LITERACY / UNIT PLANNER

Topic: My Place: Ben, 1858: Episode 16

Year Level: 5

GRAMMAR FOCUS: Persuasive texts

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Whole text structure of a persuasive text

Persuasive text

Opening statement defining the issue or concern that will be argued

Statement of writers opinion
Background information (to support opening statement)
Arguments (in order of most persuasive to least persuasive)

Language features for the text-type:

Emotive words and phrases

Present tense (usually)
Connectives (eg. Firstly, secondly ect.)
Conjunctions (linking reasons, actions or opinions)
Specialised vocabulary specific to thing being argued
Variety of verbs (action & mental)
Occasional use of passive voice
Facts and opinions
Quotes
Written in first person

Term:

Weeks:

Date:
Produced

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: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W
Guided R/W
Modelled R/W Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

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

CONTEXT: Overview of series of lessons and background information
We will be creating a persuasive text based on the social issues presented in the MyPlace episode 16.
Students will develop their content knowledge of this era, before analysing the format of a persuasive text,
the language features of said persuasive text, and then creating, editing and publishing their own.
I am not expecting the students to have any prior knowledge of this persuasive writing, although I expect
them to be slightly familiar with the structure of a paragraph and the use of an introduction and
conclusion. I also expect that students will have some understanding of the era of 1858, as this is the time
of the Gold Rush and Eureka Stockade, which students will be studying at the same time as this unit.

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to write a persuasive text in response
to the inequalities portrayed in My Place: [Episode 16 | 1858 : Ben]

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,

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Learning behaviours: I need to try my best in all of my work and join in on class
and group discussions about the learning as often as possible.
Success criteria: I know Im doing well if I can write a persuasive text with the
correct structure, and at least 2 strong arguments.

Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)

Topic-specific vocabulary for the unit of work:

Resources:

Joss house, plover, pound, tuppence, shilling, gender roles, equality, fairness,
stereotypes, conjunctions, verbs, adjectives, nouns, emotive language, paragraphs,
arguments, introductions, persuasion, appeals, target audience

Wing Jan, L. (2009). Write ways. South Melbourne: OUP. Pp 166-182;

EPISODE 16 English teaching resources downloaded on 9/10/15 from www.myplace.edu.au/. My Place website
www.myplace.edu.au

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING CYCLE

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

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

We are learning to
spot the difference
between still images
of different times

We are learning to
expand our
vocabulary to

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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

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)

Show an image of
Australia in 1858 and
one of Australia now.
Ask students what
they think of when
they see the images.
What similarities are
there? What
differences are there?

Use modelled writing to

demonstrate note taking to
the students. Teacher looks
at the image, and any
words or small phrases
that come to mind, write
on the outside of the
picture, with a line
connecting to the object
that prompted you.
Use a table to categorise
these words or short
phrases

We are learning to ...

Building topic
knowledge

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

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)

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

SHARE TIME AND

TEACHER SUMMARY
(Focused teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

In small groups students

Teacher engages students Teacher will take up
go away and look at more in a class discussion, with individual groups tables
images from these time
each group taking it in
to assess for
periods. They each create
turns to input, creating a
understanding. Teacher
their own table as
large, class sized table to
will also take
modelled, and fill it out as display in the classroom.
observational notes of
a group
each of the students in
Small teaching group:
the pull out group
Shared writing
The pull out group creates
and fills out their table as
modelled to the whole
class with teacher
guidance and support.
Teacher plays the My Place: Eggs for tuppence [Episode 16 | 1858 : Ben] video clip using back to back viewing. The first time with
only the sound playing, and the second with just the image. Students take notes about what they saw and heard and then engage in a
small group discussion, before moving onto a whole class discussion. Teacher brings up and discusses the difficult and era specific
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include words used

in 1858.
We are learning to
think of different
cultures and compare
them to ours

Building text
knowledge/Model
the genre
We are learning to
identify the structure
of a persuasive text

