Learning Experiences
Learning Experience 1: 50mins
Learning Objectives:
Classroom Organisation: Whole Class
Learning Experiences:
- Begin the class as a whole group on the mat, students will need to bring their English book and a pen/pencil with them
- Introduce the focus text to the students by having a whole class discussion about Soldier Boy, by Anthony Hill.
- Read the first chapter of the book to the students.
- Discuss with the students what the formal assignment is that they will need to complete by the end of this unit.
- When writing a story what are some important aspects that you need to consider?
- Distribute KLA charts to the students, and bring up the same KLA chart on the projector.
Assessment: Formative assessment is present in this lesson through the questioning of the students prior knowledge and understanding of the topic.
- LS (i) Identify different purposes for listening and speaking, select and modify text structures and language features for the chosen content and context
- LS (iii) Communicate to: interpret and evaluate information relevant to opinions, clarify, question and extend ideas, develop arguments, interrogate ideas and information, interpret and analyse learning area language, identify subjective (exemplifying speakers’ thinking), objective (information and ideas based on fact), evaluative language and bias
Classroom Organisation: Whole Class
Learning Experiences:
- Begin the class as a whole group on the mat, students will need to bring their English book and a pen/pencil with them
- Introduce the focus text to the students by having a whole class discussion about Soldier Boy, by Anthony Hill.
- What might this book be about?
- Read the students the blurb on the back of the book. Were the students correct in their predictions on what the book will be about?
- Read the first chapter of the book to the students.
- Discuss with the students Jim's age. Did they have any brothers around his age? How would they feel if their sibling went off to fight a war that young?
- Discuss with the students the text structure of the book. How has it started? If the book has started at the end how do you think it will finish? Do you think this is an effective way to begin a book, why?
- Discuss with the students what the formal assignment is that they will need to complete by the end of this unit.
- Students will create their own short stories about either an ANZAC like Jim Martin, or the family o an ANZAC. These stories can be created using either writing, word processing or other multi-modal options.
- When writing a story what are some important aspects that you need to consider?
- There needs to be an orientation, a complication and a resolution.
- Using sensory language, verbs, adverbs and adjectives to create deeper meaning within a story.
- Correct use of punctuation and grammar
- The tense that their story is being written in (past or present).
- Distribute KLA charts to the students, and bring up the same KLA chart on the projector.
- What do the students already know about writing a short story and the aspects mentioned above?
- What do students want to learn about these aspects? Is there anything else that they want to learn in regards to writing a short story?
- Have the students write their answers to the first two questions into their own KLA chart. The education should write/type all answers onto the KLA chart being displayed on the projector.
- Students are to glue their charts into their English books so that they can fill in the third column later in the unit. The whole class KLA chart should be printed out and displayed in the classroom.
Assessment: Formative assessment is present in this lesson through the questioning of the students prior knowledge and understanding of the topic.
Learning Experience 2: 50mins
Learning Objectives:
Classroom Organisation: Whole class and Individual.
Learning Experiences:
- Begin class as a whole group on the mat, students will need their English books and 4 different coloured highlighters.
- Start the lesson by asking the students about words and word grouping.
- As a group we are going to read the second chapter of Soldier Boy, as you are listening and following along try to look and listen for these word types and word groupings.
- Hand out copies of chapter 2 of the focus text Soldier Boy to the students.
- Educator to read chapter 2, students to follow along with their own copies.
- Once chapter 2 has been read aloud, ask the students to go back through their handout copy and highlight any nouns or noun groups. Give them a couple of minutes to find examples.
- Next have students go through and highlight examples of adjectives in the text in a different colour.
- In a third colour have the students go through and highlight any adverbs groups and phrases.
- Finally ask the students to highlight verbs they can find within the text.
- Have the students go back to their desks. Ask them to write four sentences, one with the main focus on noun groups, one on adjective, one on adverbs and one on verbs.
- Ask student how using these word types and word groups could help them to write their short stories?
- At the end of the lesson have the students hand in their four sentences.
Assessment: Formative assessment is shown within this learning experience in the form of the four sentences the students have been asked to write. These are writing examples that can be used to asses student's knowledge on these word types and word groups, feedback can then be provided so as to improve the student's knowledge before they have to write their final assessment piece.
