GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Assessment Task 3- Writing Literacy Planner Year 5

Section 1- Focus and rationale for planning:
Through this unit grade 5 students will be developing their persuasive writing skills. This episode was chosen as it builds knowledge around life in the 1910s
through exploring various characters daily life, their feelings, and opinions. Students will have had previous lessons that also built this topic knowledge about
World War 1. The video choice of 1918 also is directly linked to AusVELS History curriculum for year 5 which will further guide their learning. By the end of
the unit students will have explored features of persuasive texts such as emotive language, linking words, structure, and how to form and support arguments.
This knowledge will help students to successfully and independently be able to write their own persuasive text.
(119 Words)

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Section 2- LITERACY / UNIT PLANNER

Topic: Episode 10 1918: Bertie Impact of War

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type
and mode

1. Whole text structure of a Persuasive Argument

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

argued- this may be called the thesis statement

A statement of opinion, position or proposal that may be part of

the opening statement

Arguments (points 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 for the text-type:

2. Sentence level
-

Emotive words and phrases used to persuade reader

3. Word level
-

Connectives for example: firstly, secondly, finally

Conjunctions for example: because, therefore

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

CONTEXT: Overview of series of lessons and background information

Persuasive
Argument

Term: 3 Weeks: 6
Listened
to

Spoken

Read

Date: 30/9/14

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,

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Through this unit grade 5 students will be developing their persuasive
writing skills. This episode was chosen as it builds knowledge around
life in the 1910s through exploring various characters daily life, their
feelings, and opinions. Students will have had previous lessons that
also built this topic knowledge about World War 1. By the end of the
unit students will have explored features of persuasive texts such as
emotive language, linking words, structure, and how to form and
support arguments. This knowledge will help students to successfully
and independently be able to write their own persuasive text.
Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to write a persuasive
argument piece about conscription within Australia during WW1
Learning behaviours: I need to Listentootherpeoplesopinionsand
considertheirthoughtstobuildmyunderstanding.
Success criteria: I know Im doing well if I can provide evidence to agree
or disagree with the topic of conscription within WW1 in Australia.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning;
Inferring; Determining important ideas; Summarising; Finding evidence in the text;
Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing;
Recognising cause and effect; Skimming and scanning; Five semiotic systems: linguistics,
visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, 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)

Topic-specific vocabulary for the unit of work:

Inventions, technology, currency, lifestyle, decade, timeline, era, ideas,
history, stereotypes, World War 1, government. conscription
Argument, reason, emotive language, paragraph, linking words,
rebuttal, rhetorical questions, evidence.

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne:
OUP. 1918. Bertie; EPISODE 10 English teaching resources downloaded on 5/10/14 from
www.myplace.edu.au/.
My Place website www.myplace.edu.au Video clip Episode 10; Bertie ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
Studio Portrait: http://www.myplace.edu.au/TLF_resources/R8604/resource.html
Department of Education WA. (2013). First Steps, Writing Resource book. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Analysing
Checking
Classifying
Cooperating
Considering options
Designing

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting

Listening
Locating information
Making choices
Note taking
Observing
Ordering events

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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Elaborating

TEACHING & LEARNING CYCLE

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

Justifying

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 ...

Session 1: Building
topic knowledge
We are learning to ...
find evidence and
justify our ideas

Brainstorming:
- What would
life be like for
children in
1918?
- What would a
house look
like?
- Who would
they live with?
- What was
happening in
Australia in
1918?
- Why was this
occurring?
Ask the students to
discuss what would be
better life in 1918 or
now?
(Adapted from
Myplace, 1918,
teaching resource)

Organising

Questioning

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)

Think aloud:
Whilst watching On tick
Episode 10 (1) have the
students use post it notes to
record evidence that agrees
or disagrees why life was
better in 1918.
Explain and discuss with the
students about the
importance of identifying
facts in order to support
opinions (Wing Jan, 2009,
pg. 177)

Revising

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)

Have the students analyse

the photograph Studio
portrait of Private Alf
Lovett (Myplace TLF
resource)
Students use post it notes to
take notes, showing evidence
that supports why/ why not
life was better in 1918.
Focus Group: (EAL
students)
Recap brainstorm, writing
useful vocabulary on post it
notes.
Watch On tick Episode 10
(1) again. Teacher pauses
movie at different points.
Prompt students to think
about evidence that
demonstrates good or bad
aspects of living in 1918.
CLOZE: Teacher records the
notes from students ideas on
butcher paper, leaving space
for the students to
write/place post it notes with
brainstormed vocabulary
(First Steps, 2013, pg 111)

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.

Using a venn diagram

compare and contrast life
for people in 1918 and
today.

By collecting the students

post it notes the teacher is
able to record through
anecdotal notes to see
whether evidence that was
found was relevant to
justifying why life was
better in 1918 compared
to today.

Get students to use their

post it notes of evidence
they have found, to fill in
the whole class diagram.
Reflect upon the completed
diagram. Take a vote on
which era is better for
people to live in.

Teacher can also observe

verbal justifications in the
share time and record if
students have drawn on
evidence from the
evidence or photograph
on a checklist.

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Session 2: Building
text knowledge
We are learning to
explore a variety of
texts and list our
understandings of the
topic
Session 3: Building
text knowledge
We are learning to
list our understandings
into a class glossary
Session 4: Building
text
knowledge/
Model the genre

We are learning to
justify our responses
using formulated
opinions through role
play

We work with mixed ability groups and collaboratively view a selection of texts (e.g.videos, pictures, books). We return to the whole class and
brainstorm all of our understanding around the focus question: Why do you think people were conscripted to war in 1918? We then create a class
glossary of terms using topic-specific vocabulary from what we read and view.

We continue to work with mixed ability groups and collaboratively view a selection of texts (e.g.videos, pictures, books). We return to the whole
class and brainstorm all of our understanding around the focus question: Why do you think people were conscripted to war in 1918? We then create
a class glossary of terms using topic-specific vocabulary from what we read and view.
Read to:
Watch Impact of War
Episode 10 (2)

Brainstorm:
Use graphic organiser
(Appendix 1) on the IWB to
fill in the 3 different
characters (Evelyn, Bertie
and Sid) different opinions
on whether Bertie should tell
his mother about the death of
Freddie Miller.
Explain the importance of
conjunctions when
connecting ideas together
and have the students
practice using these in their
responses.
In the graphic organiser list
the possible reasons and
arguments for each
characters stance (Wing Jan,
2009, pg. 171)

Role Play:
In groups of 3. Children
create a role-play of the 3
characters. They are given
the prompt (Hertzberg, 2012)
You are now (characters
name) and are sitting at
Berties dining room table.
You need to inform the other
2 group members at the table
what you believe Bertie
should do and why. You
must all agree on a solution.

Role Play:
Students present their roleplays to the class.
2 members of the class give
positive and constructive
feedback by providing 2
stars (positive things) and a
wish (things to improve on)
about the performance.

Through observation of
the role-plays, teacher
fills out rubric (Appendix
3) which assesses groups
ability to clearly
communicate and identify
the opinions of the
different character and
provide reasons and
justification for the
characters opinion.

Focus Group: EAL

students
Mini lesson: Re-watch
Impact of War. Pause after
each character makes their
statement.
Literal questions: What was
their argument?
Evaluative questions: Would
you say it the same way?
Inferential questions: What is
another way we can say the

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same thing? What else could

you say if you were that
character?

Session 5: Guided
activities to develop
vocabulary or
specific language
feature
We are learning to
review the structure
and language features
used in persuasive
arguments.

Session 6: Guided
activities to develop
vocabulary or
specific language
feature
We are learning to
build our emotive

Shared Reading:
Display enlarged
copies of various
persuasive arguments
around classroom.
Ask the students What
do all of these have in
common?
Students add labels to
graphic organiser
Sunshine Wheel
(Appendix 4) to show
what they know about
features of persuasive
arguments. Discuss
unfamiliar terms. Add
to class glossary

Think Aloud:
Model how to deconstruct
and annotate aspects of the
structure of a persuasive
argument. Clearly label the
names of the various aspects
- Strong emotive
words
- Arguments
- Conjunctions
- Questions
- Evidence
- Rebuttal evidence

Watch episode 10 (3),

Armistice
List on the whiteboard
emotive words used by
Bertie at 56 seconds

Think, Pair, Share

Brainstorm words that are
synonyms. For example
good and great.
Write a new synonym on a
new A4 paper.
Create a class Word Cline
by choosing 5 children to

(Wing Jan, 2009, pg.

170)

Students are given a visual

of one of the 3 characters.
The students act as theyre
given character cards
(Appendix 2) and share their
points of view of whether
Bertie should tell his mother
about Freddie Miller.
(Hertzberg, 2012)
In pairs, students deconstruct
and annotate 2 persuasive
arguments. Urge the students
to use the correct
terminology when annotating
the parts (e.g. opening
statement, arguments,
closing statement etc.)
Focus Group: EAL
students
Take a deconstructed text
that is cut into sections and
labels on the IWB. Ask the
students to discuss which
sections and labels coincide
and justify their answer.

Ranking
Children work in small
groups of 3 and are given a
list of words. Children create
synonyms for each word.
Then order words from
strongest to weakest (First
Steps, 2013, pg. 111)

Make text to text

connections drawing on
students previous
experiences of the set task
deconstructing persuasive
arguments.
Compare a persuasive
argument with an
argumentative piece.
Identify similarities and
differences.
Highlight the importance of
knowing the purpose and
audience for persuasive
texts.
Summarise key features by
using thinking routine I
usedtothinkNowI
know
Reflection circle:
How did you find the
activity?
How did you decide on how
to rank your words?
Were there any words that
you found difficult to rank?
How could this be useful in

Focussed observation of
students completing the
task in the small group.
How well do they know
the structure and language
features in the sample
persuasive argument?
Record on a checklist.

Anecdotal notes will be

made on the observations
of individual students and
their work and assess the
students ability to rank
strong words to weak
words.

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

vocabulary using word
clines.

Session 7: Joint
construction of text
We are learning to
formulate and identify
the structure of a
persuasive text

stand holding each A4 sheet.

Class then orders words in
order of emotiveness from
strong to weak. (First Steps,
2013, pg. 111)

Brainstorm
Arguments that support
the main idea (Bertie
should tell his mother
that Freddie Miller has
died) with evidence as
you fill in the graphic
organiser (Appendix 5)

Modelled Writing
Create a Flow chart
- Intro
- 3 arguments, with
supporting evidence
- Conclusion
On IWB, sort brainstormed
ideas into the flowchart.
Write a letter from Bertie to
his Mother. Intro paragraph
that states the main idea.
Focus on connectors to begin
second paragraph. State the
argument using strong
emotive language. Support
with evidence. (Wing Jan
2009, pg. .171)

persuasive writing?
Focus Group: EAL
students
Guided- Students are given a
list of synonyms. Students
draw pictures to match each
word. Scaffold with them the
meaning of the word. For
example, exploring features
of a good day, compared to a
magnificent day. Children
then order words, from
strongest to weakest (First
steps, pg. 111)
Independent Writing:
Children continue writing
letter starting a new
paragraph, using one of the
class flow chart, and
modelled example to help
structure paragraph ideas
from graphic organiser
(Wing Jan, 2009, pg. 171)

Students reflect on own

work samples by
completing a self
assessment rubric

Focus on assessment of
EAL students. Through
observations teacher
records whether students
have correctly placed and
justified their cutup
sections of the text in the
corresponding space on
the flowchart.

Focus Group: EAL

students
Guided Writing:
Students use a cut up
example of a persuasive text
and place on an enlarged
flow chart (showing
introduction, paragraph
1,2,3, and conclusion)
Teacher prompts students to
place the cutup sections of
the text into their
corresponding place on the
flow chart. Students justify

7|Page

their choice as they place it

down (Wing Jan, 2009, pg.
171)
Teacher gives students
highlighters to highlight the
beginning sentence of each
section of the flowchart.
Students then have to come
up with their own sentences
using the highlighted
sentences as a basis and also
brainstormed ideas from the
beginning of the session.
Session 8: Joint
construction of text
We are learning to
formulate and identify
the structure of a
persuasive text
Session 9:
Independent
construction of text

Students continue to write their independent writing of the letter to Berties mother. The focus group continues with teacher assistance writing their
own sentences for their letters. Teacher observing the EAL students to see their progress with paragraph writing and their structure of the letter.

Students will begin work on their individual persuasive text on the topic Should conscription be mandatory within Australia during the war?
Students using prior knowledge from the videos will formulate an argument for or against this topic using the formal structure of persuasive
writing. The focus group will receive guidance of how to structure their paragraphs when needed. The teacher will observe the students whilst
taking anecdotal notes and a checklist (Appendix 6) to see student progress.

We are learning to
formulate our own
persuasive texts
Session 10:
Independent
construction of text
We are learning to
formulate our own
persuasive texts

Students will continue work on their individual persuasive text on the topic Should conscription be mandatory within Australia? Students using
prior knowledge from the videos will formulate an argument for or against this topic using the formal structure of persuasive writing. The focus
group will receive guidance of how to structure their paragraphs when needed. The teacher will collect all students work and use a rubric
(Appendix 7) to assess the students knowledge of persuasive text writing.

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Session 11: Reflecting
on language choices
We are learning to:

Students will reflect upon what they wrote by brainstorming their ideas that were for or against the topic of Should conscription be mandatory
within Australia during the war? Have the students discuss the types of words they used to persuade their audience of their argument. Allow
students to read out their persuasive piece to the class and give feedback by completing the thinking routine 2 stars (positive things) and a wish
(things to improve on) about the argument. Teacher will observe and take anecdotal notes about what students know about the topic of persuasive
writing.

Appendices:
Appendix 1- Character arguments
Bertie

Evelyn

Sid

Point of View:

Point of View:

Point of View

Reasons:

Reasons:

Reasons:

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Appendix 2- Character cards

Evelyn

Bertie

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Sid

Appendix 3RUBRIC ROLE PLAY

Group members:
Criteria

Very Good

Good

Satisfactory

Unsatisfactory

Cooperatively works with

a group.

Group members work

cooperatively all the time.

Group members work

cooperatively most of the
time

Group members work

cooperatively some of the
time.

Group members do not

work cooperatively.

Identifies and

Main opinion is relevant to

Main opinion is relevant to

Opinion is stated and

Main opinion is not stated.

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communicates characters
main opinion.
Justifies main opinions by
providing relevant reasons

Communicates and
presents clearly

Creates a clear solution to

the problem
Appendix 4- Sunshine Wheel

the character and is

communicated clearly.
Highly emotive language
used.
3 or more reasons are stated
to justify characters opinion.
Reasons are highly relevant
to the opinions of the
characters
Performance is engaging .
Speech is fluent between
characters
Very Good level of eye
contact.
Speech can be heard by
everyone in the class.
Relevant solution to the
problem is decided

the character and is

communicated

communicated.

2 or more reasons are stated A reason is stated by

to justify characters opinion. characters, and justifies
Reasons are relate to the
characters opinion.
opinions of the characters

Reasons are not stated, or

do not justify characters
opinion.

Performance is mostly
engaging. Speech can heard
by everyone in the grade.
The majority of the time the
performance runs fluently.
Good level of eye contact

No eye contact.
Speech cannot be heard
Many Errors made between
transitioning between
speech of characters.

Solution to the problem is

decided, somewhat relevant.

