Curriculum Areas: English Unit: Intercultural Understanding

Stage/ Year: Stage 3 Unit duration: 8 Weeks, (3-4 Hours per week

!his English unit o" work "ocuses on the #$% general capa&ilit' o" Intercultural Understanding( It ai)s !hrough an anal'sis o" &oth literar' and in"or)ational te*ts, students will ha+e the opportunit' to cra"t te*ts that use "igurati+e and persuasi+e writing techni,ues to address di""erent social purposes "or writing( Engaging with a rage o" in"or)ati+e te*ts- we&sites and +ideos and literar' te*ts including Mirror &' .eannie /aker The Arrival &' Shaun !an and Onion Tears /' 0ianne 1id, students will identi"' the di""erent organisational "ra)eworks and language "eatures appropriate to i)aginati+e writing and identi"' when &est to use literar' de+ices "or e""ect( Students will de+elop and de)onstrate knowledge, skills and dispositions on their wa' to ac,uiring a 2lo&al %iti3ens 4assport including5

1now a&out and recognise other cultures 0e)onstrate respect o" own and other cultures 6ake connections &etween own and other cultures Ha+e interactions with other cultures E*press e)path' 7e"lect on intercultural e*perience !ake responsi&ilit' "or their own &eha+iours and interactions with other cultures

!his unit will cul)inate in a school 2lo&al %iti3ens week where students can cele&rate their cultural identit' and the cultural di+ersit' o" $ustralia( 2lo&al %iti3ens week )a' include whole school )ulticultural acti+ities or &e linked to Har)on' 0a'( !his unit seeks to de+elop in students the skills needed to know and pri3e di""erence, to understand and respect a range o" di+erse +iews and wa's o" seeing the world, and to ha+e positi+e interactions with people "ro) cultures other than their own( We want students to (outcomes): EN3-1A co))unicate e""ecti+el' "or a +ariet' o" audiences and purposes using increasingl' challenging topics, ideas, issues and language "or)s and "eatures EN3- A co)pose, edit and present well-structured and coherent te*ts EN3-3A use an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies EN3-!" discuss how language is used to achie+e a widening range o" purposes "or a widening range o" audiences and W#at do we want our students to learn$ (%ee& 'nowledge element) Must be guided by syllabus content pages (not indicators) and foundation/ stage statements.

conte*ts EN3-(" uses knowledge o" sentence structure, gra))ar, punctuation and +oca&ular' to respond to and co)pose clear and cohesi+e te*ts in di""erent )edia and technologies EN3-)C thinks i)aginati+el', creati+el', interpreti+el' and criticall' a&out in"or)ation and ideas and identi"ies connections &etween te*ts when responding to and co)posing te*ts EN3-*% identi"ies and considers how di""erent +iewpoints o" their world, including aspects o" culture, are represented in te*t EN3-+E recognises, re"lects on and assesses their strengths as a learner ,in's to Stage Statements Students will8colla&orate with others to share and e+aluate ideas and opinions and to de+elop di""erent points o" +iew 8e*press well-de+eloped and well-organised ideas a&out literar' te*ts and respond constructi+el' to di""erent opinions 8co)pare and accuratel' su))arise in"or)ation on a particular topic "ro) di""erent te*ts and )ake well-supported generalisations a&out the topic 8identi"' te*t structure o" a range o" co)ple* te*ts and e*plore how gra))atical "eatures work to in"luence an audience9s understanding o" written, +isual, )edia and )ulti)odal te*ts( 8deal with co)ple* topics, issues and language "eatures( Students select in"or)ation and ideas "ro) personal, literar' and researched resources, and adapt i)aginati+e ideas and situations "ro) literature(

.#is learning matters /ecause: 7eading outco)es se,uentiall' &uild on Stage :, Writing outco)e &uilds se,uentiall' on Stage :, !he capacities to sel"-re"lect on own learning against criteria translates across curriculu) acti+ities and allows the opportunit' to cele&rate success "or all learners( It assists Stage 3 students in sel" ad;usting learning e*periences and e)powers the) to &etter access the curriculu)( 0e+eloping these knowledge, skills and dispositions will assist students to &eco)e responsi&le local and glo&al citi3ens in the di+erse world o" the twent'-"irst centur'

W#0 does t#is learning matter$ (Signi1icance dimension) Are there clear links to prior and future learning and real world application

Assessment tas' outline !elebration "ecount Te#t ($eek %) &ersuasive 'mail ($eek () )arrative * Onion Tears Alternate 'nding ($eek +)

2ow will students demonstrate t#eir dee& understanding$ ,esign task(s) with authentic purpose- audience and communication tools.

&ersuasive Te#t . /ariety is the spice of life ($eek 0)

1s student direction (contentprocess or product) suitable to the task 1s there opportunity for students to demonstrate learning at an 2A3 level

3e0 outcomes 1or assessment Assessment criteria (5ndicators/ Content %escri&tors) plan, dra"t and pu&lish i)aginati+e, in"or)ati+e and persuasi+e te*ts, choosing and e*peri)enting with te*t structures, language "eatures, i)ages and digital resources appropriate to purpose and audience

2ow well do we e4&ect students to do it$ 4ow will this information be communicated to all students and parents

,esson Se6uence Week = Idea- %ontent

5ocus6 7now about and recognise other cultures

<utco)es - #earning E*perience EN3-3A uses an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies EN3-1A co))unicates e""ecti+el' "or a +ariet' o" audiences and purposes using increasingl' challenging topics, ideas, issues and language "or)s and "eatures EN3- A co)poses, edits and presents well-structured and coherent te*ts EN3-*% identi"ies and considers how di""erent +iewpoints o" their world, including aspects o" culture, are represented in te*t

7esources

$ssess)ent

Students:

,esson 1 8uided "eading $sk the students >>what is a passport?>> E*plain that a passport is so)ething 'ou need, when tra+elling to di""erent countries( Ha+e a &rie" discussion a&out wh' people tra+el to other countries( !alk a&out how di""erent countries- parts o" the world are si)ilar and di""erent (landscape, populations, cli)ate, people etc $s a class, discuss and &rainstor): @What is culture?> 7ecord student responses on a retrie+al chart( Auestions )a' include: what influences the way we dress and style our hair

4icture o" a passport

IW/- &utchers paper

Week

Idea- %ontent

<utco)es - #earning E*perience what influences the things we like to do/ buy what things do you believe and celebrate 4ow do you celebrate E*plain that culture is the attitudes and characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. E*plain that )an' cultures e*ist around the world( In $ustralia, di""erent cultures work and li+e together in har)on'( E+en though we are di""erent in so)e wa's, $ustralians respect each others &elie"s an traditions( Introduce the idea o" a 2lo&al 4assport( E*plain to the students that each week the' will &e working towards achie+ing a skill or disposition that will ena&le the) to gain their 2lo&al 4assport( !ell students that this weeksskill is to know a&out and

