LITERACY / UNIT PLANNER

Topic: Persuasive Letter Writing My Place: Rowley, 1898.

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and

mode

1. Whole text structure of a Persuasive Letter

Address of the writer

Date of the letter

Opening greeting
Opening Statement of opinion, position or proposal
Paragraphed arguments to support opening statement with
supporting facts, information and examples
(Order arguments sequentially from most persuasive/strongest
to least persuasive/weakest)
Concluding statement that sums up the arguments and writers
point of view, including suggested solutions or possible
actions.
Closing greeting
Name and signature of writer
Language features for the text-type:
2. Sentence level

Emotive phrases to persuade the reader (e.g. We strongly

believe)
Usually present tense
Quotes

Term: 3

Listened to

Argument

Persuasive
Formal Letter

Spoken

Date: Start 23rd Aug.

Week: 5-7

Read

Written

Viewed

Produced

X
X

X
X

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies:
Think Aloud Language Experience Approach (R/W)
Read to Shared R/W
Guided R/W Modelled writing Interactive writing Independent R/W
Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Reading Interviews Cloze
2.1 & 2.5
This section of the unit planner demonstrates my
knowledge of a range of literacy specific
instructional strategies and my ability to determine
which are best suited to the exploration of particular
content area (ie. Persuasive letter writing).

3. Word level

Connectives (e.g. firstly, secondly, finally)

Conjunctions (e.g. so, because, therefore)
Topic related vocabulary
Verbs; Action (e.g. run, ruin, drive) and Mental (e.g. hope,
believe, think)

(Wing Jan, 2009, pp. 166-168).

2.1 & 2.2

Persuasive texts and letter writing can both be found within the Victorian
Curriculum as areas of content needing covering with students, therefore
highlighting my appropriate selection of this content for a year 5 unit of work.
This section also demonstrates my knowledge and understanding of the
concepts and substance of content necessary when addressing persuasive
letter writing with students.

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Topic-specific vocabulary for the unit of work:

Opinion, persuade, persuasion, argument, evidence, justification,
explain, for and against, summaries, text, government, illiterate,
implications, effects, possibilities, education, social order, rights,
letter, formal, informal, signature, paragraph, sincerely, proof,
employment, equity, timeline, era, mind map, universal, techniques,
claim, research, position, proposal, reality, wealthy, poor, lifestyle,
labor, communication, economy
2.1
This further demonstrates my content knowledge of
not only the literacy skill in focus, but of the topic
being explored through understanding persuasive
letter writing.

2.1
This section highlights additional teaching and learning strategies used
through the implementation of this literacy unit. It demonstrates my
knowledge of additional strategies that are not literacy specific but still
appropriate and effective for exploring this topic and content
knowledhe within literacy lessons.

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Thinking Tools/techniques to support chns thinking before/during/after an activity:

Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm;
Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z
proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Roleplay; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling;
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning;
Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP. p.166-168
Text: I wanna Iguana by Karen Kaufman Orloff & David Catrow
Text: Dear Mrs. LaRue by Mark Teague
My Place website www.myplace.edu.au Video clip Episode 12| 1898: Rowley Workers Rights
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
Bubbl online mind map creator https://bubbl.us/
Persuasion Map online creator http://www.readwritethink.org/files/resources/interactives/persuasion_map/
VCAA, 2009, List of persuasive techniques(included as appendix)

2.6
These resources I have chosen to include within this literacy unit
demonstrate appropriate implementation of effective ICT tools and
instruction that will enhance the learning experience for students.
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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2.3
Teachers should use assessment to not only indicate students success in achieving a units focus, but to show growth
from beginning to end and to direct and moderate the sequence of learning taking place.
This section of the table demonstrates my knowledge of a range of assessment strategies applicable to teaching and
learning in literacy. The assessment strategies I have implemented are used throughout the unit, not just at the end,
therefore highlighting my understanding of the importance of continuous assessment throughout the learning process.
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

Session 1:
Building Text Type
Knowledge.
To identify a
persuasive argument
and to construct a
persuasive argument
in a group setting.

WHOLE CLASS
Tuning In
(Identify a strategy or a tool to help activate
prior knowledge and/or to introduce the
topic.)

Read To:
Picture story book
I wanna Iguana by
Karen Kaufman Orloff
& David Catrow
Discussion:
What did you notice
about how this text was
written?
What was the purpose of
the letter?
Do you know the type of
letters they were?
What does persuasive
mean?

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)

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)

T-Chart/Post-it-notes:
Pose a statement;
An Iguana would make
the best pet in the world
Students write their name
on a post-it-note and put
it in the for/agree or
against/disagree
column of the T-chart to
show their opinion.

