COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(lesson number)
Unit Orientation Whats in the bag?
- Have the focus text, an animal
encyclopaedia, an iPad open to
Wikipedia, a range of other
information texts
1

Building knowledge of the
field
Complete a KWL chart with the students
about informative texts.
1

Utilising the non-fiction
focus text
Freeman, P. & Blythe, P. (2000). Pole to pole.
Mascot, Australia: Koala Books
- Read the text in the first lesson to
introduce informative texts

- Demonstrate how texts vary in
structure, focusing on the structure of
an informative text and how it is
different from previous focus texts
(ACELA1504). Students do so by
creating a concept map

- Demonstrate how the organisation of
texts can be used to predict content
and assist navigation (ACELA1797).
Students will compete in groups to be
the first team to find all parts of
information from a sheet using the set
text.

- Demonstrate the starting point of a
sentence gives prominence to the
message of a text (ACELA1505).



1


2






3







4
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(lesson number)
Teacher will perform a think aloud;
students have to complete a
comprehension sheet on the set text.
Following this, students are to choose
a page of the set text and summarise it.
Responding to texts - Reading log children write about
what they have learnt from the text so
far, their responses to the text and any
questions they have/further learning
the text has inspired. Children also
write about how the features and
structures of the text, including
language choices effect the reader
(ACELT1795).
5
Exploring texts - Comprehension activity students use
the set text to answer comprehension
questions on a worksheet and then
choose a page of the set text and
summarise it (ACELA1505).
4
Examining texts including:
Text structure and
organisation
- Students create concept maps on the
set text and other informative texts,
outlining the features, structure and
organisation (ACELA1504).
2
Expressing and
developing ideas
- Students will use extended vocabulary
when writing texts
5, 7, 9, 10
Visual and
multimodal features
of texts
Students create concept maps on the set text
and other informative texts (including an
online source) outlining the features, structure
and organisation
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(lesson number)
Extending beyond the focus
text including:

Creating texts
utilising print and
multimodal texts
- Students summative assessment is the
creation of an information report,
based on research gained from print
and multimodal texts and a
PowerPoint using multimedia
(ACELY1796, ACELY1700,
ACELY1704, ACELY1707).
10
Assessment
Formative (one
strategy and
instrument)
- Students complete an information
report checklist as progress towards
their summative assessment (see
appendix A.)
8
Summative (one
strategy and
instrument)
- Students are to write an information
report (based on template provided)
about their chosen animal (link to
science unit) and the way it adapts to
its environment. Students are to create
a PowerPoint to accompany their
information report. Students will
present both to the class.
- Students have a task sheet and rubric
to follow (see appendix B and C)
10
Significant demonstration
of learning.
By the end of this unit students will have
demonstrated their ability to:
o explain how text structures assist in
understanding the text
o analyse and explain literal and implied




2



4, 8, 10
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(lesson number)
information from a variety of texts
o listen and ask questions to clarify content
o make presentations
o contribute to class discussion
o consider other perspectives
o use correct grammar, spelling and
punctuation
o select specific vocabulary
o edit their own work to provide structure
and meaning


4, 5, 6, 7

10

1, 3, 7, 11

1, 5, 11

2, 4, 5, 7, 8, 9, 11



7, 8, 9, 11

8



Appendices:
A.
Information Presentation Checklist
I have chosen my animal
I know its scientific name
____________________________________________________
I know its habitat
____________________________________________________
I know its migration/hibernation patterns
____________________________________________________
____________________________________________________
I have found some photographs of my animal
I have found a map of where my animal is found
I have found some information on my animals adaptions and
structural features that help it survive
____________________________________________________
____________________________________________________
____________________________________________________
Signed:
B.
Information Presentation Task Sheet
Write an information report on your chosen animal. Present this
information report to the class WITH a PowerPoint that highlights
important information.
Your report must include:
- Scientific name of your animal
- Habitat of your animal
- Migration/Hibernation patterns of your animal
- Adaptions and structural features your animal that help it survive
and thrive in its environment
- Visual images (at least 3 photographs and 1 map)
- Correct spelling, punctuation and grammar
Your PowerPoint must include:
- A minimum of 8 slides
- Text in dot point form
- Visual images, eg graphs, photos, maps (at least 3 photographs and
1 map)
- A themed background
When you present you must:
- Speak in a clear, loud voice
- Speak fluently
- Make eye contact with the audience
Well Above Expected Above Expected Expected Below Expected Well Below Expected
Information
Student has included the
scientific name of the
animal, in depth detail of
its habitat and
migration/hibernation
patters, and 4 or more
adaptions and structural
features
Student has included the
scientific name of the
animal, its habitat,
migration/hibernation
patters and 3 adaptions
and structural features
Student has included the
scientific name of the
animal, its habitat,
migration/hibernation
patters and 2 adaptions
and structural features
Student has included the
name of the animal, its
habitat, and
migration/hibernation
patterns
Student has included
the name of the animal
and its habitat
Visual Images
Student has made use of
at least 4 photographs
and 2 maps
Student has made use of
at least 3 photographs
and 2 maps
Student has made use of
at least 3 photographs and
a map
Student has made use of 1
photograph
Student has not
included any visual
images
PowerPoint
Student has more than
10 slides, an
appropriately themed
background, text in dot
point form and has
included 6 or more visual
images
Student has 10 slides, an
appropriately themed
background, text in dot
point form and has
included 5 visual images
Student has a minimum of
8 slides, a themed
background, text in dot
point form and has
included 4 visual images
Student has less than 8
slides, a themed
background, text in dot
point form and 2 visual
images
Student has less than 8
slides, no background,
unclear text and no
visual images
Presentation
Skills
Student spoke at an appropriate level, clearly and fluently and made eye contact
with the audience.
Student spoke at an
appropriate level, unclear,
no eye contact
Student spoke at an
inappropriate level, no
eye contact, unclear