Edla309 - Assessment Task 3 2

!
asmlnka kumbarlc
S00104004
1uLorlal: Wednesday 8am, MargareL Curnow
2 | a g e

Sect|on 2: LI1LkAC ] UNI1 LANNLk

1op|c: !" $%&'() *(+,-( ./.0 12-345( .6) 7+8-3,-'(9 ear Leve|: S 1erm: 3 Week: S-7 Date: 1
st
Cctober
1ext type and
mode
L|stened to Spoken kead Wr|tten V|ewed roduced
ersuas|ve -
argument.
x x x x x x
GkAMMAk ICCUS: (3 |eve|s)
1. Who|e text structure of a arguments text
An openlng sLaLemenL of Lhe lssues or concern LhaL ls Lo be argued - Lhls may be
called Lhe Lhesls sLaLemenL
A sLaLemenL of oplnlon, poslLlon or proposal LhaL may be parL of Lhe openlng
sLaLemenL
8ackground lnformaLlon Lo supporL Lhe openlng sLaLemenL may be lncluded
ArgumenL (polnL puL forward) Lo supporL Lhe oplnlon or proposal, each of whlch ls
supporLed by evldence or example LhaL help elaboraLe or argue a polnL of vlew
SequenLlally ordered argumenLs from Lhe mosL persuaslve Lo Lhe leasL persuaslve
Carefully selecLed facLs Lo supporL and elaboraLe on an argumenL
A concludlng sLaLemenL LhaL sums up Lhe argumenL and relaLes Lo Lhe polnL of vlew
and suggesL a soluLlon or posslble acLlon

Language features for the text-type:
2. Sentence |eve|
1he use of Lhe flrsL person
LmoLlve words and phrases used Lo persuade Lhe reader (We sLrongly belleve Lhe
dlsasLrous consequences.)
usually presenL Lense dependlng on Lhe purpose of parLs of Lhe LexL
lacLs and oplnlons lncluded

3. Word |eve|
A varleLy of verbs used e.g. acLlon verbs (run, ruln, drlve), menLal verbs (hope,
belleve, Lhlnk)
Con[uncLlon Lo llnk reasons and acLlons or oplnlons or Lo llnks cause/acLlon and
effecL (so, because, Lherefore)
ConnecLlves Lo lndlcaLe Lhe sequence of Lhe polnLs supporLlng Lhe sLance (flrsLly,
secondly, flnally)
May lnclude quoLes or reporLed speech Lo supporL an argumenL (evldence LhaL
supporL Lhls vlew., many facLs shows LhaL., sLaLlsLlcs prove., .and l quoLe)
(Wlng !an, 2009, pp. 166 - 168).

Steps |n 1each|ng and Learn|ng Cyc|e: (adapted Derew|anka, 1990]2007)
1. 8ulld Loplc knowledge
2. 8ulld LexL knowledge/Model Lhe genre
3. Culde acLlvlLles Lo develop vocabulary and LexL knowledge
4. !olnL consLrucLlon of LexL
3. lndependenL consLrucLlon of LexL
6. 8eflecLlng on language cholces

Irequent|y used L|teracy Instruct|ona| Strateg|es:
1hlnk Aloud Language Lxperlence Approach (8/W) 8ead Lo Shared 8/W
Culded 8/W Modelled wrlLlng lnLeracLlve wrlLlng lndependenL 8/W
LlLeraLure Clrcles 8eclprocal 1eachlng Mlnl lesson 8ovlng conferences
8eadlng lnLervlews Cloze
Jasminka Kumbaric 11/5/14 11:11 AM
Comment: Content selection and
organisation
Comment: Key strategies used in this unit of
work.
!asmlnka kumbarlc
S00104004
3 | a g e

