English Unit - Nanberry

Curriculum Areas: English
Stage: 3
Unit: Nanberry Black Brother White
Unit duration: 8 weeks - 3 x 45min lessons (3-4 hours per week)
We want students to (outcomes):

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly
challenging topics, ideas, issues and language forms and features.
EN3-2A composes, edits and presents well-structured and coherent texts.
EN3- 3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a
wide range of texts in different media and technologies.
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range
of audiences and contexts.
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and
compose clear and cohesive texts in different media and technologies.
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and
identifies connections between texts when responding and composing texts.
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are
represented in texts.
EN3-9E recognises, reflects on and assesses their strengths as a learner
Links to Stage Statements
Students will
Collaborate with others to share and evaluate ideas and opinions and to develop different points of view.
Express well-developed and well-organised ideas about literary texts and respond constructively to
different opinions.
Independently read and view an extensive range of complex texts and visual images using a
comprehensive range of skills and strategies.
Respond to themes and issues within texts, recognise point of view and justify interpretations by
referring to their own knowledge, values and experiences
Identify, critically analyse and respond to techniques, literary devices and language features used by
writers to influence readers.
Identify text structure of a range of complex texts and explore how grammatical features work to
influence an audience's understanding of written, visual, media and multimodal texts.
Create well-structured and well-presented written and multimodal imaginative, informative and
persuasive texts for a wide range of purposes and audiences.
Students evaluate the effectiveness of their writing by drafting, proofreading, editing, reviewing and
publishing, focusing on grammatical features and the conventions of writing.
What do we want our

students to learn? (Deep
knowledge element)
Must be guided by syllabus
content pages (not indicators)
and foundation/ stage
statements.
This learning matters because:

The focus is on developing the knowledge, skills, values and world views necessary for people to
act in ways that contribute to more sustainable patterns of living, ensuring a futures-oriented
perspective throughout this unit of work.
The learning has value and meaning beyond the classroom.
The learning addresses a public problem and an actual real-world situation.
This unit of work embeds the Cross-curriculum priority of Sustainability, focusing on the actions
undertaken to improve sustainability in both individual and collective endeavours shared across
local and global communities.
The unit of work provide students with opportunities to make connections between their
knowledge and experience and the substance of the lesson.
The unit of work provides students with opportunities to reflect on their own learning.
Why does this learning

matter? (Significance
dimension)
Assessment task outline

- Newspsper Article Week 3
How will students

demonstrate their deep
understanding?
Are there clear links to prior

and future learning and real
world application?
- Reflection on Limited Change to the colony/ Journal Entry - Week 5

- Write a letter to author - Jackie French (Week 8)
Design task(s) with authentic

purpose, audience and
communication tools.
Is student direction (content,
process or product) suitable to
the task?
Is there opportunity for
students to demonstrate
learning at an A level?
Key outcomes for assessment

Assessment criteria (Indicators/ Content Descriptors)
experiment with text structures and language features and their effects in creating literary texts,
for example, using imagery, sentence variation, metaphor and word choice
reread and edit students own work and others work using agreed criteria and explaining editing
choices
How well do we expect

students to do it?
How will this information be
communicated to all students
and parents
Lesson Sequence
Week
1
Content
Outcomes/ Learning Experience
Students:
Participate in
and contribute
to discussions,
clarifying and
interpreting
ideas,
developing and
supporting
arguments,
sharing and
evaluating
information,
experiences
and opinions.
Select,
navigate and
read texts for a
range of
purposes,
applying
appropriate
text processing
strategies and
interpreting
structural
features.
Navigate and
read texts for
specific
purposes
applying
appropriate
text processing
strategies, for
example
predicting and
confirming.
EN31Acommunicateseffectivelyforavarietyofaudiencesand
purposesusingincreasinglychallengingtopics,ideas,issuesand
languageformsandfeatures
EN32Acomposes,editsandpresentswellstructuredandcoherent
texts
EN33Ausesanintegratedrangeofskills,strategiesand
knowledgetoread,viewandcomprehendawiderangeoftextsin
differentmediaandtechnologies
EN34Adrawsonappropriatestrategiestoaccuratelyspellfamiliar
andunfamiliarwordswhencomposingtexts
EN36Busesknowledgeofsentencestructure,grammar,
punctuationandvocabularytorespondtoandcomposeclearand
cohesivetextsindifferentmediaandtechnologies
EN37Cthinksimaginatively,creatively,interpretivelyand
criticallyaboutinformationandideasandidentifiesconnections
betweentextswhenrespondingandcomposingtexts
Resources
Assessment
Use
comprehension
strategies to
interpret and
analyse
information and
ideas,
comparing
content from a
variety of
textual sources
including
medial and
digital texts.
Think
imaginatively
when engaging
with texts,
using
prediction, for
example.
Lesson 1 - Read Prologue and discuss

