COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation The teacher will begin the unit by
introducing the focus text in a modeled
reading lesson.
Learning experience 1

Building knowledge of the
field
The teacher will develop students
background knowledge about how to
research effectively, write a detailed
information report, expand student’s
knowledge about Australian nocturnal
animal’s one animal in great detail
(students chosen animal) as well as
introduce them to features of other
animals (listening to other students
presentations).
Learning Experience 1-
14 and 17-21

Utilising the non-fiction
focus text
The focus text chosen is ‘Eyes in Dark’ by
Kim Dale. It is a flip –a- book about
Australian nocturnal animals. Each animal
has a poem written about it that describes
the animal to the reader giving them the
opportunity to guess the animal before it is
revealed. The book also has details about
different fauna in the back of the book
which will help further develop student’s
knowledge and understanding about the
topic.


Responding to texts Students are responding to texts through
the curriculum links of ACELT1795,
ACELY1705
Learning experience
12, 13 & 14

Exploring texts Students are exploring texts while doing
research for their topic as they are using a
variety of references and resources to
develop the information report. The
curriculum links that relate to this include
ACELA1504, ACELY1701, ACELY1702,
ACELY1703
Learning experiences
2, 3, 4, 5, 6, 7, 8, 9, 10
& 11

Examining texts including: Students are examining texts in lesson
through the process of their research and
the process of writing the information
report.

 Text structure and
organisation
ACELA1797, ACELA1505, ACELA1504,
ACELY1704, ACELY1705
Learning experiences
9, 10, 11, 12, 13 & 14,
 Expressing and
developing ideas
ACELT1795, ACELY1700, ACELY1703,
ACELY1705
Learning experiences
2, 3, 7, 8, 12, 13, 14, 17
&18
 Visual and
multimodal features
of texts
ACELA1504, ACELY1700, ACELY1707 Learning experiences
9, 10, 11, 15, 16, 17 &
18
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)

Extending beyond the
focus text including:
To extend students beyond the focus text
and into different curriculum areas the unit
plan link to the science curriculum and
focuses on the codes ACSSU043 and
ACSIS093
Learning experiences
1-14 and 17- 21
 Creating texts
utilising print and
multimodal texts
ACELY1707, ACSIS093 Learning experiences
7, 8, 17 & 18

Assessment
 Formative (one
strategy and
instrument)
The formative assessment that is being
used for this unit is a collection of the
students research notes set out into the
format that will be provided with prompting
questions that were developed in lesson 2
and 3 (see resource appendix a). The
formative assessment will be collected and
viewed prior to students starting the writing
process for the information report they are
working towards (summative assessment).
This piece of assessment will be assessed
using a checklist.

 Summative (one
strategy and
instrument)
The summative piece of assessment will
be an information report and 5 minute
presentation about one Australian
nocturnal animal and will be assessed
using a rubric that will be developed in
accordance with the curriculum.


Significant demonstration
of learning.
Within the Australian curriculum students
will have developed skills to analysis and
explain literal and implied information from
a variety of texts as well as listen and ask
questions to clarify content (Receptive
modes for english). They will also have
developed and explained a point of view
about a text, selecting information, ideas
and images from a range of resources.
While writing students will demonstrate
understanding of grammar, select specific
vocabulary and use accurate spelling and
punctuation, editing their work to provide
structure and meaning (Productive modes
for english). Furthermore in science
students will analysis how the form of
living things enables them to function in
their environment.