UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
Unit Orientation Explain how the teacher will begin the unit so the
students are motivated to learn.

 Unit will begin by having a class discussion about what
is morally right or wrong. Teacher will ask students if
they can think of anyone that might be morally right or
wrong (guides answers to Ned Kelly).
 Introduce focus text (Ned Kelly, 2000) and read blurb
 Introduce English focus (ballads about crime fighting
and retribution)

Lesson: 1 and 2
Building knowledge of the field  Explain how the teacher will help students
increase their background knowledge to ensure
the development of knowledge, understanding and
skills relating to selected curriculum content
descriptions.

 Students will research Ned Kelly
 Students will research different types of texts
surrounding Ned Kelly
 Students will research different ballads.
 Students will research components of ballads.
Lesson: 6, 7, 8, 9, 10
Utilising the non-fiction focus text  List the Focus Text in APA referencing format.
Explain how this text will be used within the Unit.


 Sheppard, B. (2000). Ned Kelly. Melbourne, Victoria,
Australia: Heinemann Library.

 Ned Kelly by Barrie Sheppard will be the focus text
for this unit.
Lesson: 1, 2, 3, 4, 5, 6, 11, 12, 13,
14, 15 and 19
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)

 This book will be the motivation for the unit.

 The book is the connecting focus between history,
literacy, ballads and creates an integrating focus for
the students
Responding to texts  Explain how this is planned referring to various
Strands within the Australian Curriculum.

 This unit corresponds with several curriculum links.
 The concept of the unit is on ballads (English) and the
context will be on Ned Kelly (History).
 This unit crosses across all three strands of the
English curriculum for year 5 students, (Literacy,
Literature and Language.)
 Curriculum links that relate to responding to texts and
this unit are:
o “Understand how to move beyond making
bare assertions and take account of differing
perspectives and points
of view (ACELA1502)”, “Understand how texts
vary in purpose, structure and topic as well as
the degree of formality(ACELA1504)”,
“Investigate how the organisation of texts into
chapters, headings, subheadings, home pages
and sub pages for online texts and according
to chronology or topic can be used to predict
content and assist navigation (ACELA1797)”,
“Identify aspects of literary texts that convey
Lesson: 2, 3, 4, 5, 6,
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
details or information about particular social,
cultural and historical
contexts (ACELT1608)”, “Present a point of
view about particular literary texts using
appropriate metalanguage, and reflecting on
the viewpoints of others(ACELT1609)”,
“Recognise that ideas in literary texts can be
conveyed from different viewpoints, which can
lead to different kinds of interpretations and
responses (ACELT1610)”and “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)”
Exploring texts  Explain how this is planned referring to various
Strands within the Australian Curriculum.


 This unit corresponds with several curriculum links.
 The concept of the unit is on ballads (English) and the
context will be on Ned Kelly (History).
 This unit crosses across all three strands of the
English curriculum for year 5 students, (Literacy,
Literature and Language.)
 The key curriculum links are: “Plan, draft and publish
imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose
Lesson: 6, 7, 8, 9, 10, 11, 12, 13,
14, 15, 17, 19, 20 and 21.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
and audience (ACELY1704)”, “Understand, interpret
and experiment with sound devices and imagery,
including simile, metaphor and personification, in
narratives, shape poetry, songs, anthems and
odes (ACELT1611)” and “Investigate how the
organisation of texts into chapters, headings,
subheadings, home pages and sub pages for online
texts and according to chronology or topic can be used
to predict content and assist navigation (ACELA1797)”
 All of these, plus many more (see curriculum links on
the Weebly page) assisted to determine assessment
criteria.
Examining texts including:  Explain how this is planned referring to various
Strands within the Australian Curriculum.

