You are on page 1of 5

COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES #
Unit Orientation The students will be motivated to learn in this
unit through the introduction of the focus text.
The teacher will orient this unit by engaging
students with the focus text, asking students
questions about it and providing them with
the information they need to comprehend the
text. The teacher will then read aloud to the
students, allowing students to receive the
information and engage with the pictures.

1

Building knowledge of the
field
The teacher will increase students background
knowledge in relation to all important text
types involved in the unit. They will engage
the students in discussions to draw out their
own knowledge, understanding and skills that
relate to the curriculum content and will assist
the students to further develop their
knowledge throughout the unit.

1
5
10


Utilising the non-fiction
focus text
Murray, K. (2013). Topsy-turvy world: How
Australian animals puzzled early
explorers. Canberra, Australia: National
Library of Australia.

This text will be used within the unit
consistently as students focus their research
around topics within the book. This text will
be on display within the classroom and even in
lessons when it is not directly used by the
teacher, students will have access to it for
their own research.
It will be used as a stepping stone for students
to branch off with their own ideas and used as
a way to engage students with the content.

1
2
12

Responding to texts Students will be required to respond to texts
by using comprehension skills to gather
information, analyse the information and then
present it in their own words in different
formats according to the task.
This aligns with the following content
descriptions used within the unit:
 ACELT1608
 ACELY1702
6
7
8
10
11
13
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES #
 ACELY1703
 ACHHK094
 ACHHS101
 ACHHS103
 ACHHS104


Exploring texts Students will explore different texts as they
participate in research for their recounts and
presentations.

6
10

Examining texts including:
 Text structure and
organisation
The students will engage in this area of the
curriculum as they navigate different text
formats, and create their own texts within the
unit.
 ACELA1504
 ACELA1797

1
4
5
12

 Expressing and
developing ideas
Students will express and develop their ideas
through class discussions and their written
recounts and presentations that represent
their ideas of different perspectives.

2
3
8
13
 Visual and
multimodal features
of texts
Students will be engaging in multimodal texts
as they watch clips, and create their own
Haiku Deck presentation.
 ACELY1707

9
11

Extending beyond the focus
text including:

 Creating texts
utilising print and
multimodal texts
Students are required to create a recount, an
oral presentation and an ICT presentation
using Haiku Deck in this unit.
 ACELY1704
 ACELY1705
 ACELY1706
 ACELY1707
7
11

Assessment
 Formative (one
strategy and
instrument)
Written recount
Assessed with a checklist
(see Appendix A)
This checklist will be used in class by students
8
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES #
during the writing process, as they plan, draft,
edit and publish their own recount. They will
have access to it to ensure that they are
including the correct elements of recount
writing into their own text. During teacher
conferences with the students, the teacher will
be able to use this checklist with the students’
written work to assess the students
understanding of recount writing.

 Summative (one
strategy and
instrument)
Speech
Assessed with a rubric
(see Appendix B)
This rubric will be received by students as they
begin to prepare for their final assessment for
the unit. By having the rubric at the beginning
of the assessment, they are able to prepare
themselves according to the marking
criteria. Students will be required to research,
plan, create a haiku presentation and present
to their peers. This rubric will then be used on
the day of the presentations for the teacher to
mark each student.

13

Significant demonstration of
learning.
The students will be expected to achieve
several parts of the year 5 achievement
standards for English during this unit.

Including, from the receptive modes:
 Analyse and explain literal and implied
information from a variety of texts.
 Describe how events, characters and
settings in texts are depicted and explain
their own responses to them.
 Listen and ask questions to clarify content

And, from the productive modes:
 Make presentations and contribute
actively to class and group discussions,
taking into account other perspectives.
 When writing, demonstrate understanding
of grammar, select specific vocabulary and
use accurate spelling and punctuation,
editing their work to provide structure and
meaning.

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES #
Appendix A



COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES #
Appendix B