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Unit Overview
Book Title/s:

Author/s:

Illustrator/s:

Theme/Genre:

Year Level:
3

Main book:
The Little Refugee

Additional book:
The Arrival

Ahn Do & Suzanne Do

Shaun Tan

Bruce Whatley

Shaun Tan

The Little Refugee:

Change, Hope, Inspiration,
Acceptance

The Arrival: Change,

Acceptance

Cross Curricula KLA/s

-Maths
-History
-Geography

Explanation and Validation of Topic:

Mum said, We are so lucky to be alive and living in this beautiful country. There are many people much worse off than us.
This book allows students to discover a new culture and get a glimpse of its history whilst following a story of hope and perseverance of one
of Australias well know comedians/citizens, from the relatable eyes of a child. Students will want to know what happened next when turning
each page, and use the text as a base to engage with a range of other modes of writing and learning areas.
Students will be engaged by the way Ahn Do has aimed his book at a younger target audience, and will want to inquire further into the points
of view and experiences of his life growing up both in Vietnam and in Australia.

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ACARA Curriculum Links (desired aims and outcomes): English/Other KLA/s

English
Language:
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of
sentences) (ACELA1478)
Understand that paragraphs are a key organisational feature of written texts(ACELA1479)
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film
segments (ACELA1483)

Literature:
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the
narrative (ACELT1599)

Literacy:
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations(ACELY1676)
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and
selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation(ACELY1683)

Maths
Statistics and Probability:
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording(ACMSP068)
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital
technologies (ACMSP069)
Interpret and compare data displays(ACMSP070)

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History
Community and Remembrance:
The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Historical Skills:
Sequence historical people and events (ACHHS065)
Identify different points of view (ACHHS069)
Develop texts, particularly narratives (ACHHS070)

Geography
Geographical Knowledge and Understanding:
The location of Australias neighbouring countries and their diverse characteristics (ACHGK016)

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Learning Experiences: English/Other KLA

The Literature Strand of ACARA: involves teaching the understanding, appreciating, responding to, analysing and creating of literature.
*Must include reading prose, reading poetry and creative writing*
Week 1- Understanding literature
English:
Teacher reads to class: (guided reading) The Little Refugee by Ahn Do and Suzanne Do
Introduce book to students: analysis of front cover before opening the book What do you think this is about?
Students make predictions about what book is about.
Discuss each page, illustrations, perspectives, characters
Allow students to predict what will happen next before turning each page.
After reading, discuss what the book is about (student led)
Re-reading of the book to the class:
Students to point out unfamiliar words during reading
Explore structure of the book (orientation, complication, resolution)
Explore use of quotations throughout the book
Explore the use of verbs and adjectives. Use students choice of examples from book.
Why did the author choose these particular words to describe the situation? (give examples of words from book)
Maths:
Data Collection: (class discussion)
Why do we collect data?
How can we represent data?
Identify things the class can collect data about, relating to the book (e.g. Who was born overseas & where? Whose parents immigrated to Australia
when they were children?)
Class record list of questions together on IWB to be voted on.
History:
Class Discussion:
What makes us Australians?
Who is Australian?
Where do we come from?

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When did we/our parents arrive here?

Begin KWL chart about Vietnam

Timelines:
What is a timeline?
Class will list features of a timeline, why and how they are used etc.
Geography:
Mapping:
Class will look at Vietnam, its place on Earth and as compared to Australia (distance, characteristics etc.)
Students will individually label map templates of Vietnam using iPads for guidance.
Add to KWL chart from History

Week 2: Appreciating literature

English:
Introduction of second linked book:
Teacher reads to class: (guided reading) The Arrival by Shaun Tan (no text)
Introduce book to students: analysis front cover What do you think this is about?
Students make prediction about what book is about
Discuss each page: illustrations, perspectives, characters
Allow students to predict what will happen next before turning each page.
Class to make comparisons between The Little Refugee and The Arrival
What do these books have in common? Images, storyline, structure
Independent Reading:
Encourage students to demonstrate enjoyment of reading
Listen to individual reading to gauge level of mastery
Encourage self-correction of errors
Check level of student comprehension- questioning, discussion

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Maths:
Data Collection:
Class vote on which questions to use to collect data (choose 2)
In pairs, students prepare a table in their books, ready to record collected data
Pairs go around the class asking students to answer their question and record information in their books (one of the two chosen class questions)
History:
Timelines:
Class will list the events that took place in The Little Refugee
Make timeline of events on the wall of the classroom
Add to KWL chart
Geography:
Students will research similarities and differences between Vietnam and Australia in pairs and record information in their books

Week 3: Responding to literature

English:
Guided writing:
Class discussion: how can we our own version of this text?
Brainstorm ideas on IWB e.g. life events from our timelines
Have students had a time in their lives when they could relate to The Little Refugee?
Class begin writing a text, building on each others ideas to develop the storyline
Independent writing:
Students brainstorm ideas for the writing of their own narrative
Maths:
Data representation:
Teacher will lead class discussion about recording data and types of graphs.
In pairs, students decide how they will represent their data, either in a bar graph or in a pie graph.
Students draw up graph, with data collected last week.

