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Theme:

WW1-How do authors portray war?

Stage 3

Time Frame: 8 Weeks

Concepts: Perspective, Point of View, Imagery, Visual Literacy and Language Choices

Focus for this unit: Students will gain an understanding of what happened during WW1 and the
impact it had on Australians. They will develop an understanding of how authors use language,
imagery and pictures to create perspective, point of view, empathy and a narrative record of the
War.
Main Texts:

Multimedia Resources:

The Beach They Called Gallipoli Jackie French

One Minutes Silence David Metzenthen
The Red Poppy David Hill
Light Horse Boy Dianne Wolfer
Midnight Mark Greenwood
Simpson and his Donkey Mark Greenwood
SMH Article Lest we forget our Anzacs of today
Read Aloud: War Horse Michael Morpugo
The Donkey that Carried the Wounded Jackie French

BTN: Animals at War

Light Horse Boy Book Trailer
War Propaganda Posters

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Complimentary Resources
My Mothers Eyes Mark Wilson
My Fathers War Sophie Masson
Archies War Marcia Williams
Do Not Forget Australia Sally Murphy & Sonia Kretschmar
Meet the Anzacs Claire Saxby
Anzac Day Parade Glenda Kane & Lisa Allen
The Treasure Box Margaret Wild & Freya Blackwood
A Day to Remember Jackie French
What was the War Like, Grandma Rachel Tonkin
The Poppy Andrew Plant
Gallipoli Kerry Greenwood & Annie White
I Was only Nineteen John Schumann
The Silver Donkey Sonia Hartnett
Memorial Gary Crew & Shaun Tan

STAGE THREE OBJECTIVES AND OUTCOMES

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Objective A: Communicate through speaking, listening, reading, writing, and representing
!Speaking and Listening

EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and
features
Develop and apply contextual knowledge
* understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships

Respondto and compose texts

* plan, rehearse and deliver presentations, selecting and sequencing appropriate content andmultimodal elements for defined audiences and purposes, making appropriate
choices formodality and emphasis
* participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and
opinions

Writing and Representing

EN3-2A: composes edits and presents well-structured and coherent texts
Engage personally with texts
* understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
* experiment and use aspects of composing that enhance learning and enjoyment

Develop and apply contextual knowledge

* identify and explore underlying themes and central storylines in imaginative texts
* explore and analyse the effectiveness of informative and persuasive devices in texts

Understand and apply knowledge of language forms and features

* plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources
appropriate topurpose and audience
* understand, interpret and experiment with the use ofimagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as
alliteration

Respondto and composetexts

* compose imaginative and informative texts that show evidence of developed ideas
* experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
* compose increasingly complex print, visual,multimodal and digital texts, experimenting with language, design,layout and graphics
* use a range of software, including word processing programs, learning new functions as required to create texts

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Objective B: Use language to shape and make meaning according to purpose, audience and context
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Reading and Composing

EN3-5B: discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
Develop and apply contextual knowledge
* identify and discuss how own texts have been structured to achieve theirpurposeand discuss ways of usingconventions of language to shape readers' and viewers'
understanding of texts

Understand and apply knowledge of language forms and features

* identify and explain characteristictext structures andlanguage features used in imaginative, informative andpersuasive texts to meet the purpose of the text
* discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories,layout conventions in print and digital texts

Respond to andcompose texts

* compose more complex texts using a variety of forms appropriate to purpose and audience
* consider and developsustained arguments and discussions supported by evidence

Grammar, Punctuation and 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
Develop and apply contextual knowledge
* understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

Understand and apply knowledge of language forms and features

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

Respondto andcompose texts

* experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail

Objective C: think in ways that are imaginative, creative, interpretive and critical

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Thinking Imaginatively, Creatively, Interpretively and Critically
! thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when
EN3-7C:
responding to and composing texts
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Engage personally with texts

* recognise and explain creative language features in imaginative, informative and persuasivetexts that contribute to engagement and meaning
* interpret events, situations and characters in texts

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Develop and Apply Contextual Knowledge

* compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest

Respond to and compose texts

* analyse and evaluate similarities and differences in texts on similar topics, themes or plots
* interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts

Objective D: express themselves and their relationships with others and their world

