ECL310 Assignment 2: Part A

Literacy Sequence: Group Plan

Group Members:
Kristina Karlsson 214168072
Emily Childs 213137003
Literature Based Plan

Grade Level: 6
Title of Unit: Aboriginal and Torres Strait Islander Histories and Cultures British Colonisation and Australia Day/Invasion Day Perspectives
Major Text Used: Marsden, J & Tan, S 1998, The Rabbits, Hachette Australia, Sydney, NSW.

The big ideas within the chosen text are Aboriginal and Torres Strait Islander histories
and cultures aligning with the Australian Curriculum cross-curriculum priorities. The
text is a picturebook that has many opportunities to engage students in critical,
cultural and visual literacies. The theme in this book is the perspective of Australian
Indigenous peoples of the arrival of British citizens, and their subsequent occupation.
It covers the effect their arrival had on the land, and on the Indigenous peoples. The
language used is third-person, offering the view from an Indigenous narrators
viewpoint, but written by a non-Indigenous author. It is both an informative and
imaginative text. An important aspect of this text is the stark and powerful images by
illustrator Shaun Tan, who uses colour, animal characters and symbols to help the
reader understand the perspective of Indigenous peoples. The book uses both words
and pictures to give meaning.
Links to the Australian Curriculum: Literature/Literacy and the cross-curriculum link to the Australian Curriculum:

English
Language:
Language for Interaction
Understand the uses of objective and subjective language and bias (ACELA1517)
Text Structure and Organisation
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive
purposes and effects (ACELA1518)
Expressing and Developing Ideas
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Literature:
Language and Context
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and
cultural contexts (ACELT1613)
Responding to Literature
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
(ACELT1615)
Examining Literature
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
(ACELT1617)
Creating Literature
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor
and word choice (ACELT1800)

Literacy:
Texts in Context
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
Interacting with Others
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of
interaction and needs and expertise of the audience (ACELY1816)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes,
making appropriate choices for modality and emphasis (ACELY1710)
Interpreting, Analysing, Evaluating
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and
digital texts (ACELY1713)
Analyse strategies authors use to influence readers (ACELY1801)
Creating Texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and
digital resources appropriate to purpose and audience (ACELY1714)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Cross-curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Culture
Country/Place
OI.1 - Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant
diversity.
OI.2 - Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.

Culture
OI.6 - Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic
and contemporary impacts of colonisation.
People
OI.9 - The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and
globally.

History
Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and
children (ACHASSK135)
Geography
The worlds cultural diversity, including that of its indigenous peoples (ACHASSK140)

Inquiry Skills
Questioning
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
Analysing
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
Communicating
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations
and discipline-specific terms and conventions (ACHASSI133)

Scope of learning: In this literacy sequence students explore their own understandings of Indigenous Australia, and the effects of British colonisation,
through a critical lens. Studying both Indigenous and non-Indigenous perspectives, by discussing the moral, social and political implications that arise
throughout the text. Students reflect on their developing and changing understanding throughout in a way which will allow them to assess the influences of
text and society on their views and values concerning Indigenous Australia, and the history of both Indigenous cultures and British colonisation of the land.
Themes of Indigenous perspective of British colonisation and its effect on Australias First Peoples, and the land will provide a backbone for learning hereby
providing students with opportunities to connect their growing understanding of Indigenous perspectives, and will aid it forming informed Australian
Citizens who can seek reconciliation, improving relationships between all Australians. There is a strong focus on critical thinking and cultural and visual
literacy. It will educate students about text structures and styles, as well as imagery, that authors use to give a particular perspective or to influence
readers. It will provide students with skills to become informed and critical readers who explore and discuss concepts in an educative way leading to a
deeper appreciation of literature in all forms.
Sequence One: Frontloading
Experiencing the known:

What is Australia Day? What are alternative perspectives of this day?

Experiencing the unknown:

Introducing students to Indigenous and non-Indigenous views of British colonisation.

Teaching Focus 1 Australia Day/Invasion Day

Introduction - Class discussion (Appendix M).
- Introduce topic.

Elaboration - Students complete first two columns of KWL worksheet (Appendix A), leaving What I learned? empty
to complete in final week.

Practice and Review - Play 3 YouTube clips offering three differing perspectives (Appendix M).
- Brief on final week assessment - response to text.

Assessment Diagnostic Class discussion and KWL Worksheet (Appendix A).

