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ENGLISH LITERATURE UNIT: (I.e. Reading, writing, speaking, narrative, poetry)

Topic or Theme: Understanding and developing graphic texts

Literature or text type/s: Graphic texts Year level: 6

The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating literature.

Relevant Achievement Standard (receptive and/or productive modes): (highlight most relevant parts)

Receptive:
They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
They describe how events, characters and settings in texts are depicted and explain their own responses to them. (Australian Curriculum, 2016).

Productive:
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They demonstrate an understanding of grammar, and make
considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make
and explain editorial choices based on criteria (Australian Curriculum, 2016).

Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning? You can use the Four Resources model or KUD and/or
content descriptors to think this through):

Upon completion of this unit of work, students will have gained greater knowledge and understanding about visual texts and what makes up a visual text. To do this,
they will be analysing, describing and discussing similarities between texts by Shaun Tan. They will further be able to gain greater knowledge of Shaun Tans writing
style through research and further know about migration to Australia. Throughout this unit of work, students will be able to analyse and decode visual texts through
close readings to understand the meanings that are portrayed in the authors images. Students will expand their knowledge about different visual texts and how they
can be used in different ways, including for cultural functions. Students will be able to create their own visual texts, using all of their newly learnt components by the
end of the unit.
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LESSON PLAN: One receptive lesson (responding to the text e.g. thinking about what they liked, discussing the elements of the text)
BIG IDEA: Literature or text type Year Level: 6
To understand the structure of a visual text and the cultural Graphic text
information it analyses

Lesson Number: 1 of 6

AC: English Standard:(highlight relevant)

Receptive: Students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are
used by different authors to represent ideas, characters and events (Australian Curriculum, 2016).

AC: English content descriptors (secondary, helps you think about how you will meet the standard)

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) (Australian Curriculum,
2016)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)

This lesson will be focusing on students developing an understanding of graphic texts, specifically The Arrival. As students are completing a close reading, they will be
analysing and breaking down the imagery throughout the text. This lesson focuses on using the code breaker model, as students are decoding the images in this visual
text to gain a greater understanding of the full meaning that the author is trying to portray (Freebody and Luke, 1990). There are no words used in the text and it has a
lot of information in each of its images, some which could be missed upon a first read, but will be analysed during the close reading.

Code-breaker:The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)
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I will begin this lesson by engaging the students in a whole class discussion where we will discuss different types of texts that we can read. For each text type, which
students suggest, we will discuss what defines that particular text and its underpinning elements. This discussion will help to introduce the type of text in which we will
be analysing, which is a graphic text. Students will be assisted to realise that a graphic text may not have words and its story is told through the use of images. During
this, we will discuss what the benefits are of using images to tell the story and why an author would choose to do so, rather than allowing the words to tell the story. In
order for students to further understand graphic texts, we will be specifically focusing on Shaun Tans, The Arrival. This text will be looked at as a whole class and will be
displayed on the interactive whiteboard to ensure that all students can see and to help further engage them in it. The interactive whiteboard further caters to the visual
learners in the classroom as the interactive whiteboard will be able to maintain their attention and further engage them (Armstrong, et al., 2005). After looking at The
Arrival, I will pose some questions to the class in order to further their thinking about the text and begin to develop a deeper meaning and understanding. These
questions will be:
What story does this book tell?
Has anybody had a similar experience either moving states, countries or even schools?
Does anybody know why this is so relevant in an Australian context, both past and present?

Once we have discussed these questions and developed students knowledge, I will introduce the task to them. During the course of the lesson, students will be working
in pairs to complete a close reading of The Arrival and answering questions about the text as they are going. Working in pairs will allow students to bounce ideas off of
each other and develop each others understanding. I will allow students to choose their own pairings, but they must complete their own comprehension worksheet to
be handed up. These questions will be listed on a comprehension worksheet that they will be given to complete in their pairs.

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?

Students will begin to build their knowledge of the field during this lesson, but will specifically be focusing on the second stage of the teaching and learning cycle
framework. This stage focuses on supported reading of a graphic text, where students carefully read the selected text and comprehend and decode the information
being portrayed in the images through a close reading (Derewianka & Jones, 2016). Students will begin to understand how a graphic text is constructed, its structure,
purpose and the message the author is portraying.

Resources: (List what you will need to have on hand for your lessons and organisational matters)

Interactive whiteboard
15 copies of The Arrival
30 comprehension worksheets

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)

Students will be completing a list of questions on a comprehension worksheet in their pairs which will help them to engage with the text. The pairings will allow them to
support each others learning and to build a deeper understanding of the text together. This will allow them to develop a greater understanding of the text and the
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meaning and message it is trying to convey. The close reading will cause them to look past the surface of the images and look at the details on the pages and understand
what they are saying. During this close reading, students will deepen their understanding and develop their close reading skills by answering a number of questions. This
lesson will see me using explicit instruction as I am specifically outlining the task and all of the details of the lesson for the students to complete. Students will all be
answering the same set of questions, which will be further used after the lesson to assess students levels of understanding and readiness. They will answer:
Besides words, what else does this text not have?
What do the kites represent?
Why does everything on this text look so different from what we are used to seeing?
What is the author trying to represent in this story?
Discuss how a reader can relate to this text.

These questions will all be answered without the use of technology and only with the students understanding of the text. During this lesson, I will be walking around the
classroom and sitting with different pairs. While sitting with the pairs, I will be ensuring that they are on task, understand the task, be listening to the discussions they are
having and use questioning to further their thinking about different aspects of the text.

Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)

I will be using the comprehension worksheet as a pre-assessment tool for the unit, but post assessment of the lesson. I have developed the first lesson of the unit to
show me students levels of readiness, allowing me to tier other lessons throughout the unit of work. This is a teacher assessed piece of work, but will not be graded. This
will be used to see if students were able to capture the knowledge and understanding that was taught throughout the lesson.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

As there are students in the class who have Autism Spectrum Disorder (ASD), they struggle to make decisions and can become overwhelmed when they are required to
do so. I have taken out the need to make decisions in this lesson by making it an explicitly taught lesson. I have further catered to different learners as I will be using
visual representations of the text, while also verbally explaining and discussing aspects of the task and text.

What will students produce?

Students will complete a list of comprehension questions which will demonstrate their ability to complete a close reading of a text and understand the specific details of
The Arrival. Even though students are working in pairs, they will be handing up individual worksheets. These worksheets will be handed up at the end of the lesson for
me to assess.
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LESSON PLAN
BIG IDEA: Literature or text type Year Level:
To understand Shaun Tans writing style Graphic text 6

Lesson Number: 2 of 6

AC: English Standard:(highlight relevant)

Receptive: Students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary
are used by different authors to represent ideas, characters and events (Australian Curriculum, 2016).

AC: English content descriptors (secondary, helps you think about how you will meet the standard)
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes
and effects (ACELA1518)
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that
define an authors individual style (ACELT1616) (Australian Curriculum, 2016)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
This lesson will focus on students researching Shaun Tan and The Arrival in order to gain a greater understanding of Tans writing style. This will see students completing
research in small groups, with the use of technology. This lesson focuses on the text user model, as students will understand the way the intended purpose of this visual
text and its cultural meaning that it is portraying (Freebody and Luke, 1990).

Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user:The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)

Begin the lesson with a review of the previous lesson

Explain the task to the students
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The lesson will have students in groups of 3, which are organised based on their responses in the previous lesson
Groups to research about Shaun Tan and The Arrival to see what new information can be found that was not realised during close reading and understand Tans
writing style

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?
This lesson focuses on using the third stage of the teaching and learning cycle, modelling or deconstructing. During this lesson, the genre will be deconstructed as further
research is completed on The Arrival and Shaun Tan to further understand its purpose (Derewianka & Jones, 2016).

Resources: (List what you will need to have on hand for your lessons and organisational matters)

10 laptops
10 upper tier worksheets (see appendix 2)
10 lower tier worksheets (see appendix 3)

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)

Students will be completing research about Shaun Tan and The Arrival to find out more information that they did not pick up in the previous lesson. When students are
researching on the laptops, they will need to complete a worksheet. The worksheets are tiered based on their responses in the previous lesson, much like their groups.
The lower tier will look at:
What are some of Shaun Tans other books about?
What is he well known for doing in his texts?
What was his inspiration for The Arrival?
Tell me some things that you found about The Arrival that you did not know before.
Why do you think I chose this text for us to look at?

