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Justification ~
It is essential that literacy programs include a key emphasis on oracy (Hertzberg,
2011). According to Hertzberg (2011) oracy denotes both the productive (talking)
and the receptive (listening) aspect of language. Consequently, active speaking and
listening are essential to the literacy learning and development of children. Lazear
(1990, cited in Tichapondwa, 2006) ascertains that we learn 70 per cent of what is
discussed with others as opposed to only 10 per cent of what we read; 20 per cent of
what we hear; 30 per cent of what we see; and 50 per cent of what we see and hear
(p.60). This emphasises the importance of focusing on the development of oral
literacy skills and promoting authentic interactions in the classroom. Oracy forms the
basis of reading and writing abilities (Latham, 2005). It is said that oral interactions
need to precede reading and writing experiences and then occur in tandem while
reading and writing (Hertzberg, 2011, p.48). Throughout this unit of work, oracy is
fostered through the choice of learning activities and the promotion of authentic
discussion stimulated through questioning. Additionally, it is informed by Hertzberg
(2011) as the development of students oral literacy skills, in relation to the persuasive
text type, are established before moving on to reading and writing the text type, where
oracy continues to develop, inform and empower students reading and writing
abilities.
Oral language development activities are explicitly used in this unit of work to
develop an understanding of the language features of the persuasive text type. During
this part of the unit students are introduced to meta-language, specifically,
connectives and emotive language, as it provides them with language they can use to
talk about language (Gibbons, 2002, p.65).
In the first guided activity to develop specific language features of a persuasive text,
students are learning to identify and use connectives in their writing. Authentic
discussion is encouraged and facilitated before students practice the skill. This
authentic discussion, referred to as collaborative talk (Latham, 2005, p.64) is aided
by probing questions to promote speaking by encouraging students to share, talk and
explain in detail (Hertzberg, 2011; Vaish, 2013). Additionally it fosters active
listening, as teachers recast or reformulate what the student says (Hertzberg, 2011,

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p.52) modelling the use of new language. Students work collaboratively in pairs or in
small focus groups to then complete a cloze exercise focused on connectives. Partner
and group work promotes learning opportunities through talk (Hertzberg, 2011,
p.52) and is hence essential to providing students with authentic contexts to practice
their oracy skills. The cloze exercise has been adapted from Hertzbergs (2011)
communicative crossword (p.57) to promote speaking and listening. Students need
to both talk and listen to each other in order to seek and confirm the information
required to complete the exercise (Hertzberg, 2011). Furthermore, the teacher
conducts an aural cloze exercise with the small focus group where students are
required to actively listen to the teacher in order to fill in the missing words (Gibbons,
2002).
In the second guided activity to develop specific language features of a persuasive
text, students are learning to use emotive language as a technique of persuasion. The
lesson utilises the think, pair, share (Hertzberg, 2011, p.51) thinking routine where
students are developing their speaking skills as they share with a partner and are
honing their listening skills, as they actively listen to their partner in order to be able
to share. Like in the above lesson, collaborative talk is emphasised (Latham, 2005).
During the word cline activity and the mini lesson, the teacher encourages student talk
through the use of probing questions. According to Vaish (2013) this is one way of
increasing oracy in the classroom. Furthermore, the construction of a collaborative
graphic organizer requires students to practice their oracy skills as they talk about the
content, consolidate their conceptual and/or vocabulary knowledge and glean the
relevant facts that might be used for further written work (Hertzberg, 2011, p.66).
An abundance of additional oral language activities are used throughout this unit of
work to develop and scaffold students ability to write a persuasive text. Namely, the
use of role-play to cultivate students ability to take on a persona and look at
situations from differing perspectives, placed a large emphasise on oracy in the
classroom (Wing Jan, 2009, p.175). Drama fosters thinking, speaking and listening,
reading, writing and critical analysis through a [unique] level of emotional and
imaginative engagement (Bunyan, Donelan & Moore, 2003, p.61-62). This oral
literacy focused activity allows students to develop their understanding of point-ofview. Similarly, the oral debating activity allowed students the opportunity to practise

