Teaching Notes for

Liam’s story: So why do I wear Dad’s medals?

Madeline Fussell and Kim Porter — University of New England

Introduction

This book delivers the story of ANZAC Day in a relevant way for children and provides conversation starters about the ANZAC story, its history, commemoration and the traditions that underpin community ceremonies. These notes give insight into the authors’ choice of photographs, and accompanying text, in order to demonstrate that defence personnel are firstly family and community members. The teaching notes provide support for teachers to use this picture book effectively in the primary classroom across at least two curriculum areas, history and English. The content page outlines what is provided in the teaching notes and the links provided to each section provided within the notes will allow teachers to navigate quickly to the sections required. The question starters and links to further resources allow teachers to explore more fully both the ANZAC story and the support that communities can provide for those affected by war. The text Liam’s story: So why do I wear Dad’s medals? can be used to introduce a unit on ANZAC Day and can also be revisited when exploring ‘How do we remember the ANZACs?’ or perspectives such as ‘Do all people feel the same way about ANZAC Day?’. Texts, such as this one, that incorporate a true story, allow students to grasp more easily the meaning and significance of ANZAC Day and its ongoing relevance to communities today.

Reading the text Liam’s story: So why do I wear Dad’s medals?

This is a multi layered text has been designed to be read on three levels. The banner on each page can be read by itself. The combination of the banner and the larger print carry the story whilst the text boxes provide further information and questions to guide discussion. First read: It is important to read just the story line (banner and large print) to orientate students to Liam’s story and thus the perspective of this book.

The tagline question So why do I wear Dad’s medals? is a literary device that allows the child to predict, provides a deliberate pause in the reading to process new language and concepts; reflect on these ideas and then discuss what Liam's answer might be. The use of this on various pages is deliberate and fits with the illustrations that require discussion. This involves the children in developing the answer to Liam's question. Second read: The story line can be read and photos discussed and questions asked. In this picture book, the illustrations are as important as the text, and both work together to tell Liam’s story. When sharing this picture book with children, be sure to pay attention to the illustrations. Subsequent reads: The text boxes can be explored in conjunction with story line and provide impetus for further research and activities depending on the age of the reader.

Orientation to the book

The following pages provide background information about the pictures and sample questions that can be asked to ‘walk’ students through this text. The additional questions and resources can be adapted depending on the age of the students and provide impetus for further research and activities. An effective walk through ensures children gain the intended meaning conveyed in both the words and pictures.

Page Background information and sample questions Additional resources

Front cover

The cover of this book shows Don Rowe (as president of NSW, RSL) presenting Liam with his dad’s original medals. Note that in subsequent photos, Liam wears a miniature replica of these medals which is a common custom for veteran families. Have students predict:

Who is the man in the photo with Liam? What is his job? Why are medals being given to such a young child? Why are replicas made of medals?

Medal manufacturer

http://nationalmedals.com.au/replica-military-medals/ Australian War Memorial https://www.awm.gov.au/research/infosheets/medals/ - Replicas

Pages: 4–6

The foreword to this book is written by Barry J Clark (President New Zealand RSA), Don Rowe (President of NSW RSL) and David Gray (National Chairman of Legacy). Ask students if they have visited or heard of these organisations. Predict what each organisation might do and who is involved.

RSL http://rsl.org.au/ RSA http://www.rsa.org.nz/About-the-RSA/TheOrganisation

Legacy

http://www.legacy.com.au/

Page: 12

This photo depicts a tourist guide at ANZAC Cove in 2013. Visitors to this site increase every year and for the centenary of ANZAC landing at Gallipoli, the Australian Government has had to control numbers through a ballot system. Questions:

Why is there so much Australian and New Zealand interest in visiting this site?

Do other nationalities visit this site also? Why do tourist numbers need to be capped?

Important note: It is important that children are aware that the ANZAC forces were invading Turkey as a result of the war in Europe and the alliance with Britain. The Gallipoli campaign was a disastrous one that resulted in the ANZAC troops retreating with huge losses on both sides. The battle lasted 8 months, from April to December. From a military perspective the organisation of the retreat, with no further loss of life, was the only successful aspect of this campaign. We remember the ANZAC soldiers for their perseverance, courage, mateship and resilience in an unwinnable situation.

Australian Government Gallipoli 2015 website- http://www.gallipoli2015.dva.gov.au/ New Zealand Government Gallipoli 2015 website-

http://www.gallipoli2015.govt.nz/

Page: 13

Two services are held on ANZAC Day. One at dawn and another later in the morning that usually includes a march to the local cenotaph. The dawn service commemorates the landing at Anzac Cove that happened on 25 April 1915 at this time. Questions:

Has anyone attended a dawn service on Anzac day? What is the man doing in the photo and why?

Dawn service New Zealand- http://www.nzonscreen.com/title/anzac-day-dawn-service-2008 Dawn service Australia- http://www.awm.gov.au/commemoration/anzac/daw

Page: 14

Students may have stereotyped impressions in regard to age and gender when thinking about who was involved in wars. This photo depicts an ex-service woman (air force) who is a WW11 veteran laying a wreath at the dawn service. Her son (behind her) is wearing his deceased father’s army medals. Questions:

Which of these people in the photo has been involved in active service? How can you tell?

What roles do women play in the Defence Force today? What is the woman about to do?

Women in the ADF-

http://www.defencejobs.gov.au/women/ Defence Careers for New Zealand women-

http://www.defencecareers.mil.nz/women-in-the-nzdf

Page: 15

This photo depicts both army and air force personnel that students may not realise as only one is in uniform. Assist students to determine this by the positioning of the medals they are wearing. Some people believe that medals were originally designated to be worn at the left side, over the heart. Many children in defence families experience long periods of separation from one or even both parents when they are away on training exercise, courses or active service. Questions:

Why is the mother wearing medals? Why are they wearing medals and what do you think

those medals might be for? Why is there a soldier in the other photo not wearing

medals? This image was also selected to demonstrate to students that soldiers are often parents too. Many children often see servicemen and women only in their work role and therefore don't realise they are also part of our communities.

Defence Honours and Awards Australia- http://www.defence.gov.au/medals/ Defence Honours and awards New Zealand- http://medals.nzdf.mil.nz/info/default.htm Australian Government, Department of Veterans’ Affairs. (2014). Memories and memorabilia, pp 67–70; pp 36–7 (in We Remember ANZAC primary resource).

Page: 16

This page serves to highlight the traditions of the commemorative Anzac Day service. Students may have observed many of these traditions but not know why these take place. Traditions to discuss:

reciting of Odes playing of the Last Post role of Catafalque Party lone piper lowering and raising of flags a minute’s silence laying of wreaths

The Australian War Memorial-customs http://www.awm.gov.au/commemoration/customs/ New Zealand Army-Anzac Day http://www.army.mil.nz/culture-and-history/anzac-day.htm The Australian Army-Traditions http://www.army.gov.au/Our-history/Traditions/Catafalque-Party Australian Government, Department of Veterans’ Affairs. (2014). We remember ANZAC text, pp 30–3 (in We Remember ANZAC primary resource).

