UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING

EXPERIENCES
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide te !"#$er%
U!it Orie!t&tio! Documentary - Ancient Mysteries:
Dreamtime of the Aboriginals is played to
students which discusses Aboriginal
culture, in particular the importance of oral
traditions in passing down knowledge,
practices and laws. Various primary source
videos and photographs from the ational
Museum of Australia are shown to both
introduce the topic, and build background
knowledge.
'
("i)di!* +!o,)ed*e o- te
-ie)d
!he unit orientation builds upon students"
background knowledge of Aboriginal
culture, in particular oral traditions.
#essons $ % & focus upon Dreamtime
stories in particular, deconstructing various
modes of this genre. Doing so develops
students" conte'tual knowledge, ultimately
allowing for them to publish their own story
at the end of the unit.
', ., /, 0, 1
Uti)i2i!* te !o!3-i4tio!
-o4"2 te5t
(urarrwanga, #. )$*+,-. Welcome to my
country. .rows est, /0: Allen 1 2nwin.
Various stories within the te't are focused
on, concentrating specifically on
grammatical features, te't structure,
specific content language used to convey
meaning.
., /, 0
Re2po!di!* to te5t2 /tudents use the focus te't to respond to
provided 3A4 guided 5uestioning in order
to make meaning and build upon
conte'tual knowledge.
., /, 0
E5p)ori!* te5t2 /tudents e'amine various modes of
Dreamtime stories, from both the focus
te't, to multimodal representations.
/tudents deconstruct each story,
concentrating specifically on grammatical
features, te't structure, and the specific
content language used to convey
meaning.
., /, 0, 1, 6
E5&#i!i!* te5t2 i!4)"di!*:
Te5t 2tr"4t"re &!d
or*&!i2&tio!
/tudents use colour coding to highlight the
specific te't structure used within
Dreamtime stories to build upon their
conte'tual knowledge in order to
., /, 0
1
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide te !"#$er%
effectively write their own stories of this
specific genre.
E5pre22i!* &!d
deve)opi!* ide&2
/tudents view both the focus te't and
various multimodal Dreamtime stories, and
answer 3A4 guided 5uestions. Doing so
allows for students to further develop their
understanding of this genre.
., /, 0
Vi2"&) &!d
#")ti#od&) -e&t"re2
o- te5t2
/tudents view two multimodal
representations of Dreamtime stories,
highlighting specific visual features used
within each to convey meaning, and then
comparing the stories )both visually and
te'tually-.
1
E5te!di!* $e7o!d te
-o4"2 te5t i!4)"di!*:
Cre&ti!* te5t2
"ti)i2i!* pri!t &!d
#")ti#od&) te5t2
/tudents create their own Dreamtime
stories as per assessment booklet.
/tudents must effectively plan their
Dreamtime story, create their story
adhering to the re5uired criteria, and then
present their story using multimedia.
8, 9, ':
A22e22#e!t
;or#&tive (o!e
2tr&te*7 &!d
i!2tr"#e!t%
6ormative assessment is used throughout
the unit through observations and open
ended 5uestioning to assess whether
students are comprehending the content
being covered. An instrument being used
to formatively assess knowledge is the
story cube creator, found at
http:77www.readwritethink.org7classroom-
resources7student-interactives7cube-
creator-,*8&*.html. After students have
completed their story cube, it will be
formatively assessed to 9udge whether
students have understood the criteria
stories are being marked against.
/, 0, 1, 6, <, 8 (i!
p&rti4")&r%
S"##&tive (o!e
2tr&te*7 &!d
i!2tr"#e!t%
!he assessment booklet will be
summatively assessed at the end of the
unit. !his booklet includes the planning
outline, and the final written draft of
students" Dreamtime stories before they
are published using multimedia.
9, ':, '', '.
2