1

COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation The unit will begin by brainstorming and
using comprehension strategies to identify
prior knowledge on the Australian gold
rush. This will be done in a group concept
map where students can scaffold each
other.
1

Building knowledge of the
field
This is a gradual step-by-step process
introducing one new concept at a time.
Each learning experience looks at a
component of language or a feature from a
newspaper article. These are then
deconstructed and the purpose is justified
before students apply this knowledge and
practice in a variety of different activites
3, 6, 7, 8, 10, 11



Utilising the non-fiction
focus text
Nicholson, J. (1994). Gold!: The
fascinating story of gold in australia. St
Leonards; NSW: Allen and Unwin.

This text will be used in three lessons. The
first two in the orientation phase of the unit
to activate prior knowledge and explore
specific vocabulary. And then in another
learning experience further along to
engage students in skimming and
scanning techniques to find specific
information.
1, 2, 11



Responding to texts This is planned in the first part of the unit
when looking at the focus text.
Comprehension questions are posed.

Students also have the opportunity to
respond to different newspaper articles.
1, 9, 10




Exploring texts A variety of different activities in rotations
have been devised to allow students to
explore texts such as newspaper articles
and news report videos

7, 9



Examining texts including: A variety of different activities in rotations
have been devised to allow students to
explore texts such as newspaper articles
and news report videos

This is also been included to motivated
students and reinforcing knowledge.

7, 9


Text structure and
organisation
Recount planning and writing

Newspaper article structure and plan
4, 5, 6, 8


2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Expressing and
developing ideas
Planning & creating texts 4, 5, 6, 8, 12, 13


Visual and
multimodal features
of texts
Deconstructing newspaper articles and
responding and recreating newspaper
articles from videos as well as other
sources such as interview responses
7, 9



Extending beyond the
focus text including:
Navigating through other texts to find
relevant information
11
Creating texts
utilising print and
multimodal texts
Demonstrating knowledge learnt
throughout the unit by creating texts such
as recounts and newspaper articles
5, 10, 13



Assessment
Formative (one
strategy and
instrument)
Students will be provided with a headline
from here they are to create their own
newspaper articles incorporating all the
knowledge they have learnt throughout the
unit. Please see Assessment Tab on
website for assessment checklist
10
Summative (one
strategy and
instrument)
Students will create a newspaper article
after the first week of the Australian Gold
Rush. All components and structure of a
newspaper report have been learnt in
previous lessons and students have been
modeled and created aspects and entire
newspaper article prior to writing this task
15

Significant demonstration
of learning.
Students will need to include all aspects of
a newspaper report in the correct
sequence. The newspaper article must
also be relevant to the topic and inform
audience.
15