Expressing Themselves
EN3-8D: identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

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Engage peronally with texts

* recognise that ideas inliterary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Develop and Apply Contextual Knowledge

* understand how to move beyond making bare assertions and take account of differingperspectives and points of view

Objective E: learn and reflect on their learning through their study of English

Reflecting on Learning
EN3-9E: recognises, reflects on and assesses their strengths as a learner

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Develop and Apply Contextual Knowledge

* reflecton own learning achievements against specific criteria

Understand and apply knowledge of language forms and features

* discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts

Responds to and composes texts

* critically reflect on the effectiveness of their own and others' writing, seeking and responding to feedback

The
! Beach They Called Gallipoli - Jackie French and Bruce Whatley

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Teaching and Learning Activities

Resources

Before modelled
reading orientation to text

* Ask the students what they already know about Gallipoli

* Discuss the significance of ANZAC Day 2015
* View powerpoint so as to orientate students as to where Gallipoli is
* Introduce book. Jackie French has written a number of other books about
significant Australian events. Visit her website and discuss other books she
has written.
* Look at the front cover. Discuss the use of a photograph on a painted
background. Why would the illustrator have used this technique (narrative
text based on real events, connects the viewer to a real person)

https://www.scribd.com/doc/
250621469/Anzac-Day-pptx!

Reading the text

* Read through the book

* 23 April 1915 - what kind of imagery has been created? (everyday life,
peaceful fishing comunity) Discuss the use of primary sources and the
reasons why they have been included (connects the viewer, provides the text
with authenticity) Why has an ellipses been used? What does it indicate?
* 25th April 1915 - what impact does the repeated use of grey have in short
sentences? The lack of colour is in contrast to the first page, changes the
tone of the text.
* May 1915 - discuss the strong use of personification to describe death.
Contrasts with the simile used to describe the rockets, What imagery is
being created? (more detailed activities on personification and similes later)
* Note Simpson and his donkey photograph (war animals discussed later in
unit)
*

http://www.jackiefrench.com/beta/
pages/index.html!

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After reading

* June 1915 - was has Jackie French chosen to use short sentences? - High
impact, powerful.
* September 1915 - A land with few names had new names -Anzac Cove,
Quinns Post, Rhododendron Ridge, The Apex, Farm, Lone Pine. Students
research the importance of these sites and what their names mean. Provided
links may be useful.
*October/November 1915 - examine the use of the simile like grains of
sand. Why has Jackie French used this to describe the lives of the soldiers?
What is the connection between that simile and the last sentence of the page?
What is the author trying to say? Look at the photographs of the dead soldiers
and the officials. What is the importance of including both sets of photos?
* 1920...1960...2000... What do you notice about the pictures? (colour
returning, similar pictures to the first page)
* Gallipoli - explain the meaning of lest we forget.

http://en.wikipedia.org/wiki/
The_Farm_Commonwealth_War
_Graves_Commission_Cemetery
* http://www.anzacday.org.au/
spirit/hero/chp07.html
* http://www.awm.gov.au/units/
place_71.asp
* http://www.anzac.govt.nz/
gallipoliguide/
gallipolinames.html
* http://www.awm.gov.au/
collection/P02237.001/
* http://en.wikipedia.org/wiki/
Lone_Pine_(tree)

* Are there any winners or heroes? What have Jackie French and Bruce
Whatley achieved? (highlighting the futility of war)

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* In an interview with Jackie French she said she based a lot of her
research on primary resource materials from the Australian War Memorial.
Sometimes when you read a diary or letters it is almost as if there is a
whisper,remember me. They were real people and real events. Place them
on the page truthfully and they will live. Bruce Whatley said It was very
important for this book to base every image on existing photographs taken
at the time. So the characters are real. No dramatising of these events could
either tell the story better or do it justice. Do you think they have been
successful in achieving this?

