Harold Martin
Who is Harold Martin?
Year 5 Curriculum: Describe how events, characters and settings in texts are depicted and explain their responses to them.
Point of View
What is your point of view about Harold Martin? What evidence do you have to support your point of view?
Preparing the Brain:
WWLT: How to express your point of view using evidence.
WILF: I am responsible.
Engaging the Brain:
Preparing the Brain:
WWLT: How to express your point of view using evidence.
WILF: I am responsible.
Engaging the Brain:
Which of these attributes do you think Harold Martin shows?
Stretching the Brain:
Stretching the Brain:
1. Describe what you see
2. Explain your point of view
3. What you saw/heard to make you feel that way
4. Other sources, personal knowledge or ideas
Frail, moving slowly step by s_____, Harold Martin retraces the steps he once took as a y____ man. Limping over each line in the track, he is much older than the young prisoner that o_____ walked this path. A humble h____ who shows a value entrenched deep into our Australian c_____, mateship. Many would shy away from m______ of trauma and l_____, but not Harold. He has waited over seventy years to say goodbye to his mates who he stood alongside on the grueling and dev_______ ‘death railway’. A soldier or officer may rant about the hours of work they completed, the sickness they had to ov________, but not this hu______ hero. As he looks down at the gravestones of lost bro______ in arms, there is a sa______ and sti______ I see in his eyes. A moment of reflection as he meets them once again. A humble hero for his res______, his det______ and his quest never to forget his mates, des_____ seventy years and many kilometres between them. “I haven’t forgotten them”
Some great quotes:
“it’s time to head back to Burma to say goodbye”
“I haven’t forgotten them”
“married for only a year with a newborn son”
“the conditions were brutal but many of my mates did not survive”
“I’ve been searching for my mates graves for many years and I finally found them”
2. Explain your point of view
3. What you saw/heard to make you feel that way
4. Other sources, personal knowledge or ideas
Frail, moving slowly step by s_____, Harold Martin retraces the steps he once took as a y____ man. Limping over each line in the track, he is much older than the young prisoner that o_____ walked this path. A humble h____ who shows a value entrenched deep into our Australian c_____, mateship. Many would shy away from m______ of trauma and l_____, but not Harold. He has waited over seventy years to say goodbye to his mates who he stood alongside on the grueling and dev_______ ‘death railway’. A soldier or officer may rant about the hours of work they completed, the sickness they had to ov________, but not this hu______ hero. As he looks down at the gravestones of lost bro______ in arms, there is a sa______ and sti______ I see in his eyes. A moment of reflection as he meets them once again. A humble hero for his res______, his det______ and his quest never to forget his mates, des_____ seventy years and many kilometres between them. “I haven’t forgotten them”
Some great quotes:
“it’s time to head back to Burma to say goodbye”
“I haven’t forgotten them”
“married for only a year with a newborn son”
“the conditions were brutal but many of my mates did not survive”
“I’ve been searching for my mates graves for many years and I finally found them”
Learning how to Take Notes
Preparing the Brain:
WALT: Take notes to create a bank of information to help us write a newspaper report.
WILF: I think clearly
Fact: Hand written notes VS notes taken on a laptop:
In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
Strengthening the Brain:
WALT: Take notes to create a bank of information to help us write a newspaper report.
WILF: I think clearly
Fact: Hand written notes VS notes taken on a laptop:
In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
Strengthening the Brain:
NEwspaper articles
Firing up the Brain:
Before You Begin You are going to study a bit about the way newspaper articles are written. First, find out what you already know about the news. Read each of the following statements, and decide whether or not you agree with it.
1. News articles are only written about disasters, wars, and other catastrophic events. ______
2. Newspapers print articles that are of interest to readers. ______
3. News articles can use quotes and opinions from witnesses and observers. ______
4. News articles are error-proof. ______
5. If the information is not in the ‘lead’, or introductory, paragraph, it is not important. ______
6. The purpose of news articles is to inform, not to entertain. ______
7. News articles are not enjoyable to read. ______
8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how) ______
9. The style of a news article is narrative, like a story. ______
10. News articles contain dialogue. ______
11. News articles often contain imaginative details or elements of fantasy. ______
12. A caption is a short piece of text which contains a summary of a news article. ______
13. All news articles are accompanied by pictures. ______
14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences. ______
15. Locations that are well known do not have to include states. ______
16. If news articles have mistakes, corrections have to be published. ______
17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover the information. ______
18. News articles use a lot of descriptive language ______
19. News articles basically follow the same structure as an essay because they are both informative. ______
20. The skills and techniques used to write news articles, which are non-fiction, and stories, which are fiction, are completely different.
