UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
Unit Orientation To begin this Unit, the teacher will provide tools
that will help connect and engage students
through their personal experiences and their
personal opinions/feelings.


1, 2, 3, 4, 10

Building knowledge of the field The teacher will develop and build the skills
required for selected curriculum content
descriptions through providing different examples
of text type required and modelling the processes
for students.


Throughout all the lessons.

Utilising the non-fiction focus text Dolan, B. (1997). Cathy Freeman. Port
Melbourne,Vic., Australia: Heinemann Library.

The text will be used to connect with students
personal experiences and draw opinions about a
situation/circumstance and to demonstrate a
timeline.


2, 10, 14

Responding to texts Students will respond to texts through connecting
to personal experiences and feelings; sharing
thoughts and opinions and analysing texts.


Throughout all the lessons.

Exploring texts Various texts will be utilised throughout the unit
which will include the following – videos, youtube
clips, magazines, newspapers, books, poems,
pictures. This will allow students to explore the
different texts that have a way of persuading
people.


Throughout all the lessons.

Examining texts including: Students will discover the various elements and
structure required to create a persuasive texts;
analyse and discuss why each part is important.


 Text structure and
organisation
Students will pull apart each section of the
structure and discuss why it needs to be done in a
particular formation.

Students will also learn how word choices can
enhance their persuasive text type.


8, 11, 12
 Expressing and
developing ideas
Students will explore the different tools that
creators of persuasive texts use to enhance their
message to society.

Through discussion and guidance from teacher
students will be able to share with others their
ideas and express their opinions.


Throughout the unit
 Visual and multimodal
features of texts
Students will explore the many visual and written
forms of persuasive texts - ranging from
commercials, pictures, videos, written.


Throughout the unit
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)

Extending beyond the focus text
including:
Students will create two different ways of
presenting a persuasive text type.


 Creating texts utilising
print and multimodal
texts
Students will analyse and discuss the different
attributes and tools for an advertisement and
develop their own advertisement using this
knowledge.

Students will analyse and discuss the different
attributes and tools for a written/spoken
persuasive text type. They will plan and deliver a
speech based on their own opinion and research.


7, 8, 9




10, 11, 12, 13, 14

Assessment
 Formative (one strategy
and instrument)
Creating an advertisement using a picture of a
product supplied by teacher.

Assess using anecdotal notes.

9
 Summative (one strategy
and instrument)
Writing and delivering a persuasive speech on a
topic supplied by teacher.

Assess using a Rubric.

End of unit

Significant demonstration of
learning.
Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the
use of text structures can achieve particular
effects. They analyse and explain how language
features, images and vocabulary are used by
different authors to represent ideas, characters
and events.
They select and use evidence from a text to explain
their response to it. They listen to discussions,
clarifying content and challenging others’ ideas.
Productive modes (speaking, writing and creating)
Students understand how language
features and language patterns can be used for
emphasis. They show how specific details can be
used to support a point of view. They explain how
their choices of language features and images are
used.
Students create detailed texts elaborating on key
ideas for a range of purposes and audiences. They
make presentations and contribute actively to class
and group discussions, using a variety of strategies
for effect. They demonstrate understanding
of grammar, make considered choices from an
expanding vocabulary, use accurate spelling and
punctuation for clarity and make and explain
editorial choices.