Elements of this assignment are highlighted according to the table below to demonstrate links with each focus area.

2.1 Content and teaching strategies of

Demonstrate knowledge and understanding of the concepts, substance and
the teaching area
structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and
Use curriculum, assessment and reporting knowledge to design learning
reporting
sequences and lesson plans.

EDLA430 Cross-Curriculum uses of Childrens Literature

Joannah Boyce

Assignment 3 Unit of Work

Part A: Context
The Classroom Context
There is a classroom library in the room that contains over 200 books and are arranged according to the Dewey
Decimal System. They include fiction and non-fiction titles, picture books, short and long chapter books and more.
They are on shelves that surround the room that are at an accessible level for the children to access and borrow. The
students are able to use the books in reading sessions during class, at home and during any bonus minutes (free
time) when it is given. Accordingly, children will often have classroom books in their personal boxes that contain
their stationery and workbooks that they can access during these times.
The Library
This school does not have a library, as it is situated in the inner city and is quite small. Each classroom has a large
number of books to compensate for this. Every classroom has chosen a book to represent them, and a display using
this title, images from the book and the childrens faces are located on the outside of the door to each classroom.
The Children
A strong interest in books and reading was indicated by this cohort. Some students were less enthusiastic than
others, but on the whole answers showed that reading was a widely popular hobby that made students feel calm
and relaxed, and that it provided entertainment, enjoyment and relief from boredom (see appended reading
surveys). Most students reported reading every day, however some only read if it was required for homework.
There were a range of abilities in describing characters in the books that students read. Many students reported
using brief sentences that their favourite characters were interesting, funny and similar to the children; like me.
There were no remarkable differences in attitudes towards reading between boys and girls. Both genders comprised
of a range of outlooks from extremely passionate about reading to lukewarm. It appears that oth er factors have
influences on attitudes to reading, and further study of this cohort would need to be done to make more definitive
statements.
There is a strong preference in the class for books that are part of a series, or stand -alone titles by the same author.
The most popular books and authors included:
- Harry Potter by J.K. Rowling
- Various titles by Roald Dahl
- Maze Runner series by James Dashner
- David Walliams
- Hunger Games series by Suzanne Collins
- Land of Stories by Chris Colfer
- Diary of a Wimpy Kid by Jeff Kinney
- Treehouse series by Andy Griffiths and Terry Denton
- Geronimo and Thea Stilton series
Students commented on the skills of a good reader, and responses linked to deep thought about books. Children
noted that making inferences and thinking about author purpose were hallmarks of good readers, and that reading
widely and often made a difference to the competence and capability of a reader. Several students suggested that
an important part of book selection is having a think and using cues such as cover images and reading the blurb
before you commit to reading it.

Part B: Rationale
Planning for the unit was informed by the responses of the children to reading surveys. Many students wrote that
people read to gain information and knowledge and for entertainment. The subsequent aim for the unit was to show
children how this can be done in a meaningful and interesting way. The chosen theme was therefore connected to
the real-world issue of human impact on the environment with an Australian focus. This gives the unit a curriculum
basis in Science and the cross-curriculum priority of Sustainability with a strong, complementary literacy focus. There
is additional emphasis on Humanities and Social Science, and Critical and Creative thinking is interwoven throughout.
The wealth of picture books available about this topic provide a visual and non-threatening means of exposing
environmental issues (Whisken, 2006, p.20) to young children and can potently emphasise the need for action and
change to protect our shared world. The use of social and global issues books in the classroom and subsequent
conversations help to enact a critical literacy curriculum, where the comfortable is disrupted and students engage
with challenging and thought-provoking concepts (Chafel, Flint, Hammel & Harpole Pomeroy, 2007). Students are
effectively engaged through stories that provide enjoyment alongside access to issues in a less confronting way
(Ryan, 2004). The unit encourages analytical questioning of author purpose, choices in character voice and the
perspectives of stakeholders in picture books. The overall intention is to help students realise that texts always
position readers, and that there is more than one way to read a text (Leland, Ociepka & Kuonen, 2013).
Students indicated a strong preference for chapter and series books; it was my intention to focus o n an
underrepresented aspect of literature and reintroduce them to picture books as sources of knowledge and hidden
messages about the world. Brinson (2003) promotes innovation by critically examining existing materials, in the form
of picture books. This familiar literary experience becomes one that defines and analyses stakeholder perspectives
in chosen stories, and looks at problems presented that often allude to larger issues in the world. Ken Watson (as
cited in Brinson, 2003) states that one picture book can be the basis of a challenging and engaging lesson. Picture
books are accordingly used as a lesson opener or focus in each session, which is used to stimulate questioning of
author intention, positioning of the reader and the meaning behind contentious messages, in addition to informing
session direction. The same lesson format is purposefully utilised to encourage children to think and learn
relationally; that is, to build on and connect new understandings with prior knowledge (Skemp, 1976) within a
familiar format. Despite the changes in curriculum foci, the structure gives the students a sense of security and
knowledge about what is required from them, regardless of curriculum content or task. This is further supported by
opened-ended questioning that encourages students to participate in and create discussion. Fostering and focussing
on student responses are key to supporting children in developing their speaking and listening skills through active
participation (Westgate & Hughes, 2013). Students become resources for one another (Niemi, 2011, p.48) as they
question and respond to their peers in a teacher-supported environment. Knowledge is created collaboratively
through dialogue, and it is here that new learnings, understandings and strategies are built (Katz & Earl, 2010) in this
unit of work. Focus questions are therefore an important facet, which link with the learning goals and success criteria
for the unit. These linked practices are already a feature in the school and are used in these less ons to provide
direction for students and teachers; to encourage student self-reflection as they progress through the activities in
the sessions.

