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TERM/WEEKS: 3/ 5-7 YEAR LEVEL: 6 LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Lang Literacy Literature (include learner diversity)
6/1 Analyse how text structures Students will be able Observation Lesson 1:
and language features work to… Checklist/ Marking Analyse Features and Types
together to meet the purpose of Text analysis Introduction/Motivation:
of a text (ACELY1711 ) Objective 1: worksheet:
Discuss persuasive texts – their purpose, where they can be
Use interaction skills, varying To determine found and the different types.
conventions of spoken
Analyse a persuasive
whether student’s

text and identify its
interactions such as voice purpose, structure and can identify the “Persuasive texts are used to persuade others to accept a
volume, tone, pitch and pace, language features. techniques used in particular point of view, adopt certain behaviours or actions “Where have you
according to group size, persuasive writing, or even change attitudes so that people reading can be seen persuasive


formality of interaction and the author’s point persuaded to the authors point of view.” texts?”
needs and expertise of the of view and the
audience (ACELY1816)

structure of a “Where have you seen persuasive texts?”

persuasive text. Can you name
“Can you name some examples of persuasive texts?” E.g. some examples of
advertisements, debates persuasive texts?”



Explain to students they will be looking at a persuasive text
on school uniforms. Ask them whether they like school


uniforms.




Lesson steps:


Discuss the structure of a persuasive text – O.R.E.O

Have students write down the acronym and their definition

of each part.





Opening statement – identifies the position or issue to be
argued.
Reasons – provide reasons to support your argument.
Explanation – support with evidence and facts
 Opinion – concluding statement sums up argument – relates
to point of view and suggests a possible solution.


Students read through the text and complete the following:
- Underline all the facts used to support the argument
- Highlight any strong persuasive words used such as

repulsive, ultimately etc.
Highlighter

- Write a sentence describing the Authors Point of
Pencil
View?
- In 4 words or less, summarise each paragraph (What
is the reason/example used by the author?). Write Coloured
this next to each paragraph. “What was the Pencil
author’s point of
Go through student answers and encourage them to justify view?” A3
their answers. Persuasive
Ask students whether they have changed their opinion based
on text and comment on the authors ability to persuade.
text and
attached

“How did the
“How did the author try to persuade you? What techniques questions
author try to
were used? Etc.”
persuade you?”


Conclusion:

Revise the structure and techniques of a persuasive text.
Students take part in a debate on a topic of their choice. “What techniques
Students are to apply their knowledge of persuasive texts
were used? “
including persuasive writing techniques to deliver a strong

argument.



Extending/Enabling:
Open-ended task ensures all students can succeed to the best

of their ability. Teacher clarification provided when
necessary.

Early Finisher:
Students apply their knowledge to write an opposing
argument to the text provided. This will outline reasons

against school uniforms.










 Objective 1: Observation Lesson 2:
Participate in and contribute Understand the Checklist and Structure
to discussions, clarifying and importance of Anecdotal Notes: Intro/Motivation:

interrogating ideas, structure and use a
developing and supporting plan to deliver a logical To determine Ask students the following:
arguments, sharing and and clear persuasive whether students "Raise your hand if you usually win an argument, any

evaluating information, argument can use a plan to argument — with your siblings, parents, friends etc.”


experiences and opinions deliver a logical


(ACELY1709 ) argument on a Ask those who raised their hands:
Elaborations topical issue. "Why do you think you win? What do you do or what
Plan, rehearse and deliver techniques do you use to win your arguments?"
presentations, selecting and
sequencing appropriate Generate a brief discussion. Include ideas like everyone


content and multimodal doesn't think the same way and has different viewpoints of
6/2 elements for defined various topics.
audiences and purposes,
making appropriate choices Ask students:


for modality and emphasis "What is the word for trying to convince someone to change


(ACELY1710 ) his or her mind about something?"

Elicit from students the word ‘Persuade’. Write the word and
the definition on the whiteboard.

Discuss the importance of structure in persuasive writing. Ask “What does it

students to provide a way to structure their text so that their mean to
arguments are clearly set out. (O.R.E.O).
Discuss the O.R.E.O structure and have students explain what
persuade?”

each part means.



Lesson Steps:
“How do we Whiteboard
Whiteboard
Start with a topic of student interest such as students should structure a
markers
be paid to go to school. persuasive text?”


As a class, decide who would have a vested interest in this
topic e.g. students, parents, teachers.

Allocate these roles to students so that there is an equal

number of each stakeholder.


Students work in groups (all the teachers together, all the

parents together etc.) to discuss the statement from their

role’s point of view.

