, boys and women who sacrificed their lives to join the armed forces in World War One and Two.

Students will engage with a variety of formal and informal information that will aim to develop their historical understanding. Resources used throughout the unit will support the development of the students knowledge and understanding and will support them to achieve within the content criteria: The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) and Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems (ACHHK063).

Throughout the unit there will be two key inquiry questions that the students will be focusing on. The first question will be identified while the students develop their knowledge and understanding of the Anzacs: “What is the nature of the contribution made by these individuals”. The second key inquiry question, “How and why do people choose to remember significant events of the past”, will require greater depth of study and some reflection. These key curriculum inquiry questions will be broken down into smaller parts:

1. What is Anzac?

2. Why it's so important we remember them?

3. Why and how do we commemorate Anzac day?

4. What are significant emblems and symbols of ANZAC day?

Students will be engaged in:

Students will be engaged in:

• locating and recalling information

• critical and creative thinking

• completing comprehension questions

• think deeply and expressing verbally

• making logical connections

• interpreting graphics and images

Cross-‐Curriculum Priorities:

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy*

Numeracy

Personal and social capability

History Outcomes & Content

Community & Remembrance HT3.1 Describes and explains the significance of people, groups, places and events to the development of Australia HT3.5 applies a variety of skills of historical inquiry and communication

• develop knowledge and understanding about the nature of history and key changes and developments from the past

• develop knowledge and understanding about key historical concepts and develop

the skills to undertake the process of historical inquiry

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

English

Outcomes and Content

Speaking & Listening

EN3-‐1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-‐5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

• use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts

• use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

• participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Reading & Viewing EN3-‐3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-‐5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

• use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

• use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts • analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative and

persuasive texts • understand that the starting point of a sentence gives prominence to the message in the text and allows for

prediction of how the text will unfold

• identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts

• identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

• analyse strategies authors use to influence readers • discuss the conventions of a range of complex texts • compose more complex texts using a variety of forms appropriate to purpose and audience • consider and develop sustained arguments and discussions supported by evidence

Writing & Representing EN3-‐2A composes, edits and presents well-‐structured and coherent texts

• plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

• reread and edit students' own and others' work using agreed criteria and explaining editing choices • experiment with text structures and language features and their effects in creating literary texts, for example, using

imagery, sentence variation, metaphor and word choice

Grammar, Punctuation & Vocabulary EN3-‐6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

• experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification

• identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

Thinking Imaginatively, Creatively & Interpretively

EN3-‐7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

• recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning

• compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest • understand how authors often innovate on text structures and play with language features to achieve particular

aesthetic, humorous and persuasive purposes and effects • adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character,

setting, narrative voice, dialogue and events

Assessment /Evidence:

Assessment for Learning *anecdotal records * comments or notations * conversations * marks & grades * feedback

Assessment as Learning *Self-‐assessment of writing tasks, including assessment of handwriting style of key letters covered and the use and correct spelling of topic words and high frequency words from texts. Identify skills that need further practise. * Peer assessment * Questioning * Skill practise

Assessment of Learning * writing tasks graded, based on set criteria’s * student achievement against selected outcomes * student achievement against set learning goals * achievement against Literacy Continuum Markers

Teacher Background Information

On the 25th of April 1915 the first wave of Anzac troops landed on the beach at Gallipoli. What followed was an eight and a half month long siege which ended in the defeat of the allied forces. At the end of the conflict 8,000 Australians had lost their lives with a further 18,000 wounded.

The Word Anzac stands for Australian and New Zealand Army Corps. The Anzac fighting force consisted of both Australian and New Zealand Armies and they served together in both World War One and World War Two.

The fighting in Gallipoli was particularly arduous and both sides suffered heavy casualties with very little land gained. The battles were often at close range and often were fought with bayonet and hand to hand combat. It was often the case that the Anzac soldiers would be ordered by their British commanding officers to go “over the top” of the trenches and storm the enemy trenches. Often these men would simply be cut down by heavy machine gun fire but yet the Anzacs refused to back down. This bravery displayed by the Anzac soldiers in face of such terrible hardship was what began the ideal of the Anzac spirit.

