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LITERACY / UNIT PLANNER



Topic: My Place: Episode 20 | 1818: Charles - The Convict.

Year Level: 5 Term: 3 Week: 5-7 Date: Start 23
rd
August
GRAMMAR FOCUS: (3 levels)
1. Whole text structure of a persuasive text
Opening statement of the issue that is to be argued
Statement of opinion, position or proposal
Background information to support the opening statement
Arguments to support the opinion or proposal, each of which is
supported by evidence or examples that help argue a point of
view
Sequentially ordered arguments from the most to the least
persuasive
Carefully selected facts to support an argument
Concluding statement that sums up the argument, relates to the
point of view and suggests a solution or possible action
Language features for the text-type
2. Sentence level
Adjectives and phrases e.g. unjust, I strongly believe
Connectives e.g. firstly, secondly, finally
Conjunctions e.g. so, because, therefore
Verbs used e.g. mental verbs - hope, believe, think
3. Word level
Pronouns e.g. I, they
Use of first person e.g. I, we, us
(Wing Jan, 2009, pp. 166-168).
Text type
and
mode
Listened
to
Spoken Read Written Viewed Produce
d
Persuasi
ve text
X X X X X X
Argume
nt
X X X X
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:
Think Aloud Language Experience Approach (R/W) Read to Shared R/W
Guided R/W Modelled writing Interactive writing Independent R/W
Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Reading Interviews Cloze
Topic-specific vocabulary for the unit of work:
Convict, argument, persuade, opinion, evidence, justify, reasoning,
support, hardship, point of view, issue, Australia, crime, convict,
settler, colony, government, discussion, planning, researching, facts,
history
Thinking Tools/techniques to support chns thinking before/during/after an
activity:
Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid;
Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it
Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning
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Journals; Share time; Reflection Circles; Role-play; Fish Bowl; Debate;
Discussion; PNI; 5VIPs; Bundling;
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;
Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR
Resources:
-Wing Jan, L. (2009). Write ways. South Melbourne: Oxford University Press.
-My Place. (2013). My Place. Convict: Teaching and Learning Activities. Retrieved
from: http://www.myplace.edu.au/teaching_activities/1878_-
_before_time/1818/2/the_convict.html
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

WHOLE CLASS
Tuning In

MINI LESSON

INDEPENDENT
LEARNING

SHARE TIME AND
TEACHER SUMMARY

ASSESSMENT
STRATEGIES
Session 1

Building topic
knowledge
To recap students
knowledge on
persuasive
arguments
Reciprocal
Teaching
Introduce genre by
drawing a T chart on
the whiteboard (refer
to appendix 1) on the
topic of Recycling
Its not easy being
green. Allow students
time to think about
their opinion and
then get them to
mark if they are for
or against this issue.

After students have
completed this task,
discuss the topic and
outcome and ask
students to discuss
their point of view
and supporting
evidence.

Focus questions?
-What is your opinion
about the issue?
-Do you agree or
disagree with this
topic, or can you see
both sides of the
Think Aloud
Explain and list the
language and persuasive
techniques used in
persuasive writing on
butcher paper to use as a
resource in the classroom.

Show students examples
of commonly used
techniques on the
interactive whiteboard.

(Wing Jan, 2009, pg. 172-
173).
Scaffolded Instruction
Explain to students the
point of view activity to
explore persuasive texts
in groups of 2-3 they will
be given a description of
a situation. Their task is
to assume the role of one
of the participants in the
situation and provide their
point of view of the event.
They will individually
write down their own
arguments in dot point
form.

Teaching group with
small group of EAL:
Read a childrens
literature book such as
The Giving Tree by Shel
Silverstein and discuss as
a group the arguments
surrounding the
importance for trees.

(Wing Jan, 2009, pg. 172,
175).
Class Reflection
Each group reads their
situations description and
presents their point of
view/arguments to the
class.
Take anecdotal notes
while students are
working in groups and
during reflection time.
Take note of the
persuasive techniques
they used to convince
the audience of their
arguments.
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issue?
-What arguments do
you have to support
your opinion?

Thinking Tool?
T chart, discussion.
Session 2

Building text
knowledge
Review and
Discussion
Provide students with
examples of a
persuasive piece
from a newspaper or
magazine from the
teachers resources.
Students are to read
and analyse the
article.

For EALs, show
examples of
advertisements and
articles in
newspapers and
magazines and work
in pairs.

