COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the
number
!nit Orient"tion The unit begins with the students
locating and exploring Bawaka on
google map. Students are shown
pictures from the book and compare
Bawaka to where we live. Students
then engage with a short Youtube clip
to discover how the Yonlnu people
perviously lived. Teacher and students
explore the book together. The book is
very inviting and will capture most
students interests as you feel you are
there in Bawaka as the reader follows
the story
#
$ui%din& 'no(%ed&e o)
the *e%d
Students engage with numerous
resources allowing them to build,
create and scaffold knowledge
throughout the unit. The book is
referred to on numerous occasion
throughout the unit and then extended
on through other resources These
resources include Youtube clips of the
ancestors, kinships and dreamtime
stories. Within each lesson students
analye, discuss and deconstruct text
to gain a great understanding of
different forms information can be
presented to an audience. Students
look at language features, patterns and
how these position readers.
# + #,
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number
!ti%i-in& the non+*.tion
)o.u- te/t
Burarrwanga, Laklak, Ritjilili
Ganambarr, Merrkiyawuy
Ganambarr-Stubbs, Banbapuy
Ganambarr, Djawundil Maymuru,
Sarah Wright, Sandie Suchet-
ears!n, and "ate Ll!yd# 0e%.ome
to m1 .ountr1# Sydney$ % & '
(hildren, )*+,# rint#
-he .!cus te/t Welc!me t! my
c!untry is used !n numer!us
!ccasi!ns thr!ugh!ut the unit#0t is
utilised t! all!w students t! be
able t! c!nnect with and ha1e a
understanding and appreciati!n
.!r the 2!lnu culture# With its
uni3ue pers!nable presentati!n
language patterns and .eatures
this is drawn up!n .!r the literacy
element !. the unit#
+,) and 4# Secti!ns
are used e/plicitly
in less!ns#
Language .eatures,
patterns and h!w
this p!siti!ns the
reader c!ntinued
thr!ugh!ut the unit#
Re-pondin& to te/t-
The lessons have been designed to
allow students to engage with and
respond to the text in numerous
ways, which include reading,
discussing, interpreting, analysing,
comparing and creating their own
#23 "nd 45
E/p%orin& te/t- Throughout the duration of the course
students engage with a range of texts
that provide information. These texts
include both print and digital forms
Students are provide with numerous
teach lead and student lead teaching
moments that allows for exploring and
gaining information relating to the text.
# + 6
E/"minin& te/t-
in.%udin&7
Te/t -tru.ture "nd
or&"ni-"tion
!uring each lesson students will
develop their understanding of text
structure and orgainsiation that inform
readers.
8
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number
E/pre--in& "nd
deve%opin& ide"-
"fter students have engaged with and
explored texts they are provided with
numerous opportunities to create,
express and develop their own ideas
#+#,
9i-u"% "nd
mu%timod"%
)e"ture- o) te/t-
#n smaller groups students engage with
text though visual images$photographs
and videos from the twelve canoes
website
#+#,
E/tendin& be1ond the
)o.u- te/t in.%udin&7
Cre"tin& te/t-
uti%i-in& print "nd
mu%timod"% te/t-
%reate own presentations and rewrite
passages.
6+:
A--e--ment
;orm"tive (one
-tr"te&1 "nd
in-trument
&bserved through blogs and research
drafts
3+6
Summ"tive (one
-tr"te&1 "nd
in-trument
students present group research and
tourism presentation
#,
Si&ni*."nt
demon-tr"tion o)
%e"rnin&5
students will understand information
can be presented though a number of
different forms. Students will focus on
language, techni'ues and patterns and
how this positions is audience
#+#,