The landing at Gallipoli signified our first conflict as a nation since federation, which had only occurred fifteen years earlier. Australia was still a very young nation and was eager to prove itself on the world’s stage. The Anzac forces served in many areas of World War One. Many of the soldiers who survived the fighting in Gallipoli went on to serve on the Western front and in The Middle East.

Both Australia and New Zealand were relatively small nations by comparison but the losses afforded by both countries were staggering. For Australia; a population of fewer than five million, 416,809 men enlisted, of which over 60,000 were killed and 156,000 wounded, gassed, or taken prisoner. In World War One New Zealand had the highest causality rate of any nation that served with over 16,697 New Zealanders killed and 41,317 wounded during the war -‐ a 58 percent casualty rate.

Again in World War Two the Anzac forces served again in many areas of the allied campaign. Again both nations suffered horrendous loses whilst serving the needs of other countries in helping to defend their homelands. The idea of the Anzac spirit was further forged. The Anzac forces were well regarded amongst both ally and enemy soldiers. The Anzac forces played a large role in the defeat of the German forces in North Africa and were the first to effectively halt the German Blitzkrieg. General Erwin Rommel commented on the Australian and New Zealand Soldiers saying, “If I had to take hell, I would use the Australians to take it and the New Zealanders to hold it”. Anzac Day differs from many other countries in that we are commemorating the ultimate defeat of the Anzac forces at Gallipoli but to many this symbolises the importance of the Anzacs bravery to still fight even against overwhelming odds and the ideal of fighting for the man next to you. Anzac day today is used to commemorate the sacrifice the men who volunteered to serve their country in the defence of others. It celebrates not only those that served in Gallipoli but all past and present Defence Force personnel. Australia commemorates Anzac day all across the country and overseas, through marches and dawn services which honour the sacrifices made by past and present serving men and

women.

Sourced: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, <www.australiancurriculum.edu.a

u/History/Curriculum/F-‐10>.

Additional Resources

http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm

http://www.anzacsofgallipoli.com/daily-‐life-‐at-‐gallipoli1.html

http://www.anzacsite.gov.au/

http://www.qieu.asn.au/news/archive/2015/march/100-‐years-‐on-‐teaching-‐the-‐anzac-‐tradition/

http://www.anzacportal.dva.gov.au/teachers/resources

Explicit Teaching Sequence

Learning Experiences Resources

Introductory Activity

Learning Intention: To understand the meaning of ANZAC and why we commemorate it today.

Introductory Activity

! View www.youtube.com/watch?v=luVQEZMGTnk ‘Diary of a Gallipoli soldier’

! Brainstorm and discuss initial words, reactions or personal connections.

! View https://www.youtube.com/watch?v=RGxhb6NmQmc ‘ANZAC DAY -‐ 25th April 2010 -‐ Lest We Forget’. Discuss the meaning of ‘Lest we Forget’ -‐‘lest’ -‐with the intention of preventing (something undesirable); to avoid the risk of – we remember them to pay respect but also as a reminder that we do not want this devastation to happen again.

! Ask students what they know about ANZAC Day. (When is it? What happens each year on that date?, have they taken

part, what does it commemorate? The name ‘ANZAC’ is an acronym – briefly discuss what this means – which words were used to make up the name ‘ANZAC’?) ( Australian and New Zealand Army Corps)

! Read My Grandad Marches on Anzac Day by Catriona Hoy & Benjamin Johnson Discuss whilst reading:

• The purpose, intended audience and structure of the book. • While reading, investigate the contribution of text and images to the meaning of the book – discuss how illustrations support or complement the text and/or communicate additional meanings. – discuss the authors intention in regards to illustrations (colour used for past and present) • If they have ever attended a service. What is the purpose of the service? • What do we do at school? • Why do we dress up for special occasions? • What appears on the bravery medal? • At Anzac services what different emotions do you think people would have and why? • What range of emotions did the illustrator of My ‘Granddad Marches’ depict on the characters throughout the

book (sadness, pride, respect and love). • Why is it important to remember them?

Book: My Grandad Marches on Anzac Day by Catriona Hoy & Benjamin Johnson

Learning Intention: To use critical thinking to discuss why poems and artworks are made to represent events and feelings.

! View “In Flanders fields” on IWB. Discuss: • What is Flanders Field? Where are they? What is the significance of poppies?

(Symbolises bloodshed, sacrifice and remembrance). • The language in the poem. • What poetic tools did John McCrae use in this poem? (rhyme, couplet, repetition -‐ He wrote this in 1915) and why

did he write it? • Design a border around the poem -‐ To use creativity to interpret how they would illustrate the event in history.

! View the ANZAC images ppt; discuss the feeling of the men who were shipped off to war. • Did the feel it was a duty or were they forced? • Do you think they were happy to go or were they terrified?

! Have the students write a poem capturing the emotion of the soldiers going off to war.

1. Flanders Field poem PowerPoint

Learning Intention: To use critical thinking to discuss why poems and artworks are made to represent events and feelings.

! Discuss the significance of the Poppy. http://www.bbc.co.uk/remembrance/how/poppy.shtml

! http://www.cbsnews.com/videos/british-‐use-‐poppies-‐to-‐commemorate-‐wwi/

! View Artwork by Niki Gulley (Impressionist). Discuss that artwork is your own interpretation of what you experience and how you’re feeling at the time of the creation. People write poems or create artworks as a form of therapy (explain) and that ‘Beauty is in the eye of the beholder’ (explain) so we can have different opinions of artworks so whatever is created we do so without criticism (to stop students stating negative comments about their or other’s artworks).

! Discuss that Nikki Gulley’s artwork is in the impressionist style ( View: http://www.theartofed.com/2012/06/11/teach-‐

your-‐students-‐to-‐paint-‐like-‐an-‐impressionist/ to learn more about teaching this technique.

! Directed Art Lesson – using crayon draw in horizon, outline of clouds, trees and flowers pressing heavily with pastels in correct colours for clouds (white and grey), flowers (red, crimson, black and yellow) and trees (brown, green, yellow, white and black) then add acrylic paint for the sky and grass (whilst creating discuss foreground and background and why they think this artwork has this layout).

Art work in powerpoint

2. Art paper, crayons & acrylic paint

Learning Intention: To become aware that during war time, things we take for granted like food, was scarce.

! Look at the front and back covers of the book “Anzac Biscuits” by Phil Cummings – make predictions about characters and events in the text.

! Read text as a class, noting information about setting, characters and plot, etc. Discuss purpose and structure of text – consider the use of line and colour in the illustrations, and their impact on the reader’s understanding of the text. List ways in which the author and illustrator seek to engage the reader’s interest and keep them involved in the story. Look at what is happening to the soldier and compare it to what is happening in his family home.

! Discuss how the soldier’s experiences of war might affect him.

! Discuss why they think ANZAC biscuits exist?

! Discuss that the origins aren’t clear and that originally the biscuit was not sweet at all; rather it was a savoury hardtack biscuit (also known as an Anzac tile or wafer) that was used in soldiers' rations as a substitute for bread.

! Why would people send them to the soldiers? (they had a longer shelf life, a taste from home…)

Optional Activity

! After reading, evaluate the appropriateness of the front cover – could it be modified to be more effective?

! Students design a new cover for the book, including front and back covers and blurb.

Book: Anzac Biscuitsby Phil Cummings Anzac Biscuit Ingredients 1 cup of desiccated coconut 1 cup of brown sugar 1 cup of rolled oats 1 cup of plain flour 1/4 cup butter 3 tbs of Golden Syrup 1/2 tsp of bicarbonate soda 2bs boiling water

Learning Intention: To write a procedural text from a visual stimulus.

! View https://www.youtube.com/watch?v=z62NVa9XXsM ‘HOW TO MAKE ANZAC BISCUITS / COOKIES’ ! Instruct students to take brief notes regarding the ingredients and key parts of the steps

! Discuss the structure and grammar of a procedure; ingredients at the top, sequential steps, starting each step (command) with a verb or adverb.

! Model the structure, ingredients and the first step, then allow the students to complete the recipe independently.