Resources KWL Worksheet (Appendix A)

YouTube clips:
https://www.youtube.com/watch?v=zDxjLoTuAlA
https://www.youtube.com/watch?v=H2xFJ4QkJMs
https://www.youtube.com/watch?v=G8czHlPYXew
Teaching Focus 2 Close-reading - Nanberry: Black Brother White and research factual accounts of Smallpox outbreak in 1789
(Text-to-text)
Introduction - Whole-class discussion on effects of new diseases on Indigenous population upon British arrival.

Elaboration - Teacher read-aloud chapters from Nanberry covering Smallpox.

- Whole-class discussion.
- Show students how to research factual accounts (Appendix M).

Practice and Review - Students work in pairs researching, complete graphic organiser on similarities and differences
between Nanberry and factual accounts.
- Present findings to class.

Assessment Formative - Graphic Organiser (Appendix B).

Resources Graphic organiser (Appendix B)

Adapted from http://e4ac.edu.au/units/year-4/sequence06.html

Teaching Focus 3 Primary sources: First Fleet perspectives (Text-to-self)

Introduction - Discuss primary and secondary sources.
- Teacher to generate mind-map on the board (Appendix M).

Elaboration - YouTube clip as an example of secondary source.

- Show examples of primary sources on State Library of NSW website.

Practice and Review - Task is to read various primary sources on State Library of NSW website, note any interesting facts.
- Students create journal entry from the perspective of someone on the First Fleet in the style of a
primary source (Appendix M).

Assessment Diagnostic class discussion on First Fleet.

Formative Journal entry (Appendix C).

Resources State Library of NSW website

http://www2.sl.nsw.gov.au/archive/discover_collections/history_nation/terra_australis/journals/index.html
 YouTube clip
https://www.youtube.com/watch?v=MnUNEkMsjfY

Journal entry (Appendix C)

Adapted from http://e4ac.edu.au/units/year-4/sequence04.html

Teaching Focus 4 Schema activity (New Learning)

Introduction - Discuss what students currently know about Indigenous perspectives of British colonisation.

Elaboration - Whole-class discussion: brainstorming on board (Appendix M).

Practice and Review - Students complete empty-head worksheet (Appendix M).

- Display worksheets in classroom.
- Students to share one idea each with class.

Assessment Formative Head Template (Appendix D).

Resources Head template (Appendix D)

Post-it notes, magazines, newspapers, internet, paper, printer, glue, blue-tack.

Adapted from http://milkandcookiesblog.com/inside-my-head/

Teaching Focus 5 Prediction activity

Introduction - Show cover of The Rabbits with title and author/illustrator covered (Appendix M).

Elaboration - Whole-class discussion about cover (Appendix M).

- Show alternative second book (Appendix E) for comparison.
- Reveal title/author/illustrator of each book (Appendix M).

Practice and Review - Students predict what The Rabbits is about, recording answers on worksheet (Appendix F).
- Teacher read aloud first-half of The Rabbits (Appendix M).
- Students can amend prediction if needed (Appendix F).
 - Teacher finishes reading text. Students write down 5 emotive words in the What happened column
(Appendix F).
- Discuss elements of critical literacy observed.

Assessment Diagnostic Prediction worksheet (Appendix F).

Formative Whole-class discussion.

Resources The Rabbits John Marsden

The Rabbits Wedding Garth Williams (Appendix E)

Pens

Prediction worksheet (Appendix F)

Sequence Two: About The Text

Week One
Teaching Focus 1 Time-line activity story sequencing
Introduction - Re-read The Rabbits.

Elaboration - Whole-class discussion on using pictures to tell a story (Appendix M).

- Explain time-line task. Class work together to construct visual time-line with small-section images from
text, placing them on a string, secured with pegs (Appendix M).

Practice and Review - Students will place images from first to last event in the book.
- Time-line will be displayed.
- Students elect two classmates to explain why they constructed it in that order (Appendix M).

Assessment Formative check visual literacy understanding.

Resources Enlarged images from different pages of The Rabbit, string, pegs.
Teaching Focus 2 Inferencing activity
Introduction - Whole-class discussion explaining what can be inferred from certain lines in the text.

Elaboration - Teacher and class to complete Inference Chart (Appendix G).

Practice and Review - Students write-down one line of text that interests them on a post-it note.
- Whole-class to discuss inferences in lines (Appendix M), teacher adding to Inference Chart (Appendix
G).