1h|nk|ng 1oo|s]techn|ques to support chn's th|nk|ng before]dur|ng]after an act|v|ty:
Craphlc Crganlsers (CC) e.g. venn ulagram, ?-CharL, 1-charL, SemanLlc grld, 8ralnsLorm, Mlndmap,
1hlnk-alr-Share, uCvL, lacemaL, CrafflLl Wall, osL-lL noLes, Sunshlne Wheel, A-Z proforma,
roblem-solvlng, 8eflecLlve Learnlng !ournals, Share Llme, 8eflecLlon Clrcles, 8ole-play, llsh 8owl,
uebaLe, ulscusslon, nl, 3vls, 8undllng,
Comprehens|on Strateg|es: redlcLlng, vlsuallslng, Maklng connecLlons, CuesLlonlng, lnferrlng,
ueLermlnlng lmporLanL ldeas, Summarlslng, llndlng evldence ln Lhe LexL, undersLandlng new
vocabulary, SynLheslslng, Comparlng and conLrasLlng, araphraslng, 8ecognlslng cause and effecL,
Sklmmlng and scannlng,
uest|on types: self-quesLlonlng, 3 levels, (llLeral, lnferenLlal, evaluaLlve) CA8
1op|c-spec|f|c vocabu|ary for the un|t of work: llrsL World War,
depresslon, soclal order, employmenL, gender roles, decade, eras,
educaLlon, expecLaLlons, asplraLlons, hlsLory, Aborlglnes, lndlgenous
AusLrallan, equallLy, duLles, Llmellne, enLlLlemenL, flrsLly, secondly,
flnally, Lherefore, so, because, evldence, vlew, oplnlon, facLs,
sLaLlsLlcs, quoLes, AusLrallans aL war, characLers, morals,
consequences, prove, hope, belleve, Lhlnk, sLrongly, agree, dlsagree,
agalnsL, for, proof, closure, lnLroducLlon, body, paragraph, concluslon,
language feaLures, sLrucLure, argumenL.

kesources:
Wlng !an, L. (2009). !"#$% '()*. SouLh Melbourne: Cu. pp. 166-172, 176 -178, LlSCuL 10 | 1918: 8L81lL Lngllsh
Leachlng resources downloaded on 11 CcL from www.myplace.edu.au/. My lace webslLe www.myplace.edu.au vldeo cllp
Lplsode 10 (3), A8C3 Mylace hLLp://www.abc.neL.au/abc3/myplace/ WheaLley, n., & 8awllns, u. (1987). My lace.
Melbourne, AusLralla.: Colllns uove. Cueensland SLudles AuLhory. (2011). nALAn - llLeracy: sample LexL for Leachlng
persuaslve wrlLlng, [ul]. 8eLrleved from www.qsa.qld.edu.au/downloads/early_middle/naplan_lit_sample_killersharks.pdf
lnLernaLlonal 8eadlng AssoclaLlon 8ead WrlLe 1hlnk. (2010). ersuaslon Map. 8eLrleved from
hLLp://www.readwrlLeLhlnk.org/flles/resources/lnLeracLlves/persuaslon_map/
Analyslng
Checklng
Classlfylng
CooperaLlng
Conslderlng opLlons
ueslgnlng
LlaboraLlng
LsLlmaLlng
Lxplalnlng
Cenerallslng
PypoLheslslng
lnferrlng
lnLerpreLlng
!usLlfylng
LlsLenlng
LocaLlng lnformaLlon
Maklng cholces
noLe Laklng
Cbservlng
Crderlng evenLs
Crganlslng
erformlng
ersuadlng
lannlng
redlcLlng
resenLlng
rovldlng feedback
CuesLlonlng
8eadlng
8ecognlslng blas
8eflecLlng
8eporLlng
8espondlng
8esLaLlng
8evlslng
Seelng paLLerns
SelecLlng lnformaLlon
Self-assesslng
Sharlng ldeas
Summarlslng
SynLheslslng
1esLlng
vlewlng
vlsually represenLlng
Worklng lndependenLly
Worklng Lo a LlmeLable

!asmlnka kumbarlc
S00104004
4 | a g e

1LACnING & LLAkNING CCLL
(Ident|fy step |n the 1 & L cyc|e and
the ||teracy |earn|ng |ntent|on or
sess|on's focus )

WnCLL CLASS
1un|ng In
(Ident|fy a strategy or a too| to he|p
act|vate pr|or know|edge and]or to
|ntroduce the top|c.)

