Introduction

This learning and teaching sequence based on the text Shahana (Harvey
& White, 2013) presents a range of learning experiences that promote the
development of the knowledge, skills and behaviours designed to extend
students understanding of themselves and the human experience,
empowering them to become active global citizens. This comprehensive
unit plan is designed for teachers to use selectively according to their
school's curriculum and student needs.
Throughout the unit students will be looking through different points of
view in the text while exploring with the central ides of bravery and
courage. This focus will assist students to understand how certain traits
can change the views and motivations of the characters.
In this unit, students are basing their views on evidence that they have
located within the text. This requires students to be reading deeply, and
with purpose. While reading, it is important for students to gain
information and answer questions, students need to have a question in
mind so they are able to find evidence for their points (Harvey & Goudvis,
2007).
Throughout the two weeks of lessons, students will be encouraged to ask
questions about their reading. This will be modelled by the teacher, and
practiced in groups to give students the opportunity to use the strategy
effectively while working independently. The use of group work gives
students the opportunity to ask and reflect on any questions they have as
they are reading (Harvey & Goudvis, 2007).
It is essential to give readers the opportunity to spontaneously generate
questions before, during and after reading (Moss, 2006).
The Four Resource Model (Anstey, 2002) has informed the learning and
teaching sequence and content of this unit. This model ensures that
reading is taught in a balanced and considered way. During the unit,
students will be taking on different roles of the reader (Anstey, 2002) as
they will be detecting points of view throughout the text (text analyst)
while also using their critical practice skills to create a written text for a
particular social purpose (text user). Using the Four Resources Model
assists the process of reading and creates a space where students are
interacting meaningful with their text.
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Using strategies such as predicting while taking on the role of text user,
gives students the opportunity to use information from graphics, text and
experiences to anticipate what will be read/viewed next while also
adjusting comprehension while reading (Manset - Williamson & Nelson,
2005).

Introduction to Shahana
Shahana is a poignant, engaging, character-driven novel the first book in
the Through My Eyes series that provides insight into conflict, culture and
identity through one childs eyes. Shahanas story, although fictitious,
represents the experiences of many Kashmiri children who have lost
home, family and education in one of the longest-running conflicts in the
past century. Very little has been written about the Kashmiri conflict and
the suffering that has occurred for over sixty years affecting four
generations.

Curriculum Understandings
This unit is designed for use with upper primary year 5 students of the
Victorian Curriculum. The selection of learning and teaching activities
have been guided by Year 5 Level Content descriptions for the following
Strands and sub-strands:

Reading & Viewing

Level 5 Content Descriptions

Strand: Literature
Sub-strand: Examining Literature
Features of literary texts
Recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (VCELT315)
Justification:
Students are identifying and discussing the impact of empathy
throughout the unit. They will also be discussing different
viewpoints that are evident throughout the text.
Sub-strand: Literature and Context
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Literature and context

Identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts (VCELT313)
Justification:
Students will be describing how different aspects of dialogue and
character descriptions can convey information about cultural
elements.
Sub-strand: Responding To Literature
Use metalanguage to describe the effects of ideas, text structures
and language features on particular audiences (VCELT314)
Justification:
Throughout the unit, students will be giving considered
interpretations and opinions about the text, while recognising that
their view may not be shared by others.
(Level 5 Victorian Curriculum, 2016)

Assessment and Reporting Overview

Literacy Strategy: Predicting
The literacy strategy I have chosen to include in my unit plan is predicting.
Predicting is important for a reader as it activates the students prior
knowledge about the text and also assists them in making (text to text,
text to world and text to self) connections between what they already
know and the new information they have come across in the text.
Throughout the upper primary school levels, reading should include
explicit instructions on strategies used to comprehend text (Moss, 2006).
One of the strategies is predicting events or information to which the text
is leading or drawing to. This strategy is used in session 5 & 6 (refer to
unit). It is also important to provide opportunities for predictions to be
visualised on paper for those who may prefer to draw their predictions
rather than write them. Sensory imaging allows a reader to convey what
they have red, depicting a characters perspective (Harvey & Goudvis,
2007).

The Four Resources Model

This unit plan has been informed by the Four Resources Model (Anstey,
2002). This ensures a balanced approach between the four roles of the
reader. The model has also influenced the types of assessment I have
chosen to use during the unit, such as the following:
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Listen in on conversations
Throughout the unit students are continually communicating in small
groups about their reading. Its invaluable to listen to conversations when
trying to find out about what the students are thinking about their
reading.
Reading a students work
Read each students responses closely, looking for evidence that they are
constructing meaning. These responses can also help design future
instruction. (Harvey & Goudvis, 2007).