Assessment Formative Poster with post-it note lines (whole-class contribution).

Resources Poster paper, post-it notes, pens, markers, The Rabbit.

Adapted from https://elainthemiddle.wordpress.com/2013/06/16/inference-chart/

Teaching Focus 3 My Place interactions - comparing and contrasting cultures (Text-to-world)

Introduction - Whole-class discussion, which two cultures are represented in The Rabbits? (Appendix M).

Elaboration - Teacher uses interactive whiteboard to show how to use My Place website.
- 2 students to explore 1788 Dan and Waruwi section (digital literacy) in front of whole-class.

Practice and Review - Students return to desks to explore further on iPads.

- Complete Venn diagram (Appendix H) showing similarities and differences in homes, food, family,
clothes, toys etc.

Assessment Formative Venn diagram.

Resources My Place for Teachers http://www.myplace.edu.au/default.asp

Venn diagram (Appendix H)

Interactive whiteboard, pens.

Teaching Focus 4 My Place interactions different view-points of same scenario (Text-to-world)
Introduction - Continue with My Place comparisons.

Elaboration - Play Episode 23 1788: Waruwi and Episode 24 1788: Dan.

Practice and Review - Whole-class discussion about Waruwi and Dans friendship (Appendix M).
- Class to create a wonderwall (Appendix I) using post-it notes. Students to write down one perspective
each from Dan and Waruwi (Appendix M).
- The students pick a post-it note from wall and write a letter to the other character about this
(Appendix M).
- Students to send letters to one another to read and discuss in pairs of Dans and Waruwis.

Assessment Formative Letters and discussion in pairs.

Resources My Place TV Shows

http://www.abc.net.au/abc3/myplace/

Blank paper, envelopes.

Wonderwall (Appendix I)

Adapted from: http://www.madlylearning.com/2015/08/making-wonder-wall.html

Teaching Focus 5 Author/illustrator perspectives (cultural literacy)

Introduction - Explain that story is focalised through Indigenous narrator (the numbats).
- Inform class neither author and illustrator are Indigenous.

Elaboration - Whole-class discussion (Appendix M).

- In pairs, students to participate in an oral language activity called Eye-to-Eye & Knee-to-Knee.
- Teacher runs through with one class member.

Practice and Review - Students are given questions to ask their partner (Appendix M).
- During activity students can refer back to the text for deep analysis and examples. Include use of
imagery, language, symbolism, colour and focalisation.
 - Students use iPads to show evidence, taking pictures with a PhotoPen. They annotate messages they
have discovered in the text.
- Share images and discuss with whole-class.

Assessment Formative whole-class discussion, images from PhotoPen and annotations.

Resources App: PhotoPen

http://appcrawlr.com/ios/photopen

IPads, The Rabbits, Interactive whiteboard.

Week Two
Teaching Focus 1 How does text influence the message? (visual literacy)
Introduction - Discuss how text and pictures work together to tell a story, there are silences in the words that are
filled with meaning via the pictures.

Elaboration - Whole-class discussion on the style of writing in The Rabbits and how it effects the message. How do
the pictures fill the gap in the story? (Appendix M).

Practice and Review - Students are to look through the book with a partner and note the ways text is displayed (Appendix
M).
- Students are asked to pick one aspect of the story and create their own illustration and words on
Sketchpad (Appendix M).
- Think about how the words effect the picture and how the picture effects the words. Explain how
each work together to enhance the message.

Assessment Formative Class discussion and illustration/words created on Sketchpad.

Resources App
https://sketch.io/sketchpad/
 The Rabbits, paper, pens.

Teaching Focus 2 Meanings in images that arent explicit/contained in the text (visual literacy)
Introduction - Quick review how does the illustrator speak without using words?

Elaboration - Introduce symbolism - give example of a symbol within the text and dissect it (Appendix M).
- Ask students how the colours used effects the story (Appendix M).

Practice and Review - Students complete graphic organiser (Appendix J) detailing how images and text style use visual
literacy to generate meanings. The 6 circles will correspond to a technique (colour, symbols,
characters, focalisation, positioning & text style).
- Discuss how these evolve throughout the text.

Assessment Formative Graphic organiser (Appendix J) and whole-class discussion.

Resources Graphic organiser (Appendix J)

The Rabbits, pens.

Teaching Focus 3 Close-reading of the Stolen Generation pages in The Rabbits (Text-to-world)
Introduction - Whole-class discussion about the Stolen Generation.

