Before Reading
Firing up the Brain
1. What is Anzac Day?
2. What does the acronym ANZAC stand for?
3. Why is this day special to Australians?
4. How does Australia remember its fallen soldiers?
6. How they have previously commemorated Anzac Day or Remembrance Day with your family or school.
7. Do you have a family member who serves/have served in the armed forces?
https://www.awm.gov.au/commemoration/anzac/anzac-tradition/
Preparing the Brain:
Lesson Focus: Revising what ANZAC day and general facts bout WWI.
What behaviour I am looking for: I make good choices
1. What is Anzac Day?
2. What does the acronym ANZAC stand for?
3. Why is this day special to Australians?
4. How does Australia remember its fallen soldiers?
6. How they have previously commemorated Anzac Day or Remembrance Day with your family or school.
7. Do you have a family member who serves/have served in the armed forces?
https://www.awm.gov.au/commemoration/anzac/anzac-tradition/
Preparing the Brain:
Lesson Focus: Revising what ANZAC day and general facts bout WWI.
What behaviour I am looking for: I make good choices
Engaging the Brain
Stretching the Brain:
Non Fiction: "Their Spirit" read page 2 - 5
1. What is the main purpose of this text?
2. What does the phrase “Gallipoli campaign was unsuccessful” mean?
3. How did General Sir Ian Hamilton’s choice of where to land affect the Australian troops?
4. When did the truce with the Turks occur?
5. Why does it say ‘scrambling up the cliffs’ (pg3) instead of climbing?
6. The main purpose of the illustrations in this text is to show:
a) the uniforms
b) the range of terrains
c) the black and white and colour landscapes
d) give the reader a great understanding of the situation the soldiers were in
7. [Not waiting]
This phrase is in brackets [ ] because it
a) is a non-scientific description
b) is an old-fashioned expression
c) is emphasising it
d) was not actually said, but is required to make sense of the sentence.
8. If the opposition wrote the same article, do you think it would include the same facts? Why/why not?
9. What is main purpose of the quotes?
10. In this text, what is assumed that the reader already knows?
11. In the section called ‘For Your Information’, it is implied that
a) The ANZAC’s were heroes
b) They fought a uneven battle with many deaths
c) They had to be resilient and carry on despite many deaths
d) They never should have gone to war
12. In the quote from Charles Bean, it states ‘life was not worth living unless they could be true to their idea of Australian manhood.’ What does this suggest about Australian society?
Non Fiction: "Their Spirit" read page 2 - 5
1. What is the main purpose of this text?
2. What does the phrase “Gallipoli campaign was unsuccessful” mean?
3. How did General Sir Ian Hamilton’s choice of where to land affect the Australian troops?
4. When did the truce with the Turks occur?
5. Why does it say ‘scrambling up the cliffs’ (pg3) instead of climbing?
6. The main purpose of the illustrations in this text is to show:
a) the uniforms
b) the range of terrains
c) the black and white and colour landscapes
d) give the reader a great understanding of the situation the soldiers were in
7. [Not waiting]
This phrase is in brackets [ ] because it
a) is a non-scientific description
b) is an old-fashioned expression
c) is emphasising it
d) was not actually said, but is required to make sense of the sentence.
8. If the opposition wrote the same article, do you think it would include the same facts? Why/why not?
9. What is main purpose of the quotes?
10. In this text, what is assumed that the reader already knows?
11. In the section called ‘For Your Information’, it is implied that
a) The ANZAC’s were heroes
b) They fought a uneven battle with many deaths
c) They had to be resilient and carry on despite many deaths
d) They never should have gone to war
12. In the quote from Charles Bean, it states ‘life was not worth living unless they could be true to their idea of Australian manhood.’ What does this suggest about Australian society?
Strengthening the Brain:
What is the 'ANZAC Spirit'?
What is the 'ANZAC Spirit'?
Flanders Field Before Reading
Firing up the Brain
WWLT: Before Reading (Considering the context of the book) Presenting your findings through creativity
WILF: Responsibility and being able to trust your work ethic
WILF: Responsibility and being able to trust your work ethic
Preparing the Brain
1. Research the history of World War 1( Record your findings on a Keynote, or iMovie)
You must have the following questions/information answered and in detail recorded on your presentation. You will be given a score out of 10 for presentation, content and punctuation/grammar.
a. How and when did the war break out?
b. Which countries were involved?
c. Locate the different countries on a world map and highlight their locations
d. How long did the conflict last?
e. What was Australia’s role in this war?
g. How did you judge whether the source you use is reputable?
