(L.E) (provide the number) Unit Orientation To begin this unit the students will be exploring what knowledge they already have about the unit. They will be working as a whole class and in pairs by looking at quiz cards.
L.E. 1
Building knowledge of the field The teacher will help develop the students knowledge, understanding and skills through looking at different text types (information reports, poems, questioning and posters) and modelling how the students are to construct each of these.
L.E. 6, 7, 9, 11, 12, 13, 14, 15, 16
Utilising the non-fiction focus text Dolan, B. (1997). Cathy Freeman. Port Melbourne,Vic., Australia: Heinemann Library.
This non-fiction text will be used to show the structure of a text, show examples of time lines and information report and different pictures that can be used.
L.E. 2, 3, 6, 11, 13, 16
Responding to texts Students will be responding to texts by researching information, creating texts, analyzing texts and making connection between text and personal experience.
L.E. 4, 5, 7, 9, 11, 12, 13, 14, 15, 16
Exploring texts A variety of texts are used throughout the learning experience. These include poems, information reports and pictures. Using comprehension strategies by using KWL charts, mind maps and time lines to construct information.
L.E. 4, 5, 9, 13, 14, 16
Examining texts including: Students will examine text by looking at different structures such as information reports and poems and the words that are important.
Text structure and organisation Modelling the right text structure and showing appropriate ways to construct texts will enhance the students understanding and distinguishing different text.
L.E. 3, 6, 7, 10, 12, 13, 14, 16 Expressing and developing ideas Working as a whole class and working in groups the students can express their ideas in conversation about topics and develop their own ideas and help others. Having students produce posters and poems this allows the students to express themselves and to develop on ideas.
L.E. 1, 2, 4, 5, 7, 8, 11, 12, 15, 16 Visual and multimodal features of texts Students will watch YouTube clips and have visual texts. Most lessons use multimodal features such as pictures and text, having a visitor in class.
L.E. 4, 5, 9, 13, 15
Extending beyond the focus text including:
Creating texts utilizing print and multimodal texts Students create questions and analyze information through the internet and texts. Students will use Microsoft word and power point to create text.
L.E. 5, 7, 8, 9, 13, 14, 15, 16 COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (L.E) (provide the number) Students will create their own poems and poster. Students create an oral as part of their summative assessment.
Assessment Formative (one strategy and instrument) Creating a poster with information about famous Indigenous person from the list supplied by teacher.
Checking work by using a rubric throughout the lesson.
L.E. 12 Summative (one strategy and instrument) Students will deliver an oral presentation about a famous Indigenous person.
Students will be assessed using a Rubric.
End of unit
Significant demonstration of learning. Receptive modes By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different texts. Students will develop content and ideas as well challenging others ideas.
Productive modes Students understand how language features and language patterns can be used for emphasis. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.