Lesson 10: Australian Immigrant Experiences

 Preparation

 Lesson Plan

Tuning In

• Introduce the guest speaker and ask them to share their story. Allow the students to ask appropriate questions regarding the speaker’s journey and experiences in Australia.
• Read the narrative text, The Journey by Francesca Sanna, to the class. Alternatively, watch and listen to the story being read aloud on YouTube. After reading, ask the students:
  • What other stories have you heard that remind you of this text?
  • How did the children’s attitude to leaving their home differ to their mother’s attitude?
  • What different emotions did the children experience throughout the story?

Teacher Instruction

• Inform the students that they are going to view the stories of three Australian immigrants, from a variety of backgrounds. Explain to the students that they will be required to take notes throughout the videos to assist them later in the lesson.
• Provide each student with a copy of the Note Taking Graphic Organiser. Brainstorm some examples of what the ‘Important Information’ section on the graphic organiser might include, such as:
  • name
  • country of origin
  • push and pull factors
  • settlement issues in Australia
  • contribution to Australian society.
• Play the following YouTube videos, directing the students to record notes as they watch.
  • We Were Refugees – Fred Kasparek
  • Rethink Refugees – Najeeba’s Story
  • Refugee Week – Malik’s Story

Guided/Independent Learning

• Inform the students that, as a class, they are going to play a game of ‘Hot Seat’ to further explore the narratives of each immigrant. If the students are unfamiliar with the game, explain how it works (see below).
• Ask the students to create two questions to ask each immigrant they have ‘met’ during the lesson. Each question should seek to understand the impact immigration has had on each individual. The questions may reference their journey, hardships, cultural differences or contributions to Australian society. Allow the students to record these questions in their workbooks before commencing the game.
• Hot Seat Rules:
  • One student assumes the role of one of the four immigrants studied (Anh, Fred, Najeeba or Malik) and is asked questions prepared earlier by the audience of classmates.
  • The character is asked to provide their opinion or to answer the question as they believe the real character would.
  • The game requires both the interviewee and the audience members to have a deep understanding of the content.

Wrapping Up

• After playing the game, ask the students to reflect on the immigrants studied. Ask the students:
  • What qualities do these people share?
  • How have they contributed to Australian society?
  • How would Australia be different without these immigrants?

 Differentiation

Extending Students

• Encourage more capable students to research the work of the Asylum Seeker Resource Centre. The students can report back to the class on the work of the ASRC in providing positive pathways for asylum seekers and refugees in Australia.

Supporting Students

• Allow students with lower literacy skills to work with a partner to create their questions for the 'Hot Seat' game.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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