language, including the language of the money. Were the family that we saw poor? Or rich? How do you know? Was everyone poor
back then? Is it fair that some people were and some people werent?
Students watch the My Place: Eggs for tuppence [Episode 16 | 1858 : Ben] video clip again, asking students to focus on the
relationships between the different people, and therefore cultures, particularly Ben and Leck. Ask the students how we could tell Leck
was from a different culture (discussion of his clothing - visual semiotic system) and how he was treated by others. Students can
discuss how they would feel if that were them, and what they would do if they met someone from another culture.
Students then watch the My Place: Working together [Episode 16 | 1858 : Ben] video and in small groups, compare and contrast the
two different scenes and how each person was treated. Teacher is fostering oral vocabulary develop during these sessions through using
and explaining more sophisticated vocabulary.
Teacher provides
Instructional strategy:
In small groups, students
Teacher facilitates a
Teacher takes
students with an
Modelled reading
are given another
whole class discussion
observational notes of
example of a
Teacher asks students
persuasive text suitable to about what were the main students in the pull out
persuasive text.
what type of text they
their literacy level to
sign posts each group
group. Teacher should
Teacher reads aloud
think they just read. Was it complete the same activity noticed. Students at the
be noting whether they
whilst students
a letter? A narrative? A
on that was modelled to
end of the discussion will are able to colour code
follow along.
scientific report? A
them.
complete the thinking
their own text
persuasive text? Why or
routine 3 word summary individually, with some
why not? Teacher then
Pull out group:
in their work books.
teacher/peer guidance,
explicitly teaches the
Guided reading
or with much
structure of a persuasive
Students in the pull out
teacher/peer support.
text (Opening statement,
group will complete the
points of argument,
activity modelled to them
conclusion). Teacher
through the mini lesson
models on the board how
with a different text.
to divide up the text into
Teacher will use guided
its different sections using reading to support these
colour coding (eg.
students
Opening in pink, first
argument in green) to
draw around the section of
text. Then model
highlighting the signposts
of each section. Eg. What
are the important parts so
we can see theyve moved
onto the second argument?
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We are learning to
identify an authors
different arguments

Watch the film clip

https://www.youtube.
com/watch?
v=kqr9pJglImQ

Ask students what was

woody trying to persuade
Buzz to do? Watch the
clip again, this time asking
the students to write down
the arguments that woody
had. Once viewed again,
write up on the board the
order of the arguments,
asking students what was
the first point? What was
the second point? ect until
they get to the end

Students will break into

small groups, view the
different clips and written
texts, and write down the
arguments that are being
presented by the author.

Students will each

complete a three word
summary in their
literature journals. The
teacher will facilitate a
class discussion about
why they chose those
words, and if other
students had the same or
similar words.

Teacher should be
taking observational
notes focusing on the
pull out group, and
whether they are able to
identify the authors
different arguments.

Pull out group:

Guided reading/viewing
With the pull out group,
the teacher will be going
through the same activity,
but also extending these
students by asking them
what the authors evidence
or sub-arguments
throughout the paragraph.
We are learning to
Have a variety of different persuasive texts cut up into sections (either paragraphs or sentences depending on level). Teacher uses
organise a persuasive guided reading to model placing them back into the correct order. Students then split into their small groups, with the teacher roving
text into a logical
between groups, prompting discussion about why they are placing things where they have. Teacher is taking informal, observational
order
notes after each of these conversations for assessment.
Guided activities to Show students the
Ask students who the ad
Students go into small
The teacher replays each
Teacher takes
develop vocabulary following youtube
was aimed at? How do
groups to watch some
ad on the smart board and observational notes of
or specific language clip:
you know? What the ad
additional advertisements, asks students what words students in the pull out
feature
https://www.youtube. did to try and convince
making lists of words,
or phrases they found in
group, noting whether
com/watch?
you that their product is
phrases and appeals as
their small groups. Write
they are able to identify
We are learning to
v=0t0_dopdPp4
good? What words did
previously demonstrated.
these on the board, and
the different persuasive
identify persuasive
they use to make the
Students may choose any
have each group add to
technique.
techniques
product sound good? How ad/s from the list provided their lists.
did they connect to you as (see appendix)
Each student individually
an audience member?
Pull out group:
completes the headlines
Write these words and
Guided viewing
thinking routine.
techniques up on the
The teacher will guide
board.
students through this
activity, thoroughly
talking about one or two
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advertisements, as
opposed to many briefly.
We are learning to
see why certain
words make us feel
certain ways
We are learning how
different words have
different
connotations

Joint construction
of text
We are learning to
write paragraphs
We are learning to
write introductions
Independent
construction of text
We are learning to
create a plan of a
persuasive text