* Discuss that it is not just what stories say that makes them powerful, but
also how they say it.
- adjectives and adjective groups/phrases
- verbs and verb groups/phrases
- adverbs and adverb groups/phrases
- variety of sentence structures
- vocabulary

http://www.insidehistory.com.au/
2014/11/author-qa-the-beachthey-called-gallipoli-by-jackiefrench-and-bruce-whatley/

* Examine the strong use of similes and personification in the book, what do
they mean and why they are so powerful
- War snatched and battered many places
- Bullets whizzed like wasps
- Men dug like wombats
- But death came hunting.
- Mortars tore through cold earth and men
- Rockets like fireworks ripped the night
- Courage and compassion grew in ragged dirt
- Summer breathed heat on shattered hills
- ...lives swept away like grains of sand
- The night wind kissed a chill goodnight as rowers reached the ships
- Waves slipped silent tongues among artillery casings
- Bramble and thorn bush clutched the broken earth

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* Choose a topic such as the boats rowing ashore and and write a group simile/
metaphor. eg. Like thieves in the night, we rowed in eerie silence towards
the shore. Students write sentences using adjectives and adjective groups/
phrases, verbs and verb groups/phrases and adverbs and adverb groups/
phrases, variety of sentence structures, vocabulary, similes and metaphors
to describe aspects of Gallipoli : the trenches, the fear, the rain and cold, the
noise, the landing, the cliff faces etc.

Assessment

* to help students gain insight into what the landing was like, watch clip that
shows still photo with the sounds of war as well. Can be paused at 4:15 if too
long.
* Students write a paragraph on the landing on the shores of Gallipoli. Use
metaphors, similes and short sentences to provide impact.
* Have students effectively used language devices to create quality writing?

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*https://www.youtube.com/
watch?v=b8o_t1AC0Xw

!!One Minutes Silence - David Metzenthen and Michael Camilleri

The Red Poppy - David Hill and Fifi Colston
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Teaching and Learning Activities

Before reading

* Show students the cover. What is depicted in the pictures? (An Anzac
and a Turk are side by side, the soldiers are marching around in a
never ending circle)
* Read the blurb in the back. How can the enemy be not so different from
us?
* Discuss what Remembrance day observes and the connection to one
minutes silence
* Introduce David Metzenthen idea that he wanted in this book, to try
and steer away from only telling the story from the perspective of the
ANZACS. Together with illustrator Michael Camilleri, they have tried
to give a powerful, contemporary illustration that war is not just one
sided. The pictures also tell a parallel story to the text.

Reading the text

* Open to the title page. What is happening in these pictures? Notice the
time on the clock. The next page shows the class about to observe a
minutes silence, but are not that interested.
* ...you can imagine... who can imagine? The illustrator has used the
students in the class to help bring a sense of involvement and empathy.
It also highlights that a lot of the men were underage and of a similar
age. ...when twelve thousand wild colonial boys dashed across
the shivering Turkish sand in the pale light of a dairy farmers
dawn lashed with flying lead. This sentence is loaded with
meanings and references. Ask students what they think it means and
how David Metzenthen has achieved these effects. What devices has he
used? ( Australian was only a new nation and most still identified as
being Britons or colonials (bushrangers or hard living men))

Resources

http://www.myplace.edu.au/
decades_timeline/1830/
decade_landing_17_1.html?
tabRank=3

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* lines of young turkish soldiers from distant villages - from what

point of view are these pages told? How has David Metzenthen engaged
the students?
* streaming into the homeland of the Turkish people- how does the
word homeland make the reader feel? Is this imagery effective in
creating empathy and causing the reader to think of the ANZAC
landing in a different light?
* on the next page the point of view switches again. It continues in this
way for most of the book.
* how the Turks fighting for their land and their lives... what is
the purpose of the snapshots? How has Michael Camilleri effectively
illustrated the fear the Turks must have felt? At the same time it
highlights the advantage they had over the Anzacs due to the terrain.
* you can imagine the bare knuckled bushmen...why do you think
the illustrator uses girls in this picture? (no women were at Gallipoli)
Discuss how the use of girls put readers, including girls, literally into
the soldiers shoes.
* ...when it was the Turkish soldiers who charged... the next two
pages depict the Battle of the Nek. The Anzac and Turkish trenches
were only about 20 metres apart. How has the illustrator conveyed this
to the reader? (the girl is bent over on the ground in both pictures)
Look at the painting by the official war artist George Lambert. Have
the students identify the Turks and the Anzacs. This painting was
used by Michael as the inspiration for his drawing. Why would this be
important?
* illustration of flies- on this page the pictures really do tell the story.
What do you think this picture means? Flies were a huge problem.
They spread disease, which at some points was killing more soldiers
than than bullets. Read through the extract from ordinary seaman
Joseph Murrays memoir Gallipoli 1915. Has the illustrator effectively
conveyed the fly problem?
* you can imagine the solitary day when these men met without
weapons... what is the irony highlighted on this page and confirmed
on the next ? - the other men were not so different at all.

