DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan

C2CName Unit 2: Creating persuasive articles Learning area English

Year Level 3 / 4 Duration 5 weeks

Class Teacher

Unit Outline

In this unit, students read, view and analyse digital written and spoken persuasive texts. They use their growing knowledge of literature and language to write a persuasive article for a class magazine.

Curriculum intent: Content descriptions Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

YEAR 3Language for interaction

Examine how evaluative language can be varied to be more or less forceful

The modal verbs in English (for example ‘will’, ‘may’, ‘might’, ‘should’, ‘could’) modify the certainty of verbs and are mastered late in the language progression of EAL/D students. Students will need assistance in manipulating modality for correct effect.

Discuss different modal verbs in context (for example in school rules, road rules).

YEAR 3Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Speculation requires the use of hypothetical language structures (for example ‘I think the author chose this because’ …). EAL/D students in the Beginning and Emerging phases will not be using these structures.

Provide alternative options for EAL/D students in the Beginning and Emerging phases to respond to literature

YEAR 3Text in context

Identify the point of view in the text and suggest alternative points of view

Identifying a point of view requires students to be able to analyse the word choice and how this affects the reader/viewer/listener. EAL/D students in all phases of their English language learning will find this variously challenging.

Allow EAL/D students to engage with this task in ways commensurate with their EAL/D learning progression.

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Substitute modal verbs in a sentence and discuss the changes in intensity of meaning.

Give EAL/D students multiple opportunities to use new vocabulary in guided and independent spoken and written contexts.

Text structure and organisation

Understand how different types of text vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences

Text structures are socially constructed, and so are not universal. EAL/D students with print literacy in their first language may have other expectations and experiences of how a text is structured.

Provide text structure frameworks within which to write specific types of texts.

Use model texts to demonstrate and explain appropriate language choices and sentence structures.

Make the links between type of text and purpose explicit.

Build, with students, language appropriate to the type of text.

Understand that paragraphs are a key organisational feature of written texts

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing lettersHearing the difference between informal and formal language is difficult for EAL/D students.Unpack the words within contractions and explain the contexts in which they may be used.

Expressing and developing ideas

Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to

(for example through drawing).

Provide oral and written models of speculative sentence structures for EAL/D students in the Emerging and Developing phases.

Provide sentence stems to scaffold EAL/D students’ use of hypothetical language structures.

Responding to literature

Develop criteria for establishing personal preferences for literature

Examining literature

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

Noun groups are made by adding adjectives to nouns. In English, we prefer an order for adjectives in noun groups (for example ‘a beautiful red balloon’ rather than ‘a red beautiful balloon’). This preference for opinion adjectives before factual ones is innate for native English speakers because of their sense of the language.

Other languages may order adjectives very differently (for example adjectives after the noun).

Explicitly teach word order to EAL/D students in the context of the sentences they are speaking, reading and writing. Writing words on sentences strips, then cutting and rearranging them in the right order is a helpful strategy.

Some will be able to decode, others to analyse, and the more able will identify the point of view. Use oral, visual and digital texts to practice this skill.

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Collaboration and cooperative learning are not universal learning styles. Some students will have come from a schooling system where they were required to work individually, rather than collaboratively.

Teach group work skills explicitly and reward them positively.

Be aware that there may be cultural sensitivities when assigning groups. A discreet conversation with the student/s before this commences will be useful in avoiding any issues (such as mixing boys and girls, certain ethnic groups, or different mobs).

Give EAL/D students multiple opportunities to interact with other students through collaborative learning experiences.

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of types of texts experienced by other students in the classroom.

Provide models of all types of texts. EAL/D students in the Beginning phase will require extra scaffolds such as sentence stems and vocabulary lists.

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and

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be in agreement

Understanding subject–verb agreement requires an understanding of verb types and tenses in English.

Verbs in English may be regular or irregular. Regular verbs follow predictable patterns when written in the past (for example adding ‘ed’). Irregular verbs are commonly used, but have challenging and unpredictable forms in the past (for example ‘teach – taught’).

Regular verbs add ‘s’ to the base verb in the third person to achieve subject–verb agreement (for example ‘she walks’).

Irregular verbs use other structures (for example ‘she is’).

Pay attention to the errors that EAL/D students are making with verbs, and support them with lists of irregular verb structures in context, and provide examples as the students show a need to use them.

Understand that verbs represent different process (doing, thinking, saying and relating) and that these processes are anchored in time through tense

Tense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of English, which has more than nine tenses. These are not interchangeable and are used to make fine distinctions of meaning. For example: ‘The little red hen baked the bread. The little red hen was baking the bread. The little red hen has baked the bread’.

EAL/D students’ use of tense and readiness to learn new tenses are dependent upon where they are on the EAL/D learning progression.

Explicitly teach the ways in which verbs work in English.

Use shared reading of texts to explain how different text structures work.

phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

Self– correction requires an innate sense of what sounds right in English and what makes sense. EAL/D students in the Beginning and Emerging phases of learning do not have this sense of the language and cannot easily self– correct.

EAL/D students in these early phases of learning usually do not have enough language knowledge to predict upcoming words.

Explicitly teach what is possible in English grammar and vocabulary, and do not rely on questions such as ‘Does this sound right?’ or ‘Does that make sense?’

Reading assessment methods such as Running Records, Retells (oral, written or drawn) and comprehension questions (oral, written or drawn answers) are a crucial component of assessing reading competency in EAL/D students.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features

Inferences are made through an assumption of cultural knowledge, or through an understanding of a range of vocabulary (for example good synonym knowledge), or from the use of reference words, or through literary devices such as metaphor.

Provide EAL/D students with specific instruction in all these language features to access meaning in texts.

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting

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Give EAL/D students multiple opportunities to practice the use of tense in structured verbal contexts at levels commensurate with where they are on the EAL/D learning progression.

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments

Just as written texts are socially constructed, so are visual texts. It is important not to assume that visuals are an ‘international’ language that is read the same way in all cultures.

The images in visual texts are culturally based and will not necessarily be obvious or familiar to EAL/D students. For example, colour has different symbolic meanings in different cultures.

Visual texts need to be analysed and explained in the same way as written texts.

Explain the images in texts, and select a range of visual texts to examine in order to broaden the appeal for the diversity of students in the classroom

Learn extended and technical vocabulary and ways of expressing opinions including modal verbs and adverbs

The vocabulary of feelings and emotions is challenging for EAL/D students in all phases of language learning, as it is often abstract. Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns, as these nouns represent ideas, concepts and qualities.

The modal verbs in English (for example ‘will’, ‘may’, ‘might’, ‘should’, ‘could’) modify the certainty of verbs and are mastered late in the language progression of EAL/D students. Many languages have no modality. Students from these backgrounds will need support in understanding how a degree of certainty can create

print, and multimodal elements appropriate to the audience and purpose

Text structures are socially constructed, and so are not universal. EAL/D students with print literacy in their first language may have other expectations and experiences of how a text is structured.

Simple and compound sentence structures are the first ones mastered by EAL/D students.

Complex sentences are learned further along the EAL/D learning progression

.Provide text structure frameworks within which to write specific types of texts.

Use model texts to demonstrate and explain the steps in a type of text.

Engage students in teacher– led joint construction of new types of texts.

Develop with students a list of words that may be appropriate for the type of text (for example language of modality for persuasive texts).

Provide explicit instruction in how to construct complex sentences, as well as the ways in which phrases and clauses giving extra information can be moved around for effect in English sentence structure.

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn.

EAL/D students in the Beginning and Emerging phases are unlikely to be able to self-correct errors in writing, or recognise the alternative choices when using spell

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nuance or indicate deference.

Make use of bilingual assistants and bilingual dictionaries, as EAL/D students are more likely to know this vocabulary in their first language.

Build glossaries of technical vocabulary.

Build concept maps of related vocabulary words.

check.

Supply a scaffolded editing checklist for EAL/D students (for example underlining a spelling mistake, and indicating which letters are incorrect; underlining a word in the incorrect tense and indicating which tense was required).

Model the editing process for EAL/D students.

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

EAL/D students’ knowledge of ICT may be much less or much better developed than their peers. Different languages have different placement of keys on the keyboard, and so EAL/D students’ ability to word process may be compromised.

Explicitly teach keyboard skills, including charts that show upper-case and lower-case matches (as keyboards are in the upper case).

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YEAR 4

Language for interaction

Understand differences between the language of opinion and feeling and the language of factual reporting and recording

EAL/D students often learn the social language of school quickly, and this masks the challenges they may be facing with the academic language of the classroom, which becomes more predominant in the upper primary grades.

