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 2 | P a g e
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. 4 | P a g e
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. 5 | P a g e
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?