Students categorise the words that they collected from last lesson into what they are appealing to. For example, money, patriotism,
happiness. Use the graphic organiser in appendix 2 to assist in the completion of this task. Once this has been done, ask students why
they think the author has appealed to those particular topics. Are they things people care about? Do they appeal to different things
depending on their target audience?
Engage students in a The teacher will engage
Students in their small
Each group shares with
Teacher should be
dictogloss
the class in a discussion
groups take their
the class their paragraph
taking observational
(Hertzberg, 2012), by about what the meaning of paragraphs that they have that they have created
notes on whether each
reading out the text
this text was. Ask the
just composed and try to
of the students in the
the first time, and the students what emotive
change the emotive
Students are to complete
pull out group
second time they take language that they heard?
language so that it
a I used to think now I understands the
small dot points at
The teacher will then
reverses the argument.
think in their literacy
connotations of
the conclusion of the model taking a sentence,
journals.
different words, and
reading. Students
and writing the opposite
Pull out group:
how to change the
then work in their
view point using the
Guided writing
perception of a
small groups to
different emotive
Teacher guides a small
paragraph through
construct a paragraph language.
group with the modelled
using these
that contains the
activity, focusing on
same message as the
extending the groups oral
original one
language and vocabulary.
Teacher presents a topic to the class (for example should students have to wear school uniforms?). The teacher then creates a table on
the board with the reasons for, and reasons against, as the students provide dot points to place in these columns. The teacher uses
shared writing to write a paragraph using one of these points, refreshing students on the paragraph structure (TEEL). Students then
move into their small groups and write a paragraph on one of the other dot points (teacher allocated) as the group. Each group then
shares their paragraph to the class.
Teacher takes the paragraphs developed from last lesson. As a class, write an introduction and conclusion for this persuasive text.
Students are then sent into their small groups and given a variety of persuasive texts (the level of difficulty will vary depending on the
group) without the introduction. As a group, they then write an introduction for the piece they have been given. Students then share
their introductions at the end, and receive peer feedback on them.
Give students the planning template for persuasive texts (see appendix) and ask them to place the topic up the top of the sheet. We
should not treat people differently depending on the colour of their skin or gender. Ask the students if they remember in the MyPlace
clip that we watched at the start of the unit and how that made Leck feel. The teacher then guides the students to fill in the rest of the
planning template. Once students are happy with their plans, they may start to write their first draft.
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We are learning to
write a persuasive
text

Teacher reminds students of a persuasive text structure (introduction, 3 arguments & conclusion) and the success criteria for writing
one. Students then continue to create their first draft.

We are learning to
edit our work, and
produce a final copy.

Once the students have finished writing their drafts, they are to edit their own work in a different colour, making sure that they have
included all of the elements of the text, including an introduction and at least 2 arguments. They should also be checking to ensure that
their sentences make sense, and that they have made good word choices to make their piece as persuasive as possible. Once they have
completed this, they should bring their work up to the teacher for final editing. During this short conference with each student, the
teacher should be assessing their understanding of persuasive texts, and their ability to use appropriate language.
Students use this lesson to write out their final copy of their persuasive texts. Teacher will collect a sample of these for further
assessing analysis.

We are learning to
write out our final
copy of a persuasive
text.
Reflecting on
language choices
We are learning to
reflect and evaluate
our language choices
throughout our
written work

Students write a self evaluation of what they have learnt over this unit of work using the template provided. Students assess their
finished persuasive text, and discuss what is good about it and what could be improved. Teacher will take these up along with the work
samples to assess at the conclusion of the unit.

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Appendix 1
throughout unit

List of youtube clips used

Building knowledge of the text

Kid President - https://www.youtube.com/watch?v=l-gQLqv9f4o
Various letters to the editors from recent newspapers

Exploring the vocabulary

Holden ute - https://www.youtube.com/watch?v=AKoWqY9htxM
McDonalds - https://www.youtube.com/watch?v=LVZy1FIua2M
X-factor - https://www.youtube.com/watch?v=saszAEMYwtI
Vaccumm cleaner - https://www.youtube.com/watch?v=QqKlUA0y5wQ
Shoe inserts - https://www.youtube.com/watch?v=sNlBNRI1-Lw
Smiths chips - https://www.youtube.com/watch?v=Z-PAl12opDc

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Appendix 2
Words/phrases that make the product sound good/other
products sound bad

Graphic organiser
What is it appealing to? And how is it working?
Eg. Money, quality, being Australian, fun, convenience, emotions

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Appendix 3
planner

Draft

Introduction
Topic sentence:
1st signpost:
2nd signpost:
3rd signpost:
First argument:
What are you arguing?
What is your evidence/what will you be talking about?

Second argument:
What are you arguing?
What is your evidence/what will you be talking about?

Third argument (optional):

What are you arguing?
What is your evidence/what will you be talking about?

Conclusion:
What are you arguing?
What is your evidence/what will you be talking about?

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