Edla Experiences

Amy Gampe S00040034 Page 1
Learning experiences
The Kimberley warrior unit plan

Learning experiences

Name

Page

Experience 1 Sharing stories 2-3
Experience 2 The story of Jandamarra 4-5
Experience 3 Jandamarras land 6-7
Experience 4 Tourist brochure of the Kimberley 8-9
Experience 5 Powerful and influential texts 10-11
Experience 6 Language features for persuasive writing 12-13
Experience 7 Subjective and objective language 14-15
Experience 8 Emotive language 16-17
Experience 9 The authors perspective 18-19
Experience 10 Influencing an audience 20-21
Experience 11 Creating a news report 22-23
Experience 12 Creating a good argument 24-25
Experience 13 The structure of an exposition 26-27
Experience 14 Deconstruction of an exposition 28-29
Experience 15 Joint construction of an exposition 30-31
Experience 16-20 Hero or villain exposition presentation 32-33

Learning experience 1
Sharing stories
Year level and duration
This lesson has been designed at a year 5 level of learning.
The duration of this lesson is 60 minutes.
Classroom Organisation
The lesson will begin as a whole class experience and will then proceed to small group work.
The lesson will then be finalised by a whole class discussion.
Resources
o Australian Curriculum Lessons (2014). Aboriginal images: A cultural lesson plan for years 3/4.
Retrieved from http://www.australiancurriculumlessons.com.au/2013/09/05/aboriginal-
images-cultural-lesson-years-34/
o Sharing Stories (2014). Our stories: Video 2. Retrieved from http://sharingstories.org/our-
stories/
(Please refer to resources page for further details).
Curriculum links
ACARA
o ACELT1608.
QCAA
o VR5viii, WC5vi.
Cross Curriculum priorities
o OI.2, OI.8.
Learning Objectives
o Demonstrate prior knowledge of Indigenous culture and develop understanding of why it is
important to preserve it.
o Identify the visual and symbolic elements that convey information about cultural traditions and
customs.
o Express, collate and organise information about indigenous culture by using a concept map.
Experience description
This experience has been designed as an introduction to indigenous culture and tradition.
Students will draw on the knowledge that they have gained about diverse cultures and express
what they would like to discover during the unit. With the knowledge gained in this experience
students will develop an appreciation of this culture and an understanding of why it is
important to preserve it.
Experience structure
1. To begin the experience the class will create a KWL chart about indigenous culture on the
whiteboard.
2. Students will brain storm what they already know about Indigenous culture and what they
would like to discover by the end of this lesson.
3. The teacher will then introduce the first indigenous culture image (Australian Curriculum
Lessons, 2014, Image 1).
4. As a class, a concept map will be created on the whiteboard to describe what is perceived in the
image.
5. Students will be then be organised into small groups of four or five students.
6. Each group will be given another indigenous culture image (Australian Curriculum Lessons,
2014, image 2, 3, 4, 5).
7. Collaboratively students will propose what the image may mean to indigenous people.
8. To organise their ideas the students will create their own concept map on butchers paper.
9. Each group will then use the program popplet to succinct and represent their thinking
processes.
10. The teacher will provide a mini reminder tutorial on how to use this program.
11. After the groups have finished their concept map, the class will come back together to present
their information.
12. The teacher will discuss each image in further detail and explain what specific aspects mean to
Indigenous culture and tradition.
13. The sharing stories video will then be played (Sharing stories, 2014).
14. A number of higher order thinking questions will be asked about the cultural aspect of sharing
stories.
o Why is it important to learn about Indigenous cultures?
o What can Aboriginal and Torres Strait Islander stories teach us?
o How can these practices be preserved?
15. Students will be advised that throughout this unit we will be working towards creating an
exposition text about a particular person who has influenced the Aboriginal culture and we will
discover who this person is in the next lesson.
Assessment and evaluation
Formative
o Anecdotal records will be taken throughout the lesson to ensure that students are working
collaboratively.
o A variety of questions will be asked throughout the lesson to gain an understanding of the
students knowledge of indigenous cultures.
Summative
o This experience will build students knowledge for the final exposition assessment.
Differentiation of learning
o A variety of higher order thinking questions will be presented throughout the lesson. The higher
order questions will be directed to the gifted students in the class and the medium to low order
questions will be for those students with learning disadvantages.
o This task has not been set at a particular level; therefore this will provide students with the
opportunity to work at their own level and pace.