Preparing the Brain:
WWLT: The structure and format of a newspaper article.
WILF: I make good choices.
Stretching the Brain:
Before You Begin You are going to study a bit about the way newspaper articles are written. First, find out what you already know about the news. Read each of the following statements, and decide whether or not you agree with it.
1. News articles are only written about disasters, wars, and other catastrophic events. ______
2. Newspapers print articles that are of interest to readers. ______
3. News articles can use quotes and opinions from witnesses and observers. ______
4. News articles are error-proof. ______
5. If the information is not in the ‘lead’, or introductory, paragraph, it is not important. ______
6. The purpose of news articles is to inform, not to entertain. ______
7. News articles are not enjoyable to read. ______
8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how) ______
9. The style of a news article is narrative, like a story. ______
10. News articles contain dialogue. ______
11. News articles often contain imaginative details or elements of fantasy. ______
12. A caption is a short piece of text which contains a summary of a news article. ______
13. All news articles are accompanied by pictures. ______
14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences. ______
15. Locations that are well known do not have to include states. ______
16. If news articles have mistakes, corrections have to be published. ______
17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover the information. ______
18. News articles use a lot of descriptive language ______
19. News articles basically follow the same structure as an essay because they are both informative. ______
20. The skills and techniques used to write news articles, which are non-fiction, and stories, which are fiction, are completely different.
Preparing the Brain:
WWLT: The structure and format of a newspaper article.
WILF: I make good choices.
Stretching the Brain:
Structure of a Newspaper Article
Firing up the brain:
Preparing the Brain:
WWLT: Exploring how a newspaper is structured to start writing our Harold Martin piece.
WILF: I am responsible.
WILF: I am responsible.
Strengthening the Brain:
Harold Martin Word Bank:
elderly honest polite fragile calm filled with sadness hero respected brave persistent loveable overwhelmed with sadness deep dark memories passionate humble weepy passionate precious withered weathered skin and bones kind hearted selfless calm trustworthy wrinkles line his face gentle shed a trickle of a tear persistent loyal determined confident brave lonely isolated alone responsible traumatised bravery surrounds him with fear and loyalty wasting away delicate emotional soft/kind hearted sadness in his eyes and friendship in his heard lost his best brothers in war considerate true hero polite filled with despair frightened intimidated rewarded afraid move on from something so tragic generous full of life confident walks with a limp patient deep dark memories simple life mateship close to his heart memories deep in his heart tears all part of a bloody river full of remorse and lost souls painful memories stabbing in his heart deep cuts inside his heart |
Burma Thai Railway Word Bank:
humid bushy rainforest terrifying refreshing green stagnant water death railway railway of lost friendship daring mortifying scared for your life dripping to a puddle of sadness rusty creaky splintered wood scary dirty smelly putrid overgrown lost memories destroyed ripped through the earth thick lush abandoned rusty eerie horrifying grey rubble blood, sweat, tears death bringing lifeless dusty wild creepy flowers blossoming evil track of death rainforest overgrown murderous railway death of innocent men natural forest lost memories lost friendships lost souls old bones bones scattered beneath the earth dangerous abandoned haunted grey waters pale rubble railway to hell destroyed fearful livid muddy bitter lost dark memories tropical glossy green leaves boiling hot temperatures glistening water that shines brightly in your eyes crying for help pailful memories unstable damp coverings flooded with memories poorly built humid days dusty lines lonely forest tropical landscape thoughts crumbled below the track dense natural sharp rubble traumatizing rocky cliff face gritty peaceful foreign country railway of lost friendships bloodstained dampened |
Stretching the Brain: