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UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(L.E) (provide the number)
Unit Orientation To begin this unit the students will be exploring
what knowledge they already have about the unit.
They will be working as a whole class and in pairs
by looking at quiz cards.

L.E. 1

Building knowledge of the field The teacher will help develop the students’
knowledge, understanding and skills through
looking at different text types (information reports,
poems, questioning and posters) and modelling
how the students are to construct each of these.

L.E. 6, 7, 9, 11, 12, 13, 14,
15, 16

Utilising the non-fiction focus text Dolan, B. (1997). Cathy Freeman. Port
Melbourne,Vic., Australia: Heinemann Library.

This non-fiction text will be used to show the
structure of a text, show examples of time lines
and information report and different pictures that
can be used.




L.E. 2, 3, 6, 11, 13, 16

Responding to texts Students will be responding to texts by researching
information, creating texts, analyzing texts and
making connection between text and personal
experience.


L.E. 4, 5, 7, 9, 11, 12, 13, 14,
15, 16

Exploring texts A variety of texts are used throughout the learning
experience. These include poems, information
reports and pictures. Using comprehension
strategies by using KWL charts, mind maps and
time lines to construct information.

L.E. 4, 5, 9, 13, 14, 16

Examining texts including: Students will examine text by looking at different
structures such as information reports and poems
and the words that are important.


 Text structure and
organisation
Modelling the right text structure and showing
appropriate ways to construct texts will enhance
the students understanding and distinguishing
different text.


L.E. 3, 6, 7, 10, 12, 13, 14, 16
 Expressing and
developing ideas
Working as a whole class and working in groups
the students can express their ideas in
conversation about topics and develop their own
ideas and help others. Having students produce
posters and poems this allows the students to
express themselves and to develop on ideas.



L.E. 1, 2, 4, 5, 7, 8, 11, 12,
15, 16
 Visual and multimodal
features of texts
Students will watch YouTube clips and have visual
texts. Most lessons use multimodal features such
as pictures and text, having a visitor in class.


L.E. 4, 5, 9, 13, 15

Extending beyond the focus text
including:

 Creating texts utilizing
print and multimodal
texts
Students create questions and analyze information
through the internet and texts. Students will use
Microsoft word and power point to create text.

L.E. 5, 7, 8, 9, 13, 14, 15, 16
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(L.E) (provide the number)
Students will create their own poems and poster.
Students create an oral as part of their summative
assessment.

Assessment
 Formative (one strategy
and instrument)
Creating a poster with information about famous
Indigenous person from the list supplied by
teacher.

Checking work by using a rubric throughout the
lesson.


L.E. 12
 Summative (one strategy
and instrument)
Students will deliver an oral presentation about a
famous Indigenous person.

Students will be assessed using a Rubric.

End of unit

Significant demonstration of
learning.
Receptive modes
By the end of Year 6, students understand how the
use of text structures can achieve particular
effects. They analyse and explain how language
features, images and vocabulary are used by
different authors to represent ideas, characters
and events.

Students compare and analyse information in
different texts. Students will develop content and
ideas as well challenging others’ ideas.

Productive modes
Students understand how language features and
language patterns can be used for emphasis. They
explain how their choices of language features and
images are used.

Students create detailed texts elaborating on key
ideas for a range of purposes and audiences. They
make presentations and contribute actively to class
and group discussions, using a variety of strategies
for effect. They demonstrate understanding of
grammar, make considered choices from an
expanding vocabulary, use accurate spelling and
punctuation for clarity and make and explain
editorial choices.



Throughout all learning
experiences