LITERACY / UNIT PLANNER/ PERSUASIVE WRITING

from 20.02.15 to 06.03.15

Topic: My Place: Henry 1878 Episode 14 (school attendance)

Year Level: 6

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

1. Whole text structure of persuasive text

Persuasive

An Opening statement of the issue or concern that is to be argued This may be

called the thesis statement
A statement of opinion, position or proposal that may be part of the opening
statement
Background information to support the opening statement may be included
Arguments (points put forward) to support the opinion or proposal, each of which is
supported by evidence or examples that help elaborate or argue a point of view
Sequentially ordered arguments from the most persuasive to the least persuasive
Carefully selected facts to support and elaborate on an argument
A concluding statement that sums up the argument and relates to the point of view
and suggests a solution or possible action
(Wing Jan, 2009, pp. 166-167)

Language features for the text-type:

Emotive words and phrases used to persuade the reader

Usually present tense depending on the purpose of parts of the text

Connectives to indicate the sequence of the points supporting the stance

Conjunctions to link reasons and actions or opinions or to link cause/action and effects

Specialised vocabulary and technical terms relating to the issue being argued

A variety of verbs used (action and mental)

Occasional use of passive voice

Facts and opinions included

May include quotes or reported speech to support an argument

The use of the first person

Term:

Weeks:

Date: 20/02-06/03

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) See-Think-Wonder Read to Shared R/W
Guided
R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal
Teaching Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Ladder diagram, Y-chart; Venn diagram, Data grid, Sunshine wheel,
KWL chart, Flow chart, Story map, templates for text-types for planning,

(Wing Jan, 2009, p. 168).

CONTEXT: Overview of series of lessons and background information

Background knowledge developed on debatable issue (school not compulsory,

as derived from My Place episode Henry 1878)

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Understand that issues have multiple and justifiable viewpoints

Unpack and apply persuasive strategies used in persuasive texts

Understand that advertisements are a common type of persuasive text

Deconstruct the generic structure of a persuasive text

Practice and produce their own persuasive texts on issue in both written and
multi-modal form

Students have prior knowledge identifying and formulating basic written

arguments. Students have prior experience using all thinking routines planned
in this unit.

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to construct multimodal persuasive
texts using evidence based arguments.
Learning behaviours: I need to research my ideas prior to writing, re-draft my
writing, and write my ideas in a structured form.
Success criteria: I know Im doing well if I can state my opinion and support that
opinion using a minimum of 2 evidence based arguments (orally and in written
form).

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Turn and talk, Three word summary,
5VIPs, Give One, Get One, 3-2-1-GO, Think-Pair-Share, What makes you say that?, explanation
game, literature circles, KWL, Cooperative Learning, compare and contrast, (refer Ritchhart, R.,
Church, M., & amp; Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement,
Understanding, and Independence for All Learners. eBook online)

Topic-specific vocabulary for the unit of work:

Resources:

Persuade/persuasive/persuasion, perspective, issue, opinion, strategy, statement,

argument, compromise, oppose/opposing, evidence, statistic, credible, emotive,
advertisement, connectors (signal words), conjunctions, passive voice, tense, first
person, structure, template, slogan, alliteration, compulsory, student-centred, multimodal, device

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.166-168; EPISODE 14/Henry/1878 English teaching resources
downloaded on 05/10/14 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 14;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/ Hill, S. (2006). Developing Early Literacy. Assessment and Teaching.
Prahan: Eleanor Curtain Publishing; Newspaper article-School should be optional http://www.inquisitr.com/854778/what-ifschool-were-optional/; Advertisement promoting a school http://www.youtube.com/watch?v=miXE4Tp-rzE/;
Interactive computer program for writing a persuasive text plan Persuasion map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/; PicCollage (free app); Magisto (free app),
Persuasive strategies PowerPoint presentation.

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Evaluating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

We are learning to ...

1.

