UNIT OVERVIEW:

COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

Components


Explanation/details

Learning
experiences

Un|t Cr|entat|on
LsLabllsh sLudenLs' prlor knowledge abouL Lhe hlsLorlcal Loplc by
dolng a 8An charL wlLh sLudenLs.

lnLroduce Lhe focus LexL (!"#$%&' )'* +"% *&',-. by Mark
Creenwood)
1


8u||d|ng
know|edge of the
f|e|d
SLudenLs wlll explore a blography of Lhe maln characLer of Lhe focus
LexL (!ohn Slmpson klrkpaLrlck)

SLudenLs wlll explore nonflcLlon LexLs and blographles, Lo plan and
creaLe Lhem Lhemselves as parL of Lhelr assessmenL pleces.
A|| |essons bu||d
know|edge of the
f|e|d.



Ut|||s|ng the non-
f|ct|on focus text
Creenwood, M., & Lessac, l. (2008). !"#$%&' )'* +"% *&',-./
newLon, n.S.W.: Walker 8ooks.

1hls book wlll be used Lo lnLroduce Lhe hlsLorlcal conLexL, glvlng Lhe
Lngllsh unlL a purpose and conLexL.

1he book ls a nonflcLlon narraLlve, whlch sLudenLs wlll explore and
compare agalnsL oLher LexLs Lypes of Lhe same Loplc and anoLher
nonflcLlon narraLlve of slmllar Loplc.
1, 2, 4, S, 8 and 9.


kespond|ng to
texts
L|terature Strand:
SLudenLs wlll analyse and evaluaLe slmllarlLles and dlfferences ln
LexLs on slmllar Loplcs, Lhemes or ploLs (ACL11614).
- 1hls wlll be done ln varlous acLlvlLles as sLudenLs compare and
conLrasL Lhe focus LexL and a blography (same Loplc)
- SLudenLs wlll compare Lwo LexLs of same genre and slmllar Loplc
(locus LexL and addlLlonal LexL)
2 and 8


Lxp|or|ng texts
L|teracy Strand:
SLudenLs wlll engage wlLh varlous LexLs of same and dlfferenL
genres. 1hey wlll explore nonflcLlon narraLlves, blographles,
blography skeLches, Llmellnes and oLher lnformaLlve onllne sources
LhroughouL Lhe unlL.
1, 2, 3, 4, S, 7, 8,
9 and 10

Lxam|n|ng texts |nc|ud|ng:
! 1ext structure
and
organ|sat|on
Lxamlnlng LexL sLrucLures and organlzaLlon of dlfferenL lnformaLlve
LexLs (nonflcLlon narraLlves, blographles and Llmellnes)
2, 3, S, 7 and 8
! Lxpress|ng and
deve|op|ng
|deas
SLudenLs dlscuss ldeas ln small groups, palrs and whole class
slLuaLlons. 1hey creaLe LexLs.


! V|sua| and
mu|t|moda|
features of
texts
SLudenLs engage wlLh llLerary, nonllLerary sources and onllne
sources Lo gaLher lnformaLlon. (WrlLlng wlLh wrlLers: onllne source)
8esearch Lhe web Lo gaLher lnformaLlon on Lhelr person of lnLeresL.
2, 3, 4, S, 8, 9 and
10


Components


Explanation/details

Learning
experiences

Lxtend|ng beyond the focus text |nc|ud|ng:
! Creat|ng texts
ut|||s|ng pr|nt
and
mu|t|moda|
texts
SLudenLs creaLe Llmellnes, blography skeLches and nonflcLlon
narraLlves. 1hey creaLe graphlc organlsers Lo help wlLh plannlng for
Lhelr assessmenL pleces.
4, S, 6, 10, 11 and
12
Assessment
! Iormat|ve (one
strategy and
|nstrument)
kAN chart (See appendlx 1)
1hls wlll esLabllsh sLudenLs' prlor knowledge and Lrack Lhelr new
learnlng.
Created |n |esson
1 and add new
|nformat|on after
each |esson a||
|earn|ng w||| be
rev|ewed and
d|scussed dur|ng
|esson 12.
! Summat|ve
(one strategy
and
|nstrument)
AssessmenL 1 and 2 wlLh respecLlve rubrlcs.
Assessment 1: sLudenLs research, plan and wrlLe a blography skeLch
of Lhelr chosen person. (8ubrlc: see appendlx 4)
Assessment 2: sLudenLs plan, drafL and wrlLe a nonflcLlon narraLlve
of Lhelr person of lnLeresL - same as AsslgnmenL 1. (8ubrlc: see
appendlx 3)
4 and 6


10 and 11



S|gn|f|cant
demonstrat|on of
|earn|ng.
kecept|ve modes:
8y Lhe end of Lhls unlL, sLudenLs wlll analyse and explaln how
language feaLures, lmages and vocabulary are used Lo represenL
ldeas, characLers and evenLs.

roduct|ve modes:
8y Lhe end of Lhls unlL, sLudenLs wlll have creaLed deLalled LexLs
elaboraLlng on key ldeas Lo lnform and educaLe readers 1hey make
presenLaLlons and conLrlbuLe acLlvely Lo class and group dlscusslons.
6, 11 and 12