DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan

C2CName Unit 2 – Creating Persuasive Arguments Learning area English

Year Level 5 - 7 Duration 5 weeks

Class Teacher

Unit Outline

In this unit students’ read, view and analyse a range of persuasive written and media texts. They create a written persuasive argument in response to a current issue within the media and publish it in a class magazine.Curriculum intent: Content descriptions

Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

YEAR 5Language for interactionUnderstand how to move beyond making bare assertions and take account of differing perspectives and points of viewSimple and compound sentence structures are the first ones mastered by EAL/D students. Complex sentences are learned further along the EAL/D learning progression.Provide good models of the sentences required to express point of view.

Text structure and organisationUnderstand how texts vary in purpose, structure and topic as well as the degree of formalityEAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar

YEAR 5Responding to literatureUse metalanguage to describe the effects of ideas, text structures and language features on particular audiences

YEAR 5Texts in contextShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contextObjective and subjective language is an abstract concept. How it is achieved in English needs to be modelled and explained.Provide vocabulary lists and teach idiomatic expressions.

Interacting with othersClarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’

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with the range of types of texts experienced by other students in the classroom.Provide models of all types of texts at all times. EAL/D students in the Beginning phase will require extra scaffolds such as sentence stems and vocabulary lists.Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

Expressing and developing ideasUnderstand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause.Simple and compound sentence structures are the first ones mastered by EAL/D students. Complex sentences using main and subordinate clauses are learned further along the EAL/D learning progression.Beginning and Emerging phase students will require support with simple sentences and their structure before they can work with complex sentence structures. Developing and Consolidating phase students can be supported with complex sentences by working with the structure of the sentences. Write sentences on cardboard or on the interactive whiteboard and cut these into their clause components. Provide sentence models for students to modify by inserting their own content but retaining the structure.Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or ideaNoun groups/phrases can be made by adding adjectives. In English, we prefer an order for adjectives in noun groups/phrases (for example a beautiful red balloon rather than a red beautiful balloon). This preference for opinion adjectives before factual ones is innate for native English speakers because of their sense of the language, but should be taught to EAL/D students.Use interactive and oral activities to build students’ use of noun and adjective groups.Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’

own experiences and present and justify a point of view

Interpreting, analysing, evaluatingIdentify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textIdentifying persuasive devices in texts requires the student to be able to decode the text, then analyse the word choice and how this affects the reader/viewer/listener. EAL/D students in all phases of their English language learning will find this variously challenging.Allow EAL/D students to engage with this task in ways commensurate with their EAL/D learning progression. Some will be able to decode, others to analyse and the more able students will identify the positioning of the audience, although this will be a difficult task for most. Build EAL/D students’ vocabulary relevant to persuasive, informative and imaginative texts.Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningExplicitly teach what is possible in English grammar and vocabulary, and do not rely on questions such as ‘Does this sound right?’ or ‘Does that make sense?’. Reading assessment methods such as Running Records, Retells (oral, written or drawn) and comprehension questions (oral, written or drawn answers) are a crucial component of assessing reading competency in EAL/D students.Self– correction requires an innate sense of what sounds right in English and what makes sense. EAL/D students in the Beginning and Emerging phases of learning do not have this sense of the language and cannot easily self– correct. EAL/D students in these early phases of learning usually do not have enough language knowledge to predict upcoming words.Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources

Creating textsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound

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interpretationsUnderstand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contextsSize of vocabulary is one of the best predictors of literacy success. EAL/D students will not have had the same extensive exposure to English vocabulary as other students, nor the same ‘prior knowledge’ to build upon, and so special attention must be paid to vocabulary development in the classroom.Plan for vocabulary teaching and deliberately build vocabulary in the classroom. Teach the use of a thesaurus. Notice words being used differently in different contexts and point this out to students (for example ‘Stay in the shade’. ‘Shade one half of the circle’).Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words.Morphemes are the smallest meaningful parts of words, and play an important role in helping us to comprehend words and spell them. This knowledge is crucial for EAL/D students as it allows them to efficiently expand their vocabulary through building word families and to increase their comprehension.Build families of words according to their morphology (for example through semantic webs where the core word is added to – ‘’fire, bushfire, fireman, fire– fighter’).Recognise uncommon plurals, for example ‘foci’EAL/D students come into the school and the curriculum at all ages and may be at any phase in their English language learning journey. Therefore, even more common, but irregular, plurals (for example children) need to be explained.Build lists of irregular plurals in personal word books for EAL/D students.