- WC (vi) Use words and word groups including: noun groups, phrases and adjectives to create effective, detailed and accurate descriptions, adverbs and phrases to show time, place and cause, verbs and adverbs to intensify meanings, expand and sharpen ideas
- WC (vii) Write using sentence structures, that include sentence fragments and single words, to emphasise , extend and explain ideas and information.
Classroom Organisation: Whole class and Individual.
Learning Experiences:
- Begin class as a whole group on the mat, students will need their English books and 4 different coloured highlighters.
- Start the lesson by asking the students about words and word grouping.
- What is a noun and how could it be used in a piece of text?
- What is an adjective and how could it be used in a piece of text?
- What is an adverb and how could it be used?
- What is a verb and how could it be used?
- As a group we are going to read the second chapter of Soldier Boy, as you are listening and following along try to look and listen for these word types and word groupings.
- Hand out copies of chapter 2 of the focus text Soldier Boy to the students.
- Educator to read chapter 2, students to follow along with their own copies.
- Once chapter 2 has been read aloud, ask the students to go back through their handout copy and highlight any nouns or noun groups. Give them a couple of minutes to find examples.
- Ask students for examples of nouns and noun groups from the chapter. How have they been used in the text
- Next have students go through and highlight examples of adjectives in the text in a different colour.
- Ask the students for the examples of adjectives that they found. How were they used? Did they change the meaning or your understanding of the text?
- In a third colour have the students go through and highlight any adverbs groups and phrases.
- Again ask the students for examples, how they were used within the text?
- Finally ask the students to highlight verbs they can find within the text.
- What are some examples of verbs that have been found? How ere they used? How have they impacted or changed the meaning, ideas, or your understanding of the text?
- Have the students go back to their desks. Ask them to write four sentences, one with the main focus on noun groups, one on adjective, one on adverbs and one on verbs.
- Ask student how using these word types and word groups could help them to write their short stories?
- At the end of the lesson have the students hand in their four sentences.
Assessment: Formative assessment is shown within this learning experience in the form of the four sentences the students have been asked to write. These are writing examples that can be used to asses student's knowledge on these word types and word groups, feedback can then be provided so as to improve the student's knowledge before they have to write their final assessment piece.
Learning Experience 3: 50mins
Learning Objectives:
Classroom Organisation: Whole Class and Individual.
Learning Experiences:
- Begin lesson with class on mat. Read Chapter three of Soldier Boy to the students.
- As a group discuss the chapter.
- Ask the students to return to their desk. Using the word types and word groups discussed in last lesson have to student write a journal entry about what happens in a normal day at school.
- Next, ask the students to write another journal entry, but pretending that they are at school with Jim. The students can choose to be either a boy or a girl and are to write about how they think a normal day of school in 1914 would go using knowledge from the chapter and discussions.
- Once the students have finished their letters ask them how this activity could help them to write their short story?
- Set homework for the students.
Assessment: The letters student write can be used as formative assessment in the form of work samples of the students writing.
- WC (i.) Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts
- WC (v.) Maintain meaning across paragraphs and short texts by: selecting sentence structures to link relationships within and between paragraphs, using word groups and phrases, omitting and replacing words, using subjective, objective or evaluative language, selecting connectives to link forward or back to ideas in the text
Classroom Organisation: Whole Class and Individual.
Learning Experiences:
- Begin lesson with class on mat. Read Chapter three of Soldier Boy to the students.
- As a group discuss the chapter.
- How was school different for Jim, compared to school now? It was compulsory for all boys Jim's age (13) to begin military training. Students also had to do parade drills every morning, sometimes even with real guns.
- How would you feel if you were being trained for the possibility of going to war?
- How was school different for boys and girls? Both boys and girls had lessons in basic subject, for example reading and writing, maths and geography, but they also had separate subjects. Girls spent 80 minutes of their school day learning how to sew, knit and darn, while boys learnt geometry and had extra lessons in geography and arithmetic, or mathematics (Internet Family History Association of Australia, 2006).
- How is this different from how you learn in school today?
- Ask the students to return to their desk. Using the word types and word groups discussed in last lesson have to student write a journal entry about what happens in a normal day at school.