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$ssess)ent !eacher <&ser+ation

recognise other cultures(

Hand out - displa' on IW/ and read as a class @What is %ulture> worksheet( $llow students ti)e to read independentl'( 7ead the work sheet as a class and discuss the words used in &old( $"ter discussing the content o" the te*t ask the students what st'le o" te*t this is (in"or)ati+e, i)aginati+e or persuasi+e In"or) the students that this is an e*a)pe o" an in"or)ati+e te*t( Using the 4$B strateg', ask students5 What is the purpose o" this te*t? Who is the intended audience? What is the "or)at o" this te*t? 4$B is a writing strateg' that helps students understand their role as a writer, the audience the' will address, the +aried "or)ats "or writing, and the topic the'9ll &e writing a&out( /' using this strateg', teachers encourage students to write creati+el', to consider a topic "ro) a di""erent perspecti+e, and to gain practice writing "or di""erent audiences( 4urpose: Wh' are 'ou writing? What is the point? !o in"or)- persuade- narrate? $udience: !o who) are 'ou writing? $ "riend- parent- custo)ers? Bor)at: What "or) are 'ou writing in? $ letter- speech- poe)?

Engage &ersonall0 wit# te4ts

9nderstand and appreciate the way te#ts are shaped through e#ploring a range of language forms and features and ideas

IW/ C Intercultural Understanding S)art Dote&ook What is %ulture Worksheet

!eacher <&ser+ation IW/ C Intercultural Understanding S)art Dote&ook

%e7elo& and a&&l0 conte4tual 'nowledge e#plore and analyse the effectiveness of informative and persuasive devices in te#ts

Week

Idea- %ontent

<utco)es - #earning E*perience 7e)ind students that the purpose o" an in"or)ation report is to pro+ide "act a&out a topic( In"or)ation report structure t'picall' includes an opening state)ent (o"ten a classi"ication o" de"inition , a series o" paragraphs descri&ing +arious aspects and "eatures o" the topic and a su))ar' paragraph( $llow students ti)e to answer the co)prehension ,uestions &e"ore sharing answers with the class( ,esson

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$ssess)ent

%e7elo& and a&&l0 conte4tual 'nowledge

appreciate how demanding te#ts- eg e#tended novels and informative te#tscontain increasing levels of comple#ity and abstraction to enhance en:oyment

7e+ise the de"inition o" culture esta&lished in lesson =( In groups students e*plore a +ariet' o" in"or)ation te*ts a&out di""erent cultures displa'ed on the IW/( Students consider the 4$B o" each te*t and discuss language "eatures and structure( Students )a' also consider5 $hat type of genre is this te#t 4ow do you know $hat Te#t 5eatures do you see $hy do authors use pictures when writing informational articles $hy do you think the author chose to use this picture for the article !eacher displa' In"or)ation report sca""old on IW/( 7e+ise as a class the correct structure o" an in"or)ation report( $sk students to identi"' these structures in the te*ts the' ha+e ;ust looked at( Students use the sca""old pro+ided to identi"' parts o" an in"or)ation report(

IW/ C Intercultural Understanding S)art Dote&ook !eacher to )ark student responses IW/ C Intercultural Understanding S)art Dote&ook

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

compare te#ts including media te#ts that represent ideas and events in different ways- e#plaining the effects of the different approaches (A!';<=+>0)

!eacher <&ser+ation

,esson 3 Independent Writing 0ispla' on IW/ in"or)ation a&out ancient Eg'pt( $s a class discuss the in"or)ation and an' si)ilarities and di""erences &etween ancient Eg'ptians and )odern $ustralian culture( $llow students to share prior knowledge a&out each

IW/ C Intercultural Understanding S)art Dote&ook Writing /ooks

!eacher <&ser+ation

Understand and a&&l0

Week

Idea- %ontent 'nowledge o1 language 1orms and 1eatures

plan- draft and publish imaginative- informative and persuasive te#ts- choosing and e#perimenting with te#t structures- language features- images and digital resources appropriate to purpose and audience (A!';<=+>?- A!';<=+=?)

<utco)es - #earning E*perience culture( In"or) the students that the' will &e writing an in"or)ation report a&out ancient Eg'ptian culture( 7e+ise the purpose, structure and language "eatures o" an in"or)ation report taught in lesson :( Students write in"or)ation report( I" desired, teacher )a' pro+ide li)ited ti)e (E )ins planning, 3F )inutes writing, E )inutes editing Students share their work with a @critical "riend> who )a' o""er suggestions "or i)pro+e)ent (spelling, sentence )istakes etc ( Students are then allowed to )ake an' "inal corrections( Students co)plete Week = in their 2lo&al %iti3ens 4assport (#earning .ournal (

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$ssess)ent !eacher <&ser+ation

!eacher to collect and )ark writing using co))on criteria 2lo&al %iti3ens 4assport (#earning .ournal

,emonstrate respect of own and other cultures

Students:

EN3-3A uses an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies EN3- A co)poses, edits and presents well-structured and coherent te*ts EN3-(" uses knowledge o" sentence structure, gra))ar, punctuation and +oca&ular' to respond to and co)pose clear and cohesi+e te*ts in di""erent )edia and technologies ,esson 1 $s a class &rainstor) wa's in which di""erent cultures cele&rate( %reate a class list( %ele&rations )a' include religious "esti+als, holida's, sporting e+ents, da's o" national signi"icance( 0ispla' on IW/ in"or)ation a&out three cultural cele&rations( $sk the students to read independentl' &e"ore reading through as a class (teacher )a' call on indi+idual students to read aloud ( $sk students to consider the 4$B o" each te*t( $"ter reading each te*t introduce student to the 3H reading strateg'( !he 3H strateg' di+ides ,uestions into three t'pes: HE7E, HI00ED, and HE$0:

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

compare te#ts including media te#ts that represent ideas and events in different ways- e#plaining the effects of the different

IW/ C Intercultural Understanding S)art Dote&ook

!eacher <&ser+ation

Week

Idea- %ontent
approaches (A!';<=+>0)

<utco)es - #earning E*perience G 4'"' ,uestions are o&+ious in the te*t ie( literal G 41,,') ,uestions can &e drawn "ro) one or )ore parts o" the te*t G 4'A, ,uestions re,uire the reader to &ring their own knowledge or understanding to the in"or)ation gi+en in the te*t( Hand out %ultural %ele&rations worksheet( In"or) the students that the ,uestions the' will &e answering relate to the three te*ts the' ha+e ;ust read( !alk a&out the 3H strateg' and how that )a' help the) answer the ,uestions( $sk students to co)plete the co)prehension ,uestions and to identi"' whether the answer is here, hidden or in their head( 6ark and discuss as a class(

