UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
Unit Orientation The first lesson will engage students through
incorporating an interactive approach. The students will
be able to engage in the set text through discussion of
prior knowledge and new knowledge based upon the
book. ICT has also been incorporated throughout this
lesson to motivate students through using a YouTube
video, interactive word wall, and individual KWL charts.
1

Building knowledge
of the field
Through apply a range of holistic teaching strategies
throughout the lesson students will be able to increase
their background knowledge through whole group
discussions, visual stimulation and a variety of writing
activities. These activities will be scaffolded and
supported by the teacher and the learning support
teacher.

1,2

Utilising the non-
fiction focus text
Tokin, R. (2006). Leaf litter. Sydney, Australia: Harper
Collins

This focus text has been integrated throughout the unit
plan through in-depth research of leaf litter. The unit
plan focuses on:
The growth and survival of living things are affected by
the physical conditions of their environment
(ACSSU094)
Therefore the book has been used to research the
wildlife of leaf litter. Books that have been incorporated
throughout the unit plan:

Cheng, C. (1990). The eyespy book of night creatures.
ISBN 0868965901. Scholastic Australia.

Dolby, T., & Clarke, R. (2014). Finding australian birds:
a field guide to birding locations. Australia: CSIRO
Publishing

Campbell, L. (2013). Wildlife of Australia.
ISBN: 9780691153537. Princeton University Press.

Walraven, E. (2001). Care of Australian wildlife (2ed).
ISBN: 9781741102079. New Holland
1, 2, 3, 6, and
11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)

Cronin, L. (2013). Cronin's Key Guide to Australian
Wildlife. ISBN: 9781741750751. Allen & Unwin

Responding to texts This unit plans allows the students to explore and
investigate the book through a range of learning
experiences. The focus text discusses the importance
leaf litter plays within the ecosystem therefore clearly
relating to the science content strand:
The growth and survival of living things are affected by
the physical conditions of their environment
(ACSSU094)
English lesson have also been able to adapt around this
focus text and provide rich learning experiences that
relate to the sustainability of our world.

1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11

Exploring texts Students are required to investigate and explore the text
through gathering their own leaf litter samples. This
engages students to explore and apply the text into real
life situations. Students also explore the text throughout
a variety of literacy activities such as researching the
importance of leaf litter within the ecosystem, and the
affect of non-native species entering the natural wildlife
etc. These all explore the text and extend the focus text
in detail.

1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11

Examining texts
including:

 Text structure
and
organisation
Through looking at a range a text students are able to
recognise the different text structures. Throughout the
unit in-depth research is required for activity purpose
therefore students will come across a variety of text
structures and organizations.

Understand how authors often innovate on text
structures and play with language features to achieve
particular aesthetic, humorous and persuasive purposes
and effects (ACELA1518)

 Expressing
and
developing
ideas
Throughout the unit plan students are given the
opportunity to express and develop their ideas
throughout creating texts. This enables students to
6, 7, 9, 10, 11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
deepen their knowledge and develop strong options on
certain topics.

Investigate how vocabulary choices, including
evaluative language can express shades of meaning,
feeling and opinion (ACELA1525)

Investigate how vocabulary choices, including
evaluative language can express shades of meaning,
feeling and opinion (ACELA1525)

 Visual and
multimodal
features of
texts
The unit plan provide opportunities throughout every
lesson for students to experience multimodal texts. This
is essential in developing knowledge and skills within
the topic.

Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety
of textual sources including media and digital texts
(ACELY1713)

Use a range of software, including word processing
programs, learning new functions as required to create
texts (ACELY1717)

1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11

Extending beyond
the focus text
including:

 Creating texts
utilising print
and
multimodal
texts
Throughout the unit plan students have many
opportunities to create texts in a range of formats.
Create literary texts that adapt or combine aspects of
texts students have experienced in innovative ways
(ACELT1618)
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the
number)
Experiment with text structures and language features
and their effects in creating literary texts, for example,
using imagery, sentence variation, metaphor and word
choice (ACELT1800)

Use a range of software, including word processing
programs, learning new functions as required to create
texts (ACELY1717)

Assessment
 Formative
(one strategy
and
instrument)
The formative assessment gathers the majority of the
students work sample from the unit plan. This
assessment strategy has a basic criteria sheet that
allows for comments and instructional information to be
added.

Please see ‘Assessment’

5, 7, 8, 9, 10, 11
 Summative
(one strategy
and
instrument)
Describe the strategy and provide a copy of the
assessment instrument. The formative assessment
assesses a descriptive piece of writing based upon the
prior knowledge of leaf litter and also ideas inspired by
the set text. The assessment uses a criteria sheet to
mark by which considers a variety of components that
should be included within the assessment piece.

Please see ‘Assessment’

7

Significant
demonstration of
learning.
Whole group discussions contribute towards achieving
the required outcomes. Through discussing,
questioning, challenging and listening.

Throughout the lesson experiences there are clear step-
by-step instructions of what is expected from the
students. However the formative assessment ensures
that significant learning standards are reached through
collecting a range of work samples.

5, 7, 8, 9, 10, 11