COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the
number)
Unit Orientation The Unit will begin with a brief Youtube clip of
Allison Lester speaking about Macquarie
Island. This will be followed by an explicit
outline of what the unit will include and what
will be expected of the students, delivered by
the teacher. Once all of this occurs, students
will be introduced to the focus text for the
unit and the topic overall.
Learning
Experience 1

Building knowledge of the field Background knowledge on year five literacy
and geography will be increased throughout
each lesson as students will be given the
opportunity to engage with and analyze
different forms of information texts in order
to develop their own oral information reports
(summative piece of assessment). The content
descriptions and literacy indicators chosen to
help achieve this are: ACELY1698;
ACELY1700; ACELY1704; ACELY1705;
ACGHK027; ACGHS038; ACGHS039; LS%.i;
LS5.iii; LS5.iv; LS5.vi; VR5.i; VR5.ii; VR5.iv;
VR5.vii; VR5.viii; WC5.i; WC5.ii; WC5.v;
WC5.vi; WC5.x; WC5.xi & WC5.xii

Learning
Experiences 1-
13

Utilising the non-fiction focus
text
Lester, A. &. Tulloch, C. (2011). One Small
Island: The Story of Macquarie Island.
London: Penguin Books Ltd.

One Small Island will be used in a series of
lessons to help students develop and
understanding of the influences of people on
the environmental characteristics of
Australian places, as well as, text structure
and the key language features of information
text types.
Learning
Experiences 1,
2,3, 4, 6, & 7

Responding to texts Each lesson completed within this unit The
Influences of People on Places will have an
aspect of responding to texts with a particular
focus on information text types. This will be
done through viewing texts, whole class
discussions, small group discussions,
comparisons and eventually using the
information gathered within texts to create an
information report. The content descriptions
and literacy indicators chosen to help achieve
Learning
Experiences 1-
11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
this are: ACELY1698; ACELY1700; ACELY1704;
ACELY1705; ACGHK027; ACGHS038;
ACGHS039; LS%.i; LS5.iii; LS5.iv; LS5.vi; VR5.i;
VR5.ii; VR5.iv; VR5.vii; VR5.viii; WC5.i;
WC5.ii; WC5.v; WC5.vi; WC5.x; WC5.xi &
WC5.xii


Exploring texts Throughout the course of this unit, students
will engage with a range of text types
(information) in a range of forms included
printed and digital sources. They will be given
the opportunity to explore the language
features and text structure of these texts
through whole class and small group
discussions and brainstorms. The content
descriptions and literacy indicators chosen to
help achieve this are: ACELY1698; ACELY1700;
ACELY1704; ACELY1705; ACGHK027;
ACGHS038; ACGHS039; LS%.i; LS5.iii; LS5.iv;
LS5.vi; VR5.i; VR5.ii; VR5.iv; VR5.vii; VR5.viii;
WC5.i; WC5.ii; WC5.v; WC5.vi; WC5.x; WC5.xi
& WC5.xii

Learning
Experiences 1-
9

Examining texts including: Students will examine texts in a range of
forms, including print and digital forms, and
will engage in whole class and group
discussions/brainstorms revolving around
language choices and features and the
structure of the text. The content descriptions
and literacy indicators chosen to help achieve
this are: ACELY1698; ACELY1700; ACELY1704;
ACELY1705; ACGHK027; ACGHS038;
ACGHS039; LS%.i; LS5.iii; LS5.iv; LS5.vi; VR5.i;
VR5.ii; VR5.iv; VR5.vii; VR5.viii; WC5.i;
WC5.ii; WC5.v; WC5.vi; WC5.x; WC5.xi &
WC5.xii

Learning
Experiences 1-
11
Text structure and
organisation
During each lesson, students will develop their
understanding of the text structure and
organization of information text types (in
particular information reports) through
engaging with a range of different information
texts (in a range of forms), as well as, whole
class and small group discussions and
brainstorms revolving around these text types
Learning
Experiences 1-
10
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
Expressing and
developing ideas
After students have examined, explored and
responded to a range of information texts,
they will be given the opportunity to develop
their own ideas, revolving around the
influences of people and places (focusing on
the Great Barrier Reef), and express them in
an oral presentation of an information report
Learning
Experiences 9-
13
Visual and multimodal
features of texts
Throughout the lessons, students will engage
in a range of texts, including written, visual
and multimodal texts. This will include the
focus text which has aspects of written and
visual text types, as well as, information books
in print form and information websites
(including those listed within the focus text).
Through engaging with a range of text types in
many forms, students will develop an
understanding that features of texts can vary
depending on the form of the text.
Learning
Experiences 1,
2,3, 4, 6, & 7

Extending beyond the focus
text including:
The focus text forms the basis for learning in
this unit but throughout each lesson, students
extend beyond the confines of this text (using
the text as a guide). This is done through
viewing and engaging with a range of
information texts in various forms, while also
comparing them to our focus text. The
content descriptions and literacy indicators
chosen to help achieve this are:

Learning
Experiences 2-
13
Creating texts utilising
print and multimodal
texts
The students will be given the opportunity to
create a written information report that will
be delivered in an oral presentation, as well
as, a multimodal poster designed in the
application Strip Design (iPad) that will be
used to support their oral presentations.
Learning
Experiences 6,
9-11

Assessment
As learning (one
strategy and
instrument)
Students will be assessed on how well they
are working in their groups using a simple
checklist (see assessment tab on website), this
will be assessed through quick observations of
each group during group sessions.

The BLOG function of the website will also be
employed for assessment as learning as
students will receive a tick on whether or not
they respond to the BLOG topic, as well as, a
Learning
Experiences 1-
13



Learning
Experiences
2,5 & 11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
brief teacher comment will be recorded on
how their response shows their
comprehension of the learning at that point.
*if students responses do not show a high
level of comprehension, perhaps intervention
will be necessary
Formative (one
strategy and
instrument)
Students will engage in a peer review of their
speech drafts and will be required to fill in a
checklist of their peers performance, as well
as, provide them with verbal feedback.
Learning
Experience 11
Summative (one
strategy and
instrument)
The summative piece of assessment that
students will engage in is an oral presentation
of an information report relating to the Great
Barrier Reef. Students will be supplied with an
outline to help draft their ideas which will
include a task description, a planning table
and space for a good copy of their speech,
along with a marking rubric (students have
access to this) that will be used by the teacher
to assess each students standard of work.
Learning
Experiences 12
& 13

Significant demonstration of
learning.
Each student will create a sequenced
information report that will be presented in
the form of an oral presentation, using key
language features related to information text
types, in order to, explain to their peers the
research they undertook and offer them a
range of strategies for maintaining the
Australian environment, in particular, The
Great Barrier Reef
Learning
Experiences 12
& 13