Monitor the language use of EAL/D students in the Developing and Consolidating phases of English language learning.

Provide explicit prompts and models for language for different purposes.

Explicitly teach text structures and vocabulary for expressing opinions and factual reporting.Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the audience

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of types of texts experienced by other students in the classroom.

Provide models of all types of texts at all times. EAL/D students in the Beginning phase of English language learning will require extra scaffolds such as sentence stems and vocabulary lists.

Understand how texts are made cohesive through the use of linking devices including pronouns, reference and

YEAR 4Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships

All cultures have literary traditions, either oral or written, or both. These traditions can be drawn upon when identifying texts to examine in the classroom.

Invite EAL/D students to share favourite stories from their own lives, understanding that these may sometimes be oral stories. Family members and bilingual assistants, where available, can be helpful in identifying traditional and favourite stories.

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not have built a metalanguage for talking about texts.

Provide glossaries and annotated examples of work that make metalinguistic terminology clear.

Examining literature

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, neologisms and puns

The ability to play and innovate with language is a very advanced language skill that all EAL/D students will find challenging. It requires a wide vocabulary but also relies on cultural references that may not be in the experiences of the EAL/D learner.

YEAR 4Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information

Colloquial language can be challenging for all EAL/D students because it often references cultural expression with which they have little experience (for example He is pulling your leg) or is metaphorical (for example Now you’re talking!).

Explain the cultural references behind expressions and be aware of possible misinterpretation of expressions that may be taken literally by EAL/D students

Interpreting, analysing, evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, cross checking and evaluating texts

EAL/D students in the Beginning and Emerging phases of English language learning will not have the semantic and grammatical resources to read different types of texts independently.

Provide students in the Beginning and Emerging phases of English language learning with a variety of texts with content of interest to them, and supportive vocabulary and syntax, such as texts that make use of repeated phrases or refrains and support their reading.

Provide students in the Developing and Consolidating

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text connectives

Pronoun systems operate differently in different languages, and sometimes are not used at all to differentiate gender. EAL/D students in the Beginning and Emerging phases of English language learning require specific instruction.

As a before– reading activity, track the nouns and pronouns in a text by highlighting each in the same colour (for example ‘Erosion is a problem. It affects ...’).

Students could do similar highlighting of their own or peers’ written texts.

Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech

The conversion from dialogue to reported speech requires sophisticated knowledge of the tenses, which will be challenging for all EAL/D students.

In English, tense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of English, which has more than nine tenses.

Show EAL/D students the way in which the tense changes from dialogue (‘I will go to the park’) to reported speech (‘He told me he was going to the park’).

Provide models and opportunities for oral practice of the tense changes.

Use examples from texts, particularly dialogue in imaginative texts, to teach direct speech.

Expressing and developing ideas

Understand that the meaning of sentences can be enriched though the use of expanded noun and verb groups and phrases

Adverbial phrases can often be moved in the sentence to achieve different effects (for example ‘In the deep

Explain puns and spoonerisms by unpacking the way they have been constructed and explaining the cultural context. Visuals can help.

Nonsense words and neologisms are often formed on an intuitive instinct for the way morphemes work in English. This can be a teaching opportunity for EAL/D students.

phases of English language learning with scaffolds and vocabulary lists to help them engage with new texts.

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating text.

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

Text structures are socially constructed, and so are not universal. EAL/D students with print literacy in their first language may have other expectations and experiences of how a text is structured.

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of text types experienced by other students.

Provide text structure frameworks within which to write specific types of texts.

Use model texts to demonstrate and explain the steps in a type of text. Engage students in teacher– led joint construction of new types of texts. EAL/D students in the Beginning phase of English language learning will require extra scaffolds such as sentence stems and vocabulary lists

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to

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blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin frolicked in the deep blue ocean’).

Prepositions such as on, up, with are challenging words in English. They often collocate with other words as part of phrases (for example ‘on the weekend’, but ‘in the holidays’; we travel ‘on a bus’, but ‘in a car’).

Teach EAL/D students the ways in which phrases can be moved around in sentences for effect and be explicit about what is possible.

Teach prepositions within phrases, keeping words together to ensure that EAL/D students hear and see them in context, and provide wall charts of common examples.