Page: 17

Timeline of Australian military involvement in wars is included to make students aware of the wars Australia service men and women have been involved in over time. This timeline helps students develop some sense of when Gallipoli occurred (Australia’s first involvement as a nation at war). Subsequently, the Australian Defence Force has been involved in numerous peacekeeping and natural disaster responses throughout the world in addition to the wars listed. Questions: Look at the timeline. Have children locate when they were born.

How many wars have been fought since you were born?

What is a non-combat role that defence forces provide in peacetime? Why?

Australian military history: an overview http://www.awm.gov.au/atwar/conflict.asp Department of Defence Army)- http://www.army.gov.au/Our-work/Community-engagement/Disaster-relief-at-home Australian War Memorial – Australians and peacekeeping https://www.awm.gov.au/atwar/peacekeeping.asp

New Zealand peace keeping-

http://www.mfat.govt.nz/Foreign-Relations/1-Global-Issues/International-Security/4-Peacekeeping-Operations.php

Pages: 18–19

This memorial plaque stands at Gallipoli Cove and is testament to the high regard the Turkish

Government developed for Australian and other allied soldiers. This respect is reciprocated as shown by the Australian Memorial in Canberra to Kamal Attaturk and the Turkish military. Page: 8 The photo below depicts a Turkish soldier rescuing a wounded British officer. There were many recorded instances of sharing of rations, camaraderie and compassion between the ANZAC and Turkish troops. Page: 7 Questions:

How did this mutual respect develop between the ANZAC and Turkish troops?

What is the relationship like between Turkey, Australia and New Zealand today?

Visiting Gallipoli today http://www.anzacsite.gov.au/2visiting/turkish_intro.html Anzac Day: a Turkish perspective http://www.abc.net.au/local/stories/2013/04/24/3744369.htm

Page: 21

This photo shows Liam receiving an award at school when parents are invited to attend. Occasions like this, when other children have their Dads present, remind Liam of how much he wants and needs his Dad. Even seeing other children playing in the park can be difficult for Liam. Questions:

What other occasions or activities would make Liam miss his Dad?

What might help Liam in these situations?

Page: 22

On this page Liam is holding his Dad’s compass. Items belonging to someone we love, often become very precious when that person is no longer there. Questions:

What else might Liam have of his Dad’s? When might Liam look at these items?

Page: 23

This page highlights the work non- profit organisations and charities do to assist veterans and their families. Questions:

What does Legacy do? What does Soldier On do? How can we help charities like these?

Legacy- http://www.legacy.com.au/ Soldier On- https://www.soldieron.org.au/

Page: 24

Both current and retired servicemen and women march on ANZAC Day. Questions:

Where is the closest ANZAC Day march to where you live?

Have you watched an ANZAC Day march? Do all veterans march? Why/why not?

Page: 25

These days there are no veterans from WW1 and reduced numbers from WW11. Current day marches are largely from recent or current conflicts. Often relatives, service groups and school children will march in the memory of those who cannot march and to show their respect. Questions:

Have you participated in an ANZAC Day march? What recent or current day conflicts have marchers

experienced? How are veterans that are no longer able to march

assisted to participate?

Who should march?- http://www.smh.com.au/national/differing-views-on-involvement-20100422-tg5p.html

Page: 26

Many ANZAC Day services include a religious component. Sometimes a hymn is sung and prayers are often said for both past and present service men and women and their families. Questions:

What part do the religious leaders play in the ceremony? What types of flowers and arrangements are laid on the

cenotaph? Who lays these floral tributes?

Laying of a wreath- http://www.dva.gov.au/commems_oawg/commemorations/commemorative_events/organise_events/Pages/wreaths poppies.aspx

Page: 27

This image shows a newspaper article and a photo depicting Liam participating in an ANZAC Day march held in Sydney. The march takes place in all sorts of weather as evident in this photo. Questions:

What role do the media play in this commemoration? How important is this role?

How should the media cover ANZAC Day?- http://www.smh.com.au/comment/anzac-day-how-the-media-should-cover-it-20140422-zqxma.html

Page:28

World War I and World War II veterans were not brought home but buried at, or near, battle sites. These graves are cared for through a special organisation and visited by many people, especially relatives. Not all soldiers were accounted for in graves overseas and both the Australian and New Zealand governments have brought home an unidentified soldier who was fighting for their respective country. Both countries have created a memorial for this soldier that is symbolic of all who do not have a proper grave but who died in battle. Questions:

Where did the unknown Australian soldier come from and why?

Where did the unknown New Zealand warrior come from and why?

Do other countries have memorials to ‘unknown soldiers’?

The Commonwealth War Graves Commission- http://www.greatwar.co.uk/organizations/commonwealth-war-graves-commission.htm The unknown soldier Australia- https://www.awm.gov.au/commemoration/customs/soldier/ The tomb of unknown warrior New Zealand- http://www.mch.govt.nz/nz-identity-heritage/national-war-memorial/tomb-unknown-warrior

Page: 29

Resilience is an important quality we all need to develop to allow us to bounce back from both small and large traumatic events. Positive relationships and community involvement are both vital components of resilience. Questions:

What is resilience? What helps people to be resilient? What do resilient people do?

What is resilience?- http://www.kidshelp.com.au/teens/get-info/hot-topics/being-resilient.php

Page: 30

Liam looking at a portrait of his Mum and Dad. Liam never got to know his Dad, but for many children whose parents do come home from military service life is not the same either. Very few service men and women are unaffected by events and sights they witness and often this causes stress and depression at various times. Some veterans return home physically injured and their life, and the lives of their family, has to adapt accordingly. Questions:

What organisations help veteran soldiers who have been wounded physically or mentally?

Soldier On- https://www.soldieron.org.au/ Legacy – http://www.legacy.com.au/ RSL- http://rsl.org.au/ RSA- http://www.rsa.org.nz/About-the-RSA/TheOrganisation

Page: 31

The three photos on this page depict what is known as a Ramp Ceremony. This is a formal military ceremony that takes place when a service man or woman dies and is repatriated back to their home country. Ramp ceremonies are held at departure and arrival of the fallen soldier. Questions:

Why are ramp ceremonies so important? Who attends the departure ramp ceremony?

Video of Ramp Ceremony Al Minhad-

http://video.defence.gov.au/?MediaId=1d2d53e8-8c31-46c2-a9fb-264c3970979d

Page: 32

Like the compass, wearing Dad’s boots gives Liam a connection with his Dad. Whilst ANZAC Day and Remembrance Day are poignant days for families, it is often the more personal anniversaries that are upsetting. These can include: birthdays, anniversary of a death, Christmas, Father’s Day, Mother’s Day and other family occasions. Questions:

On what family occasions in the future might Liam miss his Dad?

How do people remember personal anniversaries associated with loved ones that have died?

Page: 33

Liam as a toddler placing a poppy on a plaque for his Dad in a national war cemetery. Questions:

Look at the photos and estimate how old Liam was when his Dad died?

Why is Liam placing a poppy on his Dad’s plaque?

