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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.
3.
4.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories
and cultures
Sustainability
General capabilities
Ethical understanding
Students
will
be
engaged
in:
Cross-Curriculum Priorities:
Literacy*
Numeracy
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
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
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
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 as Learning
Assessment of Learning
*anecdotal
records
*
comments
or
notations
*
conversations
*
marks
&
grades
*
feedback
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
Introductory
Activity
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
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
! 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
! 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
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
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
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
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.
!
!
!
!