Before Reading
Firing up the Brain:
1. What is Anzac Day?
2. What does the acronym ANZAC stand for?
3. Why is this day special to Australians?
4. How does Australia remember its fallen soldiers?
6. How they have previously commemorated Anzac Day or Remembrance Day with your family or school.
7. Do you have a family member who serves/have served in the armed forces?
https://www.awm.gov.au/commemoration/anzac/anzac-tradition/
Preparing the Brain:
WWLT: Revising what ANZAC day and general facts bout WWI.
WILF: I make good choices
Engaging the Brain:
1. What is Anzac Day?
2. What does the acronym ANZAC stand for?
3. Why is this day special to Australians?
4. How does Australia remember its fallen soldiers?
6. How they have previously commemorated Anzac Day or Remembrance Day with your family or school.
7. Do you have a family member who serves/have served in the armed forces?
https://www.awm.gov.au/commemoration/anzac/anzac-tradition/
Preparing the Brain:
WWLT: Revising what ANZAC day and general facts bout WWI.
WILF: I make good choices
Engaging the Brain:
Stretching the Brain:
Non Fiction: "Their Spirit" read page 2 - 5
1. What is the main purpose of this text?
2. What does the phrase “Gallipoli campaign was unsuccessful” mean?
3. How did General Sir Ian Hamilton’s choice of where to land affect the Australian troops?
4. When did the truce with the Turks occur?
5. Why does it say ‘scrambling up the cliffs’ (pg3) instead of climbing?
6. The main purpose of the illustrations in this text is to show:
a) the uniforms
b) the range of terrains
c) the black and white and colour landscapes
d) give the reader a great understanding of the situation the soldiers were in
7. [Not waiting]
This phrase is in brackets [ ] because it
a) is a non-scientific description
b) is an old-fashioned expression
c) is emphasising it
d) was not actually said, but is required to make sense of the sentence.
8. If the opposition wrote the same article, do you think it would include the same facts? Why/why not?
9. What is main purpose of the quotes?
10. In this text, what is assumed that the reader already knows?
11. In the section called ‘For Your Information’, it is implied that
a) The ANZAC’s were heroes
b) They fought a uneven battle with many deaths
c) They had to be resilient and carry on despite many deaths
d) They never should have gone to war
12. In the quote from Charles Bean, it states ‘life was not worth living unless they could be true to their idea of Australian manhood.’ What does this suggest about Australian society?
Strengthening the Brain:
What is the 'ANZAC Spirit'?
Non Fiction: "Their Spirit" read page 2 - 5
1. What is the main purpose of this text?
2. What does the phrase “Gallipoli campaign was unsuccessful” mean?
3. How did General Sir Ian Hamilton’s choice of where to land affect the Australian troops?
4. When did the truce with the Turks occur?
5. Why does it say ‘scrambling up the cliffs’ (pg3) instead of climbing?
6. The main purpose of the illustrations in this text is to show:
a) the uniforms
b) the range of terrains
c) the black and white and colour landscapes
d) give the reader a great understanding of the situation the soldiers were in
7. [Not waiting]
This phrase is in brackets [ ] because it
a) is a non-scientific description
b) is an old-fashioned expression
c) is emphasising it
d) was not actually said, but is required to make sense of the sentence.
8. If the opposition wrote the same article, do you think it would include the same facts? Why/why not?
9. What is main purpose of the quotes?
10. In this text, what is assumed that the reader already knows?
11. In the section called ‘For Your Information’, it is implied that
a) The ANZAC’s were heroes
b) They fought a uneven battle with many deaths
c) They had to be resilient and carry on despite many deaths
d) They never should have gone to war
12. In the quote from Charles Bean, it states ‘life was not worth living unless they could be true to their idea of Australian manhood.’ What does this suggest about Australian society?
Strengthening the Brain:
What is the 'ANZAC Spirit'?
Reading the Text
Firing up the Brain:
Preparing the Brain:
WWLT: Exploring the text of 'In Flanders Fields' and the significance of the story
WILF: I work well with others
Engaging the Brain:
WWLT: Exploring the text of 'In Flanders Fields' and the significance of the story
WILF: I work well with others
Engaging the Brain:
Stretching the Brain:
Monitoring: Learners stop and think about the text and know what to do when meaning is disrupted.
Does this make sense?
What have you learned?
What part do you need to re-read to understand better?
I don't understand what...... means.
What can I use to help me understand the meaning and context of the text?
Strengthening the Brain:
Why do you think countries like Norway, Sweden, Belgium, Denmark, Netherlands are listed as 'neutral' countries'?
Monitoring: Learners stop and think about the text and know what to do when meaning is disrupted.
Does this make sense?
What have you learned?
What part do you need to re-read to understand better?
I don't understand what...... means.
What can I use to help me understand the meaning and context of the text?
Strengthening the Brain:
Why do you think countries like Norway, Sweden, Belgium, Denmark, Netherlands are listed as 'neutral' countries'?
Literal and Inferred Comprehension
Firing up the Brain:
Preparing the Brain:
WWLT: How to use the text to answer literal (right there) and inferred comprehension (think about it) questions.
WILF: I work well with others.
Engaging the Brain:
WWLT: How to use the text to answer literal (right there) and inferred comprehension (think about it) questions.
WILF: I work well with others.
Engaging the Brain:
Stretching the Brain:
Literal:
1. How did the young soldier feel when he first saw the Robin?
2. What is the poem on the final page is about
3. Write the numbers 1 to 5 in the boxes to show the order of events in the text. The first one (1) has been done for you.
( ) He waves a white flag
( ) They sing Christmas Carols
( ) He saves the Robin
( ) The sniper spots him
(1) They receive Christmas gifts
Inferred
4. The way this text is written leads the reader to:
a) feel jealous of the young soldier
b) feel sorry for the young soldier
c) feel humbled the young soldier
d) admire the young soldier
5. Why did the soldiers not shoot the Australian soldier?
6. He puts down his rifle, and gently frees the bird. What is the most likely reason that he did this?
7. What is the significance of the robin in the story?
Strengthening the Brain:
Literal:
1. How did the young soldier feel when he first saw the Robin?
2. What is the poem on the final page is about
3. Write the numbers 1 to 5 in the boxes to show the order of events in the text. The first one (1) has been done for you.
( ) He waves a white flag
( ) They sing Christmas Carols
( ) He saves the Robin
( ) The sniper spots him
(1) They receive Christmas gifts
Inferred
4. The way this text is written leads the reader to:
a) feel jealous of the young soldier
b) feel sorry for the young soldier
c) feel humbled the young soldier
d) admire the young soldier
5. Why did the soldiers not shoot the Australian soldier?
6. He puts down his rifle, and gently frees the bird. What is the most likely reason that he did this?
7. What is the significance of the robin in the story?
Strengthening the Brain:
Guided Reading
Firing up the Brain:
Preparing the Brain:
WWLT: Completing comprehension questions using evidence and how to use a comma correctly.
WILF: I make good choices.
Engaging the Brain:
Fill in the blanks of the following comprehension questions:
1. Why couldn't the Robin fly away? (literal)
The _____________ couldn't fly away because its ____________ was caught in the _______________________.
2. What made the soldier go out onto the field to save the bird? (inferred)
The __________________ decided to go and free the ____________ from the barbed wire in ________________'s land because the soldier was overcome with g_______. When he first looked away from the bird, the narrator stated that he ___________________ looked away. War and pain is all the soldier ___________________ and he wanted to do a ____________ deed for the first time in a long time.
Stretching the Brain:
Guided Reading Rotations:
1. Comprehension Questions with your teacher on your LA's mat area.
Focus Questions:
a) What was the young soldier using to see the Robin?
b) What is the most likely reason the enemies did not shoot him immediately?
c) The first sentence of the text mentions that it is Christmas Day. This is to
- orient the reader
- make the reader feel sympathetic towards the soldiers
- so the reader knows what the season is
2. Spelling, working independently at your own desk.
3. Comprehension questions on a pages document. To be submitted and marked by your teacher so need to be completed independantly.
