Lesson Sequence:

Within in this unit each lesson will run for approximately for one hour. During this one
hour block dedicated to literacy the learning experiences will be broken up into:
o One 15 minute spelling rotation
o One 15 minute reading rotation
o One hour of Literacy genre (KLA Science will be embedded within this
section)

Teaching and learning Supportive learning environments
Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 1:
Time: 90 minutes
Objectives: Identify different language features
and their relevance to texts.
Classroom organisation: Whole Class/
individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the first out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the first of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Teacher is to share focal text of the unit
with students:
Ice, Wind, Rock: Douglas Mawson in the
Antarctic
Whilst reading text, students are to listen
out for and note different features evident
within the story that captures the
audience interest, expresses what the
story is about and the underpinning
meaning of the text.
Class will come together to discuss and
identify the different components within
the text and why they are important.
On the board the teacher is to display a
key list of language features essential to
form excellent writing (verbs, adverbs,
noun groups, cohesive devices, dialogue
etc.)
Briefly discuss and reiterate the role of
each feature in terms of writing, capturing
audience interest, expressing feelings
Same levelled groups to
support diversity of student
ability levels

Hearing impaired students to
sit at front of classroom.

Spelling
rotations

Reading
Rotations

Ice, Wind, Rock

Edited Text
selections
and meanings of characters and story
plot.
Students will be given edited pieces of
text from the story and are required to
add appropriate language features in
order to sharpen ideas, express feelings
and meaning of text, as well as, capturing
the readers attention.
Students will share newly constructed
text with peers. And discuss positive use
of features within each.

Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 2: Examine Evaluative Language
Time: 90 minutes
Objectives: Identify and understand the purpose
of evaluative language in personal recounts
Classroom organisation: Whole class, group,
individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the second out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the second of 5 rotations.
These activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Students are to focus on, understand and
evaluate language in order to express
feelings and opinions.
Review language of affect and judgement
with students, view prezzi:
Language Affect and Judgement
(evaluative language)
Students are to document the difference
and purpose of Language affect and
judgement that will be required later.
Discuss how this language affects the
point view of the reader and shares
information about a particular person
Discuss why language judgement may be
an effective device in personal recount
writing.
Students are to read Douglas Mawsons
diary entry
The home of the blizzard chapter 16
Horn Bluff and Penguin point
Using the provided language features
Parent Helper to support
rotations

Hearing impaired students to
sit at front of classroom

Visual aids to support ESL
learners

Hands on learning experiences
implemented
Spelling
Rotations

Reading
Rotations

Language Affect
and Judgement
Prezi

The Home of
the blizzard
journal entry

Evaluative
Language table
table, students are to reread text and
highlight evidence of these features.
Students will then format information and
complete table.
Discuss, reflect and share how the
evidence of these language features
reflects Douglas Mawsons feelings and
opinions of the Antarctic environment and
natural organisms.




Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 3: Examine noun groups within
texts
Time: 90 minutes
Objectives: to examine and understand the
purpose of noun groups within recounts
Classroom organisation: Whole class/
individual/ group.
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the third out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the third of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Students are to review and enhance
understanding of key grammatical
aspects and sentence structure, which is
essential to complete the assessment
task.
Students main focus will involve; main
and subordinate clause, phrases and
prepositions.
Students are to view video resource
Clause and Phrases English Grammar
and writing
Teacher is to pause video and reiterate
when appropriate, to ensure all students
understand concept students to take
notes.
Using the focal text Ice, Wind, Rock
students are to complete a word sort
activity in which categorises examples of
Reiterate literary techniques in
order for all students to grasp
content

Video used as a visual tool
(closed captioned for hearing
impaired)

Screenshots of text displayed
on board visual aid

Hands on learning experience
implemented
Spelling
Rotations

Reading
Rotations

Clause and
Phrases
English
grammar and
writing video

Ice, Wind, Rock



clauses and phrases within the text.
On the board the teacher will then display
screenshots of the text, students are to
discuss and identify evidence of verbs
and the types of clauses within each
sentence.
Deconstruct the text and identify
sentence type, main clause and
subordinate clause. Students to find and
write examples.
Review noun groups and qualifiers, used
as a means to provide additional
information.
Using sections of the focal text, identify
and list evidence of noun groups and
quantifiers that provide the reader within
information in regards to the extreme
environment of Antarctica.
Introduce Assessment task to students
(see assessment tab for details)











Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 4: Deconstructing Journal
entries
Time: 90 minutes
Objectives: Deconstruct journal articles, in
order to analyse meaning and how language
features have been used for effect.
Classroom organisation: Whole class/
Group/ Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the fourth out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the fourth of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
Spelling
Rotations

Reading
rotations

The home of the
blizzard journal
entry

Reciprocal
Teaching table
(See appendix for list of tasks)
Genre Focus:
Students are to read and analyse
Douglas Mawson Diary entry
The home of the blizzard Chapter 14
The south Magnetic Pole
Teacher is to use Reciprocal-reading
strategies to improve meaning and the
deconstruction of the text.
Apply this strategy to the journal text,
working as a class to complete the table.
Having completed table ensure students
understand that this strategy assist in the
ability to analyse, synthesise information
and ideas, relevant to writing clear and
concise diary entries in role of Antarctic
explorer.












Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 5: Structure of Journal entries
Time: 90 minutes
Objectives: Identify the structural features of
writing journal entries
Classroom organisation: Whole
class/Group/ Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the five out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the five of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Revise structure of journal entry writing
Identify appropriate features to be
Spelling
Rotations

Reading
Rotations

The home of the
blizzard journal
entries
included within each section of the text
Use past examples as a guide.
Taking one component from the text,
students are to practise journal entry
writing prior to starting construction of
assessment.











Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 6: Text structure in journal
writing
Time: 90 minutes
Objectives: Students are to develop a
deeper understanding of the text structure
evident during journal writing.
Classroom organisation: Whole
Class/Group/Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the first out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the first of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Students are to focus on the purpose of
text connectives within writing a means
to link structure and ideas in sequential
order.
Reviewing either Douglas Mawson Diary
entries students will highlight evidence of
text connectedness.
They will then identify the different parts
of journal writing
-Orientation (Names, date, scene)
-Achievements (Factual Information)
-Significant Moment (Scientific discovery/
Hands on resources to support
learning styles

Hearing impaired students to
sit front and centre of
classroom

Categorising information to
clarify and support learning
delays of students concise
and easy to follow
Spelling
Rotation

Reading
rotations

The Home of
the blizzard
diary entries

Student
Antarctic
Journals


experience)
-Further information/actions
-Re-orientation.
Students will then construct their first
official journal entry, in role of an
Antarctic explorer reflecting their
experience of the environment and
organisms of Antatartica














Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 7: Deconstructing journal
entries
Time: 90 minutes
Objectives: Students are to review journal
entries and Identify effective use of language
features.
Classroom organisation: Whole class/
Group/ Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the second out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the second of 5 rotations.
These activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Students are to revise different language
features studied over the course of the
unit.
Complete a mix, match and identify
activity, using text from Ice, Wind, Rock
Students are to then research one
Antarctic Animal and their habitat.
Hands on resources to support
learning styles

Hearing impaired students to
sit front and centre of
classroom

Categorising information to
clarify and support learning
delays of students concise
and easy to follow
Spelling
Rotations

Reading
Rotations

Ice, Wind, Rock

Language
Features
checklist


Students are to write one journal entry in
which reflects the knowledge the have
discovered and how their chosen animal
adapts to environment to survive.
Students will then complete a checklist to
identify effective use of language
features.











Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 8: Visual Literacy
Time: 90 minutes
Objectives: Students are to develop
meaning of the text through the examination
of words pictures.
Classroom organisation: Whole/ Group/
Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the third out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the third of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Reread focal text, display visuals of text
on board for students to view.
Have students focus on the images of the
story, Discuss the images purposes of
sharing the texts meaning, Mawsons
experiences in Antarctica and the natural
environment and biodiversity of the area.
Using one of their develop journal articles
students are to construct a visual feature
to enhance the meaning of the text.
Students will identify language features
within text that supported the visual
Visual tools implemented to
support learning styles of
students

Hands on learning experiences
to be implemented
Spelling
Rotations

Reading
Rotations

Student
Journals

feature and briefly describe how and why
they presented the text as they did.











Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 9: Editing texts
Time: 90 minutes
Objectives: Students are to edit and
complete final checklist, identifying effective
use of language features, ideas and opinions
Classroom organisation: Whole class/
Group/ Individual
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the fourth out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the fourth of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Test students understanding of each
concept covered.
Provide examples of text on board,
students are required to identify
necessary features to be added in order
to form effective journal writing.
Students will then construct thee own and
swap with peers.
Share constructed text with class.
Students will then complete checklist
review and conference with teacher.






Spelling
Rotations

Reading
Rotations

Student
Journals






Teaching strategies and learning
experiences
Adjustments for diversity Resources
Lesson # 10: Sharing Artic Journals
Time: 90 minutes
Objectives: Students are to present artic
journals with peers
Classroom organisation:
Learning experiences:
Students will begin lesson by separating
into their homogeneous level groups in
order to complete the five out of 5
spelling rotations. In which will assist the
students in learning spelling words
through a variety of formats.
(See appendix for list of tasks)
Having completed spelling rotations,
students will come together and then
divide off into reading groups
(Homogeneous level) in order to
complete the five of 5 rotations. These
activities aim to enhance students
comprehension (listening/viewing),
handwriting, and reading.
(See appendix for list of tasks)
Genre Focus:
Students will be given time to complete
final journal articles
Students will then present one entry to
class, ensuring they use a range of
effective language techniques to captures
the audience attention.










Parent helper to support
rotational activities
Spelling
Rotations

Reading
Rotations

Student
Journals