Elaboration - Teacher shows pages 21-22 of The Rabbits on interactive whiteboard, reading And Stole Our
Children.
- Watch Kevin Rudds 2008 Apology.
- Students review images and text on pages 21-22, searching for clues and meaning through text style,
colour, foreground, characters, imagery/symbols, and focalisation.

Practice and Review - Students write 1-page response analysing literacy/visual literacy features evident on these pages,
detailing how all the elements work together to create a powerful statement.
- Each Student shares a paragraph with class.
Assessment Diagnostic Whole-class discussion.
Formative 1-page literacy/visual literacy response.

Resources The Rabbits (Appendix K), paper, pens, interactive whiteboard.

YouTube clip
https://www.youtube.com/watch?v=SUVnAp4lXfI

Teaching Focus 4 Rabbit Proof Fence The Stolen Generation (Text-to-text)

Introduction - Introduce movie Rabbit Proof Fence.

Elaboration - Play beginning of movie until the girls get taken from their family.
- Whole-class discussion on differences between this scene and pages 21-21 in The Rabbits.

Practice and Review - Students complete comparative writing exercise (Appendix M).

Assessment Formative Writing exercise to evaluate understanding of critical, cultural and visual literacy elements.

Resources Rabbit Proof Fence

Interactive whiteboard, paper, pens.

Teaching Focus 5 Summary - Forging together the unknown with the known/learnt
Introduction - Whole-class discussion on what has been learnt.

Elaboration - Eye-to-Eye & Knee-to-Knee Oral language task.

Practice and Review - In pairs students discuss three questions (Appendix M).
- Discuss the last line Who will save us from the rabbits?
- Students write an answer to Who will save us from the rabbits?
- Students fill in last column of KLW worksheet (Appendix A).
- Teacher to re-explain multimodal response task.
Assessment Formative: Written answer to Who will save us from the rabbits?
Summative: KLW worksheet (Appendix A).

Resources KWL worksheet (Appendix A)

The Rabbits

Paper, pens.

Sequence Three: After The Text

CRITICAL RESPONSE TO TEXT Multimodal response: iMovie from Indigenous or British perspective of colonisation/invasion
Multimodal Response following New Students are encouraged to use multimodal language and representations to communicate meaning in the
Learning: Learning by Design model response (see Appendix M for details of Learning by Design multimodalities in relation to response and
Appendix L for rubric for grading multimodalities in response).

Lesson 1 Explain task: iMovie can be in any style (documentary, interviewing people of the time, movie, dance, silent
performance, music-based performance). Form students into groups of 5 and give them either Indigenous or
British perspective to work with. Hand-out Rubric (Appendix L). Work begins by brainstorming a MindMap of
ideas and how to represent them. Students create a Storyboard, thinking about linguistic, visual, audio,
gestural and spatial design systems to create meaning.

Lesson 2 Students begin working on their iMovie (Teacher to move between groups).

Lesson 3 Students continue working on their iMovie (Teacher to move between groups).

Lesson 4 Students finish work on their iMovie and start presenting to whole-class, teacher follows rubric (Appendix L)
for grading.

Lesson 5 Students continue presenting iMovies, teacher follows rubric (Appendix L) for grading.
Students to complete self-assessment section of rubric.
Assessment Summative: iMovie and marked rubric (Appendix L).

Resources iPads
App: iMovie
Poster paper for MindMap
Poster paper for Storyboard
Rubric (Appendix L)
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Appendices:

Index:
Appendix A: KWL Worksheet
Appendix B: Similarities and Differences Graphic Organiser
Appendix C: 1788 Journal Entry
Appendix D: Head Template
Appendix E: The Rabbits Wedding Front Cover.
Appendix F: Prediction Worksheet
Appendix G: Inference Chart
Appendix H: Blank Venn Diagram
Appendix I: Wonderwall with Post-it Notes
Appendix J: Graphic organiser - 6 Circles
Appendix K: Page 21 and 22 of The Rabbits
Appendix L: Marking Rubric for Multimodal Response to Literacy Sequence
Appendix M: Lesson Plan Detail, Including Activities, Questioning, and Summarising
Appendix A: KWL Worksheet
Appendix B - Similarities and Differences Graphic Organiser.
Appendix C: 1788 Journal Entry
Appendix D: Head Template Appendix E : The Rabbits Wedding Front cover
Appendix F: Prediction Worksheet Appendix G: Inference Chart
Appendix H: Blank Venn Diagram Appendix I: Wonderwall with Post-it Notes
Appendix J: Graphic Organiser 6 Circles
Appendix K: Page 21 and 22 of The Rabbits
Appendix L: Marking Rubric for Multimodal Response to Literacy Sequence

