ANZAC Day Beginnings

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Lesson Overview

Lesson Title:
Introduction to ANZAC Day

Unit Title:
ANZAC Heroes Uncovered – Lesson 1 of 3

Timeframe:
45 minutes

Level and Curriculum Link:

• Curriculum Area: Social Sciences — Aotearoa New Zealand’s Histories
• Curriculum Level: Level 1

Big Idea:
Understanding why people, places, and events are important to us and our communities.

Context Statement:
This lesson introduces Year 1 ākonga (students) to the significance of ANZAC Day, helping them begin to understand concepts like remembrance, bravery, and sacrifice. It uses storytelling and discussion to create emotional connection and foundational knowledge.

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Learning Intentions

Students will:

• Understand that ANZAC Day is a special day of remembrance in New Zealand and Australia.
• Identify the meaning of bravery and why it is important to remember people who have shown bravery.
• Share their own ideas about bravery and remembering.

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Success Criteria

Students can:

• Talk about what ANZAC Day is and why it is special.
• Listen to and discuss a story about ANZAC Day.
• Share an example of someone being brave.

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Resources Needed

• Book for Read-Aloud: "Anzac Ted" by Belinda Landsberry (or similar age-appropriate text focused on ANZAC Day).
• Whiteboard and markers.
• A large paper poppy outline for class brainstorm.
• A speaker for playing soft background music (e.g., instrumental version of "Abide with Me" or similar respectful tune for atmosphere).

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Lesson Flow

1. Welcome and Warm-up (5 minutes)

• Gather ākonga on the mat in a circle.
• Introduce the unit:
  "Over the next few lessons, we are going to learn about special people called the ANZACs – they helped keep people safe a long time ago. We will find out why we still remember them today!"
• Quick connection prompt:
  Ask: "Have you ever been to a parade, heard a bugle, or seen people wearing red flowers in April?"
  (Accept all responses warmly – no experience is okay.)

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2. Story Time: Anzac Ted (12 minutes)

• Settle students comfortably.
• Complete a warm-up questioning:
  "Before we read, what do you think a hero is? What do you think it means to be brave?"
• Read Anzac Ted aloud, showing the pictures clearly.
• Insert think-alouds during reading:
  • "I wonder how Teddy is feeling now?"
  • "Why do you think the teddy bear is so special to the boy’s grandfather?"

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3. Group Discussion: Bravery and Remembrance (8 minutes)

• After reading, guide a simple discussion:
  • "Who do we remember on ANZAC Day?" (Soldiers who helped us.)
  • "Why do we remember them?" (Because they were brave, took care of us.)
  • "Can you think of someone today who is brave?" (Firefighters, nurses, family members.)

Teacher Tip: Use a talking item (e.g., a soft poppy or teddy) that students pass around. Only the holder speaks — builds respect and turn-taking skills.

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4. Class Activity: "Bravery Brainstorm" (15 minutes)

• Show the large paper poppy outline pinned to a board.
• Explain: "We are going to fill this poppy with words and pictures about being brave."
• Encourage students to suggest one word each or a small drawing (teacher scribes younger students’ ideas).
• Example prompts: "What word would you use to show bravery?" "Can you think of something a brave person might do?"

Support: Give examples like 'help', 'protect', 'care', 'stand up', or short phrases like 'helped a friend'.

Extension for Early Finishers:
Students can create a small poppy drawing to glue next to the big poppy.

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5. Reflection and Wrap-up (5 minutes)

• Gather ākonga back together.
• Reflect:
  • "What is one special thing you learned today about ANZAC Day?"
  • "Can you remember one thing a brave person does?"
• Praise contributions and celebrate curiosity and thoughtfulness.
• Preview for next lesson:
  "Next time, we are going to make something very special to help others remember too!"

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Teaching Notes

• Differentiation:
  Some students may need visual aids or prompts to help express ideas about bravery.
• Cultural Responsiveness:
  Honour the diverse backgrounds of your learners — acknowledge that bravery looks different in different cultures and families.
• Assessment Opportunity:
  Observe students’ oral contributions during the group discussion and brainstorm — note any who might need extra support in understanding the concepts.

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Key Competencies Integrated

• Thinking: Making meaning from stories and discussing ideas.
• Relating to others: Listening respectfully to others' contributions.
• Participating and contributing: Collaboratively building a class brainstorm about bravery.

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End of Lesson Plan

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Would you also like me to prepare a cute 'Poppy Brainstorm' template you could print for students individually if needed? 🌺