Two

Week Unit Planner - Level 5

Section 1.

Overview of Unit

Introduction

The aim of this unit is to promote empathy and encourage deeper reading by exploring the lives of the characters described in A Long Walk to Water by Linda Sue Park.
Students will examine the events and settings described in Sue Parks novel (along with additional texts), within the context of culture, history and community and
consider the significant role these factors play in shaping identity (Refer to content descriptor: Reading and viewing - VCAA, 2016). The unit focuses on Culture and
Belonging to promote critical reading and analysis of the text A Long Walk to Water. During this unit students will engage in cooperative learning activities designed to
encourage deeper understanding of themes and literary devices through the use of comprehension strategies (DEST, 2002). The use of multimodal texts such as videos
and picture books have been included to assist readers (of all abilities) to connect with A Long walk to Water and to access concepts and themes that might otherwise
be difficult to deconstruct (Nicholson-Thomson, 2011). This unit recognises that reading has cultural, social and individual dimensions and the process of comprehension
is dependant on what the reader brings to the text (Ludwig, 2003). When children form connections to literature their minds are activated, engaging thought, memory
and emotion, therefore the activities throughout this unit have been designed around the Making Connections strategy; drawing on students emotions, past
experiences, knowledge and their understanding of the world in order to make meaning. Ellin Oliver Keene and Susan Zimmerman (1997, cited in Draper 2010)
identified three key literary connections that develop reading comprehension:

Text to self Personal connections the reader makes between the text and their own life and experiences.
Text to text Connections the reader makes to other texts relating or comparative to - genre, plot, characters, themes, literary devices etc.
Text to world Ways in which the text connects to events/issues outside the scope of readers personal experiences. Links to: News, media, public opinion, film
and television (Draper, 2010).

Making Connections (strategy) recognizes the role of learners as Text participants and Text analysts, requiring competence in connecting the symbolic systems
contained in texts to reader background knowledge, experiences, and understanding (Luke, Woods & Dooley, 2011). The unit aims to promote deeper reading and
engagement to help foster the development of positive attitudes towards literature through cooperative learning strategies that provide opportunities for students to:

Develop their oral language skills through discussion and presentation of ideas
Scaffold learning with the use of graphic organizers
Take responsibility and be accountable for their own learning through peer assessment

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 The unit has been designed to promote sociocultural reading practices which stem from the recognition of students as diverse funds of knowledge (Gonzalez, Moll &
Amanti, 2005 as cited in Luke, Woods & Dooley, 2011). The activities purposefully engage peer interaction, prior knowledge and experiences of learners within small
heterogeneous groups of 3 to 4 members. Mixed-ability groupings provide opportunities for students to participate in accountable talk (Fisher, Frey & Rothenberg,
2008), ensuring all students are given a voice and allowing for a range of perspectives, questions and ideas to be discussed, clarified and elaborated on by other group
members (Refer to Level 5 Content descriptor: Speaking & Listening VCAA, 2016).

Level 5 Content Descriptors

Reading and Viewing Speaking and Listening

Strand: Literature Strand: Literacy
Sub-strand: Literature and context Sub-strand: Interacting with others
Identify aspects of literary texts that convey details or information about particular Clarify understanding of content as it unfolds in formal and informal situations,
social, cultural and historical contexts (VCELT313) connecting ideas to students own experiences, and present and justify a point
of view or recount an experience using interaction skills (VCELY337)


Level 5 Achievement Standards

Reading and Viewing Speaking and Listening

By the end of Level 5, students explain how text structures assist in understanding the Students listen and ask questions to clarify content. They use language features
text. They understand how language features, images and vocabulary influence to show how ideas can be extended. They develop and explain a point of view
interpretations of characters, settings and events. They analyse and explain literal and about a text selecting information, ideas and images from a range of resources.
implied information from a variety of texts. They describe how events, characters and They create a variety of sequenced texts for different purposes and audiences.
settings in texts are depicted and explain their own responses to them. When reading, They make presentations for defined purposes using multimodal elements, and
they confidently encounter and can decode less familiar words (VCAA, 2016). contribute actively to class and group discussions, taking into account other
perspectives (VCAA, 2016).

