Katherine Moore
Student ID: 00272370T
Assignment 3: Unit Plan
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Contents
1.Unit Planning Chart
2.Unit Overview
3.Unit Plan
4.References
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
1.Unit-Planning Chart: Steps for Subject-Specific, Middle Years Literacy
Subject/goal: Year 7 History
Step 1: Identify unit texts
What texts will students be accessing when listening, reading
What are the features
or viewing?
of these texts that
students will need to
understand?
Books:

Maps
Asselin, K.C. (2012). Pharaohs and dynasties of ancient

Labels

Captions

Charts

Heading

Subheadings

Glossaries

Enlargements/
egypt. Fact Finders. Minnesota.
Banks, G. (2007). Egypt: ancient civilizations. National
geographic. Australia.
Hibbert, C. (2005). Rich and poor in ancient egypt. Franklin
and Watts. London.
Macaulay, D. (1975) Pyramid. Sandpiper Houghton Mifflin
Books.
magnification
Smith, M. (2010). Navigators: ancient egypt. Kingfisher.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
London.

Contents and
index pages

Difference
between a photo
and a painting

Cross sections

Aerial views
https://www.pbs.org/empires/egypt/newkingdom/hatshepsut.ht

Maps
ml

Labels
https://www.ancient.eu/punt/

Captions
https://www.pbs.org/empires/egypt/special/lifeas/priest.html

Heading
https://www.pbs.org/empires/egypt/special/lifeas/index.html

Subheadings

Site authenticity

Cross sections

Aerial views

Navigating using
Digital:
a menu

How to use
search functions

How to take
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
notes from video
clips