Students use eye contact

some of the time. Speech
can be heard most of the
time by everyone in the
class. Small errors made
transitioning between
characters speech
Solution to the problem is
decided

Solution to the problem is

not decided

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Appendix 5- Persuasion Map

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Appendix 6:
Writing Checklist

Persuasive

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Appendix

7- Rubric for Persuasive Writing

15 | P a g e

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

Section 3- Justification for instruction

17 | P a g e

Orallanguageisthefoundationforstudentlearning.Itisessentialforliteracylearning,andsuccessfuluseoflanguageiscriticalforstudentswellbeing.
Languageandtheabilitytocommunicateeffectivelyisakeyfoundationtostudentscapacitytolearninmostgeneralways.Abetterdevelopedknowledgeof
languageandhowitisusedmeansagreatercapacitytolearnandtomanageanddirectonesactivityasalearner(Munro,2005).Orallanguagereferstotheact
ofspeakingandlistening.Themaincomponentsfortheorallanguageskillsetincludewordknowledgewhichisformallyknownasvocabulary,sentence
structuregrammar,languageunderstandingsemanticandcomprehensionabilityandstructuredthinkingelaborate,organiseandsequencethoughts.
Lindfors(1987)statesthatorallanguage,thecomplexsystemthatrelatessoundstomeanings,ismadeupofthreecomponents:thephonological,semantic,and
syntactic.Orallanguagecompetenceiscrucialforliteracydevelopment,withanincreasingbodyofevidenceidentifyingitasakeyindicatorofchildrens
earlyreadingability.ChanandDally(2000)furtherexpandthebodyofevidencelinkingorallanguageproficiencytothedevelopmentofliteracyskillsand
argueacausalrelationshipstatingthat...limitationsinorallanguageabilitiesareatthebasisofearlyreadingdifficultiesexperiencedbystudents.Allofthese
skillsareimportantinreadingandwritingtomakemeaningofthewordsonthepageasweread,thewaywordsareputtogethertoformsentencesandthe
waythesentencesareputtogetherinatextrequirescompetencywithlanguage.
TheunitplannersIhavecreatedhaveanemphasisonusingorallanguageinordertocreateapersuasiveargument.Inordertosuccessfullyaidthestudentsto
partakeinorallanguageIchosetohighlighttheimportanceofdiscussion.Indiscussingwhattheyhaveviewed,studentsbecomemoreengagedandareableto
digdeeperwiththeirthinking,whichaidstheircomprehensionskillsinordertocreateapieceofwriting.PriortowatchingtheMyPlacevideos,thequestioning
istailoredtodevelopinterestandtoactivatestudentspreexistingknowledge.Hillstatesthatinorderforstudentstobeabletomakeconnections,theyneedto
activatewhattheyalreadyknowaboutthetopic(2010).Throughthelessonsstudentswillengageinrichdiscussion,supportingthemtomakemeaningful
connections;thesewillbeconsolidatedthroughcollaborativelearningtaskswithpeers.PellegriniandLeeGalda(1986)statethatthemodeofdiscoursecanbe
easilymoldedbecauseteachersareexpectedtohavechildrenusebothoralandwrittenchannelsandteacherscanusedifferentgenretosupplementacertain
topicarea.IhavedonethisbybuildingtopicknowledgeonWorldWar1bywatchingtheMyPlacevideos,whicharesetin1918whenthewarwascomingtoa
closeandalsophotosfromthistimeperiod.Bydoingthisthestudentswillbecomemoreawareofwhatcontentisexpectedfromthemwhentheyarecreatinga
persuasiveargumentwhichallowsthestudentstobemorecohesiveintheirlanguageuse.Alanguagefeatureofpersuasivetexts,whichIhaveplannedtoteach
thestudentsisconjunctionswhichwillsupportthestudentstobecomemorearticulateintheirarguments.Byexplaininghowconjunctionsinterrelateclauses,
orpartofatextthestudentswillbemoreinclinedtocreateamorestructuredargumentwhichhasevidencebackinguptheirclaims.
Byhavingthestudentscreateargumentsbothverballyinaroleplaysettingorwritingtheirideasdowntoarguefororagainstitishopedthattheywillusethe
sharedknowledgefromwatchingthevideosandbrainstormingideas.Persuasivetasksaresociallyorientedandasaresultthespeakers/writersencodeless
sharedinformation;theyreliedonsharedknowledgeandcontextualcuestoprovideit(Clarke&Delia,1976).IchosetoincludetheCLOZEstrategywithin
mylessons,asIbelieveditwouldallowthestudentstobeabletocomprehendthelanguagestructureofpersuasivetexts.Utilisingclozeprocedurewithfifth
gradesubjects,itwasfoundthatthemoreneatlythepatternsoflanguagestructureofwrittenmaterialapproximatesthechildsorallanguagestructure,the
betterhecomprehendssuchwrittenmaterial(Haffner,1966).Bycompletingataskthatthestudentswouldbefamiliartothemitallowsthechildrento
comprehendtheinformation,aslearninganewexerciseatthesametimedoesntdauntthem.Studentscandiscoverforthemselveshowmuchtheyalready
knowaboutconstructingpersuasiveargumentsbyparticipatinginanexercisethatisnotintimidating.(Petit&Soto,2002) ThesecondlanguagefeaturethatI
chosetofocusonwasemotivelanguage.Thisskillisimperativewhenteachingpersuasivetextsasyouaretryingtohavetheaudiencesagreewithyourstance
onaparticularargument.Persuasivediscourseshouldbetypifiedbycausalconjunctionsbecauselanguageisbeingusedtoconvincesomeonetodosomething;