The story of Jandamarra
This experience will begin as individual work and will finish as a whole class discussion.
Resources
o Greenwood, M., & Denton, T. (2013). Jandamarra. Crows Nest: NSW: Allen & Unwin.
o Nicholson, J. (1997). Kimberley warrior. St Leonards, NSW: Allen & Unwin Pty Ltd.
o Ryan, M. (2003). Expressions: A religion series for Catholic primary schools: Book 2. Riverwood,
NSW: Social Science Press.
Curriculum links
ACARA
o ACELA1501, ACELT1608, ACHHK097.
QCAA
o LS5iv, LS5v.
o OI.8.
Learning Objectives
o Create an image of Jandamarra by using adjectives found in the selected text.
o Analyse the relationship of Jandamarra to the Bunuba people.
o Recognise the importance of Jandamarra to the culture of Aboriginal people.
This learning experience has been designed for students to discover the character of
Jandamarra. Throughout this experience students will also determine the role that Jandamarra
played in shaping the Aboriginal community. Students will learn that many cultures have
specific social roles and relationships, such as the one between Jandamarra and the Bunuba
people. Students will discover that the bond between Aboriginal and Torres Strait Islander
people is strong and significant.
1. The teacher will begin the experience by reading page eighty seven of the selected text,
Kimberley warrior, by John Nicholson (Nicholson, 1997).
2. After reading the text the students will create a wanted poster for the particular character
using the describing words located in the text (Ryan, 2003).
3. Students will be asked the following questions:
o If the adjectives in this text were not evident, would you have been able to draw
so much detail in your drawing?
o Do you think your picture looks more like Jandamarra than the picture on the
front of the book?
4. Explain to the students that the traditional law across Australia does not allow images to be
shown of Indigenous people after they have passed away, because they believe that this will
disturb their spirit.
5. Students will complete the subheadings on the wanted poster.
6. The teacher will then read the story of Jandamarra by Mark Greenwood and Terry Denton
(Greenwood & Denton, 2013).
7. Teacher will lead a discussion about particular themes in the book.
8. A series of literal, inferential and evaluative questions will be asked.
o Who is Jandamarra?
o What role did he play in the Bunuba tribe?
o Do you believe the Bunuba people described Jandamarra in a positive way?
o How did the author portray Jandamara and the invaders?
o How did the author make you feel about Jandamarra and the invaders?
9. As the students are answering the questions the teacher will add this to the KWL chart from the
previous lesson. This knowledge will continue to be built up during the learning experiences.
Formative
o A variety of literal, inferential and evaluative questions will be asked throughout this learning
experience, to gain students understanding of the character of Jandamarra.
o Teacher will make observations as to how the students are engaged and responding to the unit.
Summative
o Throughout this learning experience students will have the opportunity to work at their own
developmental level.
o A number of questions will be asked at the end of the readings, these will be distributed
throughout the class to gain an understanding of how the students are absorbing the
information.

Jandamarras land
This learning experience will begin as a whole class, followed by pair work and will end with a
group discussion.
Resources
o ABC (2014). Indigenous language map. Retrieved from
http://www.abc.net.au/indigenious/map/
o Department of Parks and Wildlife (2013). Tunnel creek national park. Retrieved from
http://parks.dpaw.wa.gov.au/park/tunnel-creek
o Emerson Kent (2014). Historical map of Australia and New Zealand 1788-1911. Retrieved from
http://www.emersonkent.com/map_archive/australia_new_zealand_1788_map.htm
o Map Hill (2013). Blank simple map of Wyndham-East Kimberley. Retrieved from
http://www.maphill.com/australia/western-australia/wyndham-east-kimberley/simple-
maps/blank-map/
Curriculum links
ACARA
o ACELT1608, ACELT1609, ACHHK097.
QCAA
o LS5iii, VR5i.
o OI.2.
Learning Objectives
o Locate proper nouns in the selected text and find their locations on a map of the Kimberley.
o Recognise that Aboriginal communities have a strong connection to the land.
o Identify the region of the Bunuba people and Jandamarras land.
This learning experience has been designed for students to locate the area of the Kimberley
described in the selected text. Throughout this experience students will discover the location of
the Bunuba people and where Jandamarra lived and worked. Students will identify that
Aboriginal people have strong connections to the land and they will go out of their way to
protect it.
1. The teacher will begin the experience by reading chapter one of the Kimberley warrior, by
John Nicholson (Nicholson, 1997).
2. As a class the students will identify the different locations mentioned in the text (Barker river,
King Leopold, Napier and Oscar ranges, Fitzroy river, Bunuba country).
3. In pairs students will be equipped with a blank map of the Kimberley region (Map hill, 2013).
4. Using the Indigenous language map website and other allocated information websites the
students will locate the areas discovered in the text and add them to the blank map (ABC, 2014;
Department of Parks and Wildlife, 2013; Emerson Kent, 2014).
5. They will then complete the following questions.
o What is the distance from Brisbane to Derby?
o What is the distance of Derby to Fitzroy crossing?
o How many days would it take for you to walk from Derby to Fitzroy Crossing?
o What state is Fitzroy crossing in?
o Describe the landscape of the Fitzroy crossing area.
6. The teacher will then discuss the Aboriginal names of the different locations and provide
further information and knowledge about the land.
7. Students will be asked which websites helped them to find the locations and did the book
provide enough information about their positions?
Formative
o Throughout this experience a number of literal, inferential and evaluative questions will be
asked to ensure that students are connecting with the learning outcomes.
Summative
o Students will be divided into mixed ability pairs; this will ensure that students are supporting
each other during the learning process.

