Lesson video

Hi there.

My name is Mr. Charlesworth and in today's reading lesson we're going to be exploring the text Shackleton's Journey.

This is one of my favourite picture book texts.

It's illustrated and written by William Grill, and it tells the tale of Ernest Shackleton and his crew as they set off on the Endurance expedition to Antarctica.

I hope you're looking forward to the lesson.

Let's get started.

The lesson outcome for today is I can identify features of the layout from Shackleton's Journey.

The keywords are my turn, your turn.

Features.

Layout.

Glossary.

Well done.

Let's try those once more.

Features.

Layout.

Glossary.

The features of a text type refer to the distinctive characteristics that belong to it.

The layout of the text refers to the way that the information is organised on the page, and a glossary is a list of technical or subject specific terms with brief explanations usually located at the back of a nonfiction text.

Don't worry if you're unsure about any of these keywords, we'll be exploring them throughout the lesson.

Today's lesson is all about examining the layout of Shackleton's Journey.

How William Grill sets out the information on the page.

We're going to begin by exploring the layout on the page before we explore pages in more detail, including finding out about the equipment and supplies needed to go on the Antarctic expedition.

Let's begin by finding out more about the layout of the text.

Here's a quick recap about what we know about the text so far.

Shackleton's Journey is a non-fiction picture book, which chronicles the extraordinary Antarctic expedition led by Sir Ernest Shackleton in 1914.

Antarctica is a vast and frigid continent located at the southernmost part of the earth.

Shackleton was born in 1874.

He was the second of 10 children.

Shackleton was fascinated with the mysterious south having been part of Captain Scott's famous discovery expedition.

This was one that went to Antarctica before.

As well as deciding on a crew with a diverse skillset.

That means that each person had a different role or responsibility.

Shackleton took a total of 69 dogs on the expedition.

Let's find out more about them as we read.

Read pages seven and eight, which is titled "The Dogs," up until the part that says "The average weight." Pause the video now whilst you read together.

Well done.

I hope you learn lots of new information.

I have a question for you.

How does crossbreeding the dogs support Shackleton on the expedition? What did it set out to achieve? I wonder.

Have a discussion with your partner.

You could of course refer to the text if you need to for support.

Pause the video now whilst you answer the question.

Great work.

The answer's located at the top of page eight.

It says, that "Cross-breeding meant that specific qualities of the dogs could be selected to support Shackleton and his crew on the expedition.

This included being strong, having a thick coat," that means the fur that covers their body, "and a good temperament." That means that their mood or personality was positive.

This was of course helpful for the expedition and for the crew.

I'd now like you to read the remainder of page eight.

Pause the video now whilst you do so.

At the bottom of the page, it mentions about Shackleton assigning at least one dog per member of his crew.

I wonder why he did that? Discuss with your partner.

Pause the video now whilst you answer the question.

Well done.

The section that we are needing to answer this question is right at the bottom.

It says that each crew member was assigned at least one dog to care for and many developed strong bonds with them, especially second in command, Frank Wild, Tom Cream and the photographer Frank Hurley.

So a possible answer might be like Laura's.

She says, "I think Shackleton perhaps thought that each crew member would be more compassionate if looking after an animal companion during the expedition.

It's likely to be a very long journey." Shackleton made lots of positive decisions like this.

We'll discover more as we read on.

Here's our first check for understanding.

On page eight, which breeds of dogs are mentioned? Is it A, Newfoundlands, B, Labradors, C, St.

Bernards or D Wolfhounds? Knowing that they cross-bred, there might be more than one type of breed.

Pause the video now whilst you answer the question.

Well done.

There were three breeds mentioned here, Newfoundlands, St.

Bernards and Wolfhounds.

These would've been bred specifically to endure the harsh conditions of the Antarctic.

When we're thinking about nonfiction texts, there are several features that they have in common.

These can include an introduction or preface.

These are always given before the main bulk of text.

A list of contents telling the reader where to find each bit of information, an index, a glossary of terms, we're exploring these today, and footnotes or appendices.

These offer the reader additional information.

Footnotes are usually located at the bottom of the page whereas appendices are usually at the back of the text itself.

It's important to remember that nonfiction texts can be presented in a range of forms and might include some of the above, all of them or none at all.