FRI 20/02
Building topic
knowledge

MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)

INDEPENDENT
LEARNING
(Extended opportunity for students to work in
pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part of
the time. Reference to Wing Jan include page
details)

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

Prior to viewing, list and define topic specific vocabulary. Begin building a word wall around the unit. Students will view My Place episode 14: Henry 1878 in full. After viewing,
we will use Think-Pair-Share strategy to discuss the similarities and differences we observed between school life in 1878 in contrast with school life in 2014. Students will be asked
to list observations made by their partners to develop good listening skills (Hertzberg, 2011). Comparisons will be recorded on a T chart (Wing Jan, 2009) that will be saved for
future reference. Highlight key difference (school attendance not compulsory). Teacher to model writing a wondering about the issue.

My Place Ep 14:
Henry 1878
We are learning to
make and record
comparisons
using a T chart.
2.

MON 23/02
Building text
knowledge
Henry 1878:
Should school be
compulsory for all
children?
We are learning to
consider an issue

Make a T chart for

the following
statement School
should be
compulsory for all
children. (Wing
Jan, 2009)
Students vote
agree or

Turn and Talk

Students to discuss
reasons for their opinion
on the issue.

Teacher models how to

FOCUS GROUP- EAL

Modelled writing

Students work in table

groups to fill out T chart
with as many arguments
as possible

Language Experience

Students phrase

Collection of work

Teacher fills T chart

out further with student
arguments.

Pair linked opposing

arguments to
emphasise contrast.

Criteria: Student can

Discuss

Collect 8 students
literacy journals to
assess learning.

Explain at least 1 benefit

from considering an issue

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from multiple
perspectives.

disagree using
sticky notes
attach to T chart.

fill out T chart by

inserting 2 related but
opposing
arguments/reasons

arguments. Teacher
recasts (Hertzberg,
2011), and records in
T.Chart. Re-reads
statement to student
(Hill, 2006)

Class Discussion
What do you notice about
your classmates opinions?

3. TUE 24/02
Building text
knowledge/model
the genre

We are learning to
apply persuasive
strategies to our
arguments

Is there a right and wrong

response to this statement?
Why/Why not? Justify.
Open-ended Questions (Hill,
2006)

Provide 2 examples
of the same
argument. 1
example includes
persuasive
strategies.
Ask students to
vote for which
version of the
argument they feel
is stronger/more
persuasive.

Why did you feel this

argument was stronger/more
persuasive?

4.

WED 25/02
Guided activities
to develop
vocabulary and
text knowledge

Read Persuasion
strategies PowerPoint as a
class (ReadWriteThink,
2014).
Think-Pair-Share

Students revisit
arguments from previous
lesson. In pairs discuss
ways to improve
arguments by applying
persuasive strategies.
Modelled writing
Students share
suggestions with class.
Teacher writes
suggestions in a
persuasive sentence.

Compare the second

argument to the first one.
What differences do you
notice?
See-Think-Wonder

Literature Circles
Groups are provided
with persuasive text
samples. Each member
is responsible for
identifying 1 particular
persuasive strategy.
Students write examples
of their strategy as
derived from the text
and share/justify/discuss
with the group.

from multiple perspectives.

Why is it important to consider
arguments from multiple
perspectives?
How might this help us with our
own arguments?

Class Discussion
Which strategies were most
commonly used?
Which strategies did you feel
were the most effective? Explain.
Justify. Discuss.

OBSERVATION
Focus group EAL students
Criteria: Students can
Verbally phrase a minimum of 3
arguments that include a
persuasive strategy.

FOCUS GROUP-EAL
Guided/Interactive writing

Students complete same

task using simpler
modified text sample.

Students state sentence

verbally prior to writing.

Teacher assists with

writing and recasts
sentences when required.

Students unpack the persuasive strategies used in multi-modal advertisements.

Do persuasive texts have to be in written form?

List and discuss other persuasive texts you have seen.

What makes them persuasive? Discuss

We are learning to
unpack persuasive
strategies in
multi-modal
advertisements

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5.

THU 26/02
Guided activities
to develop
vocabulary and
text knowledge/
Joint construction
of text
We are learning
the generic
structure of
persuasive text

Think Aloud

Read persuasive
newspaper article.
Topic: Compulsory
Schooling

Copy and paste

text into Microsoft
word document on
interactive
whiteboard

6. FRI 27/02
Independent
construction of
text

7.

8.

We are learning to
edit and provide
feedback on our
writing
MON 02/03
Independent
construction of
text
We are learning to
redraft our writing
TUE 03/03
Independent
construction of
text
We are learning to
apply our
knowledge of
persuasive texts to

Modelled/Interactive writing

Explicitly
deconstruct the
structure of the
article. Highlight
and annotate
structural features.

Teacher models writing a

short persuasive text
emphasising structural
features.
Students contribute
ideas/arguments/suggesti
ons.
Teacher demonstrates
how to use online text
construction program
(Persuasion map).

Guided Writing

Students use persuasion

map (An interactive,
scaffolded persuasive
text construction
program) to write a basic
persuasive text.
Text is built around
arguments students
developed in lesson 2.

Share

Select 2 students to
share their partially
completed persuasive
texts in persuasion map.

As a class, compare
structure of student work
to teachers example and
provide
feedback/feedforward)

FOCUS GROUP EAL

Observation

Observe the students

as they provide
feedback during share
time

Criteria: Students can

Apply knowledge of persuasive
text structure to provide
effective feedback to peers
writing.

Exposition Jumble (NAPLAN,

2014)

Students do cut and

paste activity to re-order
a mixed up persuasive
text. Students annotate
structural features of
finished product.

Modelled writing:

Teacher models how to edit and improve writing using constructive feedback
+1 Routine:

Students work on table groups passing around each others work to add feedback suggestions and editing corrections.

Students continue working on their persuasive texts independently. Students review suggestions and corrections made by peers and redraft their work.

Class Discussion
Teacher and
students discuss
their favourite
advertisements.
Are advertisements a type of
persuasive text?

KWL

Students revise their

current knowledge of
persuasive text and
speculate about
advertisements
See-Think-Wonder

Cooperative Learning (Johnson &

Johnson, 1999)

Working in cooperative
learning groups, students
apply their knowledge of
persuasive text (using a
scaffolded rubric
template) to write a

Negotiation

As a class, students and

teacher compromise to
combine best aspects of
each groups rubric to
make a finalised rubric.

Explain. Justify. Why do you think

Work Collection

Collect each groups

rubric

Criteria: Student can

Name and describe at least 3
persuasive strategies and 1

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advertisements

Explain/justify

Students view and

unpack persuasive
strategies and structure
incorporated in image
and video advertisements.

rubric for an effective

advertisement

feature x is an essential feature in

an effective rubric?

Individuals in each group

are given different
aspects of persuasive text
to focus on (eg: structure,
strategy).

Describe an example of this

feature being used effectively in an
advertisement.

structural feature of an
advertisement (persuasive text)
in their rubrics

Who thinks differently? Why/Why

not?

Focus Group EAL

Guided Writing

9.

WED 04/03
Independent
construction of
text
We are learning to
design a multimodal persuasive
text (poster or
video
advertisement)

10. THU 05/03

Independent
construction of
text
11. FRI 06/03
Independent
construction of
text

Compare and contrast &

Interactive writing

Model

Teacher demonstrates
As a class,
how to use specific image
students and
and video design apps to
teacher view 4
create an advertisement.
different
advertisements
Note: Apps: Magisto and
(image and video)
PicCollage
and use a Ladder
diagram (Wing
Jan, 2009) to mark
advertisements
against rubric.
Students continue to work on their advertisements

Students view various

advertisements one at a
time and take turns
writing a list of the
persuasive features they
identify in the text.
Teacher provides
grammatical assistance
and recasts phrases when
necessary.
Independent writing

Students begin turning

their persuasive text into
a multi-modal
advertisement
NO FOCUS GROUP

Class Discussion
What was challenging about this
task?
What worked well?

Observation
Criteria: Students can
Apply effective persuasive
strategies and structure to a
multi-modal text.

What changes and adjustments

might you make next time?

Roving conferences
Teacher assists students wherever
necessary

+1 Routine
In table groups students provide feedback and suggestions to their peers advertisements. Students put finishing touches on their advertisements. Teacher collects and marks
advertisements against collaboratively designed rubric.

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