COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
Unit Orientation The unit will begin with the students
completing an activity (KWL chart) that
requires them to express what they
already know about rockpools and
what they want to learn about
rockpools.
This will motivate students to learn as
they are able to share their background
knowledge and also express what else
they want to learn about rockpools.

Students can also be motivated at the
beginning of this unit by being able to
make predictions and observations in
regards to reading the focus text for
the first time.


Lesson numbers
1 & 2
Building knowledge of
the field
Background knowledge will be
gathered through the first lesson of
each sequence within the unit. This will
allow students to link what they already
know to suit the current context. During
the beginning of most lessons, the
teacher will discuss and revise certain
aspects to refresh the students. For
example, before doing a lesson on
sentence structure, the teacher will
revise what a simple, compound and
complex sentence is so the students
are able to build knowledge of the field
before engaging in learning
experiences.


Lesson numbers
2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 14 &15
Utilising the non-fiction
focus text
Pyers, G. (2004). Life in a rockpool.
Melbourne, VIC: Echidna Books.

Life in a rockpool will be used
throughout most learning experiences
within this unit. This will allow students
to link the different aspects of
language, literature and literacy to the
same theme, being rockpools.


Lesson numbers
2, 3, 4, 6, 7, 10, 11 &
16



Responding to texts In sequence one the year 5 students
will engage in a lesson that monitors
the meaning of the non-fiction text. By
monitoring the meaning of Life in a
rockpool, students are able to reflect

Lesson numbers
3 & 4
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
on the information that was portrayed
in the text as well as respond to what it
actually means.

Skimming and scanning is also evident
in sequence one where students need
to respond and compare what two non-
fiction texts have in common by asking
questions such as what is the theme of
each book? What writing style is used?
Etc.

In regards to the curriculum, students
will able to respond to texts when they
can navigate and read texts for specific
purposes applying appropriate text
processing strategies, for example
predicting and confirming, monitoring
meaning, skimming and scanning
(ACELY1702).

Exploring texts Exploring texts in this unit provides the
students the opportunity to gain an in-
depth knowledge of not only the text its
self but to also understand how it was
written and the way the author included
various language features and
figurative language to portray certain
information.

In sequence two, students are
identifying figurative language
including similes, metaphors and
personification within the focus text
which allows them to recognize how
they create a more descriptive
meaning of the setting and the living
things within that setting.

Sequence three will allow students to
explore the different types of
sentences within the text. The glossary
is also explored in this sequence to
allow the students to be able to explore
the most important words within the
book Life in a rockpool.




Lesson numbers
5, 6, 7, 10, 11
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Exploring texts relates to the content
descriptor in language where students
will understand how noun
groups/phrases and adjective
groups/phrases can be expanded in a
variety of ways to provide a fuller
description of the person, place, thing
or idea (ACELA1508).

Examining texts
including:
- Examining texts relates to the
literacy content descriptor where
students need to Identify and
explain characteristic text
structures and language
features used in imaginative,
informative and persuasive texts
to meet the purpose of the text
(ACELY1701)

- Expressing and developing
ideas, most relates to the
content descriptor in literacy
where students are to plan, draft
and publish imaginative,
informative and persuasive print
and multimodal texts, choosing
text structures, language
features, images and sound
appropriate to purpose and
audience (ACELY1704).
Therefore allowing students to
construct their own persuasive
texts allows them to express
and develop their own ideas.




Lesson numbers
2, 4, 14, 15, 16 & 17

Text structure and
organisation
Text structure and organisation of
persuasive texts is explored in
sequence four where students are
introduced to and explore persuasive
writing. In the introduction lesson
students learn the text structure of
persuasive arguments and how they
are organised.
The exploring lesson in sequence four
then allows students to pull apart a
sample of a persuasive argument and
sort it into the correct text structure.

Lesson numbers
4, 14 &15









COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES

In sequence two students will compare
and contrast two different non-fiction
texts using a Venn diagram which will
allow them to identify how each text is
structured and organised.





Expressing and
developing ideas
Expressing and developing ideas is
evident in a range of learning
experiences within this unit. This
includes students making predictions
and observations in regards to Life in
a rockpool in sequence one. Also
being able to plan and draft a
persuasive argument in sequence four
relates to expressing and developing
ideas.


Lesson numbers
2, 16 & 17
Visual and
multimodal
features of texts
To utilize the visual feature towards the
end of the book Life in a rockpool,
there is a double page image which
gives students a birds-eye view of what
is in rockpools. Students can then use
this double page spread to create
metaphors which is evident in
sequence two of the unit plan.


Lesson number
6
Extending beyond the
focus text including:
To be able to extend beyond the focus
text, students need to be able to plan,
draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text
structures, language features, images
and sound appropriate to purpose and
audience (ACELY1704).

Lesson numbers
16, 17, 18 & 19
Creating texts
utilising print and
multimodal texts
Within the planning phase of sequence
four, students will use an online
resource from Read Write Think to
help students begin to create their own
persuasive argument.
Lesson number
16
Assessment

Formative
1. After the second learning
experience, the teacher will
collect each students KWL chart
that they have created in the
first two lessons of the unit. This
will provide the teacher with
feedback on how the students

Lesson number
After lesson 2




COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
will approach the upcoming
lessons. Changes may be
needed to allow all students the
opportunity to actively
participate in the upcoming unit.

2. After learning experience 17,
the teacher will collect each
students persuasive argument
draft and rate it using a rating
scale. Things that will be rated
are the use of figurative
language (which was explored
in lessons 5, 6, 7, 8 & 9), being
able to use a wide range of
language features (which was
explored in lessons 10, 11, 12 &
13) and the content (which was
explored throughout the whole
unit and planned in lesson 16).
Once the teacher has rated
each students draft, they will be
returned so the students can
adjust and edit during lesson 18.

Rating scale document is located at
the bottom of this page.










Lesson Number
To be completed after
lesson 17 and to be
returned before
lesson 18.

Summative
During lesson 19 students are required
to record themselves using an
IPad/recording device to deliver their
persuasive arguments they have been
writing throughout sequence four to
their year 1 buddy. At the end of lesson
19, students will hand in their written
persuasive argument as well as the
recording of the argument on the IPad
to be assessed. Students have
previously been made aware of the
criteria/ rubric.

Rubric is located at the bottom of this
page.


Lesson number
Students will be
assessed after lesson
19.
Significant
demonstration of
learning.
Receptive modes:
- Students will thoroughly explore
language features in sequence
three including sentence

Lesson Number
10, 12, 13

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
structures, grammar and
punctuation. This will affect how
they interpret the setting of the
focus text.
- Students will also engage in
various whole glass and group
discussions to clarify content.

Productive modes:
- Students will extend their ideas
using language features when
participating in investigating the
glossary and when creating their
own persuasive texts.
- In sequence four students will
participate in the writing process
where they will be able to edit
their own piece of persuasive
writing and also to peer-edit
each group members writing,
ensuring it contains structure
and meaning.











Lesson Number
11, 16, 17 & 18