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Excerpt of Contemporary Teacher Leadership Assessment 1

Comparative Table:
Area of Strengths of the area Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration of consideration consideration concerns suggested.

As this is an English There are not specific literacy
unit, there is a clear targets identified within the
Literacy prevalence of literacy unit, other than what is
targets throughout identified through the
the unit. Particularly outcomes. Therefore, there is
focussing on no measure to assess students’
persuasive writing and literacy capabilities at the end of
techniques. the unit outside of what is
identified within the syllabus
outcomes.
Incorporate literacy targets that
will assist in building students’
critical literacies. Include these
targets in the summative
assessment as well as in
formative assessment tasks so
that whether students have met
the targets is measurable.
According to Riley (2015), “rather
than a set of discrete set of
reading and writing skills, critical
literacy accounts for ways that
literacy can be used in service of
self-actualisation and social
change” (p. 418). Critical literacy
will assist students in engaging
with the topic of sustainability and
discussing it with clarity of
purpose and intent.

There is no clear There is currently a complete When discussing facts and how to Black (2005) says that “cognitive
inclusion of numeracy lack of clear inclusion of use them, a specific activity can thinking skills include the ability to
Numeracy requirements within numeracy within the unit. While be included that requires […] transfer insights to new
the current unit. individual teachers could put students to identify both what contexts” (p. 47). While she is not
There are brief more emphasis on it, this unit data is used and what that data explicitly referring to the cross
moments where does not currently incorporate means for the persuasive disciplinary integration of
numerical data is numeracy adequately. argument. This will force students numeracy within the English
referenced as factual to not just identify the data but classroom, it does apply to it.
evidence for interpret it and identify the effect Students demonstrate
persuasive writing. it has on the argument. understanding when they can
transfer knowledge between

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When preparing any persuasive
response, particularly before the
assessment, provide students
time to research some numerical
data around the topic they need
to write about. This will require
students to source their own data
and to interpret it for use within
their argument.
Demonstrates the This is not articulated or Identify clear, critical and creative
Critical and beginnings of highlighted clearly as a goal thinking targets that deal with
Creative encouraging students within the unit and therefore exploring challenging issues and
Thinking to clarify information can be missed and not honed or clarifying information within the
when exploring assessed. unit. Then incorporate activities,
challenging issues. such as semi-structured class
discussions or informal debates,
to both develop students critical
and creative thinking, and to
assess their critical and creative
thinking capabilities.
Demonstrates the This is not articulated or Identify clear targets pertaining to
beginnings of highlighted clearly as a goal students’ abilities to pose their
encouraging students within the unit and therefore own questions that probe their
to pose their own can be missed and not honed or assumptions. Additionally, take
questions that probe assessed. opportunities to demonstrate and
their assumptions. highlight metacognition when it
comes to discussing persuasive
writing and its effectiveness,
rather than simply whether
2
contexts, particularly when those
contexts are cross-disciplinary.
Abrami, et al. (2015) discover
through their study that, “the
opportunity for dialogue (e.g.,
discussion) appears to improve
the outcomes of [critical thinking]
skills acquisition” (p. 302). They
identify that this can be any form
of discussion where the teacher
poses open-ended questions and
the class discusses them. This
could be even more effective if
students were to pose the
questions.
Olin-Scheller and Tengberg (2017)
outline an example of an activity
where the teacher shows students
that their discussion is about
whether they agree with the
writers’ points, rather than
whether the writer has been
effective or valid in
communication. This will be
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students agree or disagree. particularly beneficial to model to

students when discussing
persuasive writing.
Black (2005) also says that
teachers need to, “use direct
instruction to explicitly teach
thinking skills” and should,
“expect and challenge students to
meet high thinking standards” to
“create classroom environments
that allow for creative and critical
thought” (p. 45).
There are clear links The links between the two Highlight the connections Highlighting the connections more
between the final distinct content sections are not throughout the unit more explicitly throughout the content
Understandin assessment and the clear and can be confusing to thoroughly and explicitly for area of the unit answers the
g by Design content of the unit, students, especially as they students. This will ensure that question posed by Wiggins and
therefore there seems move to do the assessment. they know where they are going, McTighe (2005): “How, […] will
to already be some how to get there, and what is students be helped to see by
backward design expected of them by the end of design the purpose of the activity
occurring. the unit. or resource and its helpfulness in
meeting specific performance
goals?” (p. 17).
The outcomes to be There is not a clear, articulated Articulate the larger, big idea This falls in line with Wiggin and
assessed and the skills goal for the unit, nor are there goals of the unit more explicitly McTighe’s (2005) statement that,
that go with those clear focus questions identified. and create focus questions that “all the methods and materials we
outcomes are This means that all of the links can shape the rest of the unit. use are shaped by a clear
developed through or connections within the unit Continually highlight how each conception of the vision of desired
the content of the are implied rather than explicit, new skill can be used immediately results” (p. 14).
unit. These outcomes making the unit potentially and in future learning.
and skills will also be incohesive. The learning is also
crucial for students not placed within the bigger
continued education. picture of the students’
education.

