COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation The teacher will motivate the students at
the beginning of the unit by capturing
students interest through the shared
reading of the focal text and discussion.
1

Building knowledge of the
field
The teacher will build upon and enhance
students current background knowledge
through an arrangement of methods.
These methods further aim to support
students learning of effective language
features (nouns, verbs, phrases etc.),
creating texts that present depth, meaning
and ideas in accordance with the
curriculum.
1-10

Utilising the non-fiction
focus text
Gouldthorpe, P. (2013). Ice, Wind, Rock: Douglas
Mawson in the Antarctic . Sydney : Hachette
Australia.
This text will be used in a variety of formats
throughout the course of the unit. Students will view
and deconstruct text. Use language of the story as a
tool for writing to add and enhance language
features to create rich texts.
1,3,7

Responding to texts This unit is made in conjunction to various
strands of the Australian Curriculum.
Students view an assortment of texts and
apply language features in order to
respond and make meaning of texts. As
well as sharing and expressing
ideas/opinions
1-10

Exploring texts Students explore factual texts within the
unit to draw meaning of the Antarctic
environment and the natural organisms
that live there. Students explore text as a
means to gather meaning and
understanding.
1-10

Examining texts including:
Text structure and
organisation
Students view structural features of journal
writing and the ideas that must be
implemented within each feature.
5,6
Expressing and
developing ideas
Students view a vast array of language
features used in order to effectively share
and express, feelings, meaning and
opinions of text.
1-6
Visual and
multimodal features
of texts
Students develop Artic Journals and are
to present final product to class in
multimodal format they seem fitting.
Students use visual literacy as a tool of
expressing and supporting views of
6-10
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Antarctic environment


Extending beyond the
focus text including:

Creating texts
utilising print and
multimodal texts
Using Visual tools and various text formats
as support, students will take factual
information and use this to construct
journal articles in role of Artic Explorers
6-10

Assessment
Formative (one
strategy and
instrument)
In role of Artic Explorers Students create
personal recount journal entries that
express the feelings and opinions of the
Antarctic environment and the scientific
research they have gathered in terms of
natural organisms. Students will construct
this text using knowledge and
understanding developed over the course
of the learning experiences.
6-10
Summative (one
strategy and
instrument)
Anecdotal notes, checklists and
observations will be implemented over the
course of the unit to monitor students
progress and understanding of content.
1-10

Significant demonstration
of learning.

Students are to show strong evidence and
understanding of objective and subjective language
used when expressing thoughts and opinions within
personal recounts, in the of instance journal
entries.

Students are to demonstrate effective use of
language features in order to provide depth and
meaning to a text. Students are to display clear
evidence of a range of verbs, elaborated tenses and
adverb groups/ phrases that support, sharpen and
expand the relevance of a text.

Lastly within this assessment task students are
required read and edit both their own and peers
work, completing a set of criteria in which reiterates
effective use of vocabulary, coherence, sequence,
dialogue, language features that relate to the task.
1-10