How to gain
information from
texts in a
narrative format
Step 2: Identify texts students will produce/design
What texts will students produce when
What are the features of these texts that
speaking, writing/designing and
students will need to understand?
presenting?
Charts
Labels
Using appropriate graphics to inform
Layout of a pyramid chart
Voki (a program that uses an avatar to
Features of a first-person informational
present pre imputed information into a
text
digital format)
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Description of displays (captions)
How to create information dense
sentences.
Graphic organizers
Labels
Graphic organization layouts
Signal words
Labelled diagrams
Labels
Enlargement/magnification
Cross sections
Aerial views
Step 3: Identify the subject and text specific vocabulary and terminology
What vocabulary and terminology will be explored and specifically taught?
Ancient
Archaeologist
Hieroglyph
Excavation
Mummification
Pharaoh
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Papyrus
Regent
Civilization
Agriculture
BC and BCE
AD and CE
Circa (cir)
Step 4: Identify language usage
What language functions and patterns of usage will need to be explored and explicitly
taught to support reading, writing/designing and viewing?
Using signal words to identify different types of text structure.
Description words, such as: for example, for instance, specifically, in particular, in
addition.
Cause and effect words, such as: consequently, therefore, as a result, thereby, leads
to.
How to take relevant notes and how those notes can be ordered using graphic
organizers.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Learn subject specific vocabulary.
Step 5: Identify processes need to learn the subject specific literacy
What processes do students need to engage in to learn literacy?
Critical analysis of texts to identify useful facts.
Deconstructing and analyzing text structure, and grammar.
Exploring and using subject specific vocabulary.
Transforming texts into graphical formats.
Gaining meaning from media texts such as, video clips.
Analyse and gain meaning from primary sources.
Creating information dense texts.
Step 6: Identify processes need to demonstrate literacy learning
What literacy practices and strategies do students need to use to demonstrate their
learning?
Create and answer questions.
Navigating websites, such as menu bars, following links, finding links, using the
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
search bar.
Comprehending subject specific vocabulary.
Identify unknown vocabulary and engage in processes to gain meaning for these
words.
Understand what is a reliable source of evidence and evidence can be viewed from
different perspectives.
Identify different types of text structures using signaling words and match those
structures with the appropriate graphic organizers.
Step 7: Identify social and cultural understandings
What social and cultural understandings in the texts need to be explicitly taught?
When exploring the life of Hatshepsut students need to understand the role of women
in Egypt, how rulers succeed and why Hatshepsut made the choices she did.
Understand the difference between the social classes.
Explore how religion affects society and how that was reflected through Egyptian
people’s actions.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Step 8: Identify other possible cultural and social viewpoints
What opportunities are there to construct and critically analyse different social and
cultural viewpoints?
As outlined in step 7, there are several opportunities to explore different view points in
Egyptian society, such as the acrimony between Hatshepsut and Thutmose III or the
different social structures in Egyptian society. There is an opportunity to explore the
purpose and intent of the author in writing the text, for example the text ‘The Rich and
Poor in Ancient Egypt’ states that the purpose of the text is to compare and contrast
the experiences of different levels of society in Egyptian times.
There is an opportunity to explore different theories or interpretations of the same
fact, for example it is said that Thutmose III was enraged at Hatshepsut during her life
and once dead had all mention of her struck from the record, the question could be
asked that could his actions be interoperated in a different way.
2.Unit overview:
This unit plan has been created using the backwards by design planning format as
described by McTighe and Thomas (2003). This was the first time that the author had
explored the backwards by design theory in its intended format. Previously, the author
had been instructed to plan using overarching concepts and then focus on achievement
standards without considering the content descriptors. The author decided to use the
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
planning format as intended by McTighe and Thomas (2003) and described by McTighe
in ‘Introduction to understanding by design’ (Laureate Education, 2014). The author
found that this intended format was systematic and created a cohesive approach
towards planning. However, the author would be more inclined to use the plan as
suggested by Childre, Sands, and Pope (2009), which includes elements that allow for
inclusivity and differentiation for specific students.
The author understands that the backwards by design approach can be seen as
restrictive as it does not allow for incidental teaching moments or student directed
learning, as all areas of the plan have been thought out before the implementation of
the unit. Nevertheless, the Australian Curriculum (ACARA, 2014) is often referred to as
overfull and backwards by design allows for a systematic approach that supports the
educators in covering all content.
This unit plan has been designed on the Year 7 History content, in relation to Ancient
Egypt. The established goals were taken from the level description, and the essential
questions included were also highlighted in the level description. The content
descriptors were used to develop the knowledge that the students should gain from this
unit plan, and is found in the ‘students will know’ section of the plan..
This plan was designed to be used with year 7 students for whom English as an
additional language or dialect (EALD). Schleppegrell, Greer, and Taylor, (2008) use
chunking to analyze the construction and grammar used in these texts. This strategy
has been used in the unit plan only in relation to the examination of plaques used to
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
describe artifacts. This is because the students will be expected to create a plaque and
a ‘spoken plaque’ in relation to the artifacts they created. Descriptions can be a fact
dense text that uses specific grammatical element and creating one requires specific
skills.
Many of the other strategies highlighted in the unit plan are based on the test structure
strategies as described by Schleppegrell, Greer, and Taylor (2008) and Wijekumar and
Beerwinkle (2018). These strategies support the students in looking for signal words
which allows them to identify the type of text structure and therefore be able to take
notes in appropriate graphic organizers. These strategies support the students in recall
and comprehension of facts (Schleppegrell, Greer, and Taylor, 2008; Wijekumar and
Beerwinkle. 2018.).
Throughout the unit the students build a word wall and focus on vocabulary. Courcy,
Dooley, Jackson, Miller, and Rushton (2012) believe that students from an EALD
background must have a focus on vocabulary, as they can not comprehend a text if they
don’t understand the words. Students from an EALD background can be 5-7 years
behind in academic language. The author has chosen to build a word wall over the unit
as it allows for a formative assessment of vocabulary knowledge over the entire unit.
This activity will allow the educator to assess what words the students do not know, how
many of those students are struggling with those words and if they are gaining meaning
from the activity, ie. are the same word being highlighted as unknown multiple times? If
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
this is the case then the educator can take steps to implement extra vocabulary
activities for those specific words.
The tasks would be differentiated for students; however, differentiation is dependent on
the needs of the students. No differentiation has been mentioned in the unit plan, as the
plan is not aimed at a particular cohort, therefore the needs are unidentifiable.
3.Unit Plan
Stage 1- Desired results
Established goals (ACARA. 2014):

The study of the ancient world includes the discoveries (the remains of the past
and what we know) and the mysteries (what we do not know) about this period of
history, in a range of societies in places including Australia, Egypt, Greece,
Rome, India and China.