appropriate to purpose and audienceEAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the types of texts that other students have learnt in previous years.Provide text structure frameworks within which to write specific types of texts. Use model texts to demonstrate and explain the steps in a type of text. Engage students in teacher– led joint construction of new types of texts, focusing on the language features of the specific type of text. Provide models of all types of texts at all times. EAL/D students in the Beginning phase will require extra scaffolds such as sentence stems and vocabulary lists. Investigate with students the features of multimodal texts that contribute to making meaning.Reread and edit student’s own and others’ work using agreed criteria for text structures and language featuresIn order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn. Successful editing requires both breadth and depth of English language knowledge, which comes later in the language learning journey where students develop a sense of ‘what makes sense’ and ‘what sounds right’ in English.Provide detailed proofreading checklists that will be helpful to EAL/D students. Identify one or two key items to look for in each editing task.Develop a handwriting style that is becoming legible, fluent and automatic

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YEAR 6Language for interactionUnderstand the uses of objective and subjective language and biasEAL/D students may understand this concept, but Beginning and Emerging phase students may find it difficult to show this understanding as they are yet to acquire the language necessary to make linguistic choices. This depends upon where they are on the EAL/D learning progression.Encourage students to show their understanding in alternative ways (for example provide them with examples of each; discuss which is which and what features create this subjectivity/objectivity).

Text structure and organisationUnderstand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effectsBeginning and Emerging phase students will find it difficult to see when an author has deliberately deviated from standard language features. Humour is culturally specific, and usually dependent upon a good understanding of cultural references and a broad vocabulary.Give explicit examples of when and how authors innovate and the intended effect of this innovation. Use texts as models, and unpack cultural references to explain why humour is created in examples.Understand the uses of commas to separate clausesPunctuation differs from language to language. Complex sentences will be difficult for Beginning and Emerging phase students who are still mastering simple sentences.Explicitly explain and model punctuation, and encourage students to make comparisons with their home language. Provide intensive support for those students still requiring assistance with simple sentence structure before requiring them to learn and attempt more complex sentences.Expressing and developing ideas

YEAR 6Responding to literatureIdentify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsModality does not exist in all languages and is used differently in some others. Metaphor is cultural, and some languages do not use metaphor at all.Give explicit instruction on modality and its effects. Explore with students if this exists in their home language and try to find how they achieve the same effect, so that students can better understand the concept behind it. Give targeted support in identifying and understanding metaphor as it is presented in the text.

YEAR 6Texts in contextCompare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

Interacting with othersParticipate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinionsStudents in the Beginning and Emerging phases may find it daunting to be actively involved in these kinds of discussions. They may observe others to identify how these kinds of discussions are staged in English and will most likely understand more of the discussion than they are able to demonstrate.Allow students the opportunity to participate passively in such discussions. Invite their participation, but do not force it. Allow longer ‘wait time’ for responses as the students translate, construct a response in their first language, translate this to English and then respond. Use small group activities to promote such discussions, as these can be less threatening than whole– class discussions.

Interpreting, analysing, evaluatingAnalyse how text structures and language features work together to meet the purpose of a textSelect, navigate and read texts for a range of purposes applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsEAL/D students in the Beginning and Emerging phases will have difficulty with the vocabulary and grammar of age– appropriate texts. EAL/D students at the Developing and Consolidating phases may still be unaware of the syntactic cues (the language patterns, word order and text structure) or semantic cues (for example cultural and world knowledge, topic knowledge) needed to make sense of these texts.Assist in choosing texts appropriate for students’

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Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideasComplex sentences will be difficult for Beginning and Emerging phase students who are still mastering simple sentences. All languages have different grammatical rules, and English has a flexible structure where clauses can often be placed in different positions in sentences for effect.Provide intensive support for those students still requiring assistance with simple sentence structure before requiring them to learn and attempt more complex sentences. Model sentence structures and demonstrate what is possible with sentences (for example moving clauses around in a sentence to observe effect).Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb, nouns/phrasesTense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of English, which has more than nine tenses. These are not interchangeable and are used to make fine distinctions of meaning. For example: ‘The little red hen baked the bread’. ‘The little red hen was baking the bread’. ‘The little red hen has baked the bread’.Explicitly teach the ways in which verbs work in English. Use shared reading of texts to explain how different text structures work. Model a variety of verbs/adverbials for any given learning activity so that EAL/D students will develop their bank of verbs and adverbials to allow for greater linguistic choice.Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive textsJust as written texts are socially constructed, so are visual texts. It is important not to assume that visuals are an ‘international’ language that is read the same way in all cultures. The visual images in visual texts are culturally bound and will not necessarily be obvious or familiar to EAL/D students.Visual texts need to be deconstructed and explained in the same way as written texts.Explain the analytical images in texts, and look for a