References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015). The Australian Curriculum:
English, Humanities and Social Science and Science Curriculums. [online]. Sydney, NSW: ACARA.
Brinson, M. (2003). Introducing and implementing picture story books across upper primary and lower
secondary years (years 5-10). [online]. Vinculum, 40(4), 4-15.
Chafel, J., Seely Flint, A., Hammel, J., & Harpole Pomeroy, K. Young children, social issues and critical
literacy. [online]. Young Children, 62(1), 73-81.
Katz, S., & Earl, L. (2010). Learning about networked learning communities. [online]. School Effectiveness
and School Improvement, 21, 2751.
Leland, C., Ociekpa, A., & Kuonen, K. (2012). Reading from different interpretive stances: In search of a
critical perspective. [online]. Journal of Adolescent and Adult Literacy, 55(5). 428-437.
DOI:10.1002/JAAL.00051
Niemi, H. (2011). Educating student teachers to become high quality professionals A Finnish case. [online].
Centre for Educational Policy Studies Journal, 1(1), 43-66. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/1095608684?accountid=8194
Skemp, R. (1976). Relational understanding and instrumental understanding. [online]. Mathematics
Teaching, 77, 20-26.
Westgate, D., & Hughes, M. (2013). Speaking and listening across the primary the primary curriculum: an
entry to improved learning and a focus for CPD. [online]. Education, 3(13), 43:5, 565-578, DOI:
10.1080/03004279.2013.837945
Whisken, K. (2006). Using picture books to promote awareness of environmental issues. [online]. Practically
Primary, 11(2), 17-21.

Part B: Overview
Unit Plan Flow Chart
Unit Title: Human impact on Australian environments
Year level: Grade 6
Curriculum areas: English, Science, Humanities and Social Sciences (HASS), Sustainability, Creative and Critical
Thinking, Drama.
Learning Outcomes:
- Identify different environments in the Australian landscape and who uses them
- Humans have had an impact on the way that living things behave and survive [The growth and survival of
living things are affected by physical conditions of their environment (ACSSU094)]
- The impact of environmental changes both natural (drought) and human (infrastructure and resource use)
[Sudden geological changes and extreme weather events can affect Earths surface (ACSSU096)]
- People can work to reduce their impact on the Earth in achievable ways
- Form, express and argue an opinion based on evidence and research individually and in groups
Assessment:
- Pre-assessment: finding out about what is already know about environments, particularly Australian ones
- Observational records during whole class and small group discussions (particular focus on debate in 4 th
session)
- Individual students ability to report back to group of learning (focus on conciseness and depth of
understanding shown)
- Work samples
Resources
- Childrens literature
o Frankel, E., & Duncan, G. (2011). Hairy Nose, Itchy Butt. Edgecliff, NSW: Ventura Press.
o Millroy, J., & Millroy, S. (2012). Dingos Tree. Broome, WA: Magabala Books.
o Base, G. (2013). Unos Garden. Docklands, VIC: Penguin Australia Pty Ltd.
o Donaldson, J., & Scheffler, A. (2008). The Snail and the Whale. London, UK: Pan Macmillan UK
o Budd, R., & Vickers, R. H. (2015) Orca Chief. BC, Canada: Harbour Publishing.
- Interactive Whiteboard
- Childrens laptops (class set)
- Teacher-created pro formas and response sheets

See below for more detail on sessions and activities proposed, plus literature selections for each.