Students are to come up with one main reason to support
 their argument using the O.R.E.O structure. Students use the
plan to complete this. After 5 minutes ring the bell to signal Persuasive
student to stop and listen to the teacher. Text Planner

Students will become experts in their role.
Students then reform groups so that each group contains one

of each stakeholder. Group members take turns to present

Bell
the case from his/her stakeholder’s point of view. Students
are given 2 minutes to present their case to the other
stakeholders. No one is allowed to interrupt at this stage.

Questions are asked after everyone has presented their case.
A signal will let everyone know when to switch stakeholders.

How did the plan help them to structure their arguments
logically?

Conclusion:


Ask students whether the plan they made in their first groups
helped them to structure their argument so that is was clear

when delivering. How did this plan help them? Highlight
students should plan their argument every time they go to

write a persuasive text. Students develop their ability to plan
arguments further in Literacy groups.

Enabling/Extending:
Students placed in groups of mixed ability to ensure peer

help.



6/3 Identify and explain how Objective 1: Observation Lesson 3:

choices in language, for Understand the term Checklist and Modality
example modality, emphasis, modality and explain Anecdotal notes: Intro/Motivation:

repetition and metaphor, how its use can Discuss the term modality – high, moderate and low.
influence personal response influence a reader’s To determine Highlight that strong persuasive texts use high modality “How can we
to different texts (ACELT1615) response to a text. whether students verbs. ensure we deliver
can use modal a clear and logical
words in sentences “The verb is the element that expresses what is happening in argument?”
and explains how it a sentence and locates it in time (tense).
can influence a Modal verbs give the reader information about the degree of

readers response obligation or certainty involved in the action. Modality can be
to a text. demonstrated through careful word choice and may include


selective use of verbs, adverbs, adjectives (especially with
‘existing verbs’ as in is vital, ‘is’ being the existing verb) or

nouns to heighten/ strengthen or weaken/lessen potency.
Low modality shows less certainty, emphasis, importance
 etc. High modality shows a high degree of these.

Lesson Steps:

As a class, take part in a modality sort. Students rank the
modal verbs from least powerful to most powerful. Students
justify their decisions.


Whiteboard
Whiteboard
Students practice using modal verbs in sentences by writing a
marker
sentence using the verbs displayed on the board. This is a
sentence about a given topic. Students then highlight the “What does the
modal verbs used. These sentences are written on a Google term modality
Doc where all students contribute to the one doc. mean?”

Conclusion:
Students share their sentences, highlighting the modal words
used. Discuss modality and how it can be used in their
persuasive texts to improve their writing.




Literacy Groups:
Students chose a topic and start to plan a persuasive text
using a graphic organiser.

Identify and explain how Objective 1: Assessment Lesson 4:
6/4 choices in language, for Identify and write checklist: Hooks Modality
example modality, emphasis, effective hooks and Intro/Motivation: Powerpoint
repetition and metaphor, understand what To determine Revise persuasive writing – including structure and modality.
influence personal response makes them effective. whether students Discuss and Introduce the concept of Hooks using the analogy


to different texts (ACELT1615) can write effective of fishing.

sentences using
Writing book
the six different “We’ve been working on persuasive writing and what we
types of hooks. need to do to improve it. We’ve covered structure, modality Pencil
and now we are going to look at using hooks in our writing.
Who here goes fishing? When you place the bait on a hook
you are hoping to attract the attention of the fish. If the fish

bites, then you are happy. If the fish doesn't bite, that means
that it wasn't interested in the hook, and there won't be any
fish caught today. Our goal as a writer is to get the reader
interested by "hooking" them into reading our essay, from the

very first sentence.”


There are six different types of hooks. These are…

Hooks include:



 - Unusual Detail – Similar to a Fact. It is something
that cannot go unnoticed and will open the readers
mind to the topic


e.g. Manitoba, because of its cold climate, is not
thought to be a great place for reptiles. However, it

actually has the largest seasonal congregation of


garter snakes in the world!



- Quote – A statement said by an expert about the
topic.

e.g. “Truth is stranger than fiction”
PowerPoint
with Hook
explanation
- Questions – Make the reader think deeper about the

topic




e.g. “Have you ever considered how many books we

would read if we didn’t have TV?”

- Facts and Statistics – Interesting facts or statistics

from reliable source

e.g. One fast food meal contains enough calories for
one whole day!

- Strong Statement – A persuasive statement that



provokes a response or opinion from the reader.




e.g. Contrary to what people believe, most learning
takes place outside of school!