Investigate how quoted (direct) and reported (indirect) speech work in different types of text

The conversion from dialogue to reported speech requires sophisticated knowledge of the tenses, which will be challenging for all EAL/D students.

In English, tense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of English, which has more than nine tenses.

Show EAL/D students the way in which the tense changes from dialogue (‘I will go to the park’) to reported speech (‘He told me he was going to the park’).

Provide models and opportunities for oral practice of the tense changes.

Use examples from texts, particularly dialogue in imaginative texts, to teach direct speech.

Understand how adverbials (adverbs and prepositional phrases) work in different ways to provide circumstantial details about an activity

Adverbial phrases can often be moved in the sentence to achieve different effects (for example ‘In the deep

learn. EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to be able to self– correct errors in writing, or recognise the alternative choices when using a spell check function.

Supply a scaffolded editing checklist for EAL/D students (for example underlining a spelling mistake and indicating which letters are incorrect; underlining a word in the incorrect tense and indicating which tense was required).

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

EAL/D students’ knowledge of ICT may be much less or much better developed than their peers. Different languages have different placement of keys on the keyboard, and so EAL/D students’ ability to word process may be affected.

Explicitly teach keyboard skills, including charts that show upper-case and lower-case matches (as keyboards are in the upper case).

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blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin frolicked in the deep blue ocean’).

Prepositions such as on, up, with are challenging words in English. They often collocate with other words as part of phrases (for example ‘on the weekend’, but ‘in the holidays’; we travel ‘on a bus’, but ‘in a car’).

Teach EAL/D students the ways in which phrases can be moved around in sentences for effect and be explicit about what is possible.

Teach prepositions within phrases, keeping words together to ensure that EAL/D students hear and see them in context, and provide wall charts of common examples

Explore the effect of choices when framing an image, placement of elements in an image, and salience on composition of still and moving images in a range of text types

Just as written texts are socially constructed, so are visual texts. It is important not to assume that visuals are an ‘international’ language that is read the same way in all cultures. The images in visual texts are culturally bound and will not necessarily be obvious or familiar to EALD students

Deconstruct and explain visual texts in the same way as written texts. Explain the images in texts, and select a range of visual texts to examine in order to broaden the appeal to the diversity of students in the classroom

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research

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General capabilities and Cross-curriculum priorities

Literacy

Students will have opportunities to: comprehend texts through listening, viewing and reading compose texts through speaking, writing and creating

ICT capabilityStudents will have opportunities to develop skills in:

Creating with ICT Managing and operating ICT

Critical and creative thinking

Students will have opportunities to develop skills in: inquiring – identifying, exploring and clarifying information generating innovative ideas and possibilities reflecting on thinking, actions and processes analysing, synthesising and evaluating information.

Ethical behaviour

Students will have opportunities to develop skills in: understanding ethical concepts and issues exploring values, rights and ethical principles.

Personal and social capability

Students will have opportunities to develop: self-awareness self-management

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Relevant prior curriculum

Students require prior experience with: understanding that different types of texts have identifiable text structures and language features that help serve its purpose identifying aspects of different types of literary texts that entertain, and give reasons for personal preferences discussing different texts on similar topics, identifying similarities and differences between texts.

Curriculum working towards

The teaching and learning in this unit works towards the following: understanding how texts vary in purpose, structure and topic as well as degree of formality using metalanguage to describe the effects of ideas, text structures and language features on particular audiences showing ideas and point of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can

change according to context.

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Eight Learning Management Questions (LMQs)When planning teachers make critical decisions around the Eight Learning Management Questions.

Supportive learning environmentDifferentiationLMQ: 1, 2 & 3 What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?Consider the individual needs and values of your students - including EAL/D, Gifted and Talented, and Special Needs and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural background.Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.The learning experiences within this unit can be differentiated by increasing:

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the frequency of exposure for some students the intensity of teaching by adjusting the group size the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks: student groupings will offer tasks with a range of complexities to cater for individual learning needs rotational groupings that allow for more or less scaffolding of student learning.

FeedbackLMQ 8 How will I inform teachers and others about the learners progress?Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use feedback to guide and improve their teaching practice.

Establish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Use feedback to inform future teaching and learning.

Feedback to students

Establish active feedback partnerships between students, teachers and parents/carers to find out: what each student already knows and can do how each student is progressing what each student needs to learn next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students’:

Year 3 inferential reading comprehension skills to identify points of view and persuasive features reading of texts to identify persuasive structures and language features understanding of the structure and language features of persuasive texts

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use of paragraphs to sequence ideas written draft texts

Year 4 inferential reading comprehension skills to identify points of view reading of texts to identify persuasive structures and language features knowledge of the structure and language features of persuasive texts ability to link and sequence ideas through text connectives written draft texts

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Complete a reflective list for future planning.

Reflection may include:

activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation) differentiation and future student learning needs.

Assessment

LMQ 7 How will I check the learners have made progress?Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit include:

Year 3 monitoringReading comprehensionMonitor how well students:

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use comprehension strategies to build literal and inferred meaning begin to evaluate texts by drawing on growing knowledge of text structures and language features.

Written persuasive argument from an opposing point of viewCollect students’ written responses to gather information about student understanding of:

audience text structure ideas language features such as specific noun groups and powerful verbs/verb groups sentence structure paragraph structure punctuation spelling.

Year 4 monitoringReading comprehensionMonitor how well students:

use comprehension strategies to build literal and inferred meaning integrate and link ideas analyse and evaluate texts.

Written persuasive argument from an opposing point of viewCollect students’ written responses to gather information about student understanding of:

audience ideas language features language features such as specific noun groups, adverbs and powerful verbs/verb groups sentence structure and cohesion paragraph structure text structure and cohesion punctuation spelling.

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Assessing student learningYear 3 Assessment — Creating a persuasive textStudents write a persuasive article for a class magazine

This assessment provides opportunities to gather evidence of student learning in:

LanguageText structure and organisation

Understand that paragraphs are a key organisational feature of written texts

Expressing and developing ideas

Understand that verbs represent different process (doing, thinking, saying and relating) and that these processes are anchored in time through tense Literacy Creating texts Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and

multimodal elements appropriate to audience and purpose

Year 4 Assessment — Creating a persuasive textStudents write a persuasive article for a class magazine.

This assessment provides opportunities to gather evidence of student learning in:

LanguageText structure and organisation

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

Expressing and developing ideas

Understand that the meaning of sentences can be enriched though the use of expanded noun and verb groups and phrases Literacy Creating texts Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating

control over text structure and language features

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Sequencing teaching and learningLMQ: 5 & 6 What will constitute the learning journey and what are the contexts for learning? Who does what?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning.Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiencesA suggested teaching and learning sequence is outlined below. For further information about learning focus and teaching strategies, refer to the lesson overview.

Exploring persuasion in narratives

Understand the meaning of persuasion Examine persuasive language Examine point of view Compare points of view Share opinions about persuasion

Exploring persuasion in magazines

Persuasive language in magazines Compare points of view Analyse letters to the editor Analyse the lifestyle articles Analyse persuasion in advertisements

Understanding persuasive structure

Write topic sentences in paragraphs Organise paragraphs Write introductory and concluding paragraphs Justify a point of view Consolidate knowledge of persuasive texts

Understanding persuasive argument

Write persuasive sentences

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Examine alternative points of view Write opposing argument Plan a persuasive argument Consolidate knowledge of persuasive arguments

Constructing and sharing a persuasive text

Write a draft Proofread and edit draft Publish digital text Share and reflect text

SpellingFor the teaching of spelling please refer to your school’s spelling resources

Making judgementsHow do I know how well my students have learned?Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

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YEAR 3In this unit, the assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

YEAR 4In this unit, assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

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Lesson overviews

Examining persuasion in narratives

Understand the meaning of persuasion (1 of 5)

introduce and explain purpose of the unit share prior knowledge of persuasion in texts examine what ‘to persuade’ means examine advertisements to examine how language

and images can be persuasive consider and list persuasive language role play situations that use persuasive language discuss the impact of persuasive language on

audience

Examine persuasive language (2 of 5)

discuss purpose and audience of narratives read texts explore persuasive language in narratives identify persuasive language in narratives (modal

verbs and adverbs, adjectives, repetition, questions) explore how to make language more or less forceful

to convince audience to point of view describe the effects of persuasive language on an

audience examine and understand modal verbs and

contractions analyse and compare texts

Examine point of view (3 of 5)

read, share and discuss points of view taken in narratives

infer meaning in a story read to students identify persuasive language in stories (modal verbs

and adverbs, adjectives, repetition, questions, word play, extended noun groups)

role play different points of view model writing a persuasive letter to a character

demonstrating a particular point of view

Compare points of view (4 of 5)

read, share and discuss points of view taken in narratives

read stories to infer meaning identify persuasive language in stories (modal verbs

and adverbs, adjectives, repetition, questions, word play, extended noun groups)

role play different points of view compare different points of view write a persuasive letter to a character expressing a

particular point of view

Share opinions about persuasion (5 of 5)

compare similar storylines by different authors describe and compare the effects of persuasive

language features on an audience use language of opinion to compare stories share and justify preferences and opinions about

persuasive language in stories

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Differentiation LMQ: 1, 2 & 3