MINI LLSSCN
(Lxp||c|t|y mode| the use of a new strategy
or a too| to ass|st w|th ,:( %-,(+&'" %(&+;-;<
-;,(;,-4; or focus of the sess|on and to
prepare students for successfu| comp|et|on
of the set task. keference to W|ng Ian
|nc|ude page deta||s)

INDLLNDLN1
LLAkNING
(Lxtended opportun|ty for students to work
|n pa|rs, sma|| groups or |nd|v|dua||y on a set
task. 1|me for teacher to probe students'
th|nk|ng or work w|th a sma|| group for part
of the t|me. keference to W|ng Ian |nc|ude
page deta||s)

SnAkL 1IML AND
1LACnLk SUMMAk
(Iocused teacher quest|ons and summary
to draw out the know|edge, sk|||s and
processes used |n the sess|on)

ASSLSSMLN1
S1kA1LGILS
(shou|d re|ate to %-,(+&'" %(&+;-;<
-;,(;,-4; or focus of the sess|on.
Inc|udes how & what you w||| use to
make a [udgment on students'
attempt]work)
Sesslon 1
*=-%5-;< ,42-'
>;4?%(5<(

1o develop Loplc
knowledge and noLe-
Laklng skllls.
Graff|t| (Wa||) Wr|t|ng
vlew eplsode cllp:
+",#*$#-%. WhaL ls
happenlng ln Lhls cllp?

1h|nk A|oud
Model how Lo record Lhelr own
and oLhers polnL of vlew by
uslng 1-chart (Append|x 1)
D|scuss|on
ls war beneflclal Lo manklnd?
Conslder Lhe characLers ln cllps
and dlscuss how Lhey are each
dlrecLly affecLed by Lhe war.
uemonsLraLe how prlorlLles and
argumenLs, selecL supporLlng
evldence and anLlclpaLe Lhe
opposlng polnLs.
Iour Corners
SLudenLs esLabllsh whaL corner
(sLrongly agree, agree, dlsagree
or sLrongly dlsagree) represenLs
Lhelr polnL of vlew Lhe besL.
Allow sLudenLs Lo reflecL and
record hls/her oplnlon ln Lhelr
|earn|ng [ourna|s uslng 1-charts
whllsL worklng ln Lhelr corner.
1each|ng group w|th sma||
group of LAL:
Gu|ded]shared read|ng
kead /0) 12(-%3 - 1918
chapLer. ulscuss Lhe cover. SLop
and pause - engage sLudenLs Lo
share Lhelr LhoughLs and feellng
abouL Lhe sLory. ulscuss how
Lhey mlghL record ldeas ln Lhelr
|earn|ng [ourna|s before and
durlng Lhe readlng exerclse.
kef|ect|on C|rc|es
8evlse key lssue LhaL has been
dlscussed by each corner.
8ecord Lhe group's response
uslng a Venn D|agram.

Cbservat|on and
sk|||s]know|edge-spec|f|c
check||st Laken durlng
lndependenL learnlng.
8ecord sLudenLs' ablllLles Lo
record noLes from oLhers.
(8efer, sample Wlng !an,
2009, p. 81)
Comment: Teaching strategies
cooperative learning structure that facilities
brainstorming as a whole class. This teaching
strategy can also be used in small groups
where students take charge of writing the key
phrases, questions, quotes, ideas etc.
Comment: Assessment Strategy also look
at Standard 5 artefacts.
Comment: Question to stimulate students
participation in the lesson.
Comment: Learning outcome / Content
knowledge
Comment: Catering for diversity. Making
sure that appropriate teaching strategy is in
place to ensure that all students meet their
academic and language needs.
!asmlnka kumbarlc
S00104004
3 | a g e

Sesslon 2
*=-%5-;< ,(@,
>;4?%(5<(A!45(% ,:(
<(;+(
1o search and compare
dlfferenL Lypes of
persuaslve wrlLlng.

kead to
ulsplay Lwo Lypes of
lnformaLlon LexL
(Appendlx 2 & 3) on
whlLeboard or lW8.
!4($ #* 5%"*6(*#7%
'"#$#89:
!4($ ;< )<6 8<$#-%
(=<6$ $4%*% $'< $%>$*:
rovlde sLudenLs wlLh
labels post- |t notes
(prlnLed ouL l.e. refer,
sample Wlng !an, 2009,
p. 169) Lo add on Lhe
lnformaLlon LexL.
1h|nk A|oud
uemonsLraLe how Lo flnd oLher
persuaslve LexLs on C. (noLe Lo
Leacher: have some good
example ready.)
Ask sLudenLs Lo Lhlnk of some
keywords LhaL mlghL be
approprlaLe for flndlng oLher
persuaslve LexLs. ?* '(" "#94$:
@$-

