COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES

(provide the number)

Unit Orientation The teacher will engage student into the unit by
creating discussion about relevant new stories
about different cultures. Also by creating
discussion about interesting things of other
cultures.
1 & 2

Building knowledge of the field In regards to helping students build knowledge of
the field the educator is to move slowly through
the different ideas of culture. The content
descriptors for the history learning area are
Experiences of Australian democracy and
citizenship, including the status and rights
of Aboriginal and Torres Strait Islander
Peoples, migrants, women, and
children (ACHHK114)

Stories of groups of people who migrated
to Australia (including from ONE Asian
country) and the reasons they migrated,
such as World War II and Australian
migration programs since the war.
(ACHHK115)
Through the exploration of the focus text and
decoding the text through class discussion
students are able to ask questions and inquire
about the background knowledge of the field.
During this stage the educator is to continually
check in with the students and their learning
journal to ensure they are actively engaging with
content
This stage of the lesson
sequence is on going
through out majority of the
sequence. Therefore it is
important for the educator
to constantly monitor the
student's learning.

Utilising the non-fiction focus text Jamal, N. & Chandab, T. (2005). The glory garage.
Crows Nest, NSW: Allen & Unwin.
The Text explores the stories of Muslims growing
up in Australia, It provides interesting & engaging
stories for the unit. The book will be used through
multiple excerpts which accompany activity where
students analyse the way the author has used
language features, clauses, complex sentences and
much more. It also provides a great starting point
for investigating other cultures.

2, 8, 9 & 10

Responding to texts Within the Unit students are responding to the set
text and other multi model texts. In particular the
students are focusing on the content descriptor:
Identify and explain how choices in
language, for example modality,
emphasis, repetition and metaphor,
influence personal response to different
10, 6, & 3
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
texts (ACELT1615)
Identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and
persuasive texts (ACELA1524)

This is planned for through analyst of the focus text
& how the use of language is used within verbal
communication.


Exploring texts The two main texts that the students explore is
'The Glory Garage' & 'Ziba came on boat'. This is
planned for within the unit through opportunities
to engage with these texts. The content
descriptors that target this criteria are
Investigate how complex sentences can
be used in a variety of ways to elaborate,
extend and explain ideas (ACELA1522)
Understand the uses of commas to
separate clauses (ACELA1521)
Identify and explain how choices in
language, for example modality,
emphasis, repetition and metaphor,
influence personal response to different
texts (ACELT1615)
Identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and
persuasive texts (ACELA1524)
Use comprehension strategies to interpret
and analyse information and ideas,
comparing content from a variety of
textual sources including media and
digital texts ACELY1713




1, 2, 3, 4, 5, 6, 7, 8 & 9
Examining texts including:
Text structure and
organisation
In the unit, student pay a particular focus on
creating more cohesive texts and how that is
written and read. The content descriptors for this
are
Understand the uses of commas to
separate clauses (ACELA1521)
Understand that cohesive links can be
made in texts by omitting or replacing
9 & 10
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
words (ACELA1520)
This content is focused on as the students start to
look at completing their assignments
Expressing and
developing ideas
Within the unit there is a heavy focus on how
Authors can create meaning in their texts using a
wide range of language features, tools and
vocabulary choices. The focus text is analysed in
this sense a lot during the lesson.
Investigate how complex sentences can
be used in a variety of ways to elaborate,
extend and explain ideas (ACELA1522)
Identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and
persuasive texts
Investigate how vocabulary choices,
including evaluative language can express
shades of meaning, feeling and
opinion (ACELA1525)
Understand how to use banks of known
words, word origins, base words, suffixes
and prefixes, morphemes, spelling
patterns and generalisations to learn and
spell new words, for example technical
words and words adopted from other
languages (ACELA1526)
2, 3, 4, 6, 7, 8 & 9
Visual and multimodal
features of texts
Students are to examine the visual and multimodal
features of an informative piece. The emphasis in
grade 6 is analytical images that portray
information.
Identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and
persuasive texts (ACELA1524)
Use comprehension strategies to interpret
and analyse information and ideas,
comparing content from a variety of
textual sources including media and
digital texts

This is evident in learning
experience 6 & 7.

Extending beyond the focus text
including:

Creating texts utilising
print and multimodal
texts
To extend beyond the text students are to create
multi model texts using all of the language
features/tools they have learnt throughout the
unit. These content descriptors are listed above.
The content in regards to creating texts for
2, 3, 4, 11, 12, 13 &14
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
assessment purposes either summative or
formative.
Use a range of software, including word
processing programs, learning new
functions as required
to create texts (ACELY1717)
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

Assessment
Formative (one strategy
and instrument)
Throughout the unit there is multiple opportunities
for formative assessment. This is to inform the
educators practice and provide a running record of
the child's learning. One particular strategy is
within the unit is in learning experience 4.

The students engage with the content as a whole
class, then at the end of the lesson they create a
poster about the content they just learnt. Through
observation it provides a clear indication if they
child understood the content. From there the
educator can monitor the students knowledge of
this topic and provide more opportunities for
demonstration of learning.

Once observed the educator can check that
student off the checklist.
2, 4, 7, 13 & 14
Summative (one strategy
and instrument)
The strategy of summative assessment within the
unit is through the completion of the significant
demonstration of learning. The students complete
this piece of assessment once they have been
given the knowledge through learning experiences.
They then create their presentation were they,
present to the class were they are marked for
presenting and on their written report they submit
on a 5 point scale rubric. ( see below)
Students are given the tools
during learning experiences
to complete assessment in
their own time.
Significant demonstration of
learning.
The students are required to demonstrate their learning throughout the unit
through both the summative piece of assessment and the formative.
The summative piece provides a clear overview of the units requirements for
success. In regards to the Productive modes:
how language features and language patterns can be used for emphasis.
They explain how their choices of language features and images are used.
They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.
Use accurate spelling and punctuation for clarity and make and explain
editorial choices.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)

Whilst the formative assessment checklist monitors the receptive modes more
carefully:
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.
For the students to be at achievement level they must be able to meet
these required standards.