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UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING


EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Unit Orientation Explain how the teacher will begin the unit so the
students are motivated to learn.

The educator will begin this unit by providing students
with a topic vote. This provides students with an authentic
experience of one of the topics they will encounter within
this unit relative to both curriculum learning areas.
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Building
knowledge of the
field
Explain how the teacher will help students increase
their background knowledge to ensure the
development of knowledge, understanding and skills
relating to selected curriculum content descriptions.

The educator will use Historical content experiences to
relate back to the English conventions required to
complete this unit. The first lesson entails developing a
KWL chart which will open students minds to what they
know and want to know about recount texts. Students will
then be involved in two experiences relating back to the
history content description as well as reading the
introductory pages from the focus text to introduce the
background knowledge relative to History.
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Utilising the
non-fiction focus
text
List the Focus Text in APA referencing format.
Explain how this text will be used within the Unit.

Nicholson, J. (1998). Who's Running This Country:
Government in Australia. NSW, Australia: Allen &
Unwin

This text will be used as a reference point to the History
curriculum components. Students are researching texts in
order to write a factual recount text, this text and other
resources will be used for students to explore in order to
collect information towards this assessment piece.
1, 2, 7, 8, 9, 10
Responding to
texts
Explain how this is planned referring to various
Strands within the Australian Curriculum.

Students will be responding to texts by reading recount
texts and how the following language aspects influence
the readers response.
English / Year 6 / Literature / Responding to literature
/ ACELT1615
Identify and explain how choices in language, for example
modality, emphasis, repetition and metaphor, influence
personal response to different texts
- noting how degrees of possibility are opened up through
the use of modal verbs (for example, It may be a
solution as compared to It could be a solution), as well
as through other resources such as adverbs (for example,
Its possibly/probably/certainly a solution), adjectives
(for example, Its a possible/probable/certain solution);
and nouns (for example, Its a possibility/probability)
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Exploring texts Explain how this is planned referring to various 9, 10, 11
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COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Strands within the Australian Curriculum.

Students will be exploring texts by researching for their
assessment pieces
English / Year 6 / Literacy / Interpreting, analysing,
evaluating / ACELY1712
Select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and subheadings
- using research skills including identifying research
purpose, locating texts, gathering and organising
information, evaluating and using information

Examining texts
including:
Explain how this is planned referring to various
Strands within the Australian Curriculum.

Text
structure
and
organisa
tion
Students are learning the text structure of recount texts
They are also learning how to research using information
texts (e.g. using the glossary)
3, 7, 8
Expressi
ng and
developi
ng ideas
Students are planning and drafting their factual recount
texts by looking at different language conventions to
better express their inferred meaning
4, 8, 9
Visual
and
multimo
dal
features
of texts
Students examine online forms of texts
They also create texts using word processes as part of
their assessment (not included in time frame)
7, 8, 9
Extending
beyond the focus
text including:
Explain how this is planned referring to various
Strands within the Australian Curriculum.

Creating
texts
utilising
print
and
multimo
dal texts
Students are creating recount texts using either written of
ICT word processes. They have the choice of the two
mediums.
English / Year 6 / Literacy / Creating texts /
ACELY1714
Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures, language features, images and digital resources
appropriate to purpose and audience
- using rhetorical devices, images, surprise techniques and
juxtaposition of people and ideas and modal verbs and
modal auxiliaries to enhance the persuasive nature of a
text, recognising and exploiting audience susceptibilities

English / Year 6 / Literacy / Creating texts /
ACELY1717
Use a range of software, including word processing
programs, learning new functions as required to create
texts
- selecting and combining software functions as needed to
create texts

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COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Assessment
Formative (one
strategy and
instrument)
Describe the strategy and provide a copy of the
assessment instrument.
- FAST targeted training
- Linked tasks page and process
7, 8 (not included
in time frame
Summative (one
strategy and
instrument)
Describe the strategy and provide a copy of the
assessment instrument.
- Recount text
- Rubric
Reviewing,
Editing and
Publishing texts
not included in
time frame
Significant
demonstration
of learning.
Describe the expectations for achieving the desired
Achievement Standards for Receptive and/or Productive
Modes.

Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of
text structures can achieve particular effects. They analyse
and explain how language features, images and
vocabulary are used by different authors to represent
ideas, characters and events.
Students compare and analyse information in different
texts, explaining literal and implied meaning.
- Students will be able to do this by learning how to
analyse texts for the purpose of creating their own
persuasive text
They select and use evidence from a text to explain their
response to it.
- Students will learn what is appropriate and
inappropriate evidence
They listen to discussions, clarifying content and
challenging others ideas.
- Students will take place in many group and class
discussions

Productive modes (speaking, writing and creating)
Students understand how language features and language
patterns can be used for emphasis.
- Students are evaluating language conventions that
assist emphasis and meaning
They show how specific details can be used to support a
point of view. They explain how their choices of language
features and images are used.
Students create detailed texts elaborating on key ideas for
a range of purposes and audiences. They make
presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.
- Students will be actively engaged with hands-on
and visually stimulating learning experiences.
They are also presenting a piece of assessment at
the end of the unit
They demonstrate understanding of grammar, make
considered choices from an expanding vocabulary, use
accurate spelling and punctuation for clarity and make and
explain editorial choices.