 Text structure and organisation  Students spend a great deal of time examining the
text structure of the focus text.
• The curriculum links relating to examining the organization
of the texts are: “Investigate how the organisation of
texts into chapters, headings, subheadings, home
pages and sub pages for online texts and according to
chronology or topic can be used to predict content and
assist navigation (ACELA1797)”, “Explain sequences
of images in print texts and compare these to the ways
hyperlinked digital texts are organised, explaining their
effect on viewers’ interpretations (ACELA1511)”, and
“Identify and explain characteristic text structures
and language features used in imaginative, informative
and persuasive texts to meet the purpose of
the text (ACELY1701)”
Lesson: 2, 5 and 6.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
 Expressing and developing ideas  Students develop their ideas and concepts through
several different modes in this unit. Students develop
their ideas through the use of concept maps and group
brainstorming. It is essential for students to
continuously develop their ideas, as it will aid them for
their final summative assessment piece.
 Students are given several opportunities to express
themselves and their ideas throughout the unit. For
example in class discussions, one on one work and
group discussions.
• The curriculum links that relate to expressing and
developing ideas and this unit are: “Plan, draft and
publish imaginative, informative and persuasive print
and multimodal texts,
choosing text structures, language features, images
and sound appropriate to purpose
andaudience (ACELY1704)”, “Present a point of
view about particular literary texts using
appropriate metalanguage, and reflecting on the
viewpoints of others(ACELT1609)” and “Explain
sequences of images in print texts and compare these
to the ways hyperlinked digital texts are organised,
explaining their effect on viewers’
interpretations (ACELA1511)”

Lesson: 2, 3, 5, 7, 9, 13, 14, 15,
17, 20, 21
 Visual and multimodal features of
texts
 Within this unit, students also learn the value of
images in a text. Students examine images in our
focus text and must also determine what images to
use in their ballad.
Lesson: 1, 2, 3, 4, 5, 19, 20, 21
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
 Curriculum links that focus on images and this unit are:
“Explain sequences of images in print texts and
compare these to the ways hyperlinked digital
texts are organised, explaining their effect on viewers’
interpretations (ACELA1511)” and “Investigate how the
organisation of texts into chapters, headings,
subheadings, home pages and sub pages for online
texts and according to chronology or topic can be used
to predict content and assist navigation (ACELA1797)”
Extending beyond the focus text
including:
 Explain how this is planned referring to various
Strands within the Australian Curriculum.

 Creating texts utilising print and
multimodal texts
 Students of today have grown up using and learning
ICT. In this unit, students continue to develop their ICT
skills through the use of the computers, Ipads and
video recorders.
 In most lesson experiences there is some form of
multimodal text occurring, even if it is just the
Interactive White Board.
• The curriculum link that relates to ICT and this unit is:
“Investigate how the organisation of texts into
chapters, headings, subheadings, home pages and
sub pages for online texts and according to chronology
or topic can be used to predict content and assist
navigation (ACELA1797)”.

Lesson: 2,3 6, 7, 8, 9, 11, 13, 14,
15, 19, 20 and 21.

Assessment 
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
 Formative (one strategy and
instrument)
 Describe the strategy and provide a copy of the
assessment instrument.


 Throughout this unit, student’s work will be constantly
observed and collected. This will then be placed in a
portfolio at the end of the unit. This will count as the
student’s main source of formative assessment.
Lesson: 9, 10, 15, 17, and 18.
 Summative (one strategy and
instrument)
 Describe the strategy and provide a copy of the
assessment instrument.

 Students will be assessed on three components: their
handwriting, their ballad and their presentation skills.
See rubric on Weebly for assessment instrument.
Lesson 19 and 21
Significant demonstration of learning.  Describe the expectations for achieving the
desired Achievement Standards for Receptive
and/or Productive Modes.

 For students to meet the expectations for the
achievement standards they must:
o Write a ballad that incorporates all elements
that students have learnt and studied
o Write the final ballad using the correct
Queensland Cursive Font.
o Present their final ballad in front of their peers
using correct presenting skills.
Lesson 21