Understanding by Design Template

Title of Unit / Big Idea The Assimilation Policy - Social Class and Year 8
Racism.
Curriculum Area English Time Frame 4 Weeks
Novel Follow the Rabbit Proof Fence by Doris Pilkington
Developed By Nicole Gigg
Cohort Description This unit will be taught to a year eight cohort of twenty-five students who have mixed genders and abilities. Three of these
students are dyslexic. All students are provided with a school laptop. This unit will cover a four week period, and will be taught
across a series four 45min lessons per week which are structured into one double and two single lessons. The school is considered
a low-socioeconomic school.

Identify Desired Results (Stage 1)

Content Descriptions
Language
Text structure and organization
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication
(ACELA1543)

Literature
Literature and context
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of
individuals and groups (ACELT1626)
Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
Responding to literature
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Creating Literature
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Literacy
Creating Texts
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and
including digital elements as appropriate (ACELY1736)
Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students own texts (ACELY1810)
Achievement Standards
Receptive Modes (listening, reading and viewing)
Students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences.
Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students select evidence from the text to show how events, situations and people can be represented from different viewpoints.
Students listen for and identify different emphases in texts, using that understanding to elaborate on discussions.

Productive Modes (speaking, writing and creating)

Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response.
Students contribute actively to class and group discussions.
When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate
understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

General Capabilities Cross-curriculum Priorities

Literacy Aboriginal and Torres Strait Islander Histories & Cultures
Intercultural Understanding
Ethical Understanding
Personal & Social Capability
Critical & Creative Thinking
ICT

Understandings Essential Questions

Overarching Understanding Overarching Topical
1) A persons upbringing and experiences will affect them for the rest of their 1) What is the Assimilation policy? 1) What are the conventions of a
lives. memoir/news report or broadcast?
2) How does understanding the
2) Native Australia was traditionally owned by Aboriginal and Torres Strait impacts of the Assimilation policy 2) When did this story take place? Did
Islanders. important to todays society? the Assimilation policy begin long before
this?
3) Aboriginal and Torres Strait Islanders are humans too and deserve to be 3) What impact did Kevin Rudds
treated with equity. apology have on the Stolen 3) How were Aboriginals and Torres
Generation and Australia? Strait Islander portrayed in comparison
4) Writing can be very persuasive. to white people in the novel?
4) How are Aboriginals and Torres
Related Misconceptions Strait Islanders treated today in 4) How can the use of language
1) Aboriginal children were taken away for their own good. comparison to white people? persuade a reader to feel a certain way?
2) Aboriginal people are no longer mistreated.
3) The Stolen Generation no longer suffer.
4) Memoirs discuss someones whole life; not just one event.
Knowledge Skills
Students will know Students will be able to
the history of the Assimilation policy and the Stolen Generation. Identify literacy devices and apply them to their own work.
Write their own memoir.
that the Stolen Generation are still impacted today from this experience.
Write a report or create a multimodal text.
the importance of equity and human rights amongst all cultures. Make connections between their identity and where they come from.
the value of freedom. Understand alternative perspectives.

Assessment Evidence (Stage 2)

Performance Task Description
Students will create memoir of themselves or a celebrity. Students will have the option of writing an autobiography, biography,
Summative Task One: Life
diary entries, personal essay, or create scripted video/powerpoint presentation. (400 words)
Writing Task

Summative Task Two: Students will create a news report or a scripted breaking news video segment responding to an issue identified in the novel.
Text Response (600 words)

Other Evidence
Pre-assessment task
Group & class discussions
Journal entries
Formative Worksheets
Comprehension worksheets

Learning Plan (Stage 3)

Week One:
Lesson 1 Before explaining the unit to the class. Students must individually brainstorm what home means to them and then
Introduction to big idea share their experiences in a class discussion (Britten, 2004).
& novel
The teacher must relate this to the big idea of the topic and introduce the new unit.
Tfel Domain 4 Students will participate in a pre-assessment to examine their knowledge or experiences with the Stolen Generation. This
(personalize & connect learning)
allows teachers to inspect the readiness of the class and to identify if anyone has been personally impacted by the Assimilation
Tfel Domain 2 policy. Teachers must take care with this topic as it can evoke a strong emotional response from students. This can be
(Create safe conditions for rigorous
learning) addressed with students also to ensure a safe learning environment.
Introduce Follow the Rabbit-Proof Fence novel and Doris Pilkington. What is the novel about? Who is Doris? Why are
(ACELT1806) we studying this story?
Students are to use the remainder of the lesson to begin their novel.
Students will write journal entries after every lesson and every chapter of the novel. This allows students to keep track of
their thoughts, feelings and ideas which will assist them in their final summative task/s.
Students are encouraged to read their novels as homework.
Lesson 2 & 3 From now on, at the beginning of every lesson, students must read their novel (and write their journal entries if they finish a
Background knowledge chapter) for ten minutes. This strategy ensures students are reading their novel and can be used to settle the class.
Students are to use to this lesson to do further research on the big idea. Prompt students with:
Tfel Domain 3
(Develop expert learners) - When did the Assimilation Policy begin?
- How many children were taken?
Understanding 1
- Why were they taken?
Understanding 2 - Where did the children go and what did they do?
Students are encouraged to compare their research to what they have read so far. Are these events accurately presented in
Misunderstanding 1
the novel? What is included and excluded from the novel? Why might this be?
(ACELT1806) Within the final 10 mins of the lesson, students are to share their main findings in a class discussion.