While the upper tier will research:

Research some of Shaun Tans other books. Are there any similar to The Arrival?
What was his inspiration for The Arrival?
Looking at the inside of the back cover, choose an image and write a brief background story of one of the people.
Discuss how it may be difficult for the migrant seeing a language that is foreign to him and not being able to understand it.

This is designed for students different levels of readiness and to ensure that everybody is being adequately challenged to elicit higher levels of student achievement,
while achieving the intended outcome (William, 2011). During this lesson, I will be walking around to assist students and ensure that everybody is on task. This task will
be a formative assessment piece in this unit of work and will also cater to kinaesthetic and visual learning styles as students are completing the research themselves,
rather than being given the information (Hattie & Yates, 2014).
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Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)

I will be able to know whether students have understood and engaged with the content of the lesson as designed, based on their worksheet responses. The worksheets
will be handed up at the end of the lesson and will serve as a formative assessment piece.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

As there are two students with Autism Spectrum Disorder (ASD), they become anxious when they need to make decisions or something is too challenging and this
overwhelms them as a result. I have tiered and structured my lessons to ensure that they are being catered for.

What will students produce?

By the end of the lesson, students will have produced answers to either the lower or upper tier worksheets which will demonstrate how they have engaged with the
lesson.

LESSON PLAN
BIG IDEA: Literature or text type Year Level:
To compare visual texts in order to gain a greater Graphic texts 6
understanding

Lesson Number: 3 of 6

AC: English Standard:(highlight relevant)

Receptive: Students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary
are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and
implied meaning (Australian Curriculum, 2016).

AC: English content descriptors (secondary, helps you think about how you will meet the standard)
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
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Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that
define an authors individual style (ACELT1616) (Australian Curriculum, 2016)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
This lesson will see students comparing similarities and differences between The Arrival and another one of Tans texts. This will be using the text user model, as an
emphasis is place on understanding the cultural purpose of this visual text (Freebody and Luke, 1990).

Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)

Review of the previous lesson and explanation of the lessons activity

Continued research about Shaun Tans The Arrival to understand graphic texts
Further research to be completed on another one of Tans texts, chosen by the same student groupings
Students to complete a Venn diagram, comparing the two texts

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?
This lesson continues to focus on the modelling or deconstructing stage of the teaching and learning cycle. As students require more than one chance to internalise the
genre, another opportunity is allowed to understand the stages, phases and features of a graphic text (Derewianka & Jones, 2016). This is done by making comparisons
with another one of Shaun Tans texts.

Resources: (List what you will need to have on hand for your lessons and organisational matters)

10 laptops
10 Venn diagrams (see appendix 4)

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)
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Students will remain in the same groups as the previous lesson and will continue researching on the laptops about The Arrival and another one of Tans texts. Students
will complete a Venn diagram, looking at the similarities and differences between the two texts. I will be walking around the classroom during this lesson to provide any
guidance to students and ensure they are all on task.

Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)

The Venn diagram which students are completing will demonstrate their ability to engage with the two texts and further understand graphic texts. This will be handed up
at the end of the lesson and will be used as a formative assessment piece.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

I will need to ensure that I book the laptops ready for this lesson, as four classes share a class set of laptops.

What will students produce?

Students will produce a Venn diagram which compares two of Tans texts, helping them to better understand graphic texts. I have structured my lesson much the same
as the previous lesson, to ensure that the students with ASD do not get overwhelmed by the task.

LESSON PLAN
BIG IDEA: Literature or text type Year Level:
To understand the structure of a visual text and the cultural Graphic texts 6
information it analyses

Lesson Number: 4 of 6

AC: English Standard:(highlight relevant)

Receptive: Students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary
are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and
implied meaning (Australian Curriculum, 2016).