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http://www.awm.gov.au/
collection/ART07965/!

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https://www.scribd.com/doc/
250701870/We-Live-on-What-isKnown-as-Hard-Tack!

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* the moment when the bloodied Diggers finally reached the

razored heights of Gallipoli... what is Jackie French trying to
convey when she uses the simile that the hazy Turkish horizon was as
impossible to reach as a castle in the clouds? (The battle was futile, so
much hard work and death for nothing)
* you can imagine the Anzacs strengthening their front lines as if
to fight through... examine the photographs on which the illustrator
based this drawing. Has he successfully captured the harsh living
conditions?

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* you can imagine the great crop of crosses the Anzacs left
behind...what is your immediate reaction to this picture? The
illustrator has used two different perspectives here. What are they? side view of the ANZACS walking down the hill and a birds eye view of
the bodies. What do you think this has achieved? All of the bodies are
in a sleeping position. Compare this page with the Ode of
Remembrance. How are they connected?
After reading

Assessment

* Students use wordle or tagged to create a vocabulary cloud

* Students respond to story by creating a book trailer on iMovie. Think of

the images, words and music that could accurately portray the message
of the story and showing both points of view.

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http://www.awm.gov.au/
collection/A05401/!

http://www.awm.gov.au/
collection/G00768/!

http://www.nla.gov.au/apps/
cdview/?pi=nla.pic-an23297142!

http://www.nla.gov.au/apps/
cdview/?pi=nla.pic-an23297151!

https://www.scribd.com/doc/
251016213/Ode-ofRemembrance

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Before Reading

Reading the text

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After reading!
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Assessment

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* Look at the cover of The Red Poppy. Why do you think the book is
called Red Poppy? (Poppies grew in abundance in the fields in the spring)
Show the students the image Blood Swept Lands and Seas of Red as a
clue - What have red poppies come to symbolise in relation to World War
1?(the spilled blood of comrades)
* Read The Red Poppy about soldiers fighting on the western front in
France.
* The poppies are the only thing of colour. Do you think that the red
poppy in this story represents spilled blood or something else?!
* What are the similarities and differences between the two books?
- similarities: futility of war, time, imagery of death and destruction, fear,
the soldiers on both sides are not that different
- differences: told from the point of view of Jim (New Zealander)only, yet
creates empathy for the German soldier, illustrates the use of animals
in war
* How do the illustrations reveal what the war was like?
* What is the significance of the men telling each other their names?
* David Hill writes only from the point of view of the New Zealand soldier
Jim. Rewrite the story from the point of view of the German soldier
Karl.

http://
theconservativetreehouse.files.w
ordpress.com/2014/11/
tower_of_london_poppies_0581.j
pg?w=900!

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Light Horse Boy - Dianne Wolfer and Brian
Teaching and Learning Activities
Before Reading

* There is a lot of vocabulary that is particular to the time

and story. Use a dictionary or iPad to look up the meanings
of the words on the worksheet
* Give the students some time to research who the Australia
Light Horse were and what their role was.

* Read pages 2-8. What does the text suggest about the
attitudes the following families had towards the war
- young men
- families of recruits
- society in general
* Pages 6-11. What does the tone of Jims letters suggest
about how he is feeling about what he is doing?
* Write a letter back to Jim from Alices perspective. How
does she feel about Jim going to war and war in general?

Resources
https://www.scribd.com/doc/
253465096/Light-Horse-Boy-WordMeanings-docx!

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http://www.lancers.org.au/site/
light_horse.asp!
http://www.lighthorse.org.au/
resources/history-of-the-australianlight-horse/the-mounted-soldiers-ofaustralia!
http://www.lighthorse.org.au!

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Teaching and Learning Activities
Reading the Text!

