Lesson Title: Introduction to Unit Duration: 60Minutes
Learning Objectives Australian Curriculum Content Descriptors: QCAA Literacy Indicators Year 5 English Language Text structure and organisation Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) Literature Literature and context Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) VR5 i. View, read, navigates and selects texts for specific personal, social i and learning purposes ii. View and read written, visual and multimodal learning area texts i that: connect relationships between ideas and concepts within and between texts v. Identify and describe words and word groups that represent ideas and relationships, including main and subordinate clauses within sentences WC5 i. Identify the purpose, content, context, text structure and writer reader relationships when writing and creating learning area texts Classroom Organisation Whole Class Activity Learning Experiences 1. Gain students attention within a whole class setting 2. Students to be informed of focus text The Voyage of the Endeavour 3. Prompt students with questions: Does any one have any thoughts of what this book is about? Is this book non-fiction or fiction? What is non-fiction or fiction What would be the structure of this book? 4. Using smart board, graphic organisers to display on board (SEE RESOURCE 1). 5. Teacher to lead discussion on the topic of non-fiction and fiction 6. Class discussion and activity of identifying key features of each genre of texts, and names of texts they are aware of that are non-fiction and fiction 7. iPads to be distributed within class, or computers if available, with selection of book sites written on board. 8. Students to be guided with research of different forms of fiction and non-fiction texts listed on the smart board (or whiteboard) 9. Students given opportunity to research particular texts of interest to them 10. After 15 minutes, class regained to board 11. Students given opportunity to share and add information to graphic organisers, and add to the organisers with accurate information 12. Teacher to lead discussion in similarities between discovered texts and the focus text. 13. Teacher to lead discussion from organiser of structure and formalities o the given text. Adjustments for diverse learners: Teacher to guide individual student that need help on choice, and guidance through