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History:
Timelines: (draft)
Students will use draft template to make timeline of own childhood
Geography:
Class discussion about group findings from last week
Teacher will write information on IWB during discussion
Add to KWL chart

Week 4: Analysing & Creating literature

English:
Poetry Analysis:
Teacher will read a poem to the class: Escape by Mercedes Killeen
What is it about?
Language used-descriptions, verbs, adjectives, etc.
Text features-rhyme? Rhythm?
Students will draw illustrations for the poem, to show their comprehension
Maths:
Data representation- (using digital technology)
Teacher will demonstrate how to create graphs using Microsoft Excel using class collated information
History:
Timelines:
Students will publish a timeline of their own childhood
Geography:
Individual projects:
Students will individually develop a poster about Vietnam:
using the maps they labelled in week 1
using the information they have collected in the last 3 weeks

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Week 5: Creating literature

English:
Draft writing:
Discuss writing process: Draft writing:
A writer reads aloud
Listener/s offer compliments
Writer asks questions
Listener/s offer suggestions
Repeat process
Writer plans for revision
Independent Writing:
Students write their own narrative/recount of The Little Refugee from the point of view of a different character, e.g. the father, the pirate
Students will use draft writing process to develop their narrative/recount.
Maths:
Data representation: (using digital technology)
Students will use the information they collected from the class to create a graph using Microsoft Excel
History:
Community development:
Class discussion about how the arrival of different people has shaped and changed our community
Add to KWL chart
Students will present their own timelines to the class
Geography:
Individual projects:
Students will present their posters and information they have learned about Vietnam to the class

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Week 6: Creating literature

English:
Independent writing: 2nd draft & final product
Conference with teacher
Students will write final draft
Students will publish their work
Maths:
Data presentation:
Students will present the graphs they have created and the data they have collated to the class
History:
Class discussion
What have we learned about timelines?
Add to KWL chart
Students will present their timelines to the class and put them up on the wall for display
Geography:
Class discussion:
What have we learned about Vietnam?
Using KWL chart

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WEEKLY TIMETABLE: Indicate teaching times for Reading Prose, Reading Poetry and Creative Writing
Time

Monday
Pre-Spelling Test

8.45-10.35
9.45 French (NIT)

10.55-12.35

Guided Reading
1. Reading in groups
2. Computer activities
3. Reading cards
4. Literacy board game
5. Individual Picture book
activity

Tuesday
Guided Reading
1. Reading in groups
2. Computer activities
3. Reading cards
4. Literacy board game
5. Individual Picture book
activity

Wednesday

9.45 Spelling Activities

Spelling
Writing (literature study)
9.45 Guided Reading
1. Reading in groups
2. Computer activities
3. Reading cards
4. Literacy board game
5. Individual Picture book
activity

Quick think Maths

Recess Time
Quick think Maths

Maths (literature study)

Maths

11.45 Writing

11.45 Library borrowing

time
12.10 Silent Reading

11.45 Junior Choir (NIT)

Silent Journal Writing
1.25-3.05

Presentations/Class Novel

Topic work (literature

study)
-access to laptops

Lunch Time
BTN

Thursday
Fun Run

9.30 Assessments:
Spelling & Maths weekly
tests
9.50 Handwriting

Friday
Assembly (even weeks)/
Health & PE (odd weeks)
Guided Reading
1. Reading in groups
2. Computer activities
3. Reading cards
4. Literacy board game
5. Individual Picture book
activity

Guided Reading
1. Reading in groups
2. Computer activities
3. Reading cards
4. Literacy board game
5. Individual Picture book
activity
11.45 Maths (literature
study)

Creative Writing/Poetry

1.25 French

Silent Reading

2.15 Silent Reading

1.45 Finishing off

2.30 Topic work (literature

study)

2.00 Science

11.45 P.E (NIT)

2.15 Visual Art/Technology

2.15 Topic work (literature
study)

2.15 Music (NIT)

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Assessment Techniques/Evidence:
Diagnostic
English:
Guided reading:
Check for student knowledge of language, and general comprehension of text
Check for fluency and ability to self-correct
Check for Student understanding of writing & drafting process
Maths:
Check for understanding of:
Language: e.g. data, graph, pie graph, bar graph
Pre-assessment:
Entry card:
What is data?
Why do we collect data?
What types of data can we collect?
History:
Check for understanding of:
Language: timeline, time progression
Pre-assessment:
KWL chart as a class
Geography:
Check for understanding of:
Language: e.g. diverse, characteristics, population
Pre-assessment:
Entry card:
Students show their knowledge of Vietnam by writing information or drawing pictures on a card
Labelled map of Vietnam

