Unit Orientation The unit will commence with a guest speaker
stimulating the students understandings and interests in Indigenous culture. Aboriginal and Torres Strait Islanders are a community of people who are proud of their heritage, they have a strong sense of identity and a close connection to their land (Queensland Studies Authority, 2007). Inviting a guest speaker into the class will educate and motivate students to respect a new set of beliefs and values and experience a firsthand account of this particular culture (Queensland Indigenous Education Consultative Body, n.d.). Orientation to the learning experiences.
Building knowledge of the field
The experiences developed in this unit plan assist to expand students knowledge in the field s of Indigenous culture and creating persuasive texts. Throughout this unit students will gain knowledge of how a particular individual has shaped Indigenous culture in the Kimberley region (ACHHK097). Students will create a persuasive text relating to Jandamarra and if they consider him to be a hero or a villain (ACELY1704). Students will investigate the purpose of an exposition, the language features required to create an exposition and how to create quality arguments (ACELT1608, ACELT1609, ACELT1698). In addition to this, students will also investigate the selected audience and authors perspectives in persuasive texts (ACELA1501, ACELT1610). A combination of all learning experiences will ensure that students learning is scaffolded and supported to successfully meet the learning objectives of the unit. A combination of all learning experiences (1- 20).
Utilising the non- fiction focus text Nicholson, J. (1997). Kimberley warrior. St Leonards, NSW: Allen & Unwin Pty Ltd.
The focus text for this unit has been selected for students to gain an understanding of Aboriginal heritage and culture. This piece of literature will not only be used to build understanding of the topic, but will be applied for students to examine literary devises, experiment with and master a range of literacy based skills. This text will be used as the focus theme to create a number of different texts from brochures, news paper articles, debates and expositions. The Kimberley warrior by John The topic of this text has been the focus for all learning experiences; however the text has been specifically used in experiences 2, 3, 7, 8, 11 and 15. COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES Nicholson has also been selected to build authentic understandings and empathy towards the Aboriginal people during the time of white invasion.
Responding to texts
Throughout this unit students will be encouraged to respond to texts through their own feelings and attitudes, while also considering the viewpoint in the particular historical context (ACELA1501, ACELA1608). Students will be immersed in grand conversations and group discussions to identify the audience and purpose of a variety of different text types. Students will experiment with selected texts to change the purpose, audience and authors perspective. Throughout these experience students will understand how texts can be viewed and how to adapt and use this information when creating their own texts (ACELA1501, ACELT1609, ACELT 1610, ACELY1698). Experiences 2, 5, 7, 8, 9, 10, 12, 15 and 16-20.
Exploring texts A variety of texts have been utilized throughout the Kimberley warrior unit plan, these text types include narratives, newspaper articles, information reports as well as exposition texts. Throughout the twenty learning experiences the students will be exploring, adapting and constructing a number of different types of writing. Students will be provided with many opportunities to express their opinions and attitudes towards particular texts types and also experiment with them to change or enhance the perspective (ACELT1609, ACELT1610, ACELY1698). The opportunities in this unit plan will ensure that students are applying their knowledge of language features and becoming critical text analysers. Experiences 2, 5, 7, 8, 9, 10, 12, 15 and 16-20
Examining texts including:
Text structure and organisation During the course of the unit students will experiment with text structures and the organisation of text features. Collaboratively students will experiment and manipulate text structures, as well as participate in joint construction of persuasive texts (ACELT1609, ACELT1610, ACELY1698). The main focus for this unit is for students to understanding the process of creating an exposition, however throughout the learning experience students will have the opportunity to explore a Experiences 7, 8, 13, 14 and 15. COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES number of other text types to gain an understanding of how they also work to influence the reader (ACELY1704). This will ensure that students are equipped with the knowledge to effectively construct a number of different text types. Expressing and developing ideas Students will have the opportunity to express their own opinions and ideas about a number of different text types (ACELT1609, ACELT1610). Emotion sticks will be used for students to portray how a particular text has shaped their emotional response. To further enhance this, the students will be required to amplify or modify particular texts to express a different point of view (ACELY1698). Collaboratively students will also develop a class debate to show their particular point of view towards a fertile question. These experiences will assist to build understanding and knowledge in developing arguments for the final assessment task (ACELY1704). Experience 5, 7, 8, 9, 10 and 12. Visual and multimodal features of texts Throughout the unit, students will examine a number of multimodal texts types for pleasure, comprehension and meaning making. The text types used in this unit will provide a variety of perspectives and learning experience for the class to be absorbed in. Students will discover how authors can engage and persuade an audience through images and text (ACELA1501, ACELT1609, ACELT1610, ACELY1698). In addition to this, what literary devices can be used in the creation of their own exposition text (ACELY1704). These leaning experiences will assist the students in this class to become confident readers and writers. Experiences 7, 8, 13, 14 and 15.
Extending beyond the focus text including:
Creating texts utilising print and multimodal texts During the course of the unit students will be exposed to a number of different text types including narratives, newspaper articles, information reports and exposition texts. The narratives and information reports have been utilised for students to gain an understanding of the rationale behind the unit. The newspaper articles have been selected for students to examine the purpose, audience, author and meaning conveyed in the texts. The exposition texts have been used to model and scaffold students Experiences 7, 8, 13, 14 and 15. COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES in the process and structure of a persuasive text. A combination of all multimodal texts will ensure that students are equipped with the knowledge they need to create a quality exposition texts.
Assessment Formative (one strategy and instrument) The formative assessment pieces which have been utilised throughout the learning experiences are antidotal records, observations and feedback, questioning techniques, peer assessment, checklists and traffic light self assessment (please refer to assessment tab for further details). A combination of all learning experiences. Summative (one strategy and instrument) The summative assessment for this unit of work will be a persuasive text in the form of an exposition. Students will present this in oral format using a PowerPoint presentation to organise their information. The tool used for checking students success will be a rubric (please refer to assessment tab for further details). Experience 20.
Significant demonstration of learning.
Upon completion of this unit students will have the ability to understand that the Indigenous culture is rich and diverse. Additionally Indigenous people have a strong connection to the land and sophisticated relationship structures. Through the receptive modes of listening, reading and viewing students will have the ability to determine the purpose, audience and author of particular texts. Students will also have the ability to identify the language features and text structure of and exposition. Through the productive modes of speaking and writing, students will have the ability to demonstrate how points of view are conveyed and how texts can influence an audience. Ultimately using these skills students will effectively engage and persuade an audience, through the creation of their own exposition. All learning experiences