# data[].attributes.body
Historical Realism texts describe events from a specific time and place as experienced by characters who hold values, attitudes and beliefs from the historical period (McDonald. L, 2018. Page 14).

McDonald (2018) states that the values, attitudes and beliefs of characters in the text are often quite different from ways of thinking about the world in Western Society today.

Historical Realism also explores how understanding our past deepens our understanding of the present - it is evident that through Historical Realism, readers often appreciate changes in equity, health and social conditions through a comparison with their lived experiences (McDonald. L, 2018. Page 14).

# data[].attributes.headline
'Anzac Biscuits' (Cummings & Swan, 2013)

# data[].attributes.subject
'Anzac Biscuits' (Cummings & Swan, 2013)

# data[].attributes.body
The story follows a young girl, Rachel, who is making ANZAC biscuits in her kitchen, an environment in which is warm and safe. Whilst her father is in the trenches, cold and afraid. As Rachel makes the biscuits for her father, she adds the love, warmth and hope that he needs to help him through the first world war (Cummings & Swan, 2013).

This picture book tells a story of a family who was torn apart by the war, but brought together by ANZAC biscuits (Cummings & Swan, 2013).

ANZAC Biscuits is a dual narrative: the alternating double pages move the story in location from a safe, peaceful Australian kitchen in 1914 to a dangerous, booming war zone (McDonald. L, 2013. Page 15).

# data[].attributes.body
What are your initial thoughts on the book?

What did you like/ dislike about this book?

What do you think the main message of the book is?

What themes were explored throughout the text?

What techniques did you come across in the book?

How did the structure of the book affect the story?

# data[].attributes.body
Looking for links:
In pairs, go through the book and look for clear connections that link the story from Rachel and her mother, to her father who is in the war. Make a list of at least 3, and prepare to share with the group. e.g. Rachel scooped up the oats and "dropped them like snowflakes" where on the next page "snow was falling" and her father "turned his back to the bitter cold."

Illustrating text:
Provide each student with a passage of text from the book, e.g. "The solider lay still in his cold bed. He saw stars and heard singing", and ask them to draw an image corresponding to the text. All images to be shared with collaborative learning groups and hung around the class with the complementing text.

Creating Colour Palettes:
Students are to be provided with a range of coloured pencils and two pieces of paper. Using the text as a starting point, students will chose 5 colours they think are common in each of the environments explored within the story. Students will create 2 colour palettes to share with the class - one for the warm colours they think could be used to represent Rachel's kitchen, and one to represent the colours that could be used to demonstrate the soldiers environment.

Example palettes shown below.

# data[].attributes.body
Descriptive Language: Throughout the text, Cummings uses numerous examples of descriptive language to help portray the harsh nature and conditions of the war.

e.g. "The solider trudged along the trench".

A trudge can be defined as "a slow walk with heavy steps, typically because of exhaustion or harsh conditions" ("Trudge", n.d.).

As opposed to just saying the solider walked, the use of the word trudged adds depth to the sentence, as it effectively portrays the soldiers fatigue and weakness caused by the harsh conditions of the war.

Personification: Cummings uses personification to help set the mood by helping the reader visualise the scene and relate to it.

e.g. "The solider looked across the fields as the night wind howled".

By referring to the night wind making a 'howling' sound, a negative connotation is created. It also assists in the portrayal of a harsh, unsafe environment.

Symbols: Symbols are used within the book to help create a more meaningful story.

The ANZAC biscuit is a symbol of connectivity between Rachel and her father.

The biscuit is sent to the father in the war with a note from Rachel, also symbolising family, love and hope.

Juxtaposition of Colour: The use of colour is an extremely important aspect of the text as it helps to further communicate the authors ideas and contrast the two stories being told simultaneously.

The warm, golden watercolours are used to depict the happiness and warmth of Rachel's family in her safe, loving home (e.g. shown in 1st image below).

Whereas the grey, charcoal sketches/ images are used to show the fear and sadness along with the dark moments in the battlefield (e.g. shown in 2nd image below).

# data[].attributes.body
Example of a warm colour palette students could create to represent Rachel's environment

# data[].attributes.body
Example of a cool colour palette that could be used to demonstrate the soldiers environment

# data[].attributes.body
Cummings, P., & Swan, O. (2013). Anzac biscuits. Lindfield, N.S.W.: Scholastic Press.

McDonald. L (2018). A literature companion for Teachers. Sydney: PETAA.

Trudge. Oxford Dictionary | English. Retrieved 24 April 2018, from https://en.oxforddictionaries.com/definition/trudge

# data[].attributes.body
In pairs, discuss your final opinion and understanding of the text, contrasting this to your initial thoughts and reactions.

# data[].attributes.body
Multicultural literature:

describes how people live in different parts of the world. In other words, we can learn about their culture and beliefs.

It also presents an accurate representation of the culture it portrays and must be free from stereotypes

Through these accurate representations, we can build a clear understanding of the culture's heritage as it is portrayed in the text.

enables students to explore and appreciate the diverse range of traditional and contemporary tests from and about peoples and countries

(https://study.com/academy/lesson/multicultural-literature-definition-books-importance.html)

My Two blankets by Irena Kobald:

My Two Blankets is a sensitive story which tackles issues which includes, migration, fitting in and culture. A shared experience between two young girls: one girl who's already experienced and have established and one to a whole new culture.

Each girl comes to an appreciation of their own differences and the text slowly develops empathy towards the audience.

# data[].attributes.body
My Two Blanket explores many themes relating to modern Australian which includes
- Multiculturalism in Aus
-Belonging
-Diversity
-Identity
-Sense of self

# data[].attributes.body
Colour is used throughout the book, in order to portray, and highlight, the difference in culture, between 'Cartwheel' and the rest of society.
In the first image, bright colour is used to grab the readers attention, and depicts the characters as outsiders and different from everyone else, as they stand out among the crowd of dull colours. These vibrant colours also depict a vibrant culture from their home country, which they have brought with them. The repetition of the word 'strange' also highlights the fact that everything is different for the main character in this new environment.
Im image 2
In image 3

# data[].attributes.body
One person plays the role of Cartwheel, and is asked questions by audience members.

# data[].attributes.body
Using Strikes (create a strikes document for the book)

# data[].attributes.body
- Colour: the colours used for the characters and consider their effect on the reader (for example red for the new girl and blue for the established girl). Audience can
track how the colour changes as the girls develop in their friendship and feelings of mutual respect. Look at the locations in the opening and how red has been used as a warm connected colour to the landscape in contrast to the colder pale blues of the city. The last page of My Two Blankets includes more red with the blue to reflect acceptance and change.

- Modality: Students conduct a close  reading of the opening double page spread of the red dirt and how this juxtaposes with the next page over of the pale blue cityscape.

- Symbolism: Throughout My Two Blankets symbols are used instead of words to show the confused and overpowering nature of communication on the new girl.
Placement of Characters shows divide between them.

-Repetition: The repetition of the word 'strange' is used to describe all the normal surroundings. The use of the word 'strange' in this scenario expresses her confusion and how different her new world is. The food, the animals even the wind is strange, this assists that the smallest things are foreign to the girl and the uncertainty of what she is experiences

# data[].attributes.body
40 minutes total

FIRST 15 MINUTES: INTRO
5 minutes: reading the book
10 minutes: general discussion
- initial thoughts on the book
- what is the main message?
- how were the themes explored
- what stands out in the book?
- what techniques were most effective?
etc.

20 MINUTES: ACTIVITIES
10 minutes: hot seat
10 minutes:

5 MINUTES: CONCLUSION
5 minutes: reflection

# data[].attributes.body
Stories are the principal form of historical records for Aboriginal and Torres Straight Islander peoples, passed on in spoken form, through performance and through art (McDonald. L, 2013. Page 119)

It therefore, makes sense that we retell these aboriginal records through the use of stories also

As more was learnt about the indigenous culture, and as they gained more rights, the attitude of writings were changed, from using demeaning language, to presenting them in a more positivelight

Indigenous peoples' connection to country became more evident in literary texts for young people as mainstream awareness of indigenous culture developed (McDonald. L, 2013. Page 119)

Now, there is a greater portrayal of truth in literature, such as; places and aboriginal spirits, connections to country, the harsh reality of their lives, cross cultural friendships

"Dimensions of country/place, culture and people are now grounded in published literature... in a well-written story these dimensions are integral to the setting, plot, characterisation and themes of the story" (McDonald. L, 2013. Page 122)

# data[].attributes.headline
'When I was little like you' (Malbunka. M, 2003)

# data[].attributes.subject
'When I was little like you' (Malbunka. M, 2003)

# data[].attributes.body
This book explores the life of Mary Malbunka, as she grew up in Papunya

She recounts to her grandchild, her own life as a child

She learnt and partook in traditional aboriginal culture, yet was also encouraged to learn western culture in school

The book focus' on the connections to country - through the stories and teachings told by the elders, and the harsh reality of the lives of indigenous people - shown by the characters interaction with white people

# data[].attributes.body
Initial thoughts on the book

What were the themes explored?

1. Indigenous culture

2. family

3. growing up

4. learning

How would you describe Mary as a little girl?

How would you describe Mary's life as a child?

What sort of things did Mary learn at school? Did she enjoy school?

What sort of things did Mary learn in the bush with her family and community? Did she enjoy this sort of learning?

How does her life of learning compare to yours?

# data[].attributes.body
Colour: Pages are an earthy brown colour. This specific use of colour signifies the connection to land, creating a more down to earth feeling in the book. It gives a sense of Indigenous culture, as typically, rocks and mud were used by Aboriginals to create paint.

Use of dots: the use of dots in multiple pages throughout the book add to the portrayal of aboriginal culture. Earthy colours such as brown, yellow and deep red, as well as the pattern of the dots, allude to the traditional dot paintings in Aboriginal culture.

Vectors: Vectors are used throughout the illustrations, in order to draw the readers attention to significant Aboriginal traditions and culture. For example, sticks are used as vectors in order to draw attention to the traditional campfire, as young children were taught

Collection of Symbols: A collection of symbols and images are shown surrounding an aboriginal individual. These images, coupled with text which summarises the grandmothers life as a child, and what she learnt from the elder community, display the significant knowledge gathered in her lifetime, and everything she hopes to pass down to her grandchild.

Jargon: The incorporation of aboriginal language allows for readers to gain a further sense of aboriginal culture. It encourages readers to become fully immersed in the book, actively learning and gaining insight, as they try to pronounce words and enjoy the difference in culture. Descriptions of the words meanings, used in english, also allow readers to understand the words fully, and aim to broaden vocabulary and knowledge.

# data[].attributes.body
Mindmap activity: Create a mindmap of aboriginal words, grouping them based on animals, teachings and sayings, and determine their meaning.

Group discussion: Compare and contrast between how the main character learnt about their heritage, and how you learnt about your own heritage. Did grandparents tell stories about how they lived? Has school taught you anything about your religion? Do activities with family give insight into what they believe in, and what they want to teach you?

# data[].attributes.body
Reflect and discuss with a partner your overall understanding of the book, and what you learnt from it

# data[].attributes.body
"When the mouse died, there was a sort of pity: the tiny, delicate creature made for grief.
Yesterday, instead, the dead whale on the reef drew an excited multitude to the jetty.
How must a whale die to wring a tear?
Lugubrious death of a whale: the big feast for the gulls and sharks; the tug of the tide simulating life still there, until the air, polluted, swings this way like a door ajar from a slaughterhouse.
Pooh! pooh! spare us, give us the death of a mouse by its tiny hole; not this in our lovely bay.
Sorry, we are, too, when a child dies;
but at the immolation of a race, who cries?"
John Blight (n.d.)

# data[].attributes.body
Poetry plays a substantial part in the lives of all students who enjoy the rhymes, ideas and rhythms of different musical lyrics. Poems touch our emotions; present a surprising topic; make us laugh ; help us look at life in a new way; offer an unusual, surprising or challenging point of view; and they can puzzle us. (McDonald, 2018, p.140).

McDonald (2018) conveys that poetry can stimulate reader's imagination, feelings and intelligence. It has the 'power to evoke'  often found through imagination, emotions and complexity.

There are different forms of poetry which includes ballads, haiku, sonnets, odes, epics, cinquains and limericks.

# data[].attributes.body
Picture books build on traditional relationships between image and story more extensively (McDonald. L, 2013. Page 28).

They invite us to navigate non-linear structures and attend to the various symbolic representations, literary codes and conventions in order to make sense of the complexities inherent in the texts.

(Springerlink.com, 2014) https://link.springer.com/chapter/10.1007/978-94-6209-875-6_7

Picture books are open for various interpretations and use the picture and text used to position readers to make connections to knowledge in order to better understand the text. It also increases their "self-knowledge about reading" (Anstey, 2003)

Allows teachers to encourage students to draw upon their own identity and use this knowledge to read strategically.

# data[].attributes.body
Explores love and belonging, temptation, risk and betrayal

battle between innocence and evil, kindness and cruelty, love and hate

Two damaged creatures emerge from a forest destroyed by bushfire. Dog has lost an eye and rescues Magpie with her burnt wing embark on a journey that is interrupted by a meeting with a threatening stranger.

"Fly, Dog, fly! I will be your missing eye, and you will be my wings."

They meet a fox, only to discover his twisted intentions, wrought by jealousy and loneliness.

Demonstrates skills, talents and bravery

# data[].attributes.body
This poem is a sonnet. It is a mix between those two schemes by starting with the rhyme scheme ‘abba’ as the Italian sonnet rhyme and it gradually changes to the English scheme of ‘effe gg’ but he had rearranged the pattern a little. The poem relates back to the title, which stimulates death, and creates a sense of sympathy and pity. Blight (n.d.) expressed his dismay at humans, who notice the deaths of creatures like mice and whales, but are apathetic when whole races of people are at risk of starvation or being annihilated by megalomaniacs and /or corrupt governments that are inhumane. His ideology is that all human deaths should evoke grief and if warranted, action. Not simply when the deaths relate to us personally. Blight uniformly uses a sonnet ‘Death of a Whale’ (Blight, n.d.) that deals with the sea and then moving to more universal implications about death in the final lines.

# data[].attributes.body
1. How did you feel when you finished reading the book?

2. How do you feel about the characters?

3. What do you think is the most important message of the story?

4. Did your feelings change as we read the book?

5. Have you had any experiences like those in the story?

6. What themes where explored

Loyalty might be tested when interesting strangers enter your life.
Relying on others can help anyone overcome physical disabilities or other obstacles.
True friends will forgive you if you make a mistake
Those who are jealous of friendships can try to harm

# data[].attributes.body
The use of techniques creates a sense of friendship for the reader and helps the reader understand the greatness of friends, which are filled with trust and relay.
Realism undefined

Brooks’ skill in design is evident first in the cover, which depicts Fox in full flight across both front and back, in a confronting image dominated by haunted, staring eyes that demand the reader’s attention.

- Colour
The ochre colour of the opening endpapers contrasts symbolically with the blue-green of the closing ones. Evoke the disparity between the arid desert and the lush gully, where Dog and Magpie make their first home together.
- Juxtaposition
gives the story richness and power. For example, in the first

sentence ‘clamped’ suggests purposefulness and possible aggression – it looks as though Dog is going to eat Magpie – but then we get ‘big gentle mouth’. This subversion of expectation gives a kick of excitement.

-  Imagery
Richness of the cave shadow surrounding Magpie, (dominated by Fox) the solidity of the rocks and trees around the cave. Creates character, dynamics and The riloneliness of Magpie

-  Descriptive language
‘And so Dog runs, with Magpie on his back, every day, through summer, through winter’. "runs with Magpie" creates echo and the regularity and continuity of a settled friendship, and at the same time suggest Dog’s dependable nature.