GEORGIA OBRIEN S00126619 BACHELOR OF EDUCATION (PRIMARY)

itreliesoncauseeffectandrequest/supportstatementstodoso(Clarke&Delia,1976).Inordertohavestudentsincreasetheiremotivelanguagewithintheir
writingIhavechosentohavethemdecidewhattypesoflanguagearemoreeffectivethanothers.Byprogressingfromspokentowrittenargumentswillhelp
studentsbecomebetterreadersofpersuasivetexts.(Petit&Soto,2002)
TheresearchthatIhaveconductedgreatlyinformedmylessonsasIwaspreviouslyunawareofhowmuchofadirectlinktherewasbetweenorallanguageand
writtenlanguage.Ihavealsodiscoveredthatthebestwayofmodelingthinkingprocessestostudentsisthroughthinkaloudswhichallowsthestudentsto
observethecorrectlanguageskillsnecessaryforthetask.Makingtheteachersthinkingprocessestransparentbythinkingaloudrevealsformanystudentsthe
secretsoflearningthestrategiesthateffectivelearnersusetoworktheirwaythroughataskorproblem(Berk,1986).Iwasalsochallengedbysome
researchthatIfoundthatdifferedfrommyoriginalthoughtprocessthatorallanguageandwrittenlanguageareinterrelated.ThiswasshownbyAbbott&
Berninger(1993)whostatedthatWhileorallanguagecompetenciesandverbalreasoningcontributetocompositionintheintermediategradesthe
relationshipsbetweentheseskillsaredifficulttospecifybecauseofhighcovariancebetweenreadingandorallanguage.Howevereventhoughtherewasthis
counterresearchavailablethereseemedtobeoverwhelmingevidence,whichprovedthecontrary.
Ithasbecomeincreasinglyawaretomebyconductingextensiveresearchthatbyteachingtexttypesinrelationtoorallanguageallowsthestudentstograspthe
conceptsmorecompetently.Inordertoeffectivelyteachpersuasivewritingtograde5studentsIchose2languagefeaturesofconjunctionsandemotive
languagetofacilitateboththeiroralandwrittenlanguageskills.IbelievethatbyincludingthesewithinmylessonsIamsuccessfullyabletoincorporateboth
oralandwrittentasksinorderforthestudentstoproduceapersuasiveargument.

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