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Stage 3 English Unit

Term 1 Weeks:

(3 weeks)

Focus Text: Gallipoli Reckless Valour

Nicholas Brasch

Explanation of unit/overview
Central Concepts Critical Exploration/Context/Appreciation
In this unit students will, during critical exploration of the text students examine the effectiveness of persuasive, emotive and technical language to engage, inform and
persuade the reader. A close look at the context of the text will enable students to develop an increased understanding and appreciation of this time in our history and
to form a personal response to the historical changes that occurred as a result of the Gallipoli offensive.
Key Concepts - Visual Language/literacy, Aesthetics, Appreciation, Context, Design, Persuasion, Narrative Voice, Values
In this unit students will learn about the interplay between written language and visual images to position the reader towards a central idea the type of writing that is
intended to persuade and inform its audience by including emotive language, rich descriptions, historical recounts and complex visual images.
What is involved:
1 Awareness of certain codes used by illustrators and authors to establish an understanding and emotive relationship between the viewer and the events
2 Understanding that the text is intended to inform, influence thinking, as well as entertain
3 Students forming an opinion about Australias involvement in WW1
layout, emotive language, salience, point of view, perspective, references/links, visuals, rhetorical devices, symbolism

Essential learning It is important for primary students to have an elementary knowledge of the Gallipoli campaign in World
War One and its enduring impact here in Australia. This picture book outlining the history of Gallipoli provides that knowledge.

Text Gallipoli Reckless Valour (Nicholas Brasch) Gallipoli is seared into the national consciousness. It is said to have been a defining moment in our nationhood, helping
to forge our national identity. The very word has become analogous with mateship, heroism and sacrifice. The books features include two-page chapters with
information presented in highlighted break-out boxes, along with war photographs, maps, diagrams, enlistment advertisements, paintings and Anzac magazine covers.
Additionally there is an excellent Gallipoli timeline and useful glossary.

General Capabilities

Critical and creative thinking


Ethical understanding


Information and communication technology capability

Personal and social capability

Intercultural understanding

Links to Other KLA's

History : Anzac Day Creative Arts: Visual arts

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

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

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

EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts

EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and


EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and

composing texts

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

EN3-9D recognises, reflects on and assesses their strengths as a learner


Students will:

Stage 3 - Speaking and listening

Develop and apply contextual knowledge
compare and justify the ways in which spoken language differs from written language according to
purpose, audience and context

understand that patterns of language interaction vary across social contexts and types of texts
and that they help to signal social roles and relationships (ACELA1501)

understand that different social and geographical dialects or accents are used in Australia in
addition to Standard Australian English (ACELA1515)
Understand and apply knowledge of language forms and features

use appropriate metalanguage to identify and describe relationships between and among texts
use metalanguage to describe the effects of ideas, text structures and language features on
particular audiences (ACELT1795)

Teaching, learning and assessment

Examining Visual and Multimodal Features
Prior to reading

Brainstorm: What do students know about Gallipoli? What do they want to find out.
Complete a retrieval chart.

Have class read the blurb on the back cover. Discuss and clarify hell- bent,
larrikins, reckless valour.

Read introduction and view the You Tube clip Peter Jackson- Restored Gallipoli FilmAnzac Day
Chaos reigned at Gallipoli

After reading the introduction and viewing the clip, students work in pairs to
brainstorm reasons for this statement.

Respond to and compose texts

plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements for defined audiences and purposes, making appropriate choices for modality
and emphasis (ACELY1700, ACELY1710)
use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and
choose vocabulary and vocal effects appropriate for different audiences and purposes
use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch
and pace, according to group size, formality of interaction and needs and expertise of the
audience (ACELY1816)
participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
understand that strategies for interaction become more complex and demanding as levels of
formality and social distance increase (ACELA1516)
use and describe language forms and features of spoken texts appropriate to a range of purposes,
audiences and contexts
develop criteria to evaluate the effectiveness of spoken texts
discuss and experiment with ways to strengthen and refine spoken texts in order to entertain,
inform, persuade or inspire the audience

Stage 3 - Reading and viewing

Develop and apply contextual knowledge

understand how texts vary in purpose, structure and topic as well as the degree of formality
appreciate how demanding texts, eg extended novels and informative texts, contain increasing
levels of complexity and abstraction to enhance enjoyment

Exploring the context of literature

Read pages 8-13 and read and listen to the You tube clip on Australian War Memorial
Website- Britain declares war on Germany

Why did the assassination of Archduke Franz Ferdinand, the heir of the AustroHungarian throne, by a Serbian, lead to Australias involvement in a World War?