Significance of poppies- New Zealand http://www.nzhistory.net.nz/war/anzac-day/poppies

Australia

https://www.awm.gov.au/commemoration/customs/poppies/

Page: 34

Here is Liam’s Dad. This page shows images of his Dad as an everyday person: a husband, friend, dad, son and mate. Children often think of service people in their roles and not beyond. The loss of a service man or woman affects a nation but it directly impacts families and friends of the person who has died. Questions:

Who would miss Liam’s dad? What do you think people will remember Liam’s dad for?

Page: 35

It is important to understand that not all veterans choose to march on ANZAC Day for various reasons including the pain they feel when they think about their war experiences. Those that do march, also do so for a variety of reasons including those listed in the text. Questions:

Can you add to the list of reasons why people want to march?

What are some other reasons why some veterans choose not to march?

Page: 36

The final page seeks to reinforce to Liam that part of being resilient is being able to accept change whilst still honouring the memory of his dad. Question:

Do you think that Liam now knows why he wears his Dad’s medals?

Page: 37

The Ode is one verse from a famous poem For the Fallen written by Laurence Binyon in 1914. Read the poem (link provided). Questions:

What nationality do you think the poet was? Have you heard the ode recited in other places besides

ANZAC Day services? Is there another verse in this poem that is often recited?

For the Fallen poem link- http://www.army.gov.au/Our-history/Traditions/For-the-fallen

Using Inquiry

The inquiry approach is advocated in contemporary curriculum documents and is credited with developing deeper

and more meaningful understanding of content than other approaches. When teaching history, this approach will

still include direct and or explicit teaching at appropriate times, especially around skill development needed for

historical inquiry.

Through historical inquiry in primary school classrooms, students remain teacher guided but are provided the

opportunity to personalise and process content in a way that is meaningful to them and incorporates their prior

knowledge.

There are many variations on inquiry models and choice depends on outcome to be achieved; e.g., some models are

focused on determining an answer to the question under investigation, whilst others extend thinking to problem

solving and or service-learning.

Figure 1. Inquiry model adapted from Human Society and Its Environments K–6 (p 12), by Board of Studies, New South Wales, 1998.

Get interest

Find out

Sort information

Answer question

Make connections

Evaluate

Figure 2. TELSTAR model adapted from Teaching Humanities and Social Sciences in the Primary School (p 54), by R Reynolds, 2014, Australia: Oxford. This is an inquiry model that expects students to act on their findings.

The TELSTAR model was developed by Department of Education, Queensland in the 1900s. Inquiry is always introduced in question format rather than a ‘topic’. The aim is to systematically build conceptual

understanding rather than a thematic approach that is often extremely broad and has no clear learning objectives.

How this question is framed is important as the wording can dictate what the teacher thinks is the answer and or

Tune in

Explore knowledge, viewpoints, questions and

methods

Look

Sort

Test

convey the values intended. Sometimes this is appropriate when it is a core value but, on the whole, the aim is to

allow students to ‘discover’ why and how rather than just proving what has already been assumed. Consider the

question: ‘Why is ANZAC Day important?’ This question would be so much more open and useful if students were

able to inquire and find out for themselves about ANZAC Day and from their research conclude that ANZAC Day is

important for a number of reasons, not the least being the effect and the way this disastrous battle contributed to

changes in Australian society. Consequently, the preferable wording for this question would be ‘Why is ANZAC Day

commemorated?’ These semantics completely change the investigation and often the attitude of the learner.

Creating a unit of work

Usually a ‘key inquiry question’ outlines the investigation and this is ‘unpacked’ by a number of contributing

questions. The key inquiry question usually encompasses what most schools refer to as a Unit of Work and is

intended to develop the necessary knowledge relevant to a particular outcome(s). The key inquiry question will be

answered once all of the contributing questions have been covered. The unit would be ‘wrapped’ up by the teacher in

a discussion around the key inquiry question at the end of a unit.

The contributing questions are still open questions but they ensure that students explore the necessary information

needed to build an answer to the key inquiry question. By having several contributing questions, students do not get

overwhelmed and are able to methodically build understanding of the topic or issue being explored. Thus if students

were to explore the key inquiry question of ‘Why is ANZAC Day commemorated?’ this would be broken down into

several contributing questions:

1. Who were the ANZACs?

2. What was life like for the ANZACs?

3. How do we remember the ANZACs?

4. Do all people feel the same way about ANZAC Day?

NB. The last question in the unit above requires values analysis rather than the use of an inquiry model to

investigate.

Through answering these contributing questions (in the above order), students would come to a good understanding

of what ANZAC Day is about and how this commemoration has evolved over time. Each of these contributing

questions is thus a separate investigation that will build to the answer of the key inquiry question.

Teachers need to be mindful that the key inquiry question can rarely be answered in one inquiry sequence. Using

contributing questions to break up a topic prevents students being inundated with an overwhelming amount of

information that often results in large number of tangents and/or thematic styled activities rather than a deeper

understanding of the topic.

ANZAC History Unit for the Primary classroom

Key Inquiry Question: Why is ANZAC Day commemorated? Contributing questions:

1. Who were the ANZACs?

2. What was life like for the ANZACs?

3. How do we remember the ANZACs?

4. Do all people feel the same way about ANZAC Day?

Department of Veterans’ Affairs Investigation Gallipoli—A resource for Primary Schools, 2010 p 13

The following outcomes taken from BOS, NSW History K–10 Syllabus Volume 1 can be addressed through inquiry

about ANZAC Day. These outcomes are comparable with the content descriptions of the Australian Curriculum:

History (http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-

10?layout=1) and New Zealand achievement objectives (http://nzcurriculum.tki.org.nz/The-New-Zealand-

Curriculum/Learning-areas/Social-sciences/Achievement-objectives)

(Board of Studies, NSW, 2012, p 16)

Early Stage 1 outcomes

A student:

Stage 1 outcomes

A student:

Stage 2 outcomes

A student:

Stage 3 outcomes

A student:

HTe-1

communicates stories of their

own family heritage and the

heritage of others

HT1-1

communicates an understanding of

change and continuity in family

life using appropriate

historical terms

HT2-1 identifies

celebrations and commemorations of

significance in Australia and the world

HT3-1 describes and

explains the significance of people, groups,

places and events to the development of Australia

HT1-2 identifies and describes

significant people, events, places and

sites in the local community over

time

HT2-2 describes and explains how significant

individuals, groups and events contributed to

changes in the local community over time

HT3-2 describes and explains different

experiences of people living in Australia over

time

HT1-3 describes

the effects of changing

technology on people’s lives over

time

HT2-3 describes people,

events and actions related to world

exploration and its effects

HT3-3 identifies change

and continuity and describes the causes

and effects of change on Australian society

HT2-4 describes and

explains effects of British colonisation in Australia

HT3-4 describes and

explains the struggles for rights and freedoms

in Australia, including Aboriginal and Torres

Strait Islander peoples

HTe-2 demonstrates

developing skills of historical

inquiry and communication

HT1-4 demonstrates skills

of historical inquiry and communication

HT2-5 applies skills of historical inquiry and

communication

HT3-5 applies a variety of skills of historical

inquiry and communication

Figure 3. The Inquiry model to be used to investigate questions 1–3. Question 4 will be investigated through a values analysis.