By having a variety of different layouts and different features, it keeps nonfiction, texts really interesting and engaging and pleasurable to read.

Let's now have a look at the layout of a page.

The layout of a nonfiction text is designed according to its purpose and target audience.

Pages have several features to help readers locate the information.

These include headings and subheadings, text boxes, captions, bullet points or numbered lists, charts, graphs and tables, and factual information.

Just like features of a non-fiction text, these can be presented in a range of different ways, but we'll be exploring a few through this text, Shackleton's Journey.

We know that the ship that Shackleton and his crew journeyed on was called the Endurance.

This played an important role in the expedition.

I'd like you to read page nine, which is titled Endurance.

Pause video now whilst you read it together.

Great work.

I wonder what interesting facts did you find out about the ship? Have a discussion with your talk partner.

Perhaps you found a different fact each.

If you both got the same one, try and find another.

Pause the video now whilst you share your fascinating fact.

Well done.

Let's have a look at two possible examples.

June says, "I discovered that the ship was renamed after Shackleton's family motto, which was, by endurance we conquer." And Sophia says, "I was amazed at how much Shackleton paid for the ship, 11,600 pounds." Now this is likely to be a lot higher nowadays due to the rise in inflation.

I wonder if you can work out how much that might be worth in today's money.

Here's our next check for understanding.

Referring to page nine, match the following information about the Endurance.

You've got on the left hand side Ole Aanderud Larsen, Sandefjord Norway, and Lars Christensen.

And the matching points are where the ship was built, the previous owner and the ship's designer.

Refer to the page if you need to for support.

Pause the video now whilst you match 'em up.

Well done.

I wonder if you've got them all correct.

It mentions that Ole Aanderud Larson is the ship's designer.

I know Norway is a country, so Sandefjord and Norway might be where the ship was built and that means Lars Christensen is one of the two previous owners.

Well done if you got them all correct.

On page 10, the text details some of the specific designs that the Endurance had to withstand the harsh polar conditions.

These might have included ice, high winds and storms and blizzards.

William Grill the illustrator and author breaks up this information with illustrations to help support readers in their understanding.

He breaks 'em up into four clear sections.

I'd like you now to read page 10.

Pause video now whilst you do so together.

Great work.

I'd now like you to share one of the designs that made the ship suitable for exploring Antarctica.

There were a few, perhaps choose one to share with your partner now.

Pause the video whilst you do so.

Great work.

I really enjoyed finding out that the bow of the ship that's at the front was used to be like a battering ram, so would need to be especially strong and it was 1.

3 metres thick for trying to break up the pack ice that they encounter as they explore Antarctica.

I wonder which design feature you chose to discuss with your partner? On both the pages we've just read, there are text boxes which include emboldened words, highlighting specific words in this way usually indicate that this term is a keyword or that it's a technical or subject specific piece of information.

Can you locate the three emboldened words on the pages? Pause a video and point to them with your partner.

Fantastic work.

Did you find them all? There was cross-braced, jib boom and pack ice.

Let's say those together.

Cross-braced, jib boom, and pack ice.

Well done.

While we can use contextual clues, that means the information around the words such as the illustrations or strategies such as reading around the word.

In some non-fiction texts, we can find these terms defined in a glossary.

Shackleton's Journey has one of these and we'll be looking at it now.

A glossary enhances the overall accessibility and understanding of a non-fiction text by providing readers with a convenient reference for key terms and their meanings.

Each term is usually listed alphabetically similar to a dictionary along with its corresponding definition.

Definitions might include additional information to contextualise the meaning.

Here's our next check for understanding.

True or false.

A glossary makes nonfiction texts more accessible.

Is that true or false? To make something more accessible means to make it easier to understand.

Have a think and pause the video whilst you decide.

Well done.

A glossary is able to define subject specific or technical language.

So I think it definitely makes the text more accessible and easier to understand and comprehend.

So it's true.

And I'd like you to justify your answer.

Is it because A, subject specific or technical vocabulary is listed alphabetically or B glossaries provide definitions which can help readers understand the text better? Have a think.

Which justification best links to the original statement? Pause the video now whilst you decide.

Great work.

