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UNIT PLAN OVERVIEW - USING LANGUAGE TO LEARN (EDLA309/EDLA369)
Details for Website
Prepared by: Dr Janelle Young

FOCUS TEXTS: Australia’s Dangerous Animals by Roh Thomas
Thomas, R. (2002). Insects. 1st ed. Port Melbourne, Vic.: Heinemann Library.




UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING
EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Unit Orientation  Motivation stage: Read the book
Australia’s Dangerous Animals
 Introducing the term adaptions
 Walking around the school
environment to observe animals
and their habitat tailored to the
school.
 Sharing what the found and
observed
 Making connections to the selected
text and personal experiences

L1, L2

Building knowledge of the
field
Students build knowledge throughout the
unit via researching, skimming and
scanning, planning, questioning and
answering questions provided by the text
and task available.
L3

Utilising the non-fiction
focus text
The focus text provided through out this
unit is Australia’s Deadly Animals by Roh
Thomas.

Thomas, R. (2002). Insects. 1st ed. Port
Melbourne, Vic.: Heinemann Library.

The text will be used throughout the
lesson sequences. The books beings as a
engagement tool to capture the student
attention. The book is also used
throughout the lessons to compare and
contrast different literary devices as well
as text types used within the book. Lastly
the book is also be used as a research
and informative text for students as they
research. The book will also be used to
connect existing ideas and prior
knowledge to formulate more
understanding.
L5,6,8,9,

2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Responding to texts The students respond to text by contecting
the literature strand within ACARA. Such
as reflecting on the view options of others
through reading and researching as well
as connecting ideas relevant to the
assessment and tasks at hand throughout
the unit
L4,L5

Exploring texts The students explore text by connecting to
literacy strand as students identify and
explain characteristics of text structure and
language features as well as clarifying
understanding of components as they are
unfolds in informal and formal situations.
L4, L6, L7, L10 - 18

Examining texts including:
 Text structure and
organisation
Students demonstrate the following by
recapping and implementing different text
structure to suit their learning though out.
Student will also have lesson on text
types, persuasive writing and report
writing. Students demonstrate their ability
to uses these processes throughout the
assessment piece provided. Further
scaffolding is also implemented.
L12, 13
 Expressing and
developing ideas
Students have to opportunity to develop
and express ideas through personal
reflections and recounts throughout the
science journal that is provided.
L4 – L8
 Visual and
multimodal features
of texts
Students are able to experiment and use a
rang of multimodal features such as using
word processes, experiencing with
PowerPoint and creating pamphlets.
L8 – L10

Extending beyond the
focus text including:

 Creating texts
utilising print and
multimodal texts
Students are to demonstrate their learning
via creating text and multiomal text
through out there assessment piece
L8 – L10

Assessment
 Formative (one
strategy and
instrument)
Student are to fill out their Science
journals throughout each lesson and hand
them to the teacher each lesson so the
teacher can monitor their learning and
understanding of each concept taught
throughout lessons. Work smalls and
anecdotal records
L 3 – L10
 Summative (one
strategy and
instrument)
Students are to comply all their learning
into an assessment piece that allows then
to investigate and create an animal of their
choice to explicitly explain why they
choose those features through a report or
L10 - 18
3
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
persuasive article.