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Unit Overview Components, Explanation/Details and

Learning Experiences
Components Explanations/Details Learning
Experiences
(Provide the
number)
Unit Orientation The teacher will engage students in the pre-
reading stage of the reading process to motivate
the students. By examining a picture from the
focus text, students will be required to identify
living and non-living things in the image. They
will then activate their prior knowledge from
year four by examining and discussing
vocabulary such as decomposer, consumer and
producer.
1
Building knowledge of
the field
ACARA Links:
- ACELY1703
- (ACELY1699)

To build upon students knowledge of the field,
students will continue to engage with the pre-
reading stage of the reading process. During
these learning experiences, students will have
the opportunity to preview the text using
comprehension strategies such as reading the
blurb, skimming through the text and
examining illustrations. The students will also
be introduced to key vocabulary words of the
unit.
1, 2, 3 and 4
Utilising the non-
fiction text
Focus Text: Tonkin, R. (2006). Leaf litter.
Sydney, Australia: Harper Collins Publishers.

The focus text will be utilised in a number of
learning experiences in the unit. Initially the
text will be used to activate the students prior
knowledge of living and non-living things. The
students will then engage in a number of pre-
reading activities where they will be taught
comprehension skills such as the importance of
examining the blurb, title and illustrations to
make a prediction as to what the text is about.
Secondly, the focus text will also be used to
support students understanding of how
adjective groups and phrases can extend the
description of thing, person or place. Thirdly,
Tonkins text will be used to highlight how
animals survive in the leaf litter whether it be
due to their structural features of behavioural
adaptions.
3, 4, 5 and 6
Responding to texts ACARA Links:
- ACELT1795
- ACELY1701
1, 3, 4, 5, 6, 7,
10, 11 and 12
Unit Overview Components, Explanation/Details and
Learning Experiences
- ACELY1703

Focus Text

Students will engage in a number of activities
when reading the focus text. These activities
include interactive read-alouds, guided reading
and rotational activities. During these activities
the teacher will ask a range of questions to
support students in comprehending the text and
extend their knowledge on the topic. Students
will also be encouraged to participate in grand
conversations where they will share what they
have learnt about the topic and to clarify
information.

Other Texts
The students will also have the opportunity to
examine multimedia texts, visual texts
(illustrations), texts on the computer and
information reports. In response to viewing
these texts, the students may be required to
identify the purpose of visual elements and
headings and/or discuss the text type and genre
of the text.

Exploring Texts ACARA Links:
- ACELT1795
- ACELY1701
- ACELY1703

Focus Text

Students will explore texts in the unit through
engaging in comprehension activities. As stated
previously, during the pre-reading stage of the
reading process, students will skim the text and
examine textual features such as the title and
blurb to determine the genre and content of the
book. During the reading and responding
stage, students will examine the role
illustrations have in supporting and enhancing
the text. They will also examine the authors
craft of using the Royal Order of Adjectives to
enhance the meaning of the text.

Other Texts
When students are introduced to information
reports they will examine the purpose of
headings and subheadings in this genre of
1, 3, 4, 5, 6, 7,
10, 11 and 12
Unit Overview Components, Explanation/Details and
Learning Experiences
writing. Students will also compare and
contrast the language features of an information
report to a narrative.
Text structure
and
organisation
ACARA Links:
- ACELT1795
- ACELY1701
- ACELY1703
- ACELA1505

The students will examine the text structure
and organisation of information reports. These
reports will vary in mode i.e. hard copy, online
and videos. The students will participate in
grand conversations and hands-on activities to
explore and examine the purpose of headings
and topic sentences in the information report
genre.
10, 11, 12, 13, 14
and 15
Expressing and
developing
ideas
ACARA Links

- ACELA1505
- ACELA1508
- ACELY1701

Focus Text

Students will examine how the author of the
focus texts has used adjectives to express and
develop ideas. By way of example, students
will participate in an activity which will require
them to listen to the text and visualise what the
scene looks like, smells like and sounds like.
Reflecting upon their visualisations, the
students will be encouraged to share how the
use adjectives supported the author in
expressing and developing ideas.

Other Texts

When learning about the information report,
students will engage in activities which will
examine the purpose of topic sentences to
express and develop ideas. Moreover, they will
explore the purpose headings serve in this
genre of text.
3, 4, 5, 6, 10, 11,
12, 13, 14 and 15
Visual and
multimodal
features of
texts
ACARA Links
- ACELY1701

When being introduced to the information
report, students will examine the purpose of
diagrams in this text stricture.
11
Unit Overview Components, Explanation/Details and
Learning Experiences
Extending beyond the
focus text including:
To support students understanding of the genre
and structure of an information report they will
be presented with hard copy information
reports, online information reports and video
information reports. They will examine the text
structure, purpose and audience of this text
type.

Creating texts
utilising print
and
multimodal
texts
In response to the focus text, students will be
required to create an Explain Everything
video which describes the structural features
and behavioural adaptions of their allocated
animal/plant. They will be required to plan,
draft and write the descriptions of their
animal/plant before recording their video.

As part of their summative assessment,
students will be required to write an
information report and create an iMovie.
Students will have to source images and video
texts to enhance their iMovie.
9 and 16
Assessment
Formative (one
strategy and
instrument)
Students will engage in authentic assessment
task where they will be required to create an
Explain Everything video to demonstrate
their understandings of the structural features
and behavioural adaptions of their allocated
animal/plant. This video will be shown at the
parent presentation evening. The assessment
instrument which will be used is a tick and
flick sheet. The teacher will also be required to
provide specific written feedback on the
students video. This assessment task can be
accessed by clicking the following link -
http://usinglanguagetolearnbjarvis.weebly.com/
assessment.html

Summative
(one strategy
and
instrument)
The summative assessment task will require
students to write an information report on their
allocated plant/animal. They will then create an
iMovie where they will act in the role of a
journalist informing the public about their
animal/plant. A rubric will be used to assess
students learning. This assessment task can be
accessed by clicking the following link -
http://usinglanguagetolearnbjarvis.weebly.com/
assessment.html

Significant
demonstration of
learning
Receptive Modes (listening, reading and
viewing)

During the unit, the students will have the

Unit Overview Components, Explanation/Details and
Learning Experiences

opportunity to examine the structure of an
information report. Specific attention will paid
towards highlighting the textual features of
headings and subheadings in this genre. The
Achievement Standard states that by the end of
Year 5 students can "explain how text
structures assist in understanding the text"
(Australian Curriculum and Reporting
Authority, 2013). In this unit, students will
demonstrate their learning of this concept
through classroom discussion, re-assembling an
information report and the summative
assessment task of writing and presenting an
information report.

Productive Modes (speaking, writing and
creating)

The students will have the opportunity to
demonstrate their understanding of how ideas
can be extended through using the Royal Order
of Adjectives. They will demonstrate this
learning through producing an 'Explain
Everything' video describing the structural
features and behavioral adaptions of
their allocated plant/animal. Conversely,
students' ability to actively participate class
discussion will be assessed through observing
their conversations and participation during
class, group and paired activities. Finally,
students' abilities to use correct grammar,
punctuation, spelling and vocabulary will be
assessed through examining students
workbooks and activity sheets along with the
formative and summative assessment pieces.