COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation The focus and content for this learning unit
is convicts. Students will be exploring,
organising evaluating and comprehending
information on this topic linking through
the English curriculum around the three
interrelated strands of language, literature
and literacy (ACARA, 2014).

The unit will begin with an introduction of
the focus text by having a whole group
discussion to engage all students.
1 & 2

Building knowledge of the
field
This unit will contribute to the students
learning by building on knowledge in
relation to colonial Australia in the 1800s
(ACARA, 2014). With the theme of
convicts, the educator will scaffold the
students learning through the English
content with the key concepts of historical
knowledge and skills. Together the two
strands are integrated and aim to facilitate
the students learning through the English
strand, by building on concepts, skills and
processes developed in the earlier years
by listening, reading, viewing, speaking,
writing and creating (ACARA, 2014).

By engaging students through the set text,
they will be developing skills through
spoken language and written texts to
engage in meaning making. They will also
be learning about language through
reading and writing conferences by
assessing on how the students interpret
texts as well as compose texts (Seely
Flint, 2014). Students will also be learning
through language through the
implementation of learning events.
Learning events provide opportunities for
students to reflect on what they know as
well as extend on their new knowledge in
relation to convicts (Seely Flint, 2014). The
use of ICT will be implemented throughout
the lesson also to support and enhance
this learning.

This is evident
throughout all
lessons. Students are
constantly building
knowledge of the field
in relation to this
topic. By doing this,
students will be able
to grasp onto a better
understanding of the
content. This is
evident in the
concluding lesson,
where students are
using the knowledge
they have learnt to
complete the final
assessment.

Utilising the non-fiction
focus text
- King, J. A. (1988). An Uncommonly
Fine Day. 1st ed. Sydney, New
South Wales: Collins Paper Ed.
- An Uncommonly Fine Day is the
1, 3, 4, 6 & 10
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
focus text throughout the whole
unit. The use of this non-fiction text
will be implemented throughout the
sequence of lessons to support the
students learning throughout.

Responding to texts These lessons link to responding to the
texts through the use of classroom
discussion, pairs and independent reading
and writing tasks throughout. This has
been planned in reference to the various
strands within the Australian Curriculum.
These being language, literature and
literacy
This is evident
throughout all of the
lessons.

Exploring texts The lessons link to exploring texts through
the use of classroom discussion. Student
discussion is encouraged throughout the
unit, to help students build on their
knowledge of the field in which they
interpret this information to discuss their
understanding of the theme. Students use
this knowledge to explore the concepts of
how language features are used within
different text types to create meaning. This
has been planned in reference to the
various strands within the Australian
Curriculum. These being language,
literature and literacy

This is evident
throughout all of the
lessons.

Examining texts including:
Text structure and
organisation
The use of text structure and organisation
is relevant throughout the unit. The unit
has been planned to accommodate
learners in which they will understand how
different texts vary in purpose, structure
and topic as well as the degree of formality
(ACARA, 2014). Students will be looking
at imaginative texts based on informative
texts that will be discussed in class.
Students become familiar with these two
text types based on the theme that will
assist them with their summative
assessment piece.

Students will be required to construct their
own biographical journal entry, based on
the research they will be conducting about
the theme. Students will be learning about
the stages and language features of these
3, 5, 6, 7, 8, 9, 11, 12,
13 & 14
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
text types in order for them to compose
this journal entry. By identifying their
researched information on real like events
and characters, they will have the ability to
compose and present this in a written
digital text.
Expressing and
developing ideas
Students will be using the language from
the texts to express and develop ideas
within. Vocabulary aims to express greater
precision of the meaning of words
(ACARA, 2014). Students will use the
knowledge and skills they have learnt to
understand the different meanings of
words in different contexts. The use of
word walls will be implemented as a guide
to scaffold the students learning. This is to
ensure students are moving from general
all-purpose words to more specific words
(ACARA, 2014).

This is evident
throughout all of the
lessons.
Visual and
multimodal features
of texts
The uses of visual and multimodal
features are applied throughout the unit.
Students will look at different texts such as
newspapers and films to support their
learning. This will strengthen there
learning, as the students will be evaluated
through other text types. This would
include text types such as imaginative and
informative texts (ACARA, 2014). Students
will complete their assessment task using
a computer and ensuring they include
word processing program with fluency,
which will help them construct, edit and
publish the written work (ACARA, 2014).
2, 4, 8, 10, 11, 12, 13 &
14

Extending beyond the
focus text including:
Students knowledge will be extended
beyond the focus text through the use of
online learning resources, primary
resources and other texts to support their
learning. Students will have the ability to
extend on this learning, as it will build on
concept, skills and processes developed
throughout the lessons. Students will have
the ability to explain and interpret different
text structures, how language features,
images and vocabulary influence
interpretations of characters, settings and
events (ACARA, 2014). Students will then
use language features to show how ideas
can be extended. Students can then
develop and explain a point of view about
2, 5, 6, 7, 8, 9, 10 & 13
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
the different texts, selecting information,
ideas and images from a range of
resources (ACARA, 2014).
Creating texts
utilizing print and
multimodal texts
Students use other texts and resources to
support their learning through this theme.
Students are able to compare and contrast
other text types through utilizing print and
multimodal texts. This will be supported
through the online learning resources.
Students will be creating texts and
utilizing print and multimodal texts through
the assessment tasks.
2, 4, 8, 10, 11, 12, 13 &
14

Assessment
Formative (one
strategy and
instrument)
Students will be assessed through a range
of strategies. The use of anecdotal
records, checklists, literature discussions,
peer feedback and teacher feedback are
used to assess the students on their
knowledge and content of the unit. The
aim of these strategies and instruments is
to allow the teacher to view on the
students progress to their learning.
Teachers are then able to modify or adapt
to the students to ensure they have an
enriching learning experience (Churchill et
al., 2014). This will also help teachers
guide the students through their learning.
Implementation of the Gradual Release of
Responsibility Framework has been used
to assist with this (Seely Flint, 2013).
This is evident
through all of the
lessons.
Summative (one
strategy and
instrument)
In order to assess the students learning
through summative assessment, some
strategies and instruments have been
implemented throughout this unit to cater
to this. This is evident through
observations, checklists, miscue analysis,
reading and writing conferences,
independent writing and through a rubric.
Therefore, by assessing students of their
learning through a rubric, it will allow
teacher to gather information to use in
assessing readers and writers growth
literacy development (Seely Flint, 2013).
Students work will be gathered over the
unit and will be archived in their portfolios
for further assessing.
3, 5, 6, 12, 13, 14

Significant demonstration
of learning.
The students expectation of their learning
is required throughout this unit. The aim is
for students to gain a greater
This is evident
through all of the
lessons.
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
understanding towards the theme of
convicts, through the implementation of
the learning area of English. Students are
required to achieve this learning through
the achievement standards for receptive
and productive modes in the English
curriculum. The aim is for students to
interpret the implied information from a
variety of different text types and use this
information to write a narrative journal
entry on the topic of convicts.
Students will discussed how text
structures and language features can be
used to engage the reader, including
character development, maintaining a
particular tense and using contextual
vocabulary (ACARA, 2014).
This is evident through the use of the
website. The website provides learners
with relevant resources that can extend on
the students learning through ways in
which can be utilised in their learning. The
website also provides an overview of how
the content area of English is incorporated
through the learning area of History at a
Year 5 level.