Learning Experience 5:

Lesson Title: Purpose of texts,

important journeys
Duration: 60Minutes
Learning
Objectives
Australian Curriculum Content
Descriptors:
QCAA Literacy Indicators

Year 5 English
Literature
Literature and context
Identify aspects of literary texts that convey details or
information about particular social, cultural and
historical contexts (ACELT1608)

Literacy
Texts in contexts
Show how ideas and points of view in texts are
conveyed through the use of vocabulary, including
idiomatic expressions, objective and subjective
language, and that these can change according to
context (ACELY1698)

Interacting with others
Clarify understanding of content as it unfolds in
formal and information situations, connecting ideas to
students own experiences and present and justify a
point of view (ACELY1699)
VR5
i. View, read, navigates and selects
texts for specific personal, social i
and learning purposes
ii. View and read written, visual and
multimodal learning area texts i that:
connect relationships between
ideas and concepts within and
between texts
v. Independently view and read and
demonstrate understanding of
learning area texts by:
synthesising information to link
ideas across texts
interpreting, analysing and
justifying ideas from literal and
inferred ideas and information
v. Identify and describe words and
word groups that represent ideas
and relationships, including main and
subordinate clauses within sentences
WC5
i. Identify the purpose, content,
context, text structure and writer
reader relationships when writing
and creating learning area texts
Classroom
Organisation
Whole class and individual work
Learning
Experiences
1. Teacher to lead group situation in discussion
of journeys
2. Teacher to prompt children to raise hand
and share with the class what makes a
journey
3. On white board, mind map is to be formed
from students ideas through prompting of
What makes a journey?
Within texts, how does an author
portray a journey?
How do information books deliver a
journey
Are there important stages within a
journey?
How do we know something is a journey
4. Once information has been placed on mind
map, students are given copy of page 18
and 19 of text, The Voyage of the Endeavour
5. Students are to individually read text and not
within books features of the text that
indicators to the reader of a journey
6. After 30 minutes, students are bought back


to group setting, and individuals, or around
the class, students are to share features,
structure, ideas, points of view that they
have identified within the text that allows the
reader to discover the purpose of the text