1

UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING

EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Unit Orientation In order to motivate students to learn, the
unit will begin by the teacher explaining
that the focus of our new unit lies within the
black hole. Students each get a turn to look
at the black hole, and make a prediction as
to what could lay in side.
1
Building knowledge of the
field
In order to assist students build their
background knowledge students will engage
with the pre-reading stage of the process.
During these learning experiences, students
will have the opportunity to preview the
text using comprehension strategies such as
skimming through the text, examining
illustrations and reading headings and
subheadings. The students will also be
introduced to key vocabulary words for the
unit. Students will have the opportunity to
demonstrate their knowledge through:

Creating K-W-L Chart
Creating Word Wall
Teacher led Discussion
Introduction to vocabulary
(Anticipation Guides)

1,2 & 3
ACELA1797
VR 5vi
LS5v

Utilising the non-fiction
focus text
Mattern, J. (2011). Our earth. United
States: Coughlan Publishing.

The focus text, Our Earth by Joanne Mattern
will be used within the unit to:
Activate students prior knowledge
of space and information reports
Pre-reading activities students
predict what the text will be about
Develop comprehension strategies
for reading and writing
Understand the features in an
Information Report
Students take part in grand
conversation to discuss the books
Support students understanding of
1, 3, 4 & 7
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
how noun groups and verb groups
make writing more interesting.
Interactive reading
ACELA1797
LS 5v
VR 5v

Responding to texts Students take part in grand
conversation to discuss the text (LS
5v)
3

Exploring texts Students take part interactive,
guided, shared and individual
reading
Students analyse and compare 2
texts (ACELA1504)

3, 4, 9
ACELA1797
Examining texts including: The students will examine the text structure
and organisation of Information Reports.
These reports will vary in mode i.e. hard
copy, online and videos. The students will
participate in grand conversations and
hands-on activities to explore and examine
the purpose of headings, subheadings,
pictures, noun groups in the information
report genre.


Text structure and
organisation
Students participate in activities that
explore the features in the text:
Explore features of the text
(ACELA1797)
Students identify the main idea of
the text (VR 5iv)
Examine words groups (VR5v)


4,5,7
Expressing and
developing ideas
Write summaries of information articles
(WCii)
Quickwrite to express new vocabulary
Students create sentences with noun
groups about particular planets (WC
5ix)
Students compare and contrast 2 texts
(WV 5iv)


2, 6, 8, 9
Visual and
multimodal features
of texts
Students engage in a visit from an
Aboriginal Elder, utilising music devices
in her presentation (ACELT1610)
Students utilize NASA application to
explore features (ACELY1703)
Students research information report
11, 12, 13
3
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
websites soured by teacher (VR5 iv)
Extending beyond the focus
text including:

Creating texts
utilising print and
multimodal texts
Students create their own information
report on a chosen planet (WC5i)

14, 15
Assessment
Formative (one
strategy and
instrument)
Students create their own information
report.
Strategy: Information Text Writing
Instrument: Rubric

Summative (one
strategy and
instrument)
Students write a summary based on what
they have learnt from the focus text.
Students use the checklist to edit to ensure
they have covered all the criteria.
Strategy: Summary Writing
Instrument: Checklist

Significant demonstration of
learning.
Receptive Modes:
-Students understand the features of a non
fiction text
- Students summarise texts
- Students engage in grand conversation and
ask.
Productive Modes:
- Develop a point of view about Our Earth
- Contribute to class discussion
- Students take into account Indigenous
perspectives
- Students demonstrate knowledge of word
groups
-Students edit their work