STAGE THREE

MINI LITERACY
UNIT
TERM 2

Unit Overview

st

Connection
Focus

The unit has included many opportunities for students to use creative and critical thinking, the basis of being a successful 21 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:

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

Students will be
engaged in:

Cross-Curriculum Priorities:

Information and communication technology

capability

locating and recalling information

Intercultural understanding

critical and creative thinking

completing comprehension questions
think deeply and expressing verbally
making logical connections
interpreting graphics and images

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

Other learning across the curriculum areas

Civics and citizenship

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

Difference and diversity

develop knowledge and understanding about key historical concepts and develop
the skills to undertake the process of historical inquiry

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
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 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

Writing & Representing

EN3-2A composes, edits and presents well-structured
and coherent texts

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
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
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

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

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:

Teacher
Background
Information

Assessment for Learning

Assessment as Learning

Assessment of Learning

*anecdotal records
* comments or notations
* conversations
* marks & grades
* feedback

*Self-assessment of writing tasks, including assessment of

* writing tasks graded, based on set criterias
handwriting style of key letters covered and the use and
* student achievement against selected outcomes
correct spelling of topic words and high frequency words
* student achievement against set learning goals
from texts. Identify skills that need further practise.
* achievement against Literacy Continuum Markers
* Peer assessment

* Questioning
* Skill practise
th
On the 25 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 worlds
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 Foundation10, <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
Learning Intention: To understand the meaning of ANZAC and why we commemorate it today.
Introductory Activity

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?

Resources




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. 1.

Flanders Field poem PowerPoint

! 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.

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 youre 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 others
2.
artworks).

! Discuss that Nikki Gulleys 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











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 readers understanding of the text. List
ways in which the author and illustrator seek to engage the readers 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 soldiers experiences of war might affect him.
! Discuss why they think ANZAC biscuits exist?

! Discuss that the origins arent 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

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

! 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.
Learning Intention: To write a procedural text from a visual stimulus. Book:
A nzac Biscuitsby Phil

! 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.

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.

Midnight,
by Frane
Lessac

Book: Anzac Biscuitsby Phil

Cummings

Learning Intention: To combine their own knowledge and new knowledge in order to discuss an issue.
Book:
Midnight,

by Frane Lessac
! 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,
Learning Intention: To write a persuasive/factual text from visual stimulus
by Frane Lessac

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

Book: Midnight,
by Frane Lessac

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
Book: Midnight,
Learning Intention: To write an imaginary text from visual stimuli

by Frane Lessac

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 Duffys 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. Book:
T he
b each
t hey
called
! 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 storys 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? (Authors 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

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. Note
B ook
F ile:
I ntroduction
t o

! 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)

Visual Literacy


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

! 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?

Learning Intention: To investigate how simile and personification are used as literary devices in texts. Book:
T he
b each
t hey
c alled

! 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.

Gallipoli by Jackie French &

Bruce Whatley

Learning Intention: To critically review and analyse a text.

Write a review of this book. Include:

!
!
!
!

The books title and author

A brief summary of the plot that doesnt give away too much
Comments on the books strengths and weaknesses
The reviewers personal response to the book with specific examples to support praise or criticism

Book: The beach they called

Gallipoli by Jackie French &
Bruce Whatley