1h|nk-a|r-Share
ln small groups, sLudenLs aL
C's are requlred Lo search and
compare dlfferenL persuaslve
wrlLlng. SLudenLs record Lhelr
flndlngs ln Lhelr |earn|ng
[ourna|s uslng Lhe Vann
d|agram.
groups of LAL:
SLudenLs worklng ln palrs on
C. rovlde sLudenLs wlLh Lhe
llnk for debaLe 'ls war rlghL'
(Appendlx 4)
Ask sLudenLs Lo creaLe a
sentence wa|| LhaL wlll descrlbe
Lhe name, and explaln Lhe
reasons and oplnlon.
Share t|me
8eflecL and ask Lhe sLudenL Lo
dlscuss Lhe followlng,
!4($ ;#; )<6 A#8; ;#AA#-62$ <"
-4(22%89#89:
B<' ;<%* <8% 5%"*6(*#7% 5#%-%
<A '"#$#89 -<,5("% $<
(8<$4%":

Cbservat|on of sLudenLs
worklng LogeLher ln small
groups. Pave Lhey searched
approprlaLe and compared
dlfferenL persuaslve wrlLlng?

Sesslon 3
*=-%5-;< ,(@,
>;4?%(5<(A!45(% ,:(
<(;+(
1o revlew Lhe sLrucLure
and language feaLures
used ln persuaslve -
argumenLaLlve wrlLlng.

kead to
ulsplay (appendlx 2)
agaln on whlLeboard or
lW8. Ask sLudenLs Lo
label Lhe sLrucLure and
language feaLures LhaL
Lhey noLlce on Lhe LexL.
1h|nk A|oud
Model sLudenLs how Lo label
Lhe sLrucLure and language
feaLure sample. 1he sample wlll
be cuL up Lo allow sLudenLs Lo
crlLlcally Lhlnk abouL Lhe
sLrucLure.
Worklng ln palrs, sLudenLs are
Lo organlse and ldenLlfy (label)
Lhe sLrucLure and language
feaLured on cuL up persuaslve
wrlLlng samples. (8efer, sample
Wlng !an, 2009, p. 167)
group of LAL:
Gu|ded wr|t|ng
rovlde sLudenLs wlLh a 'cuL up'
sample LexL (secLlons) whlch
sLudenLs musL ldenLlfy and
label on Lhe lW8 (8efer, sample
Wlng !an, 2009, p.167)
Share t|me
SelecL Lwo groups of sLudenLs
Lo show Lhelr sample of work
from Lhelr learnlng [ournals Lo
Lhe whole class.
!4($ ;#; )<6 A#8; ;#AA#-62$ <"
-4(22%89#89:
!4($ *6"5"#*%; )<6 $4% ,<*$:
Iorma| assessment,
Learn|ng [ourna|s. SLudenLs
work samples. B(7% $4%)
=%%8 (=2% $< #;%8$#A) $4%
*$"6-$6"% (8; 2(896(9%
A%($6"%* 6*%; #8 5%"*6(*#7%
'"#$#89:
Comment: Flows from the previous lesson.
Ensuring that the content provides effective
learning and teaching sequence.
This session allows students to take some
charge and control of their own learning.
Comment: Reflective questions helps
students to share their knowledge and
understanding of what they have just
undertaken/learned.
Comment: Allow EAL students to develop
their own use of language, form, and labelling
etc. This will foster students insight to
vocabulary.
!asmlnka kumbarlc
S00104004
6 | a g e

