COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
Unit Orientation The whole class will brain storm on the whiteboard
what thoughts pop to mind when you say the word
colonisation. A KWL chart is also constructed. By
doing this, the children are excited and engaged as
they realise that they are active participates in their
learning because it is visual.
1
Building knowledge of
the field
The teacher will help students increase their
background knowledge to ensure the development of
knowledge, understanding and skills relating to
selected curriculum content descriptions is achieved
by having a recap in some lessons and sequencing the
lessons. In every lesson they use prior knowledge and
other comprehending strategies so that they
understand what they are learning.
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12
Utilising the non-fiction
focus text
The focus text has been referred to in most lessons as
it covers many themes and topics. If it hasnt been
explicitly stated in the lesson plan to look at the book,
it is still important to have the book close by as a good
reference for the lessons topic. Papunya School.
(2001). Papunya school book of country and history.
Crows Nest, AUS: Allen & Unwin.
1, 2, 3, 4, 11, 12
Responding, Exploring and Examining texts including:
Text structure
and organisation
Children are exposed to many different types of text
structures and they are able to compare/contrast the
similarities and differences between each.
1, 2, 3, 4, 6, 10,
11, 12
Expressing and
developing ideas
Children express and develop their ideas through
whole class discussions, group discussions and pair
discussions. They also express and develop their ideas
through written responses during brainstorming on
charts or written responses to specific questions.
Through all
learning
experiences
Visual and
multimodal
features of texts
Children view video clips on Australian Screen and
youtube and analyse images to vary the text types.
They also use websites and iPad apps to facilitate
their learning.
1, 3, 5, 7, 9, 11,
12
Extending beyond the focus text including:
Creating texts
utilising print and
multimodal texts
Children view video clips on Australian Screen and
youtube and analyse images to vary the text types.
They also use websites and iPad apps to facilitate
their learning. They also create a role play and a
narrative as a whole class
1, 3, 5, 7, 8, 9,
11, 12, 13
Assessment
Formative A checklist for group discussion has been provided as
it can be used over numerous lessons with all
children. It is important for teachers to assess the
childrens thoughts and discussions as it is a direct key
1, 2, 3, 4, 5, 6,
8, 9, 10, 11, 12,
13
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
in knowing if the children understand what they are
learning. From this, a teacher can modify and adjust
the learning experiences to cater for all children.
Summative A rubric for the childrens role play has been
developed so that the teacher will be able to see if the
children have reached the achievement expectations.
Other learning experiences in this unit can also use a
rubric to provide summative assessment.
8
Significant
demonstration of
learning.
Through the receptive modes, children understand
how language features, images and vocabulary
influence interpretations of characters, settings and
events. They also analyse and explain literal and
implied information from a variety of texts and
explain their own responses to them. They listen and
ask questions to clarify content. Through the
productive modes, children develop and explain a
point of view about a text, selecting information,
ideas and images from a range of resources. They also
make presentations and contribute actively to class
and group discussions, taking into account other
perspectives. When writing, they demonstrate
understanding of grammar, select specific vocabulary
and use accurate spelling and punctuation, editing
their work to provide structure and meaning.
Through all
learning
experiences