(ACELT1626)
Lesson 4 Students are to consider that many people were impacted by the Assimilation Policy.
Research then and Students are to explore the testimonies of members of the Stolen Generation from:
now
http://stolengenerationstestimonies.com/index.php
Tfel Domain 4 Class discussion:
(personalize & connect learning)
- Students findings and thoughts how does this make you feel?
Understanding 2 - Relate this discussion to the novel how would other characters in the novel feel? would Daisy understand whats
going on? How would their mum or the officer taking the children away feel?
Understanding 3
- Encourage students to consider what it would be like if it happened to them?

Misunderstanding 2 Teacher gives brief overview of Kevin Rudds apology to the stolen generation and show footage of the speech from:
https://www.youtube.com/watch?v=b3TZOGpG6cM
Misunderstanding 3
Additional class discussion:

(ACELT1807) - Did this apology change anything? What did it do?

- How are Aboriginal and Torres Strait Islanders treated in todays society?
(ACELT1806) - How should they be treated?

(ACELT1626)
Week Two:
Lesson 1 By week two, it is expected that student have read at least three chapters of the novel. This is an appropriate time to
discuss in depth the literary techniques used in the novel.
Tfel Domain 4
(personalize & connect learning) Check point: see how students are progressing with their novels.
Teacher is to provide students with a list of literary techniques and their definitions.
Tfel Domain 3
(Develop expert learners)
Teacher will select a select two passages from the first three chapters to discuss the use of literary techniques. Students
must identify these devices and their effect on the reader.
Understanding 4
Teacher is introduce summative task one. Instruct students on expectations of task and provide a rubric.

(ACELY1736) Discuss how students can use conventions from the novel within their own work.
Students are to then make a plan for their summative task. Prompt students with:
(ACELY1738) - What will I need?

(ACELY1810) - What do I want to talk about?

- Who will I talk about?
(ACELT1632) - How can I be creative?
- How will I structure it?
 - What kind of language will I use?
- How do I want to make the reader/viewer feel?
(this may need to be done for homework)
Lesson 2 & 3 This lesson is a continue-on from last lesson. The teacher is to now look at the language and the structure of memoirs
in general and in the novel specifically. The discussion of memoir structure will help them in summative task one
Tfel Domain 4
(personalize & connect learning) specifically.
Students will be provided with a comprehension worksheet to assist them in their learning of language and structural use.
Understanding 4
Students are to use the remainder of the lesson to continue with summative task one.

(ACELA1543)
Lesson 4 Continue summative task one.
Week Three:
Lesson 1 Check point: see how students are progressing with their novels.
Continue with summative task one.
Summative task one is due at the end of todays lesson.
Lesson 2 & 3 As students should have read over half of their novel, students can discuss in groups:
- What they think of the novel? Was it good? What did you like or not like about it?
Tfel Domain 3
(Develop expert learners) - Has it changed the way you think of Aboriginal and Torres Strait Islanders?
- How has it made you feel about your freedom?
Understanding 4
Draw this into a class discussion.

(ACELT1632) Introduce summative task two. Instruct students on expectations of task and provide rubric.
Students are to make another plan for this assessment.
(ACELY1736)
Students are to begin summative task two.

(ACELY1738)

(ACELY1810)
Lesson 4 Continue with their summative task.
Week Four:
Lesson 1 Check point: see how students are progressing with their novels.
 Continue with their summative task.
Lesson 2 & 3 Students are to watch Phillip Noyces 2002 film Rabbit Proof fence. This adaption of the novel is to be used as a
supporting visual tool for those who may have struggled with reading the novel (students with dyslexia). This can also be
(ACELT1807)
used as a reward as students have covered quite a bit of content in this unit.
Students have the option to work on their summative tasks during this time.
Lesson 4 Finish film (should be approx. 10 mins left)
Use remainder of lesson to allow students to finalize their summative task as they are due this lesson.
If students have completed their summative task, get students to complete comprehension worksheet from:
http://curriculumproject.org/wp-content/uploads/Rabbit-Proof%20Fence%20Nov%2010.pdf (pages 11-13) It asks
students questions about the film.