When did WW1 begin?

Why did so many young men flock to enlistment centres to sign up for military service
World War I?

Re-read the break-out box headed: We are Britons. How would that statement be
regarded by the Australian public today? Why?
Students design their own WW1 propaganda poster. Include a picture with a catchy
heading or slogan. For inspiration see pp. 10, 11 & 15 and Google WW1 posters Australia to
find many examples. Discuss the persuasive devices/ images used on the posters to
encourage men to enlist.

explain and justify the responsible use of digital technologies

Understand and apply knowledge of language forms and features

compare texts including media texts that represent ideas and events in different ways, explaining
the effects of the different approaches (ACELY1708)
analyse how text structures and language features work together to meet the purpose of a text
recognise and compare how composers use a range of language features, including connectives,
topic sentences and active and passive voice, to achieve their purposes
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 (ACELA1505)
identify the impact of first-person and third-person narration on the reader/viewer
recognise how grammatical features help to build meaning in texts, including reference links and
adverbial and adjectival phrases
recognise evaluative language, including emotive language and modality
identify and explain how analytical images like figures, tables, diagrams, maps and graphs
contribute to our understanding of verbal information in factual and persuasive texts

Respond to, read and view texts

select, navigate and read texts for a range of purposes, applying appropriate text processing
strategies and interpreting structural features, for example table of contents, glossary, chapters,
headings and subheadings (ACELY1712)
navigate and read texts for specific purposes applying appropriate text processing strategies, for
example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse information and ideas, comparing content
from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence responses to text
summarise a text and evaluate the intended message or theme
analyse and evaluate the way that inference is used in a text to build understanding in imaginative,
informative and persuasive texts
discuss aspects of literature that influence personal choice in reading

Stage 3 - Spelling

Read pages 14-15 and maps on pages 6-7

What did Winston Churchill (a Prime Minister of Great Britain during World War II)
have to do with the landing at Gallipoli?

When did the landing take place?

Where is Gallipoli? Study the maps on P.6 and 7.

Students label the countries, oceans and seas on a blank map.

Anzac symbols

What is a symbol? (Something that stands for something else, especially a material
object representing something abstract).

Look through the book and find two enduring symbols of Gallipoli and the Anzacs (
slouch hat, poppies).

The slouch hat

What has the slouch hat come to symbolise? (The Aussie digger, courage).

Refer to p. 31. What type of soldier wore the slouch hat with emu feathers? (Men of

Light Horse brigade, a cavalry unit).

What is the badge on the upturned brim of the slouch hat called? (The Rising Sun

What is on the badge currently worn by the Australian army?

Examining literature

And the Band Played Waltzing Matilda by Eric Bogle (written in 1979 after Bogle
had watched an Anzac Day parade) Available for streaming or downloading on the
Internet. This is a very beautiful, sad, evocative song, especially the version


recorded by the songwriter himself, about Gallipoli and Anzac Day, indeed, pretty

Develop and apply contextual knowledge

much everything covered in the book.

understand how accurate spelling supports the reader to read fluently and interpret written text
with clarity

Understand and apply knowledge of language forms and features

Understand how to use banks of known words, word origins, base words, suffixes and prefixes,
morphemes,spelling patterns and generalizations to learn and spell new words, for example
technical words and words adopted from other languages(ACELA1513, ACELA1514, ACELA1526)
Understand that the pronunciation, spelling and meanings of words have histories and change over
time( ACELA1500)

Make sure each class member has a copy of the words. Play the song once, then the
second time have the class sing along. In pairs students answer the following

How does the song, words and music make the students feel?