Read chapters 1-8 Deconstruction of text.
Summarise each chapter in a few sentences. Include
important points, people and places introduced in text.
Text Nanberry Black Brother White

Extra writing book for summary of each chapter
Lesson 2 Look at grammatical features. The author uses

noun, verb groups and personification which relate to each
characters world to build descriptions of the settings (for eg:
Nanberry; the harbour was emu-berry blue, the ripples
playing with the sun).
Have students, in pairs, find further examples for each
character mentioned so far and analyse the language and
devices the author uses to build descriptions.
Use Think-Pair-Share strategy to encourage oral discussion
Discuss with students the effect of the small pox on the
Aborigines and idea of having their whole family (street/unit
block) evacuated and the need to leave quickly. They do not
have time to take anything (toys/personal belongings etc) and
must evacuate to another area.
Weebly - ?? In your shoes Asia?
Write Diary Entry

Students write a dairy entry, imagining their street/unit block
was to be evacuated asap.
Edit own work/spelling
Lesson 3- Write Personal Perspective
Discuss putting yourself in someone elses shoes .
Students write, from Nanberrys perspective, how he would
be feeling about his immediate family dying. Students write a
personal perspective, including thinking,imaginatively and
creatively.
Edit own work/spelling/punctuation
________________________________________________
*Research to be completed in class computer time
Research small pox
Students answer set questions on small pox.
Questions on small pox

1. What is small pox?
2. What are the symptoms of small pox?
3. What is another name for small pox?
4. How is it contracted?
5. What vaccination is given for small pox these days?
Students
Participate in
and contribute
to discussions,
clarifying and
interpreting
ideas,
developing and
supporting
arguments,
sharing and
evaluating
information,
experiences
and opinions.
Select,
navigate and
read texts for a
range of
purposes,
applying
appropriate
text processing
strategies and
interpreting
structural
features.
Understand
how texts vary
in purpose,
structure and
topic as well as
the degree of
formality.
Discuss the
conventions of
languageformsandfeatures.
differentmediaandtechnologies.
EN3- 5B discusses how language is used to achieve a widening
range of purposes for a widening range of audiences and contexts
Lesson 1 Read chapters 9-16
Deconstruction of text.
Lesson 2 Discuss Nanberrys internal conflict name
change.
Discuss the consequences if he did change it
What would the colony think/react?
What would his people think/react?

Discuss the consequences if he kept his cultural name
What would Surgeon White think/react/would he be
hurt?
What would the colony think as he is adopted by
Surgeon White but refuses to take his name?
1. Discuss with students how they would feel if they needed
to have their name changed?
2. Discuss with students how they would feel if they had to
learn another language to be able to communicate.
Students write a response to questions 1 and 2 with positive
and negative viewpoints on both.
Lesson 3 Comprehension Questions
Students answer 6 set comprehension questions from
chapters 9-16.
Discuss and reflect
Comprehension Questions from Chapters (9-16)

1. Who is Nanberrys last hope of becoming a warrior?
2. Translate these words bungu, bado
3. How is Maria feeling now Nanberry (a native) is living in
the house?
4. What was the turning point which makes Surgeon
White realise he wants to adopt Nanberry?
5. What does Surgeon White want done with the
opossum?
a range of
complex texts.
Recognise that
there is a
language for
discussing
learning
experiences.
Students
Usemetalanguage
todescribethe
effectsofideas,
textstructuresand
languagefeatures
onparticular
audiences.
Useappropriate
metalanguageto
identifyand
describe
relationships
betweenandamong
texts.
Understandand
appreciatetheway
textsareshaped
throughexploringa
rangeoflanguage
formsandfeatures.
Analysehowtext
structuresand
featureswork
togethertomeetthe
purposeofatext.
Identifytheimpact
offirstpersonand
thirdperson
narrationonthe
reader/viewer.
Identifyand
explain
6. Nanberrys heart still wept what is this referring to?