Get interest

Find out

Sort information

Answer question

Make connections

Evaluate

Matrix to track historical concepts and skills being taught

Unit questions Historical concepts Historical skills

Co

ntin

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and

chan

ge C

ause an

d effect

Persp

ectives

Em

path

etic u

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erstand

ing

Significan

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testability

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Co

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: ch

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olo

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s and

co

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ts A

naly

sis and

use o

f so

urces

Persp

ectives an

d

interp

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s E

mp

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un

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Exp

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1. Who were the ANZACs?

2. What was life like for the ANZACs?

3. How do we remember the ANZACs?

4. Do all people feel the same way about ANZAC Day?

When planning units of work it is important that teachers have researched each contributing question to be

investigated and that an answer to each has been recorded. Knowing the 'end' result is a crucial step in planning

effectively. You need to know the final destination before a plan can be formulated on how to get there; i.e., the

learning activities to be used at each level within the inquiry model. This ensures that the investigation has a clear

teaching and learning objective and does not become a thematic approach to the topic or issue. To illustrate this

point an example answer for the first contributing question in the suggested ANZAC unit has been provided below.

1. Who were the ANZACs?

Answer being sought: This story is about something that happened to some Australian men and women. It happened in a country a long

way from Australia. It happened a long time ago before I was born, or my family was born. It was the first time

Australia had been involved, as a new nation (after Federation), in a major war and experienced the horror of war.

ANZAC is an acronym for Australia and New Zealand Army Corp (always capitals).

The original ANZACs were those who first saw action at Gallipoli on 25 April 1915. The cove where the Australian

and New Zealand troops landed was quickly dubbed Anzac Cove. Soon the word was being used to describe all

Australian and New Zealand soldiers who fought on the Gallipoli Peninsula. Eventually, it came to mean any

Australian or New Zealand soldier in World War I.

The term continued into other wars. A new ANZAC corps was briefly formed during the campaign in Greece in 1941.

During the Vietnam War, New Zealand and Australian infantry companies combined to form the Anzac Battalion.

The following planning provides an example of how students could investigate the second question in the

suggested ANZAC Unit for primary students. This inquiry planning outlines the teaching and learning activities

and the information sources, provided by the teacher, for student use to develop an answer to what was life like

for the ANZACs. This investigation provides students with a firm understanding of the conditions the ANZACs

endured. This learning leads into using the text Liam’s story: So why do I wear Dad’s medals? to investigate how we

remember the ANZACs as the book traces Liam’s ANZAC Day as he attends the march wearing his dad’s medals.

Inquiry planning to investigate:

2. What was life like for the ANZACs?

Answer being sought: Conditions for the ANZACs were tough right from the beginning of the battle. Their orders had them land in a

small cove with no cover instead of the intended long beach. The tall cliffs meant it was a dangerous place to land

and evacuate wounded. Once they landed they had to set up places to store food and supplies, cook food, and

provide medical facilities, water and sewerage. The ANZACs had to struggle with the environment, establishing

their ‘homes’ in rugged cliffs and on narrow unprotected beaches. They experienced extremes of weather, a

scorching summer and a freezing winter. Receiving supplies of all kinds was always a concern, as they had to be

shipped in. Water was scarce and strictly rationed. A soldier’s diet consisted mostly of bully beef, hard biscuits,

jam and tea. Lack of sanitation in the heat caused outbreaks of disease. Men suffered from dysentery,

gastroenteritis, typhoid fever, pneumonia and cholera. They faced plagues of fleas, flies and rats. Spare time was

spent picking lice off clothing, washing, playing two-up, cleaning weapons, catching up on sleep, writing letters or

postcards home and sometimes risking a quick swim at the beach to get clean.

Revisit content covered in first investigation—Who were the ANZACs?

Revisit the period using time line. Investigating Gallipoli - A resource for primary schools, Department of

Veteran’s Affairs, 2010 p 7, pp 18–19.

Revisit where the war took place on a map using interactive whiteboard. Investigating Gallipoli—A resource for primary schools, Department of Veterans’ Affairs, 2010 p 13.

What was life like for the ANZACs? Inquiry level Teaching and learning activities Get Interest

Show image Question students: What does it show? (Describe) Scribe ideas around image (blue)

What does it mean? (Interpret) Scribe in another colour (green) Photographs tell a lot, but there is also a lot that it is not told. Imagine you could talk to the men, what would you like to know? Introduce question: What was life like for the ANZACs? How can we find out the answer to this question? (diaries, letters, photos, paintings, accounts of participants’ experiences recorded after the event.)

Find out

Students in work stations use sources (listed below this table and provided by teacher) such as: anecdotes, images, ration reports, accounts, letters, diary extracts to record facts in a retrieval chart. (Video) Life on Gallipoli Type of evidence Details of evidence Food: Questions to guide each section

Clothing Climate Health In battle Time away from battle

Sort information

A whole class discussion to compile ‘cause and effect’ chart on interactive whiteboard.

Answer the question

Class discussion (using cause and effect chart) to answer question What was life like for the ANZACs? Show some postcards; discuss how and why this type of communication is used. Discuss words needed for postcard task. Make a word wall.

Students write a postcard home from the perspective of a soldier on Gallipoli describing a typical day.

Assessment: Collect letters to assess student understanding of what life was like on the Gallipoli battlefields.

Make connections

Where was ANZAC Day first commemorated? Read A Day to Remember by Jackie French (read up until 1946) Discuss when the first Commemoration was held. Discuss how this day has evolved to include all veterans. Add the following years to timeline created in first inquiry about ‘Who were the ANZACs?’ ‘1916 ‘ Day proclaimed as ANZAC Day by Australian Prime Minister ‘1927’ ANZAC Day became a Public Holiday ‘1927–1928’ Most towns and cities had memorials with statues of soldiers and rolls of honour. ‘2014’ All returning servicemen and women are considered as ANZACs New Zealand dates see http://www.nzhistory.net.nz/war/first-anzac-days

Evaluate

How has your understanding of ANZACs changed? What do you know now you didn’t know before? Why is it useful to know and understand this part of our history? Link to the next question to be investigated ‘How do we remember the ANZACs?’

Information sources used to teach sequence

Get interest: (Image of men) Gallipoli and the ANZACS—A resource for secondary schools,

Department of Veterans’ Affairs, 2010 p 64. Find out:

Memorial Box 01— Australia in the First World War (from the Australian War Memorial - https://www.awm.gov.au/education/memorial-boxes/

http://www.anzacsofgallipoli.com/daily-life-at-gallipoli1.html https://www.awm.gov.au/exhibitions/anzac-voices/life-gallipoli/ Gallipoli and the ANZACS - A resource for secondary schools, Department of

Veterans’ Affairs, 2010 pp 64–86 Investigating Gallipoli—A resource for primary schools, Department of Veterans’

Affairs, 2010

Make connections: French, J (2012) A Day to Remember. Australia: Harper Collins Publishers.

Fact gathering sheet to assist students when recording facts in the Find out level (see Figure 3).

Life on Gallipoli Type of evidence Details of evidence

Food and Water What did the soldiers eat? How much food/water did each soldier receive? Where did supplies of food and water come from? How was it stored? What problems did soldiers encounter with food/water?

Health What health problems did the soldiers face? What caused these health problems? What happened to the sick and wounded soldiers?

Clothing What did the soldiers wear? What was the uniform made of? What protective clothing did the soldiers wear? How suitable was the uniform for the climate?

In battle What were the trenches like? How long did soldiers spend fighting at any given time? What did the men do in the trenches? How did supplies get to the men fighting in the trenches?

Time away from battle What did the men do when they weren’t fighting? Where did they live? Did soldiers have any contact with their families?

Graphic organiser used in the Sort information level (see Figure 3).

Where can teachers use the text Liam’s story: So why do I wear Dad’s medals?

The text Liam’s story: So why do I wear Dad’s medals? can be used to introduce a unit on ANZAC Day and can also be

revisited when exploring ‘How do we remember the ANZACs?’ or perspectives such as ‘Do all people feel the same

way about ANZAC Day?’. Texts, such as this one, that incorporate a true story, allow students to more easily grasp the

meaning and significance of ANZAC Day. Stories bring past and present events to life and give students an insight

into the personal cost of war. Students become aware of different perspectives to their own, born out of different

experiences and this leads into the question ‘Do all people feel the same way about ANZAC Day?’.

Further resources for teaching the Anzac story

There is an abundance of rich, relevant and reliable information sources available to teachers to investigate the

ANZAC story. Schools are often well sourced and school libraries provide an excellent starting point for locating

sources of information to support planning. Kits have been produced by the Department of Veterans’ Affairs and

dispatched to both primary and secondary schools in preparation for the centenary commemorations in 2015.

These kits entitled ‘We remember ANZAC ’ provide teachers with texts and many suggested websites.

Discovering Anzacs is a website containing information on every Australian and New Zealand soldier enlisted in

World War 1.

http://discoveringanzacs.naa.gov.au/

Behind the News is a news program broadcast on Australia's ABC TV. It presents current issues and events in the

world at a school-aged level, children (8–13 years of age). This link provides students with an understanding of

Australia’s involvement in World War 1. Accompanying teacher resources link to the Australian Curriculum: History

http://www.abc.net.au/btn/story/s4058058.htm

Education and Community Awareness for the ANZAC Centenary is a portal set up by the Australian Government

Department of Veteran’s affairs to provide information about the centenary, wartime history, veterans’ interviews,

information on how to run a commemorative ceremony, and classroom-ready learning activities.

http://www.anzacportal.dva.gov.au/

New Zealand’s First World War Centenary is a portal set up by New Zealand Government to provide information

about the centenary, wartime history and information to support teachers.

http://ww100.govt.nz/

Political Cartoons

These links may be useful for high school teachers, rather than primary, to use with older students. These cartoons

can be used to help students think about critical literacy and the different perspectives of war. Many political

cartoonists make strong anti-war statements and will make strong criticisms of the government of the time or

community attitudes. Political cartoons cover aspects of war that include political decisions about:

• specific conflicts and wars,

• the nature, irony and horror of war,

• the cost of war in both lives and money,

• the political narrative of war, and

• the language of war.

As you view these modern and older cartoons from Australia and New Zealand think about what the cartoonist is

saying. How are they are portraying that message through words and images? What other cartoons can you find that

fit into the categories listed above?

https://simonkneebone.files.wordpress.com/2014/10/great-war-lr-pic.jpg http://natlib.govt.nz/records/33724945?search[i][category]=Images&search[i][collection]=New+Zealand+Cartoon+Archive&search[i][primary_collection]=TAPUHI&search[i][subject]=World+War%2C+1914-1918&search[path]=items http://natlib.govt.nz/records/23228587?search[i][category]=Images&search[i][collection]=New+Zealand+Cartoon+Archive&search[i][primary_collection]=TAPUHI&search[i][subject]=World+War%2C+1914-1918&search[path]=items http://www.abc.net.au/news/2014-12-05/foxhole-michael-leunig/5948568 http://www.leunig.com.au/index.php/cartoons/recent-cartoons/318-militarisation

Literacy Teaching Notes for Liam’s story: So why do I wear Dad’s medals?

Susan Feez — University of New England

This picture book, Liam’s story: So why do I wear Dad’s medals, provides a valuable starting point for the design of an

integrated unit of work. An integrated unit of work addresses outcomes from more than one syllabus or curriculum

area. An enquiry about ANZAC Day based on this book has the potential not only to address outcomes from the NSW

History K–10 Syllabus, and relevant Australian Curriculum: History content descriptions and New Zealand

achievement objectives, but also to address outcomes from other syllabus and curriculum areas, including, for

example, English, Geography, Mathematics and Creative Arts. The teaching notes below provide ideas for integrating

into an enquiry about ANZAC Day teaching and learning that addresses NSW English K–10 Syllabus outcomes, in

particular, outcomes that relate to the development of reading and writing (literacy).

Working towards reading outcomes

Because Liam’s Story is a multi-layered text that can be read on three levels, in the early years it can be used not only

in small group reading lessons differentiated to meet the needs of emergent and beginning readers and readers who

lack confidence, but it can also be used in reading activities designed for mixed ability groups and to initiate

extension activities for independent readers. For information about the three-level design of the book read the

section: Reading and using this book. The text is also enhanced with photographs, diagrams and maps which lend

themselves to a range of visual literacy activities.

A unit of work based on this book can be used to address the following NSW English K–10 Syllabus outcomes.

Early Stage 1 outcomes

A student:

Stage 1 outcomes Stage 2 outcomes Stage 3 outcomes

ENe-4A

demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

EN1-4A

draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

EN2-4A

uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

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

(Board of Studies, NSW, 2012, p 14)

The aim of reading lessons integrated into a unit of work for the early years would be that by the end of the unit all

students in the class are able to read the book independently at an appropriate level. This goal can be reached

through a sequence of steps, which might include:

1. orienting the students to the topic and to the language and images used in the book

2. supporting students to read the text and the images closely.

In this way activities based on this book become a starting point for reading more widely around this topic and

for writing about this and related topics.

1. Orienting students to the book

The orientation step can be used to provide students not only with experiences, knowledge and understanding to

help them answer inquiry questions linked to the History curriculum, but also with knowledge about the topic, and

the language used to talk, read and write about the topic, which can be linked to the English curriculum. Orientation

experiences underpin students’ ability to read the text independently and, later, to write about the topic. The number

of orientation activities, and the time taken to complete these activities, will vary depending on students’ existing

knowledge about the topic, and their learning needs, as well as the number of curriculum areas and the range of

outcomes the unit of work is designed to address.

Field building

To prepare students to read the book towards the achievement of reading outcomes, the orientation step might

include experiences and activities that build the field, in other words, that build students’ background knowledge and

understanding of the topic. While ANZAC Day represents a tradition familiar to many but not all Australians, children

in the early years of school may have only experienced this tradition in a sporadic way, and most will not have

experienced it from the perspective of an Australian Defence Force (ADF) family. Here are some examples of

activities that can be used to build the field for Liam’s story:

students sharing what they already know about the topic, and thinking about what they still need to learn

field trips, for example, to a roll of honour, a war memorial or wreath laying ceremony

presentations, for example, video-recordings or guest speakers

research tasks, for example, interviewing a veteran such as a grandparent or other family member.