Visit the Australian War Memorial website and explore this information and view some photographs from the time period: www.awm.gov.au/atwar/ww1
Include these on your Keynote :)
You must have the following questions/information answered and in detail recorded on your presentation. You will be given a score out of 10 for presentation, content and punctuation/grammar.
a. How and when did the war break out?
b. Which countries were involved?
c. Locate the different countries on a world map and highlight their locations
d. How long did the conflict last?
e. What was Australia’s role in this war?
g. How did you judge whether the source you use is reputable?
Visit the Australian War Memorial website and explore this information and view some photographs from the time period: www.awm.gov.au/atwar/ww1
Include these on your Keynote :)
Resource Ideas
Preparing the Brain:
WWLT: Exploring the text of 'In Flanders Fields' and the significance of the story
WILF: I work well with others
WILF: I work well with others
Firing up the Brain
Stretching the Brain
Monitoring: Learners stop and think about the text and know what to do when meaning is disrupted.
Does this make sense?
What have you learned?
What part do you need to re-read to understand better?
I don't understand what...... means.
What can I use to help me understand the meaning and context of the text?
Strengthening the Brain:
Why do you think countries like Norway, Sweden, Belgium, Denmark, Netherlands are listed as 'neutral' countries'?
Preparing the Brain
WWLT: How to use the text to answer literal (right there) and inferred comprehension (think about it) questions.
WILF: I work well with others.
WILF: I work well with others.
Engaging the Brain
Stretching the Brain
Literal:
1. How did the young soldier feel when he first saw the Robin?
2. What is the poem on the final page about
3. Write the numbers 1 to 5 in the boxes to show the order of events in the text. The first one (1) has been done for you.
( ) He waves a white flag
( ) They sing Christmas Carols
( ) He saves the Robin
( ) The sniper spots him
(1) They receive Christmas gifts
Inferred:
4. The way this text is written leads the reader to:
a) feel jealous of the young soldier
b) feel sorry for the young soldier
c) feel humbled for the young soldier
d) admire the young soldier
5. Why did the soldiers not shoot the Australian soldier?
6. He puts down his rifle, and gently frees the bird. What is the most likely reason that he did this?
7. What is the significance of the robin in the story?
Strengthening the Brain:
Should Australia make conscription a law?
Firing up the Brain ( know how to structure your argument)
Persuasive Writing Structure: Introduction (2RQ + 1S ) Reason 1 Reason 2 Reason 3 Rebuttal/What others think but why I'm still right Conclusion Engaging the Brain |
Paragraph Structure: Introduce the Reason Explain the Reason Evidence you are correct How it affects the reader (link to the question) |
World War I conscription in Australia
Under Labor prime minister Billy Hughes, full conscription was attempted during WWI through two referenda ( voting polls).
The first plebiscite was held on 28 October 1916 and narrowly rejected conscription with a margin of 49% for and 51% against. The plebiscite of 28 October 1916 asked Australians:
A second plebiscite was held on 20 December 1917 and defeated by a greater margin. The question put to Australians was: The government of prime minister Alfred Deakin and other non-Labor governments had introduced a form of conscription for boys from 12 to 14 years of age and for youths from 18 to 20 years of age between 1905 and 1909. An Australian Labor Party government instituted a system of compulsory military training for all males aged between 12 and 26 from 1 January 1911.
"In 1911 there were approximately 350,000 boys of an age (10–17 years) to register for compulsory training up to the end of 1915. Since 'universal' was a misnomer, about half that number were exempted from training, or perhaps never registered, reducing the group to 175,000.
A divided nation.
The conscription issue deeply divided Australia with large meetings held both for and against. The women's vote was seen as important with large women's meetings and campaign information from both sides aimed at women voters.
Many people thought positively of conscription as a sign of loyalty to Britain and thought that it would also support those men who were already fighting. However, trade unions feared that their members might be replaced by cheaper foreign or female labour and opposed conscription. Some groups argued that the whole war was immoral, and it was unjust to force people to fight.
Image below- advocates for conscription
Cartoons such as this one, by artist Norman Lindsay, were used both for recruitment and to promote conscription
|
Resources
http://net-worxs.com/network/welcome audio and both sides
http://net-worxs.com/network/welcome videos
https://www.youtube.com/watch?v=ROOw1wd_y9E women and conscription
http://net-worxs.com/network/welcome
Aftermath of war
In psychiatric terms, war memories are often measured by incidence of mental illnesses such as PTSD and depression.
The majority of people exposed to such events experience some symptoms of distress (sleep problems, jumpiness)
The Department of Veterans' Affairs (DVA) says 1713 veterans of recent conflicts are suffering from PTSD, and of those, 955 are veterans of either the Afghanistan or Iraq conflicts.
