DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Persuasive GenreWhole School Plan

“I’ve hired this musician to play a sad melody while I give you a sob story about why I didn’t do my homework. Its actually quite effective.”

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Session Overview

• Data Sources• Unpacking the NAPLAN persuasive Rubric• Identifying and developing classroom assessment• Teaching emphasis across school

How will this look in your school• Content and Pedagogy

• Who and when teaching and assessing will occur.

• Moderation and teacher reflection

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Quality Learning

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Planning looks like...

•What do learners already know?

•Where do the learners need or want to be?

•What evidence of learning will best match the intended learning?

•How do learners best learn?

•Referenced from: Assessment Guidelines Quality Assurance Cycle pg 9

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Data Sources – What do the learners already know?

•NTCF (BIC) and Classroom assessment•RAAD

http://bic.ntschools.net

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

NAPLAN Rubric – where do the learners need/want to be?

Description of the Writing Rubrics

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

What should the Evidence of Learning show?

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

What does this mean for my

teaching?Knowledge and Understandings

Activities

Thinking Time

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

What does that mean for our teaching?

Purpose Persuasive Writing

Audience

Teaching Ideas/ Approaches

Language features Text Structure

To argue a case for or against a particular position or point of view.To inform, entertain, persuade.

Need to consider target audience: peers, distant, general, specialised.

Oral discussion – reading and talking about the genreOral gamesUse modelsDeconstruct/reconstruct textUse writing frameworksAdapting /analysing modelsGroup/ shared workPractice sequencing IdeasAlternative points of view

Formal/informalNominaliseEmphatic languagePunctuationRhetoric QuestionsEthical languageConnectivesStatement of opinionReasonsRepetitionA hook. Thesis

Opening statement Identify argument/position

Body Opinions supported with reasons Paragraphs organised around ideas

Conclusion Summary and restatement of opening statement. Leave reader with clear picture of view point

AdvertisementsLettersPamphletsSpeechDebateNewspaper ArticleCartoons

Format

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Writing for all genres

AudienceText StructureIdeas

CohesionVocabularySentence Structure

Punctuation Spelling

Big Picture of writing Finer details of writing

• Purpose for writing• Reader writer

relationship• Who the writing is for• Structure and elaboration• Reasons and elaboration• Personal - impersonal

• Grammatical structure of sentence – simple compound and complex

• Connectives and variety• Wide range of words –

synonym activities, action verbs, emotive words

• Pronoun referencing• Tense

• Sentence boundaries, boundaries of phrases and clauses, direct speech, etc.

• Spelling knowledge – morphemic, phonological, etymological, visual knowledge

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Identifying classroom assessment

What is the key criteria that you will need in your assessment of students prior to this learning?

How will you implement this assessment?

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Teaching Emphasis

Variations will occur according to student needs and abilities.

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

What will this look like in your school?

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Confirming, and reflection

DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au

Josh’s messy bedroom