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formulating an argument and expressing it verbally as a means of rehearsing what will

be included in a written persuasive argument (Dennison, 2011). Additionally,
activities such as reconstructing texts, expert/home groups and the illustrated word
wall all aim to develop oracy by incorporating partner and small group work where
students work together engaging in speaking and listening. It is imperative that
students are provided with the opportunity to develop their oracy skills before
applying this knowledge to their writing.
The lessons within this unit of work are differentiated in terms of teacher support to
cater for the varying needs of the students within a mixed ability classroom. The
initial draft of The Shape of the Australian Curriculum (ACARA, 2009, cited in
Hammond, 2012) expresses that an alternative curriculum for students regarded as
disadvantaged does not treat them equitably(p.230). Rather it suggests that the same
high expectations [are set] for all students, and the provision of differentiated levels
of support to ensure that all students have a fair chance to achieve those expectations
(ACARA, 2009, cited in Hammond, 2012, p.230) is promoted. The gradual release of
responsibility model ensures students are supported during the lessons and across the
unit, allowing time for focus on those students who need additional teacher support
through focus groups.
The needs of EAL students were considered during the formulation of each
learning/teaching activity. The oracy focus throughout the unit supported the learning
of the EAL students. According to Hertzberg (2011) one masters a language by
listening to it and speaking it (p.49) and hence all students, including EAL students,
were provided with a variety of opportunities to develop their speaking and listening.
In addition, partner and group work were used throughout the unit as they provide
more opportunities for learning to occur through talk (Hertzberg, 2011). Moreover,
opportunities were provided for EAL students to engage with a more able student
from the same first language and some bilingual learning resources and activities
were provided, to support EAL learners as well as develop language awareness of all
students in the classroom (Courcy, Dooley, Jackson, Miller & Rushton, 2012).
Additionally, the Teaching and Learning Cycle aided in moving students along the
spoken to written language mode continuum (Jones 1996, cited in Hertzberg, 2011,
p.50). It is understood that although EAL students can often develop spoken-like

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language quickly, it may take them longer to use and understand written-like
language (Holliday, 2010). The gradual release of responsibility model was used to
ensure EAL experienced scaffolding and support while developing this written-like
language. The literacy learning needs of all students, including EAL students, were
catered for throughout this unit of work by differentiating teacher support aided by the
gradual release of responsibility model, focus groups and the Teaching and Learning
Cycle.
In conclusion, throughout this unit of work, oral language activities have been used to
scaffold childrens learning in order to ensure they are well prepared for writing a
persuasive argument. Research conducted had both informed and shaped the planning
of this unit and has additionally influenced and informed the techniques and support
provided to cater for a mixed ability class with a large number of EAL/D students.

Word Count - 1295 words

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References

Bunyan, P., Donelan, K. & Moore, R. (2003). Writing in the sand: the Middle Years.
Literacy Learning: the Middle Years, 11(2), 61-64. Retrieved from
<http://search.informit.com.au/fullText;dn=128121;res=AEIPT>

Courcy, M., Dooley, K., Jackson, R., Miller, J. & Rushton, K. (2012). Teaching
EAL/D Learners in Australian Classrooms. Primary English Teaching
Association Australia [PETAA], Paper 183. Retrieved from
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=
8&ved=0CD8QFjAGahUKEwjh6_ews7_IAhXDkpQKHZnjAQY&url=http%3A%2F%2Fww
w.petaa.edu.au