abilities and scaffold them in interpreting age– appropriate texts. Present new vocabulary and introduce new grammatical features to be encountered in a new text. Model text processing strategies such as how to use a table of contents. This skill may be particularly unfamiliar to EAL/D students who are not literate in their first language.Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsNot all EAL/D students will have been able to develop a range of reading comprehension strategies in their past schooling.Explicitly model comprehension strategies (one at a time), using texts that the student can decode independently, and show how these strategies can then be used in conjunction with one another to make better sense of text. Identify syntactic cues (for example that ‘tear’ can be a verb and a noun) and explicitly explain these to students. Identify where semantic cues are used (for example the use of ‘white’ to symbolise purity, the word ‘lamb’ means both a baby animal and a joint of meat) and explicitly point these out for students.

Creating textsPlan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceMany EAL/D students, particularly those at the Beginning and Emerging phases of language learning, will not have the written language proficiency required to achieve in this task. As students move into the Developing and Consolidating phases, they will be able to attempt these skills with support, but their writing will still exhibit first language influence in both linguistic and stylistic features.Provide text structure frameworks within which to write specific types of texts. Use model texts to demonstrate and explain the steps in a type of text. Engage students in teacher– led joint construction of new types of texts. Provide vocabulary lists of common and necessary information (which students have time to study and research prior to the task).

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range of texts that include analytical images to examine their use, layout and contribution to meaning.Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinionEAL/D students may still need time to understand the effect of word choice.Use word clines and other vocabulary activities to support students in understanding the range of vocabulary available and the effect of these words. Encourage students to use bilingual dictionaries and to note the approximation for each word in their home language if one exists. Give EAL/D students multiple opportunities to use new vocabulary in interactive oral situations.Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languagesSpelling is developmental, and English spelling will cause problems for students from oral cultures and those from languages that are phonetically represented (such as Spanish and Indonesian) because many words in English do not follow a phonetic pattern.Ensure that students have a sound grasp of letter/name and within– word pattern spelling knowledge before introducing them to affixes and derivational relations spelling patterns. Assist students to use visual knowledge to learn irregular words such as watch, women.

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choicesIn order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn.Provide opportunities for peer editing or editing with the teacher. Photocopy or print out students’ work, cut up the sentences and investigate together what effects can be created by manipulating the sentence or word order.Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purposeStudents who are familiar with a different script may not yet have learned to write fluently in English and will need extra time to develop their handwriting.If cursive writing is required, enable students to practice this at home in private. Set homework to develop this on an individual basis.

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YEAR 7Language for interactionUnderstand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sourcesThe use of appraisal is linked to linguistic and cultural understandings around the ‘weight’ of words and what they insinuate. Students in the Beginning and Emerging phases of language learning will still be developing a basic vocabulary and may not understand the nuances between word choices.Employ strategies such as word clines to explicitly demonstrate the strength and inference that words carry. Discuss evaluative language in texts being read and how authors choose these deliberately to convey a point of view. Use classroom strategies that will develop EAL/D students’ evaluative language.

Text structure and organisationUnderstand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphorsEAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of types of texts experienced by other students in the classroom. Understanding extended metaphor relies upon the student seeing the connection of the metaphor and having the cultural capital to decode this metaphor and to appreciate its complexities and inferences.Provide text structure frameworks within which to write specific types of texts. Use model texts to demonstrate and explain the steps in a type of text and the language features evident in the text. Provide explicit teaching to explain the meaning of metaphors in texts being read.Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clausesPunctuation is different in different languages. In some languages (such as Arabic) it does not exist, and in other languages the symbols used are different. For

YEAR 7Responding to literatureCompare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts.Language and images may generate varying interpretations and implications depending on the background of the student (different cultural conceptualisation). These may differ from the intended interpretation in the original text. For example, a ‘full moon’ can signal a mystical element in some cultures, or symbolise beauty in others, or create a sense of foreboding in thrillers.Be explicit about implicit details in the narrative. Create opportunities for students to show their own conceptualisation, through language or images.Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguageCultures value different things, and so this will vary across cultures.An EAL/D student can contribute to the discussion, showing another way of interpreting and/or appreciating texts. For example, the rights of a convicted criminal in a novel, or the role of the Anzacs in a text – invaders or heroes? Note that these alternative interpretations may be counter to school cultural interpretations.

YEAR 7Texts in contextAnalyse and explain the effect of technological innovations on texts, particularly media textsExplanation of the effects will require specific language (media terms) and a specific text structure for the explanation. Students in the Consolidating phase may be able to demonstrate an in– depth knowledge of these features from student’s first language learning. Students in the Beginning, Emerging and Developing phases will need intensive support to develop the vocabulary required.

Interacting with othersIdentify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic renditionSpoken texts may be difficult to understand for students in the Beginning and Emerging phases of language learning, depending on their level of listening comprehension. Students in the Developing and Consolidating phases will still require support with extended texts and ‘close’ sounds (for example pin/bin).

Interpreting, analysing, evaluatingAnalyse and explain the ways text structures and language features shape meaning and vary according to audience and purposeEAL/D students at the Beginning, Emerging and Developing phases will not understand the nuances of language in many situations. They will not recognise that the particular language choices made in the text can impact on meaning.Explain how these structures and features shape meaning with concrete examples taken from texts being read. Model the variation of language according to audience and purpose through role play that EAL/D students watch or through an in– depth analysis of different language and text structures on a same topic and how these change according to audience and purpose (for example a text, an email to a friend, a

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example, in German all nouns are capitalised, while some languages have no capitals; in Spanish, an inverted question mark is used at the beginning of the question and a standard question mark at the end.Explicitly teach punctuation, ensuring that EAL/D students understand both the symbol and the function of punctuation.

Expressing and developing ideasRecognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase density of information.In the Beginning and Emerging phases of language learning, EAL/D students may still be trying to master the accurate reproduction of a simple sentence. Discussing embedded clauses if the simple or compound sentence structure is not well developed will cause confusion.Consider each student’s ‘position’ along the language learning continuum before embarking upon this learning.Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nounsMany languages have no modality. Students from these backgrounds will need support in understanding how a degree of certainty can create nuance or indicate deference.Consider the language background of EAL/D students and explain the concept of modality if needed. If available, ask a bilingual teaching assistant or a person who shares the same language to assist with understanding.Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distanceInvestigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through languageAcademic texts often use nominalisation. This is difficult for EAL/D students to unpack as the noun responsible for the action is removed (for example ‘People settled’

business email, a letter).Use prior knowledge and text processing strategies to interpret a range of types of textsThe prior knowledge that EAL/D students possess will vary.Ascertain what prior knowledge EAL/D students have. Model text processing strategies prior to the task.Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sourcesEAL/D students will be at varying places along the continuum of comprehension in the new language/dialect. Different cultures (languages) interpret/analyse texts differently. EAL/D students may have other interpretations of texts that run counter to the expected classroom interpretation. Synthesis is an advanced task that will require support.Greater support and scaffolding will be required for students who have a lower level of comprehension than others. Graphic organisers may be useful.Model interpretation of text and choose texts that carry ideas with which the students are familiar. A retrieval chart (or other graphic organiser) will help students to organise their ideas. Provide synonyms for commonly used words (for example witch, crone, hag), as well as explicit modelling of the form required for the response.

Creating textsPlan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideasUse model texts to demonstrate and explain the steps in a type of text. Engage students in teacher– led joint construction of new types of texts. Provide guided writing outlines to support with text structure, vocabulary lists of common and necessary information (which students have time to study and research prior to the task), and support in using the technology needed to produce these texts.Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impactIn order to edit, students need to have the linguistic

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becomes ‘settlement’).Abstract nouns may cause confusion for newer language students. Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns.Explicitly teach nominalisation and provide charts that show the verb and noun side by side so that students may refer to this. Use bilingual dictionaries, bilingual teaching assistants or same– language speakers where possible to clarify the concept. Use strategies such as cloze to focus on the use of nominalisations. Unpack nominalisations to show both the verbs and nouns from which they originated.Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell themSpelling is developmental, and Standard Australian English spelling will cause problems for students from oral cultures and those from language backgrounds that are phonetically represented (such as Spanish and Indonesian).Ensure that students have a sound grasp of letter/name and within– word pattern spelling knowledge before introducing them to affixes and derivational relations spelling patterns.

resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn.Peer editing or editing with the teacher can be an informative activity for EAL/D students. Photocopy or print out their work, cut up the sentences and investigate together what effects can be created by manipulating the sentence or word order.Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periodsStudents who come from a different script background may not yet have learned to write fluently in English and will need extra time to develop their handwriting in English.If cursive writing is required, enable students to practice this at home in private. Set homework to develop this on an individual basis.

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General Capabilities and Cross-curriculum priorities

LiteracyStudents will have opportunities to : comprehend texts through listening, viewing and reading

compose texts through writing and creating

ICT competenceStudents will have opportunities to develop skills in:

creating with ICT

communicating with ICT

managing and Operating with ICT:

Critical and creative thinkingStudents will have opportunities to develop skills in: inquiring - identifying, exploring and clarifying information

generating innovative ideas and possibilities

reflecting on thinking, actions and processes

analysing, synthesising and evaluating information

Ethical behaviourStudents will have opportunities to develop skills in: understanding ethical concepts and issues

reflecting on personal ethics in experiences and decision making

exploring values, rights and ethical principles

Personal and social capabilityStudents will have opportunities to develop: self-awareness

social awareness

Intercultural understanding

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Students will have opportunities to develop skills in:

recognising

reflecting

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will engage with organising idea :

5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

SustainabilityStudents will engage with organising idea :

6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures.

Relevant prior curriculum

Students require prior experience with:

understanding how ideas can be expanded and sharpened through careful choice of verbs and elaborated tenses and a range of adverbials

understanding how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

investigating how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

comparing texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

analysing how text structures and language features work together to meet the purpose of a text.

Curriculum working towards

The teaching and learning in this unit works towards the following:

using comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

applying increasing knowledge of vocabulary, text structures and language features to understand the content of texts.

Eight Learning Management Questions (LMQs)

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When planning teachers make critical decisions around the Eight Learning Management Questions.

Supportive learning environmentDifferentiationLMQ 1, 2 & 3: What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?

Consider the individual needs of your students - including EAL/D, Gifted and Talented and Special Needs, and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.

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Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:

the frequency of exposure for some students

the intensity of teaching by adjusting the group size

the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:

student groupings will offer tasks with a range of complexities to cater for individual learning needs

rotational groupings allow for more or less scaffolding of student learning.

FeedbackLMQ 8 How will I inform learners and others about the learner’s progress?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it.Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do

how each student is going

where each student needs to go next.

Ensure feedback is timely, ongoing and purposeful. Feedback may relate to reading, writing and speaking throughout this unit. In this unit this may include:

students’ understanding of persuasive techniques and devices employed by media to promote a point of view and bring about action or change. This includes:

how modality (certainty, probability and obligation) is created in the media texts through the use of modal verbs, adverbs, adjectives and nouns

how point of view is presented in media campaigns to address the intended audience and achieve the purpose through affect (emotional categories)

identifying, comparing and explaining how multimodality (e.g. combination of images, words and sound) contributes to the text’s meaning

students’ understanding of the structure of written analysis, including:

language of affect in advertising campaigns

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drafting and editing to refine ideas

application of prior knowledge of clauses to elaborate, extend or explain ideas.

Use feedback to inform future teaching and learning.

Reflection on the unit planIdentify what worked well during and at the end of the unit. Compile a reflective list for future planning.

Reflection may include:

activities that worked well and why

activities that could be improved and how

monitoring and assessment that worked well and why

monitoring and assessment that could be improved and how

common errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)

differentiation and future student learning needs.

AssessmentLMQ 7 How will I check the learners have made progress?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to present and gather feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit include:

Reading comprehensionCollect information about students’ ability to:

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use text processing strategies and comprehension strategies to read increasingly complex texts and comprehend literal and inferential questions

Student Work SampleCollect information about students’ ability to:

identify fact and opinion and emotive language in Letter to the editor

Teacher ObservationCollect information about students’ ability to:

apply textual features

use persuasive devices

structure a written analysis using the drafting process in the joint construction of a class text.

