UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES (provide the number) Unit Orientation The first lesson will engage students through incorporating an interactive approach. The students will be able to engage in the set text through discussion of prior knowledge and new knowledge based upon the book. ICT has also been incorporated throughout this lesson to motivate students through using a YouTube video, interactive word wall, and individual KWL charts. 1
Building knowledge of the field Through apply a range of holistic teaching strategies throughout the lesson students will be able to increase their background knowledge through whole group discussions, visual stimulation and a variety of writing activities. These activities will be scaffolded and supported by the teacher and the learning support teacher.
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Utilising the non- fiction focus text Tokin, R. (2006). Leaf litter. Sydney, Australia: Harper Collins
This focus text has been integrated throughout the unit plan through in-depth research of leaf litter. The unit plan focuses on: The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) Therefore the book has been used to research the wildlife of leaf litter. Books that have been incorporated throughout the unit plan:
Cheng, C. (1990). The eyespy book of night creatures. ISBN 0868965901. Scholastic Australia.
Dolby, T., & Clarke, R. (2014). Finding australian birds: a field guide to birding locations. Australia: CSIRO Publishing
Campbell, L. (2013). Wildlife of Australia. ISBN: 9780691153537. Princeton University Press.
Walraven, E. (2001). Care of Australian wildlife (2ed). ISBN: 9781741102079. New Holland 1, 2, 3, 6, and 11 COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number)
Cronin, L. (2013). Cronin's Key Guide to Australian Wildlife. ISBN: 9781741750751. Allen & Unwin
Responding to texts This unit plans allows the students to explore and investigate the book through a range of learning experiences. The focus text discusses the importance leaf litter plays within the ecosystem therefore clearly relating to the science content strand: The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) English lesson have also been able to adapt around this focus text and provide rich learning experiences that relate to the sustainability of our world.
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Exploring texts Students are required to investigate and explore the text through gathering their own leaf litter samples. This engages students to explore and apply the text into real life situations. Students also explore the text throughout a variety of literacy activities such as researching the importance of leaf litter within the ecosystem, and the affect of non-native species entering the natural wildlife etc. These all explore the text and extend the focus text in detail.
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Examining texts including:
Text structure and organisation Through looking at a range a text students are able to recognise the different text structures. Throughout the unit in-depth research is required for activity purpose therefore students will come across a variety of text structures and organizations.
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
Expressing and developing ideas Throughout the unit plan students are given the opportunity to express and develop their ideas throughout creating texts. This enables students to 6, 7, 9, 10, 11 COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number) deepen their knowledge and develop strong options on certain topics.
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Visual and multimodal features of texts The unit plan provide opportunities throughout every lesson for students to experience multimodal texts. This is essential in developing knowledge and skills within the topic.
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
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Extending beyond the focus text including:
Creating texts utilising print and multimodal texts Throughout the unit plan students have many opportunities to create texts in a range of formats. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Assessment Formative (one strategy and instrument) The formative assessment gathers the majority of the students work sample from the unit plan. This assessment strategy has a basic criteria sheet that allows for comments and instructional information to be added.
Please see Assessment
5, 7, 8, 9, 10, 11 Summative (one strategy and instrument) Describe the strategy and provide a copy of the assessment instrument. The formative assessment assesses a descriptive piece of writing based upon the prior knowledge of leaf litter and also ideas inspired by the set text. The assessment uses a criteria sheet to mark by which considers a variety of components that should be included within the assessment piece.
Please see Assessment
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Significant demonstration of learning. Whole group discussions contribute towards achieving the required outcomes. Through discussing, questioning, challenging and listening.
Throughout the lesson experiences there are clear step- by-step instructions of what is expected from the students. However the formative assessment ensures that significant learning standards are reached through collecting a range of work samples.