COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation -The orientation to the unit will involve the
students participating in a whole class
discussion to indicate the students prior
knowledge about informative texts,
introduce them to the knew books added
to the book shelf, and allow them time to
look through these.
-Introduce the Australian GoldRush by
introducing the interactive game

Building knowledge of the
field
-A Whole Class Discussion will be used to
create a KWL chart
-Discuss informative texts and the different
types of informative texts they will be
looking at, including non-fiction books,
newspaper articles, journal entries and
interviews
-Create a poster of the elements of a non-
fiction text
Learning Experiences
1
Utilising the non-fiction
focus text
Nicholson, J. (1994). GOLD! The
Fascinating Story of Gold in Australia.
Sydney, NSW, Australia: Allen & Unwin.

-The focus text will be used to introduce
informative texts, in the form of a non-
fiction book
-Students will develop their knowledge
about non-fiction structure and gather
historical information
-The students will learn how to collaborate
important information from a text, including
dates of events through whole class
readings of the book, and create a timeline
accordingly.
-The text will be used as a support activity,
to help students create a journal entry
from an extract on page 11 ‘Women at the
Diggings’
-The text will be used as book source for
their summative assessment piece

Learning Experiences
1,2

Responding to texts -Create a Timeline to represent the
important dates of events in the focus text
-Discuss the important events in the text
Learning Experiences
1

Exploring texts - Research a topic to collaborate important
information to create an interview
transcript

Learning Experiences
4

Examining texts including: -Non-Fiction Books
The students will use individually chosen
Learning Experiences
1,2,3,4
non-fiction texts to develop an
understanding of how informative texts (in
the form of a non-fiction text type) are
structured.
-Newspaper articles
The students will use this develop an
understanding of how informative texts
vary (in the form of a Newspaper article) in
structure
-News broadcast
The students will examine the broadcast to
identify the type of information included in
a Newspaper article
-Journal Entries
The students will be given a range of
journal articles to examine, to develop
their understanding of Journal Entries as a
type of informative text.
-Interviews (Audio, Transcript & Video)
The students will have the opportunity to
examine interviews in a range of forms,
including Audio, Transcript and Video, to
develop their understanding of interview
purpose and structure as an informal type
of informative text.

 Text structure and
organisation
-Across all learning areas there are
opportunities for students to examine a
wide variety of text structures to coincide
with the curriculum content descriptor,
Understand how texts vary in purpose,
structure and topic as well as the degree
of formality (ACELA1504)

Learning Experiences
1,2,3,4
 Expressing and
developing ideas
-Students will have the chance to express
and develop their ideas about different
forms of informative texts across all
learning areas, including whole class, pair
and group discussions, as well as multiple
chances to plan and brainstorm ideas, as
well as providing and receiving feedback
Understand how texts vary in purpose,
structure and topic as well as the degree
of formality (ACELA1504)

Learning Experiences
1,2,3,4
 Visual and
multimodal features
of texts
-Across all learning experiences students
will examine a range of visual and
multimodal features of Non-Fiction books,
Newspaper Articles, News Clips, Journal
entries and Interviews (Audio, Visual and
Transcript)
Learning Experiences
1,2,3,4

Extending beyond the
focus text including:
-Newspaper Articles/ News Clips
-Journal Entries
Learning Experiences
2,3,4
- Interviews (Audio, Transcript and Visual)
 Creating texts
utilising print and
multimodal texts
-Newspaper Articles/ News Clips
Create a newspaper article from the video
clip ‘Gold Rush’ on Behind the News
Understand how texts vary in purpose,
structure and topic as well as the degree
of formality (ACELA1504)
Create literary texts that experiment with
structures, ideas and stylistic features of
selected authors (ACELT1798)
-J ournal Entries
Create a number of journal entries using
different perspectives, some interactive
devices
Create literary texts that experiment with
structures, ideas and stylistic features of
selected authors (ACELT1798)
- Interviews (Audio and Visual)
Create and present an interview transcript
as a group
Create literary texts that experiment with
structures, ideas and stylistic features of
selected authors (ACELT1798)
Plan, rehearse and deliver presentations
for defined audiences and purposes
incorporating accurate and sequenced
content and multimodal elements
(ACELY1700)

Learning Experiences
2,3,4

Assessment
 Formative (one
strategy and
instrument)
-Checklist: Satisfactory/unsatisfactory
The students work over the unit will be
assessed using a checklist, based on the
students documents uploaded onto the
classroom blog
Learning Experiences
1,2,3,4
 Summative (one
strategy and
instrument)
-Rubric
The assessment piece will be marked as a
group using the rubric created

Learning Experiences
4

Significant demonstration
of learning.
English Year 5 Achievement Standards

Receptive modes (listening, reading and
viewing)
By the end of Year 5, students explain
how text structures assist in understanding
the text. They analyse and explain literal
and implied information from a variety of
texts
-Students will have a variety of
opportunities throughout the 4 learning
experiences to analyse and explain how
informative texts structures can vary
Learning Experiences
1,2,3,4




Productive modes (speaking, writing and
creating)
Students create a variety of sequenced
texts for different purposes and audiences.
They make presentations and contribute
actively to class and group discussions,
taking into account other perspectives.
When writing, they demonstrate
understanding of grammar, select specific
vocabulary and use accurate spelling and
punctuation, editing their work to provide
structure and meaning.
- To achieve this students will have a
variety of opportunities across the unit to
demonstrate their knowledge and
understanding about informative texts in
the form of Non-Fiction Books, Newspaper
Articles, Journal Entries and Interview
Style
-They have various opportunities to create
texts in groups, pairs and individually
-The Summative assessment piece will
provide them with the opportunity to
present a text they have collaborated in
their groups