Small Group Work:

Persuade the Teacher
Groups of approx. 5
students.
Reveals a prize e.g.
lollies, exclusive use of
favourable equipment at
recess etc.
Students write and
present 3 convincing
arguments as to why
their group should be
awarded the prize.

Focused Teacher
Questions:
Who learnt something
new this lesson?
Who can share what is
meant by persuade?
What are some of the
persuasive techniques?

Working Portfolio:
All evidence of student
learning for the lesson
is collected and filed in
students individual
working portfolio.

Discussion:
Everyone has a valid
opinion.
Sometime we might want
to change someone elses
opinion.
You would use
persuasion to do this

State WALT:
We Are Learning To
- Understand
Introduce and discuss
persuasive techniques persuasive techniques
- Use persuasive langue

Focus Group (ESL

Students):
Approx. 5 ESL students.
Further explore the idea
of persuasion and what
it means references to
examples activate
prior knowledge.

Ask all students to close

their eyes and ask
Raise your hand if you
feel (1) confused/upset/
Angry, (2)
confident/good/happy, (3)
in between/okay about
anything we
discussed/learnt/did
during this lesson?

Observation:
During whole class
discussions, focus
group collaboration and
group presentations,
take anecdotal notes
(on post-it-notes) of any
evidence of
understanding or
confusion in learning.
Work Sample:
Collect the written
persuasive arguments
produced in groups as
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Session 2:
Building Text Type
Knowledge
To use annotation to
recognise key
features (structure
and language) of a
persuasive text.

- Construct persuasive
arguments
- Write a persuasive
letter

(Appendix 1- Sited from

VCAA, 2009)

They will produce one

persuasive argument
(teacher will; scribe and
guide discussion through
think aloud and
questioning)
Focus on single word
choice as a pose to
techniques/phrases/sente
nces.

Read To:
Picture story book
Dear Mrs. LaRue by
Mark Teague

Think Aloud/Model

Discussion:
What happened in the
story?
How might this text link
to our topic persuasive
letter writing?
Did you recognise any of
the persuasive
techniques we spoke
about last lesson?

Deconstruct 1-2 of the

persuasive letters from
the text as a whole class.
Use the interactive
whiteboard to annotate
the text, highlighting
structural features
(Greetings, arguments
etc.) and persuasive
language and techniques.

Pair Work:
Have the persuasive
letters in the text retyped
and printed on A3 paper
Each pair will be given
one letter (more for high
achievers) at random to
work on.
Students will use
annotations to recognise
and highlight the
structural features,
persuasive strategies and
language evident in the
text.

*Have list of the persuasive

techniques
available/viewable.

Focus Group (ESL

students):
5-6 ESL students
showing difficulty will
work with the teacher.
They will focus only on
the language/vocabulary
(not persuasive

evidence of collective
class understanding.

Think, Pair, Square:

Give the students 60
seconds of silence to
reflect individually on
their learning from the
lesson.
Students will turn to a
peer. Give them another
60 seconds to discuss
their learning from the
lesson with their partner.
Pairs will then join
another pair to make a
group of four. Students
will be given 2 minutes to
discuss their learning
from the lesson as a small
group.

Working Portfolio:
All evidence of student
learning for the lesson
is collected and filed in
students individual
working portfolio.
Observation:
During discussion and
reflection task take
anecdotal notes (on
post-it-notes) on
evidence of students
understandings and
difficulties.
Work Sample:
Collect the annotated
persuasive letter that
the students completed
in pairs and mark them
with a checklist of
desired
characteristics/skills/
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Lesson 3:
Building Topic
Knowledge.

Timeline:
Present students with a
visual timeline
displaying 1898 (time
To recognise
the video is set) and
relevant/quality
now. Include well
information and
known historical events
vocabulary to
to help students better
support an argument. understand when this
was in reference to other
major events/times.
Video:
Students will watch
My Place: Rowley 1898,
Episode 12, Workers
Rights.
http://www.myplace.edu.au/teaching_ac
tivities/1898/4/workers_rights.html

Discussion/Mind Map:
Discuss Rowleys dad
being illiterate.
What does illiterate
mean?
Why do you think he is
illiterate?
Could this be common
for this time? Why/why
not?
What might this mean for
Rowley and his family?
Guide students in
discussion about some of
the causes and effects of
this scenario, bringing
forward the idea of a
time where education
was not universal and not
available to everyone.
Link students ideas in a
mind map using the
interactive online tool
bubbl (https://bubbl.us/).

techniques). Give
students opportunity to
discuss key words,
definitions and the way
they, as the readers, are
made to feel.

understandings.

Pair Work:
Pose the questions:

Working Portfolio:
All evidence of student
learning for the lesson
is collected and filed in
students individual
working portfolio.

Graffiti Wall:
Students will contribute
If you were going to write
to making a class display
a persuasive text about
wall which will show the
education at the time of
key ideas, information
this video (1898), what is
and vocabulary, relevant
some of the key vocabulary to both text type and
you might use?
topic, they discovered
What persuasive strategy
through researching.
would the words/phrases
Students write their
fit under?
What information about discoveries on sticky
notes and add them under
the time might be
the appropriate
useful?
subheading (e.g. text type
vocab., topic vocab., facts
Students will use the
etc.).
internet and books to
research this time period
and topic.
Their discoveries will be
added to their own mind
map (using bubbl).
*List of persuasive
strategies should viewable.

Observation:
During Discussion and
mind map construction
take anecdotal notes
(on post-it-notes) on
evidence of students
understandings and
difficulties.

Roving Conferences:
Move around the
classroom during
research time,
questioning students to
ensure understanding of
the topic, text type and
task.

ESL Students:
They will be paired with a
capable student to work on
the task.

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Lesson 4:
Join Construction of
the text.
To understand the
process of
constructing a text
through assisted
practical application.

Question:
Pose the following
Only wealthy families
should be able to send
their children to school.

Guided Writing:
As a whole class (scribed
by teacher) make a plan
for writing a persuasive
text on the brainstormed
question.
Discussion/Brainstorm: Use the interactive online
Discuss question and
persuasion map to assist
possible opinions.
(http://www.readwritethink.or
Brainstorm the ideas that g/files/resources/interactives/p
ersuasion_map/)
students produce.
Make clear links with
previous lesson (topic
knowledge)

Still as a whole class,

guide the students
through the process of
constructing an opening
statement, argument
paragraph and
concluding summary
using the plan.
Student contribution and
ideas are key.

Pair Work:
Students will produce at
least one persuasive
argument paragraph
(typed) that could follow
the one produced as a
whole class during
guided writing. They are
to refer to the class
made plan for their
ideas.
Focus Group Pairs
(ESL Students):
Approx. 6 ESL students
who have been showing
some difficulty in
previous lessons will
work on the same task,
in pairs within the
group, but sitting at the
same table/floor space.
This will allow the
teacher to be able to

Inside-Outside Circles:
Students are in two
circles. Inner circle facing
out, outer circle facing in.
students aligned so they
are facing a peer. Outside
circle rotates clockwise,
one person at a time
(when instructed), to
discuss the posed
questions with various
class mates.
What persuasive
strategies did you use in
your persuasive argument
paragraph?

Working Portfolio:
All evidence of student
learning for the lesson
is collected and filed in
students individual
working portfolio.
Observation:
During discussion,
brainstorming, guided
writing, and reflection,
take anecdotal notes
(on post-it-notes) on
evidence of students
understandings and
difficulties.

Roving Conferencing:
Why did you decide to use During pair work, rove
these specific persuasive
the classroom, using
strategies?
questioning to give
evidence of deeper
thinking and
understanding.
6|Page

give guidance and

encouragement easily
and as necessary.

Lesson 5:
Individual
Construction of the
Text.

Video:
Students will watch for
the second time
My Place: Rowley 1898,
Episode 12, Workers
To write a persuasive Rights.
http://www.myplace.edu.au/teaching_ac
letter text,
tivities/1898/4/workers_rights.html
demonstrating
knowledge and skills
acquired throughout
previous sessions

Discussion:
Recap on topic and text
type knowledge
developed over previous
lessons.

Individual Work:
Students will construct a
persuasive letter text
from the following
prompt:

State WILF:
What Im Looking For
- Correct text structure
- More than one strong
persuasive argument
- The use of
information/facts/exa
mples which we
researched in a
previous lesson
- Lots of persuasive
language

In 1848 education was not a

reality for all Australian
children. Write a letter to the
editor of a newspaper in
1848 arguing for universal
education. State the reasons
why you believe everyone
deserves the right to be
taught to read, write and
learn about the world.
(Writing prompt sited from:
My Place for Teachers [pdf],
Episode 17 1848 Johanna,
English)

ESL Students:
ESL students will attempt
the same task; however,
assessment of their work
will vary (e.g. less focus

Work Samples:
Collect the paragraphs
that the students
construct in pairs and
mark them against a
checklist of desired
characteristics/skills/
understandings.

Self-Reflection:
Students individually, in
silence, complete the
thinking hats on!
reflection handout
(Appendix 2).

Working Portfolio:
All evidence of student
learning for the lesson
is collected and filed in
students individual
working portfolio.
Work Sample:
Collect the students
individual writing piece
as their final assessment
of learning. Mark it
against an assessment
rubric which includes
the aspects described to
the students in WILF.
Collect the reflection
hand out the students
completed individually
as a self-assessment of
learning.

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on spelling and
grammatical errors).
They will be encouraged
to write in their native
language when faced with
a word they are unsure
how to say or write in
English. These can be
translated at a later time
during a one on one
conference.

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