What will I learn? You will make links to all of the war history we have studied this year, you will use the perspective you develop on this text and how it relates to Remembrance Day.
In Flanders Fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
John McCrae 11
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
John McCrae 11
Why do we remember?
Armistice Day is on 11 November and is also known as Remembrance Day. It marks the day World War One ended, at 11am on the 11th dayof the 11th month, back in 1918. A two minute silence is held at 11am toremember the people who have died in wars.Nov 11, 2014
Discussion Point: Discuss this poem. Which of the three categories above (propaganda, lament, critique) does it fall into? Compare it to some others you’ve read about war.
Nursery Rhyme by Frank Wilmot One year, two year, three year, four, Comes a khaki gentleman knocking at the door. 7 ‘Any little boys at home, send them out to me To train them and brain them in battles yet to be.
Nursery Rhyme by Frank Wilmot One year, two year, three year, four, Comes a khaki gentleman knocking at the door. 7 ‘Any little boys at home, send them out to me To train them and brain them in battles yet to be.
This quote records a sombre moment: ‘and saw that the hazy Turkish horizon was as impossible to reach as a castle in the clouds’. We realise that in literally being ‘thrown’ at this cliff face the ANZAC soldiers weren’t given the full picture. Examine maps of the terrain and what the engagement really meant. Could they ever have won this conflict?
Before Reading
Word bank these images
Comprehension Activities
WALT: You will learn how to critically analyse the features of this text and compare it to others you have read before, or your own experiences.
WILF:I am looking for you to show creativity by pushing your brain to think of this text and its deeper meaning.
- The clock above the blackboard on the title page is set at a particular time. Why?
- The landscape view of the class across the book’s gutter is a picture of boredom. What else do you notice in this picture?
- Page 4: The student’s face seems to be sideways on the page. Why?
- An image of a bullet and its aftermath in sequential frames is a image depiction of the force of a rifle or a machine gun. What did this series of images suggest to you? The illustrator, Michael Camilleri, felt it important to explore the industrial power of modern warfare which was quite devastating because of the new forms of arms available to soldiers. New machinery meant that WWI was a massively destructive war; machine guns could kill countless people.
- Colours used are sombre and sepia in tone. There is hardly a suggestion of colour at all. This relates to the idea of exploring the past, and also to the tragic nature of the story and the images depicting it.
Geography:
Mapping: Two later pages depict the cliff face: the first has place names in English and the second in Turkish.
Activity: Investigate these maps and try to match them against actual maps of this terrain.
SONGWRITING Activity: Listen to songs about Gallipoli (or to other war songs). Discuss the need to create a story in a song but also to employ rhythm and sometimes rhyme to achieve an effect. Eg. ‘Two Little Boys
Write your own song lyrics about Gallipoli or WWI.
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