Develop historical understanding through key concepts, including evidence,
continuity and change, cause and effect, perspectives, empathy,
significance and contestability.
Understandings
Essential questions (ACARA, 2014):
Students will understand that…


How do we know about the ancient
past?
The ancient past is discovered

Why and where did the earliest
through archeological exploration
societies develop?

Societies and cultures are

What emerged as the defining
developed to support human needs
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
eg. Egypt was settled on the Nile for
agricultural and religious reasons.
characteristics of ancient societies?

What have been the legacies of
ancient societies?
Students will know

The importance of the River Nile to
Students will be able to

Egyptian society (ACDSEH002).

variety of texts.
Create a graphic representation of

Make connections between texts.
the social structure of Egyptian

Create texts that indicate their
society (ACDSEH032).

Decode and gain meaning from a
Investigate significant beliefs
understanding of learning.

Take notes from information texts.
associated with death and funerary
customs (for example, belief in an
afterlife) and practices (for example,
burial in tombs and techniques of
mummification) (ACDSEH033).

Explain the nature of contact with
other societies (for example, trade
with Cyprus, Crete and Greece);
and conflict (for example, the Battle
of Kadesh in the New Kingdom that
concluded with Ramses II’s peace
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
treaty with the Hittites)
(ACDSEH034).

Examine the historical context, early
life and achievements of a
significant historical figure from
ancient Egypt, and how they were
perceived by their contemporaries
(ACDSEH129).
Stage 2- assessment evidence
Performance tasks
Other evidence
Summative:
While the summative task reflects the
The students will be asked to recreate a
students learning in one specific area of
display that would be seen in a museum
Egyptian society, they must show
stylemexhibit on ancient Egypt. This task
evidence of learning in other areas through
should focus on one area of ancient
formative assessments. These will include:
Egyptian life. The display could focus on,

A chart of Egyptian social structure
agriculture, the structure of Egyptian

Graphic organizers
society, the tools of method of a priest, a

Drawings of artifacts or tools
significant Egyptian person or interactions

Short reports on specific topics
with other countries or expansion of Egypt.
This display must include:

A recreation of an Egyptian artifact.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
 A plaque with a description of the
item.
 A QR code that links to a Voki
explaining the importance of the
item.
 Any timelines, maps, charts or
graphs that explain where, when,
why, what and who the article
belonged to.
The students will create an Egyptian
exhibit in the classroom to be shared with
other students. During this time students
must be available to answer questions
about their displays.
Stage 3- learning plan
Learning activities
Activity 1
What is ancient?
The students brainstorm and as a class create a meaning for the word ancient. This
meaning is then compared to a dictionary meaning and the meaning highlighted in
ACARA (2014), which is a time period from approximately 60 000 BC (BCE) – c.650 AD
(CE).
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
This activity will culminate with a quick Kahoots called ‘Is this ancient?’. The students
would be presented with a variety of images of artifacts from across history. They would
then have to select yes or no to identify if they thought it was ancient.
To reinforce the concept of ancient timeline, the student will pace out a timeline in the
yard, where every step in 1000 years. Each student will represent one point on the
timeline. This will reinforce the concept od ancient in relation to today.
The students will then be given a set of terms and meanings on laminated cards. In
pairs the students have to negotiate and match the meaning to the term. Once all
students have completed this task the answers will be projected on the board. These
terms will include BC, BCE, CE, AD and Circa.
All terms will be placed on the word wall.
Activity 2
Where does it come from?
As the students entered the class, they would receive a picture of an artifact.
They would then identify if they thought the artifact was from Greece, Rome, Egypt,
India and China and why. As their image was projected on the whiteboard the student
would stand up and say which society, they thought the artifact was from and why they
thought that. The other students would have to listen to their reasoning and then make a
decision for themselves. This would be recorded on a record sheet. Once all the images
had been projected the answers would be displayed and the students would compare
the answers to their own responses.
The students would then sort the cards into groups by origin. They would then discuss
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
similarities and differences between the articles.
Activity 3
The story of Hatshepsut
The students will be introduced to cause and effect graphic organizers and signal
words.
Students will receive a copy of the pages the PBS Hatshepsut web page.
(https://www.pbs.org/empires/egypt/newkingdom/hatshepsut.html) This text explore
cause and effect, as it is describes the conditions of Hatshepsut’s reign and why she
made the decisions she did. The students will use a cause and effect graphic organizer
to record information from the website. As a class the students will watch two small clips
highlighted at the bottom of the webpage. The class will engage in a discussion about
the information presented in the clips and how it relates to the information gained from
the reading. Any pertinent information will be recorded onto the graphic organizer.
The students will be offered time to research Hatshepsut on their own using the internet
and other books of ancient Egypt. They will highlight signal words found in the text and
record the information in an appropriate graphic organizer.
During this activity students will be asked to write words that they don’t know on a sticky
note and these notes will be stuck on the blackboard. At the end of the lesson they will
be asked to take a note from the board and find the meaning in a glossary or using a
dictionary. They will write the meaning of the word on the note and these notes will be
added to the word wall.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Activity 4
Where is Punt?
Part of Hatshepsut’s plan involved sending her stepson to an expedition to Punt. On the
whiteboard the web page https://www.ancient.eu/punt/ will be displayed. The students
will receive a copy of the map from https://www.ancient.eu/punt/ describing where Punt
is located. They will be expected to mark down on a map of the word where it is located
today.
Students will receive a copy of the page from the “Ancient Egypt” book describing trade
partners. They will navigate to https://www.ancient.eu/punt/ and search for other
countries they trade with, these will be marked down on their maps.
During this activity students will be asked to write words that they don’t know on a sticky
note and these notes will be stuck on the blackboard. At the end of the lesson they will
be asked to take a note from the board and find the meaning in a glossary or using a
dictionary. They will write the meaning of the word on the note and these notes will be
added to the word wall.
Activity 5
How did they trade?
The students will be asked to hypothesize how the Egyptian’s received their trade
goods. They will work in small groups and record all their hypothesis. The record sheets
will then be collected and put to one side.
Students will be introduced to description texts using the Egypt: Ancient Civilizations’
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
book as an example, signal words will be highlighted. Each student will receive a copy
of the text and will read pages 8-10. Students will record their learning on a graphic
organizer suitable for descriptions. As a class we will unpack and record our learning
from these pages.
While the Nile was used for trade there are several other reasons highlighted in the
book, one of them being farming. Once the students have unpacked the information,
they will be asked to find information on farming independently and create labelled
drawings of farming tools or practices.
During this activity students will be asked to write words that they don’t know on a sticky
note and these notes will be stuck on the blackboard. At the end of the lesson they will
be asked to take a note from the board and find the meaning in a glossary or using a
dictionary. They will write the meaning of the word on the note and these notes will be
added to the word wall.
Activity 6
Pyramids and mummies
The students will be asked to brainstorm ‘why did Egyptians make pyramids?’
Once the students have completed the brainstorming we will view ‘A day in the life of a
priest’ on https://www.pbs.org/empires/egypt/special/lifeas/priest.html This text is in
narrative form. The students will discuss the text together and highlight facts from the
texts. The teacher will record these facts. The students will each receive a copy of the
facts as discovered through the website. They will be expected to independently
research more facts about priests and mummification. These discovered facts will be
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
added to the teacher recorded facts.
During this activity, students will be asked to write words that they don’t know on a
sticky note and these notes will be stuck on the blackboard. At the end of the lesson
they will be asked to take a note from the board and find the meaning in a glossary or
using a dictionary. They will write the meaning of the word on the note and these notes
will be added to the word wall.
Activity 7
Society structures
As a group the class will explore the social structure of our school, as this is a social
structure that they are familiar with. They will create a chart that represents that
structure. The student will then have an opportunity to explore 2 texts
https://www.pbs.org/empires/egypt/special/lifeas/index.html and ‘Rich and Poor in
Ancient Egypt’. They will use the information discovered to create a chart of the social
structure of Egypt, using the school social structure chart as a guide.
During this activity students will be asked to write words that they don’t know on a sticky
note and these notes will be stuck on the blackboard. At the end of the lesson they will
be asked to take a note from the board and find the meaning in a glossary or using a
dictionary. They will write the meaning of the word on the note and these notes will be
added to the word wall.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Activity 8
Ancient Egyptian artifacts
The students will be reminded of the skills that they used to identify ancient artifacts and
where those artifacts came from. Once they have reviewed the observation skills they
used in previous lessons, they will have the opportunity to explore copies of ancient
Egyptian artifacts through the artifact case that is available through the South Australian
Museum. This exploration will take a directed focus by the use of research sheets. The
sheets ask questions about the artifact that the students must record. This activity
supports the students in using and understanding primary and secondary sources.
Activity 9
Our own museum exhibits
Students will independently research one aspect of Egyptian life covered in this unit of
work. They will then create a plan and make an artifact that reflects their research.
Activity 10
The students will examine a good description of an artifact. This description will be
examined and unpacked highlighting specific grammatical features.
The students will then write a script for the Voki, using the previously examined
description as an example. The Voki must cover:

