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Sally Murphy, Australian author

Teacher Tuesday: Using 1915 in a Year 6 Classroom

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Welcome to my first Teacher Tuesday post for 2018 – and, of course, welcome to the new school year. If you have missed my previous Teacher Tuesday posts, links to those are at the end of this post, offering lots of ideas for using my books in your classroom.   This week, I am sharing suggestions for using Australia’s Great War: 1915 in your year six classroom, though of course the activities could be adapted for an older or younger class as well.

Using 1915 in a Year Six Classroom

Australia’s Great War: 1915, by Sally Murphy 
Published by Scholastic Australia, 2015
ISBN: 9781743622483
Format 208 pp Paperback RRP $16.99  (Also available as an ebook)

Blurb:    When Australia throws its support behind Britain in its fight against Germany, young teacher Stan Moore is one of the first to join up, swapping the classroom for adventure in Europe. But the 11th Battalion is sent with the newly formed Anzac Corp to Gallipoli where Stan is confronted by the hard lessons of war.  Though conditions are dismal and death is everywhere, so is the humour and bravery that is the true spirit of Anzac.

Sally’s Recommended Grade Levels: Year 4 – Lower Secondary, but these suggestions focus on Year 6.

Themes/Topics:

  • Word War 1
  • Gallipoli
  • History
  • Family/Siblings
  • Friendship
  • Letter Writing
  • War Poetry

Curriculum Links and Activities

  1. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
  2. Compare the ways that language and images are used to createcharacter, and to influence emotions and opinions in different types of texts (ACELT1621)
  3. Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
  • Before Reading: Class or small group work – brainstorm knowledge about World War 1, and, particularly, Gallipoli. Start a class ‘fact’ wall, where facts about WW1 are added progressively during the unit.  Have students verify facts, using internet sources and/or class library, and reference the source on their additions to the ‘fact’ wall. Information to consider: key dates of the war, key dates of Gallipoli campaign, countries involved, numbers of Australian who served, casualties, fatalities etc,  geographic locations, famous people involved etc.  Operation Click (available here) has useful fact sheets and worksheets.
  • Before reading – Examine front cover. Focus on the character pictured – the main character (Stan).  Discuss – what kinds of people served in WW1? What would we expect Stan to be like – age, employment background, any special qualities etc.   Examine rest of cover, including the photos and blurb.  Journal writing, or discussion: From examining the cover, do you anticipate enjoying the book? Why/Why not?  What do you know about Stan from the cover information?  What do you think might happen to Stan in the story? Encourage students to give evidence from the cover and from their knowledge of WW1.
  • Before Reading – Focus on the concept of bravery/courage. What do these words mean? In groups, students to crate posters, providing a definition of bravery, and giving examples of what bravery might look – at war, and in everyday life.
  • During reading, focus on key moments of bravery, including the landing at Gallipoli (chapter five), Stanley helping Colin (pp. 67-68), Simpson (Chapter 9), Miles helping the Turk (Chapter 10), Stanley and others staying aboard the Southland (chapter 17). Encourage students to identify other kinds of courage: returning to Gallipoli after hospitalisation, using humour to get through, writing letters which don’t reflect just how bad things are etc.
  • After Reading: Groups to revisit their bravery posters, and create a second poster identifying instances of bravery from the book. Share posters with whole class, and discuss whether concepts of bravery have changed through reading the book. Use worksheets from Operation Click (here) to explore the concept of the ANZAC legend.
  • After Reading: Compare 1915 with other accounts of Gallipoli. Historic accounts, from newspapers and books can be found on Trove, and elsewhere, Contemporary nonfiction accounts in textbooks or online (here’s one to get you started), and fictional accounts are numerous – including the picture books listed here.  Read and/or view a number of accounts, and have students compare by creating a table, focussing on:  attitude to war, events focussed on, word choice, other aspects.

