English Unit Real Estate/Theme Park Stage Three Term 1 2 3 4

E
N
G
L
I
S
H

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing
texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
LearningAcross
TheCurriculum
Cross-curriculum
priorities
Aboriginal &Torres
Strait Islander
histories&cultures
Asia &Australias
engagement with
Asia
Sustainability
General capabilities
Critical &creative
thinking
Ethical
understanding

Information&communicati
on technology capability
Intercultural
understanding
Literacy
Numeracy
Personal &social
capability
Otherlearningacross the
curriculum areas
Civics &citizenship
Difference&diversity
Work&enterprise
Content Teaching & Learning Activities Reg
Stage 3 - Speaking and listening
participate in and contribute to discussions,
clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are
shaped through exploring a range of language
forms and features and ideas
experiment and use aspects of composing that
enhance learning and enjoyment
explore and analyse the effectiveness of informative
and persuasive devices in texts
understand and use the key elements of planning,
composing, reviewing and publishing in order to
meet the increasing demands of topic, audience and
language
plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with
text structures, language features, images and
digital resources appropriate to purpose and
audience (ACELY1704, ACELY1714)
investigate how complex sentences can be used in a
variety of ways to elaborate, extend and explain
ideas (ACELA1522)
compose imaginative and informative texts that
show evidence of developed ideas
compose increasingly complex print, visual,
multimodal and digital texts, experimenting with
language, design, layout and graphics
use increasingly complex research data from print
and digital sources to compose short and sustained
texts
assess the reliability of resources, including digital
resources, when researching topics
reread and edit students' own and others' work
using agreed criteria and explaining editing choices
(ACELY1705, ACELY1715)

Real Estate / Theme Park

Lesson Sequence 1

1. PRE-TEST
Can you sell a house? (saved in Stage 3, 2014: Term 3: Literacy)
Students write a brief description of a house to persuade possible buyers to
purchase a property.
Class teachers to mark against NAPLAN criteria.

Learning Intention
We Are Learning To
- understand the uses of objective language and bias.
- recognise the techniques used by writers to position a reader and influence
their point of view.

2. VOCABULARY
Students create a word bank of adjectives often used in Real Estate adverts.
Students will be provided with examples from Real Estate catalogues, magazines
and websites. From these, they will create a word bank of descriptive language
used to persuade a potential buyer.
E.g. idyllic, picturesque, exquisite, luxurious, spacious, elegant etc.

Learning Intention
We Are Learning To
- understand that language is structured to create meaning according to
audience, purpose and context.
- understand the use of vocabulary to express greater precision of meaning
and know that words can have different meanings in different contexts.

use a range of software, including word processing
programs, learning new functions as required to
create texts (ACELY1707, ACELY1717)
Stage 3 - Reading and viewing
understand how texts vary in purpose, structure
and topic as well as the degree of formality
(ACELA1504)
appreciate how demanding texts, eg extended
novels and informative texts, contain increasing
levels of complexity and abstraction to enhance
enjoyment
compare texts including media texts that represent
ideas and events in different ways, explaining the
effects of the different approaches (ACELY1708)

analyse how text structures and language features
work together to meet the purpose of a text
(ACELY1711)
recognise how grammatical features help to build
meaning in texts, including reference links and
adverbial and adjectival phrases
select, navigate and read texts for a range of
purposes, applying appropriate text processing
strategies and interpreting structural features, for
example table of contents, glossary, chapters,
headings and subheadings (ACELY1712)
navigate and read texts for specific purposes
applying appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and
analyse information and ideas, comparing content
from a variety of textual sources including media
and digital texts (ACELY1703, ACELY1713)
summarise a text and evaluate the intended
message or theme
analyse and evaluate the way that inference is used
in a text to build understanding in imaginative,
informative and persuasive texts
Stage 3 - Spelling
recognise most misspelt words in their own writing
and use a variety of resources for correction
integrate a range of spelling strategies and
conventions to accurately spell most words,
including words of many syllables, when composing
imaginative and other texts
use morphemic, visual, syntactic, semantic and
phonological strategies, eg recognition of letter
patterns of words, when composing texts
Stage 3 - Responding and composing
identify and discuss how own texts have been
structured to achieve their purpose and discuss
ways of using conventions of language to shape
readers' and viewers' understanding of texts
discuss how the intended audience, structure and
context of an extended range of texts influence
responses to texts
identify and explain characteristic text structures

3. DETAILED READ EXEMPLAR TEXT
181 Crumply Manor House (saved in Stage 3, 2014: Term 3: Literacy)
Lesson Sequence 2

Learning Intention
We Are Learning To
- understand, interpret and experiment with the use of imagery in imaginative
texts eg. metaphors, similes and List of Three.

4. METAPHORS, SIMILIES & LIST OF THREE (Descriptive language)
Class teachers to prepare lesson to cover this content.

5. SHERBET LEMON GAME (Descriptive language)
(Bag of Sherbet Lemon lollies or similar required)
a) Place a sherbet in front of each student they may not touch the sweet. They
have to describe what they SEE as imaginatively as possible.
b) The students may now pick up the sweets (in their non-writing hand). They
have to describe the TOUCH of the sweet as imaginatively as possible.
c) The students smell the sweet. They have to describe the SMELL of the sweet
as imaginatively as possible.
d) The students may now place the sweets in their mouths but not bite. They
have to describe the TASTE.
e) The students now crunch the sweets in their mouths. They have to describe
the SOUND.

Learning Intention
We Are Learning To
- compose texts that include sustained and effective use of persuasive
devices.

6. JOINT CONSTRUCTION OF PERSUASIVE TEXT
Teacher and students create a short text (Real Estate blurb) together. It may be
the whole text, or part which the students then take away and complete.
The class will decide upon a target audience and type of property they are going
to be selling.
Focus on the use of emotive language and how it can be used to make an
advertisement more appealing for the intended audience. E.g. life-long home,
stable family home, house that will grow with you etc.
Focus on YOU statements to engage the target audience. E.g. You will not regret
this choice, You will love this home etc.

and language features used in imaginative,
informative and persuasive texts to meet the
purpose of the text (ACELY1701)
compose more complex texts using a variety of
forms appropriate to purpose and audience
identify and use a variety of strategies to present
information and opinions across a range of texts

Stage 3 - Grammar, punctuation and vocabulary
experiment using a range of language features, eg
connectives, topic sentences, active and passive
voice and nominalisation
identify a variety of connectives in texts to indicate
time, add information, clarify understanding, show
cause and effect and indicate condition/concession
use complex punctuation to engage the reader and
achieve purpose
understand the use of vocabulary to express greater
precision of meaning, and know that words can
have different meanings in different contexts
(ACELA1512)
experiment with different types of sentences, eg
short sentences to build tension and complex
sentences to add detail
use grammatical features, eg pronouns,
conjunctions and connectives, to accurately link
ideas and information to ensure meaning when
composing texts
Stage 3 - Thinking imaginatively, creatively, interpretively and
critically
recognise and explain creative language features in
imaginative, informative and persuasive texts that
contribute to engagement and meaning
analyse and evaluate similarities and differences in
texts on similar topics, themes or plots (ACELT1614)

Stage 3 - Expressing themselves
consider how texts about local events and issues in
the media are presented to engage the reader or
viewer
identify and describe the representation of people,
places and events in film and the media
Stage 3 - Reflecting on learning
reflect on own learning achievements against
specific criteria
develop criteria for assessing their own and others'
presentations
critically reflect on the effectiveness of their own
and others' writing, seeking and responding to
feedback
identify selections of own writing that they believe
reflect their growth and competence as writers
discuss and reflect on the roles and responsibilities
when working as a member of a group and evaluate
the benefits of working collaboratively with peers to
achieve a goal


Lesson Sequence 3

Learning Intention
We Are Learning To
- understand, interpret and experiment with the use of imagery in imaginative
texts eg. alliteration.

7. ALLITERATION
Class teachers to prepare lesson to cover this content.

Learning Intention
We Are Learning To
- compare texts (in terms of language forms and features) that represent ideas
and events in different ways, explaining the effects of the different
approaches.
- explore and analyse the effectiveness of persuasive devices in texts.

