COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES

Unit Orientation The unit will commence with a guest speaker

stimulating the students understandings and
interests in Indigenous culture. Aboriginal and Torres
Strait Islanders are a community of people who are
proud of their heritage, they have a strong sense of
identity and a close connection to their land
(Queensland Studies Authority, 2007). Inviting a
guest speaker into the class will educate and
motivate students to respect a new set of beliefs
and values and experience a firsthand account of
this particular culture (Queensland Indigenous
Education Consultative Body, n.d.).
Orientation to the
learning experiences.

Building
knowledge of the
field

The experiences developed in this unit plan assist to
expand students knowledge in the field s of
Indigenous culture and creating persuasive texts.
Throughout this unit students will gain knowledge of
how a particular individual has shaped Indigenous
culture in the Kimberley region (ACHHK097).
Students will create a persuasive text relating to
Jandamarra and if they consider him to be a hero or
a villain (ACELY1704). Students will investigate the
purpose of an exposition, the language features
required to create an exposition and how to create
quality arguments (ACELT1608, ACELT1609,
ACELT1698). In addition to this, students will also
investigate the selected audience and authors
perspectives in persuasive texts (ACELA1501,
ACELT1610). A combination of all learning
experiences will ensure that students learning is
scaffolded and supported to successfully meet the
learning objectives of the unit.
A combination of all
learning experiences (1-
20).

Utilising the non-
fiction focus text
Nicholson, J. (1997). Kimberley warrior. St Leonards,
NSW: Allen & Unwin Pty Ltd.

The focus text for this unit has been selected for
students to gain an understanding of Aboriginal
heritage and culture. This piece of literature will not
only be used to build understanding of the topic, but
will be applied for students to examine literary
devises, experiment with and master a range of
literacy based skills. This text will be used as the
focus theme to create a number of different texts
from brochures, news paper articles, debates and
expositions. The Kimberley warrior by John
The topic of this text has
been the focus for all
learning experiences;
however the text has
been specifically used in
experiences 2, 3, 7, 8, 11
and 15.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
Nicholson has also been selected to build authentic
understandings and empathy towards the Aboriginal
people during the time of white invasion.

Responding to
texts

Throughout this unit students will be encouraged to
respond to texts through their own feelings and
attitudes, while also considering the viewpoint in the
particular historical context (ACELA1501,
ACELA1608). Students will be immersed in grand
conversations and group discussions to identify the
audience and purpose of a variety of different text
types. Students will experiment with selected texts
to change the purpose, audience and authors
perspective. Throughout these experience students
will understand how texts can be viewed and how to
adapt and use this information when creating their
own texts (ACELA1501, ACELT1609, ACELT 1610,
ACELY1698).
Experiences 2, 5, 7, 8, 9,
10, 12, 15 and 16-20.

Exploring texts A variety of texts have been utilized throughout the
Kimberley warrior unit plan, these text types
include narratives, newspaper articles, information
reports as well as exposition texts. Throughout the
twenty learning experiences the students will be
exploring, adapting and constructing a number of
different types of writing. Students will be provided
with many opportunities to express their opinions
and attitudes towards particular texts types and also
experiment with them to change or enhance the
perspective (ACELT1609, ACELT1610, ACELY1698).
The opportunities in this unit plan will ensure that
students are applying their knowledge of language
features and becoming critical text analysers.
Experiences 2, 5, 7, 8, 9,
10, 12, 15 and 16-20

Examining texts
including:

Text structure
and organisation
During the course of the unit students will
experiment with text structures and the organisation
of text features. Collaboratively students will
experiment and manipulate text structures, as well
as participate in joint construction of persuasive
texts (ACELT1609, ACELT1610, ACELY1698). The
main focus for this unit is for students to
understanding the process of creating an exposition,
however throughout the learning experience
students will have the opportunity to explore a
Experiences 7, 8, 13, 14
and 15.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
number of other text types to gain an understanding
of how they also work to influence the reader
(ACELY1704). This will ensure that students are
equipped with the knowledge to effectively
construct a number of different text types.
Expressing and
developing ideas
Students will have the opportunity to express their
own opinions and ideas about a number of different
text types (ACELT1609, ACELT1610). Emotion sticks
will be used for students to portray how a particular
text has shaped their emotional response. To further
enhance this, the students will be required to
amplify or modify particular texts to express a
different point of view (ACELY1698). Collaboratively
students will also develop a class debate to show
their particular point of view towards a fertile
question. These experiences will assist to build
understanding and knowledge in developing
arguments for the final assessment task
(ACELY1704).
Experience 5, 7, 8, 9, 10
and 12.
Visual and
multimodal
features of texts
Throughout the unit, students will examine a
number of multimodal texts types for pleasure,
comprehension and meaning making. The text types
used in this unit will provide a variety of
perspectives and learning experience for the class to
be absorbed in. Students will discover how authors
can engage and persuade an audience through
images and text (ACELA1501, ACELT1609,
ACELT1610, ACELY1698). In addition to this, what
literary devices can be used in the creation of their
own exposition text (ACELY1704). These leaning
experiences will assist the students in this class to
become confident readers and writers.
Experiences 7, 8, 13, 14
and 15.

Extending
beyond the focus
text including:

Creating texts
utilising print and
multimodal texts
During the course of the unit students will be
exposed to a number of different text types
including narratives, newspaper articles, information
reports and exposition texts. The narratives and
information reports have been utilised for students
to gain an understanding of the rationale behind the
unit. The newspaper articles have been selected for
students to examine the purpose, audience, author
and meaning conveyed in the texts. The exposition
texts have been used to model and scaffold students
Experiences 7, 8, 13, 14
and 15.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
in the process and structure of a persuasive text. A
combination of all multimodal texts will ensure that
students are equipped with the knowledge they
need to create a quality exposition texts.

Assessment
Formative (one
strategy and
instrument)
The formative assessment pieces which have been
utilised throughout the learning experiences are
antidotal records, observations and feedback,
questioning techniques, peer assessment, checklists
and traffic light self assessment (please refer to
assessment tab for further details).
A combination of all
learning experiences.
Summative (one
strategy and
instrument)
The summative assessment for this unit of work will
be a persuasive text in the form of an exposition.
Students will present this in oral format using a
PowerPoint presentation to organise their
information. The tool used for checking students
success will be a rubric (please refer to assessment
tab for further details).
Experience 20.

Significant
demonstration of
learning.

Upon completion of this unit students will have the
ability to understand that the Indigenous culture is
rich and diverse. Additionally Indigenous people
have a strong connection to the land and
sophisticated relationship structures. Through the
receptive modes of listening, reading and viewing
students will have the ability to determine the
purpose, audience and author of particular texts.
Students will also have the ability to identify the
language features and text structure of and
exposition. Through the productive modes of
speaking and writing, students will have the ability
to demonstrate how points of view are conveyed
and how texts can influence an audience. Ultimately
using these skills students will effectively engage and
persuade an audience, through the creation of their
own exposition.
All learning experiences