Setting the scene

Session 1
Science

(English, Sustainability)

Hairy Nose, Itchy Butt, Frankel & Duncan

What environments do we have in Australia?
Researching

Introduction to environments
and human impact on
ecosystems

Investigating the concepts

Session 2
Science
(English, Sustainability,
HASS)

Changes in the landscape

through history in
Australia (local and
national)

Dingo's Tree, Millroy & Millroy

Changes in the landscape through history in Australia
(local and national)
Researching

Investigating the concepts

Session 3
HASS
(English, Science,
Sustainability)

Use, activity, needs

Uno's Garden, Base

Investigating stakeholder perspectives/interests/biases.
Collating, justifying and organising information

Investigating the concepts

Session 4

English
(Science, Sustainability,
C&C Thinking, Drama)

Using evidence to justify

stakeholder and personal
perspectives

The Snail and the Whale, Donaldson

Creative response to findings from the unit
Collaboratively creating a piece of work

Bringing it together
Session 5
English
(Science, Sustainability, C&C
Thinking, Drama)

Presenting a collaboratively
created piece

Orca Chief, Vickers & Budd

Performing pieces and assessing personal biases
and influences that shaped creation

Performing/presenting group pieces

Weekly Timetable
Week 1
Lessons 1 and 2 should occur in Week 1. They do not need to be taught on sequential days.
Week 2

Lesson 3 and 4 should be taught in Week 2 of the unit, preferably on sequential days.

Week 3

Lesson 5 should be taught in Week 3, at the beginning of the week. This lesson may take
several additional sessions to complete.

Part B: Unit of Work Human impact on Australian Environments

LESSON PLAN ONE
Lesson Topic/Focus:

Identifying and understanding

different environments in Australia

AusVELS Domain(s):

Science

AusVELS strand (s):

Science understanding

Year level:

AusVELS sub-strand(s):

Biological sciences

Lesson duration:

1 hour

AusVELS Dimension(s)

The growth and survival of living things are affected by physical conditions of
their environment (ACSSU094)

Learning Goal
We are learning to identify different environments
that occur in the Australian landscape, and what types
of animals, vegetation and resources are present.
Lesson resources
Hairy Nose, Itchy Butt by Elizabeth Frankel
Computers for research
Library books about Australian environments
Interactive Whiteboard (IWB)

Cross-curriculum links

- English
(literature)
- Sustainability

Success criteria
I can describe the Australian environment that
my group has explored, including types of
animals, plants and resources that exist there.
I can work in a pair and in a small group to
collate my information.
Assessment
Anecdotal records of student summaries of
work and learning, focus on description.
Observation of children working effectively in
groups and pairs.

Lesson Content
Introduction

Development

10 minutes

10 minutes

Pre-assessment
Children brainstorm
types of
environments in
Australia.
Some examples
include:
Bushland
Wetlands
Reef and
marine
Rainforest
Desert
Industrial/city
Agricultural/
farmland
Read Learning Goal
and Success Criteria.
Read Hairy Nose,
Itchy Butt to the class.

Whole class engages in a discussion

about the landscape and living things in
the landscape based on the focus
questions below.
Responses should be recorded as a
brainstorm on a document with the
central concept of AUSTRALIAN
ENVIRONMENTS.

Independent
learning

Closure
10 minutes

30 minutes
Children add any
additional types of
environments in
Australia to their
brainstorm.

Students should
present their
summarised findings
to the class, with each
pair speaking for no
more than 2 or 3
In groups of 6,
minutes per group.
students will
They should cover
investigate their
what is unique about
Focus questions:
chosen environment their environment,
What environment is being described in from the list. In pairs what lives there, some
the story? What are some others?
within their groups,
features and their
students will examine potential issues that
What kind of plants, animals and land
one of three areas:
could face this area.
features can we observe in this story?
1. Flora and fauna
(F&F)
What are the elements that are
2. Landscape features
expected from what we know? What
and resources (LFs)
parts of the environment are unexpected 3. Potential issues
(perhaps for the main character)?
(PIs)
Why do we think the author has written
this book? What is their message?