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$ssess)ent

8es&ond to9 read and 7iew te4ts

navigate and read te#ts for specific purposes applying appropriate te#t processing strategies- for e#ample predicting and confirming- monitoring meaning- skimming and scanning (A!';<=+>%) use comprehension strategies to interpret and analyse information and ideas- comparing content from a variety of te#tual sources including media and digital te#ts (A!';<=+>@A!';<=+=@)

IW/ C Intercultural Understanding S)art Dote&ook

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

analyse how te#t structures and language features work together to meet the purpose of a te#t (A!';<=+==) Responding to and Composing Text compose a variety of te#ts-

,esson 7e+ise cele&rations listed in lesson =( $sk the students(( what celebrations from the class list have you been to are some celebrations only for certain groups are there any celebrations that include everyone how are the celebrations similar and different Students work in pairs to think o" answers &e"ore sharing with the class( $sk students to think o" one cultural cele&ration that the' ha+e &een to and can re)e)&er( !hink a&out8( who was there what happened did you have to do anything what made it special

IW/ C Intercultural Understanding S)art Dote&ook %ultural %ele&rations Worksheet IW/ C Intercultural Understanding S)art Dote&ook

Week

Idea- %ontent
eg poetry- that reflect their understanding of the world around them

<utco)es - #earning E*perience Hand out the @%ultural %ele&rations 7ecount> worksheet( 0iscuss with students that the' will &e using this worksheet as a sca""old "or writing a&out one cele&ration the' ha+e &een to( 6odel to students how to co)plete the sca""old &e"ore allowing ti)e "or the students to co)plete in point "or)( !eacher selects se+eral students to share their in"or)ation with the class(

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$ssess)ent

,esson 3 7e+ise in"or)ation discussed in lesson :( $sk the students to reread their @%ultural %ele&rations> worksheet( $sk students i" the' can think o" an'thing the' )a' like to add to the sheet( Students should &e gi+en ti)e to add an' e*tra in"or)ation &e"ore &eginning the writing task(
Responding to and Composing Text compose a variety of te#tseg poetry- that reflect their understanding of the world around them

%ultural %ele&rations 7ecount worksheet IW/ C Intercultural Understanding S)art Dote&ook Writing /ooks

!eacher <&ser+ation

In"or) the students that toda' the' will &e writing the recount o" a cultural cele&ration the' ha+e attended( 7e+ise with students the purpose, structure and language "eatures o" an in"or)ati+e recount( Students write recount( I" desired, teacher )a' pro+ide li)ited ti)e (E )ins planning, 3F )inutes writing, E )inutes editing Students share their work with a @critical "riend> who )a' o""er suggestions "or i)pro+e)ent (spelling, sentence )istakes etc ( Students are then allowed to )ake an' "inal corrections &e"ore pu&lishing their work on /logE0( Students co)plete Week : in their 2lo&al %iti3ens 4assport (#earning .ournal (

!eacher to collect and )ark writing using co))on critiera

2lo&al %iti3ens 4assport (#earning .ournal

Make connections between own and other cultures

Students8 %e7elo& and a&&l0

EN3-3A use an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies EN3-!" discuss how language is used to achie+e a widening range o" purposes "or a widening range o" audiences and conte*ts EN3-(" uses knowledge o" sentence structure, gra))ar, punctuation and +oca&ular' to respond to and co)pose clear and cohesi+e te*ts in di""erent )edia and technologies ,esson 1 Modelled "eading !eacher displa's the "ront and &ack co+er o" 6irror &' .eannie /aker( Using onl' 6irror &' .eannie /aker

Week

Idea- %ontent conte4tual 'nowledge

appreciate how demanding te#ts- eg e#tended novels and informative te#tscontain increasing levels of comple#ity and abstraction to enhance en:oyment

<utco)es - #earning E*perience the co+er, ask students to discuss what the' think this stor' is a&out( Wh' )ight it &e called 6irror? What age do the' think the intended audience is? What can 'ou alread' understand "ro) the co+er o" this &ook? $sk students to think a&out the &o's on either side( Speculate and include in"or)ation a&out personalit', age and where the' )ight li+e( /e"ore reading, e*plain to the students that this &ook is to &e read si)ultaneousl', one page "ro) the le"t, the other "ro) the right( $sk the students i" the' )a' &e a&le to gi+e a reason "or this( Students "a)iliar with $ra&ic, He&rew, 4ersian and Urdu, which are written "ro) right to le"t, )a' &e a&le to pro+ide an e*planation now or later in the &ook( !eacher read aloud 6irror to the class( Two little boys- one living in big city Australia- the other in the Moroccan desert. On the face of it they donBt have much in common- but there is something that connects them in the end. This is the premise of book- 6irror- by childrenBs author and artist Ceannie Daker. A series of stunning collages tell the story from either end- one in 'nglish- the other Arabic- until they meet in the middle.

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$ssess)ent

8es&ond to9 read and 7iew te4ts

interpret picture bookscomic strips and seAuences of digital images which do not contain written te#t use comprehension strategies to interpret and analyse information and ideas- comparing content from a variety of te#tual sources including media and digital te#ts (A!';<=+>@A!';<=+=@)

$"ter reading ask students to co))ent on the illustrations and la'out in the &ook( 0o the' consider that the author>s collages add to the stor'? Bor e*a)ple, note how the relationship &etween characters can &e depicted in illustrations, through such things as: positioning o" the characters ("or e*a)ple "acing each other or "acing awa' "ro) each other distance &etween the) relati+e si3e one character looking up (or down at the other (power relationships "acial e*pressions and &od' gestures( <&ser+e how i)ages construct a relationship with the +iewer &' things such

IW/ C Intercultural Understanding S)art Dote&ook

Understand and a&&l0 'nowledge o1 language

Week

Idea- %ontent 1orms and 1eatures

analyse strategies authors use to influence readers (A!';<=0>=)

<utco)es - #earning E*perience as the direct ga3e into the +iewer9s e'es, in+iting in+ol+e)ent, and how close-up i)ages are )ore engaging than distanced i)ages, which can suggest alienation or loneliness( <ther possi&le ,uestions )a' include5 ,o students have an opinion of a story that does not use words to tell the story Ask the students to identify significant features in the illustrations such as carpetmoon- stars or technology. "ead the introductory words which e#plain that the reader will see the parallel lives of the two families- the differences and the similarities and what connects the families. 1ntroduce the meaning of parallel lines and parallel lives. The message in the book is that even with all these differences we are all the same. Our lives mirror the lives of others. Ask students to identify the common threads between the lives of the characters in Morocco and Eydney and- with empathy- e#press their opinions on the commonalities and differences. 1f there is an Arabic speaker available- ask them to read the introductory words in Arabic. Ask the students to listen for the different sounds in Arabic compared to 'nglish. &oint out that Arabic does not use capital letters. Ask students to write a sentence without using capital letters and then the same sentence using capitals in appropriate places. !an they e#plain the benefits or otherwise of using capital letters On a map locate Morocco and Eydney. Morocco is in northern Africa. '#plain to students that Africa is a large continent and many of their preconceptions of Africa may not apply to Morocco- its peoplelandscape and culture. Mirror is set in southern Morocco in the /alley of "oses. Ask students to tell each other what they think Africa is like. ;ist these comments. 4air $cti+it': !eacher displa's two scenes "ro) Mirror, one "ro) S'dne' and the other "ro) 6orocco( Students "or) pairs and silentl' e*a)ine what is happening in the scene( !he' then co)e together to discuss si)ilarities, di""erences and purposes( $sk the students to draw pictures o" the ite)s on their pages and &eside the) write

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$ssess)ent

8es&ond to and com&ose te4ts

discuss aspects of literature from a range of cultures to e#plore common e#periences and ideas as well as recognising difference

!eacher <&ser+ation

Week

Idea- %ontent the na)e, or noun(

<utco)es - #earning E*perience

7esources 6irror &' .eannie /aker

$ssess)ent

,esson 7e-read 6irror &' .eannie /aker( Engage &ersonall0 wit# te4ts
think critically about aspects of te#ts such as ideas and events

$sk the students to de+elop two ti)elines o" the e+entsrepresented in the &ook, one "or 6orocco and one "or S'dne'( !he' should draw or write descriptions o" the se,uential happenings in the da'( $sk the students to conclude with a co))ent a&out the si)ilarities and di""erences the' see( Students chose one o" the two characters and write a diar' entr' "or one da'( In their writing students should think a&out not onl' what each character does, &ut also wh' the' do it and how the' "eel a&out it(

!eacher to )ark students work Work /ooks

8es&ond to and com&ose te4ts

compose increasingly comple# printvisual- multimodal and digital te#ts- e#perimenting with language- design- layout and graphics compose imaginative and informative te#ts that show evidence of developed ideas

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

compare te#ts including media te#ts that represent ideas and events in different ways- e#plaining the effects of the different approaches (A!';<=+>0)

,esson 3 !he carpet appears in &oth the $ustralian and 6oroccan pages, as a uni"'ing i)age( !ell students that "l'ing carpets are "eatured in )an' "olk tales( 7ead- +iew the digital stor' @$laddin and the 6agic #a)p> (itunes ( $"ter +iewing, ask the students5 How is this stor' si)ilar to 6irror &' .eannie /aker? How is this stor' di""erent? What is the signi"icance o" the carpets in &oth stories? (1n Mirror- the Fmagic carpetG helps
to bring two boys from different sides of the world together- even though they have never met)

6irror &' .eannie /aker $laddin and the 6agic #a)p (itunes $laddin Iideo

'#tension6 Etudents may wish to find out more about how flying carpets have been used in 'astern folklore. http:--na3)i'alanti,uerugs(co)-&log-:F=:-FH-)agic-"l'ingcarpetUse 8oogle 'arth as a )agic carpet to e*plore the satellite +iew o" the Ialle' o" the 7oses in 6orocco (coordinates 3=(=J=3K4,-K(F84F:3 ( 7esearch how this landscape was "or)ed, where people, ani)als and plants li+e, where water co)es "ro), where water goes to, where plants grow, what the weather is like and what it )ight &e like to li+e there( 2oogle Earth IW/ C Intercultural Understanding

Week

Idea- %ontent

<utco)es - #earning E*perience Use 8oogle 'arth as a )agic carpet to in+estigate the satellite +iew o" S'dne', $ustralia( <ne o" the
su&ur&s which inspired the S'dne' scenes in Mirror is na)ed 7o3elle( %o)pare +iews o" 7o3elle on 8oogle 'arth with the +iew o" the Ialle' o" 7oses in 6orocco( How are the two landscapes the sa)e? How are the' di""erent?

7esources S)art Dote&ook Writing /ooks

$ssess)ent

8es&ond to and com&ose te4ts

compose imaginative and informative te#ts that show evidence of developed ideas create literary te#ts that e#periment with structuresideas and stylistic features of selected authors (A!';T=+H0)

!eacher displa's a photograph o" the Ialle' o" the 7oses on IW/( $sk students to &rainstor) ad;ecti+es that descri&e this en+iron)ent( Students &rainstor) si)iles
("lat as a pancake, sharp as a ra3or, etc and personi"ication that could &e used to descri&e the area( Students write a one paragraph description o" the scene( Encourage students to use e*a)ples o" descripti+e and "igurati+e language(

Students co)plete Week 3 in their 2lo&al %iti3ens 4assport (#earning .ournal (

2lo&al %iti3ens 4assport (#earning .ournal

4ave interactions with other cultures

Students: %e7elo& and a&&l0 conte4tual 'nowledge
compare and :ustify the ways in which spoken language differs from written language according to purpose- audience and conte#t

EN3-1A co))unicate e""ecti+el' "or a +ariet' o" audiences and purposes using increasingl' challenging topics, ideas, issues and language "or)s and "eatures EN3-!" discuss how language is used to achie+e a widening range o" purposes "or a widening range o" audiences and conte*ts ,esson 1 /egin &' asking the students to think o" a ti)e when the' ha+e had an interaction with so)eone "ro) another culture (it )a' &e at school with "riends, at the shops, while on holida's, etc ( 7ein"orce the idea that we li+e in a glo&al +illage, and that interaction with people "ro) di""erent cultures is an e*citing part o" li"e in the :=st %entur'( $sk students to think o" a "air' tale or "olktale the' are "a)iliar with( It )a' &e one the' learned at school, or one the' ha+e &een taught at ho)e( Watch the @!en Suns> a %hinese "olktale and discuss( Introduce this week>s tasks( Students will "or) tea)s to read, stud' and present to the class a "olktale "ro) around the world( In this lesson students will need to read their "olktale as a group (shared reading and discuss its 4$B and )eaning( Students will co)plete associated worksheets( 7eaders !heatre is an integrated approach "or in+ol+ing students in reading, writing, listening, and speaking acti+ities( It in+ol+es children in8( World Bolktales Worksheets

8es&ond to and com&ose te4ts

plan- rehearse and deliver presentations- selecting and seAuencing appropriate content and multimodal

