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Learning Experience Thirteen

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


VR 6 (ii) - View and read written, visual and multimodal learning area texts
that: use contents, home pages and subpages, glossaries, full indexes, and
supporting details to enhance readability, contain new information that
requires reading and research to build background knowledge and connect
relationships between ideas and concepts.

VR 6 (iii) - Use text-processing strategies when viewing and reading, including:
connecting to prior knowledge about the author and specific learning area
content, questioning, crosschecking and reviewing texts to identify point of
view and using literal and inferred information to draw conclusions about
significant concepts, arguments or descriptions.

VR 6 (iv) - Independently view and read and demonstrate understanding of
learning area texts by: synthesising and comparing information and ideas
within and between texts, comparing texts that represent ideas and events in
different ways to determine similarities and differences, analysing information
and supplying evidence from interrelated parts of texts and evaluating and
summarising point of view.

VR 6 (vi) - Independently read with fluency: learning area specific vocabulary
and words of significance used to define concepts or ideas.



Participate in and contribute to discussions, clarifying and interrogating
ideas, developing and supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709).

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 (ACELY1712).

Use comprehension strategies to interpret and analyse information and
ideas, comparing content from a variety of textual sources including media
and digital texts (ACELY1713).

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 (ACELY1714).

Reread and edit students own and others work using agreed criteria and
explaining editing choices (ACELY1715).

Develop a handwriting style that is legible, fluent and automatic and varies
according to audience and purpose (ACELY1716).



WC 6 (iii) - Plan, draft and publish texts using strategies including: sourcing
reliable information and recording detailed notes, using features such as full
indexes and paragraphs that aid navigation and editing for content, language,
visual choices and to enhance meaning.

WC 6 (iv) - Write paragraphs that maintain the pace or sense of texts, including
using headings, subheadings and logical structures that support the purpose.

WC 6 (v) - Maintain meaning across paragraphs and short texts by: selecting
sentence structures to link relationships within and between paragraphs, using
word groups and phrases, omitting and replacing words, using subjective,
objective or evaluative language and selecting connectives to link forward or
back to ideas in the text.

WC 6 (vi) - Use words and word groups including: noun groups, phrases and
adjectives to create effective, detailed and accurate descriptions, adverbs and
phrases to show time, place and cause and verbs and adverbs to intensify
meanings, expand and sharpen ideas.

WC 6 (vii) - Write using sentence structures, that include sentence fragments
and single words, to emphasise, extend and explain ideas and information.

Use historical terms and concepts (ACHHS118).

Identify questions to inform an historical inquiry (ACHHS119).
































Classroom Organisation


Assessment

Differentiation/Adjustments

- Direct instruction.
- Independent research.
- Independent writing.

Formative Assessment: Observations will contribute to the
overall assessment of knowledge.


- Scaffolding lesson content.
- Visual representations.
- Previous learning experiences.
- Body language and hand gestures.

Learning Experience Sequence


Learning Experience Duration:
90 Minutes

NOTE: As students participate in researching, planning, drafting and publishing, Educator is to assess students ability
and comprehension through observations.

- 30 Minutes: Educator is to introduce lesson content, explaining that students will be completing one section of
their culminating assessment task. Answers to the questions annotated in the previous learning experience will
also be utilised to commence the research of students chosen topic. During this time, Educator is to refer to the
previous learning experiences, referencing the Gen Board, Word Wall and other visual display accumulated over
the duration of the unit.
- 30 Minutes: Once students have an understanding of the task, they will be required to begin researching their
chosen topic utilising computers, books and notes from previous learning experiences (such as templates).
- 30 Minutes: After students have completed researching the topic, the drafting and writing process will commence.