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Text: Refugees Author: David Miller Year: 5/6 School: __________

Frontloading Explicit Teaching Multimodal


Prior to reading
Create a KWL (Know, Want to
Know and Learn) chart to
demonstrate their prior knowledge
on the topic of refugees and asylum
seekers.
This activity demonstrates the AusVELS
level 6 standard that students:
ACELY1709
ACELT1613
(AusVELS, 2013)
This will be an ongoing assessment
throughout the unit and guide the
planning and teaching for the rest of the
unit.
Introduction.
In this lesson students will be focusing text-participant
practices present in Refugees.
The teacher will begin by explaining the difference
between literal and implied meanings. In the
introduction the teacher will need to ensure that
students understand that they are looking at what they
believe and that they will need to draw upon their
prior knowledge to assist them.
Elaboration
The teacher will model the text-participation practices.
The teacher will put a table on the board and using
specific sentences from the book, will model (with
class participation) the implied meaning of these
sentences.
Practice
Students will then put their skills, knowledge and use
of aspects to literacy to practice by completing their
This activity will involve students
working in small groups. The students
will use the stories they developed
about the journey of a human refugee
and present this as a role play.
The role play will be presented to the
class and be marked by the teacher
according to an assessment rubric
Students will be assessed on their
participation, presentation, evidence of
research and creativity.
The aim of this activity is to
incorporate different text languages
into the curriculum and allow students
the opportunity to work in different
mediums. It also aims to synthesize
different subject areas and incorporate
these into illiteracies.
own meanings table. Using a sentence from each page
of the book students will consolidate their prior
knowledge and information they learnt during
frontloading activities to make connections between
the text and real life situations.
Review
Students will look at the ways in which David Millers
portrayals of two ducks experiences were similar to
those of human refugees. Using their implied meaning
tables students will in small groups develop a short
story in a similar format to Millers depicting a human
refugees story.
This final task will be used in the multimodal
sequence as an assessment of learning.
This activity relates to the level 6
AusVELS standards:
ACELY1816
ACELY1710


Continuing on from the discussion
generated from the KWL chart the
students will watch the ABC Splash clip
Cambodian Refugees.
After viewing the clip the teacher will
facilitate a discussion of some of the
more sensitive issues students will be
studying.
Introduction
This lesson will focus on anlaysing texts and the
strategies which authors use to persuade a reader to
their point of view. David Millers Refugees is perfect
for this lesson due to its use of emotive and
descriptive words as well as the implied meaning
behind its story which students examined in the
previous activity.
In this task students will be required to
present an interpretation of the book in
a different form to how it was
originally presented. This can be done
in any mode they desire for example, a
PowerPoint, animation, newspaper
report or diary. Students will be marked
according to a rubric (see appendix 4)
A second viewing of the clip will have
students look for techniques and
strategies that are used in the clip e.g.
emotive language, music, personal
narratives, black and white etc.
This activity relates to the AusVELS
level 6 standards which state that
students: compare texts including media
texts that represent ideas and events in
different ways, explaining the effects of
the different approaches (AusVELS,
2013)

http://splash.abc.net.au/media/-
/m/153804/cambodian-
refugees?source=search
Elaboration
As a class the students will brainstorm highly
descriptive and emotive words that could be used by
author to persuade a reader. These words will be
categorized into positive or negative emotive
language.
Practice
Using the brainstormed words as a guide, students will
each read a newspaper article and highlight the
descriptive/emotive language which was used by the
author.
Having practiced on newspaper articles, students will
then take the text Refugees and create a list of emotive
language examples used in the book.
Review
Students will construct one statement describing
David Millers opinion in Refugees and the language
features he utilized to portray his opinion.
This final statement will be used as assessment of
learning.
and will be given multiple lessons to
complete the task.
Upon completion, the students will
present their assignment in an oral form
to the class and afterwards complete a
self assessment task.
This task relates to the AusVELS level
6 learning standards:
ACELY1816
ACELY1710

In order to provide students with some
information on the topic of refugees

prior to reading the text students will be
given the opportunity to explore the
following websites.
The United Nations Refugee
Agency- http://www.unhcr.org/
International Rescue Committee-
http://www.theirc.org
Refugee International-
http://www.refintl.org
Students will be encouraged to take
notes regarding the information they
discover and hold discussions with their
teacher and classmates.
This activity relates to both the
previously stated level 6 AusVELS
standards and ACELY1729

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