4. Comma grammar (as listed below) at your own desk. Then if you complete them all, Raz-kids.
WWLT: Completing comprehension questions using evidence and how to use a comma correctly.
WILF: I make good choices.
Engaging the Brain:
Fill in the blanks of the following comprehension questions:
1. Why couldn't the Robin fly away? (literal)
The _____________ couldn't fly away because its ____________ was caught in the _______________________.
2. What made the soldier go out onto the field to save the bird? (inferred)
The __________________ decided to go and free the ____________ from the barbed wire in ________________'s land because the soldier was overcome with g_______. When he first looked away from the bird, the narrator stated that he ___________________ looked away. War and pain is all the soldier ___________________ and he wanted to do a ____________ deed for the first time in a long time.
Stretching the Brain:
Guided Reading Rotations:
1. Comprehension Questions with your teacher on your LA's mat area.
Focus Questions:
a) What was the young soldier using to see the Robin?
b) What is the most likely reason the enemies did not shoot him immediately?
c) The first sentence of the text mentions that it is Christmas Day. This is to
- orient the reader
- make the reader feel sympathetic towards the soldiers
- so the reader knows what the season is
2. Spelling, working independently at your own desk.
3. Comprehension questions on a pages document. To be submitted and marked by your teacher so need to be completed independantly.
4. Comma grammar (as listed below) at your own desk. Then if you complete them all, Raz-kids.
Strengthening the Brain:
Literal Questions:
1. Why did they stop fighting?
2. What weapons did the men have to fight with?
Inferred Questions:
3. Why did the young solider forget his rifle and scarf?
4. “From the trenches behind him he can hear hoarse, lonely voices beginning to sing” This suggests that
5. The enemy soldiers think that the young solider is
- stupid
- a threat
- courageous
- a hero
6. ‘the chatter of machine-gun continues in their heads” This sentence means
- there is constant noise all around them
- they are always waiting for the machine guns to fire
- they did not have adequate hearing protection
- the weeks of noise have damaged their ears and minds
7. Why does the young soldier reluctantly turn away from watching the robin?
8. When the enemy solider chooses not to shoot the young soldier, he is feeling
- defeated
- uncertain
- miserable
- hopeful
9. Why does the author use only the words young soldier rather than his actual name?
10. A white silk scarf was sent to the soldier. What does that tell you about the ideas that people at home held of the conditions in the trenches?
11. What impact does the robin have and does the colouring change the mood of the story?
12. After a long time again he lifts the bird and lets it go. What is the most likely reason that he did this?
Evaluative Questions
Firing Up the Brain:
a) How are the two soldiers the same?
b) How are the two soldiers different?
c) How are they connected?
a) How are the two soldiers the same?
b) How are the two soldiers different?
c) How are they connected?
Preparing the Brain:
WWLT: How to write paragraph answers to evaluative questions.
WILF: I think clearly
Engaging the Brain:
When answering an evaluative question you need to:
- Twist the question into a sentence.
- Use highly emotive language.
- Convince the reader your ideas are correct.
- Use evidence from the text to support your ideas.
Question: If you read the text without any images, would it loose its impact? Why/Why not?
Images are v_____ to any emotive and thought pr__________ picture book. In the text "In Flanders Fields" the author and il____________ work together to create a col_______________ and sig_____________ impact on the reader. The illustrations are du_____ and lifeless, ref___________ the mood of the soldiers. From my readings of "In Their Spirit" it explains the amount of lives l_____ and the impact not only to their fam_______, but to the entire nat_______. Without these images, the author would be able to port________ an accu________ picture of the true deve________ of war. The only vi_______ colour in the text is the robin. The robin is sy___________ for ho_________, pe__________ and the possibility of fr__________. Something which both sides are longing f_______. Without the im_________, it would also be difficult to develop a con_________ with the character, as the images highlight his you______, but also his vul______________.
