1

UNIT PLAN OVERVIEW

UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING
EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Unit Orientation
The classroom teacher will set
up the classroom with army
posters, army maps, and
refugee photos of camps,
refugee photos of children,
refugee information books,
classroom blog, word wall and
footprints around the room. The
environment structure set up by
the teacher will introduce the
students to the theme of war's
impact on refugees by
explaining and enhancing what
the unit is going to be about.
Lesson 1

Building knowledge of the
field
The teacher will introduce the
topic the students will explore
today about why a family might
leave a country after war.
The teacher will ask the
students to think and look back
at the soldier boy text and
discuss and list in your history
books with your partner beside
you about why some families in
war related countries may leave
their country after a war.
The teacher can then explain
and introduce to the students
about the differences between
people who move voluntarily are
migrants and people that move
against their wills are refugees.
Lesson 2

Utilising the non-fiction
focus text
Book: Hill.A.(2001). Soldier Boy, The
true story of Jim Martain the youngest
Anzac. Penguin Books. Melbourne.

Students will research and gain
knowledge and an
understanding of what life was
like for soldiers and their
families in the time of the Anzac
war.
Lesson 1,2,3

2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Students will make connections
between students own
experiences and those of
characters and events
represented in book drawn from
different historical, social and
cultural contexts about the life of
being in the war.
Students will use this text in
exploring language features and
text structures in how the author
has influenced the reader when
exploring this text.

Responding to texts Students respond to texts by making
connections between students own
experiences and those of characters
and events represented in texts drawn
from different historical, social and
cultural contexts.
3,4,5,6,7,8

Exploring texts In lesson 3 students will explore writing
structure and language features in the
focus text and the second text.
Students will explore how the author
often innovate on text structures and
play with language features to achieve
particular aesthetic, humorous and
persuasive purposes and effects.



Examining texts including: The students will work in groups of 3 to
compare what text structures are used,
language features used and the point
of view they are trying to achieve
towards the viewer. The students will
create a Venn diagram in displaying
the differences and similarities of the
two texts, they will then discuss with
the class what language features and
text structures both texts have used.
Lesson 2,3,5,6,7
Text structure and
organisation
Students will explore text structure
through lesson 2,3 and when planning
assignment 1 the journal recount!
Lesson 2,3,5,6,7,8
Expressing and
developing ideas
Students investigate how vocabulary
choices, including evaluative language
can express shades of meaning,
feeling and opinion in the texts
selected.
Lesson 1, 3, 6, 9
3
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Visual and
multimodal features
of texts
Students 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. Students use a range of
software, including word processing
programs, learning new functions as
required to create texts.
Lesson
6,7,9,10,11,12,14,15

Extending beyond the
focus text including:
In this unit their is another text
introduce in linking the focus text to the
book. This text introduce allows the
unit to incorporate English stands and
history stands of the curriculum.

Creating texts
utilising print and
multimodal texts
Students create texts utilizing print and
multimodal text through creating
posters, brouchers and mindmaps
through i-pads, computers and
programs. Students 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.


Assessment
Formative (one
strategy and
instrument)
Students write a journal recount from
the little Refugee book from the point
of view as a 11 year old.
Responding to texts-Student makes
strong connections between their own
experiences and those of characters
and events represented in texts drawn
from different historical, social and
cultural contexts
Lesson 5,6,7,9
Summative (one
strategy and
instrument)
Students design a Refugee survival kit
for children that are coming to Australia
for the frist time. Students will use their
knowledge gained from the lessons
throughout this unit to create this final
product. Planning, creating and
designing the product- student shows a
strong planning and creative
presentation of the product.

Lesson 14,15



4
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Significant demonstration
of learning.
The demonstration of learning is in the
lessons activities throughout this unit.
The students demonstrate their
understanding through posters,
brouchers, mindmaps, journals, articles
and learning activities.
Students explore stories of groups of
people who migrated to Australia and
the reasons they migrated, such as
world war II and Australian migration
programs since the war.
1,2,3,4,6,7,8,9,10,11
,12,13,14,15