LESSON PLAN TWO

Lesson Topic/Focus:

Understanding natural and manmade changes to the Australian

environment over time.

Cross-curriculum links

- English
(literature)
- Sustainability

AusVELS Domain(s):

Science

AusVELS strand (s):

Science understanding

Year level:

AusVELS sub-strand(s):

Earth and space sciences

Lesson duration:

1 hour

AusVELS Dimension(s)

Sudden geological changes and extreme weather events can affect Earths
surface (ACSSU096)

Learning Goal
We are learning to research and understand how
Australian environments have changed over time.

Lesson resources
Dingos Tree, Gladys Millroy & Jill Millroy
IWB
Record sheet (see Appendix A)

- Humanities &
Social Sciences

Success criteria
I can describe the changes to a specific
Australian environment over time.
I can identify positives and negatives of these
changes using evidence.
Assessment
Work samples collected of record sheet, focus
on evidence chosen/explanations given for
changes.

Lesson Content
Introduction

Development

Independent learning

Closure

10 minutes
Read Dingos Tree
to the class.

10 minutes
Think-pair-share discussion
regarding changes to the
environment in the story, and the
potential impact it could
have/does have on characters.
Responses should be recorded on
the IWB on the class brainstorm
from the previous lesson.

35 minutes
In their groups from the
previous lesson, students
should research changes
to their area (F&F, LFs, PIs)
over time. This task should
be recorded on the
provided record sheet
(see Appendix A).

10 minutes
Snowstorm

Focus questions:
What can we see happening to the
landscape throughout the story?

Focus questions:
What pressures have
caused the changes, and
how have these
manifested?

Read Learning
Goal and Success
Criteria.

What effects can we see that these

changes have on characters? What
other impact/s might be inferred
that could happen outside of or
beyond the story?
Why do we think the author has
written this book? What is their
message?

Are the changes positive

or negative? How do you
know? If you have
identified the change as
positive or negative, are
their groups that could
have a different
perspective?

Each student writes their

best contribution to the
lesson on a scrap piece of
paper and throws it in the
air at the same time. Each
person collects anothers
snowball and reads it to
the class. Anyone who has
a similar finding also reads
theirs aloud and forms a
group.

LESSON PLAN THREE

Lesson Topic/Focus:

Planning and developing a position

on stakeholder arguments using
evidence

Cross-curriculum links

- Science
- Sustainability

AusVELS Domain(s):

Humanities and Social Science

AusVELS strand (s):

Inquiry and skills

Year level:

AusVELS sub-strand(s):

Questioning AND Analysing

Lesson duration:

1 hour

AusVELS Dimension(s)

Develop appropriate questions to guide an inquiry about people, events,

developments, places, systems and challenges (ACHASSI122)
Examine different viewpoints on actions, events, issues and phenomena in the
past and present (ACHASSI127)

Learning Goal
Success criteria
We are learning to make arguments based on a
I can identify a stakeholders interests, bias and
stakeholder perspective about ownership and use of
arguments regarding action in a particular type
land in Australia, using evidence to support our claims.
of environment.
I can consider alternative perspectives and
prepare arguments to defend my position.
Lesson resources
Assessment
Unos Garden, Graham Base
Observation, focus on their teamwork and
IWB
working together to form arguments.
Stakeholder pro forma
Work samples: record sheet and post-its, focus
on analysis and explanation of stakeholder
perspectives.

Lesson Content
Introduction

Development

5 minutes
Read Unos
Garden to the
class.

10 minutes
Class discussion about who the
stakeholders and what their
perspectives are in the story. Add
responses to the brainstorm used
in L 1 & 2.

Read Learning
Goal and
Success
Criteria.

Independent learning

35 minutes
The groups from previous
lessons will be split into expert
groups (see Appendix E).
Local council member
Environmentalist
Local resident
Focus questions:
Students will research and begin
What is a stakeholder? How do we to plan a position regarding their
know this?
stakeholders perspective about
land use and rights. They should
What might this person or group
identify biases and interests in
think about their rights to use or
preparation for a debate using
access this environment? What
the Stakeholder pro forma (See
biases might they have that
Appendix B).
influences the way they respond?
Why do we think the author has
written this book? What might be
their message and/or perspective
about the issues raised?