Description of Criterion
Response was 4-5 minutes long.
Content is suitable response to
sequence of lessons, and includes
understanding of British
colonisation from both
perspectives.
Working Below Expected Level
Presentation falls under 2 minutes in
length. Presentation show little
understanding of the issues
surrounding British colonisation
from either/or perspectives.
Working at Expected Level
Presentation is 3-4 minutes in
length. Presentation shows
coherent understanding of the
issues surrounding British
colonisation from both
perspectives. It provides depth
into one perspective in particular.
Working Above Expected Level
Presentation is 5 minutes in length,
and shows excellent understanding
of the issues surrounding British
colonisation from both perspectives.
It provides depth understanding of
one perspective in particular and the
unique issues facing that culture.

Content Covered little to no content in Covered some of the content in Content embraced the themes of
response to literacy sequence and response to literacy sequence the unit and of the set text The
themes of set text The Rabbits. and themes of set text The Rabbits.
Rabbits.

Appropriate use and
understanding of visual literacies
to convey meaning.
The presentation includes little/no
visual literacy elements to convey a
meaning. It shows no aspects of
visual literacy found in the text such
as; colour, illustrations, focalisation
etc.
The presentation includes some
elements of visual literacy to
convey a meaning. It includes
visual literacy techniques found in
the text, and uses them to create
meaning.
The presentation includes many
elements of visual literacy discussed
to convey a meaning. It provides a
thorough understanding of the
techniques used in the text and uses
them in a way to create a powerful
meaning.

Effective use of multimodalities to The presentation used one or two The presentation used three or The presentation used 5 or more
communicate an idea (Learning multimodalities to communicate four multimodalities to multimodalities to communicate
by Design model Written ideas. communicate ideas. ideas.
language, oral language, visual,
audio, gestural, tactile and spatial
representation)
Feedback and Questioning
Use of technology in the
response.
Cooperation and Collaboration
Self-assessment completed by
group)
Comments:
Students did not receive feedback
well. Students were able to answer
some of the questions and showed a
lower level of understanding of the
themes/ideas in the text.
Did not fully utilise technology for
multimodal response to literacy
sequence.
Students did not work cooperatively
as a team. Not all students
contributed an equal amount of
work towards the presentation.
Students received feedback well.
Students were able to answer
questions and demonstrated an
adequate level of understanding
of the themes/ideas in the text.
Made good use of technology for
multimodal response to literacy
sequence.
Students were able to work
cooperatively together. Most
students contributed a relatively
equal level of work towards the
presentation.
Students received feedback
enthusiastically. Students were able
to answer most/all questions
demonstrating a deeper
understanding of the themes/ideas
in the text.
Excellent and appropriate use of
technology for multimodal response
to literacy sequence.
Students were able to work
cooperatively and efficiently
together. All Students Ideas were
heard and all contributed the same
level of work towards the
presentation.
Appendix M: Lesson Plan Detail, Including Activities, Questioning, and Summarising

Lesson Details
Sequence One: Frontloading
Teaching Focus 1 Introduction - (What is Australia Day? Why do we celebrate? Who celebrates and how?).

Elaboration - First: a TV ad from 1988 celebrating Australia Day Bicentential (Discuss what message they are
sending, what did they notice?). Second: a factual account of British arrival (Discuss Indigenous Perspective
that was introduced. What was life like for Aboriginal and Torres Strait Islander Peoples before British
Colonisation? What were the consequences for Indigenous Peoples when Australia was colonised by the
British?) Third: Invasion Day Indigenous Perspective (Discuss how has this changed their first thoughts
Australia Day?).

Teaching Focus 2 Practice Students to research the effect of Smallpox on the Indigenous community on internet, checking for
reliability of information.

Teaching Focus 3 Introduction - Whole-class discussion on perspectives of officers on First Fleet (Why did they travel so far?
What did they think they would find? Who was on board?).

Elaboration - Show students on interactive whiteboard original journal entries from Watkin Tench, Arthur
Phillip, John White and other members of the First Fleet.

Practice As they research students to write down any interesting facts they may want to use to help write
their own account. As they write their account, encourage them to think about - How would they feel,
respond? They can write from the perspective of: convict, sailor, officer, crew or family, they can be man,
woman or child.

Teaching Focus 4 Elaboration Teacher to write on board words, thoughts, ideas, prior and current knowledge regarding
Indigenous perspectives on British colonisation.
 Practice and Review Student task is to fill their worksheet (template of empty head) with everything they can
think of and know about Indigenous perspectives of British Colonisation, using small colourful Post-it notes
and/or pictures from magazines/newspapers/internet.

Teaching Focus 5 Introduction - Explain that during this lesson the class will be detectives searching for clues about the text.

Elaboration Discuss The Rabbits cover, ask class: Is this book informative or imaginative (teacher to take tally
on the board). Show a second book (Appendix E) with title and author covered, again ask is this book
informative or imaginative? (take second tally). Ask the students to compare the books, what sort of story is
each? Happy? Sad? What do they think the differences in the way the rabbits are drawn say about the
characters? What can we infer about the rabbits in each book? Who do they think the book is aimed at? Talk
about some basic visual literacy elements of each cover eg what mood is set? After revealing the title of each
book ask Does this change your first prediction of each book and how? (These questions have been
constructed using Bloom's Taxonomy levels, Week 9 seminar notes. Questions are on levels 2, 3 and 4 of
Blooms Describe, Explain and Interpret Wheel), and encouraging strategic and expanded thinking.

Practice and Review Ask students to predict what they think The Rabbits is about, students fill in prediction
worksheet (Appendix F). How do their predictions compare to what the story is actually about? Teacher to
read the first half of the text, ask students if they want to change their prediction, if yes, they can go back and
write underneath their initial prediction on worksheet (Appendix F). Teacher finishes reading text, and
students are asked to write down 5 words of emotions they felt whilst reading the text to put in the What
happened column of the worksheet (Appendix F). Discuss elements of critical literacy how has the
author/illustrator positioned the reader to feel. Whose story was told, whose story was absent?

Sequence Two: About the Text

Week One
Teaching Focus 1 Elaboration - Whole-class discussion, teacher asking students to think about the way the illustrator has used
images to tell the story. Are there stories in the pictures that are not in the words? Show whole-class the task
that involves everyone working cooperatively together to construct a visual timeline that involves no words
(linking the story to visual literacy elements only).
 Practice and Review - Small sections of images from the book are handed to the students, and together they
must work together to put them in a visual time-line sequence. Images will be secured to string with pegs and
hung in the classroom. This reflects if they have noticed visual literacy elements within the book, and
encourages conversation regarding the sequence of events as well as character development. Time-line will be
displayed in class in order from first event to last. Time-line will be referred to throughout the literacy
sequence.

Teaching Focus 2 Elaboration Teacher and class to create a poster (Inference Chart) with two columns When the text said
and I can infer (Appendix G). Explain to class that inferring is what you think the author might be saying that
isnt in the text, or what those words make them think/feel.

Practice and Review Students to pick a line from the text that interests them and write on a Post-it note.
Students bring the lines back to whole-class discussion, put lines under the column When the text said.
Whole-class to go through each line and contribute their thoughts of the meanings behind the words, eg. and
stole our children even though it was legal to take the children the author used the word stole, why?

Teaching Focus 3 Introduction Whole-class discussion, Who do the rabbits represent and who do the numbats represent?
Learning outcome is to differentiate between the two cultures and how they perceived British Arrival in 1788.
Compare their living arrangements and way of life upon arrival.

Teaching Focus 4 Practice and Review Whole-class discussion on the relationship between Dan and Waruwi. Questions include
Do you think this depiction is accurate? How does each character feel about the events? Create a wonderwall
using post-it notes. Students to write down one perspective each from Dan and Waruwi for a particular part of
the story that interested them. The students can pick a perspective from the wall (it doesnt have to be their
own) and write a letter to the other character explaining the event from their side from after the event.
Students are then asked to send their letter to another student in the class who has written from the other
characters perspective. They read the letter and in pairs they can discuss their responses.

Teaching Focus 5 Elaboration Whole-class discussion about how does the fact that the author and illustrator are not
Indigenous effect the message? What perspectives can non-Indigenous voices give to an Indigenous issue? Ask
the class if anyone has read any other texts by either author or illustrator. Students are put in pairs and asked
 to complete an oral language activity called Eye-to-Eye & Knee-to-Knee, teacher chooses one class member
to run through activity as an example.

Practice and Review - Students will be given questions to ask their partner, such as: Are cultural differences
apparent in the text? If so, how? What differences in the cultures are made known through the words and
illustrations? Whose view is being told and from what angle? Whose voice is not being heard? Is there any way
to tell that the author and illustrator arent indigenous? If they arent indigenous, does this mean their view is
less accurate? How does the illustrator use pictures to create meaning? Do the words match the pictures?
What point of view do they want the reader to have? Who are they suggesting you sympathise with? During
Eye-to-Eye & Knee-to-Knee students can refer back to the text for deep analysis and to find examples. Include
use of imagery, language, symbolism, colour and focalisation. Students use iPads to show their evidence, by
taking pictures with a Photopen. They then annotate the message they have discovered in the text. Students
will return to whole-class discussion to share ideas and images from Photopen.

Week Two
Teaching Focus 1 Elaboration - Discuss the minimalist style of writing throughout the text. How does this effect the reader?
If students cannot answer, suggest Does that mean we look for more answers about the story in the pictures?
Discuss how during this text the reader is asked to rely on visual literacy skills to fill in gaps in the story. Discuss
how text is read from left to right but visual literacy (pictures) are non-linear.

Practice and Review - Students are to look through the book with a partner and note all the ways the text is
displayed (upside-down, curvy, few words, many words, where on the page, small text, large text, colour of
text etc). Ask them to discuss between them how this changes the meaning of the words. Whole-class
discussion about how generally Indigenous stories are concluded, but this one is left open-ended with the
question Who will save us from the rabbits?
Students are asked to pick one aspect of the story (British Arrival, deconstruction of land, uprising of buildings
and industrialisation, stolen generation, loss of connection between cultures) and create their own illustration
on an app sketch pad and include words, thinking about how the words effect the picture and how the picture
effects the words. They can use as many words, styles, illustrations as the like, but they must be prepared to
explain how each work together to enhance the message. Teacher will scaffold students by discussing visual
literacy elements with them as they create their piece. Return to whole-class discussion to share ideas.
Teaching Focus 2
Teaching Focus 3
Teaching Focus 4
Teaching Focus 5
Sequence Three: After the Text
CRITICAL RESPONSE TO TEXT
Multimodal Response following Students are encouraged to explore multimodalities to communicate meaning. These include:
New Learning: Learning by
Design model
Elaboration - Introduce symbolism - give example of a symbol within the text and dissect it. For instance, the
rabbit Who does the rabbit represent? Why would the illustrator have chosen rabbits to represent the
British? eg the quick rate of breeding. Why numbats? eg endangered species. Briefly explain the history of
introduction of rabbit species into Australia, and the effect it had on the natural environment, which lead
introduction of myxomatosis virus to control rapidly growing rabbit population. Ask students how the colours
used effects the story, that is depicts despair/desolation/destruction. The starkness of the illustration reflects
the feelings of impending doom (Mortimer 2009, p. 3).
Practice and Review Students to complete a comparative writing exercise explaining how the different texts
communicate the same message, focus on the similarities and the differences. Students are encouraged to use
visual literacy features, language style, colours, music, text to make comparisons.
Practice and Review During Eye-to-Eye & Knee-to-Knee oral language activity, students will be given the
following questions to ask their partners What has changed about your perceptions of Indigenous peoples and
British colonisers from the start of the unit? What are some ways authors and Illustrators can create meaning
and influence readers? How can we improve reconciliation between Indigenous and non-Indigenous
Australians? Students complete a writing exercise and try and answer the question Who will save us from the
rabbits?, ask them to consider how reconciliation between Indigenous and non-Indigenous Australians can be
improved.
Multimodal response: iMovie from Indigenous or British perspective of colonisation/invasion
Written Language: expressing meaning through written words in MindMap, Storyboard, and any print they my
use in the iMovie.
Oral Language: live speech presentation, recorded speech iMovie and listening to other presentations.
Visual Representation: moving images representing meaning, views, vistas, scene, perspective in iMovie.
Audio Representation: music, sounds, noises used in iMovie. Hearing and listening to other presentations.

Gestural Representation: facial expressions, eye movements, gaze, body demeanour, clothing/costume, dance,
actions, timing in iMovie.

Spatial Representation: proximity, spacing, layout, backgrounds, landscape/streetscape/cityscape used in

Storyboard and iMovie (Kalantziz & Cope 2015).