Now attempt to write your own answer to the question: "If you read the text without any images, would it loose its impact? Why/Why not? You are welcome to use some of the emotive language, sentence starters and evidence to further develop your own answer.
WWLT: How to write paragraph answers to evaluative questions.
WILF: I think clearly
Engaging the Brain:
When answering an evaluative question you need to:
- Twist the question into a sentence.
- Use highly emotive language.
- Convince the reader your ideas are correct.
- Use evidence from the text to support your ideas.
Question: If you read the text without any images, would it loose its impact? Why/Why not?
Images are v_____ to any emotive and thought pr__________ picture book. In the text "In Flanders Fields" the author and il____________ work together to create a col_______________ and sig_____________ impact on the reader. The illustrations are du_____ and lifeless, ref___________ the mood of the soldiers. From my readings of "In Their Spirit" it explains the amount of lives l_____ and the impact not only to their fam_______, but to the entire nat_______. Without these images, the author would be able to port________ an accu________ picture of the true deve________ of war. The only vi_______ colour in the text is the robin. The robin is sy___________ for ho_________, pe__________ and the possibility of fr__________. Something which both sides are longing f_______. Without the im_________, it would also be difficult to develop a con_________ with the character, as the images highlight his you______, but also his vul______________.
Now attempt to write your own answer to the question: "If you read the text without any images, would it loose its impact? Why/Why not? You are welcome to use some of the emotive language, sentence starters and evidence to further develop your own answer.
Stretching the Brain:
Which idea best matches this text?
a) Despite backgrounds, everyone is the same
b) Fight for what you believe in
c) good things come to those who wait
d) dreams come true if you work hard
The young soldiers behaviour when he frees the bird can best be described as
- brave
- confident
- selflessness
- stupid
Then, as he gets closer to his own trench, he hears the carol continue:
This sentence helps to
- create tension
- provide clarity
- indicate surprise
- create a connection
The main purpose of the poem at the end of the text is to
- show how stories effected others
- create a connection of the importance of the story
- respect the author of the poem
- expose the reader to two text types
What is the main purpose of the illustrations in this text?
Readers mainly learn about the young soldiers character through
- his facial expressions
- what happens as a result of his action
- the illustrations
- his emotions through the narrator
The intended audience of this text is
- ex soldiers
- teachers
- young children
- school students
What does the reader need to know before reading to understand the title of the text “In Flanders Fields” ?
What feelings are created by this text
- optimism and acceptance
- powerlessness and limitations
- acceptance and forgiveness
- sorrow and faith
The story is deliberately set in the present tense. What reason would the author have had for doing this?
Why has the illustrator used mainly brown and grey in the pictures?
What Christmas gift would you send a soldier?
Which idea best matches this text?
a) Despite backgrounds, everyone is the same
b) Fight for what you believe in
c) good things come to those who wait
d) dreams come true if you work hard
The young soldiers behaviour when he frees the bird can best be described as
- brave
- confident
- selflessness
- stupid
Then, as he gets closer to his own trench, he hears the carol continue:
This sentence helps to
- create tension
- provide clarity
- indicate surprise
- create a connection
The main purpose of the poem at the end of the text is to
- show how stories effected others
- create a connection of the importance of the story
- respect the author of the poem
- expose the reader to two text types
What is the main purpose of the illustrations in this text?
Readers mainly learn about the young soldiers character through
- his facial expressions
- what happens as a result of his action
- the illustrations
- his emotions through the narrator
The intended audience of this text is
- ex soldiers
- teachers
- young children
- school students
What does the reader need to know before reading to understand the title of the text “In Flanders Fields” ?
What feelings are created by this text
- optimism and acceptance
- powerlessness and limitations
- acceptance and forgiveness
- sorrow and faith
The story is deliberately set in the present tense. What reason would the author have had for doing this?
Why has the illustrator used mainly brown and grey in the pictures?
What Christmas gift would you send a soldier?