Your challenge: Write an email to the editor about why it is important for humans to protect the natural environment

from pollution. Your letter to the editor will need to be typed and emailed (to class teacher) as then it will be printed and displayed or published in the School Newsletter. The process 1. Refer back to the information you have learned about letter to the editors. 2. Make a plan of your letter to the editor. You must use the table provided on this task sheet. This must be completed by the first monitoring date. 3. Find supporting facts for your arguments in your plan (you can refer back to the facts you have found throughout the unit). 4. Start your draft. Discuss your draft and ideas with the Learning Manager. This must be completed by the second monitoring date. 5. Edit your draft. Ensure you pair up with someone to evaluate each others work. You need to suggest one thing that you can see they have done well and one thing that you think they need to improve on. This must be by the third monitoring date. 6. Proofread your draft. Complete the persuasive writing checklist to evaluate your own work. This must be completed by the fourth monitoring date. 7. Use a computer to type your letter to the Editor. Show the Learning Manager once you have typed your letter and hand in on the due date. Make sure you have had your Assessment Task Time Table signed by the Learning Manager. (This form needs to be printed) Assessment Task Time Table Date Monitoring Date Monitoring Date Monitoring Date Monitoring Date Due Date Work Progress Plan completed Draft completed Edited draft Proofread draft Publish draft Teachers signature

Years 5 & 6 learning area standards descriptors: English Guide to Making Judgements The folio of student work has the following characteristics: A B Knowledge Knowledge

C Knowledge

D Knowledge

E Knowledge

Comprehensive, detailed and accurate knowledge and understanding of purpose, audience and generic structure of letter to the editor. Detailed knowledge of how texts are constructed to influence the reader.

Detailed and accurate knowledge and understanding of purpose, audience and generic structure of letter to the editor. Knowledge of how texts are constructed to influence the reader.

Sound knowledge and understanding of purpose, audience and generic structure of letter to the editor. Knowledge that texts are constructed to influence the reader.

Developing knowledge and understanding of purpose, audience and generic structure of letter to the editor. Developing Knowledge that texts are constructed to influence the reader.

Beginning to develop knowledge and understanding of purpose and generic structure of a letter to the editor. Beginning to develop knowledge that texts are constructed and some awareness that texts are intended to influence the reader.

Constructing A. Writes a clear, precise opening statement that states arguments that will follow. B. Presents a well-researched argument selecting assertions and evidence in an attempt to influence the reader. C. Writes a final paragraph that restates the main points with an effective conclusion. D. Selects vocabulary to influence the reader (controlling and emotive

Constructing A. Writes an opening statement that clearly states the position to be taken. B. Presents reasoned arguments in some planned or systematic way, but with limited supporting evidence for each assertion made. C. Attempts to summaries with a paragraph that substantiates the position adopted. D. Selects vocabulary to impact

Constructing A. Writes an opening statement that states the position. B. Includes arguments in an arbitrary manner providing some supporting evidence. C. concludes with a personal statement. D. Begins to choose vocabulary for effect (controlling and emotive words). E. Writes satisfactory using

Constructing A. Writes a disjointed opening statement that states the position. B. Presents information that may not maintain the stated position. Includes information that is more personal than evidence. C. Writes a final statement that may not refer to the position taken. D. Uses vague vocabulary (controlling and emotive words). E. Writes superficially using pronouns

Constructing A. Writes an unclear opening statement that states the position. B. Presents information that does not maintain the stated position. C. Writes a vague final statement that does not refer to the position taken. D. Uses minimal vocabulary (controlling and emotive words). E. Writes unclearly using pronouns

words). E. Writes cohesively using pronouns to link to nouns.

(controlling and emotive words). E. Writes coherently using pronouns to link to nouns.

pronouns to link to nouns.

to link to nouns.

to link to nouns.

Presentation (ICTS) It is exceptionally attractive in terms of design, layout and neatness. Correct use of format and email

Presentation (ICTS) It is attractive in terms of design, layout and neatness. Correct use of format and email

Presentation (ICTS) It is acceptably attractive though it may need more effort for design and layout. Correct use of format and email

Presentation (ICTS) It is of low standard and layout is very poorly designed. Attempted to use correct format and email

Presentation (ICTS) No effort has been made on presentation.