Tourist brochure of the Kimberley
The tourist brochure of the Kimberley lesson has been designed as a mixed ability group
learning experience.
Resources
o ABC (2014). Kimberley tracks. Retrieved from
http://www.abc.net.au/landline/content/2013/s3752015.htm
o Jimmy Web (n.d.). The Kimberley Australias last great wilderness. Retrieved from
http://www.kimberley-australia.com/
o Kimberley Wild Expeditions (n.d.). Kimberley wild expeditions brochure. Retrieved from
http://www.kimberleywild.com.au/
o Tourism Australia (2014). Aboriginal Tourism. Retrieved from
http://www.tourism.australia.com/aboriginal/
o (Please refer to resources page for further details).
Curriculum links
ACARA
o ACELT1608, ACELT1610, ACHHK097.
QCAA
o VR5iii, WC5i.
o OI.2.
Learning Objectives
o Design a tourist brochure depicting the Aboriginal culture in the Kimberley region.
o Indicate the importance of preserving the land for the Aboriginal people.
o Describe why we should or should not promote tourism in this area.
During this learning experience students will have the opportunity to research the Kimberley
region. The purpose will be to select the appropriate information and display it in a tourist
brochure format. Throughout this experience students will discover relevant information and
acquire meaningful knowledge that will assist them with their final piece of assessment.
1. To begin the lesson students will watch the Kimberley tracks video (ABC, 2014).
2. The teacher will promote a discussion about the Kimberley region and its importance to
Aboriginal culture.
3. Students will then be split into mixed ability groups of four to five members.
4. The class will be provided with information books and three websites that they will use to gain
information about the Kimberley (Jimmy Web, n.d; Kimberley wild expeditions, n.d; Tourism
Australia, 2014).
5. During this time the students will work collaboratively to create a brochure for the Kimberly
region.
6. Students will include the following questions in their brochure.
o What are the popular tourist destinations?
o Why is this land spiritual?
o How many Aboriginal sacred sites are there? Please name them.
o What role do the Aboriginal people play in the preservation of this land?
o This brochure will provide many facts about the Kimberley region and the influence that the
Aboriginal people have had on this area.
o Students will display their brochures in the classroom.
Formative
o Teacher will take anecdotal records for a number of students to ensure that their behaviour
and learning is progressing.
Summative
o The brochures for this activity will be collected and checked for spelling and grammar.
o Students will be organised into mixed ability groups, this will ensure that students of different
abilities are supporting each other during the task.
o Multiple intelligences have been considered during the creation of this lesson. Students will
have the ability to connection with learning in a number of different ways.

Powerful and influential texts
This experience will be implemented at a whole class level. The students will then be allocated
into pairs and to conclude the class will come back together as a group.
Resources
o Emotion sticks
o The Australian (2013). Lonely planet's listing of the Kimberley a must-see for 2014 is the "shot in
the arm" that the region has long needed, according to tourism leaders. Retrieved from
http://www.theaustralian.com.au/news/lonely-planet-listing-kimberley-as-a-must-see-long-
needed-says-tourism-council-of-wa/story-e6frg6n6-1226748521585
o The Wilderness Society (2013). New threat to the Kimberley exposed. Retrieved from
http://www.wilderness.org.au/articles/new-threat-kimberley-exposed
Curriculum links
ACARA
o ACELT1609, ACELT1610, ACELY1698, ACHHK097.
QCAA
o LS5i, VR5i.
o OI.2.
Learning Objectives
o Identify that the particular texts can influence a persons mood.
o Select words and phrases that have an impact on the audience.
o Explain what powerful messages are evident in the selected texts.
This lesson has been designed for students to understand that text can be used to persuade an
audience. Students will be exposed to two articles with opposing perspectives on tourism in the
Kimberley. Students will identify with the language features that these articles have used when
conveying the particular message and how effectively these articles have influenced their own
views.
1. A set of emotion sticks will be given to each of the students; they will use these throughout the
lesson to express their mood.
2. The teacher will read the first article to the students (The Australian, 2013).
3. The students will be asked to identify their feelings towards the particular article with the
emotion sticks.
4. A discussion will be promoted about the purpose and meaning behind the chosen article.
5. The second article will then be read out to the class (The Wilderness Society, 2013).
6. The students will again be asked to identify their mood towards this particular article with the
emotion sticks.
7. The teacher will pose the following questions:
o Has your mood changed when listening to this article?
o What is this article trying to say about tourism in the Kimberley?
o Why is it important to protect the Kimberley region?
o What could we do to help?
8. Students will then be organised into pairs. Each pair will be given either the first or second
article.
9. These students will work together to identify and highlight what language features are powerful
and influence their mood.
10. The class will come back together and the students will identify, highlight and explain what
language features influenced them.
11. The teacher will ask the following questions.
o What does that particular word mean?
o How did it make you feel?
o When do we usually use this language?
o Do you think that if these words were not used, would the text be as powerful?
12. This will be completed for each article.
Formative
o Through observations the teacher will gain an understanding of how students are grasping the
concepts.
Summative
o A variety of questions will be selected to ensure that students at different ability levels are
challenging their thinking process.
o Students will be paired at different ability levels for students to support each others learning
during this experience.

Language features for persuasive writing
Students will be organised into four groups of six to seven members. The class will then join for
a final discussion and conclusion.
Resources
o Collaborative Learning Project (n.d.). Four connective games. Retrieved from
http://www.collaborativelearning.org/connectivesgames.pdf
o Fun English Games (n.d.). Conjunction game for kids. Retrieved from
http://www.funenglishgames.com/grammargames/conjunction.html
o Futonge Kisito (2014). Modal auxiliary verbs game can, must, would basketball fun game.
Retrieved from
http://www.englishmedialab.com/GrammarGames/basketball/modals%20can%20must%20wo
uld/modals%20can%20must%20would.html
o State of New South Wales, Department of Education and Training (2013). Writing an exposition:
Resource access page. Retrieved from https://schoolsequella.det.nsw.edu.au/file/d26b95ff-
4958-40c1-8691-a5f47d021dea/1/8826.zip/documents/lang_feat_expos.pdf
o The Learning Centre (2007). Scientific language. Developing an argument: Evaluative language.
Retrieved from
http://www.usyd.edu.au/learningcentre/wrise/biology/discussion/disc_lang_evaluative.html
Curriculum links
ACARA
o ACELT1609, ACELY1698.
QCAA
o LS5i, VR51.
Learning Objectives
o Demonstrate skills in using conjunctions, modal verbs, connectives and evaluative language.
o Identify the language features required for an exposition.
o Explain why it is important to use these particular features when writing an exposition.
The approach taken for this learning experience is for students to improve their knowledge of
the language features used in an exposition. Using their already acquired skills the students will
participate in rotational activities that will focus on four language features required for an
exposition. This will provide them with the knowledge they need for their final assessment task.
1. Students will notified of what will be required of them during this lesson.
2. They will then be organise into four groups of six to seven students.
3. The students will be introduced to the four learning stations that they will participate in today.
4. Each learning station will consist of one language feature the author is required to use when
creating an exposition text.
o Conjunction game The conjunction game is an online game where students will
identify the correct conjunction to use in a clozed question format (Fun English Games,
n.d.).
o Modal verbs game The modal verbs game is also an online game where students will
identify the modal verbs in the sentences (Futonge Kisito, 2014).
o Connectives game Students will be given a number of cloze sentences with help from
their group members students will place the correct connective card in the missing spot
(Collaborative Learning Project, n.d.).
o Evaluative language During the evaluative language activity students will locate the
positive and negative language used in the selected text. The positive language will be
highlighted in green and negative language will be highlighted in red (The Learning
Centre, 2007).
5. Teacher will promote a discussion about the language features the students discovered
throughout the lesson.
6. Students will be asked to identify why it is important to have knowledge of these particular
language features.
7. The teacher will then introduce the language features table to the class and display in the room
(State of New South Wales, Department of Education and Training, 2013).
Formative
o The teacher will take anecdotal records during this learning experience to gain an
understanding of how students are progressing with these language features.
Summative
o The language features will assist students to develop their knowledge to assist them with the
final exposition task.
o Groups will be organised into mixed abilities. This will ensure that students are supporting each
other during the learning process.
o During this activity the teacher will provide additional support to those students who require it.
o Multiple intelligence has also been considered for students to connect with the learning
objectives and a number of different ways.

Subjective and objective language
The lesson will begin as an individual task and will finish as a whole group activity.
Resources
Curriculum links
ACARA
o ACELT610, ACELY1698, ACHHK097.
QCAA
o VR5i, WC5i.
o OI.2, OI.8.
Learning Objectives
o Create a list of subjective and objective sentences about Jandamarra.
o Compare subjective and objective language.
o Identify which language is used to create expositions.
The subjective and objective learning experience has been created for students to gain an
understanding of the correct language to use when writing an exposition. Students will create
their own list of facts and opinions and will discuss them with the class. This list will be used as
a source for the planning of the final assessment exposition.
1. To refresh the students the teacher will read chapter twelve of the selected text, the Kimberley
warrior, by John Nicholson (Nicholson, 1997).
2. Students will each be given an A4 piece of paper. They will be asked to fold the paper in half.
3. On the left side they will write on the top of the page objective, on the right side they will write
subjective.
4. On the left hand column they will be asked to write all the information that they have gained
about Jandamarrra during the unit so far. They can use the KWL chart from previous lessons to
assist them with this.
5. On the right hand column of the paper the students will write their opinions of each of the
points they have mentioned.
6. Teacher will pose questions about subjective and objective language, for students to gain an
understanding of the difference between them.
o What is the difference between objective and subjective language?
o Where do you see objective language?
o Is subjective language only opinions?
7. Students will be asked to highlight the following in their texts.
o Personal pronouns (blue).
o Modal verbs (green).
o Connectives (red).
o Conjunctions (yellow).
8. The teacher will remind the students of the language features required when writing an
exposition. The class will look at the table from activity six for assistance with the language
features.
Formative
o Teacher will observe and provide ample feedback to the students throughout during the lesson.
Summative
o The subjective and objective writing task will be collected at the end of the lesson for checking
and feedback. This will also be used as a source for the final exposition.
o The teacher will provide extra scaffolding for those students with learning difficulties.
o The student who is gifted will be challenged to think of ten points to include in his/her table.

Emotive language
The lesson will begin at a whole class level, followed by students working in pairs. The class will
then return as one group to share and discuss ideas.
Resources
o Emotion sticks
o HSC English (n.d.). Persuasive and emotive language. Retrieved from
http://www.hsc.csu.edu.au/english/esl/texts/elect1/4039/languageextre.pdf
o Traffic light paddle pop sticks
Curriculum links
ACARA
o ACELT610, ACELY1698, ACHHK097.
QCAA
o VR5i, WC5i.
o OI.2, OI.8.
Learning Objectives
o Use adjectives and intensifiers to enhance the meaning of sentences.
o Determine the emotive language found in particular sentences.
o Identify sentences which have a stronger emotional reaction for the reader.
The emotive language learning experience has been created for students to demonstrate their
ability to use adjectives and intensifiers to enhance the meaning of sentences. Throughout this
experience students will gain an understanding of how important emotive language is to
amplify the emotional response in the audience.
1. The teacher will select a number of sentences from the text Kimberley warrior, by John
Nicholson (Nicholson, 1997).
2. On the interactive whiteboard the teacher will explicitly teach emotive language.
3. Using one of the sentences (The police waited in the cave for Jandamarra).
4. The teacher will underline the words that can be change and will demonstrate how to change
this sentence can be changed to use more emotive language (The notorious police lingered in
the hidden cave for innocent Jandamarra).
5. Students will then be introduced to the persuasive and emotive language word list (HSC English,
n.d.).
6. The class will be organised into pairs. They will use their traffic light paddle pop sticks to
determine if they are confident with the task.
7. In pairs students will be given a number of sentences, they will use these to develop their
emotive language skills.
8. The students will present to the class their best sentence from the ones they have adapted.
9. If students think they have created a better sentence, they will challenge the other team.
10. The students will vote on which sentence strengthened their emotion by using their emotion
sticks from previous lesson.
Formative
o Teacher will observe students success during the lesson.
o The students will use their paddle pop sticks to show if they are confident in developing
emotive language, this will allow the teacher to determine which pairs will need additional
scaffolding.
Summative
o The work in this learning experience will assist students to use emotive language the final
assessment task.
o Teacher will provide extra scaffolding for those students with learning difficulties.
o Those students with learning difficulties will be paired with students who can assist them
during this learning process.
o A number of additional sentences will be provided for students who wish to challenge
themselves throughout this experience.

The authors perspective
The experience will begin at a whole class level and will proceed to small group work. To
conclude the lesson the students will come back together for a group discussion.
Resources
o Kid Blog (n.d.). Create a class. Retrieved from http://kidblog.org/home/
o National Library of Australia (n.d.). Native troubles: The notorious Pigeon shot. Retrieved from
http://trove.nla.gov.au/ndp/del/article/33131970
Curriculum links
ACARA
o ACELT1608, ACELT1609, ACELT1610, ACELY1698, ACHHK097.
QCAA
o VR5iii, VR5v, WC5i.
o OI.2, OI.8.
Learning Objectives
o Identify that the purpose of texts can change if the author is changed.
o Select words and phrases that have an impact on the audience and experiment with them to
change the perspective.
o Construct a newspaper article from a different authors perspective.
This lesson has been designed for students to understand that text can be used to persuade an
audience. Through the newspaper article of Jandamarras death students will have the ability to
identify that this was written from the perspective of the settlers. Students will then
experiment with the section of text and recreate it from a different authors perspective.
1. Students will be introduced to the newspaper article from Jandamarras death (National Library
of Australia, n.d.).
2. At the end of the reading a series of higher order thinking questions will be asked to the
students.
o What was this newspaper article about?
o Who is Pigeon?
o Why did the police shoot Jandamarra?
o Who do you think wrote this newspaper article?
3. With help from the teacher the students will identify the language that has persuaded the
reader.
4. Students will then be split up into groups of four to five members.
5. Each group will be given the article and butchers paper for collaborating ideas.
6. Together the students will rewrite the journal article from the Bunuba peoples perspective.
7. The students will have the opportunity to blog their newspaper article on the class website blog
(Kid blog, n.d.).
8. When the task is complete the teacher will read and discuss a number of newspaper articles to
the class.
Formative
o Through observations the teacher will gain an understanding of how students are grasping the
concepts.
o The class blog will be utilised for the teacher to look back on to monitor the students progress
throughout the unit.
Summative
o A variety of questions will be selected to ensure that students at different ability levels are
challenging their thinking process.
o The teacher will peruse the room to see if any students require additional support during this
o If students are having great difficulty with this task, they will be asked to change only the title of
the article and the first two sentences.

Influencing an audience
This experience will begin as pair work and will finish with a whole group discussion.
Resources
o National Library of Australia (n.d.). Native troubles: The notorious Pigeon shot. Retrieved from
http://trove.nla.gov.au/ndp/del/article/33131970.
Curriculum links
ACARA
o ACELT1608, ACELT1609, ACELT1610, ACELY1698, ACHHK097.
QCAA
o VR5iii, VR5v, WC5i.
o OI.2, OI.8.
Learning Objectives
o Identify the audience of the selected newspaper article.
o Explain why it is important to have knowledge of the audience when creating texts.
o Recreate this particular text by changing the intended audience.
The experience has been designed for students to gain an understanding of why you need to
have knowledge of your particular audience when developing influential texts. Students will
identify the audience for the selected text and will recreate this to address another audience.
1. Students will be reminded of the newspaper article of Jandamarras death that the class
worked on during the previous lesson (National Library of Australia, n.d.).
2. Ask the students what we changed when we experimented with the text?
3. Advise the students that we changed the author in the previous lesson, but today we will be
changing the audience.
4. Ask the students if they know who the audience would be for this particular text and to provide
evidence of this.
5. Students will be organised into pairs.
9. Together the students will rewrite the journal article from the Bunuba peoples perspective.
10. The students will have the opportunity to blog their newspaper article on the class website blog
(Kid blog, n.d.).
11. When the task is complete the teacher will read and discuss a number of newspaper articles to
the class.
12. A sseries of literal, inferential and evaluative questions will be asked.
o Was this article difficult to change and why?
o Is it important to know your target audience when creating persuasive texts?
o What helpful suggestions would you give a first time writer of persuasive texts?
Formative
o Teacher will take anecdotal records during this experience to ensure that all pairs of students
are on track.
Summative
o This experience will build students knowledge and understanding to creation of the final
exposition assessment piece.
o The teacher will peruse the room to see if any students require additional support during this
o A number of questions will be asked at the end of the readings, these will be distributed
throughout the class to gain an understanding of how the students are absorbing the
information.

Creating a news report
This learning experience will begin as a whole class and will finish in mixed ability groups.
Resources
o Mr Andrews Classroom (n.d.). Australian flag persuasive writing 5/6A. Retrieved from
http://mrandrewclassroom2013.wordpress.com/2013/03/06/australian-flag-persuasive-
writing-56a/#jp-carousel-241
o Today Tonight (2010). Professor David Flint Australian flag. Retrieved from
http://www.youtube.com/watch?v=PildDl8sl7Q
Curriculum links
ACARA
o ACELT1608, ACELT1609, ACELT1610, ACELY1698.
QCAA
o LS5i, VR5i, WC5i.
o OI.2.
Learning Objectives
o Investigate the purpose of a journalist.
o Deconstruct the exposition and summarise points.
o Create a journalist report about the selected exposition text.
This learning experience has been designed for students to understand the work of a journalist.
Throughout this experience they will observe the points that journalists formulate in news
reports and how they can approach their final assessment piece.
1. To begin this lesson the students will be introduced to the current debate about the Australian
flag and how the meaning behind this flag is upsetting to Indigenous people.
2. The teacher will read the exposition that has been written about the Australian flag (Mr
Andrews Classroom (n.d.).
3. The teacher will pose the following questions about the exposition.
o Is this exposition for or against changing the Australian flag?
o What arguments did this exposition encompass?
o Did this text persuade you to think in a certain way?
4. Students will then watch the Australia flag news report video (Today Tonight, 2010).
5. The class will be organised into small mixed ability groups.
6. Each group will be asked to use the exposition text and recreate it into a news report.
7. Students will have the opportunity to dress up and use props for their presentation.
8. When the students have finished, they will present these to the class.
Formative
o Teacher will make observations throughout the lesson to ensure that students are on track
throughout the task.
Summative
o Students will be divided into mixed ability groups; this will ensure that students are supporting
each other during the learning process.

Creating a good argument
The creating a good argument lesson will begin as a whole class experience followed by mixed
ability grouping and will finish with as a whole class experience.
Resources
o Billingsley, J. (n.d.). Persuasive text checklist. Retrieved from
http://ideasbyjivey.blogspot.ca/2013/05/workshop-wednesday-persuasive-writing.html
o Sunrise (2014). The great flag debate. Retrieved from
http://www.youtube.com/watch?v=OfOXTxr13E0
Curriculum links
ACARA
o ACELT1609, SCELY1698.
QCAA
o LS5ii, VR5ii, WC5iii.
o OI.2.
Learning Objectives
o Locate relevant information in the selected texts provided.
o Comprise a list of debate topics for the allocated question.
o Identify the importance of a quality argument to express a point of view.
The creating a good argument learning experience has been developed for students to gain an
understanding of a how a debate can influence the mood of an audience. The students will be
exposed to a professional debate and then will be asked to create a debate with the selected
topic. This will ensure that students understand how to compose quality arguments for the final
assessment exposition text.
1. Students will be introduced to the concept of good arguments and great debates.
2. The great flag debate video will be played (Sunrise, 2014).
3. Students will consider the following questions when watching the video.
o What were some of the arguments of the debate?
o Were facts used during the debate or mostly opinions?
o How could you improve the debate?
4. The class will then be split up into three debating teams.
5. The first team will be given the magical powers section of the selected text. They are to
debate for and against the topic; did Jandamarra have magical powers? (5 students per side).
6. The second team will be given the symbol of pride section of the selected text. They are to
debate for and against the topic; should Jandamarra be a symbol of pride? (5 students per
side).
7. The third team will be given the criminal or hero section of the selected text. They are to
debate for and against the topic; is Jandamarra a good or bad person? (5 students per side).
8. Once the debating teams have selected their points, they will present their evidence as a
professional debate.
9. A discussion will be lead by the teacher at the end of the lesson to explain a quality argument.
Formative
o Students will use the persuasive writing checklist to score each others debates.
o The teacher will provide constructive feedback to the students throughout their debates.
Summative
o This learning experience will ensure that students are gaining the knowledge required about
arguments topics for the final assessment task.
o The mixed ability grouping for this experience will ensure that students are assisted during the
learning process.
o The students who are high achievers will be asked to begin or conclude the debates.
o The text selected for the debate topics are at different ability levels, the students who have
difficulties will be provided with the text at their independent level.

The structure of an exposition
This learning experience will begin as a whole class experience; students will then work
individually for the duration of the lesson.
Resources
o Bradley, E. (2012). Non-fiction text structure. Retrieved from
http://teachntex.blogspot.com.au/2012/12/non-fiction-text-structure.html
o Teacher superstore (2014). Introducing text types poster. Retrieved from
http://www.teachersuperstore.com.au/product/english/introducing-text-types-posters/
o Writing Daveict. (n.d.). Cards for structure of text. Retrieved from
http://writing.daveict.com/writing/Exposition_files/Exposition_whiteboard_cards.pdf
Curriculum links
ACARA
o ACEACELT1609, ACELT1610, ACELY1698.
QCAA
o LS5i, VR5ii, WC5i.
o OI.2.
Learning Objectives
o Understand the importance of a text structure when developing texts.
o Identify the process of writing an exposition.
o Demonstrate the text structure of the example exposition.
The structure of an exposition experience has been developed for students to gain an
understanding of the importance of a text structure. Throughout this experience students will
be equipped with the knowledge of what each section of an exposition text entails. This will
ensure that the process will be followed for the final individual creation of an exposition.
1. The teacher will read an example exposition to the class (Mr Andrews Classroom, n.d.).
2. With assistance from the students the teacher will then deconstruct each section of the
exposition on the board using the exposition structure cards (Writing Daveict, n.d.).
3. The teacher will pose the following questions to the students.
o How do we know what this exposition is about?
o What type of language has been used throughout this text?
o How did this exposition influence your ideas
4. The teacher will explicitly teach the structure of an exposition and identify what each part of
the exposition needs to entail.
5. The exposition poster will be introduced and displayed in the room (Teacher superstore, 2014).
6. Students will then be given five A4 white pages that they will use this to create a flip booklet on
the stages of an exposition text.
7. The teacher will also teach the five finger theory of an exposition structure: introduction
(thumb), argument one (index finger), argument two (middle finger), argument three (ring
finger) and a conclusion (little finger).
Formative
o The teacher will observe students progression throughout the experience.
Summative
o The flip booklet created in this unit can be used as a guide for the final assessment.
o As students will be working solo through this experience the teacher will have the opportunity
to work with them individually if they require further scaffolding.

Deconstruction of an exposition
The classroom organisation for this experience will begin as a whole class experience and will
then proceed to small group work.
Resources
o Read Write Think (2010). Essay Map. Retrieved from
http://www.readwritethink.org/files/resources/interactives/essaymap/
Resource access page, student checklist for exposition task. Retrieved from
http://www.resources.det.nsw.edu.au/Resource/Access/d26b95ff-4958-40c1-8691-
a5f47d021dea/1
o Traffic light paddle pop sticks
Curriculum links
ACARA
o ACELT1809, ACELT1610, ACELY1698.
QCAA
o LS5iv, LS5i, VR5i, VR5ii, WC5i.
o OI.2
Learning Objectives
o Summarise the information found in the example exposition.
o Organise the information found in the correct format.
o Assess the exposition and identify ways it can be improved.
The deconstruction of an exposition learning experience has been designed for students to
identify the details required for writing an exposition. The teacher will provide scaffolding and
modelling of this process on the whiteboard while students provide ideas and feedback during
the process.
1. To begin the learning experience the teacher will introduce the essay map to the students
(Read Write Think, 2010).
2. The teacher will read the selected example exposition to the class (Mr Andrews Classroom,
n.d.).
3. The class will then be allocated into small groups.
4. The students will be asked to summarise the information found in the exposition and add it into
the essay map (Read Write Think, 2010).
5. The essay map will be printed and compared to each groups findings.
6. The teacher will also have an example to show the students.
7. In groups the students will use the exposition checklist to evaluate and grade the example
exposition (State of New South Wales, Department of Education and Training, 2013).
8. Students will compare their grading and discuss if their score is fair.
9. To summarise the experience the students will use their traffic light paddle pop sicks to identify
how they are feeling about the exposition process.
Formative
o Students will use their traffic light paddle pop sticks to identify how they are feeling about the
exposition process. This will allow the teacher to gain an understanding of which students
require further support.
o Students will also be grading an exposition text during this lesson. This will ensure that they are
aware of the requirements to create a quality exposition text.
Summative
o Mixed ability groups have been selected for his learning experience, this will ensure that
students are supporting each other during the learning process.

