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UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING


EXPERIENCES


COMPONENTS

EXPLANATION/DETAILS
LEARNING
EXPERIENCES
(provide the number)

Unit Orientation

Begin with a group discussion on what
students already know about aboriginals
(previously studied). This will relate to the
unit as students prior knowledge will
benefit their understanding and learning
outcomes of colonization in Australia.
Display images and books referring to the
earliest contact between Aboriginal, Torres
Strait Islander, Malaysian and European
people around the coastline of Australia.



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Building knowledge of the
field

The teacher will help students increase
their background knowledge by providing
group discussions about what students
already know and work together to support
one and other. Develop concept maps to
demonstrate that students are able to
show their knowledge on understanding
differences between the language of
opinion and feeling and the language of
factual reporting or recording
(ACELA1489) and also displaying their
ideas and information in spoken texts
whilst listen for key points in order to carry
out tasks and use information to share and
extend ideas and information
(ACELY1687).

By referring to the Australian curriculum
descriptions it is vital that students
knowledge of Language, Literacy and
literature is expanded as per the
curriculum.


1 & 2


Utilising the non-fiction
focus text

Tucker, A. (1994). Too Many Captain
Cooks. In A. Tucker. Adelaide,
Australia: Scholastic Australia.


1, 2, 6 & 8


Responding to texts

Students will be ask to respond to various
texts throughout the unit by participating in
lessons that aims on developing students
skills to allows them to make meaning of

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2

COMPONENTS

EXPLANATION/DETAILS
LEARNING
EXPERIENCES
(provide the number)
the texts. Students will be able to provide
a point of view about particular literary
texts using appropriate metalanguage, and
reflecting on the viewpoints of others
(ACELT1609) as well as using
metalanguage to describe the effects of
ideas, text structures and language
features on particular audiences
(ACELT1795). They will also explain
sequences of images in print texts and
compare these to the ways hyperlinked
digital texts are organised, explaining their
effect on viewers interpretations
(ACELA1511). Students will develop these
skills during the unit which will allow them
to progress in their understanding an
analysis of different texts.



Exploring texts

When exploring texts in the classroom the
student will be provided with the structure
and scaffolding they need to analyse
different texts in close detail and to
construct a reading. Students also develop
the ability to identify aspects of literary
texts that convey details or information
about particular social, cultural and
historical contexts (ACELT1608). By the
end of the unit the students will be able to
show how ideas and points of view in texts
are conveyed through the use of
vocabulary and that these can change
according to context (ACELY1698).


2, 5 & 6


Examining texts including:



Text structure and
organisation

The teacher will demonstrate to students
how texts vary in purpose, structure and
topic as well as the degree of formality
(ACELA1504) and they will develop the
skills to gather knowledge and have a
deeper understanding of the organisation
of texts. This relates to the description
from the Australian curriculum that wants
students to 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
2 & 4
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COMPONENTS

EXPLANATION/DETAILS
LEARNING
EXPERIENCES
(provide the number)
predict content and assist navigation
(ACELA1797).


Expressing and
developing ideas

This unit will provide students with the
information to be able to understand how
noun groups/phrases and adjective
groups/phrases can be expanded in a
variety of ways to provide a fuller
description of the person, place, thing or
idea (ACELA1508). They will also focus on
the use of vocabulary to express greater
precision of meaning, and know that words
can have different meanings in different
contexts (ACELA1512) and will continue to
build on and get a deeper understanding
of how to use banks of known words, as
well as word origins, prefixes and suffixes,
to learn and spell new words
(ACELA1513).


3, 4 & 10


Visual and
multimodal features
of texts


It is important for students to be able to
understand how to use multimodal aspects
of the text. Students will learn to plan,
rehearse and deliver presentations for
defined audiences and purposes
incorporating accurate and sequenced
content and multimodal elements
(ACELY1700). This will be used as their
final assessment piece.


2, 10 & 12


Extending beyond the
focus text including:



Creating texts
utilising print and
multimodal texts

Once students have grasped an
understanding of the main concepts used
to respond and examine the texts they will
then move onto creating literary texts
using realistic and fantasy settings and
characters that draw on the worlds
represented in texts students have
experienced (ACELT1612) as well as
planning, drafting and publishing
imaginative, informative and persuasive
print and multimodal texts, choosing text
structures, language features, images and
sound appropriate to purpose and
audience (ACELY1704).

7, 8 , 9 & 11
4

COMPONENTS

EXPLANATION/DETAILS
LEARNING
EXPERIENCES
(provide the number)



Assessment



Formative (one
strategy and
instrument)

Idea Wave- Each student lists 3-5 ideas
about the assigned topic. One volunteer
begins the idea wave by sharing his idea.
The student to the right of the volunteer
shares one idea; the next student to rights
shares one idea. Teacher directs the idea
wave until several different ideas have
been shared. At the end of the formal idea
wave, a few volunteers who were not
included may contribute. This will be used
to provide the student with feedback on
their performance so the learner can
improve their skills, and to provide
teachers with information so they can tailor
their future instruction to student need.
The teacher will use this strategy to
assess whether students have understood
and grasped the unit.


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Summative (one
strategy and
instrument)

Performance task Students will create a
persuasive poster to persuade an
audience from ether the aboriginals
perspective or the European perspective
of colonisation in Australia. Students will
then dress up and explain to the class
their reasoning behind their poster. A
checklist accompanies this assessment as
well as an assessment sheet and criteria
sheet.


11 & 12


Significant demonstration
of learning.

Receptive Modes: Listening, reading and
viewing

By the end of the unit students should be able
to explain how text structures assist in
understanding the text, describe events,
characters and setting in text, listen and ask
questions to clarify content. It is important that
they understand how language features,
images and vocabulary influence
interpretations of characters, settings and
events.
Productive modes: speaking, writing and

6 & 8
5

COMPONENTS

EXPLANATION/DETAILS
LEARNING
EXPERIENCES
(provide the number)
creating

Students use language features to show how
ideas can be extended as well as developing
points of view by selecting information, ideas
and images from a range of recourses. When
writing, they demonstrate understanding of
grammar, select specific vocabulary and use
accurate spelling and punctuation, editing their
work to provide structure and meaning.

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