Information gained through field-building activities can be gathered in the form of both image and text. Students

should be shown how to record and organise information for future reference. For example, they can be shown how

to:

draft interview questions that give the interviewee an opportunity to tell their story but in ways that are not

intrusive or discourteous

use research tools such as digital devices to record interviews and other experiences

use the Internet and the library

identify key images and record these digitally or in the form of sketches

identify words, word groups and phrases that make key meanings, and use these to make notes, for example,

from a text read out loud or by skimming and scanning paper-based or digital texts

record images, words, word groups and phrases systematically, e.g. in response to specific questions or in

categories.

Categories for organising recorded information could foreshadow the themes covered in the book. Here are three

possible categories:

(1) the wars Australians have fought in

(2) ways wars are remembered in Australia

(3) members of the ADF and their families.

Students can be given graphic organisers based on these categories, concept maps and/or timelines to scaffold their

work. Completed graphic organisers can be transformed into posters, which can then be used as prompts for spoken

presentations. Later they can be revisited when students compose their own written texts on this or a related topic.

Importantly, building the field includes building vocabulary to talk, read and write about the topic. A glossary of

vocabulary related to ANZAC day can be found at the end of the book. How many of these words students learn to

recognise, read and use will vary, depending on level and need. Some students may even find they can add to the

glossary. To assist students, vocabulary in this book could be grouped in terms of words for talking about the

Gallipoli landing, words for describing how we remember and commemorate wars now, and words for talking about

Liam and his family. Students will notice that some words appear in all three lists. We can also organise vocabulary

items in terms of wholes and their parts. This can be linked to spelling activities, listed below, that draw on the

relation between morphology (the meanings of the word parts) and spelling, e.g. word families. EAL/D students

especially may find it helpful if the teacher shows them how to plot their increasing field vocabulary by creating a

table where they can list these small groups of vocabulary words down the left-hand column, and across the top add

headings such as: never heard the word, have heard it or read it but do not understand it , have heard or read it and

can explain the meaning, have heard and read it and can use it in spoken and written sentences.

Field-building activities also provide teachers with an opportunity to analyse students’ needs in terms of both

reading and writing development, and to design and adjust teaching activities to meet these needs.

Orientation to the text (words and images)

While the students take part in field-building activities, they are also oriented to the text—the words and images—of

the book itself. Activities that orient students to the text include:

providing students with an overview of what the text is about

using the title, and the sequence of four pictures of Liam which precede the first page of the story, to introduce

Liam and to explain that the story is told from his point of view

explaining the overall purpose of the text, i.e. to recount what Liam does every ANZAC day

talking about the three authors, when the story was written, and showing students where to find this

information in the book

thinking out aloud with the students about why the authors might have chosen to write this story

explaining why this text has been chosen for the class to read, e.g. to learn more about ANZAC day and about

Defence families; to identify writing techniques the students can use in their own recounts

showing the students the three levels of text: the banner text (narrated by Liam), the larger print text under

the banner (also narrated by Liam), the text boxes in which the authors provide background information; and

asking students to think about which level they later might like to be able read on their own (i.e. set a reading

goal)

walking the students through the text, interpreting what is happening in the words and images on each page,

and what this means for Liam

reading the text to the students up to three times, separating and/or combining the text levels to create a level

of challenge appropriate to the student profile, e.g. first reading the banner text only, then the banner text and

the larger print, and finally reading the whole text while exploring the information in the text boxes; or,

reading both the banner text and the larger print first, then re-reading the text with information included in

the text boxes.

Notes

During the ‘walk through’, the teacher briefly interprets what is happening in the words and images on each

page, what this means for Liam and how he and his Mum feel as the day unfolds. The ‘walk through’ should be

engaging and include just enough information about the text to heighten interest. It can be helpful to use some

of the language the students will later encounter in the text.

If there are students in the class for whom English is an additional language or dialect (EAL/D), the teacher

might increase opportunities for interaction during the ‘walk-through’ to check for understanding and/or use

the students’ first language.

To provide extra support the teacher could use props such as objects and extra images collected during field-

building activities; a diagram such as a timeline; and gesture, mime and other forms of dramatisation to

enhance understanding and build empathy. Dramatisation activities could include students taking on the roles

of one or more of the characters, and acting out, miming or improvising how they might feel. Other students

might then question the character about how they are feeling, or seek more information from them in that role,

for example, asking questions such as: ‘Why did you do/say/feel that when that event happened?’.

For beginning and weak readers, it is valuable to complete some of the field-building activities before students

attempt to respond to questions asking them to predict what they are going to read about in the text. In this

way the students are more likely to provide informed responses and to avoid guesses that take them off-topic

to a degree that can become confusing and distracting to themselves and their classmates.

During the first readings of the text the teacher reads fluently with expression to model to students how they

will be expected to read the text later on. The pages of the book can be projected onto a screen so that the

students can look at the images and follow the text if they wish, but only if this enhances engagement and

enjoyment as students listen to the story.

2. Close reading of the text

Close reading activities help beginning or weak readers read the text fluently. These activities enhance

comprehension of the meanings in the text by drawing students’ attention to the language patterns used by the

authors, including sentence level (grammar) and word level (spelling) patterns. During these activities students also

explore and experiment with language patterns they can later use in their own writing. These activities are adjusted

to suit the level and needs of the students.

Building fluency

The teacher selects a section of the text (approximately a paragraph) for close reading, and projects this section of

text on an interactive whiteboard or equivalent. Students also have their own copies of the text and a highlighter.

Students who need extra support can use a guide (e.g. a small ruler) to place under each line as they read it. The

teacher reads the section of the text out loud for the students, then asks questions to focus the students’ attention on

the meanings made by particular words and word groups, each time highlighting the exact words under focus.

At first, for beginning readers and for EAL/D students, the questions might include the answer. For example, after

selecting the text on the page that begins with the banner: ‘Mum wakes me early, seriously early’, the teacher might

highlight the words ‘early, seriously early’ and ask:

The first sentence tells when Mum wakes Liam up—‘early, seriously early’. Can you find these words in the

text?

If a student provides only part of the answer (e.g. ‘early’), the teacher reformulates the student’s response to include

all the words that answer the question. The teacher shows students how to highlight these words, perhaps inviting a

student to demonstrate to the class.

The teacher might then link the meanings of these words to knowledge gained during field-building activities,

including the meaning of the words ‘dawn service’ and why people remember the ANZACs at dawn, for example:

The words ‘early, seriously early’ give us a clue about where Liam is going that day. Why does Mum wake him

so early? ‘to go to the dawn service’. Can you find the words ‘to go to the dawn service’? [The students highlight

these words.] The dawn service reminds us that Australian soldiers rowed in little boats to the tiny beach at

Gallipoli at dawn, just as the sun was about to rise. The dawn service starts just before the sun rises, so it starts

in the dark. Can you find the words ‘in the dark’?

This section of the text can also be used to draw students’ attention to action verbs in the present tense. The teacher

might ask:

What does Mum do ‘early, seriously early’? [Reads] ‘Mum wakes me early, seriously early’. Can you find the

word ‘wakes’. This is a word for Mum’s action. There are two other words in this paragraph that tell us what

Mum does, two other actions. [Reads emphasising the actions] ‘She irons my clothes and lays them on my bed

… ’. Can you find the words ‘irons’ and ‘lays’?

