Red Dog Unit Plan - Kimberley Dodd
Red Dog Unit Plan - Kimberley Dodd
Red Dog Unit Plan - Kimberley Dodd
Topic:
Red Dog
Creative Writing + Response to text writing
Year
Timing & Duration: Term 2 | 6 weeks
Purpose/Mode(s):
Stage 1: What are the significant concept(s), related key ideas and focussing unit question(s)
Students will understand that Texts are created for a specific purpose, with a particular audience in mind Language use and text structure can impact audience response and evoke particular emotion Our own experiences help to shape who we are today, giving us our own unique identity. Students will know What identity means, and how it impacts our lives and others lives Language choice plays a major role in audience response How to plan, create and edit an imaginative piece of writing How to think critically about other texts and use persuasive techniques to support personal viewpoints Key questions What is identity, and how can it be reflected in various texts, including my own? How can language and text structure create particular meaning, emotion and audience response? What is target audience and purpose? Why are these important for me to know prior to creating my own text?
Productive:
Speaking Writing Creating
LITERATURE
Literature and context Responding to literature Examining literature Creating literature
LITERACY
Texts in context Interacting with others Interpreting, analysing and evaluating Creating texts
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General Capabilities
Literacy View, read and comprehend texts Create imaginitive texts Respond and review texts Numeracy Write succintly to adhere to word limits ICT Type, edit and format work appropriately Research content Critical and creative thinking Make creative decisions to create an imaginative piece of work Review texts critically for a certain purpose
Intercultural understanding Understand that all individuals are unique and come from diverse cultures. Therefore, we have unique identities.
Cross-curricular priorities: Are embedded in the curriculum and will have a strong but varying presence depending on their relevance
Aboriginal and Torres Strait Islander histories and culture
Students will read literature based on Aboriginal perspectives.
Sustainability
Feedback: What sort of feedback will students receive? Students will receive feedback during ongoing formative assessment and summative assessment. Feedback given will include positive aspects of the students work and progress, and also ways that the student could work in order to improve and build upon key ideas. Students will also be able to submit drafts of work for summative assessment. Self-assessment: How will students reect upon and self-assess their learning?
Students will partake in peer review of their summative assessment in order to give opinions of suggestions of others work, and receive opinions and suggestions of their own work. Students will be given the opportunity during ongoing assessment to work together to clarify ideas and concepts.
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Potential Differentiation
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