These should be photocopied s o there

a re three copies of each groups work.

Closure
10 minutes
Students will take a
gallery walk around the
classroom to briefly
familiarise themselves
with viewpoints of
other stakeholders.
Each person should
leave a post-it on one
other groups work,
offering a suggestion
for how their opinion
could be strengthened,
or something from
their findings that
might help them
develop their thoughts.
The work and post-it
should be kept until the
following week.

LESSON PLAN FOUR

Lesson Topic/Focus:

Developing a creative response to

unit findings

AusVELS Domain(s):

Cross-curriculum links

- Science
- Sustainability

English

- Critical and
creative thinking
- Drama

AusVELS strand (s):

Language AND Literacy

Year level:

AusVELS sub-strand(s):

Language for interaction AND

Lesson duration:

1 hour

Interacting with others

AusVELS Dimension(s)

Understand the uses of objective and subjective language and bias

(ACELA1517)
Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and purposes, making
appropriate choices for modality and emphasis (ACELY1710)

Learning Goal
We are presenting our findings in a creative and
cohesive way that showcase our arguments and
evidence for our opinions.

Success criteria
I can work collaboratively with my group to
decide on and begin planning/writing/creating
our response to the scenario.

Lesson resources
The Snail and the Whale, Julia Donaldson
Photocopies of Stakeholder pro forma
Debate planner pro forma (see Appendix C)

Assessment
Observation of group members, focus on
collaborative and inclusive learning behaviours.
Work samples, focus on inclusion of arguments
and evidence.

Lesson Content
Introduction

Development

Independent learning

Closure

10 minutes
Read Learning
Goal and Success
Criteria.

10 minutes
Groups will re-read Stakeholder pro
formas, adding any new information.
Responses should be crafter into
arguments and recorded in the
Debate planner pro forma (see
Appendix C).

35 minutes
Students will plan and develop
creative responses to their learning
from previous sessions returning to
their groups from L1. Using the
roles they have been researching
and arguments that have been
formed, groups will respond to the
scenario cards provided for their
environment (see Appendix D).
Examples could include:
Role play
Annotated diorama
Poster
Narrative
Expository piece
Scripted debate
News reports
PowerPoint or Prezi

5 minutes
Headlines
thinking
routine
(Project
Zero). Each
group has 2
minutes to
come up with
a newspaper
style headline
that
summarises
their creative
choice and
the argument
or ideas they
are
presenting.

Read The Snail

and the Whale.
Pick a position;
students discuss
with a partner for
1 minute who the
stakeholders are
in the story, and
what potential
problems their
biases and wants
could produce.

Focus questions:
What type of evidence are you using?
How is it persuasive or strong?
What might someone else from a
different group say in response to
your argument?
What might be their message and/or
perspective about the issues raised?

LESSON PLAN FIVE

Lesson Topic/Focus:
AusVELS Domain(s):

Developing and performing a

creative response to learning.

Cross-curriculum links

- Science
- Sustainability

Humanities and Social Sciences

- Drama
- English

AusVELS strand (s):

Inquiry and Skills

Year level:

AusVELS sub-strand(s):

Evaluating and Reflecting AND

Communicating

Lesson duration:

1 hour

AusVELS Dimension(s)

Work in groups to generate responses to issues and challenges (ACHASSI130)

Reflect on learning to propose personal and/or collective action in response to
an issue or challenge, and predict the probable effects (ACHASSI132)
Present ideas, findings, viewpoints and conclusions in a range of texts and
modes that incorporate source materials, digital and non-digital
representations and discipline-specific terms and conventions (ACHASSI133)

Learning Goal
We are learning to present and collate our findings in
a creative and informative way.

Lesson resources
- Orca Chief, Roy Henry Vickers and Robert Budd
- IWB

Success criteria
I can work in a collaboratively to create a piece
that reflects our findings.
I can contribute to the presentation as an equal
member of a team.
Assessment
Observation of presentations; focus on
individual contributions and use of evidence to
support claims and opinions.

