1

COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENC
ES (provide
the number)
Unit Orientation The unit orientation will focus on informative text and serve as
the basis for introducing the required text, Life in a rotten log
by Kathy Atkinson. The orientation will seek to allow students
to recognize different types of informative texts and the
different literary elements they comprise.
Lesson 1
Building
knowledge of the
field
The teacher will build literary knowledge regarding
informative and persuasive text by exploring and
incorporating the three literacy strands as well as receptive
modes. The learning experiences will cater for all students
and ensure a deeper understanding using comprehension,
reading aloud, ICT, oral presentations, peer evaluations as
well as many learning resources such as different kinds of
texts including multi-modal texts.
Lessons 1, 2
& 3
Utilising the non-
fiction focus text
Atkinson, K. (1993). Life in a rotten log. St Leonards, NSW:
Allen & Unwin

This particular text has been selected for this unit as the text
allows for learning opportunities encompassing the three
literacy strands with a primary focus on informative and
persuasive texts, whilst also incorporating science as
additional key learning area in support of prescribed literacy
learning outcomes.

The relevance of this text in relation to this literacy unit will be
observed in the lesson plans and will have a secondary focus
on science.

Students will be required to purchase the text for this unit in
order to satisfy assessment and learning requirements.
Please see the home page for a purchase link.

Lessons
2,3,7,9 & 10
Responding to
texts

Exploring texts Within this unit there are several learning experiences, which
require students to comprehend various forms of text, make
meaning from the given texts and to successfully understand
the content.

These lessons are in direct correlation with The Four
Resource Model and also are supportive of the Gradual
Release of Responsibility Model as the learning experiences
are both individual and group orientated.
Lessons 1-
10
Examining texts
including:

Text
structure
and
organisation
Text structure is investigated throughout many of the learning
experiences as students are given the opportunity to
investigate different forms of text; their component, structure
and format through comprehension, reading and writing.

They are required to create posters, letters and reports in a
bid to ensure full understanding of various texts and their
structures and organization.
Lessons 1-
10
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENC
ES (provide
the number)
Expressing
and
developing
ideas
Students are encouraged to express and develop ideas by
way of class discussion and both individual and group
worksheets. They are able to further share their ideas and
express their opinions by the implementation of the peer
feedback sheet which provides students opportunities to
express their opinions and ask questions to further develop
their understanding.
Lessons
1,3,5,7,8,9
&10
Visual and
multimodal
features of
texts
Students are given the opportunity to utilize ICT and visual
aides throughout the unit, often using the internet as a
resource for example texts as well as YouTube videos and
iPad apps such as Corkulous.
Lessons
1,3,4,5,6 & 7
Extending beyond
the focus text
including:

Creating
texts
utilising
print and
multimodal
texts
Students are given the opportunity to create several different
forms of text, including a persuasive letter, a PowerPoint
presentation, a monologue and a report. This utilizes all
learning areas and facilitates the use of ICT in relation to
literacy. Students have been encouraged to use print and
multimodal texts in a bid to fully understand the various
literacy strands.
Lessons
3,4,5,7,8, 9 &
10
Assessment
Formative
(one
strategy and
instrument)
The formative assessment is a PowerPoint and oral
presentation on an animal of their choosing from the set text,
this is assessed by way of observation and peer feedback
sheets which can be found on the website under the resource
tab.
Lessons 3,4
& 5
Summative
(one
strategy and
instrument)
The form of summative assessment is an individual one and
requires students to write a persuasive letter in relation to
sustaining the environment. The environment will be of the
same nature as the environment within the set text, the
rainforest.

Students will be required to investigate threats posed to the
environment such as logging and write a persuasive letter in
a bid to stop the destruction of the rainforest.

This assessment will be marked by way of rubric which can
be found on the website under the resource tab and
assessment resources.
Lesson 8,9
& 10
Significant
demonstration of
learning.
The significant demonstration of learning is through the
creation of various text forms. Students are able to display
knowledge and understanding in a variety of ways, whether it
be in the form of a poster, PowerPoint, oral monologue,
persuasive letter or informative report. All literacy strands are
investigated and utilized to ensure literary success amongst
all students.

Lessons 1-
10