1

COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation The unit will start of by having a class
discussion about explorers and talking
about all of the different things in which
they can explore. This will then lead on to
watching a clip about Anne Frank
(exploring a different world) and starting to
read her book.
1

Building knowledge of the
field
The teacher will help students increase
their background knowledge of writing and
creating diary entries by using a wide
range or texts and materials to aid her. By
ensuring the student development of
knowledge in the area of explorers, and
the students understanding of explorers
and what they are important for while
maintain the students skills in writing texts
that are creative yet still based on facts
that have been researched. A number of
curriculum content descriptions were
chosen when creating this unit in order for
the students to gain the most out of this
experience.
1 through to 18

Utilising the non-fiction
focus text
Frank, A., & Frank, O. (1995). The diary of
a young girl: The definitive edition. New
York: Doubleday.


Responding to texts Use metalanguage to describe the effects
of ideas, text structures and language
features on particular audiences
(ACELT1795). This link from the
Australian Curriculum was kept in mind
when creating the unit plan and is also
used when the students are creating their
own dairy entries.
1-5

Exploring texts Recognise that ideas in literary texts can
be conveyed from different viewpoints,
which can lead to different kinds of
interpretations and responses
(ACELT1610). This has had to be kept in
mind while reading Anne Franks diary as
it is her point of view on World War 2 and
the students could make their own
interpretations of what happened at the
time through reading the book and their
own knowledge.
1-5

Examining texts including: Recognise that ideas in literary texts can
be conveyed from different viewpoints,
which can lead to different kinds of
interpretations and responses
(ACELT1610). As stated above it was
1-5
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
important to keep this in mind when
reading and exploring the focus text with
the class.
Text structure and
organisation
As a class, the teacher will be going
through how the focus text has been laid
out and the structure and format in which it
has been written (diary entries).
1-5
Expressing and
developing ideas
The students will be expressing their ideas
and also developing these idea in the form
of a mind map which will be used
throughout the unit for developing their
ideas. This mind map will also be used for
writing down the different structures
between the two books that will be read to
the students.
1-5
Visual and
multimodal features
of texts
In the main focus text (The Diary of a
Young Girl) that will be used in this unit
there are a few pictures and diagrams that
can be used to aid the students
understanding of how Anne Frank lived
and under what circumstances she lived.
In the second focus text (No return:
Captain Scotts Race to the Pole), there
are pictures throughout the book and there
is also a website to back up the book with
more information, and quizzes.
1-5

Extending beyond the
focus text including:
Explain how this is planned referring to
various Strands within the Australian
Curriculum.
1-5
Creating texts
utilising print and
multimodal texts
Create literary texts using realistic and
fantasy settings and characters that draw
on the worlds represented in texts
students have experienced (ACELT1612)
and Create literary texts that experiment
with structures, ideas and stylistic features
of selected authors (ACELT1798) were
both used when creating the assessment
piece for this unit. Although it was
changed that the students are to use facts
to base their diary entries on but the
students could extrapolate the facts and
make it creative.

14-18

Assessment
Formative (one
strategy and
instrument)
The formative assessment that will be
conducted throughout the unit is a
portfolio. This will allow the teacher to
monitor is the students are developing
their work and grasping the knowledge.
1-18
Summative (one
strategy and
The summative assessment will be that
the students will be creating five dairy
11-18
3
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
instrument) entries about an explorer that they have
researched. This will be handed to the
teacher for marking of a rubric that was
created especially for this task.

Significant demonstration
of learning.
Describe how events, characters and
settings in texts are depicted and explain
their own responses to them. They listen
and ask questions to clarify content.
Students use language features to show
how ideas can be extended. They develop
and explain a point of view about a text,
selecting information, ideas and images
from a range of resources. These are the
Achievement Standards that this unit will
be striving to reach.