-What interesting
points did you find in
your persuasive
piece?
-What are the
opposing viewpoints?
Think Aloud
Talk about the use of facts
and opinions to support a
point of view. Project a
persuasive article on the
whiteboard, read it and ask
students to find words in
text that may signal an
opinion. Discuss how
these words relate and
make you feel.

Use a Venn Diagram to
organise information on
the whiteboard and to see
the relationship.
Independent Writing
Students write the
arguments about the issue
they were given. They
also list the persuasive
techniques used in the
article.

Teaching group with
small group of EAL:
Read a persuasive piece
and as a group discuss the
issue, arguments and
strategies. Record
information on butcher
paper.

Reflection Circle
Revise key features of
using evidence to support
an argument. In small
groups students discuss
their findings and
viewpoints.
Collect physical
evidence of students
arguments and
persuasive techniques
to evaluate their
understanding and help
plan future lessons.
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Session 3

Building text
knowledge
Think Aloud
As a class watch My
Place: Episode 20 |
1818: Charles - The
Convict. While
watching this short
video, ask students to
brainstorm reasons
how convicts would
have been portrayed
and what their life
would have been like
during that time.

Thinking Tool?
Brainstorming
Mini Lesson
Discuss what happens in
the video. Model how to
use this information to
plan an argument based on
the topic of convicts.
Decide weather you are
arguing for or against this.
Draw a T chart on the
whiteboard and list the
pros and cons students
have discussed.
Demonstrate how to
prioritise arguments and
its importance.

(Wing Jan, 2009, pg. 177).
Debate
Split the class in half and
conduct an oral debate in
which one half present
opinions for the issue and
the other half present
opinions against the issue.

(Wing Jan, 2009, pg.
177).

Teaching group with
small group of EAL:
Watch My Place video
again. Ask students to
share their thoughts about
the video and discuss their
arguments in sequential
order.
Discussion
Students vote for which
side of the debate was
more convincing.

Students engage in class
discussion of why they
chose the side they did and
explain which arguments
were most persuasive.
Observe students during
the debate and make
anecdotal notes on the
students use of
supporting evidence
etc. for or against the
issue.
Session 4

Building text
knowledge/Model the
genre
To review the
structure and
language features
used in persuasive
text
Modelled Writing
Model to the class
how to write a
persuasive text on the
whiteboard.
Verbalise the process
as you write. Explain
the structure, must
include the
following: opening
statement, opinion,
arguments, facts, and
concluding
statement.

What are the
structures/ features
of an argumentative
Mini Lesson
Create a class chart that
records students
developing knowledge
about the arguments they
developed in session 3. In
particular identifying the
structure and features.
Independent Writing
Students begin writing a
persuasive piece set out in
the correct format on the
video they watched in
session 3.

Teaching group with
small group of EAL:
Guided Writing
As a group go through the
steps you need to take in
order to plan how to write
a persuasive text.

Group Reflection
Recap on the structure and
language features used in
persuasive text.
Collect students
persuasive piece and
analyse how well they
understand the different
features of persuasive
writing and how they
are applied in their own
writing.

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text?
Session 5

Focus on structure
and language
features of
persuasive text

Tune In
Project on whiteboard
enlarged copies of
various persuasive
arguments.
What do all of these
persuasive arguments
have in common?
Students write notes
on interactive
whiteboard to show
their understanding
about features of
persuasive texts.
Think Aloud
Model to students how to
deconstruct and annotate
the structure and language
features of a persuasive
argument. Label and
describe the various
features while doing this.

(Wing Jan, 2009, pg. 167).
Group Activity
In pairs, students
deconstruct and annotate
two persuasive arguments.
Encourage students to use
the correct persuasive
language and terminology
(e.g. issue, arguments,
emotive words etc.)

Teaching group with
small group of EAL:
Guided Writing
Display a deconstructed
text cut up into sections
and labels on the
interactive whiteboard.
Ask students to discuss
which sections and labels
match and to explain why
they think so.
Reflection
Ask students to discuss
what they now know
about persuasive
arguments and comment
on the structure, language
features and techniques
used in a persuasive text.

Focused observation of
students completing the
task in a small group.
How well do they know
the structure and
language features in the
persuasive text?
















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Appendices

Appendix 1: T chart

Issue: Recycling Its not easy being green.































Arguments for

Arguments against

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Appendix 2: Venn Diagram

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