COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation - The teacher will begin the unit with
motivating and creative
introduction to human impacts on
the environment. Students will be
looking at the effects of pollution,
fishing, drilling, oil spills on our
ocean and the marine life through
a hands-on task.
- The focus text will be read and
students will use predicting skills
and become text analysts to under
the text (Literacy strand)
1, 2

Building knowledge of the
field
- exploring the text structure and language
features of informational and persuasive
texts. This will be explored through a
variety of texts and activities. (Language
strand)
- Knowledge on perspective will be built
with students viewing and investigating
how different texts portray different views
on a topic (Literature Strand).
4, 5, 6, 7, 12, 13, 14,
15.

Utilising the non-fiction
focus text
Toft, K. & Sheather, A. (1997). One less fish.
Charlesbridge Publishing. The Focus text is
utlised in many lessons by exploring
examples of noun groups, human impacts
on the Great Barrier Reef and exploring
Informational text type structures and
features.

2, 3, 4, 9.

Responding to texts - Students will be responding to the
focus text as group and individually
by discussing interesting language,
key events, main ideas and their
own explanation of the significance
of the text. (literacy strand)
-
1, 10

Exploring texts - Students will be exploring texts by
identifying perspective in different
texts (Literature), exploring the text
structure of informational and
persuasive texts (language)
- Film clips, brochures, articles,
letters will all be explored
throughout the unit

4, 5, 12, 13, 11

Examining texts including:
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
 Text structure and
organisation
Students will be exploring informational
and persuasive text structure (Language)
in variety of lessons.
4, 5, 12 and 13
 Expressing and
developing ideas
- Students will be exploring
perspective after exploring a
variety of texts.
-
11
 Visual and
multimodal features
of texts
- Students will analyse pictures of
Indigenous significance and how
they can connect to social, cultural
and historical contexts
- Student will create their own
pictures
- The use of computer and apps
such as Popplet has ben integrated
into the unit.
- Students will create a poster to
display information about the GBR
10, 9, 8


Extending beyond the
focus text including:

 Creating texts
utilising print and
multimodal texts
- Students will be jointly creating a
persuasive text on saving the
Great Barrier Reef.
- Creating own persuasive text to
save a local environment
- (ACELY1704)
14, 16, 9,

Assessment
 Formative (one
strategy and
instrument)
Students will choose an informational text
and gather information to fill out
assessment sheet. The assessment sheet
allows students to show understanding of
an informational text organisation.
7
 Summative (one
strategy and
instrument)
Student will create a persuasive text telling
the community to save a local
environment. This will be created under
test conditions with a 60 minute time
frame. Students will be assessed using a
rubric.
16

Significant demonstration
of learning.
Through the formative and summative
assessment students will be able to
demonstrate how to create different texts
for different audiences and purposes while
showing an understanding of human
impacts on environmental characteristics
of places. This can be identified in the
receptive mode; students understand how
structure assists in understanding texts
and productive modes; Students create a
7, 14, 16.
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
variety of sequenced texts for different
purposes and audiences and they
demonstrate understanding of grammar,
select specific vocabulary and use
accurate spelling and punctuation, editing
their work to provide structure and
meaning.