lennie-the-legend-sept-2016-022
Comparative reports compare or contrast particular characteristics of similar things or processes. Comparative reports are typically structured as follows:
Title | Stars and Planets |
General statement Entities (Things) |
Our solar system comprises the sun (a huge star) and all the planets orbiting it as well as other material. Have you ever wondered what the difference is between a star and a planet? |
Description | |
Similarities and Differences Movement |
The basic difference is that a star gives off light and a planet only reflects light. A star is a ball of gas. Pressure at the centre of the star causes a nuclear fusion reaction to start. This fission burns and creates light for millions of years. A planet is a spherical ball of rock or gas that is usually found orbiting a star. Over time a star will eventually change properties and become a planet but a planet will remain relatively unchanged. |
Appearance | When observing planets and stars through a telescope, several differences can be seen. Stars appear to twinkle whereas brighter planets don’t. The closer, larger planets appear as disk-shaped; in contrast , the stars tend to be points of light. |
Read/ Listen to the next chapter before next week’s lesson. 🙂
Chapter 2: A Grand Plan Revealed
Lennie The Legend from DanLaw on Vimeo.
Bread and Dripping
http://aso.gov.au/titles/documentaries/bread-and-dripping/clip1/
What was life like during the Depression years?
http://www.australia.gov.au/about-australia/australian-story/great-depression
1928
http://myplace.edu.au/teaching_activities/1928/episode_landing_9.html
1938
http://myplace.edu.au/teaching_activities/1938/episode_landing_8.html
Lennie in the Parade
http://aso.gov.au/titles/home-movies/farey-sydney-harbour-bridge/clip1/
Questions:
Here | Hidden | Head |
Explicitly in the text |
Read the clues Read between the lines Gather information from various parts of the text Inferential |
Opinion based on evidence Evaluative based on details in the text |
What is Lennie’s Dad’s name?
|
How many places will Lennie travel through to get to Sydney? | What happened to Lennie’s father in the war? |
What is the Great Depression? | Is the Great Depression different from the Global Financial Crisis (GFC)? | Where did Lennie get the courage and motivation to take on such a tough journey? |
What started the depression? | Why didn’t Lennie’s Dad tell him what happened to him? | |
Does the Gwynther family name have any significance? | How did he become a legend so quickly? How was he discovered? | Why was the reporter so curious about Lennie’s journey? |
How long did King George reign? | Why didn’t Lennie want to take part in the parade? | Why was it such a big deal who would be the capital of Australia? |
Who was the first to officially walk across the Sydney Harbour Bridge? | Why did people decide to build the Sydney Harbour Bridge? | |
On what Aboriginal land was the bridge built? | Why was the ceremony late? | |
Who was the Governor General at the opening ceremony? | Who did Lennie travel with? | |
What is a quagmire? | Are Lennie’s family worried about him? | |
Why didn’t Lennie go to Western Australia? | Why did Lennie think important people wouldn’t want to wave at him when he was famous? | |
What is a furphy? | How did Lennie achieve his plan? | |
What is the engineering marvel? | Why does Lennie want to go to Sydney Harbour Bridge? | |
What is a cacophony? | Did Lennie get an education? | |
Who was Gough Whitlam? | Does Lennie realise that he was becoming slowly famous? Explain | |
Where are they in Australia? | ||
What year was it? | ||
Why did Lennie like The Endeavour float the best? | ||
What is ploughing? | ||
How old is Lennie? | ||
What is a bush ranger? | ||
Who was Lennie? |
Over the next 5 weeks, during RBL/ICT lessons the Year 4 to 7 students will be exploring the non-fiction texts that have been shortlisted by the Childrens Book Council of Australia. Which one of these do you think deserves to win? Why?
We will be exploring the topics presented by these books, and thinking about how the authors have used the topic and language structures and features to good effect. What makes these worthy of making the shortlist?
To begin, what do we already know:
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
I think they will save the stick insect | ||||
They will probably try to find some more because they thought they were extinct | ||||
The text will be about the recovery of the stick insect | ||||
Might all be extinct then they find another egg and it breeds | ||||
We think that maybe there is more of them. Where do they come from? Travel to look for them, find more | ||||
Maybe they were endangered, being taken care of in an enclosure, got away, had to try to look for them | ||||
They started to be extinct and they found one | ||||
Some people think they are all extinct then someone finds some | ||||
They are all extinct but some people don’t agree and then go and search and they find them. Find them on the edge of extinction, but manage to save them | ||||
We think that they are on the verge of extinction, try to find some more of the species | ||||
Someone finds a whole group of them somewhere but no one believes them | ||||
Science non-fiction book about the stick insect. They finds one, copy the DNA and then breed more | ||||
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
We think it would be sad if this species of insect becomes extinct | ||||
Cool that a guy discovered a new species on the island | ||||
The phasmids were extinct and then found and bred more | ||||
A man will discover a new bug | ||||
Everyone who tried to save the bug would have been really happy | ||||
Story about saving a stick insect. Happy to find species | ||||
Extinct but then a man found on a crevasse in a rock | ||||
Grateful that they found it, now we can learn more. Never give up | ||||
Interesting that everyone thought it was extinct. Need to learn more to keep it alive | ||||
Book about how to save insects | ||||
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
Phasmid was extinct but not extinct | ||||
A lot of research before they could breed more. How they kept them alive |
||||
People that saved them must have really cared about them | ||||
How it got extinct and how they found it | ||||
Publishers are scientists | ||||
Persistence and hope | ||||
Colours which identify it – from other animals | ||||
Send someone to go find the phasmids, research lab to learn more about them | ||||
Care a lot about them, heard about extinction, searched island. Starts a breeding program | ||||
Might try and get other people involved | ||||
Book to create awareness of extinction and other animals that might have same problem | ||||
Work together as a team | ||||
May have been preyed on by predators – birds, animals –maybe snakes | √ birds | |||
Some people wouldn’t care just to become famous |
Lennie goes to Sydney from Melbourne | ||||
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
He didn’t flee Melbourne | ||||
Lennie is really brave because he was on a pony | ||||
Probably had to go through a tough time – robber | ||||
Crazy to travel all that way. Was the pony Ok – was it fed? | ||||
Lennie meets the Prime Minister. Who was the Prime Minister at the time? Gough Whitlam? | ||||
31 years after Federation. Lennie was optimistic. During the Great Depression. Pony – Ginger Mick | ||||
Not very well thought out blurb, it shouldn’t tell the outcome | ||||
Maybe the family was struggling | ||||
I wonder how old the pony is and what happens to it afterwards |
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
Maybe some people invaded their town, and there was a big fight | ||||
Maybe they were having a war and people were told not to be involved – tried to fight back and that’s why they were called the rebels | ||||
There is the gold rush, Eureka Flag – looks very old – white cross and dark blue background with stars at the end and the middle | ||||
Gold rush – people across the world went to the gold rush, so they could mine gold and get rich | ||||
Maybe the background of the cover is the flag | ||||
Eureka Stockade – mining area – attracted lots of people, Cornish people | ||||
Eureka – I found it! | ||||
Seen a mining film – gigantic field – Burra | ||||
Eureka – Sky Deck building – tallest building in Southern hemisphere – named after Eureka Stockade | ||||
Mining place | ||||
Eureka Stockade in Australia somewhere | ||||
Lots of money involved | ||||
Front cover – flag – burn – culture or belief | ||||
Eureka flag – stars, red, blue | ||||
Up and down story – good parts and not so good parts |
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
She is in the French Resistance – WW2 (against the force – Hitler) | ||||
Australian | ||||
She is very secretive and brave – The White Mouse | ||||
She’s wanted – Dead or Alive | ||||
Most decorated Australian woman | ||||
She is rebellious for a good cause – helping refugees | ||||
– works for the army – Australian army | ||||
10 medals | ||||
– parachuted behind enemy lines – sneaky, using a tactic to get around the opposition | ||||
Had to sacrifice and cause destruction |
What do I think I know | Confirmed √ | Misconception | New Information | Wonderings |
A war, a woman’s experiences during WW11 and how she achieved the medals | ||||
She was a spy and her code name was The White Mouse because she could get passed the enemy’s defences | ||||
Women have equal abilities as men, as she can do things that men can’t | ||||
Must have had a lot of courage | ||||
Wonder why it’s called The White Mouse | ||||
Think she’s a spy and the other enemies call her The White Mouse | ||||
Called The White Mouse because of how she dresses | ||||
Nurse, Reporter, Rebel |
By Camden – Room 13
By Tiya – Room 13
By Tia – Room 13
By Harry – Room 13
Define |
Process Before During After |
Causes and Effects | Effects on Environment |
Deaths People/ Animals |
Human Impact | Technology that helps | |||
World/ Physical | |||||||||
Health | |||||||||
P – Point, Topic sentence
E – Elaborate
E – Example
L – Link back to the point
For children in 1842 life was hard. Many people had different beliefs and there was mostly no equality for Aboriginal children. Lots of kids were not able to go school because if they were Irish their parents didn’t want them to swear to the British queen, and indigenous kids were not allowed at regular school.