COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number)
Unit Orientation Explain how the teacher will
begin the unit so the students are motivated to learn. Introduce diversity by starting of with something small like their name and going into more detail in the lessons to come (Learning Experience 1).
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. Students will increase their background knowledge in every lesson. A in year 6, all students would have an understanding of cultural diversity, note taking skills, summarising, researching for their information report.
Utilising the non- fiction focus text List the Focus Text in APA referencing format. Explain how this text will be used within the Unit. Book in APA: Do, A., & Do, S. (2011). The Little Refugee. NSW: Crows Nest: Allen and Unwin. As a class, the book will be deconstructed and decoded towards the message, meaning and purpose of why he wrote this book. Next, this text will be used towards imagery and vocabulary focus. Finally literacy rotations on this book (code breaker, text to text connections, imagery and word/word groups and sentences. The comparing this text with a media text about refugees in Australia and what they went through (Learning Experiences Eight, Nine and Ten, Eleven)
Responding to texts Explain how this is planned referring to various Strands within the Australian Curriculum. Responding to text is used throughout the focus text as well as the multimedia clip on refugees (Lesson Eight and Eleven).
Exploring texts Explain how this is planned referring to various Strands within the Australian Curriculum.
Using the books and computers to do research as well as their diary entry (Learning Experience five and six)
Examining texts including: Explain how this is planned referring to various Strands within the Australian Curriculum. Examining texts is very important, giving children a focus text of a picturebook can be challenging, however using a chapter book text as well extends their learning (Learning experience ten) Text structure and organisation Use of commas to separate clauses is utilised throughout learning experience eight. Expressing and developing ideas Complex sentences are investigated in learning experience ten. Identifying and explaining how analytical images are used is done within learning experience ten and eleven). Visual and multimodal features of texts Learning experience eleven, compares the focus text with a multimodal text and the features each of them have.
Extending beyond the focus text including: Explain how this is planned referring to various Strands within the Australian Curriculum. Extended students knowledge beyond the text using case studies and decoding these is used in learning experience twelve COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number) Creating texts utilising print and multimodal texts Students have the opportunity to create this together as a class in learning experience eleven.
Assessment Formative (one strategy and instrument) Describe the strategy and provide a copy of the assessment instrument. Learning experience five and six, has their diary entry. This shows students progress throughout the uni with an observation checklist. Summative (one strategy and instrument) Describe the strategy and provide a copy of the assessment instrument. For this assessment piece, there is an information report on what they have learnt within the 15 hours (Learning Experiences 14 and 15).
Significant demonstration of learning. Describe the expectations for achieving the desired Achievement Standards for Receptive and/or Productive Modes. To understand how the use of text structure can achieve particular effects and how they language features, images and vocabulary are used to represent ideas, characters and events. Show specific details on how to support a point of view and the language features used. Demonstrating grammar, expanding vocabulary, use accurate spelling and punctuation.