Dennison, D. (2011). Creating and responding to texts isn't a drama! Practically

Primary, 16(2), 30-35. Retrieved from
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?action=interpret&id=GA
LE%7CA259841823&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1
Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second
language learners in the mainstream classroom. Heinemann, Portsmouth, N.H.
Hammond, J. (2012). Hope and challenge in the Australian Curriculum: implications
for EAL learners and their teachers. Australian Journal Of Language And
Literacy, 35(1), 223240. Retrieved from
http://www.alea.edu.au/documents/item/492
Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in
mainstream classes. Newtown: PETAA. pp. 48-75. Retrieved from
https://leocontent.acu.edu.au/file/f149d8c8-85f2-44ea-abafa65b07d2a425/1/Hertzberg13920.pdf
Holliday, M. (2010). Strategies for writing success. Newtown: e-Lit. Retrieved from
http://www.petaa.edu.au/iMIS_Prod/PETAA_Docs/Publications/Sample_Papers/PET
092.pdf

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Latham, D. (2005). Speaking, listening and learning: a rationale for the Speaking and
Listening Profile. English in Education, 39(1), 60-74. DOI: 10.1111/j.17548845.2005.tb00610.x
Tichapondwa, S. (2006). Oral interaction and the guided construction of
Knowledge. Language Matters, 37(1), 59-80. DOI: 10.1080/10228190608566252
Vaish, V. (2013). Questioning and oracy in a reading program. Language and
Education, 27(6), 526-541. DOI: 10.1080/09500782.2012.737334
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South
Melbourne, Vic.: Oxford University Press.

LITERACY / UNIT PLANNER

Topic: Gold Fever! - Episode 16: 1858 Ben (1850s decade)

Year Level: 5

GRAMMAR FOCUS:

Text type and mode

Whole text structure of a persuasive argument:

An opening statement of the issue or concern that is to be argued,

called a thesis statement.
A statement of opinion, position or proposal that may be part of the
opening statement.
Background information to support the opening statement.
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.

Language features of a persuasive argument:

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, e.g. action verbs and mental verbs
Occasional use of persuasive voice
Facts and opinions are included
May include quotes or reported speech to support and argument
The use of first person

Persuasive argument

Term: 2
Listened to

Weeks: 1-4
Spoken

Read

Date: 16/10/15
Written

Viewed

Produced

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)
Picture Chat 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, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart,
Flow chart, Story map, templates for text-types for planning,

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: Think, Pair, Share; See, Think, Wonder; Headlines; +1, Three word summary,
5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making
Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners.
eBook online)

(Wing Jan, 2009, pp. 166-168).

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CONTEXT: Overview of series of lessons and background information

Students will learn to form opinions and construct arguments from a point
of view on a particular topic or issue. Specifically, topics and issues relating
to life on the Goldfields, focusing on the Chinese perspective. Students will
be able to argue based on their own opinion, or from another perspective,
verbally, as well as construct a written argument that follows the correct
structure and utilises specific language features to persuade an audience.
It is anticipated that students will have some background knowledge on the
persuasive text-type.

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

Resources:

Literacy Learning intention: We are learning how to use our knowledge and
opinions about the Gold Rush in the 1850s to write a persuasive written argument.
Learning behaviours: I need to actively listen, contribute to peer, group and whole
discussions, ask for help when needed and try my best
Success criteria: I know Im doing well if I can use the information about the Gold
Rush as evidence to form arguments based on my opinion on a specific topic and can
include the structural and language features of a written argument in my own
writing to persuade the reader.

- ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

- Cheng, C. W. (2005). New Gold Mountain: The Diary of Shu Cheong. Lindfield:
Scholastic Press.
- EPISODE 16 I 1858: Ben. English teaching resources, downloaded on October 10,
2015 from www.myplace.edu.au/.
- My Place website www.myplace.edu.au
- Sovereign Hill. (n.d.). Education: programs. Retrieved from
http://education.sovereignhill.com.au/programs/
- Wing Jan, L. (2009). Write ways. South Melbourne: OUP. pp. 166-182
- See Appendices for further resources.