Vietnam War
Part of the United States strategy against the Viet Cong and North Vietnamese was to deny them cover and food. Knowing that the area of Vietnam that borders Laos and Cambodia was a key transport route used to move troops and supplies from North Vietnam to the south, the United States planned to defoliate large areas of jungle to hamper these movements. The Mekong delta, a Viet Cong stronghold, was also marked for defoliation, as were areas used by the Viet Cong for food growing.
The defoliant of choice was a mixture of two herbicides, 24-D and 245-T mixed with kerosene or diesel fuel and containing the extremely toxic substance, dioxin. It was known as Agent Orange for the orange stripe on the 55 gallon drums in which it was transported to Vietnam. The chemicals were sprayed from aircraft to kill jungle growth and thus expose Viet Cong and North Vietnamese troops previously able to shelter under the jungle’s thick canopy.
EFFECTS OF AGENT ORANGE ON VIETNAM
In addition to the massive environmental impact of the U.S. defoliation program in Vietnam, that nation has reported that some 400,000 people were killed or maimed as a result of exposure to herbicides like Agent Orange. In addition, Vietnam claims half a million children have been born with serious birth defects, while as many 2 million people are suffering from cancer or other illness caused by Agent Orange.
Firing up the Brain
Rotation 1 Leighton Chelsea Natalia Emily V Emily S Thomas Mitchell Kaitlyn Charlotte Cooper Jayden Michael Trystan Shinae |
Rotation 2 Khushali Liam Rynhardt Dhyan Ethan Alyssa Crispin Harrison Jessica Josh Makayla I Monique |
Rotation 3 ( Scootle ) John Melissa Jayden Aidan Noah kellie Isabella Esu Makayla Alex Calder Alex Cormio Ariana Chyna Crystal Jameson Lucas Rebecca Reid Lachlan Elias |
Rotation 4 Peter Ricky Alex Aayla Harrison Rama Reanna Ramneek Remi Seb Tahlia |
Preparing the Brain:
WWLT: Completing comprehension questions using evidence and how to use a comma correctly.
WILF: I make good choices when working through my activities
Engaging the Brain: Rotation all ( everyone to complete)
Fill in the blanks of the following comprehension questions:
1. Why couldn't the Robin fly away? (literal)
The _____________ couldn't fly away because its ____________ was caught in the _______________________.
2. What made the soldier go out onto the field to save the bird? (inferred)
The __________________ decided to go and free the ____________ from the barbed wire in ________________'s land because the soldier was overcome with g_______. When he first looked away from the bird, the narrator stated that he ___________________ looked away. War and pain is all the soldier ___________________ and he wanted to do a ____________ deed for the first time in a long time.
Stretching the Brain: ( Rotation 1)
Guided Reading Rotations:
1. Comprehension Questions with your teacher on your LA's mat area.
Focus Questions:
a) What was the young soldier using to see the Robin?
b) What is the most likely reason the enemies did not shoot him immediately?
c) The first sentence of the text mentions that it is Christmas Day. This is to
- orient the reader
- make the reader feel sympathetic towards the soldiers
- so the reader knows what the season is
2. Spelling, working independently at your own desk. ( Visual Dictionary using a variety of words from previous weeks)
3. Comma grammar (as listed below) at your own desk.
WWLT: Completing comprehension questions using evidence and how to use a comma correctly.
WILF: I make good choices when working through my activities
Engaging the Brain: Rotation all ( everyone to complete)
Fill in the blanks of the following comprehension questions:
1. Why couldn't the Robin fly away? (literal)
The _____________ couldn't fly away because its ____________ was caught in the _______________________.
2. What made the soldier go out onto the field to save the bird? (inferred)
The __________________ decided to go and free the ____________ from the barbed wire in ________________'s land because the soldier was overcome with g_______. When he first looked away from the bird, the narrator stated that he ___________________ looked away. War and pain is all the soldier ___________________ and he wanted to do a ____________ deed for the first time in a long time.
Stretching the Brain: ( Rotation 1)
Guided Reading Rotations:
1. Comprehension Questions with your teacher on your LA's mat area.
Focus Questions:
a) What was the young soldier using to see the Robin?
b) What is the most likely reason the enemies did not shoot him immediately?
c) The first sentence of the text mentions that it is Christmas Day. This is to
- orient the reader
- make the reader feel sympathetic towards the soldiers
- so the reader knows what the season is
2. Spelling, working independently at your own desk. ( Visual Dictionary using a variety of words from previous weeks)
3. Comma grammar (as listed below) at your own desk.
4. Comprehension Questions at your desk in your binder file ( ruled up correctly )
Inferred Questions:
1.) Why did the young solider forget his rifle and scarf?