Sesslon 4
B=-5(5 &',-C-,-(3 ,4
5(C(%42 C4'&D=%&+" &;5
,(@, >;4?%(5<(

1o ldenLlfy and develop
Lechnlques used ln
persuaslve wrlLlng.
D|scuss|on
ulsplay an 'lncorrecL'
openlng sLaLemenL on
whlLeboard or lW8.
Ask sLudenLs Lo ldenLlfy
(label) Lhe lncorrecL
Lechnlques used ln
sLaLemenL. use sunsh|ne
whee| Lo organlse ldeas.
Mode||ed wr|t|ng
Model how Lo wrlLe Lhe
openlng sLaLemenL. 8y uslng
Lhe lnformaLlon from Lhe LexL
and Lhelr |earn|ng [ourna|s Lo
plan an argumenL based on Lhe
quesLlon from sesslon 1 ls war
beneflclal Lo manklnd?"
!4($ #* $4% #**6%: !4($ '<62;
$4% (6;#%8-% 8%%; $< C8<'
(=<6$ $4#* #**6%:
(8efer, sample quesLlon Wlng
!an, 2009, p. 172)
Independent wr|t|ng
Worklng lndependenLly,
sLudenLs are requlred Lo wrlLe
Lhelr own openlng sLaLemenL of
Lhe lssue menLlon ln sesslon 1,
whlch Lo be argued.
group of LAL:
uemonsLraLe and explaln how
Lhe Cn||ne ersuas|ve Map
organ|ser (Appendlx 3) works.
SLudenL sorL and organlse Lhelr
ldeas and lnformaLlon lnLo Lhe
persuaslve map.
kef|ect|ve C|rc|e
8evlse Lhe key feaLures LhaL
sLudenLs used Lo wrlLe Lhelr
openlng sLaLemenL ln
persuaslve wrlLlng.
!4($ 5%"*6(*#7% *$"($%9#%* ;#;
)<6 6*%:
!4#-4 #* )<6" *$"<89%*$
("96,%8$: !4($ 5<#8$* ;< )<6
4(7% $< *655<"$ $4#*:
(8efer, sample quesLlons Wlng
!an, 2009, p. 172)
Anecdota| notes Laken
durlng lndependenL
learnlng. CollecL sLudenLs'
lndlvldual 'ersuas|ve Map'
work.
B(7% $4%) (552#%; (8;
%>$%8;%; $4%#" $%-48#D6%* $<
-<87#8-% $4% "%(;%" $4($ $4%
("96,%8$ 9#7%8 #* $4% =%*$
<5$#<8: (8efer, Wlng !an,
2009, p. 172)
Sesslon 3
E4-;, '4;3,+=',-4; 4F ,(@,
1o produce an effecLlve
persuaslve wrlLlng whlch
Lakes a sLand for/agalnsL.
8ra|nstorm
8evlse Lhe sLrucLure and
language feaLure of
persuaslve wrlLlng.
!4($ 9"(,,(" ("% '%
6*#89 #8 $4#* '"#$#89: @.9.
+-$#7% (8; 5(**#7% 7<#-%E
A#"*$2)E *%-<8;2)E A#8(22)
%$-

Mode||ed wr|t|ng
Model how Lo wrlLe effecLlve
persuaslve wrlLlng -
hlghllghLlng Lhe key Lhlngs LhaL
sLudenL should be aware of.
!4($ *%8$%8-% (8; '<"; A<-6*
("% '% 6*#89 #8 5%"*6(*#7%
'"#$#89:
Worklng ln small groups on C,
sLudenLs are requlred Lo
generaLe Lhelr ldeas and
research Lo wrlLe Lhelr
persuaslve pleces.
group of LAL:
Gu|ded wr|t|ng
Worklng ln small groups, ask
sLudenLs Lo wrlLe a persuaslve
argumenL uslng Lhe lnformaLlon
LhaL Lhey have used ln sesslon
4. Ask sLudenLs Lo ldenLlfy
whlch secLlon of persuaslve
map represenL whaL and Lo
explaln why Lhey Lhlnk so.
Share t|me
SelecL Lwo sLudenLs work
sample. Ask Lhe sLudenLs Lhe
followlng quesLlons,
!4($ ;#; )<6 A#8; -4(22%89#89
<" ;#AA#-62$:
rovlde sLudenLs wlLh self-
assessmenL proforma.

Student se|f-assessment
proforma.
rovlde sLudenLs self-
assessmenL proforma durlng
share Llme. (8efer, sample
Wlng !an, 2009, p. 87)
rovlde consLrucLlve
feedback on Lhelr work.
Comment: As well as group work it is
important that students have opportunity to
work independently.
Comment: Opportunity for students to take
part in producing a persuasive writing piece by
applying all the knowledge and understanding
of the content over the last 4 sessions.

Edla309 - Assessment Task 3 2

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