Assessing student learningYear 5Written assessment task — Constructing a persuasive argumentStudents write a persuasive argument in response to a current issue in the media.

This assessment provides opportunities to gather evidence of student learning in:

LanguageText structure and organisation understand how texts vary in purpose, structure and topic as well as the degree of formality

Expressing and developing ideas understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

understand how noun phrases/groups and adjective phrases/groups can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

LiteratureResponding to literature use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

LiteracyTexts in context show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these

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can change according to context

Creating texts plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to

purpose and audience

Year 6Written assessment task — Constructing a persuasive argumentStudents write a persuasive argument in response to a current issue in the media.

This assessment provides opportunities to gather evidence of student learning in:

LanguageLanguage for interaction understand the uses of objective and subjective language and bias

Text structure and organisation understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

Expressing and developing ideas investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas.

understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

LiteratureResponding to literature identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

LiteracyInterpreting, analysing, evaluating analyse how text structures and language features work together to meet the purpose of a text

Creating texts plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources

appropriate to purpose and audience

Year 7Written assessment task — Constructing a persuasive argument

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Students write a persuasive argument in response to a current issue in the media.

This assessment provides opportunities to gather evidence of student learning in:

LanguageText structure and organisation understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures

such as taxonomies, cause and effect, and extended metaphors

Expressing and developing ideas recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase density of

information.

understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns

investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

LiteratureResponding to literature compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts.

discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage

Creating literature experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and

colour

LiteracyInterpreting, analysing, evaluating analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

Creating texts plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey

information and ideas

Sequencing teaching and learning LMQ 5 & 6: What will constitute the learning journey and what are the contexts for learning? Who does what?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a

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variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focus and teaching strategies, refer to the lesson overview.

Exploring persuasion what is persuasion?

examine an opposing point of view

persuasive language – audience and purpose

persuasive language – fact and opinion

Exploring persuasive language and devices in texts modality in advertising

modality in written text

evaluating language used to express a point of view

persuasive appeal

analysing the language of persuasion

rhetorical devices

Identifying and applying persuasive language and vocabulary repetition

figurative language in advertising

vocabulary cline

analyse the text

consolidate knowledge of a persuasive argument

Analysing texts analysing textual features

emotive language

paragraphs and topic sentences

joint construction of text

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consolidation and review

Constructing and sharing a persuasive text planning a persuasive argument - first draft

writing the first draft

edit/Redraft

publish the final draft

share and review

Making judgementsHow do I know how well my students have learned?Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standardIn this unit, the assessment of student learning aligns to the following components of the Achievement standard.

Year 5Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Year 6Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

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Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Year 7

Receptive modes (listening, reading and viewing)By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.Productive modes (speaking, writing and creating)Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Lesson overviews

Exploring Persuasion

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What is persuasion? Examine a particular point of view (1 of 4) discuss purpose of unit and share prior knowledge of

persuasion discuss vocabulary of persuasion develop a strategy for choosing reliable information

to support point of view examine text through close reading to identify point of

view, evidence and persuasive language used examine how the text Ban cyclists from the park

presents a point of view and evokes emotion establish a process as a class for collecting and

displaying news articles that will assist students to choose an issue for their assessment

Examine an opposing point of view (2 of 4)

explore point of view in written texts examine text through close reading to identify what is

an opposing point of view read Letter to the editor 1 examine the notes on language and structural

features in the letter to the editor 2 (annotated) discuss how evidence from the letter presents an

opposing point of view to the editorial (Ban Cyclists form the park) read in the earlier lesson

Persuasive Language- Audience and purpose (3 of 4) explain and discuss ‘target audience’ and purpose define the words ‘advertising’ and ‘media’ review how language is used to create a point of view

and influence an audience view two different ads (poster and TV) to identify

point of view and analyse how images and text are used to persuade

analyse text: What’s wrong with whaling compare advertisements with the whaling text, noting

how each caters to audience and purpose, and the use of language and images

Persuasive Language – Fact and opinion(4 of 4) identify what is fact and what is opinion in the texts:

Whaling must end now! and What’s wrong with whaling?

discuss, and define ‘bias’ view Burt’s bees toothpaste advertisement to identify

subjective (opinions of mother) and objective language (facts from dentist).

clarify how choices in language influence personal response

monitor students’ reading comprehension using the types of questions in the QAR Guide