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Recommendations:
[…]

1) In accordance with the first stage of backward design; identifying desired results; identify more clearly the goals of the unit, how these

goals fit within the big picture of the students’ education, and include focus questions to shape the other developments.

As Wiggins and McTighe (2005) identify, “students will be unable to give satisfactory responses when the design does not provide them with

clear purposes and explicit performance goals” (p. 17). When teaching this unit, I noticed that this was true. When students did not understand

the significance of what they were doing, nor understood where they were going and why, completing tasks was far more challenging; and I

was met with far more questions and complaints. Therefore, the first change to this unit must be a clarification of the goals of the unit and the

desired outcomes. Currently, the unit identifies what students will be able to do at the end of the unit, but it does not specify why this is

significant. It does not identify what Roth, Anderson and Mayes (2007) call, “enduring concepts,” which they say, “are important ideas or core

processes that are transferable to new situations [and] have lasting value beyond the classroom” (p. 96). This is what the unit is missing,

identifying those concepts which are transferable and transcendent of the English classroom in ways that articulate their transference and

transcendence. For this unit, these concepts would clearly be writing and speaking persuasively, also known as the art of persuasion, and the

importance of understanding and advocating for sustainable practices. Currently, while these areas are identified within the unit, they are

identified purely as things that students will do and students will write about, rather than enduring concepts for them to understand and apply

in new situations. Therefore, to improve this unit, the contents of the section titled “Key Concepts/ Big Ideas” will change to reflect the

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transferable skills that students need to complete the unit successfully, some of these concepts will be framed as focus questions which will

help shape the adjustments in the following two stages. As Wiggins and McTighe (2005) identify that, “framing curriculum around essential

questions, as opposed to content, makes connective, thought-provoking, and recurring inquires more appropriately central to the learning

experience” (p. 280). Additionally, the section titled “The importance of this learning” will be adjusted to highlight both what students will be

able to do at the end of this unit, and how this will prepare them for future learning and life outside of the classroom. Once these adjustments

have been made, the “Targeted Syllabus Outcomes” section will be re-evaluated to ensure that the targeted outcomes align with the new

goals and focus questions. Additionally, the “Literacy Targets”, “Numeracy Targets” and “CCP/GC” sections will be revised so that they specify

clearer targets and goals for the unit, these will also influence the other stages of the unit revision.

2) For stage two; determine acceptable evidence; adjust the assessment task so that it more accurately reflects the learning goals of the

unit, and so that it assesses all desired outcomes, including appropriate general capabilities.

Now that the goals of the unit have been adjusted, the second stage requires that the various forms of assessment are re-evaluated to

determine whether they continue to provide acceptable evidence of students’ understanding of the learning goals. As Roth, Anderson and

Mayes (2007) put it, this stage, “concentrates on the variety and depth of assessment tasks that are needed to validate that the student has

achieved the desired enduring understandings” (p. 96). This section will include the revision of both the summative assessment task, as well as

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a few different formative tasks, all of which will be redesigned in accordance with the new goals of the unit. These new changes put a greater

emphasis on developing students’ literacy and persuasive skills with long-term academic writing in mind. This means that both the formative

and summative tasks need to assess not only students’ conceptual knowledge of sustainability and persuasion, but clearly need to assess their

practical skills in writing persuasively and utilising grammar, punctuation, spelling and language techniques correctly. While also assessing

students’ abilities to explain, interpret and apply their understandings of persuasion and sustainability (Roth, Anderson and Mayes, 2007, p.

96). Firstly, the original summative assessment was an exam style written response where students were provided a statement and stimulus

information, such as statistics, figures and images, relating to food waste in Australia. While this summative assessment certainly worked fine

for the original goals and purposes of the unit, it does need to be altered in order to suit the new goals of the unit. Furthermore, it has been

altered to give students space to practice refining their responses, so that they can demonstrate a more complete picture of their knowledge

and understanding, rather than what they can write on a page in forty minutes. The revised summative assessment, like the unit, has

similarities, but is clearer and more connected to the larger learning goals. In particular, the summative assessment focuses on students

demonstrating their understandings and answers to the new focus questions, “why is sustainability important?”, “how do we speak up about

sustainability?”, “what makes an argument well-structured and well developed?”, and “Why is writing persuasively important?”. While the

summative assessment does not deal with the questions conceptually or abstractly, reviewing the need for sustainability and persuasion, it

does offer students to use the skills and to demonstrate their understanding and personal answers to these questions through their responses.