IW/ C Intercultural Understanding S)art Dote&ook !eacher <&ser+ation

World Bolktales

Week

Idea- %ontent
elements for defined audiences and purposesmaking appropriate choices for modality and emphasis
(A!';<=+>>- A!';<=+=>)

<utco)es - #earning E*perience

use interaction skills- varying conventions of spoken interactions such as voice volume- tone- pitch and pace- according to group siIe- formality of interaction and needs and e#pertise of the audience (A!';<=0=J) participate in and contribute to discussions- clarifying and interrogating ideasdeveloping and supporting arguments- sharing and evaluating informatione#periences and opinions
(A!';<=+>H)

sharing literature, reading aloud, writing scripts, per"or)ing with a purpose, and working colla&orati+el'( 8eaders .#eatre is readers reading a scri&t ada&ted 1rom literature9 and t#e audience &icturing t#e action 1rom #earing t#e scri&t /eing read aloud: It re,uires no sets, costu)es, props, or )e)ori3ed lines( Instead o" acting out literature as in a pla', the per"or)er>s goal is to read a script aloud e""ecti+el', ena&ling the audience to +isuali3e the action( 4er"or)ers &ring the te*t ali+e &' using +oice, "acial e*pressions, and so)e gestures ,esson Students re read their "olktale and &egin adapting it "or readers theatre( Students )a' change- add in dialogue, &ut )ust )aintain a truth"ul telling o" the stor'( !his lesson should pro+ide students to interact in groups, reading, discussing, and rehearsing their work( ,esson 3 Students present their work to the class( In groups the' )ust per"or) their readers theatre and share a short co))entar' on their "olktale (its origins, signi"icance and )eaning ( Students co)plete Week 4 in their 2lo&al %iti3ens 4assport (#earning .ournal (

7esources Worksheets

$ssess)ent

Iarious student )ade props

World Bolktales Worksheets

2lo&al %iti3ens 4assport (#earning .ournal

'#press empathy
Students: Understand and a&&l0 'nowledge o1 language 1orms and 1eatures
e#plain seAuences of images in print te#ts and compare these to the ways hyperlinked digital te#ts are organisede#plaining their effect on

EN3-)C thinks i)aginati+el', creati+el', interpreti+el' and criticall' a&out in"or)ation and ideas and identi"ies connections &etween te*ts when responding to and co)posing te*ts EN3-*% identi"ies and considers how di""erent +iewpoints o" their world, including aspects o" culture, are represented in te*t ,esson 1 Modelled /iewing /egin &' watching /!D report on Sudanese 7e"ugees( !eacher displa's the "ront and &ack co+er o" !he $rri+al &' Shaun !an( Using onl' the co+er, ask students to discuss what the' think this stor' is a&out( Wh' )ight it &e called !he $rri+al? What does arri+al )ean? What age do the' think the intended audience is? What can 'ou alread' understand "ro) the co+er o" this &ook?

Sudanese 7e"ugees /!D !he $rri+al &' Shaun !an

Week

Idea- %ontent
viewersB interpretations
(A!';A=(==)

<utco)es - #earning E*perience $sk students to think a&out the &o's on either side( Speculate and include in"or)ation a&out personalit', age and where the' )ight li+e( !eacher to read- shows !he $rri+al to the class( !he $rri+al is a )igrant stor' told as a series o" wordless i)ages that )ight see) to co)e "ro) a long "orgotten ti)e( $ )an lea+es his wi"e and child in an i)po+erished town, seeking &etter prospects in an unknown countr' on the other side o" a +ast ocean( He e+entuall' "inds hi)sel" in a &ewildering cit' o" "oreign custo)s, peculiar ani)als, curious "loating o&;ects and indeciphera&le languages( With nothing )ore than a suitcase and a hand"ul o" currenc', the i))igrant )ust "ind a place to li+e, "ood to eat and so)e kind o" gain"ul e)plo')ent( He is helped along the wa' &' s')pathetic strangers, each carr'ing their own unspoken histor': stories o" struggle and sur+i+al in a world o" inco)prehensi&le +iolence, uphea+al and hope( In a s)all literar' circle, ask students to share initial i)pressions, thoughts and "eelings a&out the illustration( E*plore what the' think the illustrations )eans and what it sa's a&out the )ain character L the na)eless )an L and his ;ourne'( Students write a re"lection on this te*t, answering the "ollowing ,uestions: =. $hat do you think is the core meaning of The Arrival %. $hat impact has it had on you as a reader @. $hat impact has it had on you as a person who lives in a multicultural nation ?. $hat is the connection between the video we watched earlier- and the story we have :ust read 7ead 'our re"lection to 'our literar' circle( #isten to other students> re"lections( 7eturn to 'our re"lection and )ake an' changes 'ou think are i)portant as a result o" this discussion( $sk students to e*plain possi&le reasons wh' the author chose not to include words( How does this decision e""ect the readers understanding o" the stor'? Introduce the concept i" in"erences( E*plain that authors o"ten want readers to )ake in"or)ed guesses a&out the stor', characters, etc( In"or) students that this &ook is an e*a)ple o" a narrati+e5 it tells a stor' and is designed to entertain( Howe+er this &ook also contains ele)ents o" persuasi+e and in"or)ati+e te*ts(

7esources

$ssess)ent

8es&ond to9 read and 7iew te4ts

navigate and read te#ts for specific purposes applying appropriate te#t processing strategies- for e#ample predicting and confirming- monitoring meaning- skimming and scanning (A!';<=+>%)

IW/ C Intercultural Understanding S)art Dote&ook

!eacher <&ser+ation !eacher <&ser+ation

inter&ret &icture /oo's9 comic stri&s and se6uences o1 digital images w#ic# do not contain written te4t
analyse and evaluate the way that inference is used in a te#t to build understanding in imaginative- informative and persuasive te#ts

%e7elo& and a&&l0 conte4tual 'nowledge

understand that different social and

Week

Idea- %ontent
geographical dialects or accents are used in Australia in addition to Etandard Australian 'nglish (A!';A=(=()

<utco)es - #earning E*perience $sks the students, how does the author develop elements of an informationpersuasion and imagination throughout the book 0iscuss as a class how ele)ents o" line, shading, design and detail co)&ine to )ake )eaning and encourage the reader to &e in"or)ed and &e persuaded( !eacher to e*plicitl' teach that although the &ook is a narrati+e, it is also can &e +iewed as a persuasi+e and in"or)ati+e te*t( $sk the students to think a&out 6irror &' .eannie /aker and consider8 $ere there elements of informative and persuasive te#ts in that story $hat do you think Ceannie Daker wants reader to learn- or think after reading her work $hy is that important Encourage students to )ake connections &etween the two te*ts( 7ein"orce to students that authors o" )an' te*ts ant readers to learn so)ething, think so)ething and &e entertained(