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Assessment

* Read pages 12 - 21. Jim included in his letter to Alice, a

diagram of the ships lined up in King George Sound,
Albany. Imagine you are a spectator watching the ships
getting ready to leave and then leaving. Write a passage
from your perspective that describes what you see, hear,
feel etc.
* In his letter to Alice on p.20, Jim refers to a lighthouse and
the lighthouse keepers daughter Fay. Introduce the
students to Dianne Wolfers book The Lighthouse Girl
and the story about Fay.
* Pages 22 - 27 What do you notice about the tone of Jims
letters?
* Pages 28 - 39 Jims letters have words blacked out. Look
up the word redact using the link. What does redact mean?
What words have been redacted from Jims letter? Who do
think would have done that? why would they have done
that?
* Pages 40 - 53 Dianne Wolfer has alternated between third
person narration, first person letters and primary sources
such as photographs and newspaper clippings.
- Why do you think the author has included these different
points of view?
- How do you think the impact of the story and the
connection with the reader would change if it was only told
from the thirds person narrative?
- Do you think the use of the different view points has been
effective in connecting with the reader?

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Resources

www.merriam-webster.com/
dictionary/redact!

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Teaching and Learning Activities

- Look at the first paragraph on page 50. Discuss the
language choice and the use of personification. What does it
mean when Jim says hes never felt more alone?
* Pages 55 - 77 Draw a table that contrasts the different
experiences Jim and Alice are having. What does this tell
us about the experiences of war? eg.
Assessment

Jims Experiences
* Misses out on his sisters wedding
* Injured!

Alices Experiences
* Gets married!
* knits socks to send to the frontline!

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Resources

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* Pages 78 - 105 Use the picture on pg 105 as inspiration for https://www.scribd.com/doc/
253257324/The-Light-Horse-Boywriting.
pg-105-docx!
* Read Pages 106- 118

After Reading

* If Jim and Charlie knew what war was really going to be

like, do you think they would have still enlisted? Write a
letter from a much older Jim to his 17 year old self. What

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advice would he give himself

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Teaching and Learning Activities
After Reading

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Assessment

* Dianne Wolfer uses highly descriptive and evocative

language to effectively create imagery of historical events.
Give students a copy of the text on pages 78-81. Read
through the passage and highlight the language that
conveys the emotion and action of the scene. Compare this
language to that used in the information report on the
Battle of Beersheba. Why do you think different language
has been used? (comparing the language of information
reports and narratives) Students write a diary entry from
Jims perspective on the Battle of Beersheba, using
evocative and descriptive language.

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Resources

http://www.awm.gov.au/units/
event_138/!

Webliography -

http://www.petaa.edu.au/teaching-resources/2014-cbca-guide/light-horse-boy
http://www.fremantlepress.com.au/dreamgirl/filesend/8570/LIGHT%20HORSE%20BOY%20TEACHING%20NOTES.pdf

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Teaching and Learning Activities

Resources

* Select scenes from the story and write them onto paper.
Working in small groups, students are given a scene and
use the freeze frame method to show the interaction
between characters. The rest of the class brainstorm what
scene it is and what the characters are thinking and
feeling.
* Watch the Light Horse Boy trailer. From what point of view
is the trailer narrated? Why do you think they have chosen
not to include third person narrative? How does the music
contribute to the mood? What do you notice about the tone
of the letters as the trailer progresses? How have they used
images to create the mood they wanted? Why have
monotone images been used?
* Using iMovie, tellagami etc, students create their own book
trailer
* The book trailer highlighted the plight of horses in WW1. - - Watch the BTN report on the role of animals in war.
Discuss why animals have played an important role in the
various wars Australians have been involved in.
- Read the related books Midnight - The story of a Light
Horse and Simpson and his Donkey, both by Mark
Greenwood.
- Why have animals been awarded for their bravery and
have their heroics recorded?
- Students research and create a Thinglink presentation on
role of animals in WW1.

http://dramaresource.com/strategies/
still-images-a-freeze-frames!

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https://www.youtube.com/watch?x-ytts=1421828030&x-ytcl=84411374&v=5D1ME9YwMaA!

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http://www.abc.net.au/btn/story/
s3483698.htm!
http://www.awm.gov.au/encyclopedia/
horses/!
http://www.awm.gov.au/encyclopedia/
horses/sandy/!