Topic-specific vocabulary for the unit of work:

opinion point of view issue argument evidence
thesis statement emotive language connectives conjunctions
for and against/pro and con Gold Rush Gold Fever goldfields Sovereign Hill Ballarat prospector
miner immigration immigrants
migrants multicultural racism/racist Chinese
discrimination Europeans invasion resistance rebellion diverse tolerance respect
nugget
mining permit/licence Eureka Stockade cradle pick pan shaft mine alluvial mine
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
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. Building topic
knowledge
We are learning to
identify key topic
words.
2. Building topic
knowledge
We are learning to
investigate differing
perspectives and
aspects of life on the
goldfields.
3.Building topic
knowledge
We are learning to
identify the attitudes
towards the Chinese
diggers during the
Gold Rush period and
look at situations from
differing perspectives.
Success Criteria:
I am doing well if I
- can identify the
differing points of
view.
- can put myself in
someone elses shoes
- can engage in
conversation during
the role play.

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.

Students brainstorm prior knowledge about the Gold Rush as a whole class and record knowledge on the IWB. Students watch video clips (See
Appendix 1) and engage in collaborative talk in pairs and as a whole class (Chang and Wells, cited in Latham, 2005, p.64). Together, topic words
are identified and the beginning of a working illustrated word wall is created that will be added to throughout the unit (Gibbons, 2002, p.62). The
teacher begins the serial reading of the text New Gold Mountain: The Diary of Shu Cheong. Throughout the unit this text will act as a catalyst for
identifying and discussing issues from this time period, such as racism (Chinese immigrants), inequality (treatment of the immigrants, miners,
women & children) and social justice (mining licenses, Eureka Stockade). Note: Reading of this text will occur each day over the course of the unit
and notes will be taken identifying key facts and important points during/after reading.
Students go on an excursion to Sovereign Hill in Ballarat undertaking the Chinese on the Goldfields education program. During this program
Students experience aspects of 19th century Chinese culture and discuss the discrimination faced by the Chinese Diggers who came to Victoria
(Sovereign Hill, 2015). In addition to the program, students spend time exploring the grounds and learning about life on the goldfields. Students are
put into expert/home groups and are given different aspects of the goldfields to investigate and report back to the class on (Gibbons, 2002, p.64).
Note: Two EAL/D students will be put in each expert/home group together, or have a bilingual teaching assistant leading their small group.
(See Appendix 2)
Vocab Bingo:
- Students fill in blank
bingo boards using a
choice of words from
the word wall.
(See Appendix 3)
Note: EAL/D students
will be provided with
the translation of their
chosen vocab words in
their first language.
(Hertzberg, 2011,
p.62).

Shared Viewing:
- Discuss New Gold
Mountain: The Diary of Shu
Cheong and its portrayal of
Chinese life on the goldfields
so far.
- Watch the My Place Clip:
Eggs for Tuppence. (See
Appendix 4)
- Ask probing questions:
* Why do you think there is
animosity between the two
boys?
* Why do you think Ben
repeats the stereotype about
Chinese people that he learnt
from Mr Wilson?
* How do you think Leck
would be feeling?
- Model a role-play of a

Role Play:
(Wing Jan, 2009, p.175)
- Students choose a
prompt/scenario in
pairs/small groups and
conduct a role-play of the
conversation that might
occur.
- Students take on a persona
and speak from the point of
view of a participant in the
situation.
- Students record their
conversations on iPads.

Share:
- Have some students
perform their conversations
for the class.
- Discuss how it felt to take
on a persona.
* What strategies did you
use to put yourself in
someone elses shoes?
- Record the possible points
of view for each prompt in
an enlarged graphic
organiser using student
ideas.

Assessment Criteria:
- Can identify the
European and Chinese
perspectives.
- Can take on a persona in
a scenario.
- Uses a clear speaking
voice.
Assessment Strategies:
- Listen to and analyse
recorded student
conversations.
- Take anecdotal notes
during focus group.