Why did Bogle refer to Gallipoli as the forgotten war?

Is Gallipoli a forgotten war today?

(The early 1970s had been dominated by the Vietnam War. Maybe people then were quite

Respond to and compose texts

Recognise most misspelt words in their own writing and use a variety of resources for correction
integrate a range of spelling strategies and conventions to accurately spell most words, including
words of many syllables, when composing imaginative and other texts
use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter
patterns of words, when composing texts
demonstrate an awareness of the limitations of spell check features in digital communication

happy to forget about war for awhile. However, times have changed since then. Gallipoli is
very much remembered as rising numbers at Anzac Day parades and visitors to Gallipoli

Bogle predicted that soon no one would march at all? Was he correct?
Who are the ghosts Bogle refers to in the last two lines?
Is it an anti-war song or does it glorify war?

Stage 3 - Responding and composing


Responding to literature

Develop and apply contextual knowledge

Read Simpson and His Donkey- pages 22-23 and the picture book Simpson and His
Donkey- Mark Greenwood

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
discuss how the intended audience, structure and context of an extended range of texts influence
responses to texts

Use a venn diagram to compare and contrast similarities and differences between
the two texts.
In computers, students complete a power point presentation on Simpson and his
donkey. Present to class. As a class construct a marking rubric to evaluate the
effectiveness of presentations.

Understand and apply knowledge of language forms and features

identify and explain characteristic text structures and language features used in imaginative,
informative and persuasive texts to meet the purpose of the text (ACELY1701)
investigate how the organisation of texts into chapters, headings, subheadings, home pages and
sub pages for online texts and according to chronology or topic can be used to predict content and
assist navigation (ACELA1797)
analyse strategies authors use to influence readers (ACELY1801)
understand the uses of objective and subjective language and bias (ACELA1517)
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 and compose texts

compose more complex texts using a variety of forms appropriate to purpose and audience
recognise the techniques used by writers to position a reader and influence their point of view
consider and develop sustained arguments and discussions supported by evidence

Stage 3 - Grammar, punctuation and vocabulary

Develop and apply contextual knowledge

understand that language is structured to create meaning according to audience, purpose and
understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness
of texts

Understand and apply knowledge of language forms and features

experiment using a range of language features, eg connectives, topic sentences, active and passive
voice and nominalisation
understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of
ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Read pages 24-29

Students write their own opinion with supporting evidence to answer the question- Should
Australian soldiers have been sent to Gallipoli?

Creating literature

Students write a letter home from a soldier at Gallipoli. Visit to view actual examples.

Red Cross Care Packages

The Australian Red Cross was formed in 1914 just nine days after the outbreak of
World War I. Its main task during the war was to prepare care packages for the
Imagine you are preparing a care package to send to a digger in Gallipoli. In groups,
make a list of the essential items you would include. Refine the list until everyone
is in agreement. Compare lists with other groups in the class, adding and
subtracting items until the class settles on one list of contents for a care package.
In choosing items for the care parcel remember that during wartime, parcels could
take up to six months to reach their destination and be distributed.

show how ideas and points of view in texts are conveyed through the use of vocabulary, including
idiomatic expressions, objective and subjective language, and that these can change according to
context (ACELY1698)
use complex punctuation to engage the reader and achieve purpose

Read Pages 16-21

Understand and apply knowledge of vocabulary

understand the use of vocabulary to express greater precision of meaning, and know that words
can have different meanings in different contexts (ACELA1512)
investigate how vocabulary choices, including evaluative language can express shades of meaning,
feeling and opinion (ACELA1525)

Respond to and compose texts

Examining text structure, cohesion and punctuation

select some more challenging language features, literary devices (eg irony, humour) and
grammatical features (eg modality) to engage and influence an audience
select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive
and colloquial, when composing texts
use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and
information to ensure meaning when composing texts

Engage personally with texts

recognise and explain creative language features in imaginative, informative and persuasive texts
that contribute to engagement and meaning
interpret events, situations and characters in texts
explain own preferences for a particular interpretation of a text, referring to text details and
own knowledge and experience
think critically about aspects of texts such as ideas and events