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World War One Propaganda Posters

Teaching and Learning Activities
Before Reading

* Discuss with students that serving inWW1 was voluntary,

unlike some more recent wars. Australian was a new nation
and didnt have a heavily stablished army.People
volunteered to enlist.
* If enlisting was voluntary, what problems would the
government encounter? From our readings, were men keen
to enlist?
* Discuss how communication was much simpler and most at
home in Australia were unaware of the brutality of the war.
* Show students the propaganda poster without the slogan.
What do you think these women are thinking as they watch
the soldiers march off? How would they be feeling? Why
would they feel this way? Brainstorm a single sentence that
might sum up how they feel or what theyd be saying.
* Now look at the poster with the slogan. Is this what you
thought theyd be saying? Do you think the women would
really have been that encouraging of their husbands, sons
and brothers going to war?
* Discuss what propaganda posters were. Show the students
the attached link illustrating how propaganda posters
worked.

Resources
* Background information on
propaganda!
http://www.skwirk.com/pc_s-14_u-42_t-47_c-139/propaganda/
nsw/propaganda/australia-and-worldwar-i/recruitment-and-conscription!

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https://www.scribd.com/doc/
253707981/Propaganda-PosterWithout-Slogan!

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https://www.scribd.com/doc/
253708476/Propaganda-Poster-withSlogan-docx!

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http://resources.hwb.wales.gov.uk/
VTC/suppliers/llgc/propaganda/
KS2_Propaganda_emptyposters.pdf

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During Reading

* Look at the recruitment poster.What attracts the viewers

attention? Where is your eye immediately drawn to? Why is
that important? What vector lines have been created?
Discuss the importance of this.
* Look at the images. What is happening in both? Discuss the
use of colour. Why is the top image of the soldier yellow in
direct contrast to dark background of the bottom image?
* The text divides the image. How does the text connect to the
images? Does the combination of text and images create
feelings or personal connections?
* What is more dominant - text or images? Or do they balance
each other?
* What message is the poster trying to convey? Who are they
appealing to?
* Do you think the poster is effective?

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http://www.awm.gov.au/collection/
ARTV00147/!

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* View the second poster. Again, where are the viewers eyes
http://www.awm.gov.au/collection/
immediately drawn?What are the images portraying?
ARTV00148/!
(farmer in the foreground, calmly walking away from a scene
in which men are desperately attempting to try and
extinguish a grass fire) Why has the illustrator chosen this
scene? What symbolism is he trying to create? Why has he
chosen those colours?
* What kinds of emotions does the text create? Why have they
used the reference to bushfires? Look at the layout of the
text and the way it frames the image. Does this create an
effective balance?
* What is the message the poster is trying to convey? How is it
trying to make the viewer feel?

* Read through the questions. Does this poster need images to

help convey its meaning? What technique are they using to
appeal to men to enlist? What are they trying to say about
men who don't enlist?

After Reading
Assessment

!
!

* Design a propaganda poster that uses text, imagery, colour

etc, that would encourage young men to enlist.

http://www.anzacday.org.au/history/
ww1/homefront/5ques.html!

!!

SMH Article - Lest we forget our Anzacs of today

Teaching and Learning Activities

Before Reading

During Reading

After Reading

Assessment

Resources

* Ask students if/why they think commemorating the 100th

anniversary of the Gallipoli landing is important
* Read through the Sydney Morning Herald article Lest we
forget our Anzacs of today, concentrating particularly on the
third paragraph.
* Are we spending too much money on the commemorations or is
it important to remember the important role it played in the
history of Australia?
* Has too much emphasis been placed on the role of the Anzacs
rather than war veterans of other wars that Australia has been
involved in? Or are the Anzacs symbolic of all war veterans?
* Discuss effective persuasive writing - structure, modality,
emotive language etc
* Brainstorm the pros and cons for spending so much money on
the Anzac commemorations.
* Discuss possible topic sentences for either opinion.
* Students write a persuasive piece on why/why not it is
important to commemorate the 100th anniversary of the
Gallipoli landing in such a big way.
* Students present their persuasive writing to the class, using
appropriate body language and modality choices for emphasis

http://www.smh.com.au/
comment/lest-we-forget-ouranzacs-oftoday-20140215-32scy.html