Unit+Overview

Home Focus Outcome/Rich Task Sequence of Lessons __Unit of Work Overview __

**__ Rationale __** This unit of work has been designed for a Year 4 class (Stage 2) with the purpose of leading students to produce a multimodal presentation that specifically addresses the focus HSIE outcome and a range of English outcomes, as well as outcomes from other KLAs, such as Science and Technology and Creative Arts. This unit is of special interest to these students as their school is located in Pyrmont which is an area scattered with buildings that have historical significance but which have been redeveloped to appeal to the changing demographic of the area. Throughout the unit, students will be engaged in a variety of activities that will help them to develop their critical literacy skills as they use a range of resources directly related to the subject matter.

**__ Outcomes __** __HSIE__ ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

__English__  RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts

 TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a range of media and uses various listening strategies for different situations

 TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum

RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types

RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes

WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.

 WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features

__ Science and Technology __

 BES2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">__Creative Arts__

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**__ Indicators __** <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Identify various features of a visual text <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Contribute to class discussions <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Work in pairs and small groups to analyse and compare a series of related images <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Identify how forces of change have altered the physical appearance of environments <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Draw upon prior knowledge to brainstorm ideas as to why and how changes occur <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Work individually to reflect and build upon the concepts learnt in the lesson <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Contribute to class discussions <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Demonstrate an understanding of the concept of heritage <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Jointly read a written text and identify it as a persuasive text <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Jointly deconstruct an exposition example by identifying the main features including statement of position, arguments and conclusion <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Complete an exposition scaffold on the topic of heritage protection <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Reflect upon the learning experience <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Recognise the different features of a website and how the writers have used techniques to convey a certain message <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Identify the words and phrases used to persuade <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Work independently to write a persuasive piece of text (exposition) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Cooperate within a small group <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Distinguish between fact and opinion <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Critically respond to a visual text using some visual literacy terms <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Use knowledge of building functionality and aesthetic qualities to support their persuasive texts <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Evaluates the necessity of caring for and conserving a feature, site or place <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Plans and implements a strategy for caring for a particular feature or site <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Gives reasons why a specified feature, place or site should be cared for <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%; text-align: left;"> - Understands purpose and stages of the organisation of texts