This section of the text also includes pronouns and possessive words. To draw attention to the use of these words in

the text, the teacher can ask:

Liam is telling this story. [Reads] ‘Mum wakes me early, seriously early’. Instead of his name, Liam uses the

word ‘me’ to refer to himself. The word ‘me’ is a pronoun. Can you find the word ‘me’? In the next sentence he

uses words to show what belongs to him. [Reads] ‘She irons my clothes and lays them on my bed … [Students

find the word ‘my’ used twice.] What did Mum lay with the clothes on the bed? [Reads] ‘She irons my clothes

and lays them on my bed with Dad’s medals and a metal wrist band with his name engraved on it.’ Which

words does Liam use to show what belongs to Dad? ‘Dad’s medals … his name’.

When students are ready to read the selected text section fluently and independently, the teacher provides

opportunities for them to do this. Depending on students’ reading level and confidence, this can be done in groups,

pairs, individually, or reading along with the teacher. The selected section of the text can also be used as the basis for

assessment of students’ reading progress (e.g. using miscue analysis).

If students need more support to continue reading the remainder of the text fluently and independently, the teacher

can select other sections of the text for similar shared close reading.

Enhancing comprehension through recognition of language patterns

When students can read a selected section of the text fluently, their attention can be turned to the parts of sentences

in that section. A sentence can be written, in print large enough for the whole class to read, on a strip of stiff paper or

cardboard. Each student has the same sentence written on a strip of paper. The teacher guides the students to cut the

sentence into its parts, using the large strip as a model and questions such as the following:

This part of the sentence tells us who is doing the action ‘wakes’. Mum wakes. Can you cut off the part of the

sentence that tells us who wakes Liam?

This part of the sentence tells us what Mum does—her action. She wakes. Can you cut off the word that tells us

her action, ‘wakes’? Yes, ‘wakes’ is what Mum does.

This part of the sentence tells who Mum wakes. She wakes Liam but Liam is telling the story, so the pronoun

‘me’ tells us who Mum wakes. The pronoun ‘me’ stands for Liam.

Which words tell when Mum wakes Liam? ‘... early, seriously early’. Can you cut off the words that tell us

when? Yes, Mum wakes Liam really early, which tells us that today is a special day.

The words in the last part of the sentence tell us why Mum wakes Liam ‘early, seriously early’? ‘… to go to the

dawn service in the dark.’ It’s a special day because it’s ANZAC Day, and every ANZAC Day all over Australia

and New Zealand people go to services at dawn, just as the sun rises, to remember the first ANZACs who

landed at Gallipoli in the dawn.’

Exploration and experimentation

Once the students have identified the separate parts of the sentence, they can experiment with the order of the parts.

Mum wakes me early, seriously early to go to the dawn service in the dark.

The students read the re-ordered sentence parts and consider how that changes the meaning. The teacher can guide

this work using questions such as these:

What happens if we put the words ‘early, seriously early’ at the beginning of the sentence?

What if we left out ‘to go to the dawn service in the dark’? What difference would that make? How would the

sentence be different if we put this part at the beginning of the sentence instead of at the end?

For EAL/D students, the teacher can provide past tense forms of the action verbs written on cards for students to

substitute for the present tense forms (wakes/woke; irons/ironed; lays/laid), introducing the activity in the following

way:

This story tells us what Liam and his Mum do on ANZAC Day every year. For example, Mum ‘wakes’, ‘irons’ and

‘lays’ [timeless present tense]. What if the authors were writing about what Liam did on ANZAC Day last year

only?

As students manipulate the parts of the sentence, they can experiment with what ‘sounds’ right and what makes the

most sense, while enjoying the variations that sound ‘funny’. Knowing what ‘sounds right’ is not always possible for

EAL/D students, who may need to be told the effect of different variations.

Word study, including spelling

The teacher can choose one or two words from the selected text, words that students can read independently, for

closer study of letter patterns and word parts. Words for close study can be chosen to reinforce and enhance class

programs for teaching sound–letter correspondence and/or spelling.

If the words to be studied are written on cards, the teacher can guide the students as they cut up and re-arrange

word parts to make new words. Following the teacher’s lead on the whiteboard, students can ‘chunk’ letters and

highlight letter patterns using contrasting colours on small whiteboards.

Beginning readers, and those who lack confidence with decoding and spelling, only work with words from the

selected text. Independent readers may enjoy thinking of other words that use the same pattern and word-building

activities. Here are some examples based on the above section of the text:

Letter patterns

- digraphs: d-aw-n

- onset-rime/-e long vowel marker: w-ake-s; n-ame

Word parts (morphemes)

- plural verb suffix: wake-s, iron-s, lay-s

- adverb suffix: serious-ly

- word building: wake-awake; clothes-clothing-cloths; serve-service-server-servant-deserve; medal-medallion;

metal-metallic-metallurgy; engrave-engraved-engraving

The word ‘deployment’ appears on other pages of the book. This word provides many opportunities for word

building and further word study based on both morphology and etymology:

- the prefix de- (away from, remove, separate): de-ploy, de-bug, de-forestation, de-code

- the stem –ploy (to join): de-ploy, em-ploy

- the suffix –ment (transforms words for actions [verbs] into words for things [nouns]): de-ploy-ment, em-ploy-

ment

Digital recordings

Once fluency is achieved, groups of students may like to record their reading of the different levels of text, depending upon their level of skill and competence. This can work well when there are very varied abilities within the class. Students could take turns in reading various pages and adding sound effects to indicate page turning. Text-boxes of various colours could be read by different students. Those who need extension may like to find a copyright-free, downloadable recording of popular war tunes from the time of WWI to act as an introduction. These recordings could be stored on a sound file and available for other students to read-along to so they can move onto the next level with their reading through practice with the recording.

Using the selected section of the text as a pattern for writing

To return students’ focus from individual words to the meanings made by sentences and paragraphs, the structure

and language patterns of the selected section of text is used as a starting point for students’ own writing. The teacher

provides a writing plan or skeleton text based on the selected section of text for students to use to plan and draft

their own writing. For example, students could use the language patterns of the section studied above to recount

what happens to them on a special day that occurs every year.

Working towards writing outcomes

A unit of work based on this book can be used to address the following NSW English K–10 Syllabus outcomes.

Early Stage 1 outcomes

A student:

Stage 1 outcomes

A student:

Stage 2 outcomes

A student:

Stage 3 outcomes

A student:

ENe-2A

composes simple texts to convey an idea or message

EN1-2A

plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

EN2-2A

plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN3-2A

composes, edits and presents well-structured and coherent texts

ENe-3A

produces most lower case and upper case letters and uses digital technologies to construct texts

EN1-3A

composes texts using letters of consistent size and slope and uses digital technologies

EN2-3A

uses effective handwriting and publishes texts using digital technologies

(Board of Studies, NSW, 2012, p 14)

The aim of writing lessons integrated into a unit of work for the early years would be that by the end of the unit all

students in the class are able to write independently at an appropriate level about this or related topics. This goal can

be reached through a sequence of steps, which might include:

1. field-building

2. modelling the target text type

3. spoken presentation

4. joint construction

5. independent construction.