4.Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

5. Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)

  • After reading, discuss reactions to the book. Look back at predictions made about enjoying the book, and discuss whether the book met expectations.
  • Examine sample book reviews, and identify elements. (You can find many book reviews on the Reading Time website. There are also reviews of 1915 here and here).
  • Students to write their own review of 1915.
  • Alternatively, create a Booktalk or Book Trailer for the book. There is a sample Booktalk for 1915 HERE, and a Booktrailer for one of my other books, Toppling, HERE.
  1. Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subjectmatter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  • Reread Stanley’s poems (p. 77 & p. 169). Discuss why Stanley wrote poems, and why Charles Bean decided to put together the ANZAC book. Students to attempt their own poem about either another moment from the book (perhaps Miles’ death, or the landing at Galllipoli) OR about something difficult they have experienced.
  • Letter writing. Reread a selection of Stanley and Elizabeth’s letters. Write e letter from one of the characters after Stanley has left Gallipoli for the last time. OR Discuss how their letters differ from modern communication. Imagine they have mobile phones or email and  write a text or email exchange between the two.

Other suggestions for using 1915 in your classroom include:

  • Make red poppies for ANZAC Day or Remembrance Day. Simple instructions can be found here.
  • Geography/HASS: Create a timeline for the Gallipoli campaign. Using a different colour or font, insert key events from the book.
  • Show students this real photo which features in the opening scene of the book.  
  • Email the author(that’s me!) Your students can write to me through this website, and share their responses or ask questions.

 

Related Books

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading 1915

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

Previous Teacher Tuesday posts include:  Pearl Verses the World, Looking Up, Toppling,  Roses are Blue, Do Not Forget Australia, The Sage Cookson Series,  Snowy’s Christmas and The Floatingest Frog.

 

 

Poetry Friday: Back to School

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Here in Australia the long summer holidays are coming to an end, and children and teachers are heading back to the classroom. So, I thought it might be nice to have a school themed post for Poetry Friday. A search through my poetry files found this one, written a few years ago (for the #postitnotepoetry challenge on Twitter), and written at a time when I still had school aged children:

Back to School

Six weeks ago                     Bug

I breathed a sigh

relieved

that school was over for the year.

Today

I sigh once more

relieved the holidays

have ended.

(Copyright Sally Murphy)

This year is the first year in 26 years that I do not have one or more children heading back to school, and so this year my feelings are a bit different. But the feeling  I had every summer when I had school age children was pretty consistent – relieved at the start that the end-of-year scurry was over, and that we would have a break from routine, and time at home, and maybe a holiday somewhere; then, at the end of the holidays, a feeling of relief that we  would all get back into a regular routine again.  Though, if I’m honest, there was another feeling, one that is also here this year: the feeling that time moves just too quickly, and my babies were (are) growing up so fast!

This second one was also written a while back and, I promise, is very tongue-in-cheek,and not autobiographical.

I Hate It!

I hate school!

The kids are mean.

The classroom smells funny.

The lessons are hard

and recess is too noisy

We have to do sport

and the kids laugh

when I drop the ball.

The lunch orders are always cold

or soggy

or both

and the toilets

are leaky

and stinky.

I hate school

and I wish I could stay home

but the principal says

teachers should show up for work.

(Copyright Sally Murphy)

This of course sent me looking to see if I had a more positive poem to share. Surely not all my poems about school are negative? After all, I loved school when I was a child, so much so that I became a teacher and still spend lots of my working life in schools. Luckily, I found this one:

Preschool

We come each dayGnomes

We sing.

We play.

 

We laugh.

We draw.

We laugh some more.

 

We take our turn.

We read.

We learn.

 

We listen.

We read.

We read read read.

 

We have such fun.

We jump.

We run.

 

We clap.

We dance.

And home we prance.

(Copyright Sally Murphy)

Ahhh preschool (or kinder, kindy, or prep, depending where you live!). But what about older kids?  I had to wrack my brains for this, but then I remembered my verse novels and, my friend John (from Toppling) came through with his thoughts:

It’s not great having to head back to school    

after two weeks of holidays

but it’s cool being back with the gang.

Being in a group like ours

is great.

At recess

and lunch

and in class

you always have someone to sit with

or talk to

or just to hang out with.

You always get chosen for a team

during sport

and you have people

who remind you about homework

and notes

and even training after school.

Miss Timms calls us “the gigglers”

because on her first day

we couldn’t stop laughing.

It’s not a cool name

for a group of Year Six boys

but it sounds okay when Miss Timms says it.

(Copyright Sally Murphy)

Here’s to the Miss Timmses of the world, who are going to make kids giggle, and help them learn this year. And here’s to the Johns who can find the good things about school – and here’s too, to the kids, who maybe aren’t looking forward to school. I hope this is the year it gets easier for you! As for me, I’m glad school is going back because soon I will be out visiting schools and spreading a joy of reading and writing. My favourite part of my job!

 

Have a great Friday. The Poetry Friday roundup is being hosted by  Carol at Beyond Literacy Link.

Book a Visit for 2018

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Welcome back to the new school year.  My regular Teacher Tuesday posts will start again from next week but, in the meantime, I thought I’d remind you that now is a wonderful time to think about booking an author visit session with me.

Based in Western Australia, but available to travel anywhere in Australia (or the world!), I can run writing workshops, meet the author sessions, and teacher professional development.

Want to inspire your students to write creatively? A narrative writing or poetry workshop might be the go.

Want to inspire them to read? Then book a meet the author session.

You can see my recommended sessions here, but I am happy to tailor to your needs.

2018 marks the 100-year anniversary of the end of Word War 1, and also the 100th anniversary of the Battle of Villers Bretonneux. My picture book Do Not Forget Australia focusses on this battle, and the extraordinary friendship it led to between France and Australia.  I would love to visit your school and talk about this friendship – and the book.

Why book me?  My goal in life is to spread a love of reading, and writing – and my sessions are energetic, fun and engaging. I’m also an experienced teacher, with a PhD in children’s poetry, so my energy is backed by depth of knowledge.  What all this translates to is that  an author visit will increase your students’ motivation and interest in reading and writing.

Want to know more? Contact me today.

Poetry Bootcamp- and PD By Stealth

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Yesterday, I ran my first two writing workshops for 2018, presenting poetry writing boot camps as part of the City of Bunbury libraries school holidays program.

Characters come alive on the streets of Bunbury

I had a lot of fun using photos of some of Bunbury’s amazing street art as picture prompts to create poems.

Apart from the wonderful chance to meet and share with enthusiastic young writers, another thing that delighted me was that two teachers – one at each session –  told me that they would be trying similar activities with their own classes when school goes back.

Hooray! Teacher PD by stealth! And on their holidays.

Which of course made me think of how much I love visiting schools (which I posted about last week), and how, having an author visit your classroom might not just motivate students to read and write, but can also act as a form of professional development for the teacher, demonstrating new ways of teaching writing, which is an area lots of teachers say they find challenging – something, as a teacher myself, I completely understand.

So, if you are wanting and extra reason to justify having an author visit your school or classroom, think of it as meeting PD requirements. And, if you’d like, you can add an after-school PD session to the program!

If you’d like me to visit in 2018, you can contact me here.

Why We Need Darkness in Kids’ Books

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I’ve written and spoken before about why I write books on difficult topics – and why kids need these books – and I know I will write and speak about this topic again, and again. But I came across this article by Matt de la Peña, an American author, that just beautifully explains why we need what he terms ‘darkness in kid’s books.

Read the article. It’s short and it is beautifully written. But, if you want the precis, Matt talks about asking himself (and imagining asking Kate  Dicamillo) : “How honest should we be with our readers? Is the job of the writer for the very young to tell the truth or preserve innocence?”

He asked this in the wake of gun violence, natural disaster and political tensions in the ‘real’ world. Matt’s question really resonated with me because it’s the kind of thing I often ask myself: Can I go there? Should I go there? Why?

But  Matt goes on to talk about pressure he and his illustrator had received to change a scene in their forthcoming picture book, Love. The illustration showed a child hiding under a piano while his parents argue. The feedback was that “the moment was a little too heavy for children. And it might make parents uncomfortable.”

I shared this article on my personal Facebook wall, and it got lots of responses, but one response, from someone who is not an author or illustrator, but a very fine parent,  summed up WHY we need scenes like these in books. She said: “imagine being the kid hiding under the piano…reading nothing but happy stories and wondering why their own life story isn’t the same…they need to know that they aren’t alone with their story…that it isn’t just them…”  Yup. Brilliant answer.

We need darkness in kids’ books because kids have darkness in their own lives. They need to know they are not alone.

We need darkness in kids’ books because the world has many dark moments, which children are exposed to daily through media and through experience

We need darkness in kids’ books so that those children who are fortunate enough not to have experiences such as we write about can experience them vicariously and develop empathy

We need darkness in kids’ books so that we can also offer hope – ways out of the darkness, ways to find dots of light in the midst of darkness and ways to fight the darkness

We need darkness in kids’ books to encourage our new generations to want to make the world a better place.

Not all my books have this darkness. But with books about death, childhood illness, disability war, family trauma and more, I do often get asked why I do it, and get looks of horror when I tell a parent/teacher/librarian what the book they’ve picked up book is about.  Sometimes, when I cry over a scene I’m writing, I wonder myself why I’m doing it. Sometimes I want to take my character and hug them or just make their life one filled with sparkly rainbow unicorns.

And then I hear from a reader about the difference one of my books has made to them, and I know.

We need darkness in kids’ books so we can have light.

I’d love to hear your thoughts.

Poetry Friday: Three Poems from the Beach

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It’s summer in my part of the world but most of my Poetry Friday friends are in the northern hemisphere,and so in the midst of winter. Last Friday there was a plethora of posts filled with snow and ice so, when I sat down to prepare my post for today, I thought it might be nice to warm my northern friends with some summer pictures and some poems from the beach.

This first one was written in January last year, and posted on the Poetry Tag blog I share with my friend Rebecca. In Poetry Tag we take turns challenging each other to write a poem incorporating whichever words we choose.Rebecca gave me: lazy, myself, print,  thousand and smell. At the time I was in the midst of a lazy summer, so that first word took me straight to the beach.

Summertime

On the beach   

I’m feeling lazy

Smell of sunscreen

Fills the air.

 

A thousand bushflies

Drive me crazy

As I make  my way

Down there.

 

I plunge myself

In cooling ocean

Feel inertia

Wash away.

 

Flies have vanished

No devotion

To watery fun

They’d rather stay

 

Beachside where they’ll

Leave their print

On backs of sunsoaked

Sandbound teens

 

Who’ve left the water

For a stint

Of games, or food,

Or magazines.

(Copyright Sally Murphy)

This next poem is new. I liked playing with short lines for the Flourish poem I shared last Friday,  so wanted to experiment with it again for this week’s topic. It seemed to fit with the playfulness  of a day at the beach.

At the Beach

 

There’s sand

and shells

and salty

smells

 

There’s water

too

so much

to do

 

Like splish

and splosh

swim

and wash

 

Build castles

moats

frolic

float

 

Throw balls

and play

stay

all day

 

Then say

goodbye

with happy

sigh.

(Copyright Sally Murphy)

This third poem is one I’ve shared before. I like it because it captures one of my favourite things to do at the beach- simply walk, with my toes in the water. I’m hoping to make some more poem videos this year,since it’s been a while since I made one.

I hope, Northern hemisphere friends, that all this beachyness  makes you warm rather than envious. I’m sending you as much virtual warmth as I can muster.

 

Today’s Poetry Friday roundup is hosted by  Jan at Bookseed Studio.