- Next, ask the students to write another journal entry, but pretending that they are at school with Jim. The students can choose to be either a boy or a girl and are to write about how they think a normal day of school in 1914 would go using knowledge from the chapter and discussions.
- Once the students have finished their letters ask them how this activity could help them to write their short story?
- Helping to build their knowledge of what it was like to live in 1914.
- Set homework for the students.
- Ask students to think about whether they would like to write their short story from the point of view of an ANZAC or from the point of view of the families left in Australia who could not go to war and begin to plan their stories.
- Students can also begin to research what it was like to be an ANZAC and the war at Gallipoli, or what it was like to be on the home front back in Australia during the war. Some websites to assist with this research can be found in resources.
Assessment: The letters student write can be used as formative assessment in the form of work samples of the students writing.
Learning Experience 4: 50min
Learning Objectives:
Classroom Organisation: Whole Class and Individual.
Learning Experiences:
- Read chapter four of the focus text to the class on the forum.
- Discussion:
- Ask students to go back to their desks and bring out their laptops and the research they did as homework after last lesson.
- Students are to continue doing research on for their short stories.
- When a number of students are ready to move into the drafting stage, move them to the mat while the rest of the class continues working.
Assessment: Formative assessment is shown in this lesson through discussion on students understandings on the process of writing a story as well.
Adjustments:
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole Class and Individual.
Learning Experiences:
- Read chapter four of the focus text to the class on the forum.
- Discussion:
- In this chapter the students were being informed of the war that was taking place in Europe. Once Australia became a part of the war by pledging troops how did the boys react? How did Jim react? Jim was excited and wished that he could go, he followed everything that was happening to do with the war by collecting newspaper clippings and articles.
- Does war instil the same feeling of excitement today as it did for Jim and the other boys in 1914? Why do you think it is so different now?
- Ask students to go back to their desks and bring out their laptops and the research they did as homework after last lesson.
- Students are to continue doing research on for their short stories.
- When a number of students are ready to move into the drafting stage, move them to the mat while the rest of the class continues working.
- Remind them that their stories need to have a orientation, complication and a resolution.
- Discuss how the focus text was started. Do all stories have to begin at the start? How do the students plan on starting their stories?
Assessment: Formative assessment is shown in this lesson through discussion on students understandings on the process of writing a story as well.
Adjustments:
Learning Experience 5: 50min
Learning Objectives:
Classroom Organisation: Whole class and Individual.
Learning Experiences:
- Read chapter 5 of the focus text to students as a whole class on the mat.
- Discussion: (pages 34-37)
- After discussion students are to return to their desks to work on their drafts of their stories.
- If students are still doing research encourage them to finish and finalise their research by the end of this lesson. Students who are in the drafting stage are to continue. Students are able to use their laptops for research, and they are able to go to the library if they need/want to.
- As students finish their drafts have them begin reviewing and editing what they have written in a red pen. Remind students that if they find a spelling mistake, or a word they are unsure of, they are to circle it so they can look it up in the dictionary later.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class and Individual.
Learning Experiences:
- Read chapter 5 of the focus text to students as a whole class on the mat.
- Discussion: (pages 34-37)
- What was Jim's reaction to his dad being rejected from joining the Australian Army?
- Did Jim's parents support him joining the army despite how young he is?
- How did Jim's parents, in particular his mother, feel when he threatened to run away if they didn't give him consent?
- After discussion students are to return to their desks to work on their drafts of their stories.
- If students are still doing research encourage them to finish and finalise their research by the end of this lesson. Students who are in the drafting stage are to continue. Students are able to use their laptops for research, and they are able to go to the library if they need/want to.
- As students finish their drafts have them begin reviewing and editing what they have written in a red pen. Remind students that if they find a spelling mistake, or a word they are unsure of, they are to circle it so they can look it up in the dictionary later.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 6: 50min
Learning Objectives:
Classroom Organisation: Whole class, pairs and Individual.
Learning Experiences:
- Lesson to begin with reading Chapter 6 of focus text.
Discussion:
- Students should have completed their research and all students should be starting their draft. If there are any students who have not yet finished their research give them 10-15 more minutes to finalise their research and finishing finding out any more information they need for their story.
- As students finish their drafts have them begin editing and reviewing their own work.
