COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
Unit Orientation During the unit orientation, to gain the
students engagement and make them
excited to learn about the unit, the
teacher has a manipulative activity
involving lots of different text types
about the theme of space.
1,2,

Building knowledge of
the field
During this unit, the teacher will help
students to increase their background
knowledge by recapping new
information learnt regularly, as well as
linking this information to prior
knowledge as well as linking it to the
students own experiences. The
teacher will also build the student field
of knowledge by using interesting
resources to engage the students and
make them excited to be learning
about the content of the unit.
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11,
12 ,13 ,14 ,15,
16, 17, 18, 19.

Utilising the non-fiction
focus text
Hughes, D and Scott, C. (2013).
Solar system. East Sussex: Quintet
Publishing Ltd.

This focus text will be used as the
basis of every lesson whether it be
about the structure when examples
are used from the book, or content
about the topic of space, this will also
be used from the book. This book will
also help students establish in their
mind their opinion about which planet
they will use for their significant
demonstration of knowledge.
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11,
12 ,13 ,14 ,15,
16, 17, 18, 19,
20, 21, 22, 23,
24, 25, 26, 27,
28, 29, 30

Responding to texts Within the unit, the students respond to
many texts through opinions and
discussion after exploring their content,
structure and features with the teacher.

The teacher helps students to respond
to texts by using descriptors such as:
ACELT1795 using metalanguage to
describe the effects of ideas, text
structures, and language features on
particular audiences.
10, 11, 12 ,13,
14 ,15, 16, 17,
18, 19,



COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Exploring texts Within the unit, the students explore
texts the whole way through. The
teacher and students explore texts to
find text structure, text features, as well
as information etc.

The teacher helps students to explore
various texts by using descriptors such
as:
ACELY1504 understand how texts
vary in purpose, structure and topic as
well as degree of formality.
ACELY1702 navigate and read texts
for specific purposes applying
appropriate text processing strategies.
ACELY1703 use comprehension
strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources.
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11,
12 ,13 ,14 ,15,
16, 17, 18, 19,
20, 21, 22, 23,
24, 25, 26, 27,
28, 29, 30

Examining texts
including:
Within the unit, the students examine
multiple texts for a magnitude of
reasons.

! Text structure and
organisation
The students examine text structure
and organisation through looking at the
focus text and other library sources.
Using descriptors such as:
ACELY1504 understand how texts
vary in purpose, structure and topic as
well as degree of formality.
ACELY1702 - navigate and read texts
for specific purposes applying
appropriate text processing strategies.
ACELY1703 use comprehension
strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources.
1,2,3,4,5,6,7,8
! Expressing and
developing ideas
The students expressed and
developed their own ideas through the
use of the focus text and other sources
through the use of descriptors such as:
ACELT1795 using metalanguage to
describe the effects of ideas, text
structures, and language features on
particular audiences.
ACELY1702 - navigate and read texts
for specific purposes applying
appropriate text processing strategies.
9, 10, 11, 12,
13, 14, 15, 16,
17, 18, 19
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
ACELY1703 use comprehension
strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources.
! Visual and
multimodal
features of texts
Within this unit students examined
texts and identified visual features,
which belong with certain text types.
ACELY1504 understand how texts
vary in purpose, structure and topic as
well as degree of formality.
4

Extending beyond the
focus text including:
Within this unit, the students extend
beyond the focus text through the use
of information technology and
researching.
19,20,21,22
! Creating texts
utilising print and
multimodal texts
Within the unit, the students create
texts after they have utilised many
prints and texts.
19,20,21,22,
23,24,25, 26,
27, 28, 29, 30

Assessment
! Formative (one
strategy and
instrument)
Formative strategy used throughout
the unit plan is observation of student
work in their workbooks and during
discussions.
All lessons.
! Summative (one
strategy and
instrument)
Planning, construction and publishing
of an Information Report about a
planet.
18, 19, 20, 21,
22, 23, 24, 25,
26, 27, 28, 29,
30

Significant
demonstration of
learning.
The significant demonstration of
learning combines the skills and
content learnt over the course of this
unit plan. Students are to choose,
through their own informed opinion
from the content of the unit, which
planet they think is most interesting
and to write an information report
about this planet.
18, 19, 20, 21,
22, 23, 24, 25,
26, 27, 28, 29,
30