Formative Assessment Assessment for learning

Formative assessment refers to assessment that is specifically intended to
generate feedback on performance to improve and accelerate learning
(Sadler, 2006). Throughout this unit students are completing formative
assessment tasks such as completing a mindmap in lesson 1 and also
writing an opinion piece in lesson 5. Both tasks can be easily be
differentiated as they are both open-ended tasks, so students have the
freedom to draw upon their prior knowledge and life experiences and
there is no limit to what the students can write or draw.

Differentiation
When we differentiate reading lessons, it is important to consider the
following;

What students learn

They ways students learn and how content is taught
How students present or demonstrate their learning
What students know, understand and are able to do

(Lauria, 2010)
I have developed this unit specifically with these differentiation strategies
in mind. This is evident throughout as students are continually
demonstrating their learning in multiple ways and the way that content is
taught to students continually changes.

Peer Assessment
Students are encouraged to perform these while sharing their opinion
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pieces in peer groups during lesson 4. They will complete a peer

assessment sheet, providing feedback and suggestions that their peers
could include.

Overview of Texts
Title / Genre

Purpose

Shahana
Nonfiction
focus novel

To engage students
with the topic;
culture, conflict &
identity and to
compare these with
their own.

Kashmir
Future?
Nonfiction
webpage
Behind The
News
Informative
Video

To better grasp
ideas relating to
themes that are
evident throughout
the text.
To provide insight
into how students
can create
predictions by
using features and
events within a
range of texts.

Text Features
& Structure

Language
Features

First person
context

Factual
information

Narrative
perspective

Emotive
language

Exposure to
cultural aspects
of Kashmir

Map and scale

Visual
representation of
information
Photographs and
videos

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Learning and Teaching Sequence

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WEEK 1
Session
Focus
Session 1
(30 mins)

Resources
Shahana

Courage
what is
it?

Learning
Intentions
I can explain what
courage is and what
it looks like.
I can explain how
different characters
show courage in the
text.
I can show my
thinking using a
graphic organiser
(mindmap).
During this lesson
students enter into
the text participant
role as they are
drawing upon prior
knowledge to
understand new
textual meanings
and images (Anstey,
2002).

Session 2
(30 mins)
Courage
ranking
character
s in order
of their
courage

Shahana

Whole Class
Model
Discuss:
courage.

Individual/Teacher Lead
Groups

Shared
Feedback
Are there any examples of Each group
Shahana being courageous will share
in the novel?
their findings
What is courage?
including
What does it look Find evidence in the novel evidence that
like?
where you believe
they have
Shahana shows courage,
referred to
Is courage shown compare this to a time you (Harvey &
throughout the
have been courageous.
Goudvis
text? Where is it
(2007)
shown?
Formative Assessment:
Mindmap on courage.
What are the
similarities
What does the word
and
mean? Include examples
differences
of when you have been
between each
courageous.
student?
What are some examples
of courage in the text?
What is the importance of
courage?

I can use evidence

from the text to
support my views.

Teacher read:
Shahana,
chapter 1.

I understand what it
means to be
courageous.

Discuss: conflict,
culture and
Their first two choices will
identity.
be explained deeply using
Focusing on Tony Ciancio
the following prompting
these three
questions
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topics, what
feelings do we
Why have you chosen

Students move into

a text analyst role as
they are critically

Students will use evidence

from the text to rank
characters in order of their
courage.

References:
Anstey, M. (2002). Literate futures. Coorparoo, Qld.: AccessEd.
BBC. (2011) The Future of Kashmir? Retrieved from:
http://news.bbc.co.uk/2/shared/spl/hi/south_asia/03/kashmir_future/html/default.stm
Behind The News. (2012). Helping you feel better again. Retrieved from:
http://www.abc.net.au/btn/topic/upsettingnews.htm
Harvey, S. & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for
Understanding and
Engagement. Stenhouse Publishers.
Hawke, R. & White, L. (2013). Shahana. Crows Nest, NSW: Allen & Unwin.
Lauria, J. (2010). Differentiation through learning-Style Responsive Strategies. Kappa Delta Pi
Record.
Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 11
September 2016,
from http://victoriancurriculum.vcaa.vic.edu.au/level5
Moss, J. (2006) Literature in the Elementary School: A Thematic Approach. The Art Of
Questioning,
Christopher-Gordon.
Sadler, D. (2007) Formative assessment and self-regulated learning: a model and seven
principles of good
feedback practice. Studies in Higher Education.
Tompkins, G. (2006). Literacy for the 21st century. Upper Saddle River, NJ: Pearson
Education/Merrill/Prentice Hall.

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