Lesson Content
Introduction

Development

Independent learning

Closure

15-20 minutes
Read Orca Chief.
Focus questions:
What similarities can we see
between books about Australia
and books from other countries
about these issues?

5 minutes
Students rehearse
and/or set up their
creative response
or performance.

40 minutes
Each group presents their
response. Questions should be
encouraged at the end of each.

10 minutes
Discussion on
stereotypes of
characters and
choices in their
presentation.

How have the people responded

to their new awareness about
environment issues? What
impact might this have on future
behaviour?
Return to brainstorm from
L1,2&3. Using the IWB, students
organise responses into
headings to form a unit concept
map.
Read Learning Goal and Success
Criteria.

Focus questions:
Do you agree with the groups
position or resolution to the
scenario? What makes you say
that?
Has each stakeholder opinion
been presented equally and
why? Why do you think the
group/why did you (the group)
make this choice?
Did you consider any other
ways of representing
stakeholder opinions?
Why/why not?

What is your/the
groups message
and/or perspective
about the issues
raised?
Why do you think this
group/your group has
chosen these
representations, and
are they influenced by
any biases? What
effect might these
have had?

Appendix A Lesson 2 Record Sheet

Environmental Changes
Group members:_____________________________________________________________________________
Focus questions:
What pressures have caused the changes, and how have these manifested?
Are the changes positive or negative? How do you know? If you have identified the change as positive or negative, are their groups that could have a different perspective?

Flora and Fauna

Ci rcl e your group

Landscape Features

Potential Issues

Appendix B Lesson 3 Stakeholder Pro Forma

Group members: _____________________________________________________________________________________________________________________________ _______

Fill in the bubbles according to what your perspective might be as the particular stakeholder. Summarise your position in a few sentences at the bottom of the page.

Position:

Appendix C Lesson 4 Debate Planner Pro Forma

Fill in the sheet to prepare for your debate. First, what is your overall position? Then think about your
supporting evidence for your arguments and how you might use them. Write ideas that someone with a
different perspective could have in the bottom box, and consider how you might show them that your
arguments are stronger.
Group
members:______________________________________________________________________________
Position:

First argument

Second argument

Third argument

Evidence
1.

Evidence
1.

Evidence
1.

2.

2.

2.

3.

3.

3.

Opposing arguments

Appendix D Lesson 4 Scenario Cards

Environment: Farmland or bushland
The local council wants to build a road that will provide greater access between the farmers properties
and services in the town such as ambulances, the fire brigade and police. It will also allow them to get to
the shops more quickly. The road needs to cut through a large area of the bush, and several properties
will be reduced in size. Should this proposed road be built? Why or why not?

Environment: Reef
A development company wants to build a marine park to showcase parts of the Great Barrier Reef. It will
bring in a lot of money for the area as it will be a popular tourist destination, and this money can be used
to protect the environment. However, it is likely to damage some of the coral to as it is built. Should this
proposed marine park be built? Why or why not?

Environment: Rainforest
A development company wants to cut down a large portion of the rainforest to build a rainforest
education centre. They say it will be a tourist attraction, and schools can use it to learn more about the
environment. It will take a while for it to be built, and it is likely to cause some disturbances while this
happens. Should this proposed education centre be built? Why or why not?

Environment: City
A development company wants to build a highway in the city. They say it will link up parts of the city and
improve traffic a lot. The land that needs to be used includes local sport centres, green areas and some
houses. Should this proposed highway be built? Why or why not?

Appendix E - Proposed Groupings

Lessons 1, 2, 3 & 4 Groupings
Environment
Flora and Fauna
Group 1
Darren
Jared
Reef

Landscape Features
Ann
Giuliana

Potential Issues
Chloe
Luca

Group 2
Desert

Graciella

Ryan

Ebony

Aurora

Sue Zen

Jenny

Group 3
City

Shradha

Leo

Jayda

Harry

Kiyan

Ashley

Group 4
Farmland

Maggie

Nikita

Natalie

Noah

Carlo

Ramadan

Lesson 3 Groupings
Developers
Darren
Chloe
Graciella
Sue Zen
Shradha
Kiyan
Maggie
Carlo

Environmentalists
Jared
Ann
Ryan
Ebony
Leo
Jayda
Nikita
Natalie

Locals
Giuliana
Aurora
Harry
Noah

Luca
Jenny
Ashley
Ramadan

Appendix F Reading Surveys