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Resources LMQ 4ALL RESOURCES ARE FROM YEAR 3 UNIT 1 EXCEPT THOSE ASTERISKEDExamining persuasion in narrativesTextA range of narratives in which characters use persuasive language

Book: Green eggs and ham by Dr SuessBook: I wanna iguana by Karen Kaufman Orloff

*The three little pigs (any traditional version)*The true story of the three little pigs by A. Wolf (as told to Jon Scieszka)*Red Riding Hood (any traditional version)*The wolf’s story: What really happened to Little Red Riding Hood by Toby Forward; illus. Izhar Cohen*Goldilocks and the three bears (any traditional version)*Goldilocks and the three bears: Bears should share! By Alvin Granowsky and Lyn Martin*Jack and the beanstalk (any traditional version)*Giants have feelings, too by Alan Granowsky, Linda Dockey Graves and Henry Buerchkholtz

DigitalHealthy me, healthy you advertisement

http://www.health.qld.gov.au/healthymehealthyyou/advertisements.aspDreamworld advertisement

Smart Choices Food and Drink Spectrum posterhttp://education.qld.gov.au/schools/healthy/docs/smart-choices-spectrum.pdfApostrophe matching games:http://www.teachitprimary.co.uk/custom_content/free/whizzy-samples/8645.htmlhttp://www.teachitprimary.co.uk/attachments/8645.pdfModality chart

Find and prepareActivity: Find persuasive language in narratives

Activity: I wanna iguana – persuasive language in narrative

Activity: Modal verbs and associated contractionsActivity: Persuasive textsActivity: Points of viewChart of identified persuasive language Helpful information NAPLAN Persuasive devices continuum

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Exploring persuasion in magazines

Persuasive language in magazines (1 of 5)

examine audiences of and purposes for magazines identify degrees of formality of texts in magazines find examples of persuasive language and devices in

magazines identify and explain the effect of the persuasive

language and devices on an audience recognise how quotation marks are used read aloud an extract from a magazine

Compare points of view (2 of 5)

discuss purpose and audience of magazine article participate in shared reading of magazine article understand differences between language of opinion

and language of fact describe visual elements and techniques used to

persuade the audience investigate differences between direct and indirect

speech identify the purpose of adverbial phrases identify the purpose of cohesive links in text read and comprehend magazine article read to identify and compare different points of view

in a text

Analyse letters to the editor (3 of 5)

discuss purpose and audience of letters to the editor shared reading of two letters to the editor using

before, during and after strategies read and comprehend texts identify main points citing evidence from the text identify the persuasive structure in both letters identify and list persuasive language identify and list persuasive devices and explain their

effect on the audience identify and understand the use of cohesive links in

text compare complexity and formality of texts

Analyse lifestyle articles (4 of 5)

discuss purpose and audience of article shared reading of the lifestyle text identify, discuss and analyse structure and the

persuasive language used in a letter model some questions and answers answer comprehension questions independently describe and compare visual elements and

techniques used to persuade the audience compare complexity and formality of texts

Analyse persuasion in advertisements (5 of 5)

discuss purpose and audience of advertisements read advertisements and review comprehension

strategies in reading identify key words, persuasive language and

persuasive devices use language of opinion to examine advertisements justify opinions about persuasive language in stories answer comprehension questions independently describe and compare visual elements and

techniques used to persuade the audience compare complexity and formality of texts

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Differentiation LMQ: 1, 2 & 3

Resources LMQ 4

TextA variety of suitable print or online magazines: children’s, gardening, cooking, fashion, fishing, motor car, football, etc.

DigitalFind and prepareWords of persuasion chart

Digital recording device to record student reading

Model template: Building a paragraph

Activity sheet Words of persuasion

Helpful informationNAPLAN Persuasive devices continuum

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Understanding persuasive structure

Write topic sentences in paragraphs (1 of 5)

listen to a persuasive talk identify main points of persuasive talk describe the effect of text structure on the audience identify cohesive links in paragraphs identify the effects of persuasive language and

devices identify noun groups and adverbial phrases used to

create richer descriptions view and discuss model template for a paragraph

(topic sentence + 1 or 2 additional sentences) write a persuasive paragraph compare paragraphs

Organise paragraphs (2 of 5)

read I love Queensland by Hannah view and discuss structure — Introduction,

paragraphs a, b and c and conclusion in the digital text

identify main points, paragraphs, introduction and conclusion in a persuasive text

identify persuasive language and devices describe the effect of cohesive links, adverbial

phrases, extended noun and verb groups to persuade describe the effect of text structure on audience

Write Introductory and concluding paragraphs (3 of 5)

divide a text into paragraphs identify cohesive links write an introduction including a topic sentence and

cohesive links write a conclusion to a text including a topic sentence

and cohesive links read completed version of texts to see different

interpretations paired analysis of a persuasive text

Justify a point of view (4 of 5)

read two sides of an argument discuss both sides of argument: for and against identify and compare persuasive language structure

and features of each point of view identify the use of cohesive links paired construction of a further persuasive argument share texts with peers share and justify opinions about strength of

persuasive arguments

Consolidate knowledge of persuasive texts (5 of 5)

revise and consolidate textual structures and language features of persuasive texts

revise the use of persuasive devices for effect

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Differentiation LMQ: 1, 2 & 3

Resources LMQ 4

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Understanding persuasive argument

Write persuasive sentences (1 of 5)

identify types of sentence structures – simple, compound, complex

identify persuasive language features and devices in sentences.

discuss impact of persuasive language in sentences compare sentences without persuasive language to

those with added persuasive language features identify the type of persuasive language used to add

impact to these sentences write appropriate persuasive sentence structures

using conjunctions

Examine alternative points of view (2 of 5)

listen to a persuasive talk consider and list alternative points of view to

argument write the opposing argument use persuasive language and set out in paragraphs

using a template use cohesive links and extended noun and verb

groups to persuade the audience

Write opposing arguments (3 of 5)

complete the opposing argument use persuasive language and devices use cohesive links set out in paragraphs using a template reflect on student’s work

Plan a persuasive argument (4 of 5)

discuss requirements of task read and discuss Guides to making judgments consider topics choose a topic for your persuasive magazine article list main ideas onto a planning template list ideas for an image to include with text share plan with peers

Consolidate knowledge of persuasive arguments (5 of 5)

revise and consolidate textual structures and language features of persuasive arguments

revise the use of persuasive devices for effect

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Differentiation LMQ: 1, 2 & 3

Resources LMQ 4

Understanding persuasive argumentDigitalFind and prepareActivity: Joining clauses

Activity: Persuasive language in sentences

Activity: Add a clause

Activity: Making sentences more convincing

Activity: Getting ideas

Template, Plan your persuasive argument

Helpful informationNAPLAN Persuasive devices continuum

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Constructing and sharing a persuasive text

Write a draft (1 of 5)

write a draft copy of persuasive argument

Proofread and edit draft (2 of 5)

discuss proofreading and editing process self-assess draft using checklist peer edit draft of persuasive argument with comments engage in peer editing of persuasive argument reflect on editing and proofreading process

Publish digital text (3 of 5)

demonstrate use of software create persuasive argument using digital software add a related image upload text as magazine article to online class

magazine read peers’ magazine articles

Share and reflect on texts (4 and 5 of 5)

view class magazine on screen share and present articles peer review of persuasive articles justify use of persuasive language in magazine article reflect on presentation of persuasive article

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Differentiation LMQ: 1, 2 & 3

Resources LMQ 4

Constructing and sharing a persuasive textDigitalWord processing softwareOnline class site (e.g. edStudio)

Find and prepareActivity: Draft of persuasive argument

Online class magazine with completed articles

Helpful informationNAPLAN Persuasive devices continuum

BBC SkillswiseProofreading factsheetsSlideshow presentationPeer Edit with Perfection TutorialMagazine template in online class site (e.g. EdStudio)

References

http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspxhttp://www.scootle.edu.au/ec/p/home

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