Whilst glossaries are usually listed alphabetically it's the definitions which can help readers better understand the text.

Therefore, the answer is B.

In this main task we're going to be using the glossary in the text to find the definitions for the terms. I'd like you to start by finding the definitions for cross-braced, jib boom and pack ice.

We're then going to use what we found out to answer the following questions, which are, one, how did cross bracing the joints and fittings benefit the endurance? And two, why might Frank Hurley want to be positioned on the jib boom when filming? While remembered, Frank Hurley was the photographer for the expedition.

Use the glossary to support you with your answers.

Pause the video now while you complete the task.

Fantastic work.

I hope you enjoyed exploring language in this way too.

In response to the first question, you might have said cross-bracing added strength to a structure.

Shackleton and his crew wanted the ship to survive the polar conditions.

In answer to the second question, you might have said, the expeditions photographer would want to get an uninterrupted view of the pack ice.

The jib boom is at the front of the ship and would be the best place to film from.

You can see an illustration of this in the text.

I'm not sure why I would want to be sat there, would you? Let's now explore the next section of the text in more detail.

It's about the equipment and supplies needed for the expedition.

In addition to supporting the crew, the Endurance was stocked with equipment and supplies to ensure that the men had everything they needed whilst exploring.

I'd like you to read page 11 titled "Equipment and Supplies" and look at the accompanying illustrations on page 12.

Pause the video now whilst you do so.

Great work.

I'd like you now to choose one item to discuss with your talk partner.

How do you think it helped the crew on the expedition? Perhaps look for ones mentioned in the text or things that you can see in the illustrations.

Pause the video now whilst you answer the question with your partner.

Well done.

You might have mentioned that you noticed the tents and the camping gear, which would help protect the crew from the hazardous conditions within Antarctica.

Their clothing must have to be very well insulated.

That means to keep the warm inside and the cold on the outside.

Considering the temperatures, the crew would need to keep very warm throughout this expedition.

Here's our final check for understanding.

Referring to page 11, why did Shackleton take a union flag with him on the expedition? Was it because A, Shackleton was patriotic that means proud of his country? B, he was given it by the king and encouraged to bring it back safely? Or C, it would lift the spirits of the crew? Refer to the text if you need to for support.

Pause the video now whilst you decide.

Well done.

Although Shackleton might have been patriotic and proud of his country and wanting to lift the spirits of the crew, the reason he has a union flag is that because he was given it by the king and encouraged to bring it back safely.

In this task, we're going to think a little bit more about equipment and supplies.

I'd like you to look back at pages 11 and 12.

Refer to the different equipment and supplies that the crew needed for the journey.

In this task, if you were to join Ernest Shackleton on its expedition, I'd like you to think about what you would take with you and why.

You'll have food supplies, clothing, and camping equipment.

We know that the expedition took place from 1914 to 1917.

The challenge here is to think or select an item that would've been available during that time period.

I'm really interested in hearing your responses.

Perhaps mind map a few ideas before you choose one item to take with you.

Pause the video now whilst you complete the task.

Great work.

I hope you thought carefully about equipment and supplies that you might take with you.

Let's have a look at two examples.

Sam says, "I would take a photograph of my family to remind me of home and the people that care about me." Whereas Lucas says, "I noticed that there was a record player.

I would take some music with me, as I can imagine, the environment is quite isolating.

Music would help me keep my spirits up." Interestingly, Ernest Shackleton let Leonard Hussey, the expeditions meteorologist, bring a banjo as a form of entertainment for the crew.

This helped to boost morale when times were tough.

How interesting.

I wonder what your responses were.

Were they similar to these examples or different? We'll be finding out lots more interesting facts as we continue to explore this text together.

In today's lesson, we've been examining the layout of Shackleton's Journey.

We know that a layout of the non-fiction text is designed according to its purpose and target audience.

We've discovered that a glossary enhances the overall accessibility and understanding of a nonfiction text by providing readers with a convenient reference for key terms and their meanings.

Nonfiction text can be presented in a range of forms. Features can vary from text to text.

And finally, we found out more about the ship itself.

The Endurance was designed to withstand the harsh conditions of the polar climate.

Well done for all your hard work today.

I'm really looking forward to working with you again soon.