COMPONENTS EXPLAINANTION/DETAILS LEARNING

EXPERIENCES
Unit Orientation The unit will begin by introducing the learning
area, relevant vocabulary, focus text and enhance
motivation to learn.
1
2

Building knowledge of the field The teacher will activate background knowledge
through various strategies such as reciprocal
teaching and anticipation guides.
2, 8

Utilising the non-fiction focus
text
Greenwood, M. & Denton, T. (2013). Jandamarra.
Crows Nest, NSW: Allen & Unwin.

The focus text will be utilised throughout the
entire unit, and will be the primary source of
stimulation for writing and reading learning
experiences.
4

Responding to texts Students will respond to the text through their
developing interaction skills (ACELY1816),
engaging in writing processes (ACELT1618) and
utilising the text to explore language for
interaction, specifically the uses of objective and
subjective language (ACELA1515)
7
9

Exploring texts Students explore various texts that demonstrate
subjective and objective language, developing an
understanding for when it is appropriate to share
feelings and opinions (for example in a personal
recount) and when it is appropriate to remain
more objective (for example in a factual recount)
(ACELA1515). Students engage in comprehension
strategies when reading informative texts.
5
6

Examining texts including:
Text structure and
organisation
Students will engage in interactive learning
experiences that consolidate understandings of
subjective and objective language. Students also
engage in comprehension strategies such a
reciprocal teaching to explore text structure and
organisation of non-fiction texts.
6
Expressing and developing
ideas
Students will express and develop ideas through
interacting with others through informal debate
and discussions (ACELA1816), creating texts that
emotionally engage and inform (ACELT1618),
communicate respectfully with guests and
eachother in dialogue circles and engage in
comprehension reading activities and writing
experiences.
10
12
Visual and multimodal
features of texts
Students examine the graphic choices in the focus
text and discuss how the illustrations enhance or
3
elaborate upon the meaning of the text.

Extending beyond the focus
text including:


Creating texts utilising print
and multimodal texts
Students will create a poem using subjective
language and drawing on vocabulary specific to
the content area.
Students will also create an informative news
report using an online program (Printing Press),
using more objective language and incorporating
visuals to support the text.
11
13

Assessment
Formative (one strategy and
instrument)
Teacher collects formative assessment in all of
the learning experiences, through observation,
anecdotal notes, peer rubrics and student self-
reflections.
1-13 (various
formative
assessment
strategies
listed)
Summative (one strategy and
instrument)
Teacher will conduct summative assessment of
the students use of interaction skills in their
poetry podcast (using a rubric). Teacher will also
conduct summative assessment of the students
individual news report, using the QCAA literacy
indicators and Australian Curriculum (ACELT1618)
to assess how the student engages in the writing
process and creates text to present a factual
recount of the focus text.
12 Rubric
13 Rubric

Significant demonstration of
learning
By the end of the unit, students will be able to
identify the use of subjective and objective
language, and give examples for when it is
appropriate to express thoughts and feelings
(subjective) or remain more objective.
Students will use a variety of interaction skills
(i.e. voice volume tone, pitch and pace),
evaluate themselves and others and
recognise the effects these have on audience
engagement. Students will collaboratively and
individually create texts to emotionally
engage and inform audiences.
12
13