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Purpose of the Unit

Unit Objectives

Students will understand Key questions
Identity is shaped by many factors including culture, time and external influences How does accessing a variety of multimodal sources enhance our understanding
e.g. war, displacement, loss etc. of a text?
Authors may use a range of literary devices to evoke emotional responses in How does 'Culture and Belonging influence identity?
readers How do authors use figurative language to evoke emotion or create
The different way authors use metaphor, figurative language e.g. personification, atmosphere?
symbolism both in written and visual texts

What misunderstandings are predictable?
Interpreting abstract ideas and concepts e.g. metaphor, symbolism etc.
Transferring understanding of concepts and ideas into unfamiliar scenarios

Students will know and understand Students will be able to
Main factors that result in mass displacement of people and the issues facing Students will be able to apply reading comprehension strategies that promote
refugees today deeper reading
The key literary devices used in focus texts Recognise figurative language in text and understand the purpose of its
application
Demonstrate examples of figurative language in both written and graphic form.



Assessment and Reporting Overview - knowledge, skills and processes

Summative assessment for learning Peer & Self Assessment assessment as learning

There are many opportunities for formative assessment. These are highlighted in red Attached: Information Report Summative Assessment Rubric, (Citation)
font throughout the two-week program.
Attached: Information Report Summative Assessment Rubric, (Citation)





 Assessment Strategy Literacy Strategy Specific learning Summary of Assessment
intention/s:
Summative Making Students will be able The main objective of assessment is to guide teaching and assist student learning by providing
Assessment of Connections to make connections opportunities for students to receive feedback that will extend their understanding and build on
Learning between text(s) and prior knowledge. Assessment is most effective when integrated into the learning rather than based
the theme (Culture, on the outcome or product of an activity or lesson (Ferhing, 2005), therefore each lesson in the unit
(Includes Peer and Belonging) and provides teachers with a range of opportunities for summative assessment through observation,
Assessment demonstrate their monitoring and by providing feedback to groups and individuals in relation to their:
Assessment as thinking using
Learning) comprehension and Involvement and participation in activities and class discussions
cooperative learning Understanding of themes and literary devices
strategies Knowledge of the text

This unit has been designed to reflect the diversity of students and their abilities and assessment is
differentiated to accommodate learners individual strengths and abilities according to the group
role they have been assigned and the responsibilities that come with each role.

Group Facilitator Role - Student with PAT score (85-90) Has demonstrated high level of
reading/writing skills, self efficacy and leadership

Locates items of interest within the text
Leads decision making about content in relation to tasks
Ensures all members of group make contributions

Group Translator Role - Student with PAT score (55-60) Has good writing and interpersonal skills

Summarises items of interest within text
Summarises groups thoughts and ideas during activity

Group Reporter Role - Student with PAT score (20-25) Has good oral and creative visual skills

Responsible for presentation of ideas (may include use of illustrations or pictures)
Provides oral description of group work (either to teacher or presentation to class)

(Group roles adapted from First Steps: Reading resource book - DETWA, 2013)

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 In assessing the progress and achievements of individuals in regards to Making Connections,
summative assessment will not only be looking for evidence that students have made individual
connections between the text A Long Walk to Water and the supplemental texts provided (refer to
Overview of Texts ), but also how effectively students have integrated or elaborated on the diverse
funds of knowledge (Gonzalez, Moll & Amanti, 2005 as cited in Luke, Woods & Dooley, 2011),
shared between members within the context of group learning.
The collaborative tasks outlined in the unit (refer to sections in red), provide opportunities for all
members to demonstrate their individual understanding as well as their understanding of how the
group has collaboratively arrived at a shared focus. To avoid the common dilemma often
encountered in group scenarios, where the responsibility of writing (and thinking) falls on one
member who often does a disproportionate amount of the overall task, each member of the group is
given a pen of a different color and instructed to sign their names accordingly.
The teacher is expected to circulate amongst groups and monitor discussions as part of the
assessment and provide extra support for students who are experiencing difficulties expressing their
ideas. In addition, information gathered from peer assessment will provide information to evaluate
the level of participation of groups members (Fisher, Rothenberg, & Frey, 2008).

Summative assessment will evaluate students knowledge and understanding in relation to:

Thematic connections
Literary connections
Text to world/text
Group roles
Application of key concepts

(Refer to appendix 2.1 for rubric)

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Overview of Texts

Genre Purpose Text Features & Structure Language Features

Novel: A Long Walk to Water by Linda Sue Park To provide a context for students to explore 18 Chapters/122 pages Figurative
Based on the true story of Salva Dut, A Long Walk literature and world events Visual Motifs (Chapter language/Personification
to Water recounts his perilous journey from war- Make connections (Text-to-Self/Text/World) division) Juxtaposition
torn Sudan, across time through Northeast Africa through the unit focus Culture and Belonging Duel Narrative Symbolism/ Metaphor
before finding peace and refuge in the U.S.A. Each Third person point of view (Journey)
chapter opens on a snapshot of village life in the Analytical Images: Area Cadence (Rhythmic
aftermath of the civil war, where 11-year- old Nya, map of Africa with scale language sequences)
walks for several hours each day to collect water and key Onomatopoeia
from the village pond to bring back to her family. Historical context Imagery
The duel narratives reveal commonalities between Includes letter from Salva
the two perspectives, whose lives are inexplicably Dut
linked through war, survival and their hope for a
better future.
YouTube Video: God grew tired of us, director To provide a catalyst for discussion about: Documentary and news Dinka dialect
Christopher Quinn Challenges for new arrivals to a country. footage (Sudan & USA) English sub-titles
Short clip from documentary following the lives of Identify similarities and between texts by exploring Interviews with
Sudanese refugees (Lost boys), capturing their cultural, social values and beliefs Sudanese refugees
joy and struggles as they begin to resettle and Comprehension strategies to explore Juxtaposition of life in
adjust to their new life in USA (5:12 minutes) similarities/differences between the events Western countries (USA)
https://www.youtube.com/watch?v=zwqlr3leRvg described in A Long Walk to Water and non- and Refugee camps
fictional accounts of the same events. (Kenya)

Graphic Novel: The Arrival by Shaun Tan To provide a catalyst for discussion about: Wordlessness Visual language
Tells the story of a man who leaves his home and Thematic Connections Photo album motif Personification
family in search of peace and refuge in a foreign Identify similarities in language features. Comic book style Metaphor
land. His struggles to find a place and a sense of Challenges for new arrivals to a country features Symbolism
meaning in his new existence are conveyed Identify similarities and differences between texts Monochrome/Sepia Surrealism
through surreal and painstakingly detailed by exploring cultural, social values and beliefs colours
illustrations. Comprehension strategies to explore
similarities/differences between the events
described in A Long Walk to Water and fictional
accounts of similar events.

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Week 1

Session focus Resources e.g. Specific learning Whole class Focus Independent or teacher lead Sharing group
intention/s: groups (feedback)

Session 1 (30 mins) Text Students will Unit Overview Discuss focus question and record
Text-to-World A Long Walk to understand Working group structure individual responses on A3 size
Water by Linda Sue assessment Define roles Text to.Y chart (refer to
Literature Park expectations in Learning focus appendix 1)
Literature and relation to their Learning Strategy
context role and Learning Intentions
Identify aspects of responsibilities
literary texts that Assessment Overview
convey details or Describe assessment
information about Outline Responsibilities
particular social, Ask students to provide
cultural and input/feedback*
historical contexts
(VCELT313) Activity Overview

Provide activity instructions
Literacy
Outline focus questions for
Clarify
group activity
understanding of

content as it
Focus Questions
unfolds in formal

and informal
What connections can you make
situations,
between Text-to-
connecting ideas to
Self/Text/World/?
students own

experiences, and
*Record student responses on
present and justify a
whiteboard
point of view or

recount an

experience using
interaction skills
(VCELY337)

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 Session 2 (45min) Text Students will be Activity Overview Groups discuss similarities Group
Text-to-Text/World A Long Walk to able to make Provide activity instructions identified between cultures reporter
Water by Linda Sue connections Outline focus questions Refer to text (chapters 1-5) provides brief
Literature Park between the text Present information in a Venn summary of
Literature and and the theme Discussion Points/Prompts: diagram where one circle groups work
context Supplemental Text (Culture and Why did the Lost boys find it represents Dinka culture, one to the class
Identify aspects of God grew tired of Belonging) and difficult adjusting to life in the circle represents group
literary texts that us directed by demonstrate their U.S.A?* members culture and the
convey details or Christopher Quinn thinking using What would have made middle represents similarities
information about cooperative settlement easier for The Lost between the two (Kids give,
particular social, learning strategies Boys* 2016).
cultural and Compose paragraph about the
historical contexts *Draw T chart and record answers aspects of culture that Salva
(VCELT313) on whiteboard lost as a refugee
Complete peer assessment
Literacy Focus Question (Group activity) form*
Interacting with How is Dinka culture similar
others /different to Australian culture
Clarify (from perspective of group
understanding of members)?
content as it
unfolds in formal
and informal
situations,
connecting ideas to
students own
experiences, and
present and justify a
point of view or
recount an
experience using
interaction skills
(VCELY337)

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 Session 3: (45 m) Text Students will be Activity Overview Working Groups Group
Text-to-Text/World A Long Walk to able to make Provide activity instructions Discuss focus question reporter
Water by Linda Sue connections Outline focus questions Use concept webs to explore presents
Literature Park between the text common links between the groups
Literature and and the theme Focus Questions unit focus of Culture and connections to
context Supplemental Text (Culture and How do A Long Walk to Water Belonging and The Arrival the class at
Identify aspects of The Arrival by Shaun Belonging) and and The Arrival connect with e.g. Family, alienation, the end of
literary texts that Tan demonstrate their the unit focus Culture and refugee/migrant experience activity
convey details or thinking using belonging? etc. (see appendix 1.1)
information about cooperative Identify common themes Compose short paragraph
particular social, learning strategies running through both texts describing how this relates to
cultural and A Long Walk to Water
historical contexts Students will be Complete peer assessment
(VCELT313) able to apply form*
comprehension
and cooperative
Literacy learning strategies
Literacy identify thematic
Interacting with connections
others between texts e.g.
Clarify Family, war,
understanding of refugees, water
content as it etc.
unfolds in formal
and informal
situations,
connecting ideas to
students own
experiences, and
present and justify a
point of view or
recount an
experience using
interaction skills
(VCELY337)

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Week 2

Session focus Resources Specific learning Whole class focus Independent or teacher lead groups Sharing group
intention/s: (feedback)
Session 1: (1 hour) Text Students will be Activity Overview Discuss focus question Group
Text-to-Text/World A Long Walk to able to make Provide activity instructions Read The Arrival and compare reporter
Water by Linda Sue connections Outline focus questions the way the two authors have provides
Literature Park between the text used the the notion of a brief
Literature and context and the theme Focus Questions journey to convey a metaphor summary of
Identify aspects of Supplemental Text (Culture and In literature a journey usually has Use placemat round robin groups work
literary texts that The Arrival by Belonging) and symbolic significance, what is the strategy, where each group to the class
convey details or Shaun Tan demonstrate their literal and figurative meaning of member writes their ideas in the
information about thinking using Nayas journey? How did Nayas outer spaces of the placemat
particular social, cooperative character change by the end of and the common points are
cultural and historical learning strategies the story (Vaughn Zimmer, 2013). recorded in the center circle
contexts (VCELT313) (DEST, 2002)
Students will Write short paragraph in
Literacy extend their response to focus question
Literacy understanding Complete peer assessment
Interacting with beyond the literal form*
others text to identify
Clarify understanding examples of
of content as it figurative language
unfolds in formal and
informal situations,
connecting ideas to Students will be
students own able to make
experiences, and comparisons
present and justify a between texts and
point of view or identify similarities
recount an experience between Language
using interaction skills features e.g.
(VCELY337) symbolism,
metaphor and
personification.


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Session 2: (1 hour) Text: A Long Walk Students will be Discussion Points/Prompts Students select one of the Group
Text-to-Text to Water by Linda able to make events (described in A Long reporter
Sue Park connections Discuss (as a class) examples of Walk to Water) that shaped the provides brief
Literature between the text how both authors have used Salvas identity (e.g. the civil summary of
Literature and context Supplemental Text and the theme figurative language and its effect war, his experiences in the groups work
Identify aspects of The Arrival by (Culture and on the reader desert, tribal heritage). to the class
literary texts that Shaun Tan Belonging) and Construct an example of
convey details or demonstrate their Activity Overview figurative language to describe
information about thinking using Provide activity instructions and illustrate the event. Define
particular social, cooperative Outline focus questions and justify the language (literary
cultural and historical learning strategies device) chosen
contexts (VCELT313) Focus Questions
Students will Complete peer assessment
Literacy extend their How do authors (Park & Tan) use form*
Literacy understanding figurative language to convey a
Interacting with beyond the literal feeling or create a sense of
others text to identify atmosphere?
Clarify understanding examples of How do culture and belonging
of content as it figurative language shape identity?
unfolds in formal and
informal situations, Students will be
connecting ideas to able to make
students own comparisons
experiences, and between texts and
present and justify a identify similarities
point of view or between Language
recount an experience features e.g.
using interaction skills symbolism,
(VCELY337) metaphor,
personification etc.

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References
Australian Government Department of Education Science and Training. (2002). MyRead Home. Retrieved from http://www.myread.org
Draper, D. (2010). Comprehension Stratagies: Making connections. Department of Education and Childhood Development South Australia. Retrieved from
http://www.robeson.k12.nc.us/cms/lib6/NC01000307/Centricity/Domain/3916/Making%20Connections.pdf
Fehring, H. (2005). Critical, analytical and reflective literacy assessment: Reconstructing practice. Australian Journal of Language and Literacy, 28(2), 95-113.
Fisher, D., Rothenberg, C., & Frey, N. (2008). Chapter 5. Procedures for classroom talk. In Content-area conversations: How to plan discussion-based lessons
for diverse language learners. Retrieved from http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx
Department of Education WA. (2013). Chapter 1 use of texts. In First steps: Reading resource book (p. 25). Western Australia: Government of Western
Australia.
Ludwig, C. (2003, February). Making sense of literacy. Newsletter of the Australian Literacy Educators Association.
Luke, Woods, & Dooley, (2011) Comprehension as social and intellectual practice: rebuilding curriculum in low socioeconomic and cultural minority schools.
Theory into Practice, 50, pp. 157-164.
Nicholson-Thomson, K. M. (2011). Reading the visual: The role of picturebooks in facilitating young adult literacy (Master's thesis, University of British
Columbia). Retrieved from https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0072304
Victorian Curriculum and Assessment Authority (VCAA) (2016). The Victorian Curriculum F -10 English.
Retrieved form http://victoriancurriculum.vcaa.vic.edu.au/Print
Vaughn Zimmer, T. (2013). A discussion guide to a long walk to water. New York, NY: Clarion Books. Retrieved from
https://www.mackin.com/cms/uploads/eMackin/eMackin_LindaSueParkResources.pdf
Texts
Park, L. S. (2010). A long walk to water (6th ed.). St Lucia, Queensland: University of Queensland Press.
Quinn, C. D. (Director). (2006). God grew tired of us [Motion picture]. USA: Newmarket Films. Retrieved from:
https://www.youtube.com/watch?v=zwqlr3leRvg
Tan, S. (2006). The arrival. South Melbourne, Vic: Lothian Books.

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Appendix 1.

Appendix 1.0

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Appendix 1.1

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 Appendix 2.

Appendix 2.0

Rubric: Peer Assessment


Your Name (Peer assessment of) a.) Facilitator b.) Translator c.) Reporter

0 points 1 point 2 points 3 points

Helping

Speaking and Listening

Participation

Respect

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Appendix 2.1


Rubric: Summative Assessment

Assessment Rubric

Making Connections No evidence to support Some evidence to support Evidence to support Evidence to support high level
understanding basic understanding Understanding of understanding
(0) (1) (2) (3)
Student can make associations
across prescribed texts to make
thematic connections
Student can make associations
across prescribed texts to make
literary connections
Student can make associations
across prescribed texts to make
text-to-world/text connections
Student has understood
responsibilities of their role in
relation to group activities
Student understands and can
apply learning of key concepts
to tasks in relation to their role

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