- Any students who have already edited and reviewed their own work are to swap their stories with another student. Students are then to edit and review at least one of their peers stories. When students are editing a peers story they are to circle any spelling mistakes found rather than correct the spelling so the student can find the correct spelling for themselves.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class, pairs and Individual.
Learning Experiences:
- Lesson to begin with reading Chapter 6 of focus text.
Discussion:
- How were the men in the training camps feeling as they received new about the Australian Army's efforts in Gallipoli? They were excited, they couldn't wait to go off to war. The news they received was intoxication and made want to leave all the more (pg 46-47)
- How did Jim's parents feel when they heard that Jim was leaving for war? Jim's mother tried to convince him to change his mind, They were sad to see their only son go off to war and they were worried that they would never see him again (pg 50-51)
- Students should have completed their research and all students should be starting their draft. If there are any students who have not yet finished their research give them 10-15 more minutes to finalise their research and finishing finding out any more information they need for their story.
- As students finish their drafts have them begin editing and reviewing their own work.
- Any students who have already edited and reviewed their own work are to swap their stories with another student. Students are then to edit and review at least one of their peers stories. When students are editing a peers story they are to circle any spelling mistakes found rather than correct the spelling so the student can find the correct spelling for themselves.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 7: 50min
Learning Objectives:
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Read chapter eight to class on the mat.
- Discussion:
- Students are to continue their drafts in the remaining time of this lesson, most drafts should be f.
- Students will continues reviewing and editing their own work and then that of another students.
- Once a students work as been reviewed and edited by both themselves and a peer the drafts are to be handed into the educator.
- The educator will then read through the students draft checking the editing that the student and their peers have done in the story and making sure that nothing has been missed and to give student feedback on their stories.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Read chapter eight to class on the mat.
- Discussion:
- What does the start of this chapter suggest? That the book is being written as Jim's memories as he lay dying on the hospital ship.
- What was life like for the young soldiers while they were on the ship? A lot of their time was spent doing drills and parades to keep up their skills.
- Was Jim the only boy to lie about his age to join the arm? No, a few boys who were close to being of age but not close enough to sign up had lied about their age by a few months to a year, but no one was as young as Jim.
- Students are to continue their drafts in the remaining time of this lesson, most drafts should be f.
- Students will continues reviewing and editing their own work and then that of another students.
- Once a students work as been reviewed and edited by both themselves and a peer the drafts are to be handed into the educator.
- The educator will then read through the students draft checking the editing that the student and their peers have done in the story and making sure that nothing has been missed and to give student feedback on their stories.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 8: 50min
Learning Objectives:
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Read chapter eight to class on the mat.
- Discussion:
- Students are to continue their drafts in the remaining time of this lesson, encourage students to have their drafts finished by the end of this lesson.
- Educator will hand back any stories collected and checked over back to students. These students are to begin their second draft of their story correcting any mistakes that need fixing.
- Students will continues reviewing and editing their own work and then that of at least one other students.
- As students finish the editing process the stories will be handed into the educator to be checked and so that the educator can give the students feedback on their work.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Read chapter eight to class on the mat.
- Discussion:
- How was training in Egypt different to training in Australia? The weather in Egypt was very hot the sun and the sand made it hard to dig trenches and train. The heat made the camp huts feel like ovens and was eve reflected of the paved streets in the towns so there was no escape (pg 67).
- Did Jim and his mates only train or did they get to do other things while in Egypt? The soldiers got the occasional opportunity to sight see and explore the tombs. They shared hopes and dreams of what they would like to do back hom after the war (pg 68-69)
- Students are to continue their drafts in the remaining time of this lesson, encourage students to have their drafts finished by the end of this lesson.
- Educator will hand back any stories collected and checked over back to students. These students are to begin their second draft of their story correcting any mistakes that need fixing.
- Students will continues reviewing and editing their own work and then that of at least one other students.
- As students finish the editing process the stories will be handed into the educator to be checked and so that the educator can give the students feedback on their work.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 9: 50min
Learning Objectives:
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Gather students on mat and read chapter 9 of focus text.
- Discussion:
- Educator to hand back any drafts that have been marked for students to begin their second draft.
