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UNIT PLAN OVERVIEW - USING LANGUAGE TO LEARN (EDLA309/EDLA369)
Details for Website

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Unit Orientation
Predicting the information that they
think will be contained by only hearing
the visual features of the books front
cover

Students will get to know straight away
what the assessment is (objectives of
learning is focus for orientation)
1, 2,



Building knowledge of the
field
Excursion to the zoo and nature walk
around the school.

Provide students with reliable resources
to initiate research.
2, 3, 14


8, 9, 16



Utilising the non-fiction
focus text
Dorling Kindersley. (2011). Animals
alive: The fight for survival in the
wild. London, England: Author.
The unit is centred around the topics of
the book. Each new learning sequence of
lessons will include reading and
exploring of the books features.
Also acts as a starting point to
investigations (motivation to do extra
research)
1, 4, 5, 8, 13, 5



Responding to texts
Identifying and analyzing the different
language choices that a writer makes.
(ACELT1615) How language impacts on
the conveyance of the overall message
16, 11, 10,



Exploring texts
Analyzing and comparing content from a
variety of sources (ACELY1713)
4, 8, 9



Examining texts including:
Identify, describe, and discuss
similarities and differences between
texts (ACELT1616)
4, 15, 19, 9
 Text structure and
organisation
Modelling with the students how to
write particular types of texts.
Discussing text forms with special
consideration of oral presentations
Using online organisers to plan and draft
text types
6, 7, 9, 10, 11, 18
 Expressing and
developing ideas
How visual features contribute to our
understanding of texts and concepts
1, 2, 3, 4, 17, 19
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COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
 Visual and
multimodal features
of texts
Students will watch videos for more
visual impact and responds
appropriately
Using multimodal features themselves
10, 11

18, 4



Extending beyond the
focus text including:
Utilising government websites for
research
Imagining they have power to change
laws and take greater action than ever
expected
5, 7, 9, 16
 Creating texts
utilising print and
multimodal texts
Creating texts that utilize extended
research (also independent)
8, 9, 13



Assessment


 Formative (one
strategy and
instrument)
Create a comic book detailing their
journey throughout the unit- what they
have learnt- chance for them to show
their knowledge so far
- Teacher uses observational checklist to
determine the additional learning needs
of the students
17
 Summative (one
strategy and
instrument)
Take on a character role (either zoo
keeper/curator of government
organization) and present and oral
presentation on the helpful work that
you do.
- Task and criteria sheet
- Self evaluation sheet
Explanation – 2
Doing 20



Significant demonstration
of learning.
Receptive: listen to discussions,
clarifying content and challenging
others’ ideas.

Productive: Using content specific
vocabulary as a demonstration of
learning

Contribute actively in class in a positive
manner( all experiences)
7





20, 17,