-  Symbolism
After the fire, the land has recovered, as well as Dog and Magpie. In contrast, the vivid red-orange of Fox, who ‘scorches through woodlands’, is symbolic of fire and the terrible damage it visits on nature. He also serves to denote that what we envy in others, we often seek to destroy.
- Metaphor
‘fox with his haunted eyes and rich red coat’ communicates the appearance of the fox. Suggests that the fox is a predator which hunts small and weak animals, as well as the ostentatious outer appearance.

# data[].attributes.body
Two companions (Dog and Magpie), thrown together by tragic circumstance (fire), embark on a journey that is interrupted by a meeting with a threatening stranger (Fox).

What is something new you have learnt?

# data[].attributes.body
Group discussion: Discuss how ideas and themes in the text is communicated

Create a brainstorm of all the themes highlighted in this text and link it to why these themes are important

Hot seat- take on the role of a character in the story to be interviewed by a partner. The interview questions focus on why the character has carried out certain actions. Brainstorm different answers.

This provides a way of developing that character.

# data[].attributes.body
Question
1. What was the poem about?

2. What are your thoughts of the poem?/ How do you feel?

3. What is the poet trying to convey?

4. Why do you think the poet contrast the size of the whale and the mouse?

5. Why does the poet contrast

5. Why do you think the poet is relating to the dismay of humans?

# data[].attributes.body
This poem is a sonnet. A poem of 14 lines and 10 syllables in each line.

Contrasting
It begins with the alternating contrast of "tiny, delicate" (Blight, n.d.) mouse and an enormous whale as Blight uses this to determine how human compassion and grief is heavily determined more or less by size. The mouse sparks a small sense of grief in our hearts but then is inverted by the "lugubrious death of a whale" (Blight, n.d.) although the grief is more a sense of curiosity. It allows the reader to get engage and to create a sense of curiosity enabling them to question what is happening.

Rhetorical question
The rhetorical question "how must a whale die to wring a tear?" (Blight, n.d.) is asked by the poet, which of course there is no answer for. Suddenly the poem shifts to a wild turn as "Pooh! Pooh! Spare us, give us the death of a mouse" (Blight, n.d.), as the crowd realises the smell of the whale suggesting onlookers would actually prefer a mouse to have died in a "tiny hole" (Blight, n.d.) where no one would notice.

Tone/mood
Overall, Blight (n.d.) connects with the readers by making an emotional and intellectual impact on the reader in final couplet. He sets the mood of the poem, suggesting a lack of compassion. The accusation of the general populace of being uncaring, and cleverly while comparing it to the death of a mouse and a whale. He emphasises the inhuman heart of the human being.

# data[].attributes.body
1. Word watch

2. Drawing of whale and mouse for comparison

3. Write down all the rhyming words and create your own poem on your desire topic with rhymes

# data[].attributes.body
What is something new you learnt?

# data[].attributes.body
Most traditional tales were originally for adult readers/audiences and included more adult themes.
They can be changed around and the ending can be changed - the plot often remains the same as well as the setting.

pg. 17 of text book compare -

PDF -
Version One -
- The story begins with a brief summary and then changes into a more audience based theme story
- "So the little girl took an automatic out of her basket and shot the wolf dead" - the use of the word 'little girl' doesn't match the theme of an 'automatic' or 'death' making this version not as child friendly and using the traditional tale of the story
- Comparison of the Wolf and the Grandmother vs. Metro Goldwyn lion and Calvin Coolidge
- This version doesn't call the main character of 'little red riding hood' by the known name - she is referred to as 'the little girl'
- The moral at the bottom of pg 40 (pg 1 in PDF) "It is not so easy to fool little girls nowadays as it used to be" comparing the old with the new and the adaptation of the story with nowadays - children are more aware
Version Two -
- Summarises the story of little red riding hood with extremely short and abrupt sentences
- Not as traditional eg. 'Granny'
- Wolf seems very calm and well dressed in image at the bottom of the page
Version Three -
- Use of contrast between the black and white - the shadow is very distinct
- Only use of colour is the roof of the house

