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.
1
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
2 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 3
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.
8 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.