1

UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING

EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Unit Orientation The teacher engages students by
contrasting the lives of refugees today with
the lives of students in the classroom by
comparing their most valuable possession.
This activity is designed to engage and
make children think and consider what it is
like as a migrant today and what it would
have been like as a migrant in the 1800s.
The teacher also explains to students that
they will also be learning about their family
heritage through the unit and celebrating
the diversity of our classrooms by sharing
a bit about their family history with the
class and explaining to students that they
will do the same later on in the unit.
Lesson 1

Building knowledge of the
field
The teacher builds on the classes
understanding of migrants by firstly finding
out what the class knows through the use
of probing questions. The teacher then
uses class discussion to build on their
knowledge and introduce new terminology
including the class word wall.
Lesson 1

Utilising the non-fiction
focus text
McCartney, T. (2012). Australian Story:
An Illustrated Timeline (1st ed., pp. 1-
32). Melbourne: National library of
Australia.

The text will be used in lesson 1 to
introduce the topic and the events
surrounding migration in the 1800s.

In lesson 2 the text is used as a
research tool to develop students
understanding of what life was like for
migrants. In this lesson students look
at the ages that talk about Indigenous
Australians migrating to Australia from
New Guinea thousands of years ago
as a way of acknowledging Australias
first people and giving the Indigenous
students in the class a chance to share
their experiences.

In lesson 8 students will use the book
as a stimulus to place the characters
on the timeline in the book. This
Lessons 1, 2 and 8
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
activity requires students to understand
the events surrounding their characters
arrival to Australia in order to complete
the activity.

Responding to texts Students are required to read different
forms of texts and decide whom the main
characters are, what occurred in the story
and discuss the characters in order to
establish a clear understanding of the text
and its events.
Lessons 1,2,3,5,8 and
9

Exploring texts Students are required to create to discuss
the points of view and perspectives of
different characters and make judgments
from the text based on these perspectives.
Lessons 1,2,3,5,8 and
9

Examining texts including:
Text structure and
organisation
Students are required to examine text
features including the structure, language
features and purpose of the text and apply
this knowledge to the formation of their
own texts.
Lessons 1,2,3,5,8 and
9
Expressing and
developing ideas
Students are required to discuss and
examine different points of view and
understand the ideas presented in the
texts.
Lessons 1,2,3,5,8 and
9
Visual and
multimodal features
of texts
Students are required to compare and
contrast a youtube video and song and
compare their purpose and the different
language features used to help create the
purpose of the text.
Lesson 9

Extending beyond the
focus text including:

Creating texts
utilising print and
multimodal texts
Students are required to create and
explore a journal article, narrative and
class presentation. The students are
required to utilse print to develop a
narrative and journal entry and utlise
multimodal texts by creating a power point
to support their presentation to the class.
Lessons 4, 10 and 11.

Assessment
Formative (one
strategy and
instrument)
Students create a journal entry using
correct structure and language features.
The journal entry is mark using a simple
chick list.
Lesson 3 and 4.

(ACELT1609),
(ACELT1610),
(ACELY1698),
(ACHHK096),
(ACHHS104)

Summative (one Students create a narrative using Lesson 8, 9 and 10.
(ACELT1609),
3
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
strategy and
instrument)
figurative language, characterization,
creating the scene, correct spelling,
punctuation and grammar, correct
structure and format of a narrative which is
told from the perspective of a migrant in
the 1800s.
(ACELT1798),
(ACELY1698),
(ACHHK096),
(ACHHS104)


Significant demonstration
of learning.
Students are able to construct a narrative
using the correct format and language
features including effective
characterisation, setting and figurative
language to a satisfactory standard.
Students are able to write a journal entry
using correct terminology and research to
a satisfactory standard.
Students are able to present a text with
confidence to effectively portray their ideas
to a satisfactory standard.
Students are able to use correct grammar,
punctuation, spelling and correct
terminology to form texts to a satisfactory
standard.
Students are able to communicate
migrants experiences and view points from
the 1800s to a satisfactory standard.
Students are able to understand and
explore different points of views and
perspectives to a satisfactory standard.

Assessed in lessons 4,
10 and 12.

(ACELA1502),
(ACELA1504),
(ACELT1609),
(ACELT1610),
(ACHHK096),
(ACHHS104).