Dreaming Soldiers: Then and Now
This worksheet has been designed as a resource activity, alongside reading the text, Dreaming Soldiers by Catherine Bauer.
The activity encourages students record evidence that they can see of the past around 100 years ago and what life would have been like and compare that to life now. Encourage students to consider communication, transport, education, attitudes and clothing. This resource is a part of our Dreaming Soldiers unit plan.
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Learning goals
- We are learning to understand the days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day and National Sorry Day) and the importance of symbols and emblems, e.g. flags.
- We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
- We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
- We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
- We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
- We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
- We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
- We are learning to create texts that explore students’ own experiences and imagining.
- We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
- We are learning to identify the point of view in a text and suggest alternative points of view.
- We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
- We are learning to describe how respect, empathy and valuing diversity can positively influence relationships.
- We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
- We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
- We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
Curriculum alignment
ACELY1680
8.4
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
ACELT1605
8.4
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension
ACELA1780
8.4
Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling
ACHASSK062
8.4
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
ACPPS037
8.4
Describe how respect, empathy and valuing diversity can positively influence relationships
ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELY1675 8.4 Identify the point of view in a text and suggest alternative points of view ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACHASSK064 8.4 Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems ACELT1599 8.4Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELY1690 8.4 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1602 8.4 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELY1678 8.4 Identify the audience and purpose of imaginative, informative and persuasive texts ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons ACELA1486 8.4 Recognise and know how to write most high frequency words including some homophonesAustralian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Students research photo of what life was like 100 year ago in Australia compared to life now. Students might like to create a digital presentation and share this with the class as a reflection activity.
Teach it your way
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