Understanding by Design Unit Template
Title of Unit / Big Idea Media: Tomorrow When the War Began by John
Marsdan
Curriculum Area English
Developed By Dylan Graefe
Identify Desired Results (Stage 1)
Content Descriptions
Year 7
 Understand the way language evolves to
reflect a changing world, particularly in
response to the use of new technology
for presenting texts and communicating
(ACELA1528).
 Understand that the coherence of more
complex texts relies on devices that
signal text structure and guide readers,
for example overviews, initial and
concluding paragraphs and topic
sentences, indexes or site maps or
Year
Time Frame
Year 8
Language
 Analyse how the text structures
and language features of persuasive
texts, including media texts, vary
according to the medium and mode of
communication (ACELA1543).
 Understand how to apply learned
knowledge consistently in order to spell
accurately and to learn new words
including nominalisations (ACELA1549).
7/8/9 class, advanced class, some behavioural
issues. Students have read Tomorrow When the
War Began by John Marsden and have viewed TV
series of the same name directed by Brendan
Maher (2016).
4 Weeks, 3 x 50 minute lessons per week, 1 x 100
minute lesson (first lesson of week)
Year 9
 Understand that authors innovate
with text structures and language for
specific purposes and
effects (ACELA1553).
 Understand how punctuation is used
along with layout and font variations in
constructing texts for different audiences
and purposes (ACELA1556).
 breadcrumb trails for online
texts (ACELA1763).
 Compare the ways that language and
images are used to create character,
and to influence emotions and opinions
in different types of texts (ACELT1621).
 Discuss aspects of texts, for example
their aesthetic and social value, using
relevant and appropriate metalanguage
(ACELT1803).
 Experiment with text structures and
language features and their effects in
creating literary texts, for example, using
rhythm, sound effects, monologue,
layout, navigation and
colour (ACELT1805).
 Analyse and explain the effect of
technological innovations on texts,
particularly media texts (ACELY1765).
 Analyse and explain the ways
text structures and language features
shape meaning and vary according
to audience and purpose (ACELY1721).
Literature
 Understand and explain how
combinations of words and images in
texts are used to represent particular
groups in society, and how texts position
readers in relation to those
groups (ACELT1628).
 Create literary texts that draw upon
text structures and language features of
other texts for particular purposes and
effects (ACELT1632).
Literacy
 Use interaction skills for identified
purposes, using voice and language
conventions to suit different situations,
selecting vocabulary, modulating
voice and using elements such as
music, images and sound for specific
effects (ACELY1808).
 Analyse text structures and language
features of literary texts, and make
relevant comparisons with other texts
(ACELT1772).
 Experiment with the ways that language
features, image and sound can be
adapted in literary texts, for example the
effects of stereotypical characters and
settings, the playfulness of humour
and pun and the use of hyperlink
(ACELT1638).
 Analyse how the construction and
interpretation of texts, including media
texts, can be influenced by cultural
perspectives and other
texts (ACELY1739).
 Listen to spoken texts constructed for
different purposes, for example to
entertain and to persuade, and analyse
  Plan, draft and publish imaginative,
informative and persuasive texts,
selecting aspects of subject matter and
particular language, visual, and audio
features to convey information and
ideas (ACELY1725).
 Use a range of software,
including word processing programs, to
confidently create, edit and publish
written and multimodal
texts (ACELY1728).
Achievement Standards
Receptive Modes (listening, reading and viewing)
Year 7
 Explore and explain the ways authors
combine different modes and media in
creating texts, and the impact of these
choices on the viewer/listener
(ACELY1735).
 Use a range of software,
including word processing programs,
to create, edit and publish texts
imaginatively (ACELY1738).
Year 8
how language features of these texts
position listeners to respond in particular
ways (ACELY1740).
 Interpret, analyse and evaluate how
different perspectives of issue, event,
situation, individuals or groups are
constructed to serve specific purposes in
texts (ACELY1742).
 Use comprehension strategies to
interpret and analyse texts, comparing
and evaluating representations of an
event, issue, situation or character in
different texts (ACELY1744).
 Explore and explain the combinations of
language and visual choices that
authors make to present information,
opinions and perspectives in different
texts (ACELY1745).
 Use a range of software,
including word processing programs,
flexibly and imaginatively to publish texts
(ACELY1748).
Year 9
  Understand how text structures influence
the complexity of a text.
 Understand how text structures are
dependent on audience, purpose and
context.
 Understand how the choice of language
features, images and vocabulary affects
meaning.
 Understand how selection of text
structures is influenced by the selections
of language mode and how this varies
for different purposes and audiences.
 Explain how language features, images
and vocabulary are used to represent
different ideas and issues.
 Analyse the ways that text structures
can be manipulated for effect.
 Analyse and explain how images,
vocabulary choices and language
features distinguish the work of
individual authors.

Productive Modes (speaking, writing, creating)

Year 7 Year 8 Year 9

 Understand how the selections of
language features influences an
audience.
 Create structured and coherent texts for a
variety of purposes and audiences.
 Demonstrate understanding of grammar.
 Use a variety of specialised vocabulary.
 Use accurate spelling and punctuation.
 Understand how the selection of language
features can be used for particular
purposes and effects.
 Explain effectiveness of language choices
they use to influence an audience.
 Create and edit texts to create specific
effects, taking into account purpose and
audience.
 Demonstrate understanding of grammar.
 Select vocabulary for effect.
 Use accurate spelling and punctuation.
 Understand how to use a variety of
language features to create different
levels of meaning.
 In creating texts, students demonstrate
how manipulating language features and
images can create innovative texts.
 Edit for effect, selecting vocabulary and
grammar that contribute to the precision
and persuasiveness of texts and using
accurate spelling and punctuation.

General Capabilities Cross-curriculum Priorities

Literacy – students will need to understand literacy concepts and utilise Aboriginal and Torres Strait Islander Histories and Cultures
them to complete the final assignment. Asia and Australia’s Engagement with Asia
ICT Capability – students will use computers to complete their task. Sustainability
Critical and Creative Thinking – students are required to write a creative Students will be studying news articles from different sources and media
piece, thus they will need creative thinking. modes, some of which may fall into the three categories listed.

Knowledge Skills
Students will know… Students will be able to…
 The metalanguage of media  Identify different forms of media
 The different forms of media commonly found in Australia  Identify different components of individual media
 How media gains the attention of viewers  Create a piece of media

Assessment Evidence (Stage 2)

Performance Task Description
Students are to create a media text which shows life in Australia 25 years after the invasion written about in Tomorrow When
Creative writing task the War Began. Additionally, they will have to discuss the life of the main characters from the story. Students may focus on
one or more of the main characters, however they must all be referred to in some way.

Other Evidence
Group task – analyse and dissect a media article and present it on a poster.
Formative draft of final assignment.

Learning Plan (Stage 3)

Week 1 1. Finish previous task
Introduce lesson structure 2. The first lesson will be spent introducing the lesson structure to the students for the
Introduce media next three weeks. Each student should be given a calendar outlining each lesson’s
Teach TV new report, newspaper article, feature content. Following this, the newspaper article shall be introduced and taught. Use the
article. pyramid formation.
Notes: 3. The second lesson shall cover feature magazine articles and tv report.
 Have examples of each media taught 4. No class
 Have class outline for each student
 Students to create comparative tables
  Use gradual release to teach
o Prior knowledge
o I do
o We do
o You do
Week 2 1. Online media + Venn diagrams. Introduce assessment piece and begin work on it.
Venn diagrams – take from comparative tables 2. Assessment piece work.
Summative task – introduction 3. Assessment piece work.
Plans due last lesson of the week 4. Assessment piece work/reading task, depending on how quickly students work. A draft
is due at the end of class.
Week 3 1. Hand back drafts, students begin correcting them.
Hand back drafts, students to continue work on 2. Finish assignment, due at end of class.
assignment 3. Students may present assignments if they wish. Media as advertising to finish the
Assignments due lesson.
Introduce media as advertisements 4. Reading task.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)