Teacher focus group:

(EAL/D students)

- Students focus on one

prompt/scenario together.
- Students re-watch My

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conversation between Ben

and Leck based from a
written prompt/scenario with
the assistance of two
competent students.
- Read aloud the
prompts/scenarios students
will use to develop their
conversations. (See
Appendix 5)

4. Building text
knowledge/Model the
genre
We are learning to
form and express
opinions and
supporting arguments.
5.Building text
knowledge/Model the
genre
We are learning to
identify the structural
features of a
persuasive argument.
Success Criteria:
I am doing well if I
- can actively listen to
the teacher.
- can identify and label

Place clip. (See Appendix 4)

- Teacher guides students
through the activity as they
identify the point of view of
each character.
- Teacher prompts/aids the
conversation as required and
models good speaking
habits.
- Probing questions
* How might you as the
character be feeling?
*Could the character react
in more than one way?
*Why do you think the
character would believe/say
that?
* Would you personally
react different than you think
the character would?
Students practise the skill of oral debating. As a class students are asked to take a side on the statement The Gold Rush was a significant event
in Australia and was the reason people migrated to Australia. Arguments are formed based on opinions and knowledge they have gained from
their excursion, the serial reading text and video clips they have watched. Additionally a video clip will be played at the beginning of the lesson
(see Appendix 1). Together the class will fill in an enlarged T chart to organise arguments for and against the statement (Wing Jan, 2009, 171). (See
Appendix 6)
"Speaking NonSense" Game:
1) Choose a student.
2) Give them a topic:
- The Chinese miners
were treated fairly on
the goldfields.
- The mining license
system was unfair and
oppressive.
- Life on the goldfields
3) They must talk for 1
minute straight about

Annotate text through

explicit teaching (Think
Aloud):
- Show the students an
enlarged Persuasive Text.
(See Appendix 7).
- Model reading of the text.
- Re-read and annotate the
important structural features
of the text while thinking
aloud:
* I know this is the thesis
statement as it identifies the

Code Breakers:
Students are given enlarged
examples of persuasive texts
in small groups. (See
Appendix 8)
- They engage in shared
reading as a group.
- Together they annotate the
persuasive text highlighting
the key structural features.
(Wing Jan, 2009, p.167)
Teacher Focus Group:

Share findings
- Students report back to the
class and share their
annotated texts.
- Discussion of annotations
and any challenges about
their choices.
- Create a poster explaining
the structural features of a
written argument to be
displayed in the classroom.

Assessment Criteria:
- Can actively listen to
explicit teaching.
- Can identify and label
four structural features of
a persuasive argument.
- Contributes to the class
discussion or poster.
Assessment Strategies:
- Observation and
anecdotal notes, recorded
in a checklist.

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four structural features

of a persuasive
argument.
- can contribute my
ideas and participate in
the class discussion.

6. Building text
knowledge/Model the
genre
We are learning to
identify the language
features of a
persuasive argument.
7.Guided activities to
develop vocabulary
or specific language
feature
We are learning to
identify and use
connectives in our
writing.
Success Criteria:
I am doing well if I
- can tell the difference
between connectives

(EAL/D students)
issue.
- Collection and analysis
- Guided reading of the text.
* Here is the statement of
of annotated texts.
- Together with the teacher
opinion, the person tells the
students identify the
audience what they
think/how they feel about the structural features of the text.
- Explicit teaching of the
issue.
features may occur again.
* I can clearly see there is a
series of arguments as there
are distinctive paragraphs.
Each paragraph starts with a
sequencing connective and
argues a different point.
* There is supporting
evidence and facts, which
build the body of each
paragraph.
* The conclusion restates the
authors opinion and
summarises their point of
view.
The teacher re-uses the already annotated enlarged persuasive text to identify the language features of the text type. The teacher models the
identification and annotation of these features making thinking visible to students. Focus on identifying emotive language, connectives,
conjunctions, mental verbs, opinions and the use of the first person. Students form the same small groups as the previous lesson and again take on
the role of code breakers to identify these features in the text. Collaboratively, the teacher and students will create a poster explaining the language
features of a written argument to be displayed in the classroom.

their topic. They cannot

say "Um", etc. or use
the word "and" more
than twice. They
should also keep eye
contact with the
audience.

