Learning Experience Nine

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


LS 6 (iii) - Communicate to: interpret and evaluate information relevant to
opinions, clarify, question and extend ideas, develop arguments, interrogate
ideas and information, interpret and analyse learning area language and
identify subjective (exemplifying speakers thinking), objective (information
and ideas based on fact), evaluative language and bias.

LS 6 (iv) - Compose and contribute in different groups and settings by choosing
and responding to spoken language features and non-verbal cues, including
selecting vocabulary to create detailed and accurate descriptions.

LS 6 (v) - Use interaction and communication skills to contribute to informal
debates and discussions by: interrogating and analysing ideas, evaluating
information and comparing solutions, repairing breakdowns in discussion and
offering explanations and describing processes.

WC 6 (i) - Identify the purpose, content, context, text structure and writer
reader relationships when writing and creating learning area texts.

Participate in and contribute to discussions, clarifying and interrogating
ideas, developing and supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709).

Analyse how text structures and language features work together to meet
the purpose of a text (ACELY1711).

Use comprehension strategies to interpret and analyse information and
ideas, comparing content from a variety of textual sources including media
and digital texts (ACELY1713).

Experiences of Australian democracy and citizenship, including the status and
rights of Aboriginal and Torres Strait Islander Peoples, migrants, women, and
children (ACHHK114).


Classroom Organisation


Assessment

Differentiation/Adjustments

- Direct instruction.
- Whole class discussion.
- Explicit teaching.
- Paired activity.
- Whole class reflection.

Formative Assessment: Questioning, class discussion,
reflection will assist with the assessment of
understanding.


- Guided with explanations and modelling.
- Visual representations.
- ZPD Pairs.
- Body language.
- Activity for students who complete with haste.
- Additional assistance when required.


Learning Experience Sequence


Learning Experience Duration:
90 Minutes

- 30 Minutes: Educator is to introduce lesson content; explaining that students will be analysing how text structures
and language features work together to meet the purpose of the text. During this time, Educator is to refer back to
the set text Playground, referencing the text structure and language features utilised throughout, while focusing
on the purpose of the text (Resource Nine, Section A). Informational points will also be recorded during this stage
of the learning experience, to further assist students with comprehension.
- 30 Minutes: Once students have an understanding (assessed through questioning and student responses), activity
will be explained and modelled. Each pair of students will be provided with a chapter from the book Playground,
and required to note the text structure and language features. Students will then need to discuss how the two
features merge to meet the purpose of the chapter. Educator is to then select a chapter from the book, and model
the analysing process utilising the resources from Resource Nine, Section A.
- 20 Minutes: Next, students will be paired based on student achievement and ability, and provided with a chapter.
Once each pair has been chosen, students can commence activity. During this time, Educator is to monitor student
progress, assisting where necessary.
NOTE: Students that finish the activity with haste, will be directed to an interactive website Text Structures
Quiz, which will further extend students knowledge and assess understanding (Resource Eight, Section B).
- 10 Minutes: Once pairs have completed the activity, educator is to collect notes and commence whole class
reflection regarding knowledge gained.