- Exaggeration


e.g. The whole world watched as the comet flew
overhead.


Lesson steps:

Students open a Google Doc and title their page ‘HOOKS’.


Students practice writing hooks for each of the following
topic presented on the board. Students use a specific type of

hook and create an interesting sentence for it. Students
number these sentences in correspondence to the slide
 number.

Topics include:


- Fast Food restaurants should be closed down
- Students shouldn’t have to do homework

- Winter is better than Summer


- School officials would be wise to start school later in


the morning!
- The Best Sport is…
- All students should have their own laptop at school.

Conclusion:



Have students share their sentences for each of the hook
types.
Students move onto literacy groups where they will continue


their plan for their persuasive writing assessment piece.



7/5 Plan, draft and publish Rubric: Lesson 5:
Objective 1:
imaginative, informative Writing a Persuasive essay
Use knowledge of
and persuasive texts,
persuasive
To determine Intro:
Student
choosing and whether students Revise persuasive writing and the techniques discussed in
experimenting
techniques and can create a strong class including modality, structure, hooks etc. Macbook
structure to create a Google Docs
with text structures, langu persuasive text

strong persuasive that uses Lesson Steps:
age features, images and
letter appropriate Explain to students they are required to write a good copy of
digital resources
structure and their persuasive text on lined paper.

appropriate to purpose
incorporates a Explain the rubric, outlining exactly what is expected of
and audience (ACELY171
4
range of persuasive students.
techniques.
Students spend 45 minutes completing the assessment task.
Rubric
Conclusion:
Students staple the plan, rubric and good copy of their


persuasive text together and hand to the teacher for

marking.




Enabling:

Students are allowed to use their plan and the rubric to assist
them in the writing of their persuasive text.







7/6 Plan, draft and publish
imaginative, informative
and persuasive texts,
choosing and
experimenting
with text structures, langu
age features, images and
digital resources
appropriate to purpose
and audience (ACELY171
4 techniques. format. example
Objective 1: Rubric: Lesson 6
Use knowledge of Writing a Persuasive essay
To determine Intro:
persuasive
techniques and whether students Discuss student essays and what the overall outcome was –
can create a strong highlight the need for improvements and discuss what they
structure to create a
persuasive text need to do to improve these.
strong persuasive
that uses
letter
appropriate Discuss to students they are required to type up their essays
structure and in letter format and decide who they will send their letter to.
incorporates a
range of persuasive Display a letter format on the Apple TV and discuss the Letter Format
Lesson Steps:
Students type up their good copy making any changes
mentioned by the teacher in the rubric. Macbook
Students submit their letter for printing.
Students will be provided with a note to take home and the
address of the person they wish to send it to. This step (to
send to the appropriate person) is optional and can be
decided by the student’s family.
Students spend 45 minutes completing the assessment task.
Conclusion:
Revise persuasive writing techniques and purpose.
Advertisemen
t techniques
Prezi
7/7 Plan, draft and publish
imaginative, informative
and persuasive texts,
choosing and
experimenting
with text structures, langu
age features, images and
digital resources
appropriate to purpose
and audience (ACELY171
4 brochures have in common. Share these as a class.
Objective 1: Lesson 7
Creating a Brochure
Rubric:
Create a brochure Follow up Activity to Forest Edge Camp
promotes and
To determine
persuades the reader Introduction
to attend Forest Edge whether students
can create a Example
brochure that
Students are exposed to brochures and examine their layout
and techniques used. brochures
persuades and
Each group receives 2-3 brochures. As a group, students
promotes Forest
examine the brochures and take note of 3 things that all
Edge
Discuss with students the main layout and techniques used in
brochures to persuade readers to attend/buy etc. their
product. Including:
- Style/layout
- Amount of detail
- Are there maps? photos? diagrams? other
illustrations?
- What kind of language and vocabulary is used?
- How is text presented? paragraphs? bulleted lists?
- Are there specific places highlighted? What kind?
- Purpose/Audience
Explain to students they are required to create a brochure on
Forest Edge, promoting the camp and persuading others to
attend.
As a class, brainstorm what students experienced on Forest
Edge Camp and what they might include in their brochures.
Students choose 5 significant/interesting topics they wish to
highlight in their brochure.
Lesson Steps:
Students receive a plan template. Using their experience on
camp, photos taken and extra research using the forest edge Brochure Plan
website, students construct a plan of their brochure. Template
Students make a draft of the six panels. There are three
panels on each side of the paper. It can be folded many ways,
but the six panels need to be planned out on a piece of
notebook paper.