- Discuss Hear, Hidden and HeadStudents in pairs, construct 6 comprehension questions from
text (chapters 9-16). These need to be 2 HEAR , 2 HIDDEN
and 2 HEAD. Students swap with their partners and answer
set questions.
Discuss and reflect
* Research a ship that mutinied and ended up on Norfolk
Island
6 set comprehension questions students construct these

Research - Weebly Info on ship
http://firstfleet.uow.edu.au/index.html
http://www.australianhistory.org/first-fleet
languageformsandfeatures.
EN35Bdiscusseshowlanguageisusedtoachieveawidening
rangeofpurposesforawideningrangeofaudiencesandcontexts.
betweentextswhenrespondingandcomposingtexts
EN39Erecognises,reflectsonandassessestheirstrengthsasa
learner

Lesson 2 KEY QUOTES Discussion
Divide students into groups so they can discuss their quote
and report back to class for further discussion.
Key quotes ready? (5)

Butchers paper
Students then in dot point form respond to given quote

making note of only what they feel is relevant.
Lesson 3 Write Article ASSESSMENT TASK
Read examples of Newspaper articles.
Imagine you are a newspaper reporter in the early days of the
colony and write an article describing Mr Whites adoption of
Upload on weebly PETA- website below

http://trove.nla.gov.au/ndp/del/page/4244400
characteristictext
structuresand
languagefeatures
usedin
imaginative,
informativeand
persuasivetextsto
meetthepurposeof
thetext.
Usemetalanguage
todescribethe
effectsofideas,
textstructuresand
languagefeatures
onparticular
audiences.
Understandand
appreciatetheway
textsareshaped
throughexploringa
rangeoflanguage
formsandfeatures.
Analysehowtext
structuresand
featureswork
togethertomeetthe
purposeofatext.
Identifytheimpact
offirstpersonand
thirdperson
narrationonthe
reader/viewer.
Identifyand
explain
characteristictext
structuresand
languagefeatures
usedin
imaginative,
informativeand
persuasivetextsto
meetthepurposeof
thetext.
Nanberry and the colonists reaction to it.
http://firstfleet.uow.edu.au/stories.html (first fleet info)
Assessment Task Newspsper Article
betweentextswhenrespondingandcomposingtexts.
Lesson 2 Looking carefully at Chapter 25.
Discuss Empty harbour
Empty Stores
Empty Hopes
How would the convicts be feeling?
- Convicts arriving
- Rachel arriving
- Marias marriage
Discussion on Rachel and Maria.
Students choose between convicts, Rachel or Maria to write
a response on.
Lesson 3 Chapter 32 Governor Phillip is wounded
Students thinking critically as to how the colony is going to
change after Phillip is speared.
Students use notes taken from lesson 1 - Chapters 25-32
Analysestrategies
authorsuseto
influencereaders.
Student write a response?/opinion on their reasonings as to

how the colony is going to change after Phillip is speared.
Understandthe
usesofobjective
andsubjective
languageandbias.
Usemetalanguage
todescribethe
effectsofideas,
textstructuresand
languagefeatures
onparticular
audiences.
Understandand
appreciatetheway
textsareshaped
throughexploringa
rangeoflanguage
formsandfeatures.
Analysehowtext
structuresand
featureswork
togethertomeetthe
purposeofatext.
Identifytheimpact
offirstpersonand
thirdperson
narrationonthe
reader/viewer.
Identifyand
explain
characteristictext
structuresand
languagefeatures
usedin
imaginative,
informativeand
persuasivetextsto
EN38Didentifiesandconsidershowdifferentviewpointsoftheir
world,includingaspectsofculture,arerepresentedintexts.

Lesson 2 Students write a reflection on the limited change
to the colony.
Lesson 3 Discussion on Discrimination Journal Entry
Discuss Nanberry and his own experiences with
discrimination and his thoughts on leaving the colony to sailthis is a tactic he uses to get away from it all and be free
Ask students if they have ever been discriminated
against/bullied.
- Use Think-Pair-Share strategy to encourage oral
discussion.
Students write a journal entry based on this discussion.
Assessment Task - Write a Reflection on Limited Change to

the colony/ Journal Entry
Students view a BTN report on Discrimination website below
http://www.abc.net.au/btn/story/s2219578.htm
meetthepurposeof
thetext.
Analysestrategies
authorsuseto
influencereaders.
Understandthe
usesofobjective
andsubjective
languageandbias.
Usemetalanguage
todescribethe
effectsofideas,
textstructuresand
languagefeatures
onparticular
audiences.
Understandand
appreciatetheway
textsareshaped
throughexploringa
rangeoflanguage
formsandfeatures.
Analysehowtext
structuresand
featureswork
togethertomeetthe
purposeofatext.
Identifytheimpact
offirstpersonand
thirdperson
narrationonthe
reader/viewer.
Identifyand
explain
characteristictext
structuresand
languagefeatures
usedin
imaginative,
informativeand
- Discuss the Aboriginal culture on not saying
deceased peoples names
Lesson 2 Surgeon White - Letter writing
Discuss Rachels anguish knowing she is going to lose her
son eventually.
Imagine you are Rachel you are writing Andrew a letter to
take with him and it is to be read when he is older.
Lesson 3 Thomas Moore
Copy of written disclosure TALE (some of the

Aboriginal/Torres strait Islander peoples may be deceased and
not mentioned)
http://www.abc.net.au/indigenous/
On website see ADVICE on top of page!
persuasivetextsto
meetthepurposeof
thetext.
Analysestrategies
authorsuseto
influencereaders.
Recogniseand
comparehow
composersusea
rangeoflanguage
features,including
connectives,topic
sentencesand
activeandpassive
voice.
In dot point form, give an account of Thomas Moores life.
Research Thomas Moore and his role while in

Sydney Town.
texts.