Reconstruction,
Reconstruction!
game. (Hertzberg,
2011, p.74)
- Students are given
chopped up texts in
small groups and are
required to use their
knowledge of the
structure of a written
persuasive argument to
reconstruct the text.
(See Appendix 8).

Explicit Teaching
Connectives
- Explain what a connective
is.
- Explain the distinction
between connectives and
conjunctions.
- Types of connectives
*Clarifying
*Cause/Result
*Time
* Sequence
*Additive

Cloze exercise (Gibbons,

2002, p.65)
- In pairs students undertake
a communicative cloze
exercise where they fill in
the gaps with appropriate
connectives (adapted from
Hertzberg, 2011, p.57).
- Students then form a group
with another pair to discuss,
revise or change their choice
of connective based on the
information they have about

Sharing
A blank Connectives Chart
is filled in using different
types of connectives
students used in the close
exercise. (See Appendix 11)
Discuss how and where
connectives could be used in
students persuasive writing.
Probing questions
* How do connectives

Assessment Criteria:
- Can distinguish between
connectives and
conjunctions.
- Can identify and classify
connectives.
- Can use appropriate
choice of connective
Assessment Strategies:
- Observation and
anecdotal notes of the
focus group, recorded in a

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and conjunctions.
- can identify and sort
connectives into
categories.
- can use appropriate
connectives.

- To challenge students,
mix up the sections
from two texts so first
they must sort out
which sections belong
to which topic
(Gibbons, 2002, p.65).
- Probing questions
* What does an
introduction include?
* What language
feature could help you
sequence the
arguments?
* Does it make sense?

*Condition/Concession
- Display chart on IWB (See
Appendix 9)
- Display enlarged, modelled
example of connectives in
persuasive writing, inviting
students to assist in locating
them in the text.
-Probing questions
* Where do you think the
sequencing connectives are
located?
* Which type of connective
would be used to introduce
evidence?

8. Guided activities to
develop vocabulary
or specific language
feature
We are learning to use
emotive language as a
technique of
persuasion.

Think, Pair, Share

How can I make
someone care about my
topic or issue?
Note: Students will
share their pairs
thoughts.
Whole Class Word
Cline
Students are given
word cards and asked
to stand in a line
ranking them from
strongest to weakest in
terms of
persuasiveness.

Explicit teaching/ Modelled

Writing
Emotive language
- What is emotive language?

Success Criteria:
I am doing well if I
- can replace ordinary
words with more
interesting words.
- can think of and/or
find at least five words
that cause an

* Bad, awful, terrible,

* When we persuade people we

really need to convince them to
think a certain way. Words
which appeal to emotions can
sway opinions and influence
decisions. Emotive words give
the reader an immediate
emotional response by making
us feel something.

-Model changing a simple

sentence to a stronger
sentence by thinking aloud.
-Use a working table in
Google Docs on the IWB.

the text.
(See Appendix 10)
Teacher focus group
(EAL/D students)

- Guided writing
- Students collaboratively
complete the cloze exercise
with the guidance of the
teacher.
OR
- Teacher conducts an aural
close where the full text is
read and students fill in the
missing words as they listen
actively (Gibbons, 2002,
p.112).
- Probing questions
* Why did you choose that
connective?
* Is the connective you chose
different than the one used in
the text? If so, which do you
prefer and why?
Practise the skill
- Students change simple
sentences, following the
formula modelled by the
teacher, to make them more
persuasive.
- In pairs, students work
collaboratively in a whole
class Google Doc to
contribute emotive sentences
to the class document by
adding to the tables. (See
Appendix 13)
- Students use a thesaurus to
help them find powerful
synonyms.

enhance writing?
* Where/when would it be
appropriate to use them?
* What effect do they have
on the reader?

checklist.
- Questioning in shared
discussion, record
responses using anecdotal
notes after the session.