7esources

$ssess)ent

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

recognise and compare how composers use a range of language features- including connectives- topic sentences and active and passive voice- to achieve their purposes

!he $rri+al &' Shaun !an ,esson /egin &' recalling in"or)ation a&out !he $rri+al (re+iew i" ti)e per)its read in pre+ious lesson( Introduce te*t !he #ittle 7e"ugee( $s a class read the stor' s'nopsis( Show selected e*cerpts on the IW/ and read as a class( 0iscuss what connections e*ist &etween !he #ittle 7e"ugee and !he $rri+al( (/oth are narrati+es, &oth are a&out re"ugees, &oth deal with acceptance, &elonging, etc ( Hand out !he #ittle 7e"ugee and !he $rri+al %o)parison worksheet( In"or) students that toda' the' will &e co)paring &oth te*ts and looking "or si)ilarities and di""erences( $llow students to work in pairs to co)plete the worksheet &e"ore sharing answers with the class( Highlight that in &oth te*ts, the authors want the reader to e)pathise with the )ain characters( E*plain what E)path' is5 Em&at#0 is t#e a/ilit0 to see t#e world as anot#er &erson9 to s#are and understand anot#er &erson;s 1eelings9 needs9 concerns and/or emotional state: It will &e i)portant to distinguish e)path' "ro) s')path'( E)path' is a "eeling di""erent "ro) s')path'( When one is s')pathetic, one i)plies pit' &ut )aintains distance "ro) another person>s "eelings( E)path' is )ore a sense that one can trul' !he little 7e"ugee %o)parison worksheet

Understand and a&&l0 'nowledge o1 language 1orms and 1eatures

recognise and compare how composers use a range of language features- including connectives- topic sentences and active and passive voice- to achieve their purposes

IW/ C Intercultural Understanding S)art Dote&ook

8es&ond to and com&ose te4ts

Week

Idea- %ontent
select some more challenging language features- literary devices (eg irony- humour) and grammatical features (eg modality) to engage and influence an audience use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written te#ts select appropriate language for a purpose- eg descriptive- persuasivetechnical- evaluativeemotive and colloAuialwhen composing te#ts use grammatical featureseg pronouns- con:unctions and connectives- to accurately link ideas and information to ensure meaning when composing te#ts

<utco)es - #earning E*perience understand or i)agine the depth o" another person>s "eelings( It i)plies "eeling with a person, rather than "eeling sorr' "or a person( $s a class discuss wh' it is i)portant to de+elop e)path'( 0iscuss how the authors o" these two te*ts encourage the reader to de+elop e)path'( ,esson 3 /egin &' re+ising an understanding o" e)path' and its i)portance( In"or) students that in :=st centur' )ulticultural $ustralia, e)path' is an i)portant skill that helps &uild and )aintain a peace"ul societ'( 0iscuss the issue o" re"ugees( Introduce the ter) @&oat people> and discuss its )eaning( 7elate the characters in !he #ittle 7e"ugee and !he $rri+al to the discussion( $sk the students8 $hat was there e#perience $hy did they take on such a dangerous and frightening change $sk students to think a&out how the' think re"ugees should &e treated( Encourage students to think o" ;usti"ications "or their argu)ents and how the' link to positi+e or negati+e conse,uences( In"or) students that the' will &e writing a persuasi+e e)ail to their local )e)&er o" parlia)ent e*pressing how the' &elie+e new arri+als- re"ugees should &e treated( 7e+ise the structure o" a persuasi+e te*t and re)ind students that the' should de+elop three argu)ents which support their position and pro+ide rele+ant e*a)ples( $llow students ti)e to co)plete their writing( Share e*a)ples with class)ates( (students work should )OT be emailed without e#press parental permission) Students co)plete Week E in their 2lo&al %iti3ens 4assport (#earning .ournal (

7esources IW/ C Intercultural Understanding S)art Dote&ook

$ssess)ent

!eacher to collect and )ark writing using co))on criteria

2lo&al %iti3ens 4assport (#earning .ournal

"eflect on intercultural e#perience

Students:

EN3-)C thinks i)aginati+el', creati+el', interpreti+el' and criticall' a&out in"or)ation and ideas and identi"ies connections &etween te*ts when responding to and co)posing te*ts EN3-3A use an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies ,esson 1 7e+ise students understanding o" culture, di""erence and e)path'(

Week

Idea- %ontent %e7elo& and a&&l0 conte4tual 'nowledge

understand how te#ts vary in purpose- structure and topic as well as the degree of formality (A!';A=(>?) =(

<utco)es - #earning E*perience $sk students @ha+e 'ou e+er wondered wh' we see things the wa's we do?> Use the 0i""erence 0i""erentl' online )odule @Wa's o" Seeing>, to e*plore the reasons wh' people see the world around the) di""erentl'( !his )odule has "our acti+ities( W#at<s =oing >n$

7esources 0i""erence 0i""erentl'

$ssess)ent

appreciate how demanding So)eti)es a photograph can &e seen in )an' di""erent wa's( In this acti+it' 'ou te#ts- eg e#tended novels will think a&out wh' 'ou see i)ages the wa' 'ou do( and informative te#tscontain increasing levels of 4art $: 4hoto al&u) comple#ity and abstraction to enhance en:oyment :( 2ome Sweet 2ome e#plain and :ustify the responsible use of digital technologies

What does ho)e )ean to 'ou? In this acti+it' 'ou will look at so)e o" the di""erent ideas people ha+e a&out ho)e( 4art $: 6eaning o" ho)e 3( ?0ster0 >/@ect In this acti+it' 'ou will e*plore what one o&;ect )eans to "i+e di""erent people( 4art $: 6'ster' o&;ect 4art /: What is the )'ster' o&;ect? 4( Communit0 Aers&ecti7es So)eti)es to reall' understand an issue it helps to look at it "ro) a nu)&er o" perspecti+es( In this topic 'ou will read a newspaper article and consider it "ro) di""erent points o" +iew( 4art $: 7ead the article 4art /: 6eet the characters ,esson /egin &' discussing with students how people o"ten use la&els or categories to descri&e others and how these la&els can &e &ased on such characteristics as clothing, looks, the wa' a person talks, or the groups to which he or she &elongs( E*plain that categori3ing things or people is a natural hu)an inclination5 howe+er, people o"ten )ake assu)ptions a&out groups o" people the' don9t e+en know(

