LITERACY / UNIT PLANNER

Topic: My Place Episode 11:1908 Evelyn

Year Level: 5

GRAMMAR FOCUS: (level 5)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

1. Whole text structure of a persuasive text type

Persuasive

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

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

Language features for persuasive text-type:

Emotive words and phrases used to persuade the reader

Usually present tense depending on the purpose of parts of the text
Connectives to indicate the sequence of the points supporting the stance
Conjunctions to link reasons and actions or opinions or to link cause/action and
effects
Specialized vocabulary and technical terms relating to the issue being argued
A variety of verbs used e.g. action verbs, mental verbs
Occasional use of passive voice
Facts and opinions included
May include quotes or reported speech to support an argument
The use of the first person

Term: 2 Weeks: 2-4

Date: 11.5.2014

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,

(Wing Jan, 2009, pp.167 - 168).

CONTEXT: Overview of series of lessons and background information

Investigate the responsibilities required by Evelyn by her parents in relation to

chores to be done at home in 1908. Students will be investigating chores were at this
time and what happened if they were not completed. Students will be comparing
what chores they do at home to what is required of Evelyn. Students will be drawing
upon their own beliefs, experiences and factual information to help form opinions
and arguments relating to chores and punishment.
Over this unit, students will be working towards developing for and against
arguments on a particular issue or statement that they feel strongly about. They will
be exposed to many different forms of persuasive writing and investigating the

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different language and vocabulary used to persuade their target audience.

I am aware that children may feel strongly or may be sensitive about particular
statements and want to share their opinions. I will ensure a safe, supportive and
respectful environment exists.

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 text on an
issue or statement we feel strongly about with supporting evidence and facts.
Learning behaviours: I need to think about different points of view and use
particular language to help persuade the target audience.
Success criteria: I know Im doing well if I have more than 2 strong arguments that
give reasons for and against an issue supported by evidence.

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:

Resources:

Rights, suspected, opposing, reinforcement, chores, discipline, illegal, legal, laws,

positive, negative, history, comparision, beliefs, opinions, expectations,
consequences, responsibilities, rewards, gender roles, age, orders, duties, jobs,
pocket money, cleaning, stance, argument, disagree, agree, believe, state, believe,
influence, persuade, point of view

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp 166-181. XX; EPISODE 11 English teaching resources
downloaded on 11.10.2014 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 11;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

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 )
We are learning to ...

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

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.

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1. Lesson 1.Building
topic knowledge
We are learning to
compare different
responsibilities of
people.

Lesson 2. Building
topic knowledge
We are learning to
explore how rules and
responsibilities vary
within different
environments and why.
Lesson 3. Building
topic knowledge
We are learning to

See Think Wonder

Show 3 photos of
different aged people
doing chores and
record what students
see.
What do you think
about the chores that
these people are
doing?
What are you
wondering?

Venn Diagram
Group discussion about
what students think are
chores, what chores they
believe adults should be
doing, chores children
should be doing and what
both should be doing.
Have a discussion about
what they notice.
Ask if students agree or
disagree with the diagram
and give reasons why.

Think/Pair/Share
Group Discussion
Record opinions of
Students at their desks,
Choose 2 students that
focus group discussion
record in their workbooks have completely different and also group
what chores they are
expectations of what
discussion. Also take
required to do at home if
chores need to be done at notes on how they
any. Students also make
home e.g. 2 chores
justify their reasoning
note of any consequences expected of them per
and any particular
if chores are not
night, no chores expected vocabulary used.
completed. After recording at all. Pose questions to
notes, students view with a students about how they
partner Episode 11, Clip 3 feel about having to/or
on a computer. Students
not do chores. Does their
then discuss with a larger
opinion change upon
group how their chores
hearing other students
and consequences are
responses.
different to what Evelyn
experiences.
Small focus group:
(ESL)
Have students view the
same clip. Ask students to
take notes on what chores
Evelyn had to do. Then, as
a group, students discuss
what they have to do at
home. Discuss whether
they think its fair.
Students explore chores and responsibilities within a school setting. They will be looking at the school rules and classroom rules and
why they exist. Divide the room into two different sides, one being strongly agree and the other strongly disagree. Teacher reads a
statement and students choose a side. Once they have picked, they discuss with each other why they think that way. They then try to
convince the teacher with different reasons.

Research chores that children were required to do around Evelyns time period, 1900s. What did chores look like? Who had to do
them? Can you notice any differences and/or similarities? What were the consequences if chores were not completed? This task will be
completed on computers and require note-taking.
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research activities
during different time
periods and use our
research to compare
past and present.
Lesson 4.Building text
knowledge/Model the
genre
We are learning to
understand the
structure of a
persuasive text using a
letter to the editor.