Look at Class Google Doc

together.
- Teacher reads out some
great examples of emotive
sentences created by the
students.
- Discuss how the words
position us to feel as an
audience.
* How do words influence
the way we feel as an
audience?
*Why are some words more
persuasive than others?
- Record some powerful
language used in the session
on an emotive language

Assessment Criteria:
- Can replace ordinary
words with emotive
words.
- Can think of and/or find
at least five words that
cause an emotional
response.
- Can use emotive langue
in writing to persuade.
Assessment Strategies:
- Analysis of students
work from Google Doc.
- Observation of the focus
group, recorded using
anecdotal notes

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emotional response.
- can write strong
persuasive sentences
with my partner.

9. Guided activities to
develop vocabulary
or specific language
features
We are learning to
distinguish between
facts and opinions and
extract facts from a
text.
10. Joint construction
of text
We are learning to
plan a written
persuasive argument.

dreadful, horrific,
disastrous, catastrophic.
* Mad, angry, livid,
enraged, furious, infuriated,
fuming
* Happy, joyous, delighted,
ecstatic, glad, elated.
* good, great, awesome,
amazing, excellent,
outstanding, exceptional,
superb, terrific, fantastic.

(See Appendix 12)

Simple sentence:
The man was at the river
looking for gold.

- How could I add to or

change the word man to
make it more interesting?
* the hardworking miner
* the diligent digger

Teacher focus group

(EAL/D students)

- As a small group, students

work with the teacher to
create emotive sentences to
add to the class Google Doc.
- Make several different
emotive sentences for the
one simple sentence and then
rank them according to
persuasiveness.
- The teacher will explicitly
model how to find words
using the thesaurus.

poster to use as a reference

for future writing.

during/after session.

-How could I adjust the

-Whole class discuss
phrase was at?
students positions and * worked patiently at
move them either up or - How could I add to the
down the word cline.
word river?
- Probing questions
* rushing river
* crowded river
* How does that word
-What could I change the
make you feel?
word looking to?
* Does that evoke a
* searching
greater response than
* panning
the other word?
* cradling
*Which words would
Emotive sentence:
make your writing
The diligent digger worked
more interesting?
tirelessly at the crowded river
Why?
fossicking for gold.
The students will learn how to distinguish between fact and opinion. The teacher will share statements of opinion and fact and ask students to
distinguish between the two. Discuss how opinions are expressed compared to facts. The teacher will model how to extract facts from the serial
reading text and use them to support opinions. This information will be recorded in a graphic organiser.

The teacher and students will collaboratively fill out a T chart outlining the arguments for and against the topic The Chinese miners were treated
fairly on the goldfields (See Appendix 6). Interactive writing will occur as the teacher and students jointly construct a persuasion map on the
interactive whiteboard using an online proforma (See Appendix 14). Students will draw on the topic knowledge gained from the serial reading text,
their experiences on the excursion, videos watched and further research they have engaged in. When complete the persuasion map will be saved.

7|Page

11.Joint construction
of text
Structure and
language features of
an argument
We are learning to
write an argument in a
persuasive piece.
Success Criteria:
I am doing well if I
- can write a topic
sentence that
synthesises the
argument.
- can use emotive
language and
connectives in my
argument.
- can use factual
evidence to support my
argument.

12. Independent
construction of text
We are learning to
plan our own piece of
persuasive writing

Revisit the
Persuasion Map
- Order arguments from
the most persuasive to
the least persuasive.
- Explain that they
should be ordered like
this in a written
persuasive piece (Wing
Jan, 2009, p. 166).