Have students familiarise themselves with the books format and features, including
the contents page, timeline, glossary and index at the back of the book. What type of
text is it and what is its purpose? Identify features of an information textheadings, sub- headings, labelled diagrams, maps, labelled photographs, lists,
Gallipoli Timeline Page 31- Photocopy the two pages and students cut the text boxes
out and create their own timeline on A3 paper. Illustrate or add images from the

Stage 3 - Thinking imaginatively, creatively, interpretively and critically


War time interview- In groups of 3 students devise questions and answers about the
landing, digging in, conditions in the trenches and Armistice. Encourage them to use
adjectives to describe the experiences. One person films using a tablet or ipad, while
the other two students take on the role of interviewer and interviewee.

Examining grammar and vocabulary

Glossary- give students a photocopy of the glossary and get them to find the
highlighted words within the text and read them in context. Write the page number
from the book next to the word in the glossary.
1.The mateship of diggers is legendary.
Discuss why mateship was, and is, such a

Develop and apply contextual knowledge

crucial element of a soldiers experience.

identify, describe, and discuss similarities and differences between texts, including those by the
same author or illustrator, and evaluate characteristics that define an author's individual style
compare how composers and illustrators make stories exciting, moving and absorbing to hold
readers' interest

Is there a difference between mateship

and friendship?
2. Write one sentence, in large bold
print, that describes what you
think mateship means. Stick

Understand and apply knowledge of language forms and features

each contribution on a large

understand how authors often innovate on text structures and play with language features to
achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
identify the relationship between words, sounds, imagery and language patterns in narratives and
poetry such as ballads, limericks and free verse( ACELT1617)

sheet for display in the

classroom. Invite comment on
the contri

Respond to and compose texts

create literary texts that adapt or combine aspects of texts students have experienced in
innovative ways (ACELT1612, ACELT1618)
adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively
about character, setting, narrative voice, dialogue and events

Direct Speech
Find and copy examples of direct speech from the book, particularly pages 21, 23.
Note the use of correct punctuation and inverted commas.

analyse and evaluate similarities and differences in texts on similar topics, themes or plots

Stage 3 - Expressing themselves

Engage personally with texts

recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to
different kinds of interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are presented to engage the reader
or viewer

Develop and apply contextual knowledge

make connections between students' own experiences and those of characters and events
represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
understand how to move beyond making bare assertions and take account of differing perspectives
and points of view (ACELA1502)
identify aspects of literary texts that convey details or information about particular social,
cultural and historical contexts (ACELT1608)

Understand and apply knowledge of language forms and features

recognise how the use of language and visual features can depict cultural assumptions in texts

identify language features used to position the reader/ viewer in a wide variety of communication
activities for a range of purposes, including debates, formal talks, interviews, explanations,
anecdotes and recitations

Respond to and compose texts

identify and describe the representation of people, places and events in film and the media
clarify understanding of content as it unfolds in formal and informal situations, connecting ideas
to students' own experiences and present and justify a point of view (ACELY1699)
discuss and explore moral, ethical and social dilemmas encountered in texts
respond to short films, documentaries and multimedia texts that express familiar and new aspects
of the broader world
compose a variety of texts, eg poetry, that reflect their understanding of the world around them

Stage 3 - Reflecting on learning

Develop and apply contextual knowledge

begin to understand the difference between their way of learning and the way others learn
reflect on own learning achievements against specific criteria

Understand and apply knowledge of language forms and features

recognise that there is a language for discussing learning experiences

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

Respond to and compose texts

develop criteria for assessing their own and others presentations

critically reflect on the effectiveness of their own and others' writing, seeking and responding to
formulate questions for specific purposes, eg to clarify and reflect
discuss and reflect on the roles and responsibilities when working as a member of a group and
evaluate the benefits of working collaboratively with peers to achieve a goal
describe how skills in speaking, listening, reading/ viewing and writing/representing contribute to
language development