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Formative
English:
Monitor student progress throughout writing process
Observation daily to check student comprehension
Check draft copy, editing, and final copy before publishing
Student-Teacher consultation before writing final copy
Maths:
Observation daily to check student progress
Student responses to questions during class discussions
Check collected data, and graphs
History:
Observation daily to check student progress and comprehension of tasks
Student responses to questions during class discussions
Check draft of student timeline before publishing
Geography:
Observation daily to check student progress
Student responses to questions during class discussions
Summative
English:
Correct structure of narrative/recount
Maths:
Student presentation of data and graphs:
Check for comprehension, completed tasks, legibility
History:
Student presentation of timeline and published timeline:
Check for comprehension of task, completion of timeline, legibility

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Geography:
Student presentation of Vietnam posters and map correctly labelled.
Check for comprehension of task, completion of task, legibility

Evidence
Anecdotal notes from general class time observation.
English:
Running Records to monitor reading skills.
Final copy of narrative/recount- with drafts, showing evidence of having followed writing process.
Maths:
Student collected data.
Graphs
Hand drawn graph
Microsoft Excel graph
History:
Final copy of personal timeline with draft on proforma.
Geography:
Vietnam poster and labelled map of Vietnam.

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Culminating Activity:
The other middle primary classes will be invited to visit the classroom between recess and lunch at the end of the unit to discover Vietnam, read our
stories and meet the authors. Visiting students will be given the opportunity to question students in the classroom about what they have learned, and
what they found interesting and why. Students will be encouraged to read their narrative/recount to a buddy from one of the visiting classes, and explain
why they chose to write it in that way.

Resources/Incursions/Excursions:

IWB and class laptops/iPads (access to internet , Microsoft Word and Microsoft Excel)
The Little Refugee By Ahn Do and Suzanna Do
The Arrival by Shaun Tan
KWL chart on wall of classroom
Vietnam map templates
Large blank timeline for wall of classroom
Timeline templates
Writing process poster for wall of classroom
Entry/Exit cards
Example sheets with both bar and column graphs
Escape by Mercedes Killeen:
I could taste the flavour of our vivid nation on my tongue,
which the hostility and bloodshed managed to dilute.
For I cherished its warmth,
embraced the spirit,
and counselled its youth.
Yet with my entire body trembling,
I laid down on the racked surface I knew as the floor.
Tears streamed down my rueful face,
as the suns rays beat down on my broken body,
and I yearned to flee through the door.

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The aching in my heart simply wanted relief for

any remedy to chase away the fear.
Each day the tears became greater,
flooding my distressed soul that knew
of the heartless soldiers marching near.
With escape as my only choice,
my heart began to race.
I choked on my breath as sweat trickled down my skin,
and desperately prayed for grace.
My sister and I packed our entire lives,
into a mere few torn up bags.
Kissed the village goodbye,
and grasped each others shaking hands.
*Following this Literacy Unit, students will be taken on Excursion to visit the Migration Museum.*

Unit Evaluation:

Self-Evaluation:

Were the learning outcomes met in this unit?

Was there sufficient content in this unit?
Did the students find the learning experiences engaging?
What other KLAs could I link to this unit?
Did the students enjoy this unit?
Were the learning tasks appropriate for the age, year level and readiness
levels of the students?
Did this unit allow me to differentiate sufficiently in order to cater for all of
my students learning needs?
Was the time management appropriate?
Were there other learning tasks I could delete or add to this unit?

Did I enjoy this unit of work?

Would I do the same unit again?
Were there tasks that I would choose not to use again?
Were my aims and outcomes appropriate for this unit, the tasks in it, and the
students it was designed for?
Was I adequately prepared?
What pedagogical techniques worked well in this unit?
Did the assessment tasks provide reliable and useable information?
Did the assessment tasks reflect the knowledge and skills that I aimed to
teach in this unit?

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Reference list:
ACARA (2010). English- Foundation to 10 Curriculum. [ONLINE]
Available at: http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1. [Last Accessed 14/03/2015].

ACARA (2013). Geography- Foundation to 10 Curriculum. [ONLINE]

Available at: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1. [Last Accessed
16/03/2015].

ACARA (2010). History- Foundation to 10 Curriculum. [ONLINE]

Available at: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1. [Last Accessed
16/03/2015].

ACARA (2010). Mathematics- Foundation-10 Curriculum. [ONLINE]

Available at: http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1. [Last Accessed 16/03/2015].

Do, Ahn & Do, Suzanne, (2011). The Little Refugee.

1st ed. NSW: Allen & Unwin.