Collaboratively write a
Small group construction
Share time
Assessment Criteria:
short argument based on
- Arrange students into
Each group will have the
- Can collaboratively
the topic: The Chinese
small groups and have them opportunity to share their
write a clear topic
miners were treated fairly on choose one of the other
short argument with the class sentence that synthesises
the goldfields.
arguments from the
the argument.
- Choose one of the
proforma to construct
Discussion questions
- Uses emotive language
arguments identified in the
together.
- Were they convincing?
and connectives in the
proforma from the previous
- Students can allocate
- What made them
written argument.
lesson and use the evidence
responsibilities to expert
convincing?
- Uses factual evidence to
listed to form your collective individuals in each group;
- How will you use this when support the written
argument.
Connectives Captain,
writing your own persuasive argument.
- Verbalise the process you
Emotive Language Leader,
piece?
Assessment Strategies:
work through as you write
Supporting Fact Finder,
- Observation of the focus
and the decisions you make
Topic Sentence Synthesiser.
group, recorded using
as a writer (Wing Jan, 2009,
- Collectively they write one
anecdotal notes
p. 177)
argument.
during/after session.
* Begin with a sequencing
- Observation of verbal
connective
Teacher focus group
peer assessment during
* Write a topic sentence that Conduct a guided writing
sharing time, recorded
synthesizes the argument.
session with a small group
using anecdotal notes
*Use emotive language
of students. This may
during/after session.
* Use factual evidence to
include the EAL/D students.
- Collection and analysis
support the argument.
- Probing questions
of written arguments,
*Use connectives throughout *Have you used connectives
recorded in a checklist.
the paragraph to create
to make your argument
coherence.
flow?
- Use questioning to
* Do you have facts to
encourage and facilitate
support your opinions?
student participation and
* Could you use a stronger
ideas.
word to provoke a more
* Which sequencing
emotional response from the
connective could I use?
reader?
* What powerful word could * Do you feel persuaded
I use to evoke an emotive
when you read your
response?
argument?
Students independent writing prompt: Life on the Goldfields in the 1850s was definitely not GOLDEN. Conditions were harsh and only the lucky
ones struck it rich. There was little luxury and those who made the horrendous trek to the goldfields from all parts of the globe were lucky to
survive. Australia, the lucky country? NOT in the 1850s!
Students will use the online proforma to plan their persuasive argument following the process modelled by the teacher during joint construction.
(See Appendix 14)

8|Page

13. Independent
construction of text
We are learning to
construct our own
piece of persuasive
writing.
14. Independent
construction of text
We are learning to edit
our own piece of
persuasive writing.
15. Independent
construction of text
We are learning to
publish our own piece
of persuasive writing.
16. Reflecting on
language choices
We are learning to
evaluate our
persuasive writing.

Students begin writing their draft persuasive piece. Students will refer to the posters created when investigating the structure and language features
of a written argument to aid in their writing. The teacher will engage in roving conferences with students.

Students will edit their draft persuasive piece. Self edit, peer edit and teacher edit. The teacher will hold editing conferences.

Students will publish their persuasive piece on the computer.

Students undertake a self-assessment of their written piece using a checklist, which identifies the structural and language features discussed,
modelled and practised throughout the unit (See Appendix 15). Published student work is collated in an online document like an e-book, which all
students have access to, and students are given time to read other students published persuasive pieces. The creation of a whole class concept map
about the Gold Rush is lead by the students and compared to the brainstorm conducted at the beginning of the unit to highlight student learning
throughout the unit.

9|Page

References
Australian Children's Television Foundation and Education Services Australia. (Accessed, October 10, 2015). My Place for Teachers. Retrieved from
http://www.myplace.edu.au/home.html
Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Heinemann, Portsmouth,
N.H.
Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in mainstream classes. Newtown: PETAA. pp. 48-75. Retrieved from
https://leocontent.acu.edu.au/file/f149d8c8-85f2-44ea-abaf-a65b07d2a425/1/Hertzberg13920.pdf
Latham, D. (2005). Speaking, listening and learning: a rationale for the Speaking and Listening Profile. English in Education, 39(1), 60-74. DOI:
10.1111/j.1754-8845.2005.tb00610.x
Sovereign Hill. (n.d.). Education: programs. Retrieved from http://education.sovereignhill.com.au/programs/
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.

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