Lesson 2 - Comprehension Questions
Students answer 5 set comprehension questions from
chapters 41-48.
Discuss and reflect
- Discuss Hear, Hidden and HeadStudents in pairs, construct 6 comprehension questions from
text (chapters 41-48). These need to be 2 HEAR , 2 HIDDEN
Lesson 2 Comprehension Questions Chapters 41-48

1. Who does Nanberry lose as a close family member?
What was his name?
2. What was Rachels answer to Thomas Moore when he
asked to see her, after the Sunday service?
3. Find these word meanings granaries, cathedral,
mutton.
4. Why does Surgeon White decide to leave and return to
England?
5. How does Rachel feel towards Surgeon White after he
says, NoNot a convict wife?
6. Surgeon White states, Nanberry didnt want the name
and 2 HEAD. Students swap with their partners and answer

set questions.
Lesson 3 Character study
Students are given a selection of characters to choose from,
students are given a few points to cover in their character
study.
- Maria (loss of Jack and being auctioned)
- Rachel (progression, concern for maria)
- Nanberry (introduction of Aboriginal culture to
Andrew)
- Andrew (having an Aboriginal friend/step brother)
Students edit own work
Students
Identifyand
exploreunderlying
themesandcentral
storylinesin
imaginativetexts.
Understand,
interpretand
experimentwith
sounddevicesand
imagery,including
simile,metaphor
andpersonification.
Usecomprehension
strategiesto
interpretand
analyseinformation
andideas,
comparingcontent
fromavarietyof
textualsources.
Identifythewaysin
whichlanguageuse
inimaginative
texts,including
figurativelanguage,
character
development,
texts.
Lesson 1 Read chapters 57-60 + Epilogue

Lesson 2 Read Authors Notes People in this Book p278281.
Writing a letter to author - Jackie French
- What did they think about Nanberry?
- Including likes/dislikes
what does this mean?

5 set comprehension questions students construct
these
eventsandsetting,
createsinterestfor
thereaderor
viewer.
Composemore
complextextsusing
avarietyoforms
appropriateto
purposeand
audience.
Identify,describe
anddiscuss
similaritiesand
differencesbetween
texts.
- Overall review
Lesson 3 Continue letter writing, finalise and students edit
own work.
*Letterwritingwillbeanassessmenttask

English Unit - Nanberry

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Curriculum Areas: English

Unit: Nanberry Black Brother White

Unit duration: 8 weeks - 3 x 45min lessons (3-4 hours per week)

We want students to (outcomes):

What do we want our

This learning matters because:

Why does this learning

Assessment task outline

How will students

Are there clear links to prior

- Reflection on Limited Change to the colony/ Journal Entry - Week 5

Design task(s) with authentic

Key outcomes for assessment

How well do we expect

Outcomes/ Learning Experience

Lesson 1 - Read Prologue and discuss

Text Nanberry Black Brother White

Lesson 2 Look at grammatical features. The author uses

Weebly - ?? In your shoes Asia?

Write Diary Entry

Questions on small pox

What would his people think/react?

Comprehension Questions from Chapters (9-16)

6. Nanberrys heart still wept what is this referring to?

6 set comprehension questions students construct these

Lesson 1 Read chapters 17-24

Key quotes ready? (5)

Students then in dot point form respond to given quote

Upload on weebly PETA- website below

Nanberry and the colonists reaction to it.

http://firstfleet.uow.edu.au/stories.html (first fleet info)

Assessment Task Newspsper Article

Students use notes taken from lesson 1 - Chapters 25-32

Student write a response?/opinion on their reasonings as to

Lesson 1 Read chapters 33-40

Assessment Task - Write a Reflection on Limited Change to

Copy of written disclosure TALE (some of the

In dot point form, give an account of Thomas Moores life.

Research Thomas Moore and his role while in

Lesson 1 Read chapters 41-48

Lesson 2 Comprehension Questions Chapters 41-48

and 2 HEAD. Students swap with their partners and answer

Lesson 1 Read chapters 57-60 + Epilogue

what does this mean?

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