7/8 Plan, draft and publish
imaginative, informative
and persuasive texts,
choosing and
experimenting
with text structures, langu
age features, images and
digital resources
appropriate to purpose
and audience (ACELY171
4 Model how to create a brochure online using their draft.
Front Panel: This should have the title, and basic information
about the topic promoting it, as well as a picture.
Other Five Panels: Display information with subtitles, pictures
and other designs.
Students must not include any more than two sub topics on
each panel. Students must also write concisely.
Conclusion:
Revise brochure layout and what students should include in
their own. Next lesson, they will be creating an online
brochure.
Objective 1: Rubric: Lesson 8:
Create a brochure Creating a Brochure
To determine
promotes and Follow up Activity to Forest Edge Camp
whether students
persuades the reader
can create a
to attend Forest Edge Introduction:
brochure that
persuades and
promotes Forest Revise student brochure plans, highlighting what
Edge brochures must and must not include.
Students will be using Canva to create their online Canva
brochure (students are familiar with this program).
Lesson Steps:
Students begin creating their brochure online. Including
links, pictures, information etc.
Once complete, students print these in colour and
display in the classroom.
 Objective 1: Observation Week 5 - Literacy Group:
Analyse Analyse an Checklist/ Marking
how text structures advertisement and of Text analysis Analysing Advertisements
and language identify its purpose google doc: Link to Health Lesson
and persuasive
features work together to
features. To determine Intro:
meet the purpose of
whether student’s
a text (ACELY1711 ) can identify the Students are made aware that advertisers very carefully

techniques used in construct their ads to make them memorable and appealing

advertisements, to consumers, and that the ways in which they try to

the purpose and convince them to buy products are similar to the ways they

target audience. have been taught to write persuasively, using certain

techniques and aiming toward a particular audience.



Students are introduced to the concepts of pathos, logos, and

ethos and other persuasive advertisement strategies.

Students should understand that these rhetorical strategies

are similar to those used in a persuasive writing assignment,

and that they will use these strategies when creating their

own advertisement.



More specific types of strategies that advertisers use are

explained on a google doc or printed for student reference.

These include:



- Weasel Words



“Weasel words” are used to suggest a positive

meaning without actually really making any

guarantee.




E.g. A scientist says that a diet product might help

you to lose weight the way it helped him to lose

weight. A dish soap leaves dishes virtually spotless.



- Magic Ingredients



The suggestion that some almost miraculous

discovery makes the product exceptionally effective.



E.g. A pharmaceutical manufacturer describes a

special coating that makes their pain reliever less

irritating to the stomach than a competitor’s.



- Patriotism

The suggestion that purchasing this product shows
your love of your country.


E.g. A company brags about its product being made

in America.


- Snob Appeal

The suggestion that the use of the product makes
the customer part of an elite group with a luxurious
and glamorous lifestyle.

E.g. A coffee manufacturer shows people dressed in
formal gowns and tuxedos drinking their brand at an
art gallery.

- Bribery

Bribery offers you something “extra.”

E.g. Buy a burger; get free fries.


- Bandwagon


The suggestion that you should join the crowd or be
on the winning side by using a product—you don’t
want to be the only person without it! Strategy sheet

Students read through each of these strategies carefully to Advertisemen
gain an understanding of each. t examples:
Students are provided with links of persuasive
advertisements and complete an analysis of them. https://www.y
outube.com/
Students practice identifying the techniques and target watch?v=azttK
audience by filling in the table on their google doc. mT0rVc

Students may work together if they require assistance. Google Doc
Table

See attached for literacy Groups.
Plan, draft and publish
imaginative, informative
and persuasive texts,
choosing and
experimenting
with text structures, langu
age features, images and
digital resources
appropriate to purpose
and audience (ACELY171
4 -
Objective 1: Rating Scale: Week 6 - Literacy Group:
Create an
advertisement that To determine Creating a print advertisement
includes a range of whether students Link to Health Lesson
effective persuasive can create a print
techniques. advertisement that Students will use this session to begin to synthesize all they
incorporates a have learned about advertising and begin creating a
range of persuasive commercial for healthy food product.
techniques.
Students are required to…
Decide on a food product
- Determine the target audience for their product
- Students to create a print advertisement for their
product on Canva, using the techniques previously
discussed/learnt. This is to include an image of the
product and a catchy slogan. It may either be
Canva
promoting a healthy food option or an ad promoting
people to stop unhealthy habits. The advertisement
will target the previously determined audience, and
demonstrate pathos, logos, ethos, and other
strategies of advertising.
(See attached for Literacy Groups)