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Differentiation LMQ 1,2 & 3

Resources

Exploring PersuasionInformation Teaching literacy in English: Stage 4: Writing persuasive textsAssessment task Constructing a Persuasive ArgumentPoster — Double Dunk basketball advertisement and Television advertisement from Advertisement library — http://www.admongo.gov/ ) search ‘Ad library’Sheet (one per group) — http://www.admongo.gov/lesson-plans.aspx: choose ‘Be ad aware’Film Clip - Burt's Bees Natural Toothpaste: Celebrate the Power of a Natural Smile

Posters — QAR postersInformation — http://www.readinglady.com/: in search engine search for ‘Question answer relationship strategy’

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Exploring persuasive language and devices in texts

Modality in advertising (visual)(1 of 6) examine text through close reading to identify

modality in advertising view a cartoon and Discovery Channel’s advertising

campaign ‘The World is Just Awesome’(Boom De Ya Da)

investigate how images, lyrics and melody combine to persuade

define modality identify modality in advertising campaigns experiment with modality in advertising campaigns

Modality in written text (2 of 6) examine text through close reading to identify

modality explore modality by identifying weak and strong

verbs and adverbs in text identify modality in texts from previous lessons create a modality cline discuss which words students could use to convince

an audience

Evaluating language used to express a point of view (3 of 6)

engage in close reading of a text to identify what is an opposing point of view

identify modal verbs, adverbs, adjectives and nouns demonstrate use of modality in a persuasive

paragraph responding to the statement ‘The world is awesome’

judge effectiveness of language used to create point of view (peer feedback)

use QAR to question texts monitor students’ literal and inferential reading

comprehension

Persuasive appeal(4 of 6)

discuss what making an ‘appeal’ means and identify persuasive appeal through close reading of text

introduce and define the word ‘rhetoric’ as the art of using language to persuade

define and identify rhetorical questions introduce and discuss imperative commands identify persuasive appeals on tourism website and in

magazine advertisements

Analysing the language of persuasion (5 of 6) use texts from previous lessons or an alternative text

about a local issue to identify persuasive language share and discuss: To persuade is to appeal to

emotion, providing facts and using logic or common sense.

discuss what persuasion feels, sounds, looks like (Think, Pair, Share strategy) – investigate affect

identify emotive and evaluative language and examine how noun groups, adjectives, verbs and modals are used

monitor students’ literal and inferential reading comprehension

Rhetorical devices (6 of 6) review fact and opinion and emotive language Examine text: Letter to the editor re Banning cyclists

through close reading to identify rhetorical devices examine pathos (feelings) examine logos (facts) revisit rhetorical questions consolidate learning

Differentiation LMQ 1,2 & 3

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Resources LMQ 4

Exploring persuasive language and devices in textsAnimation Awesome Earth DVolverVideo clip Boom De Ya DaVideo clip Boom De Ya Da (Version containing Indigenous Asian and Australian vision)Locate advertising campaigns with high modality slogansWebsite WallwisherList of advertising slogansLearning object Persuasion MapInformation http://www.readinglady.com/: search for ‘Question answer relationship strategy, teaching children where to seek answers to questions’The stages of the writing processTelevision advertisement Brisbane Roar: Were YOU there?Sheet Question and commandsSelection of magazines with advertisementsVideo clip Ethos, Logos and PathosAdvertisement http://www.tourism.australia.com/en-au/: search for ‘There’s nothing like Australia’ poster – picture of WhitsundaysSheet common advertising techniquesThesaurus for each student or shift F7 or on-line thesaurusArticle Enhancing Emotional Vocabulary in Young ChildrenGreenpeace website image sectionDictionaries

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Identifying and applying persuasive language and vocabulary

Repetition (1 of 5) read, view and analyse texts and advertisements to

identify repetition (including alliteration)

identify the elements in familiar advertisements that catch the audience’s attention

explain how repetition can be used as persuasive device

discuss how these are used differently in advertisements and written texts

use repetition as a persuasive device

share examples of repetition

Figurative language in advertising (2 of 5) review prior knowledge of figurative language

consider how creating images in peoples’ minds adds strength to an advertisement

discuss and give examples of simile and metaphor

identify descriptive text and use of simile and metaphor in The Whitsundays on Qld Holidays website

complete sheet: Writing similes and metaphors

introduce personification

analyse the website page: Harvey and the humpbacks using QAR

match nouns with verbs to write sentences demonstrating personification

demonstrate understanding of how advertisers use figurative language to influence an audience in a written response

