Learning Experience 1:

Lesson Title: Introduction to Unit Duration: 60Minutes

Learning
Objectives
Australian Curriculum Content Descriptors: QCAA Literacy Indicators
Year 5 English
Language
Text structure and organisation
Understand how texts vary in purpose, structure and topic as
well as the degree of formality (ACELA1504)
Investigate how the organisation of texts into chapters,
headings, subheadings, home pages and sub pages for online
texts and according to chronology or topic can be used to
predict content and assist navigation (ACELA1797)
Literature
Literature and context
Identify aspects of literary texts that convey details or
information about particular social, cultural and historical
contexts (ACELT1608)
VR5
i. View, read, navigates and
selects texts for specific
personal, social i and learning
purposes
ii. View and read written, visual
and multimodal learning area
texts i that: connect
relationships between ideas and
concepts within and between
texts
v. Identify and describe words
and word groups that represent
ideas and relationships,
including main and subordinate
clauses within sentences
WC5
i. Identify the purpose, content,
context, text structure and
writer reader relationships
when writing and creating
learning area texts
Classroom
Organisation
Whole Class Activity
Learning
Experiences
1. Gain students attention within a whole class setting
2. Students to be informed of focus text The Voyage of the
Endeavour
3. Prompt students with questions:
Does any one have any thoughts of what this book is
about?
Is this book non-fiction or fiction?
What is non-fiction or fiction
What would be the structure of this book?
4. Using smart board, graphic organisers to display on board
(SEE RESOURCE 1).
5. Teacher to lead discussion on the topic of non-fiction and
fiction
6. Class discussion and activity of identifying key features of
each genre of texts, and names of texts they are aware of that
are non-fiction and fiction
7. iPads to be distributed within class, or computers if
available, with selection of book sites written on board.
8. Students to be guided with research of different forms of
fiction and non-fiction texts listed on the smart board (or
whiteboard)
9. Students given opportunity to research particular texts of
interest to them
10. After 15 minutes, class regained to board
11. Students given opportunity to share and add information
to graphic organisers, and add to the organisers with accurate
information
12. Teacher to lead discussion in similarities between
discovered texts and the focus text.
13. Teacher to lead discussion from organiser of structure and
formalities o the given text.
Adjustments for diverse
learners:
Teacher to guide individual
student that need help on
choice, and guidance through