AC: English content descriptors (secondary, helps you think about how you will meet the standard)
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
 10

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) (Australian Curriculum,
2016)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
This lesson will be focusing on students developing an understanding of graphic texts, specifically The Rabbits. As students are completing a close reading, they will be
analysing and breaking down the imagery throughout the text. This lesson focuses on using the code breaker model, as students are decoding the images in this visual
text to gain a greater understanding of the full meaning that the author is trying to portray (Freebody and Luke, 1990). The text will be displayed on the interactive
whiteboard at the start of the lesson as it as read as a class. This will help to cater to different learning styles, specifically kinaesthetic and visual learners (Hattie & Yates,
2014).

Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or making meaning
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)

Students to complete a close reading of John Marsdens The Rabbits to see how their abilities have progressed
The text will be put on the interactive whiteboard to again cater to visual and auditory learning styles
I will ask the following questions about the text to develop their initial understanding:
Name some differences between The Arrival and The Rabbits.
Describe the storyline-what do you think the text is about?
What do the animals and rabbits represent?

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?
This lesson continues to focus on the third stage of the teaching and learning cycle, as graphic texts are continued to be deconstructed. This will be completed through a
close reading, in which students are looking at the stages, phases, language features and general organisation of the text (Derewianka & Jones, 2016)..

Resources: (List what you will need to have on hand for your lessons and organisational matters)

Interactive whiteboard
15 copies of The Rabbits by John Marsden
15 upper tier worksheets (see appendix 5)
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15 lower tier worksheets (see appendix 6)

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)

Students will undertake a close reading to see how their abilities have improved from lesson one. The students will be paired up according to their responses during
lesson one. The lesson will further be tiered depending on their lesson one responses. The lower tier will answer:
How do the words support the story?
Discuss how colour is used throughout the text.
Choose one page to analyse in detail.
What do some of the symbols represent that were in the image on the first page?

While the upper tier will answer:

What message is the author trying to convey to the reader?
Do you think the words add meaning to the images or detract from the power of the images?
Choose one page to analyse in detail.
Discuss how colour is used throughout the text.

I will be walking around the classroom to speak to students about the text and to listen to the pairs discussions in order to make anecdotal notes.

Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)

Students will hand up their worksheet responses at the end of the lesson for formative assessment. I will compare the lessons responses with lesson ones in order to see
how their knowledge and understanding have developed. This will show me that they are able to complete a close reading and that their knowledge and understanding
of graphic texts has improved.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

In order for this task to work, I will need to ensure that the technology is working correctly, that I have the required materials for this activity and ensure that all students,
especially those with ASD are aware and understand the task.

What will students produce?

Students will complete a worksheet about The Rabbits with a list of questions, depending on which group they are tiered into.
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LESSON PLAN - one productive lesson (creating something e.g. writing a new ending or writing a similar genre of text))
BIG IDEA: Literature or text type Year Level: 6
To develop and create individual visual texts Graphic text

Lesson Number: 5 of 6

AC: English Standard:(highlight relevant)

Productive: They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students
create detailed texts elaborating on key ideas for a range of purposes and audiences (Australian Curriculum, 2016).
AC: English content descriptors (secondary, helps you think about how you will meet the standard)

Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and
cultural contexts (ACELT1613)
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) (Australian Curriculum, 2016)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)

This lesson focuses on students beginning to create their own graphic texts, which is also their homework task for the week. This lesson will have a specific focus on the
text participant section of the four resources model, as students are creating their own visual texts. They will be able to comprehend the requirements to create a
graphic text, while composing their own (Freebody and Luke, 1990). This will see them using all of the knowledge that they have gained from the previous lessons in this
unit to develop their own text.

Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
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Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)

The lesson will begin with a teacher led, whole class discussion, summarising the aspects of a graphic text. After this discussion, I will introduce the students summative
task for this unit of work. This will see students constructing their own graphic text, as they have broadened their knowledge around graphic texts, Shaun Tan, his texts
and writing style. This will be set as a week-long task, which will have two lessons dedicated to working on it, but be primarily their homework task for the week. This task
will allow me to see what students now know and understand about graphic texts. Much like in The Rabbits, they will be allowed to use small amounts of written
information to tell their story, but will be primarily required to use images and illustrations to tell their story. As we have been focusing on migration throughout this unit,
as well as our History unit, students will be required to develop their graphic text around somebody who migrated to Australia in the 1800s. These texts will be required
to be a minimum of six pages, which will allow for the story to be told in enough detail without lacking information. I will give students a copy of the rubric so that they
can know what to include in their text, while also being able to self-assess themselves once they have completed the task.

