This two-week unit is designed for a Stage 3 year 6 class to consider a childs

experience of war. The students will have the opportunity to engage with multimodal
literacy.
I teach a year 6 class at Mosman Public-school located in the lower North Shore of
Sydney. Many of the students come from wealthy families as Mosman is an expensive
area of Sydney where prices of houses are quite high and is a wealthier part of
Sydney. In saying that, there is a range of differences amongst the students including
ESL students, religion, family, gender and learning styles. The fact that the class is
not homogenous requires me to carefully plan and select activities that will enable all
students to succeed by catering to the variety of learning styles. I have found that
the ESL students respond well to visuals, so I have decided to use a multimodal
picture book with text and visuals as well as performance activities. The students are
fluent readers but they struggle to understand what they are reading so this unit will
use mainly comprehension activities for students to improve.
The unit is planned to be done later on in the year once the teacher gets to know the
students as the topic can affect students as they may have had a family member in
the war who passed away. So it is important for me as the teacher to build rapport
with the students. The unit will be done in line with the topic of Childrens
experiences of war in HSIE, as this would be an appropriate book to use. Learning
goals will be shared with the students so that students know what is expected and
we can all work towards achieving these goals.
The learning outcomes that will be addressed in this unit will focus on EN3-3A- uses
an integrated range of skills, strategies and knowledge to read, view and
comprehend a wide range of texts in different media and technologies alleviate.
Particularly:
- Understand that the starting point of a sentence gives prominence to the message
in the text and allows for prediction of how the text will unfold (ACELA1505)
- Identify the impact of first-person and third-person narration on the reader/viewer
- Recognise how grammatical features help to build meaning in texts,
including reference links and adverbial and adjectival phrases
- Recognise evaluative language, including emotive language and modality
- Navigate and read texts for specific purposes applying appropriate text processing
strategies, for example predicting and confirming, monitoring meaning, skimming
and scanning (ACELY1702)
- Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts
(ACELY1703, ACELY1713).
- Compare texts including media texts that represent ideas and events in different
ways, explaining the effects of the different approaches (ACELY1708)
- Analyse how text structures and language features work together to meet the
purpose of a text (ACELY1711)
The following outcomes will also be touched on:
EN3-1Acommunicates effectively for a variety of audiences and purposes using
increasingly challenging topics, ideas, issues and language forms and features
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and purposes, making
appropriate choices for modality and emphasis (ACELY1700, ACELY1710)

- Participate in and contribute to discussions, clarifying and interrogating ideas,

developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
EN2-3A- Composes, edits and presents well-structured and coherent texts
- 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 (ACELY1704, ACELY1714)
I will be assessing this unit mainly using formative assessment including checklists,
running records, rating scales, anecdotal record, observational techniques and
occasionally where appropriate using rubrics, interviews with students and the
collection of student work samples at the conclusion of the unit.