Lesson 5.Building text

knowledge/Model the
genre
We are learning to
analyse the structure of
a persuasive text using
an advertisement.

Graphic Organiser:
Concept Map
What do we know
about persuasive
texts and their aim?
Where do we see
persuasive texts?
What do they
normally look like?

Modelling
The teacher will use a
letter to the editor to
model the text, shape,
points, conclusion using a
smart board to highlight
the points. This will then
be printed off and become
a visual resource for
students to refer to. There
will then be a group
discussion about what
students opinions are after
reading the letter.

Group activity
Students will be in mixed
ability grouping. They will
be given different
examples of arguments
and by using the example
modelled by the teacher,
students will work
collaboratively to find and
highlight the different
structure and label.

Pose questions.
How did you know that
that was the conclusion
etc.

Recording what
students pick up on to
help identify different
arguments etc
e.g.secondly, disagree,
believe

Small focus group

(Advanced)
Activity: Dictogloss
Students are supported
with subheadings of the
structures they are
listening for. Teacher then
reads the example and
students write any key
grammatical features they
notice or vocabulary that
helps them identify the
structure.
In this lesson, we will be focussing on a different form of persuasive writing, advertising.
Focussing on verbs, action and mental (think, believe) but also their target audience.
Students will then role play an advertisement to convince other students to buy their product.

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Lesson 6. Guided
activities to develop
vocabulary or specific
language feature
We are learning to
develop our emotive
language to help
persuade in our text.

Say different emotive

words e.g cruel,
horrible, shocked,
elated. Children

Lesson 7.Guided
activities to develop
vocabulary or specific
language feature
We are learning to use
factual evidence to
support our arguments
in a debate to persuade
audience.

Pose a question
relevant to students.
Chores should be
completed by all
children.

respond using facial

expressions, body
language or sounds to
express the meaning of
the word. Discussion
about what words have
more emotive power.

Back to back viewing

In pairs, one student
watches the screen and
makes notes of the
emotive language. The
other student is taking
notice of the visual cues
such as facial expressions.
Play Episode 11, Clip 3.
Students then discuss
responses.

Whole class:
Cloze. Students are
working in partners to
choose emotive language
to help strengthen the
example. Emotive
language is removed from
sample.
Focus group: (ESL)
Teacher provides students
with a list of emotive
words. Students then look
at words and try and find a
replacement for the word
missing using the same
sample as whole class.
Once the sample is
completed, students
discuss what words would
be useful to include in a
Word Bank.
T chart
Whole Class: Debate
In small groups of 2-3,
Divide the class into
students develop a T chart affirmative and negative.
writing brief notes about
Teacher acts as moderator
arguments for and against. to guide the debate.
Students are given time to Teacher can prompt, Do
research factual evidence
you have any factual
to support their arguments. evidence to support your
argument? if they are not
being used.

Sharing circles
Students are placed into
mixed ability sharing
circles where they share
at least 2-3 emotive
words that they used in
their sample. Other
students record these in
their word bank.

Observational notes of
the range of emotive
words used and how
they were incorporated
into the sample.

Refer to Appendix 2.
Students use selfassessment questions to
determine

Listen carefully and

make notes on any use
of facts to support
statement or opinion.

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Lesson 8.Joint
construction of text.
We are learning to
construct a letter to the
editor using emotive
language and factual
evidence.

Teacher reads a letter

to the editor to
students. Discussion
about whether the
writer had strong
arguments and
reasons why they
thought this.

Lesson 9. Joint
construction of text.
We are learning to
construct a letter to the
council using
persuasive writing
techniques.
Lesson 10.Independent
construction of text

Construct a different persuasive argument together using the same steps as Lesson 8. Teacher works with focus group of students that
may have had difficulty in previous lesson.

Lesson 11.
Independent
construction of text

Students write their persuasive text. If time persists, share with a partner and see what their opinion is after reading and how the text
made them think a particular stance. Assessed using rubric

Working together, discuss

an issue that they would
like to write to the editor
about. Construct the letter
together focussing on
emotive language and
factual evidence. Discuss
structure and what makes
strong arguments.

Whole class:
Give students a nonexample of a letter to the
editor. Students then use
their knowledge of
emotive language,
structure and techniques to
improve the example.

After roaming, choose 3

students to share their
piece of work that they
have edited. Other
students then share
feedback about what
students did well.

Teacher reviews work

samples and observes if
students were able to
recognise the errors in
the non-example and
what improvements
they made.

Students think of a statement or issue they are passionate or feel strongly about. Research different facts or opinions surrounding the
issue, both for and against arguments. Independently plan construction of text.

Lesson 12.Reflecting
on language choices

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