Section 2- LITERACY / UNIT PLANNER

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

1. Whole text structure of a persuasive text

Persuasive:

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.

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.

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

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:

Emotive words and phrases used to persuade the reader (e.g. we strongly
believe the disastrous consequences)

Usually present tense depending on the purpose of parts of the text

Connectives to indicate the sequence of the points supporting the stance (e.g. firstly,
secondly, finally).

Conjunctions to link reasons and actions or opinions or to link cause/action and

effects (e.g. so, because, therefore).

Specialized vocabulary and technical terms relating to the issue being argued.

A variety of verbs used, e.g. action verbs (run, ruin, drive); mental verbs (hope,
believe, think).

Facts and opinions included.

May include quotes or reported speech to support an argument.

The use of first person.

Term: 2 Weeks: 1-4

Date: 21st April- 12th May

Topic: A Female Gaol, Episode 21, 1808

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, semantic web.

(Wing Jan, 2009, pp. 168).

Mary Buffon

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CONTEXT: Overview of series of lessons and background information

Explore content by discussing how the convicts were treated in 1808, and how convicts should
be treated. List down how convicts should be treated and the reasons why they should be
treated with more respect, encouraging students to verbally provide reasons to support their
personal views and opinions. As a class, explore related topics such as convict children, adult
convicts and gender stereotypes.

Over a series of sessions, the teacher will assist students in jointly writing a persuasive text in
which they are a convict arguing and advocating for better treatment of all convicts. Teacher
and students will state the reasons why they believe convicts should be treated better and with
more respect. To consolidate and establish text-knowledge, the students will write persuasive
text about a convict child who has not been treated fairly.

Students will have prior knowledge in regards to the structure of a persuasive argument.
However, I assume students will have limited prior knowledge in regards to the content of
convicts in 1808.

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 giving
reasons for our ideas and opinions.
Learning behaviours: I need to think about the situation of the unfair treatment of
convicts and list reasons why the convicts are been treated unfairly to persuade
others to see my point of view.
Success criteria: I know Im doing well if I can list one fact and opinion whilst
using emotive language in the sequential order of a persuasive text.

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:

Punished, punishment, Indigenous Australians, servant, blackmail, rights,

transported, colony, convicts, crimes, stereotypes, gender roles, social order,
historical events, education, culture.

- Wing Jan, L. (2009). Write ways: Modelling writing Forms (3rd ed.). South Melbourne,
Vic: Oxford University Press.

- Smith, A., & Randell, B. (2007). PM writing: Exemplars for teaching writing 1. South Melbourne, Vic: Thomson Nelson.
-Graham, S., & Ferguson, J. (2010). Exposition/Persuasive texts: Supplementary booklet. South Melbourne, Vic: Nelson
Cengage Learning.

My Place website www.myplace.edu.au Video clip Episode 21|1808 Sarah; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
ABC. (2014). Behind The News: First Fleet [Video Clip]. Retrieved from
http://www.abc.net.au/btn/story/s3934600.htm
Nelley, E., Croft, D., Smith, A., & Ciuffetelli, P. (2007). Pm writing 1: Teachers resource book. South Melbourne, Vic:
Cengage Leraning.

Mary Buffon

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Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING CYCLE

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

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

We are learning to
identify topic words
(nouns) for taking
notes after viewing the
clip.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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
(Focused 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.

See, Think, Wonder

Place photographs
from the specific era
as prompts for a
classroom discussion
(see appendix 1).
What do you see the
convicts doing when
you look at these
photos?
What do these photos
make you think life
might have been like
for the convicts in
1808?
What wonderings do
you have after
looking at these
photos?

As a class watch My Place

Video (A Female Gaol,
Episode 21, 1808). Prior
to viewing the video pairs
of students are given a
KWL chart (see appendix
2). Students are instructed
to record what they
already know about the
convicts, in the K
column. In the W
column, students record
what they want to know.
As a class share thoughts
from the first two
columns. Teacher records
on a large KWL chart.

Think-Pair-Share:
With the same partner,
students share an iPad to
watch a second video clip
Episode 21 (1). Have the
students take notes
individually, documenting
the key topic words
(nouns). Partners discuss
their key findings.

Reflection circles:
After viewing the two
videos, students work
with their partner to
complete the L columnwhat they have learned.
Emphasise the new
vocabulary and their
meanings students have
explored through
specifically focusing on
topic words related to
convicts.
Each partner chooses
their best learning,
records on a sticky note,
shares with the class and
then places on the large
KWL chart in the L
column.

Anecdotal notes:
Teacher will take
anecdotal notes whilst
working with the small
teaching group during
guided writing. Look
for reference to the
literacy learning
intention i.e. finding
and observing topic
words (nouns). Teacher
will observe students
abilities of finding topic
words throughout the
videos and putting these
into sentences, record
these notes anecdotally.

Students view the video

(without pausing).
Check students understand
the learning intention by
ensuring students know
what a noun (topic word)

Mary Buffon

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

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
Joanna 1808:
Treatment of the
convict children

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Small teaching groupPicture Chat- Extending

prompts
As a group review first
video clip again, re-watch
to gain a deeper
understanding. Use still
images and formulate
discussions around this.
Ask individual students to
share key topic words
(nouns) that they
identified while watching
a specific scene in the
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Model to all students how

to provide constructive
feedback of their peers
thoughts.
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is. Students to record topic

words (nouns) while they
re-watch the video clip
(see appendix 2 also).

Session 2- Building
topic knowledge
We are learning to use
a range of multimodal
texts and record our
understandings of the
topic.
Session 3- Building
topic knowledge
We are learning to use
our knowledge of the
topic-specific words to
develop key
understandings in
relation to the
treatment of convicts
in 1808.
Session 4Building text
knowledge/Model the
genre
We are learning to

Mary Buffon

video clip. Emphasize to

students they are required
to put their topic words
into sentences in regards
to the video clip. Extend
children by asking them to
explain how Sarah would
have felt, what she saw,
where she was etc. Have
children record their ideas
onto the KWL chart. Use
pictures to formulate
discussions that use and
go beyond topic-specific
words into sentences and
discussions about 1808.
Students work in groups of three to collaboratively view a range of multimodal texts (print and screen based texts), looking for topicspecific words of how convicts were treated in 1808. Students then return to the whole class and teacher records students responses
onto a sunshine wheel to develop a glossary of topic-specific words that include multimodal texts around the heading Treatment of
convicts. Ensure teacher emphasizes identifying and using topic words (nouns) to build topic knowledge in regards to what convicts are
and how they were treated.
Students again work in groups of three to view a different selection of multimodal texts, including both print and screen based texts
(Wing Jan, 2009, p.177). As a whole class students expand the sunshine wheel: How were convicts treated in 1808? Students add to
their sunshine wheel/glossary the definition of their topic words from what they have both read and observed. Emphasize that students
are required to go beyond the terms, adding definition and topic-specific facts that provides arguments for better treatment of convicts.

Shared Reading:
The teacher uses
shared reading to
explore the
persuasive text in PM

Analyzing Writing:
The teacher reads the PM
writing persuasive text
again, this time using
colour to deconstruct the

Students work in pairs to

identify the three
structural elements of an
exposition. Cut up a range
of different texts into its
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Reflectonthetaskof
deconstructingan
expositionandrevisethe
keyelementsofthistext

Use an assessment grid

(see appendix 5) with
the small teaching
group to make
anecdotal notes in
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review the structure

used in a persuasive
argument.

Session 5Building text

knowledge/Model the
genre
We are learning to
review the language
features of an

Mary Buffon

Writing: Exemplars
for teaching Writing
1 (Refer sample,
Smith & Randell,
2007).
How does this text
begin?
What does this text
contain?

text. Teacher explicitly

models the structure of an
exposition, emphasizing
the first paragraph uses
red to display the thesis
statement; the second
paragraph uses green to
demonstrate the arguments
and supporting evidence.
Note the use of time
connectives. This
continues until the text is
fully deconstructed using a
third colour to highlight
the conclusion. (Refer
sample, Smith & Randell,
2007)

structural parts including

thesis statement, first
argument, supporting
evidence, second
argument, supporting
evidence, third argument,
supporting evidence and
finally conclusion.
Students reassemble texts
using the structural
elements of an exposition.

type.Demonstrateand
emphasizetheimportance
ofknowingthestructure
ofanexpositioninorder
forstudentstowritetheir
ownexpositiontext.

regards to students
participation. Use the
thumbs up approach
to record students
knowledge and
understanding.

ReturntoTChartused
inthetuninginactivity
anddiscuss/clarifyany
Teacher records
unfamiliarvocabulary
findings on a Tdiscussedinthisgraphic
Chart with the
Small Teaching Group:
organisertoensureitis
heading Expositions
Joint deconstruction:
nowclear.Discussand
(see appendix 3).
Cut a deconstructed text
Add sub-heading
into sections (see appendix demonstratethekey
words,sequenceand
Structure on the left
4) and have labels with
structureofanexposition
hand side then
key headings: Thesis
andaddanynewtermsor
underneath students
statement, first argument,
vocabularytotheT
can add words to
supporting evidence,
Chart.
demonstrate what
second argument,
they know in regards
supporting evidence, third
to the structure of an
argument, supporting
exposition.
evidence, and conclusion.
Scaffold students learning
by working and making
decisions together to build
understanding of the
structure and sequence of
an exposition text.
TheteacherwillcompletethesamelessonasinSession4,however,thistimewithlanguagefeaturesratherthanstructure.Again,asa
classreadthetextthroughandaddlanguagefeaturesasasubheadingontherighthandsideoftheTChart.Teacherthenreadsthe
PMtextagain(refersample,Smith&Randell,2007)andexplicitlymodelsfindingeachofthelanguagefeaturesinthetext.Discuss
andreviewthelanguagefeaturesofanexposition.Havechildrenworkinpairswithadifferenttextandinstructthemtousecolourto
identifythelanguagefeaturesinthetext(e.g.redforalltheemotivewords,purpleforthenouns,blueforfacts,greenforopinions,
yellowforconjunctions).Returntothefloor,discussanddemonstratethekeylanguagefeaturesofanexpositionandaddanynew
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exposition.

termsorvocabularytotheTChart.

Session 6Building text

knowledge/Model the
genre
We are learning to
review the structure
and feature of an
exposition by using
conjunctions to link
reasons and
actions/opinions.
Session 7Guided activities to
develop vocabulary
or specific language
feature
We are learning to
develop oral language
to use emotive words
and phrases to
persuade the reader.
*Oral language
activity

Havestudentsreadcopiesofexpositionsinsmallgroupsandidentifythestructureandlanguagefeatures.Returnasawholeclassand
usetheHeadlinesthinkingroutinetoextendstudentsthinking.WriteonapieceofbutcherspaperIfyouweretowriteaheadlinefor
anexpositionthathighlightedthemostimportantaspectorfeaturethatshouldberemembered,whatwoulditbe?Haveeachstudent
respondandsharetheirfindingsonastickynoteandrecordtheclasssheadlinesofthefeaturesofanexpositiontheyfindmost
importantwhenwritingthistexttype.Documentstudentsdevelopingunderstandingofexpositions.

Mary Buffon

Have students read

the headlines of a
range of newspapers.
Have an enlarged
copy of a continuum
on butchers paper
with an arrow at one
end and then
appropriately
labelled high,
medium and low (see
appendix 6). Ask
students;
What do all of these
titles/words have in
common?
Are some words more
persuasive than
others?
Add childrens
responses as the most

Think Aloud:
Read the first sentence of
the modality cloze
exercise, orally modelling
to students low, medium
and high modality words,
asking which is most
persuasive? Think aloud,
modelling to the class the
use of high modality
words that demonstrate
emotive language to
persuade the reader.
Emphasize how speaking
and listening is used to
identify how words can be
more persuasive than
other.
Define exactly what
emotive language is and

Students complete a
modality cloze exercise
(see appendix 7) orally in
groups to verbally discuss
which word uses highest
modality to persuade the
reader. Have children read
sentences to orally hear
how different words can
be most persuasive.
Think Aloud:
Teacher models the
modality cloze exercise
sheet. State that persuasive
arguments use emotive
words to make an impact
on their target audience.
State some of the emotive
words that may be used,
refer to continuum
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Verbally make text-totext connections drawing

on the prior experiences
of the deconstruction of
the persuasive text.
Explore and compare the
similarities of this
persuasive argument
compared to the previous
one, identifying key
features i.e. connectives.
Compare low, medium
and high modality words.
Discuss key elements and
features of each type of
word. Record the groups
responses in a mind map.

The teacher will assess

students work as each
group presents their
modality cloze exercise
sentences orally to the
class. Each student in
the group will be
responsible for orally
presenting one
sentence. Teacher will
use assessment grid
(see appendix 9) to
record the
groups/individual
students choice of
modality words and
whether these were
appropriate for
persuading the reader.

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persuasive and least

persuasive words
onto the continuum
(e.g. high modalitymedium modalitylow modality). (refer
sample, Wing Jan,
2009, p.177).

Session 8Guided activities to

develop vocabulary
or specific language
feature
We are learning to
develop oral language
skills by distinguishing
between fact and
opinion to develop a
point of view.
*Oral language
activity

Mary Buffon

Shared reading
Cut out newspaper
and magazine
advertisements and
separate facts and
opinions. Ask
students:
Where are most facts
found?
Where are most
opinions found?
How can you tell the
difference between a
fact and a personal
opinion?
Ask students to
orally answer these
questions to
distinguish between
fact and opinion as
teacher scribes into T
chart (see appendix
10). (refer sample,
Wing Jan, 2009).
Prioritise

how this differs from

everyday vocabulary, as it
is the deliberate choice of
words to highlight
emotion.

presented and orally

discussed in the tuning in
session as well as Graham
& Ferguson (2010)
Learning Modal Verbs and
Adverbs (see appendix 8).
Have individuals orally
share high modality,
emotive words they
believe will make the
sentence most persuasive.
Think Aloud
Teacher forms groups of
Watch video clip First
3-4 students to participate
Fleet- Behind the News.
in an informal debate- for
Orally model one fact
and against the topic.
from the clip, repeating
Students are required to
the modelling to ensure
formulate reasons and
students
ideas to persuade other
understanding.eg. fact
members of the class to
may be children were sent see their opinions and also
out on boats. Based on this the facts they found
clip, teacher creates a
throughout the clip to
personal opinion.
support their arguments.
Children convicts should
(Refer Wing Jan, 2009,
be found guilty of their
p.177).
petty crimes. Think aloud
to distinguish between fact Small Teaching Group:
and opinion.
Joint ConstructionTeacher works with focus
Ask students for their
group to develop one side
personal opinion on the
of the informal debate.
topic Children convicts
Review the clip First
should be found guilty of
Fleet- Behind the News.
their petty crimes.
Students take one side of
Encourage students to go
the topic- Children
to one side of the room if
convicts should be found
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Reflection Circles
Revisit the key features
that distinguish facts from
opinions. Have one group
from each side of the
argument- Children
convicts should be found
guilty of their petty
crimes to share with the
class.
After revising the key
features and observing
students work, record
any new responses that
students may have in
regards to distinguishing
between fact and opinion
to the T-Chart.

As teacher works with

students in small
groups, participate in
assessment of and for
learning that uses
strategies to focus on
teacher-student
reflection about
students learning.
Reflect on what
children have learned,
and what they now
know by having roving
conferences, asking:
What have you learned
about using language
in arguments?
How can you tell if it is
a fact or opinion?
Through arguments,
what have you learned
about the point of view
of others?

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ideas/opinions/facts
students have found
in the
newspaper/advertise
ment from the most
persuasive to the
least.

Session 9Guided activities to

develop vocabulary
or specific language
feature
We are learning to use
emotive language in
both facts and opinions
to provide a persuasive
argument.
*Oral language
activity
Session 10Joint construction of
text We are learning to
develop the joint
construction of a thesis
statement in a
persuasive argument.

Mary Buffon

in agreement and to the

other side of the room if
they disagree.

guilty of their petty crimes.

Discuss techniques that
are used in persuasive
writing to convince the
audience. Teacher and
students work together to
make decisions about
developing arguments for
their informal debate.

*Emphasize the need for

all students to state their
point of view (opinion)
and using a fact from the
clip to use evidence to
back up their personal
opinion.
Review headlines written by students of the important features of a persuasive text. As a class re-read an example of a persuasive text.
Students stand up and go to one side of the room if they were persuaded by the text and the other side if they were not. Students work
in groups of 3 (with similar views) to orally discuss reasons why they feel the way they do (e.g. use of emotive words, strong
arguments backed up by facts or opinions, connectives used to link arguments). Return to the whole class and emphasize to students the
use of verbal language to provide arguments that demonstrate the language features of a persuasive text.

Shared Reading
The teacher uses
shared reading to
explore further the
key elements of an
exposition. In small
groups distribute
copies of various

Shared Writing
Teacher and students work
collaboratively to create
an exposition on the topic
Adult convicts deserve
better treatment.
As a class decide whether
the majority agree or

Students work in groups

of 3-4 to develop a thesis
statement for their
exposition. Students can
begin their thesis
statement with a topicrelated definition with a
position statement that
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Reflection circles
Have time to share 1-2
groups of students work
samples. Revise key
features of a thesis
statement.
Continue to discuss key

Teacher will collect

groups of students work
samples and assess
against the criteria of a
thesis statement e.g.
definition included
followed by a position
statement. Teacher may
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persuasive texts. Ask

each group to justify
which text is the
most persuasive and
to give reasons. Use
sticky notes to record
responses. A
spokesperson from
each group will
report findings to the
class.

disagree with the topic.

Jointly construct a thesis
statement for chosen point
of view.
Discuss what thesis
statement involves and
what this includes.

follows.
Small Teaching GroupInteractivewriting:
Havetheteacherand
studentsjointlycompose
andsharethewritingof
thethesisstatement.
Teacherscaffoldsstudent
learningbybothmodeling
andguidingstudentsas
theyeachtaketurnsin
scribingarangeofthesis
statements.

ideas and features of the

thesis statement. Record
the groups responses to
develop an exposition
checklist as a graphic
organizer (see appendix
11).

also participate in
roving conferences with
students in the small
teaching focus group to
gain a deeper
understanding into
students knowledge
and ability to write a
thesis statement.

*Emphasizethatthesis
statementneedstobe
differenttotheone
constructedtogetherasa
class.
Session 11Joint construction of
text
We are learning to
develop the series of
arguments and
supporting evidence in
a persuasive argument
through joint
construction.
Session 12Joint construction of
text
We are learning to
develop the conclusion

Mary Buffon

Reread thesis statement from previous lesson. Teacher and students work collaboratively to create a series of arguments and supporting
evidence on the same topic Adult convicts deserve better treatment. Highlight previous learnings on modality and fact and opinion.
Draw attention to the graphic organisers previously created when jointly constructing arguments to remind students of the structure and
language features of an exposition.

Reread thesis statement and arguments and supporting evidence from previous lesson. Teacher and students work collaboratively to
write a conclusion on the topic Adult convicts deserve better treatment. Draw attention to the graphic organisers previously created
when jointly constructing the conclusion.

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10 | P a g e

in a persuasive
argument through joint
construction.
Session 13Joint construction of
text
We are learning to put
together the thesis
statement, arguments
with supporting
evidence and
conclusion to jointly
construct a text.
Session 14Independent
construction of text
We are learning to use
our previous
knowledge to develop
a draft exposition that
argues for one side of
an argument.

Session 15Independent
construction of text
We are learning to edit
and proof read our
draft exposition,
ensuring we have
adhered to the
checklist before we
publish our final copy.
Session 16Reflecting on
language choices
We are learning to

Mary Buffon

Take the other side of the exposition Adult convicts deserve better treatment (therefore arguing they dont deserve better treatment).
Together, think aloud and construct the whole exposition including the thesis statement, arguments with supporting evidence and the
conclusion. Teacher uses interactive whiteboard to record the text, using shared writing approach.

Inform students they will begin to plan for the writing of their own persuasive argument, arguing that Children convicts deserve better
treatment. Students use previous learning experiences to design their own mind map. Emphasize that students must keep in mind their
own opinions, as well as the purpose, structure and language features such as emotive language and the use of facts and opinions to
persuade the reader. Students will use the think, pair, share thinking routine to share their ideas. Encourage students to begin to use
their concept map to build their exposition e.g. the introduction, body and conclusion. As a class, refer to the graphic organisers created
previously.
Students use their mind maps, along with the jointly constructed exposition model on the treatment of adult convicts to begin to draft
their own exposition on the topic, Children convicts deserve better treatment. Students are given an exposition checklist (see
appendix 11) (refer Wing Jan, 2009, p.178) highlighting the purpose, structure and language features to refer to while writing their text.
At the end of the lesson the teacher refers to the checklist to assist students in proofreading their writing. Eg. Have I used time
connectives to link my arguments?
Allow time for students to complete their draft (see appendix 12). Students work individually to edit and proof read their writing.
Encourage the use of peer support and the use of the sunshine wheel to refer to correct spelling of topic specific words when editing.
Emphasize the use of correct grammar, punctuation and spelling, along with using the appropriate language features of a persuasive
text i.e. connectives (firstly, secondly, finally) and conjunctions. Encourage students to use resources around the room i.e. sunshine
wheel, dictionaries. T-charts. Students use their exposition checklist to ensure all requirements have been met. Conference with teacher
and publish.

Students write in their learning journals (also known as a reflective journal) what they have learnt and how they feel in having created
an exposition. Use the Two stars and a wish activity to support students to reflect on two things they liked about their writing and one
that they could/wish to improve upon.
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reflect upon our

learning, reflecting on
aspects we liked about
our writing and
identifying further
improvements.

Mary Buffon

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