Joint construction of an exposition
The joint construction of an exposition text will begin as a whole class experience; students will
then work individually in some areas.
Resources
o Teacher Superstore (2014). Persuasive text posters. Retrieved from
http://www.teachersuperstore.com.au/product/english/persuasive-text-posters/
o Teacher Time (n.d.). Structure of an exposition template. Retrieved from
http://www.teachertime.com.au/content_app/640/conversion/Stage-3-testSTRUCTURE-OF-
AN-EXPOSITION-writing-template.pdf
o Writing Daveict. (n.d.). Writing assessment: Rubric. Retrieved from
http://writing.daveict.com/writing/Exposition_files/Text_Marking_EXPOSITION.pdf
Curriculum links
ACARA
o ACEACELT1609, ACELT1610, ACELY1698.
QCAA
o LS5ii, VR5ii, WC5i.
o OI.2.
Learning Objectives
o Provide information and opinions about a specific topic.
o Identify the process, language features and direction an exposition needs to entail.
o Enhance the criteria specifications on the exposition rubric.
During the joint construction of an exposition learning experience the students will work as a
whole class to identify the language features, purpose, audience and structure of an exposition.
The students will provide information and personal opinions to joint construct an exposition
about the fertile question. The students will then work together to critique the example
exposition and construct a rubric fit to use for the final presentation.
1. To begin the experience teacher will introduce the fertile question (Should the police have shot
Jandamarra?).
2. The teacher will advise the students that today together we will be constructing an exposition
about the question. The students will need to joint construct and follow along with the teacher
when creating this exposition.
3. The students will be given the structure of an exposition template to use when planning an
exposition (Teacher Time, n.d.).
4. The teacher will ask the students what the process is when creating an exposition?
5. Firstly as a class we should decide if we agree or disagree with the question; secondly the class
will express their ideas and information they have gained about the question and finally the
process of writing will begin.
6. Using the thumbs up or thumbs down technique the teacher will ask the students if they agree
or disagree with this question.
7. The teacher will then gather information and opinions about the fertile questions.
8. Following this the students will be asked what process comes first in the writing process of an
exposition?
9. When students have identified that a statement of position is the first thing that is required, the
teacher will ask the students to add a statement to the class blog (Kid Blog, n.d.).
10. As a whole the class will then select the best statement from the ones produced on the blog.
11. This will continue throughout the entire writing process.
12. To complete this learning experience the teacher will introduce the exposition rubric.
13. The students will decide if the criteria on the rubric is fair and how we could enhance it.
Students will be advised that this rubric will be used as the assessment criteria for the final
presentation.
Formative
o Anecdotal records will be taken throughout this leaning experience to ensure that students are
on track.
Summative
o Students will work as a group to adapt and enhance the presentation rubric used to mark the
final assessment.
o Throughout this learning experience students will have the opportunity to challenge themselves
throughout this task; however by placing their information on the class blog will reduce the
anxiety of sharing their ideas with the class verbally.

Learning experience 16-20
Hero or villain exposition presentation
These experiences have been designed to be completed over a four to five hour period.
This will be an individual learning experience. The teacher will assist all students in the process
of creating their own exposition.
Resources
Resource access page, student checklist for exposition task. Retrieved from
http://www.resources.det.nsw.edu.au/Resource/Access/d26b95ff-4958-40c1-8691-
a5f47d021dea/1
o Teacher Time (n.d.). Structure of an exposition template. Retrieved from
http://www.teachertime.com.au/content_app/640/conversion/Stage-3-testSTRUCTURE-OF-
AN-EXPOSITION-writing-template.pdf
o Writing Daveict. (n.d.). For or against planning sheet. Retrieved from
http://writing.daveict.com/writing/Exposition_files/for%26against.pdf
o Writing Daveict. (n.d.). Writing assessment: Rubric. Retrieved from
http://writing.daveict.com/writing/Exposition_files/Text_Marking_EXPOSITION.pdf
Curriculum links
ACARA
o ACELT1609, ACELT1610, ACELY1698, ACELY1704, ACHHK097.
QCAA
o LS5ii, VR5iv, WC5iii.
o OI.2, OI.8.
Learning Objectives
o Understand the language features, purpose and structure of an exposition.
o Convince the audience to think a certain way.
o Creatively present their exposition to the class.
Over a four week block students will have the opportunity to work on a persuasive text in the
form of an exposition. Students will be encouraged to embrace the character of a journalist /
news reporter and justify the fertile question; Is Jandamarra a hero or villain? Students can
decide if they agree of oppose with the motion, however they will need to justify their decisions
with facts and information they have discovered throughout the unit. Students will need to
keep in mind their purpose, audience, text structure and language features of the exposition.
Students will plan, draft, re-draft, edit and publish their exposition text with assistance from the
teacher. Once the students have completed the written exposition, they will then present their
it as an oral presentation. The students will have the opportunity to use a PowerPoint to
present their information during their presentation. They can also display their creativity and
dress up as a news reporter.
Plan
1. Students will begin planning their exposition by combining the knowledge they have gained and
the documents/texts they have created throughout the duration of the unit.
2. They will do this by using the for or against planning sheet (Writing daveict, n.d.).
3. Students will have the opportunity to decide if Jandamarra is a hero or villain.

Draft
1. Once students have decided what their exposition is going to entail they will begin the drafting
process.
2. Students can use the planning materials from previous lessons (Teacher Time, n.d; Writing
daveict, n.d.).
Redraft
1. The teacher will work with individual students to redraft their expositions, feedback and
direction will be provided for students.
2. Students will use the checklist that has been used in the previous lesson to ensure they have
covered everything they need to in the exposition (State of New South Wales, Department of
Education and Training, 2013).
Edit
1. The rubric which has been adapted by the students will be utilised during the individual editing
process, to ensure that students have covered the requirements for the task (Writing Daveict,
n.d).
2. Students will use this rubric to grade their own work, this will ensure that they are taking
responsibility for their own work and performing that their best abilities.
Publish
1. Students will have the freedom to choose how they represent their exposition presentation on
the PowerPoint. They can also display their creativity and dress up as a news reporter. A rubric
will be used by the teacher to grade their exposition text.
Formative
o The teacher will use an anecdotal record of how students are progressing and improving
throughout this writing process.
Summative
o A rubric will be utilised during the presentations, the students will be marked on the written
exposition as well as their presentation skills.
o The process of students grading their own work will ensure that students are taking
responsibility of their own success and achieving the best possible outcomes. This will also
allow the gifted student to challenge him/her self during the creation of the exposition.
o Teacher will work individually with students during the individual writing process, this will
ensure that students have individual support they require and are improving their writing skills.

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