2). “From the trenches behind him he can hear hoarse, lonely voices beginning to sing” This suggests that
5. The enemy soldiers think that the young solider is
- stupid
- a threat
- courageous
- a hero
3). ‘the chatter of machine-gun continues in their heads” This sentence means
- there is constant noise all around them
- they are always waiting for the machine guns to fire
- they did not have adequate hearing protection
- the weeks of noise have damaged their ears and minds
4). Why does the young soldier reluctantly turn away from watching the robin?
5). When the enemy solider chooses not to shoot the young soldier, he is feeling
- defeated
- uncertain
- miserable
- hopeful
1.) Why did the young solider forget his rifle and scarf?
2). “From the trenches behind him he can hear hoarse, lonely voices beginning to sing” This suggests that
5. The enemy soldiers think that the young solider is
- stupid
- a threat
- courageous
- a hero
3). ‘the chatter of machine-gun continues in their heads” This sentence means
- there is constant noise all around them
- they are always waiting for the machine guns to fire
- they did not have adequate hearing protection
- the weeks of noise have damaged their ears and minds
4). Why does the young soldier reluctantly turn away from watching the robin?
5). When the enemy solider chooses not to shoot the young soldier, he is feeling
- defeated
- uncertain
- miserable
- hopeful
Preparing the Brain
WWLT: How to write paragraph answers to evaluative questions.
Understand and use subordinate clauses
WILF: I think creatively
WWLT: How to write paragraph answers to evaluative questions.
Understand and use subordinate clauses
WILF: I think creatively
Engaging the Brain:
Grammar and Punctuation:
Subordinate (or dependant) clauses are extremely useful because they add texture and depth to your writing. A subordinate clause includes a subject and a verb, but it cannot stand alone as a sentence. Instead, it simply enhances the meaning of an independent clause, which is a complete sentence by itself.In order to introduce a subordinate clause, you must use a subordinating conjunction, also known as a subordinator. Some subordinators include when, whenever, if, because, while, and unless.
However, subordinate clauses can obscure sentence meanings when they are placed inappropriately. Be sure that your subordinate clause does not disrupt the logic and flow of your independent clause.
Clear sentences
The flight may be delayed for a few hours, if the snow continues to fall at this rate.
If the snow continues to fall at this rate, the flight may be delayed for a few hours.
Unclear sentences
The flight, if the snow continues to fall at this rate, may be delayed for a few hours.
The flight may be delayed, if the snow continues to fall at this rate, for a few hours.
For a few hours, if the snow continues to fall at this rate, the flight may be delayed.
Questioning
When answering an evaluative question you need to:
- Twist the question into a sentence.
- Use highly emotive language.
- Convince the reader your ideas are correct.
- Use evidence from the text to support your ideas.
Question: If you read the text without any images, would it loose its impact? Why/Why not?
Images are vital to any emotive and thought provoking picture book. In the text "In Flanders Fields" the author and illustrator work together to create a emotional story that significantly impacts on the reader. The illustrations are dull and lifeless, reflecting the mood of the soldiers. From my readings of "In Their Spirit" it explains the amount of lives lost and the impact not only to their families, but to the entire nation. Without these images, the author would not be able to portray an accurate picture of the true development/devastation of war. The only visual/visible colour in the text is the robin. The robin is symbolic for hope and the possibility of freedom. Something which both sides are longing for. Without the images, it would also be difficult to develop a connection with the character, as the images highlight his youth, but also his vulnerability
Now attempt to write your own answer to the question: "If you read the text without any images, would it loose its impact? Why/Why not? You are welcome to use some of the emotive language, sentence starters and evidence to further develop your own answer
Teacher- Rotation 1 ( Teacher)
Which idea best matches this text?
a) Despite backgrounds, everyone is the same
b) Fight for what you believe in
c) good things come to those who wait
d) dreams come true if you work hard
The enemies attitude towards the young solider is
- timid but kind
- wary but peaceful
- confused and fearful
- aggressive and disrespectful
Rotation 2- Spelling Activities- Independently at your desk ( if complete view and revise the spelling keynote again)
Firing up the Brain
Rotations 3: Grammar and Punctuation
Strengthening up the Brain
Rotation 4- Independent Evaluative Questions
The young soldiers behaviour when he frees the bird can best be described as\
- brave
- confident
- selflessness
- stupid
Then, as he gets closer to his own trench, he hears the carol continue:
This sentence helps to
- create tension
- provide clarity
- indicate surprise
- create a connection
Rotation 4- Independent Evaluative Questions
The young soldiers behaviour when he frees the bird can best be described as\
- brave
- confident
- selflessness
- stupid
Then, as he gets closer to his own trench, he hears the carol continue:
This sentence helps to
- create tension
- provide clarity
- indicate surprise
- create a connection