Word Count: 2,194

References:

Australian Curriculum, Assessment and Reporting Authority (2016). English Curriculum Content Descriptors. Retrieved from:
http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=1#level8

Australian Curriculum, Assessment and Reporting Authority (2016). English Curriculum Achievement Standards. Retrieved from:
http://www.australiancurriculum.edu.au/English/Curriculum/F-10?layout=1#level8

Australian Curriculum. (2016). General Capabilities. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

Britten, T. (2014). Follow The Rabbit Proof Fence Study Guide. Reading Australia. Accessed from: http://readingaustralia.com.au/lesson/follow-the-rabbit-
proof-fence/

Department of Education & Children Services. (2010). South Australian teaching for effective learning framework guide. Curriculum Services, South
Australia. Retrieved from: https://www.decd.sa.gov.au/sites/g/files/net691/f/tfel_framework_overview.pdf

EducAsia. (2016). Education in context Comprehension & Discussion activities for Rabbit Proof Fence. Accessed from: http://curriculumproject.org/wp-
content/uploads/Rabbit-Proof%20Fence%20Nov%2010.pdf

Pilkington, D. (1996). Follow The Rabbit Proof Fence. University of Queensland Press.
 Appendix

Appendix One: Summative Task Two Worksheet

Year 8 English

a Follow the Rabbit Proof Fence

The Assimilation Policy Social Class & Racism

Summative Task Two - Text Response

Task: Create a news report or a breaking news video segment.

Mode: Written or video format.
Word Count: 600 words or a 4 minute video.
Due Date: Friday, Week 4.
Weighting: 25%

Task Description:
Students are to create a news report or breaking news video segment responding to an issue identified in the novel. Students
must discuss the issue from a characters point of view of their choice. This could be achieved by pretending to interview a specific
character, or writing the report from a characters perspective. However, students must also demonstrate their own opinion.

Criteria:
Students must be creative and incorporate the use of images or other multimodal elements for special effect.
Students must include appropriate and relevant research.
Students must acknowledge resources.
Students must demonstrate a clear form of structure.
Students must include the perspective of character from the novel.
Students must demonstrate their own opinion.
If students choose to create a news video segment, students must provide a script.
See the rubric for further assessment criteria.

Ideas:
Consider the following prompts to get you started.
Discuss how the stolen generation were treated at camp or in their new homes.
Discuss why half-castes were taken away from their families.
Discuss how the three girls ran away.
Include the perspective of Molly & Daisys mum.
Include the perspective of Mr Neville.
If students have any questions or alternative ideas for the assessment task, please see Miss Gigg.
Appendix Two: Summative Task Two Rubric

Year 8 English
Follow the Rabbit Proof Fence
The Assimilation Policy Social Class & Racism

Summative Task Two Rubric - Text Response

Task: Create a news report or a breaking news video segment.

Name: ________________________________ Due Date: Friday, Week 4.

Criteria for Summative Unsatisfactory Satisfactory Good Excellent

Assessment
Information is irrelevant and
makes a minimal connection
Quality of Information to the novel. There is no
evidence of research.
The information appears to
Structure be disorganized.
Student does not include
Creativity any visual or multimodal
elements for special effect.
Spelling, grammar and Many grammatical, spelling
punctuation. or punctuation errors.
Referencing Does not acknowledge any
resources.
Information is somewhat
relevant and makes a
connection to the novel.
Some evidence of research
and an alternative
perspective is included.
Information is organized, but
the format is not well-
constructed.
Student includes at least 1
visual or multimodal element
for special effect.
A few grammatical, spelling,
or punctuation errors.
Acknowledges 1-2 resources.
Information is relevant and
addresses an issue from the
novel. Research is evident
and alternative perspective is
included.
Information is organized with
a well-constructed format.
Student includes 1-2 visual or
multimodal elements for
special effect.
Almost no grammatical,
spelling or punctuation
errors.
Acknowledges 2-3 resources.
Information is relevant and
successfully addresses an issue
from the novel. Additional
research is evident and an
alternative perspective is
included.
Information is very organized
and very well-constructed
format.
Student includes 2 or more
visual or multimodal elements
for special effect.
No grammatical, spelling or
punctuation errors.
References 2-3 resources
successfully.

Comment:
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Final Grade: ______________