Little Red Riding Hood  - Charles Perrault
- Introduction of 'Little Red Riding Hood' explains how she got the name
- The eagerness of the wolf remains traditional 'we shall see who will be there first' 'The wold ran as fast as he could'
- Repetition - "Grandmother, what big arms you have!" "All the better to hug you with, my dear." this is repeated numerous times with a different body part referring to the noticeable differences between the grandmother and the wolf

Little Red Cap - Jacob and Wilhelm Grimm
- Little Red Cap - Intro remains the same as previous version Grandmother made it however the item changes - allowing the story to have similar plot however the small details start to change
-  Beginning of the story is the same as the traditional version - the details begin to change (wine and cake instead of butter and cake)
- The grandmother and Little Red Cap get eaten by the wolf
- Hunter notices the loud noise of the snoring and doesnt think it is normal - discovers the wolf
- The extended part of the story the wolf is cut open and both Gma and Red live
- The wolf returns and the grandmother notices he is hovering around the house
- The grandmother comes up with a plan for the wolf to go away
- The wolf drowns
- A more gruesome version and adult themes as there is the wolf being cut open and the drowning death
- Ending is extremely dramatised

The Grandmother (France)
- "The one of needles or the one of pins?" The change of scene compared to other versions of the woods with flowers and sunlight
- Hot loaf and bottle of milk
- Cat spoke - "For shame! The slut is eating her grandmother's flesh and drinking her grandmother's blood." The idea of the cat speaking and grandmothers blood gives a spookier vibe to this version of the story (Eg. Witchcraft)
- Repetition - "Oh, grandmother, how hairy you are!" "The better to keep myself warm, my child." Remain a repeated theme and use of same idea in most versions of the story
- The little girl escapes in this version - she is not eaten up by the wolf
- Ending varies from other versions

Little Red Hood - Lower Lusatia -
- Same as Little Red Cap
- The ending is the same as the extended part

Activity for Tutorial

In the past two centuries folk and fairy tales have become associated with children’s literature, yet it is thought that adults were the original audience for these tales.

McDonald, L.(2013). A literature companion for teachers. Marrickville, N.S.W.: Primary English Teaching Association Australia (PETAA), p13

A. Lead your group in the discussion of the versions they have read: Ask each member of the group to briefly describe what happens in their version ( a focus on the ending is best ).

Discuss: Who do they think the intended audience is for their version? Which of the 4 descriptions best fits the version they read?

1. This version was written in 1697. It is thought the intended audience was upper class readers in France. The little girl is punished because she talks to a stranger.

2. Traditional folk tale – myth to explain the natural word

3. Probably based on the original version of the story. This version would have been told by storytellers to ordinary people for entertainment. There are some unpleasant and macabre details in the story. The chid of Red Riding Hood is cheerful and independent.

4. This is a version written by for children with a clear moral lesson. The heroine is given another chance to redeem herself. This version serves as a model of the way children should behave towards their elders. Red Riding Hood is attractive and lovable but does not demonstrate great intelligence.

B Discuss: What do the different versions of the story tell us about the “tellers” or the editors of the collections that these stories are taken from?

You may like to think about the ideas about gender that each story presents. Are the women in the story powerful or powerless? What behaviours do the male characters adopt?

# data[].attributes.body
Anderson, J. (n.d.). Teachers notes- Fox by Margaret Wild Illustrated by Ron Brooks. Sydney: Allen & Unwin

McDonald. L (2018). A literature companion for Teachers. Sydney: PETAA

Wild, M., & Brooks, R. (2004). Fox. Crows Nest: Allen & Unwin

# data[].attributes.body
McDonald. L (2018). A literature companion for Teachers. Sydney: PETAA

Blight. J (n.d.) Death of a whale