What is the artifact

Why is the artifact important?

How was the artifact used?
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY

Who would have used the artifact?

When was the artifact used?
These are repeat questions that they were exposed to while exploring the museum case
exhibit.
The final Voki will be assigned a QR code. This will allow for an interactive element in
the class museum.
Activity 11
The students will study plaque examples. The plaques will be examined and unpacked
highlighting specific grammatical features. They will then create a plaque for their
artifact.
Activity 12
The students will create the museum in the classroom. They can explore the museum
themselves using an ipad to engage the interactive elements. The museum will then be
open for other classes to view. The students will be expected to stand next to their
display and be available to answer question, or support the students to use the QR
codes.
4.References
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Australian Curriculum Assessment and Reporting Authority (ACARA). (2014). Australian
Curriculum. Retrieved from https://www.australiancurriculum.edu.au/
Childre, A., Sands, J. R., & Pope, S. T. (2009, May/June). Backward design: Targeting
depth and understanding for all learners. Teaching Exceptional Children, 41(5),
6–14.
Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2012). Teaching EAL/D
learners in Australian classrooms. Retrieved from:
http://www.petaa.edu.au/imis_prod/AsiCommon/Controls/BSA/Download
er.aspx?iDocumentStorageKey=3d479309-15c9-4f5f-a787041e3ae96073&iFileTypeCode=PDF&iFileName=PETAA%20Paper%20
183%20(486%20kB)
Laureate Education (Producer). (2014). Introduction to understanding by design [Video
file]. Baltimore, MD: Author.
McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational
Leadership, 60(5), 52–55.
Adapted from: Dumbleton, M., & Lountain, K. (1999). Addressing literacy in society and environment: a middle years resource.
Canberra: Department of Education and Training and Employment.
28 January 2021 PROPERTY OF TORRENS UNIVERSITY AUSTRALIA / CONFIDENTIAL & PROPRIETARY
Meyer, B. & Ray, M. (2011). Structure strategy interventions: Increasing reading
comprehension of expository text. International Electronic Journal of Elementary
Education, 4(1),, 127-152.
Schleppegrell, M., Greer, S., & Taylor, S. (2008). Literacy in history: Language and
meaning. Australian Journal of Language and Literacy, The, 31(2), 174-187.
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