IW/ C Intercultural Understanding S)art Dote&ook

Week

Idea- %ontent

<utco)es - #earning E*perience K ,o most people hold the same assumptions about a group $hy or why not K ,o assumptions tell us anything definite about a categoriIed individual K 4ow do assumptions affect your behaviour toward others K $here have you seen these stereotypes portrayed television programs- moviesmagaIines- books K 4ow do you think a stereotype might cause someone to act unfairly toward another person Introduce the word >Stereot'pe> and discuss its )eaning( E*plain that when we )ake assu)ptions a&out an entire group o" people, those assu)ptions are re"erred to as stereot'pes( When assu)ptions and stereot'pes in"luence our attitudes, we )a' "ind that )aking a "air ;udge)ent a&out so)eone or so)ething is di""icult( !his in"luence on ;udge)ent is called a M&ias(M $sk students to descri&e a stereo t'pical sur"er( 7ead and +iew the &ook @2rann' 2ro))et and 6e> &' 0ianne Wol"er and 1aren /lair or @/ig /ad /ruce> &' 0ianne /ates( $"ter reading ask students5 4ow are stereotypes being challenged in this book $hat message are the authors trying to present <n the IW/ show a trailer o" the "il) /ill' Elliot( 4ro+ide students with so)e )ore in"or)ation a&out the plot, characters in the stor' o" /ill' Elliot( $sk the students8 4ow are stereotypes being challenged in this film $hat message are the writers/director trying to present $hat connections are there between the picture book and the film

7esources

$ssess)ent

@2rann' 2ro))et and 6e> &' 0ianne Wol"er and 1aren /lair @/ig /ad /ruce> &' 0ianne /ates

/ill' Elliot !railer C IW/

8es&ond to and com&ose te4ts

select some more challenging language features- literary devices (eg irony- humour) and grammatical features (eg modality) to engage and influence an audience

,esson 3 7e+ise the ideas e*plored in the pre+ious two lessons( 7e)ind students that di""erent cultural e*perience e*plains wh' people see the world around the) di""erentl'( 0iscuss how stereot'pes o"ten result in un"air &ias or ;udge)ents &eing )ade( E*plain that o"ten when we descri&e so)ething, we co)pare it to so)ething else( !hese co)parisons are +er' use"ul in allowing the reader to +isualise what we )ean( !ell the students that when we co)pare two things using the words @like> or @as> it is called a si)ile( Si)iles are great wa's o" i)pro+ing the description in a

IW/ C Intercultural Understanding S)art Dote&ook

Sel"- 4eer assess)ent &e"ore !eacher to collect and )ark writing using co))on critiera

Week

Idea- %ontent stor'(

reread and edit studentsB own and othersB work using agreed criteria and e#plaining editing choices
(A!';<=+>(- A!';<=+=()

<utco)es - #earning E*perience E*plain to students that toda' the' will &e doing so)e writing( 0ispla' on the IW/ a picture o" three di""erent characters( E*plain that students will &e writing a narrati+e, that challenges the stereot'pes o" one o" these characters( In their writing the students are encourage to include two e*a)ples o" si)ile( $llow students E )inutes planning ti)e, 3F )inutes to write and E )inutes to edit their work( !eacher )a' ha+e to re+ise the purpose, structure and language "eatures o" a narrati+e( $"ter writing ask students to swap their &ooks with a partner and &e a @critical "riend> %ritical Briends are peers who ask pro&ing ,uestions and o""er help"ul criti,ues( While the' )a' &e independent o" the pro;ect-task-issue, their role is to ask pro&ing ,uestions to ena&le those in+ol+ed to gain "resh insights into their work( %ritical "riends pro+ide8 an outsider9s +iew o" the pro;ect-task-issue independent ,uestioning to ensure that the "ocus is )aintained alternate sources o" in"or)ation or e*pertise( %ritical "riendships &egin &' &uilding trust( %ritical "riends )ust listen well, o""er +alue ;udge)ents on the learner9s re,uest, respond honestl' and pro)ote the work9s success( Share e*a)ples o" student>s work with the whole class( Students co)plete Week K in their 2lo&al %iti3ens 4assport (#earning .ournal (

7esources

$ssess)ent

develop a handwriting style that is legible- fluent and automatic and varies according to audience and purpose (A!';<=+>JA!';<=+=J)

2lo&al %iti3ens 4assport (#earning .ournal

Take responsibility for their own behaviours and interactions with other cultures
Students:

EN3-)C thinks i)aginati+el', creati+el', interpreti+el' and criticall' a&out in"or)ation and ideas and identi"ies connections &etween te*ts when responding to and co)posing te*ts EN3-3A use an integrated range o" skills, strategies and knowledge to read, +iew and co)prehend a wide range o" te*ts in di""erent )edia and technologies EN3-*% identi"ies and considers how di""erent +iewpoints o" their world, including aspects o" culture, are represented in te*t ,esson 1 Introduce the no+el <nion !ears &' 0ianna 1id( $sk students to )ake predictions a&out the &ook &' looking at the co+er, reading the in"or)ation on the &ack co+er,

@<nion !ears> /' 0ianna 1id

Week

Idea- %ontent
Understand and a&&l0 'nowledge o1 language 1orms and 1eatures analyse how te#t structures and language features work together to meet the purpose of a te#t (A!';<=+==) identify the impact of first* person and third*person narration on the reader/viewer recognise how grammatical features help to build meaning in te#tsincluding reference links and adverbial and ad:ectival phrases

<utco)es - #earning E*perience and looking at illustrations in the &ook( (!his &ook takes around and hour to read in one session, howe+er "or this unit the &ook will &e read in three sessions( While onl' selected parts o" the te*t will &e studies, students )a' +alue reading the entire stor' indi+iduall' or as a class Iietna)ese Da)--Huong wants to ad;ust to her new li"e in $ustralia, &ut she can9t( She )isses her parents and her &elo+ed grand"ather too )uch, and she is haunted &' her e*perience as a re"ugee( When her class)ates tr' to )ake "riends she re;ects the), so the' &egin to tease and tor)ent her( Soon, she doesn>t talk at all( /ut with the help o" her "oster )other and her teacher, Da)--Huong slowl' &egins to trust and lo+e again( 7ead pages =-:E o" <nion !ears aloud to the class( 0ispla' on IW/ selected sections o" <nion !ears (p==, =3,=4 ( 7ead as a class and discuss the "ollowing5 (students )a' &reak into groups o" three to discuss $ho is the main character $hat is the setting 1s there a complication $ho does )am*4uong write to $hy $hat does )am*4uong want 4ow does )am*4uong feel in the first %( pages of the book ,o you as a reader feel anything for )am*4uong $hat Are there any similarities between this book and The Arrival by Ehaun Tan $hat do you think will happen ne#t ,esson 7ead pages :E-EF o" <nion !ears aloud to the class( 0ispla' on IW/ selected sections o" <nion !ears (p3J, 4F,4E, ( 7ead as a class and discuss the "ollowing5 4ow is the world different for )am*4uong $hy do the other kids make fun of her $hy do you think it is hard for )am*4uong to make friends $hy do you think )am*4uong writes letters Are there any similarities between this book and The ;ittle "efugee by Ahn ,o 1n what ways has )am*4uongs e#perience made her see the world differently to the other children at her school $hat do you think will happen ne#t

7esources

$ssess)ent

@<nion !ears> /' 0ianna 1id IW/ C Intercultural Understanding S)art Dote&ook

8es&ond to9 read and 7iew te4ts

recognise how aspects of personal perspective influence responses to te#t analyse and evaluate the way that inference is used in a te#t to build understanding in imaginative- informative and persuasive te#ts

IW/ C Intercultural Understanding S)art Dote&ook

Engage &ersonall0 wit# te4ts

Week

Idea- %ontent
think imaginatively when engaging with te#ts- using prediction- for e#ample- to imagine what happens to characters after the te#t

<utco)es - #earning E*perience 7e+ise what students ha+e learned a&out stereot'pes and how he' e""ect how people are treated( Encourage students to descri&e possi&le e""ects o" pre;udice on the dail' li"e o" a person "ro) a )inorit' group( $hat stereotypes do many refugees face 4ow are these fair/ unfair 1f this was happening to you- how would you feel 4ow would this affect your daily life $hat sort of sentences do you notice in this story (;ots of short simple sentences) $hy do you think the author chose to use so many of these sentences (5ield building for ne#t lessons writing task) $sk students to write a short letter responding to one o" Da)-Huong>s letters( ,esson 3 7ead pages E=-H= o" <nion !ears aloud to the class( 0ispla' on IW/ selected sections o" <nion !ears (pK4 ( 7ead as a class and discuss the "ollowing5 $hy was this event (pJ?) an important part of the story $hat does it mean for )am*4uong $hat are Onion Tears 4ow does the title relate to the story 4ow could the other children have acted differently $hat did Miss ;ily do that helped )am*4uong $ere you as a reader satisfied with the ending of this book $hy/ $hy not 4ow did the characters use dialogue to resolve cultural differences $hat were some barriers to dialogue $hy do you think the author chose to leave some elements of the story unresolved 4ow does this affect your understanding and appreciation of the story E*plain to the children that toda' the' will &e re-writing the ending o" the stor'( Encourage students to think a&out Da)-Huong>s ;ourne' and e*periences and create an alternate ending to the stor'( 7e)ind students o" sentence t'pes used &' the authors and their purpose( In"or) students that their work )ust include dialogue &etween characters( !ell students the' will &egin with this line "ro) page H=( This morning- while Miss ;ily as correcting homework- 1 saw something move outside our class room window.

7esources

$ssess)ent

8es&ond to9 read and 7iew te4ts

summarise a te#t and evaluate the intended message or theme

Understand and a&&l0 'nowledge o1 7oca/ular0

investigate how vocabulary choices- including evaluative language can e#press shades of meaning- feeling and opinion (A!';A=(%()

IW/ C Intercultural Understanding S)art Dote&ook

8es&ond to and com&ose te4ts

select some more challenging language features- literary devices (eg irony- humour) and grammatical features (eg modality) to engage and influence an audience e#periment with different types of sentences- eg short sentences to build tension and comple# sentences to

Writing /ooks

Sel"- 4eer assess)ent &e"ore !eacher to collect and )ark writing using co))on critiera

Week

Idea- %ontent
add detail compose imaginative and informative te#ts that show evidence of developed ideas create literary te#ts that adapt or combine aspects of te#ts students have e#perienced in innovative ways (A!';T=J=%- A!';T=J=0)

<utco)es - #earning E*perience Students write their alternate endings in their writing &ooks then share with a critical "riend( Share e*a)ples o" student>s work with the whole class( Students co)plete Week H in their 2lo&al %iti3ens 4assport (#earning .ournal (

7esources

$ssess)ent

2lo&al %iti3ens 4assport (#earning .ournal

2lo&al %iti3ens Week

Students: %e7elo& and a&&l0 conte4tual 'nowledge reflect on own learning achievements against specific criteria

,esson 1 /egin &' asking students to recall so)ething the' ha+e learned or thought a&out during this unit( Encourage students to share their ideas with the class( $sk the students, wh' is i)portant to understand other cultures? Ha+e students "or groups o" three to create a )ind )ap o" possi&le answers( Encourage students to think o" e*a)ples that )a' support their reasons( Ha+e groups share their responses with the class( E*plain to the students that toda' the' will &e doing so)e writing( !he task is to write a persuasi+e te*t on the topic - Iariet' is the spice o" li"eN While this topic does not li)it ideas to cultural di""erence, students should &e encouraged to consider how $ustralia>s cultural di+ersit' contri&utes positi+el' to our wa' o" li"e( 7e+iew the structure and language and gra))atical "eatures o" a persuasi+e te*t as a class( So)e students )a' need to &e pro+ided with a persuasi+e te*t sca""old pro"or)a( $llow students E )inutes planning ti)e, 3F )inutes to write and E )inutes to edit their work( IW/ C Intercultural Understanding S)art Dote&ook Writing /ooks

!eacher to collect and )ark writing using co))on criteria

Week

Idea- %ontent %e7elo& and a&&l0 conte4tual 'nowledge reflect on own learning achievements against specific criteria

<utco)es - #earning E*perience ,esson Ha+e student read through their 2lo&al %iti3ens passport( Spent ti)e re"lecting on what the' ha+e learned and achie+ed throughout the unit( Ha+e students "or) pairs and share their learning e*periences( $t this point student should &e a&le to articulate wh' it is i)portant to understand and ha+e positi+e interactions with people "ro) +arious cultural &ackgrounds, and how $ustralia>s )ulticulturalis) and di+ersit' has the potential to enrich all o" our li+es( Students should also &e a&le recognise, distinguish and appreciate the English knowledge and skills de+eloped throughout the unit( 0istri&ute Unit E+aluation sheet( Ha+e students read through and co)plete the unit e+aluation( (this could &e done on paper or online using sur+e' )onke' ,esson 3 2lo&al %iti3ens %ele&ration L !his )a' take the "or) o" a whole school cele&ration, )ulticultural "east, har)on' da' acti+ities, per"or)ances, concert, etc( !hroughout the cele&ration students are encouraged to consider what the' ha+e learned throughout the unit and how the' can &eha+e in order to ha+e positi+e interactions with people "ro) di""erent &ackgrounds to their own(

7esources 2lo&al %iti3ens 4assport (#earning .ournal

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