COMPONENTS EXPLANATION/DETAILS L.E No.

Unit Orientation
The teacher will begin the lesson by creating a supportive
teaching style and approach to leaning. Creating this
environment and providing them with choices and opinions
will allow students to enjoy and engage accordingly.
Introducing the students to the outline and the direction of the
Unit, will further assist all students and allow them to prepare
for the tasks, providing this information will allow all students
to perform to the best of their abilities.



1,2

Building knowledge of the field
The teacher will revisit each previous lesson, pose
open ended question and ask the students to recap
on the information gained and any misunderstanding
or questions students will.
The teacher will pose opening question at random to
begin lessons. Gaining an understanding of students
knowledge. Based on their description and responses,
find out what the students know about the idea
presented.
Brainstorm the topic collaboratively as a class. Write
all the information solicited from the students on the
board.



Utilising the non-fiction focus
text

The focus text: Sullivan, B., French, J., & Gordon, G. (2004).
To the moon and back (1st ed.). Pymble, N.S.W.:
HarperCollins has been used as a focus text in 5 different
lessons. It was introduced in lesson 8 when the students
used the comprehension strategy of the 5Ws to gain an
understanding of the text. In lesson 9 the focus text was used
alongside a 2
nd
text and required the students to compare the
two different texts. In lesson 10 the class as a whole de
constructed chapter 2 and gathered key information from the
chapter and in lesson 11 the students could choose a chapter
from the focus text and create a journal article snippet.



7,8,9,10

Responding to texts
In the following unit students will respond to text in a variety
of ways. First students will be provided with a wide range of
prints to foster and enhance their understanding of the
content. Students will be given a wide range of strategies that
they will adapt to and use to comprehend, interoperate, and
evaluate within the variety of texts. Students will then use this
gained knowledge to write and use different writing process
elements in appropriately context to assist them further in
their abilities to communicate and develop language skills


7,8,9
COMPONENTS EXPLANATION/DETAILS L.E No.
within year 5 English.


Exploring texts
In the following unit students will explore texts in a variety of
ways. Students will be provided with a wide range of prints to
foster and enhance their understanding of the content.
Students will explore texts that may have similar information
but will be worded or structured differently. Students will use
their prediction and gathering informations strategies to
explore the texts. The teacher will assist and scaffold the
learning to equip students with positive, informative and
flexible strategies.
Literacy - Interpreting, analysing, evaluating - Use comprehension
strategies to analyse information, integrating and linking ideas from a
variety of print and digital sources (ACELY1703)



4,5,6,7,8,
9,

Examining texts including:
Text structure and
organisation

Students will view and complete the 5ws charter on two
individual texts and then come together in lesson 8 and
compare the two texts within their structures and
organization.


In lesson 9 the students will deconstruct chapter 2 of the
focus text and will look at the text structures and organisation.



6,7,8



9
Expressing and
developing ideas
Students will work together to create a mind map.
Students will work together to create a KWL chart.
Students will work together to build on prior
knowledge.
Creating a My first thoughts chart.

Visual and multimodal
features of texts

Students will get the chance to view a range of different
YouTube clips that encourage and prompt students to gather
information from different sources. Students also get the
chance to explore and gather information from websites and
a variety of texts available.


1,2
11,12,13

Extending beyond the focus
text including:

Creating texts utilising
print and multimodal
texts
Lessons 1,2
Lessons 9, 10


Assessment
COMPONENTS EXPLANATION/DETAILS L.E No.
Formative (one strategy
and instrument)
Students are to be historically accurate in their journal entry
and include events from the story and explain the importance
of one chapter from the book. Capturing the key elements,
feelings and emotions.
Students will be assessed in the formative
assessment using a rubric of anecdotal notes.







10
Summative (one
strategy and instrument)
Students will participate in a research project; Students must
create a script to use in their segment. Each group of 2 will be
provided with a flip camera to film their information report.
Students will be marked on this segment so it is important
that they stay on track.
Students will be assed in a summative assessment,
using a rubric.





17

Significant demonstration of
learning.
Year 5 Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures
assist in understanding the text. They understand
how language features, images and vocabulary influence
interpretations of characters, settings and events.
They analyse and explain literal and implied information from
a variety of texts. They 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.
Productive modes (speaking, writing and creating)
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.
Students create a variety of sequenced texts for different
purposes and audiences. They make presentations and
contribute actively to class and group discussions, taking into
account other perspectives. When writing, they demonstrate
understanding of grammar, select specific vocabulary and
use accurate spelling and punctuation, editing their work to
provide structure and meaning.