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?

This lesson combines the fourth and fifth stage of the teaching and learning cycle as it is using joint and independent construction. This stage sees students creating their
own visual texts, after repeatedly learning about the genre. They have learnt about the structure, purpose and what information can be portrayed through the use of
visual imagery. As their knowledge and understandings have been expanded, students are now able to take charge of constructing their own texts (Derewianka & Jones,
2016). Joint construction is a stage that is being used as they are being assisted to organised their information into a coherent text, with the use of storyboard. Upon
completion of this, students will begin to create their own text which focuses on the independent construction phase.

Resources: (List what you will need to have on hand for your lessons and organisational matters)

30 storyboards
30 task rubrics

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)

During the lesson, students will create their storyboards for their graphic texts, outlining their story and ideas for graphics. Students will able to discuss ideas with other
students at their table, which will help to support each other. I will further be walking around the classroom, while the students are working, to check students
storyboards and have discussions with them. I will be asking individual students questions about their storyboard, helping them to develop their ideas for their graphic
text, while also ensuring that their stories are on the right track and are accurately describing a migrant from the 1800s. If students are able to complete their storyboard
early, I will check it to ensure it is acceptable, before they begin to illustrate their graphic text.

Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)
 14

This lesson will be the introduction to their summative task, which will serve as a post assessment of the entire unit. Students will be self-assessing their own work once it
has been completed, which will be compared to the teachers assessment and will be based on the rubric. This will allow me to see how students have understood the
aspects of a graphic text, by the way they are able to create their own. The creation of their graphic text will further show me how well they have understood the
concept of migration to Australia, specifically in the 1800s.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

As students all have varying levels of ability and readiness, I have catered this summative task to meet these levels. I have done this by creating a rubric for the students
to refer to, allowing them to ensure they include all of the task requirements. I have further made the task a minimum of six pages so that students do not feel
overwhelmed with the task and some students will only be able to complete that amount of work within the week. It will further ensure that they are able to focus on
the six pages and put their best effort into constructing them.

What will students produce?

Students will all be completing a storyboard, which will help them to begin to develop their ideas for their graphic text, by the end of the lesson. Their storyboards will
need to be checked by me, to ensure they are on the correct path and have accurately represented migration, before they finish. As students finish their storyboard, they
can begin to create their graphic text.

LESSON PLAN
BIG IDEA: Literature or text type Year Level:
To develop and create individual visual texts Graphic texts 6

Lesson Number: 6 of 6

AC: English Standard:(highlight relevant)

Productive: They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students
create detailed texts elaborating on key ideas for a range of purposes and audiences (Australian Curriculum, 2016).

AC: English content descriptors (secondary, helps you think about how you will meet the standard)
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and
cultural contexts (ACELT1613)
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) (Australian Curriculum, 2016)
 15

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
This lesson focuses on students continuing to create their own graphic texts. This lesson will have a specific focus on the text participant section of the four resources
model, as students are creating their own visual texts. They will be able to comprehend the requirements to create a graphic text, while composing their own (Freebody
and Luke, 1990). This will see them using all of the knowledge that they have gained from the previous lessons in this unit to develop their own text.

Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or making meaning
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst:The emphasis is on understanding that written, spoken, visual and multimod
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)

Continue working on their graphic texts

A whole class discussion will be had to answer any questions and ensure everybody is on track
Re-emphasise the aspects of a graphic text
Re-emphasise what needs to be included in their individual text, looking at the rubric for a guide

Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent rehearsals?
This lesson focuses on the fifth stage of the teaching and learning cycle, independent construction. Students are given greater responsibility in constructing their own
graphic texts, after learning about the various aspects that make up graphic texts (Derewianka & Jones, 2016).

Resources: (List what you will need to have on hand for your lessons and organisational matters)

Students need to bring their graphic texts and their storyboards that they have been working on.

Teaching Strategy/Learning Activity:

(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I as teacher be doing?)

Students will continue working on their graphic texts during this lesson and be aiming towards completion. They will be given the opportunity to share their texts within
their table groups in order to get ideas of things they can incorporate or feedback on where they can improve. Students will be assessed according to a rubric, which will
see them self-assess their own work and have it compared to the teachers assessment. This will help to begin changing the focus away from looking at the grade they
receive and knowing what level their work is at themselves. They will be asked to refer to this rubric when they are creating their graphic texts to ensure they are
meeting the standards.
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Pre or post assessment strategies:

(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points? How do I know students have got it?)

Students will be assessed according to the task rubric. Students will self-assess their own work, before the teacher assesses their work and the student will review the
comparison between the two results and write a goal to help them improve. This will help students to focus less on the grade they are going to be receiving and
understand the quality of their own work.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)

All students throughout this lesson will be supported with their graphic texts by the teacher, as well as receiving feedback and ideas from the other students at their
table.

What will students produce?

Students will produce their own graphic text according to the rubric they are given.

References:

Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative research methodology for investigating teaching and learning: the use of
interactive whiteboard technology. Educational review, 57 (4), 457-469.

Derewianka, B. & Jones, P. (2016). Teaching language in context (2nd ed., p 53). Melbourne: Oxford University Press.

English Foundation to Year 10 Curriculum. (2016). Australian Curriculum. Retrieved 31 March 2017, from http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1

Freebody, P., & Luke, A. (1990). Literacies Programs: Debates and Demands. Prospect: Australian Journal of TESOL, 5(7), 7-16.

Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn (1st ed., pp. 176-186). Milton Park, Abingdon, Oxon: Routledge.

William, D. (2011). Eliciting evidence of student achievement, in D. William, Embedded formative assessment (pp. 71-105). Bloomington, IN: Solution Tree Press.
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Appendix:
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Appendix 1: Comprehension worksheet (lesson one)

The Arrival Answer in full sentences

Besides words, what else does this text not have?

What do the kites represent?

Why does everything on this text look so different from what we are used to seeing?

What is the author trying to represent in this story?

Discuss how a reader can relate to this text.

Appendix 2: Upper tier comprehension worksheet (lesson two)

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Author Study Answer in full sentences

Research some of Shaun Tans other books. Are there any similar to The Arrival?

What was his inspiration for The Arrival?

Looking at the inside of the back cover,

choose an image and write a brief
background story of one of the people.

Discuss how it may be difficult for the migrant seeing a language that is foreign to him and not being
able to understand it.

Appendix 3: Lower tier comprehension worksheet (lesson two)

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Author Study Answer in full sentences

What are some of Shaun Tans other books about?

What is he well known for doing in his texts?

What was his inspiration for The Arrival?

Tell me some things that you found about The Arrival that you did not know before.

Why do you think I chose this text

for us to look at?

Appendix 4: Venn diagram (lesson three)

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Appendix 5: Upper tier comprehension worksheet (lesson four)

The Rabbits Answer in full sentences

 22

What message is the author trying to convey to the reader?

Do you think the words add meaning to the images or detract from the power of the images?

Choose one page to analyse in detail.

Discuss how colour is used throughout

the text.

Appendix 6: Lower tier comprehension

worksheet (lesson four)

The Rabbits Answer in full sentences

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How do the words support the story?

Discuss how colour is used throughout the text.

Choose one page to analyse in detail.

What do some of the symbols represent that were

in the image on the first page?
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Appendix 7: Storyboards (lesson five)

Storyboard

Page 1 Page 2 Page 3

Page 4 Page 5 Page 6

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Appendix 8: Task rubrics (lesson five and six)

Pages Migration Visuals/graphics Illustrations

3 Has six or more pages Text focuses on migration to Visual/graphics are solely used Illustrations are neat, creative
Australia in the 1800s to tell the story and use colour well

2 Has four/five pages Text loosely focuses on Visual/graphics tell most of the Illustrations are mostly neat,
migration to Australia in the story creative and colour is mostly
1800s used well

1 Has three or less pages Text barely focuses on Visuals/graphics tell little of the Illustrations are barely neat,
migration to Australia in the story creative and colour is not used
1800s well

Goals/actions: