What is the unit?

Where does it sit in the school organisers and scope and sequence?
Is it an integrated unit?
Does it belong in a KLA?

What are the big ideas?

What are the central ideas of the topic?

What are the key concepts/enduring understandings I want to
students to have at the end of the unit?

Which ELAs are addressed in this unit?

Have I selected too many ELAs?

Am I trying to cover too much?

What are the outcomes for this unit?

What do I want my students to know, understand, do and value by

the end of the unit?

How will I assess?

What ongoing assessment process will I use (assessment for

learning)?
What rich assessment tasks will I construct to evaluate student
achievement (assessment of learning)?

What is the content?

What essential content will I include in this unit?

Have I made sure that the outcomes, essential content and learning
experiences are all linked?

What activities will provide the best opportunities

for maximising student learning?

What learning experiences will help my students best meet the

outcomes of this unit?
What specific materials and resources will I use?
How will I differentiate activities for individual students?
Do these experiences provide intellectual quality, quality learning
environment and significance for my students?

Reflection:

How will I evaluate the effectiveness of this unit?

What is the unit? English, History and Civics. Term 1 focus of English - ACELA1522, ACELA1526 and ACELA1521; ACELY1713. Plus
Civics- They present a point of view on a significant current issue or issues and include recommendations about the actions that
individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue,
and contribute to group and class decision making. Plus History ACHHK124 and ACHHK115.
What are the big ideas? Key
concepts, central ideas Gain respect and tolerance for diversity in our community; challenges; hopelessness and despair can be turned
around to survival and hope; coping mechanisms and strategies in times of adversity; linking this to students own lives and a time when
they faced adversity or challenge, how did they cope?
What are the outcomes of this unit? Know, understand, do and value? Empathise and gain an understanding of the emotions
and thoughts during the journey of the characters in the book; develop respect and tolerance for diversity in our community; know what
they can do to help newly arrived refugees in our community to settle in; connect an experience in their life when they faced a challenge
and write a narrative on how they got through it.
How will I assess? For and of learning? Ongoing process class discussions, character web, observations, questioning. Assessment
task narrative piece. Describe an experience in your life when you faced a challenging situation. What strategies did you put into place
to cope? Who helped and supported you? How? How did you feel at the end? Why? Focussing on vocabulary, punctuation, openers and
wow words.
What is the content? Reading to the class, character web (including emotions and thoughts), discussions, role play the boat scenario
(put pic up on screen when reading this section), linking to personal experiences.
What activities will provide the best opportunities for maximising student learning? Role play, visual images on screen during
reading, discussions as a class or small groups, brain storming, guest speaker (?), links to personal experiences, develop narrative writing
piece. Reflection/evaluation of unit? Student evaluation questionnaire, mentor feedback, personal reflection.
Learning Outcomes:

Develop an understanding of the thoughts and emotions of the characters throughout the journey in the novel.
Connect these findings to an experience from their lives when they faced a challenging situation. Develop and write a narrative
piece about how they got through.
Develop respect and tolerance for diversity in our community.
Know what they can do to help newly arrived refugees settle into our community.

Week 5 - Activity: Build character web, connect to students lives.

Week 6 - Activity: Written description of refugee camp, focus wow words, vocabulary and punctuation.
Week 7 Recap Narrative writing.

Week 8 - Activity: Recreate boat scene

Week 9 - Activity: Guest Speaker helping newly arrived refugees settle into our community. AND Big Write. Undecided as
yet Speak to Shaun!

Planning Document / Level 6 / 5 Lessons

Day

Tuesday
Week 5

Tuesday
Week 6

Learning goals/aims;
Statements/standards from the
curriculum.
English:
Create literary texts that adapt or
combine aspects of texts students
have experienced in innovative
ways(ACELT1618);
Develop a handwriting style that
is legible, fluent and automatic
and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).

English: Create literary texts that

adapt or combine aspects of texts
students have experienced in
innovative ways(ACELT1618);
Develop a handwriting style that

Engage

Explore

Explain

Elaborate

Evaluate

Explain
intended lesson
outcomes
while teacher
reads (Ch. 1015 pg. 44-69),
students
continue with
character web
by also adding
emotions and
thoughts of
characters.

Class
discussion on
character
thoughts and
feelings.
Students add to
character web.
(ACELY1709)
(ACELY1713)

Students add to
web during
class discussion
and contribute
to discussions.
Link to students
own lives.
(ACELA1526),
(ACELT1613).

During
discussions,
make
connections to
students lives
and past
experiences.
Students make
note of any
words or
phrases they
are unsure of.
(ACELA1526).

Reflect and
recap on
findings from
class
discussion.
(ACELY1709)

Teacher to read
Ch 15-20, pg.
70-93. Students
fill out
character web

Students to
write half a
page describing
what they think
a refugee camp

Class and small

group
discussions on
ideas. Students
write up

Reflect on
findings as a
class, share
time.
(ACELY1709)

Recap previous
chapters and
bring all
students up to
section of book
now at
stadium, dad
gone to get
mum, Jamal
and Bibi are
alone.
Explain
intended
learning
outcomes
students to

is legible, fluent and automatic

and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).

Tuesday
Week 7

English: Create literary texts that

adapt or combine aspects of texts
students have experienced in
innovative ways(ACELT1618);
Develop a handwriting style that
is legible, fluent and automatic
and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).
History: Develop texts,
particularly narratives and

write a half
page piece on
what a refugee
camp looks like.
Focus
vocabulary,
punctuation,
wow words.
Recap previous
chapters and
bring all
students up to
section of book
Explain
intended
learning
outcomes to
continue adding
to character
web, focussing
on emotions,
thoughts and
coping
strategies. Link
to own life.
Recap previous
chapters and
bring all
students up to
section of book
-

and make notes

of the refugee
camp.

looks like.
(ACELY1716);
(ACELA1521),
(ACELY1715),
(ACELA1526).

descriptions.

Teacher to read
Ch. 20-28 pg.
94-119.
Students fill out
character web.
Adding to
emotions,
thoughts and
connecting to
own life.

Class
discussion on
new
information on
webs; make
connections to
own lives;
challenge by
choice share if
feeling
comfortable.

Students make
notes about a
situation in
their life where
they had to use
strengths to
overcome
adversity. Make
notes in
Integrated
Studies books.
(ACELT1613),
(ACELY1715),
(ACELY1713).

Recap what a
narrative
writing piece
incorporates
Beginning
(intro,
characters,
setting), Middle

Reflect in
share time
what students
have come up
with.
(ACELY1709)

descriptions, which
incorporate source
materials (ACHHS124).

Tuesday
Week 8

English: Create literary texts that

adapt or combine aspects of texts
students have experienced in
innovative ways(ACELT1618);
Develop a handwriting style that
is legible, fluent and automatic
and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).
History: Develop texts,
particularly narratives and
descriptions, which
incorporate source
materials (ACHHS124).
Civics- They present a point of
view on a significant current issue
or issues and include
recommendations about the
actions that individuals and

Explain
intended
learning
outcomes
students to reenact boat
scenario to gain
a better
perspective and
understanding
of the emotions
and thoughts of
the characters.
Recap previous
chapters and
bring all
students up to
section of book
-

Teacher to read
Ch. 28-34, pg.
120-136.
Students
continue with
character web,
taking note of
emotions and
thoughts.
Connect to own
lives.

(problem,
described in
detail, steps to
solve problem),
End (problem
resolved).
Students to sit
in boat on
floor of
classroom.
Class
discussion on
newly added
information.
Focus on
connecting to
students own
lives.
(ACELT1613).
Consider the
relationship
between each
of the
characters,
they all bring
something
unique to offer
focus on
traits,
strengths,
coping
strategies.
Discuss with
students (small

Students to
continue
drafting up and
taking notes on
their individual
situation for
their narrative
piece.

Reflect on new
information in
brief class
discussion.
(ACELY1709)
Students
finish book
at home for
next
sessions??

governments can take to resolve

issues. They demonstrate
understanding that there are
different viewpoints on an issue,
and contribute to group and class
decision making.

Tuesday
Week 9

English: Create literary texts that

adapt or combine aspects of texts
students have experienced in
innovative ways(ACELT1618);
Develop a handwriting style that
is legible, fluent and automatic
and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).
History: Develop texts,
particularly narratives and
descriptions, which
incorporate source
materials (ACHHS124).
Civics- They present a point of
view on a significant current issue
or issues and include
recommendations about the

Explain
intended
learning
outcomes
finish book as a
class.
Students to
solidify notes
for Big Write
Narrative.
Recap previous
chapters and
bring all
students up to
section of book
-

Teacher to read
Ch. 34-42,
p137-166.
Students
continue with
character web,
taking note of
emotions and
thoughts.
Connect to own
lives.

groups and
class) who may
have helped or
been an
influence to get
them through
their situation.
(?) Guest
Speaker
resources and
help for newly
arrived
refugees. What
we can do to
help. (30 mins?)

OR Write
narrative piece
in class.

Questions,
discussion with
speaker.

Recap and
reflect on
session.
(ACELY1709)

Thursda
y Week
9

actions that individuals and

governments can take to resolve
issues. They demonstrate
understanding that there are
different viewpoints on an issue,
and contribute to group and class
decision making.
English: Create literary texts that
adapt or combine aspects of texts
students have experienced in
innovative ways(ACELT1618);
Develop a handwriting style that
is legible, fluent and automatic
and varies according
to audience and
purpose (ACELY1716); Understand
the uses of commas to separate
clauses (ACELA1521);
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital
texts (ACELY1713).
History: Develop texts,
particularly narratives and
descriptions, which
incorporate source
materials (ACHHS124).

Assessment
of Learning Create Big
Write
atmosphere
after lunch.

Students to sit
for 45 mins and
write narrative
piece.

Students to sit
for 45 mins and
write narrative
piece.

Students to sit
for 45 mins and
write narrative
piece.

Pack up after
writing
session.