UNIT PLANNER

Pre-service Teacher name: Lucy Henderson Highlight planning process: Date:

Planned collaboratively with ST
Year level/ age range & number of students:
Planned collaboratively with peer
Year 4/5
Planned independently based on ST
Students aged 9-11
lessons
28 Students
Planned Independently

Unit title: Literacy

Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education,
Humanities & Social Sciences, The Arts, Technologies and Languages & Australian Curriculum links)

- Make connections between the ways different authors may represent similar storylines, ideas and
relationships (ACELT1602) (ACARA 2019).
- Reflect on learning to propose actions in response to an issue or challenge and consider the possible
effects of proposed actions (ACHASSI101)
- Pose questions to investigation people, events, places and issues (ACHASSI073)

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical
understandings, intercultural understandings, personal & social capabilities
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability
Student diversity consideration: students with disability, gifted and talented students, students for whom
EAL/D
Learning intentions: Success criteria for students:
- Students compare and contrast two different - Students represent their understandings in
trailers for the class text (Storm Boy). They different ways.
- Students use comparative language to
use comparative language to analyse the text
analyse similar texts.
and present their understandings.
- Procedural text
- Students understand the meaning of
- “Thank you” letter to Bunnings
sustainability and the importance of aiming
for sustainable practices.
- Students create a procedural text
-
Formative assessment: Summative assessment:
Storm Boy Trailer Comparison Sustainability posters- RENEW, REUSE,
Procedure RECYCLE
Environment slogans
Sustainability comprehension task
Range of teaching strategies: preparation/ organisation/ resources:
(What range of teaching strategies will I use and so what resources will I need for the students to engage in
the activity? Where will I access the resources from?)
-Visual literacy
- A wide range of resources
- Class text
-Storm Boy films
Differentiation: (Are there any students that I need to personalise the activity for)
Small group learning
Differentiated tasks for several students
Visual learning activity prompts
SSO support (in timetable consideration)
Specific student needs: learning/ behaviour Adjustment and considerations
- Encourage student talk over teacher talk to
develop positive, professional learning
relationships in which there is respect and
more meaning-making in the learning. Be
clear to students that there will be lots of on
task talking time in the beginning of lessons
and after this it will need be level 2 noise
(focused whispers).
UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. L1 L2 L3 L4 L5
LESSONS Storm Boy Sustainability Storm Boy REDUCE, Bunnings
Trailer comprehension sequencing REUSE, procedure
Comparison (WORLD task RECYCLE
ENVIRONMENT
DAY)
CONTINUE Bunnings War on Waste Students draft Cont. with
D “Thank You” viewing Importance of poster creation
letter Students note Environment
important statistics Posters for
around the
school.
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
 Lesson Main Check for
sequence Learning Experiences Resources learning/
Focus Assessment
View Storm Boy (1976) trailer and make observations on Storm Boy Formative
camera angles, scenes, music etc. Trailer
View Storm Boy (2019) trailer and make comments on (1976)
observations. As above. Storm Boy
Discuss differences as a class but only record some of Trailer
Storm Boy these responses. (2019)
Trailer Create a venn diagram in Literacy books comparing the Literacy
Comparison two trailers – similarities, differences. Books

Sustainability WORLD ENVIRONMENT DAY Summative

Task Discuss the meaning of Sustainability as a whole class.
In groups, students will work on question cards relating
to a piece of text based on Sustainability. Questions are
answered in guided reading groups and presented to the
class for feedback.
Sequencing Task Students analyse screen grabs from the Storm Boy (2019) Screen grab Formative
trailer and sequence the images in order of when they images
think they will occur in the film. Literacy
Books
REDUCE, Class discussion of Reduce, Reuse, Recycle, as seen in
REUSE, the World Environment Day promotional video.
RECYCLE Students further explore these ideas on the Reuse this
Bag site
Using a Y Chart, in small groups, brainstorm
- Things that you can reuse to lower your impact on
the environment
- What can we recycle?
- What can we reduce the usage of to lower our
impact on the environment?

https://www.reusethisbag.com/articles/reduce-reuse-and-
recycle-tips-for-kids/.
 As a class, debrief on the Bunnings incursion and discuss
the individual steps to create your pencil boxes.
Bunnings
Discuss the features of a procedure.
Procedure text
Write dot points of steps on board after class discussion
for extended steps in Writing books, using the correct
features of a procedure.

Students create a short ‘Thank You’ letter to Bunnings to

“Thank you” thank them for coming in to create wooden pencil boxes
letter to with us.
Discuss the elements of a letter and what type of
Bunnings language you use in a formal letter.

Students view the BTN episode on ‘War on Waste’. BTN War

on Waste
Discuss how these schools are lowering their impact on
the environment and reducing waste throughout the
school.
WAR ON
WASTE *Strategies that we could try and put in place in our own
school environment to educate our peers on the
importance of looking after our environment
Whilst students are watching the video, they will take
note on important statistics that catch their attention.
Using all the information we have collected in past Formative
lessons; students will come up with a slogan or
catchphrase to create posters to display around the school
that educate their peers on the importance of protecting
Importance of our environments.
Environments

Some ideas may be displayed on board

- DID YOU KNOW THAT…
- HERE’S WHAT YOU CAN DO TO HELP
- REDUCE, REUSE, RECYCLE
Cont. with Students will be finishing off their drafts and ready to Poster paper Summative
Craft
Environment begin their environmental posters
supplies
Posters

Appendix:
Right now, most of us are lucky enough to live very comfortable lives in
which we have access to almost everything we want. However, in the
future, this may not be the case. This is because, if we are not careful, we
may lose the natural resources and raw materials that we have on offer to
us today. To make sure this does not happen and we are able to still use
natural resources in our future, we need something called ‘sustainability’.
Living in a sustainable community means that people are conscious of the
effects they have on their surrounding environment and avoid overusing
earth’s resources. Some factors that may lead an individual to not follow
sustainable practices include, greed, money or being unaware of the
effects their actions have on an environment.
The resources the earth provides us with today are important in so many
ways. They are used in transport, schools, government, technology, and
so many other areas. If we do not look after earth’s resources now, they
will not be around for our children to use.
Some ways we can be conscious of our effect on the environment include:
- Using less electricity and gas,
- Being conscious of how much water we are using and not waste any
water,
- Growing our own fruit and vegetables,
- Choosing public transport to reduce air pollution,
- Reusing and recycling materials and resources,
- Looking after our own and community gardens, and
- Caring for our environment.
World Environment Day is a time for us to reflect on the effects we have
on our environment and consider ways that we could help to save our
environment. What are some things you could do today to care for your
environment?
1. What does the text mean by sustainable living?
2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from following
sustainable practices?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

1. What does the text mean by sustainable living?

2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from being
sustainable?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

1. What does the text mean by sustainable living?

2. What will happen if we are not able to live sustainably?
3. What are some factors that might stop a person from being
sustainable?
4. What are some of the places that use earth’s resources?
5. What are some ways we can be sustainable?

Y CHART:
WAR ON WASTE:

PROCEDURE WRITING PROMPTS: