UNIT PLANNER

Pre-service Teacher name: Lucy Henderson Highlight planning process: Date:

Planned collaboratively with ST
Year level/ age range & number of students:
Planned collaboratively with peer
Year 4/5
Planned independently based on ST
Students aged 9-11
lessons
28 Students
Planned Independently

Unit title: Literacy

Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education,
Humanities & Social Sciences, The Arts, Technologies and Languages & Australian Curriculum links)

- Make connections between the ways different authors may represent similar storylines, ideas and
relationships (ACELT1602) (ACARA 2019).
- Reflect on learning to propose actions in response to an issue or challenge and consider the possible
effects of proposed actions (ACHASSI101)
- Pose questions to investigation people, events, places and issues (ACHASSI073)

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical
understandings, intercultural understandings, personal & social capabilities
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability
Student diversity consideration: students with disability, gifted and talented students, students for whom
EAL/D
Learning intentions: Success criteria for students:
- Students compare and contrast two different - Students represent their understandings in
trailers for the class text (Storm Boy). They different ways.
use comparative language to analyse the text - Students use comparative language to analyse
and present their understandings. similar texts.
- Students understand the meaning of - Procedural text
sustainability and the importance of aiming - “Thank you” letter to Bunnings
for sustainable practices.
- Students create a procedural text
-
Formative assessment: Summative assessment:
Storm Boy Trailer Comparison Sustainability posters- RENEW, REUSE, RECYCLE
Procedure Environment slogans
Sustainability comprehension task

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in
the activity? Where will I access the resources from?)
-Visual literacy
- A wide range of resources
- Class text
-Storm Boy films
Differentiation: (Are there any students that I need to personalise the activity for)
Small group learning
Differentiated tasks for several students
Visual learning activity prompts
SSO support (in timetable consideration)
Specific student needs: learning/ behaviour Adjustment and considerations
- Encourage student talk over teacher talk to
develop positive, professional learning
relationships in which there is respect and
more meaning-making in the learning. Be
clear to students that there will be lots of on
task talking time in the beginning of lessons
and after this it will need be level 2 noise
(focused whispers).
UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. L1 L2 L3 L4 L5

LESSONS Storm Boy Sustainability Storm Boy REDUCE, Bunnings

Trailer comprehension sequencing REUSE, procedure
Comparison task RECYCLE
(WORLD
ENVIRONMENT
DAY)
CONTINUED Bunnings War on Waste Students draft Cont. with
“Thank You” viewing Importance of poster creation
letter Environment
Students note
Posters for
important statistics
around the
school.

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES

Lesson Main Check for

sequence Learning Experiences Resources learning/

Focus Assessment

View Storm Boy (1976) trailer and make observations on Storm Boy Formative
camera angles, scenes, music etc. Trailer
(1976)
View Storm Boy (2019) trailer and make comments on
observations. As above. Storm Boy
Trailer
Discuss differences as a class but only record some of
(2019)
Storm Boy these responses.
Trailer Literacy
Create a venn diagram in Literacy books comparing the
Comparison Books
two trailers – similarities, differences.

Sustainability WORLD ENVIRONMENT DAY Summative

Task
Discuss the meaning of Sustainability as a whole class.

In groups, students will work on question cards relating to

a piece of text based on Sustainability. Questions are
answered in guided reading groups and presented to the
class for feedback.
Sequencing Students analyse screen grabs from the Storm Boy (2019) Screen grab Formative
Task trailer and sequence the images in order of when they images
think they will occur in the film.
Literacy
Books

REDUCE, Class discussion of Reduce, Reuse, Recycle, as seen in

REUSE, the World Environment Day promotional video.
RECYCLE
Students further explore these ideas on the Reuse this Bag
site

Using a Y Chart, in small groups, brainstorm

- Things that you can reuse to lower your impact on

the environment
- What can we recycle?
- What can we reduce the usage of to lower our
impact on the environment?

https://www.reusethisbag.com/articles/reduce-reuse-and-
recycle-tips-for-kids/.

As a class, debrief on the Bunnings incursion and discuss

the individual steps to create your pencil boxes.
Bunnings
Discuss the features of a procedure.
Procedure text
Write dot points of steps on board after class discussion
for extended steps in Writing books, using the correct
features of a procedure.

Students create a short ‘Thank You’ letter to Bunnings to

“Thank you” thank them for coming in to create wooden pencil boxes
with us.
letter to
Discuss the elements of a letter and what type of language
Bunnings
you use in a formal letter.
 Students view the BTN episode on ‘War on Waste’. BTN War
on Waste
Discuss how these schools are lowering their impact on
the environment and reducing waste throughout the
school.

WAR ON
WASTE
*Strategies that we could try and put in place in our own
school environment to educate our peers on the
importance of looking after our environment

Whilst students are watching the video, they will take

note on important statistics that catch their attention.

Using all the information we have collected in past Formative

lessons; students will come up with a slogan or
catchphrase to create posters to display around the school
that educate their peers on the importance of protecting
our environments.
Importance of
Environments

Some ideas may be displayed on board

- DID YOU KNOW THAT…

- HERE’S WHAT YOU CAN DO TO HELP
- REDUCE, REUSE, RECYCLE
Cont. with Students will be finishing off their drafts and ready to Poster paper Summative
Environment begin their environmental posters Craft
Posters supplies

Appendix:
Right now, most of us are lucky enough to live very comfortable lives in which we have
access to almost everything we want. However, in the future, this may not be the case. This
is because, if we are not careful, we may lose the natural resources and raw materials that
we have on offer to us today. To make sure this does not happen and we are able to still use
natural resources in our future, we need something called ‘sustainability’.
Living in a sustainable community means that people are conscious of the effects they have
on their surrounding environment and avoid overusing earth’s resources. Some factors that
may lead an individual to not follow sustainable practices include, greed, money or being
unaware of the effects their actions have on an environment.
The resources the earth provides us with today are important in so many ways. They are
used in transport, schools, government, technology, and so many other areas. If we do not
look after earth’s resources now, they will not be around for our children to use.
Some ways we can be conscious of our effect on the environment include:
- Using less electricity and gas,
- Being conscious of how much water we are using and not waste any water,
- Growing our own fruit and vegetables,
- Choosing public transport to reduce air pollution,
- Reusing and recycling materials and resources,
- Looking after our own and community gardens, and
- Caring for our environment.
World Environment Day is a time for us to reflect on the effects we have on our environment
and consider ways that we could help to save our environment. What are some things you
could do today to care for your environment?
1. What does the text mean by sustainable living?
2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from following sustainable practices?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

1. What does the text mean by sustainable living?

2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from being sustainable?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

1. What does the text mean by sustainable living?

2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from being sustainable?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

Y CHART:
WAR ON WASTE:

PROCEDURE WRITING PROMPTS: