LITERACY / UNIT PLANNER

Topic: Sarah Episode 21. Year Level: 5 Term: Week: Date:

GRAMMAR FOCUS: (3 levels) Text type and Listened to Spoken Read Written Viewed Produced
mode
1. Whole text structure of a Persuasive Text
A thesis statement/statement of opinion, position or proposal:
Background information to support opening statement.
Arguments to support the opinion with examples. Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
Ordering arguments from most persuasive to least persuasive. 1. Building topic knowledge
Facts to support and elaborate on an argument. 2. Building text knowledge/Model the genre
Concluding statement with point of view and suggestions. 3. Guided activities to develop vocabulary and text knowledge
Language features for the text-type: 4. Joint construction of text
2. Sentence level 5. Independent construction of text
6. Reflecting on language choices
an opening statement
statement of opinion Frequently used Literacy Instructional Strategies:
passive voice Think Aloud Language Experience Approach (R/W) Read to Shared R/W
fact and opinion statements Guided R/W Modelled writing Interactive writing Independent R/W
quotes Literature Circles Reciprocal Teaching Mini lesson Roving conferences
reported speech Reading Interviews Cloze Educational games Use of real world examples Class
concluding statement. Discussions Brainstorming
3. Word level
emotive language
present-tense language
connectives and conjunctions,
specialised vocabulary,
verbs: action verbs, mental verbs, modal verbs,
first person language.
Nouns: personal pronouns,
Signal words : signify sequence (eg: firstly, secondly, finally)and

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 signify cause and effect (eg: so, therefore, because)
(Wing Jan, 2009, pp. 166 - 168).
Topic-specific vocabulary for the unit of work: Thinking Tools/techniques to support chns thinking before/during/after an activity:

- Persuasive language Graphic Organisers (GO); Brainstorm; Mind map; Think-Pair-Share, Share time;
- Audience
Reflection Circles; Discussion; mini contest; cut at paste; iBRASS
- Arguments
- Facts
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning;
- Opinions
Inferring; Determining important ideas; Summarising; Finding evidence in the text;
- Alliteration
- Bias Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing;

- Emotive language Recognising cause and effect; Skimming and scanning;

- Repetition Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR
- Rhetorical Question
Resources:
- Inclusive language
- Modality
- Colloquial language
- Connectives (firstly, secondly, thirdly)
- Conjunctions (for, as, nor, but/because, or, yet, so,
therefore)
- I believe
It is evident that.../In conclusion...
Analysing Estimating Listening Performing Reading Seeing patterns Testing
Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing
Cooperating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

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 TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE Tuning In (Explicitly model the use of a LEARNING TEACHER SUMMARY STRATEGIES
(Identify step in the T & (Identify a strategy or a new strategy or a tool to (Extended opportunity for (Focussed teacher (should relate to literacy
L cycle and the literacy tool to help activate assist with the literacy students to work in pairs, questions and summary to learning intention or focus
learning intention or prior knowledge and/or learning intention or focus of small groups or individually on draw out the knowledge, of the session. Includes
sessions focus ) to introduce the topic.) the session and to prepare a set task. Time for teacher to how & what you will use to
students for successful probe students thinking or skills and processes used in make a judgment on
completion of the set task. work with a small group for the session) students attempt/work)
Reference to Wing Jan part of the time. Reference to
include page details) Wing Jan include page details)
Session 1: Building Brainstorm Think Aloud Watch the clip, Sarah's Reflection Circles Observations
Topic Knowledge What do you think Demonstrate Note life.
childrens life might Taking using activity Using a T chart, each Revise key features of note-taking by sharing
Anecdotal student
records taken during
Sarah 1808: have being in the sheet. Student will list all the volunteers work samples. viewing with EAL/D small grou
Sarahs Life 1800s in Australia? different chores that Sarah
learningfeedback
Model how to provide constructive intention
oni.e.
workkeywords
Explain ; does in the clip. Students
Thinking Tool -what is a key word. will also make a second list samples. skills.
Display images of of chores which they do Record students abilities for ch
child convicts on the - the difference of dot around the home. Compare the two lists of chores that students
appropriate made. and recor
keywords
IWB. points and sentences. (Wing Jan, p.26) sheet.
Discuss key points of focus question having watched
View images related - highlight the use of dot Teaching group with the two video clips.
to Early settlement in points and key words. small group of EAL:
Record the group responses using a Venn Diagram
Australia from the Back to Back viewing
(Wing Jan, p.26).
Treasure Explore Students sit in two lines
website. (line-1 facing the screen
Retrieve from: and line-2 away from the
http://treasure- screen) and back to back to
explorer.nla.gov.au/c view the clip Sarahs Life.
ollectionitems/192 They use a recording
matrix to record what they
see or hear. (Hertzberg, M.
P.63)

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 TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE Tuning In LEARNING TEACHER SUMMARY STRATEGIES

Session 2: building Discussion Model reading Using own copies of the text, Share time Work samples
text knowledge/ Teacher reads Convict students will use the Cluster Review worksheet Collect both EAL/D
Key Questions: Children article from Diagram sheet to discover the with students as a
model the genre What is a persuasive students and other
MYPLACE to the genre of the Convict Children class.
text/ exposition and students while text. This can be completed students work to assess
REVIEW THE what does it look scaffolding students either individually or in pairs Students must justify their understanding of
STRUCTURE OF A like? thinking regarding: (Wing Jan, p.29). why they believe the the structure and features
PERSUASIVE
authors purpose, text article is a persuasive
TEXT Review the word of a persuasive text.
structure, language and Teaching group with small text.
genre. Ask students important features. group of EAL:
Key Focus: to identify as many Question Web
Add students Briefly review the
Recognising a genres they can think responses on to the Teacher provides questions to
basic structure/some
persuasive of. Scribe responses mind map for the facilitate students thinking
(Wing Jan, p.23). features of a
text/exposition. as a mind map on questions.
persuasive/exposition
whiteboard. Briefly Students reread the article to text.
Key questions
discuss the purpose contribute answers to the
How does the author
and features of feel about the convicts? question web. (group work)
SOME genres listed
(include exposition). Do you think the Questions on the web:
conditions were -What impact does the title have
humane? Explain your in the discussion?
response. -What is the purpose of this
extract?
Would this treatment be -What provisions are the
allowed today in convicts given?
Australian society? -How has the author introduced
different point of view?

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 TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE Tuning In LEARNING TEACHER SUMMARY STRATEGIES

Session 4: Guided Discussion Think Aloud Hold a mini contest to create the Student volunteers Work Samples
activities to develop Introduce the Discuss emotive catchiest title (using alliteration) will read their mini Collect students work
vocabulary and text alliteration technique language technique and about Child Labour. article to the whole to assess their
with a newspaper understanding of
knowledge its purpose. Students will work in pairs or class.
headline/own example. alliteration and
individually to write a mini emotive language.
Ask students what they Show an emotive book newspaper article using emotive Teacher revises the
WHAT notice about the cover the title and language to describe the event meaning of alliteration
PERSUASIVE headline. front cover image i.e. Child Labour. and emotive language
TECHNIQUES provide the authors and its purpose:
CAN WE USE TO When someone notices key message using Teaching group with small appeal to emotions.
PERSUADE THE the use of alliteration emotive words and group of EAL:
(each word beginning Think Pair Share
AUDIENCE? image.
with the same letter) Teacher uses images to evoke
ask them why and how emotional response:
Key Focus: they noticed it? Using newspaper the effect of the images are
Persuasive language articles from Google, in enhanced through thought-
techniques Discuss how groups students find an provoking questions.
alliteration and alliteration is used by article that makes them labels with images provide
emotive language. authors to grab the feel positive, one that information that enhances the
audiences attention point of view, eg: images of
makes them feel sad
and makes the title child convicts.
sound catchy. and one that makes
positioning of images to
them feel angry. contrast excess and deprivation,
Thinking Tool Students highlight the eg: an image with text of
Display newspaper words in the article that children lining up for food.
headlines on IWB. lead them to feel this
way and why *Students For each image shown; students
to have researched articles write a sentence using emotive
at home prior to lesson with language.
their group.

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Teacher provides Text
strips for Students to
differentiate the facts and
opinions.
(Hertzberg, M. p.122)

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 TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE Tuning In LEARNING TEACHER SUMMARY STRATEGIES

Session 5: Joint Play the slide show Think Aloud The students select their Persuasion Rubric
construction of text on the IWB about Display iBrass diagram own/new class selected Revise the purpose of the
Discussion Essay and run through the topic and create their own Hook in paragraph and Use the rubric to assess
REVIEW IBRASS structure of a persuasive both EAL/D students
hook in paragraph. hook in strategies.
AND HOOK IN Discuss how is a text. work; to observe their
persuasive text Students must save this as understanding of
STRATEGIES they will continue to work i - introduction: hook the
structured? Using sheets of iBRASS writing an introduction
structure, focus on the on writing persuasive text Audience/ Reader in paragraph of a
iBRASS structure: What is a Hook in introduction as to how we as they explore iBrass in persuasive text.
Introduction? hook in an audience. detail.
i - introduction
B - Belief Thinking Tool With the class select a
R Reasons Teaching group with
persuasive topic and small group of EAL:
A - And: use at least Sample Discussion create a hook in paragraph
three connectives Sample Exposition together.
SS- Strong Cloze activity
iBRASS diagram
Statement Model writing the hook
in paragraph on the board.

(Each of the aspects Sample Topics

of iBRASS will be 1. All the convicts
taught in further deserved their sentencing
lessons.) to work as slaves in
Australia. Discuss.

2. Stealing is ALWAYS
wrong. Discuss.

3. Taking the convicts to

Australia resulted only in
negative impacts. Discuss.

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