Vocabulary cline (3 of 5) identify degrees of persuasiveness in language

investigate synonyms

examine vocabulary clines

apply vocabulary clines to nouns

Analyse the text (4 of 5) examine use of technical vocabulary in a written

argument

identify how descriptive language is used for effect

identify alternative everyday language for the technical vocabulary

rewrite part of the text using everyday vocabulary

discuss the impact of this language on the persuasiveness of the text

Consolidate knowledge of a persuasive argument (5 of 5)

Focus: Consolidation

revise and consolidate textual structure and language features of a written argument

revise the use of modality, repetition, synonyms and figurative language

revise vocabulary cline

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Differentiation LMQ 1,2 & 3

Resources LMQ 4

Identifying and applying persuasive language and vocabularyWebsite: Ad LibraryWebsite: Queensland Holidays: BrisbaneText Animalia by Graeme Base for examples of alliteration

Website: The Whitsundays

Website: Harvey and the Humpbacks

Film clip Animal documentary

Film clip The Majestic Plastic Bag mocumentary

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Analysing Texts

Analysing textual features (1 of 5)Use a text about a local issue to explain how text structure supports a written argument

discuss purpose and audience of persuasive article

examine and discuss language and visual features of persuasive article

examine the starting point of a sentence

examine the use of direct speech

determine point of view of argument

rewrite article foregrounding differing point of view

compare and contrast language

share comparisons

Emotive language (2 of 5) choose a text about a local issue to examine emotive

vocabulary

identify language of affect

joint construct a paragraph using language of affect in response to an image

examine emotive and evaluative language

identify words and phrases of affect in a text

use Y chart to record emotive words and phrases

write a persuasive response to a text

Persuasive structures – topic sentences, paragraphs (3 of 5) choose a text about a local issue to discuss the text

structure and language used to present a point of view

examine sentence structures and identify noun groups

discuss structure and cohesion in a journal article

examine paragraph structure

identify cohesion in journal article

reflect on use of structure and cohesion in writing

Joint construction of text(4 of 5)

select a current issue in the media for joint construction of a persuasive written response

provide students with information needed to support their point of view

discuss the vocabulary, persuasive devices and text structure

discuss the topics/arguments students would include to persuade

jointly plan the response using the planning sheet

jointly construct, using the planning sheet a for the selected media issue

Consolidation and review (5 of 5)

revisit persuasive language and visual features

revisit comparison of persuasive language and visual features from two differing points of view

revisit sentence and cohesive text structures

revisit use of emotive language

review and consolidate structure, language features and persuasive devices as required

reread the jointly constructed text and discuss improvements that could be made

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Differentiation LMQ 1,2 & 3

Resources LMQ 4

Analysing textsText about a local issueNews article: Hero Radike just goes with the ‘fro’ by Greg Davis and Robyn IronsideSheet Guide for manipulating point of viewText about a local issue

Thesaurus for each student

Download activity to computer for student accessDictionariesJournal Article: Ruthless march of the toxic invader by Peter MeredithTextbook: The complete guide to English usage 3rd Edn by M A RamsayThesaurus for each student

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Constructing and sharing a persuasive text

Planning a persuasive argument — First Draft (1 of 5) review assessment task and related Guides to

making judgments

review structural and language features to develop a point of view

determine supporting arguments for article presenting a particular point of view

plan persuasive argument

share persuasive argument plans

use sheet — persuasive argument plan to develop your argument

begin first draft

Writing the first draft (2 of 5) write first draft

Edit/Redraft (3 of 5) discuss process of self-editing and proofreading

engage in self-editing a persuasive argument

engage in peer-editing a persuasive argument

reflect on the self-editing and proofreading process

Publish the final Draft (4 of 5) finalise and publish persuasive argument

Share and review (5 of 5) handout published copies of the class magazine or

view onscreen

students read arguments in magazine

complete peer and teacher assessment

complete PMI of unit

Differentiation LMQ 1,2 & 3

Resources LMQ 4

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Constructing and sharing a persuasive textComputer lab with internet access

Word processing software (For example Microsoft Office Word)Access to computersAccess to computers

Digital projector and screen or interactive whiteboard

References

http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspxhttp://www.scootle.edu.au/ec/p/home

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