Book: Anzac Biscuitsby Phil Cummings

Learning Intention:

! Reread the text ‘ANZAC Biscuits’, discuss the motivation behind sending the soldiers ANZAC biscuits; how did the soldiers feel upon revceiving them? (loved, missed, elated, appreciated)

! Students are to write a letter from an ANZAC soldier who has received some biscuits from loved ones. • Focus on the emotive adjectives loved ones would use. • Ensure they create a detailed description of the conditions of war; use their senses to ‘show not tell’.

Book: Anzac Biscuitsby Phil Cummings

Midnight,

by Frane

Lessac

Learning Intention: To combine their own knowledge and new knowledge in order to discuss an issue. ! Look closely at the front cover of the book. As a class, discuss your expectations of the book. What do you think the story will be about? Where and when might it be set? Who might the intended audience be? Read the story and create a title page in workbooks depicting ‘Midnight’ the horse. ! Phase 1 Text deconstruction: A foal / is born / at midnight /, / on the homestead side / of the river. Look at the full stop, comma, capital letter. Also discuss how this one sentence can give us lots of information – e.g. who, what, when, where. Reconstruct as a whole class and move to independent constructions using http://www.ironstonedesign.ca/images/projPhoto_ranch5.jpg as stimulus.

! In phase 2 of this lesson: Text deconstruction: Coal black. Star ablaze. Moonlight in her eyes. Discuss the descriptive language. Why do you think this is better than just saying “Midnight was black and had a star shape on her head”?

! Joint reconstruction, adding to previous lesson moving to independent construction using http://images.fineartamerica.com/images-‐medium-‐large/paint-‐horse-‐foal-‐michelle-‐albert.jpg as stimulus. Students will create their own 3 descriptive phrases and publish complete with an illustration that depicts their story.

Book: Midnight, by Frane Lessac

Learning Intention: To write a persuasive/factual text from visual stimulus

! How must Guy have felt about Midnight? (find the word ‘beloved’ in the text. What does this word mean?) How do you think Midnight and Guy would have felt when they were separated? How did they both feel when they found each-‐other again?

! Discuss the phrase: ‘more precious than gold’. Direct students to the page this appears and discuss what were the soldiers defending? What is Guy doing in the picture? What does this tell us about how he feels about Midnight?

! Discuss what students think a hero is. Was midnight a hero? Students write a short newspaper article telling


Learning Intention: To write a persuasive/factual text from visual stimulus

! How must Guy have felt about Midnight? (find the word ‘beloved’ in the text. What does this word mean?) How do you think Midnight and Guy would have felt when they were separated? How did they both feel when they found each-‐other again?

! Discuss the phrase: ‘more precious than gold’. Direct students to the page this appears and discuss what were the soldiers defending? What is Guy doing in the picture? What does this tell us about how he feels about Midnight?

! Discuss what students think a hero is. Was midnight a hero? Students write a short newspaper article telling readers how Midnight was a hero. Use template to construct drafts and Fodey software on laptops to publish – http://www.fodey.com/generators/newspaper/snippet.asp


Learning Intention: To write an imaginary text from visual stimuli

! Look at the last double page together again. Were there any other animals there besides Midnight? What were they doing? Make mention of the Red Cross sign like on Duffy’s headband. Discuss how lots of animals have been to war and had very special jobs. Watch BTN clip at http://www.abc.net.au/btn/story/s3483698.htm What sorts of animals did you see? What jobs did they do? Also view http://upload.wikimedia.org/wikipedia/commons/c/cf/Ww1-‐elephant.jpg (elephants pulling heavy equipment); http://i1.mirror.co.uk/incoming/article93660.ece/alternates/s615/a-‐soldier-‐drives-‐a-‐horse-‐and-‐supply-‐cart-‐through-‐water-‐logged-‐fields-‐and-‐roads-‐pic-‐dm-‐440860274.jpg -‐ supplies cart drawn by horse; https://s-‐media-‐cache-‐ak0.pinimg.com/236x/67/fa/e0/67fae07dfd991ba85ca45f2bf630373a.jpg -‐pigeon photography

! Students are to create a imaginary text based on the experiences and involvement of a particular animal in war.


Learning Intention: To write a persuasive text from visual stimulus

Simpson and his Donkey……..