Activities which support student achievement of writing outcomes are integrated with, and build on, activities

through which students work towards the achievement of reading outcomes.

1. Field-building

Those students who are confident, independent readers can independently continue their research into the topic of

ANZAC Day, or a related topic, (field-building) as a preparation for writing. Beginning, and less confident readers,

will need more support as they prepare for writing.

Field-building can be scaffolded by giving students graphic organisers to record information in note form and in

images. The structure of the graphic organisers will foreshadow the structure of the text students are preparing to

write. For example, if students are preparing to write a recount, they can organise the information they gather, in the

form of both text and image, along a timeline. If they are preparing to write an explanation, they can organise the

information into different reasons, e.g. reasons why Liam wears his father’s medals on ANZAC day.

2. Modelling the target text type

The teacher and the students talk about the different purposes people might want to achieve when they write about

ANZAC Day, or a related historical event. For example, historians recount what happened (using historical recounts)

and they also explain why things happen and the consequences of these events (using explanations).

Type of text

The book telling Liam’s story is one type of recount, a recount of what Liam does every ANZAC Day. As students read

Liam’s story, they can be made aware of the structure of recounts.

Orientation Each year on ANZAC Day …

Sequence of Events Mum makes me …

Attitudes and feelings interwoven into the events

So tell me, why do I wear Dad’s medals? They say you must be so proud, …

Re-orientation … so tell me again, why do I wear Dad’s medals?

Coda And then next time someone asks …

Students could use Liam’s Story as a model, or mentor text for writing their own recounts about another regularly

occurring series of events related to the topic (using the timeless present tense) or they could extend their skills to

write a recount of what happened during one particular series of events in the past (using the past tense).

Students could also use Liam’s Story as the starting point for writing a text that answers Liam’s question, but in the

form of an explanation with the following structure. An explanation is also written using the timeless present tense.

Phenomenon wearing Dad’s medals

Explanation 1 to show respect

Explanation 2 to remember

Explanation 3 because he is his father’s son

This explanation could be concluded with a final comment which emerges from what the students have learned in

the unit of work.

Images

Students can be asked to search through Liam’s Story for one or two images that best match each of the stages of the

text.

Language features

One or two key language features used in Liam’s story can be selected for attention so students can learn how to use

these language features in their own writing.

The teacher can explore with students one or two types of words or word groups, for example, words or word

groups that we use to:

- write about the topic (e.g. the dawn service, Dad’s medals, the guards, a lone piper, speeches, the ode)

- express time (e.g. each year, early, after the service, right now, every day, the day’s not over yet)

- join clauses to show sequence (e.g. and, then, but, when) and cause (e.g. as, because)

- express attitudes and feelings (e.g. show our respect, so proud, so brave, to make the world a safer place, I don’t

know about that, my smiles, want to, sad, sniffs, sighs and frowns, trying not to cry)

The teacher and students can also think about one or two of the different types of sentences used in the text, which

include:

- questions (e.g. So why do I wear Dad’s medals?)

- statements (e.g. Each year on ANZAC Day, the 25th of April, my day is completely different from every other day.)

- compound sentences (e.g. My Dad’s name is read out and my Mum blows her nose.’)

- sentences which include quoted and reported speech and thoughts (e.g. She says (that) I have to look my best as

everyone will be there. ; She says, ‘No, he can’t come back from where he is’. ; I know my Dad was killed when I was

a little baby in a far away place in a far away war.

One or two grammatical features can also be considered, for example:

- noun groups (e.g. my clothes, a lone piper, a safer place)

- action verbs (e.g. wakes, irons, lays, plays, blows)

If students are going to write a recount about one particular series of events that occurred in the past, the whole

class can collaborate with the teacher to transform Liam’s Story into a recount of one ANZAC day retold using past

tense verbs and verb groups (e.g. woke, ironed, laid, played, blew). This text can then be used by students as a model,

or mentor, text for their own recounts. Alternatively, the class and the teacher can collaborate to draft an explanation

text to answer Liam’s question, using the timeless present tense and words used to express cause (e.g. conjunctions

and text connectives: so, because, therefore; verbs: resulted, caused; nouns: result, consequence).

All activities designed to teach students about specific language features they can use in their own writing should be

linked to the purpose of the text they are going to write, as well as to the topic the text is about and the audience the

text is written for. In this way students’ attention is shifted from specific language features, to the whole text, its

purpose and its context, and back again.

3. Spoken presentations

Completed graphic organisers can be transformed into posters that include both text and images. The posters can be

used, by individuals or groups, as prompts for spoken presentations. In their presentations, students can be

encouraged to shift from their everyday language towards language storytellers or historians might use. The

presentations become a means for formative assessment, giving the teacher an opportunity to help students

reformulate their language to approximate the language they will need to use in their written texts. In other words, a

spoken presentation based on the graphic organiser enables the students to ‘rehearse’ the written text they are

preparing to write.

4. Joint construction

When the students have enough knowledge about the topic, the text type and the language features, they are ready

to begin drafting a text of their own. For example, if students are taken to an ANZAC Day parade or to a War

Memorial, or if a guest speaker tells them about their experiences, one of these topics can be used as the basis for a

recount or explanation. As a prompt for the writing of a recount, photographs or drawings can be first arranged in

chronological order on a timeline. As a prompt for the writing of an explanation, images and notes can be organised

in the form of a flow chart.

During a joint construction students work in collaboration with the teacher. The teacher acts as a scribe, using the

students’ ideas to draft the text, projected so all the students can view and comment on the text as it emerges, and

the teacher can make alterations in response. The teacher does not dominate but encourages discussion and elicits

and guides the students’ ideas, where necessary reformulating their suggestions, thinking out aloud about how to

make the text achieve its purpose more effectively.

To illustrate the jointly constructed text, students can be divided into groups. Each group is given responsibility for

preparing images for one stage of the text.

The whole class collaborates on editing, proofreading and laying the text out. This can also include activities that

focus on spelling, punctuation, handwriting and/or keyboarding skills. The finished text is published as a class book

all students can read.

5. Independent construction

Students with the confidence, knowledge and skills can be encouraged to write independently their own recounts

related to the topic. They can use the field-building notes, or prepare their own graphic organisers and/or posters on

a topic of their own choice. Some students may wish to work in pairs or in groups.

First, students draft their text using the stages and grammar patterns of a recount. They share their texts in reading

conferences with the teacher and their classmates. They choose images to illustrate their text. They then edit and

proofread their drafts to prepare them for publishing. Students can share their stories or explanations with the

school community and/or prepare a display based on the published texts.

Final drafts of students’ independently written texts can be used for summative assessment of writing achievement.

Assessment criteria can be written to capture students’ knowledge and skill in relation to:

achieving the text’s purpose

the topic and audience

text and paragraph structure

the use of vocabulary specific to the topic, conjunctions and text connectives; pronouns, vocabulary expressing

feelings and attitudes

the construction of sentences and words

the use of images, spelling, punctuation and handwriting/use of keyboards and digital technology.

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