8. COMPARING PERSUASIVE SPEECHES
Focus on persuasive techniques: Repetition and short, dramatic sentences for
impact
Watch Smithys speech
http://www.youtube.com/watch?v=IvvKUtHlDK8&list=PLmXIWFBhD3rbC0IW1iLE
wbvk08BmsIm5- (start video at 11:45mins)
Fill out first column on grid on the worksheet (saved in Stage 3, 2014: Term 3:
Literacy)
- List persuasive techniques used
- What is the audience and how do you know?
- What is the purpose and what evidence is there for this?
- What are the most common persuasive devices in each and how are these
effective?
Watch Obamas speech
http://www.youtube.com/watch?v=Fe751kMBwms
Fill out second column on grid on the worksheet
- List persuasive techniques used
- What is the audience and how do you know?
- What is the purpose and what evidence is there for this?
- What are the most common persuasive devices in each and how are these
effective?






Lesson Sequence 4

Learning Intention
We Are Learning To

9. WRITING PERSUASIVE SPEECH
??





Lesson Sequence 5

Learning Intention
We Are Learning To
- think critically about aspects of texts such as ideas and events.

10. THEME PARK - Introduction to task (saved in Stage 3, 2014: Term 3: Literacy)
Students will be introduced to their writing task. They will be creating an
advertising leaflet to persuade potential guests to visit their theme park. They will
also be designing the layout of their theme park.
Students need to decide upon the intended theme of their theme park as all other
planning will stem from this decision. Possible themes may include Sea World,
Water Park, Jungle Land, Space World, Jurassic Park, Lego Land, Disney Land,
Monster Park etc.
Teachers may use the internet to explore Australian and overseas theme parks
to help students develop an idea.

Learning Intention
We Are Learning To
- explore and analyse the effectiveness of persuasive devices in texts eg.
slogans.

11. SLOGANS
Class teachers to prepare lesson to cover this content.

Learning Intention
We Are Learning To
- plan a persuasive text appropriate to purpose and audience.

12. THEME PARK - Planning (saved in Stage 3, 2014: Term 3: Literacy)
Students will be provided with a three-paged planning template to organise the
text that will be used in their leaflet.
This planning page prompts students into selecting appropriate persuasive
devices that may be used to hook a reader


Lesson Sequence 6

Learning Intention
We Are Learning To
- plan a persuasive text appropriate to purpose and audience.

13. THEME PARK - Design
Students will design the layout of their theme park. This design may form part of
their leaflet or become a separate map. Students may need to be prompted to
ensure included elements align with their intended theme. Possible inclusions for
theme parks may include:
- major rides
- other attractions
- possible side shows
- visitor amenities (toilets, showers, change rooms, lockers)
- gift/souvenir shops
- food stalls/shops
- entertainment area (stage/hall/promenade)
- rest/eating areas
- entry

Learning Intention
We Are Learning To
- plan a persuasive text appropriate to purpose and audience.
- think imaginatively and creatively about ideas.

14. PERSUASIVE DEVICES - LEAFLETS
Students will examine a range of leaflets/pamphlets advertising various
businesses, organisations and events.
- What persuasive devices have been utilised within these leaflets to engage
readers?
- Who is the target audience? How do you know?
- What could be changed to make the leaflet more persuasive?






Lesson Sequence 7

15. THEME PARK - Leaflet Creation
Students will create a leaflet advertising the theme park that they have designed.
They will use their three-paged planning document as a guide to what needs to
be included to make their leaflet as persuasive as possible.
A3 sized paper may enable students to include more text and provide sufficient
space to attach their map/design of their theme back on the back. Alternatively,
leaflets may me created on computers.

16. THEME PARK - Proposal to Tourism Planning Committee
Students will prepare a presentation to persuade the Tourism Planning
Committee (class teacher and classmates) to build their theme park.
A short, one minute script will be created by each student.
Students will need to use persuasive techniques (repetition, list of three,
alliteration, YOU statements, similes, metaphors etc) in their presentation to
convince the Tourism Planning Committee to build their theme park. It is not an
opportunity to just share what they created.

Alternatively,

Lesson Sequence 8

17. POST-TEST
Can you sell a house? (saved in Stage 3, 2014: Term 3: Literacy)
Students write a brief description of a house to persuade possible buyers to
purchase a property.
Class teachers to mark against NAPLAN criteria.



Assessment: Student activities should provide an indication of how well students grasp
Assessment for Learning Assessment as Learning Assessment for Learning
Pre-test: Real estate blurb Can
you sell this house?
Advertising leaflet
Proposal presentation to
Town Planning Committee
Post-test: Real estate blurb
Can you sell this house?