! View https://www.youtube.com/watch?v=jgCQtaBsvTg ‘Man and the Donkey, John Simpson Cook Patrick’

! Simpson and his donkey appear on the ANZAC Medal which was awarded to every Anzac soldier who served

on the Gallipoli Pensinsula.

! Perhaps you think it is not write to give this donkey such a prominent place in ANZAC history…. after all it is only an animal. Maybe a soldier and a nurse should be on the ANZAC medal. Write an exposition detailing your opinion.

Learning Intention: To discuss how the author is telling the story through pictures.

! Look closely and the front and back cover of the book ‘The beach they called Gallipoli’ and ask: 1. What might the book be about? 2. Where is the story set? 3. What clues are there about the story’s content?

! Read the blurb and discuss the pictures/symbols. Add new words to word bank that was started in the previous lesson.

Ask: 1. Why do you think the author wrote this book? (Author’s inspiration – to show how war effects people and

places and how things get destroyed but also grow back) 2. What do you think the story is going to be about? 3. What genre do you think it is? 4. What do you think the layout will be? What do you think will be the best way to tell the story of Gallipoli?

(Illustrator used photos to show a true indication of what happened and it was far more powerful than drawings-‐to dramatise images would be disrespectful as it is impossible to imagine the full horror)

5. Ask whether anyone has heard the name ‘Gallipoli’? Where is it? (Turkey)

! Look at a map of the world to see where Gallipoli is in relation to Australia.

! Flick through the book (without reading) and then ask again: Why did the author and illustrator choose this layout? ( photos, symbols, memorabilia, etc)

! Share the text ‘The Beach they Called Gallipoli’ with students, pausing to think aloud and model thinking about the text using a ‘See Think, Wonder strategy, or a ‘Say Something’ strategy. These thinking routines support students to attend closely to details in the visuals, stimulate their curiosity and encourage thoughtful interpretations.

! After modelling, pause at various openings and invite students to turn and talk with a partner about their observations, their questions, predictions and wonderings. Encourage students to justify their thinking using evidence from the illustrations.

Adjustments: Provide scaffolds and sentence beginnings, eg I wonder why …, I can see that …, I think she is happy because …

Optional Activity

! After sharing, invite students to work in pairs and choose a double page opening to complete one

Book: The beach they called Gallipoli by Jackie French & Bruce Whatley

of the suggested response activities.

a. Students will work independently or with peers to analyse a picture and share their thinking about: – what they noticed

– the effect the picture has on the viewer/story

– how the illustrator achieved the effects.

Learning Intention: To discuss how visual literacy is used as a literary device in texts.

! Introduce the term visual literacy. Ask students what they think the term means? Do they have any prior knowledge or ideas? Define the term visual literacy. Visual Literacy is the ability to interpret and make meaning from information presented in the form of an image.

(https://www.youtube.com/watch?v=UHAA6u5DbD4 Visual and Critical Literacy … for your understanding not the students)

! Introduce the term symbol. Explain it as a visual sign or shape. ! Revisit the book ‘The Beach they Called Gallipoli’ text and ask the students :

• What elements of visual literacy did the author use in this text? • What symbols of war did you identify in the pictures? • Explore the artistic choices/techniques the illustrator uses to create the moods and emotions

and the key themes of the story such as use of colour, light and shadow, and size, eg How does the use of the colour build the mood of the story? What do you notice about the size of the different illustrations? How does it make you feel about the events?

Note Book File: Introduction to Visual Literacy Book: The beach they called Gallipoli by Jackie French & Bruce Whatley

Learning Intention: To investigate how simile and personification are used as literary devices in texts.

! Define Similes and Personification and give examples.

! Reread ‘The Beach they Called Gallipoli’ but ask the students to raise their hand when they hear a simile or personification example and discuss.

! Students are invited to think of and share one of their own original simile or personification examples about the war (record on board).

! Students choose a simile and a personification example from the IWB to copy and illustrate in their book.


Learning Intention: To critically review and analyse a text.

Write a review of this book. Include:

! The book’s title and author ! A brief summary of the plot that doesn’t give away too much ! Comments on the book’s strengths and weaknesses ! The reviewer’s personal response to the book with specific examples to support praise or criticism


mini literacy unit - stage...

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