Carmen Biggs S00130607

COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
Unit Orientation The teacher will have items hidden in a mystery bag.
Students will have the opportunity to feel the bag and try
to guess what is in there. Teacher will then reveal the
items and students will discuss what they think the unit
might be about.
1

Building knowledge
of the field
Literature and Literacy Strands - The teacher will
encourage students to complete a KWL chart and will use
the Gradual Release of Responsibility Model to scaffold
students knowledge.
1, 2, 6, 13

Utilising the non-
fiction focus text
Norman, M., Dr. (2007). The Antarctica book: Living in
the freezer. Fitzroy, Australia: Black Dog Books.
This text will be the foundation of the unit for comparing
and contrasting text types. This unit in particular
encourages students to use language to learn.
1, 3, 4, 7

Responding to texts Literature and Literacy Strands Students will have
opportunities to make predictions and inferences using
their prior knowledge and textual information.
3, 6, 7

Exploring texts Language, Literature and Literacy Strands - The purpose,
meaning and structure of the text will be extracted
through students involvement with grand conversations,
discussions, finding word origins, graphic organisers,
mind maps and shared reading experiences.
1, 2,3,4, 6, 7

Examining texts
including:
Literature and Literacy Strands - Students will have
opportunities to compare and contrast texts by
interpreting, analysing and evaluating their features.
2, 3
Text
structure
and
organisation
Literature and Literacy Strands - Through prior
knowledge, compare and contrasting activities, engaging
with an eBook narrative and an information text, students
will develop a comprehensive knowledge of text structure
and organisation.
1, 2, 4, 7, 9
Expressing
and
developing
ideas
Language and Literacy Strands - Students will engage in
learning experiences that encourages them to think about
the field, tenor and mode of the text. Students will have
the opportunity to look at word origins.
2, 3, 6, 9
Carmen Biggs S00130607

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Visual and
multimodal
features of
texts
Literacy Strand - Students have multiple opportunities to
engage with ICT. The text accompanying the focus text
is an eBook therefore students will discuss, evaluate and
compare this text type to the focus text.
2,4, 8,12




Extending beyond
the focus text
including:
Literacy Strand - Students will engage with an eBook
narrative that extends on the content introduced in the
focus text.
7, 8
Creating
texts
utilising
print and
multimodal
texts
Literacy Strand - The following examples reflect some of
the multimodal experiences the students will engage with:
websites for sharing texts
websites for creating a plan of their assessment
piece
using Movie Maker
website for mind mapping
3, 9, 10

Assessment
Formative
(one strategy
and
instrument)
The teacher will use jottings and anecdotal notes to record
observations of students interactions during learning
experiences. The main formative assessment for this unit
is the Editing Checklist (see resource 17 or assessment
tab). This encourages students to be reflective and
evaluative of their draft and their peers draft. The
teacher will provide feedback to the students prior to them
submitting their final summative assessment.
8, 11
Summative
(one strategy
and
instrument)
Each student will work with a peer to create an
Information report about an animal from Antarctica that
was present in the focus text. A rubric (see resource 19 or
assessment tab) will be used to assess students
comprehension of the overall unit, including their ability
to use the appropriate text structure and features.
9, 14

Significant
demonstration of
learning.
At the completion of this unit students will demonstrate
their ability to:
create an information report.
use text structures and features to meet a purpose.
use proofreading skills to construct a well
organised and cohesive text.
(see resource 19 or assessment tab)
13, 14