- Students are to finish editing their stories and a peers story by then end of this lesson and handed into the educator.
- Students working on their second draft are to continue doing so. If students have finished their second draft have them review their work to make sure they made all and any changes needed and fixed any spelling or grammar mistakes.
- If students have finished their second draft and are happy with it they are able to start their final copy. First student need to decide how they are going to present their story. Are they going to hand write it, type it on a computer, video themselves reading it, or make an online book? Website for students to create an online book can be found in resources.
- Once students have decided this have them let the educator know so they can keep track of what each student is doing.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class, pair and individual.
Learning Experiences:
- Gather students on mat and read chapter 9 of focus text.
- Discussion:
- How do you think Jim felt when he didn't get a letter from home? (pg 75)
- How do you think Jim and the other troops felt initially when The Southland got attacked and was sinking? (pg 78-79)
- Educator to hand back any drafts that have been marked for students to begin their second draft.
- Students are to finish editing their stories and a peers story by then end of this lesson and handed into the educator.
- Students working on their second draft are to continue doing so. If students have finished their second draft have them review their work to make sure they made all and any changes needed and fixed any spelling or grammar mistakes.
- If students have finished their second draft and are happy with it they are able to start their final copy. First student need to decide how they are going to present their story. Are they going to hand write it, type it on a computer, video themselves reading it, or make an online book? Website for students to create an online book can be found in resources.
- Once students have decided this have them let the educator know so they can keep track of what each student is doing.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 10:
Learning Objectives:
Classroom Organisation: Whole class and individual.
Learning Experiences:
- Lesson begins on mat as whole class group, educator to read chapter 10 of focus text.
- Discussion:
- Educator to hand back the last of the drafts that needed looking over.
- Students are to continue with their second drafts, by the end of this lesson students should have finished their second drafts and decided on how their story is going to be presented.
- Students who are on their final copy should continue on this.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class and individual.
Learning Experiences:
- Lesson begins on mat as whole class group, educator to read chapter 10 of focus text.
- Discussion:
- Most of the troop that survived the torpedo attack on the Southland only had the clothes on their back. How do you think the troops felt loosing what little personal possessions they had?
- Because of the extra passengers on the rescue ships there were food shortages. 23 men had to share 18 sausages no more than 2 inches long (pg 93), do you think this would have been enough food to keep the soldiers going during training and drills?
- At the end of this chapter they are setting off for Gallipoli. How do you think Jim and Cec may have felt at the point?
- Educator to hand back the last of the drafts that needed looking over.
- Students are to continue with their second drafts, by the end of this lesson students should have finished their second drafts and decided on how their story is going to be presented.
- Students who are on their final copy should continue on this.
Assessment: Formative assessment is shown through writing samples as students are editing their won work to hand into the educator for feedback
Learning Experience 11:
Learning Objectives:
Classroom Organisation: Whole class and individual
Learning Experiences:
- As a whole class on the mat read chapter 11 of the focus text to the student.
- Discuss:
- All students should have finished their second draft by now and should have decided on what medium they want to use to present their story.
- All students should be working on and finishing their final draft.
Assessment: Summative as students will be handing in their final assignment on the unit.
- VR (iii.) Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning area content, questioning, crosschecking and reviewing texts to identify point of view, using literal and inferred information to draw conclusions about significant concepts, arguments or descriptions
- WC (iii.) Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as full indexes and paragraphs that aid navigation, editing for content, language, visual choices and to enhance meaning
- WC (ix.) Review and edit own and others’ writing, using knowledge of editing techniques
Classroom Organisation: Whole class and individual
Learning Experiences:
- As a whole class on the mat read chapter 11 of the focus text to the student.
- Discuss:
- How do you think the troops felt as their ship neared Gallipoli?
- How do you think they felt once they actually landed at Gallipoli?
- The troops had to sleep despite the gunfire that was going on nearby, do you think this would have been easy?
- What shocked Jim and his mates about the diggers they met a Gallipoli? Only their boots were good, their bodies were thin from months of fighting and surviving (pg 100)
- Do you think they well end up the same? Why?
- All students should have finished their second draft by now and should have decided on what medium they want to use to present their story.
- All students should be working on and finishing their final draft.
Assessment: Summative as students will be handing in their final assignment on the unit.