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If students understand the importance of sustainability and how they can speak up about it, it will be reflected in their response. If students

understand what makes an argument well-structured and well defended, it will be reflected in their response. Additionally, the summative

assessment has been revised so that it is no longer a timed task, rather, students have space to construct well-developed responses with

revisions. This change allows students to demonstrate, and for the assessment to better assess, students’ literacy, numeracy and some of their

critical and creative thinking capacities. With more time to construct their responses, students can develop and demonstrate their critical and

creative thinking capacities by, “developing a defensible perspective and point of view,” (Black, 2005, p. 43). Additionally, they can

demonstrate that they can, “avoid oversimplification; transfer insights to new contexts; [and] develop perspectives, beliefs, arguments and

theories” (Black, 2005, p. 47). Therefore, the summative assessment and marking criteria has been adapted to better assess students – their

literacy, numeracy, critical and creative thinking and their understanding of the key concepts – by removing the timed component, providing

them with a target length, a statement to respond to, and clear marking guidelines.

As for the formative assessment, the original unit had very few opportunities to formatively assess students. By this I mean that the section

titled “Evidence of Learning” within the unit consisted mostly of simple observations which deemed students as either capable or incapable.

These tasks and learning experiences did little to identify the depth or breadth of student understanding. Therefore, in order to gain a more

holistic view of students’ understanding throughout the unit, more formative tasks or activities will be included that, “assess students’

understanding through application and performance of open-structured tasks,” rather than a simple regurgitation of concepts deeming them

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as capable or incapable (Bada and Olusegun, 2015, p. 69). These formative assessments will be discussed further in conjunction with the stage

three revisions.

3) For stage three, plan learning experiences and instruction, incorporate a wider range of activities such as debates and structured class

discussions that move students beyond rote learning and encourages them to use critical and creative thinking skills, these should also

assess the students’ general capabilities.

The biggest issue with the original version of the unit is that, consistently, the teacher is transferring knowledge to students, rather than

allowing them to engage in the content and co-construct knowledge (Bada and Olusegun, 2015). While there is of course some necessity for

the teacher to transfer knowledge, particularly when it comes to teaching students language rules and techniques, there also needs to be a

balance between highly structured, teacher centric learning and more semi-structured, student centric learning (Black, 2005). In order to truly

teach students the skills that they need to both successfully complete their assessment, and prepare them for future learning, then the

content taught needs to move beyond rote learning and copying information from a set of slides. Now, that being said, there will be some

content transferred through the use of the slides. However, instead of several lessons in a row where it is merely slide-based teaching and

learning, the slides will be supplemented with student centric activities, which will also function as a formative assessment of student

comprehension. For example, one activity that will be used sporadically throughout the unit is discussion and debate. This activity in particular

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will assist students in developing their critical literacies as Riley (2015) found in their study that, “talk was a means through which students

could improve their academic writing and begin to see themselves as [having] original ideas” (p. 421). Additionally, Abrami, et al. (2015) found

that the use of discussion in class can, “improve the outcomes of [critical thinking] skills acquisitions” (p. 302). This will be particularly useful

when discussing persuasion, specifically as students learn about persuasive techniques, as having a class discussion or debate will help them to

see how these techniques can be used effectively to create more persuasive arguments. Additionally, students will be given opportunities to

practice writing prior to their assessment task, this will provide an assessment of what areas need to be addressed further when it comes to

students understanding of key concepts as well as their literacy, numeracy and critical and creative thinking capabilities.

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Reconstructed Unit:
[…]
A)Redesigned unit outline using UbD
*This unit of work was recreated based on lesson plans as no unit was provided*
Annotation Key:
Literacy
Numeracy
Critical and Creative Thinking
UbD backward mapping from assessment task
Any items in this font have been retained from the original unit outline
UNIT OUTLINE
Subject English Stage: Stage 4 Number of Weeks: 8 weeks
Unit title: Persuasion and
Sustainability
Key Concepts/ Big Ideas The importance of this learning
Persuasion is the art of conveying a position or Persuasion is the foundation for most academic writing and, therefore, understanding the
perspective with the intent of convincing others to basics of writing and communicating persuasively is key to students’ future academic writing.
adopt the same position or perspective.
Understanding the importance and effect of being persuasive when it comes to areas of
Sustainability is the avoidance of the depletion of controversy and concern, such as sustainability, will aid students in becoming advocates for
natural resources in order to maintain an ecological change as well as in developing their persuasive writing abilities.
balance.
Students will gain foundational knowledge of persuasive writing techniques which will
What makes an argument well-structured and well continue to be developed through future learning.
defended?
Students will develop their metacognitive abilities through understanding what makes
Why is it important for us to understand something persuasive, rather than simply agreeing or disagreeing with the author.
sustainability?

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Students will develop their understanding of what it means to act responsibly when it comes
Why is writing persuasively important? to creating a sustainable environment.

How can we speak up about sustainability?

Unit context within Scope and Sequence
Term 1, weeks 1-8, followed by the comparative
Film and Novel study
Targeted Syllabus Outcomes (including life skills outcomes)
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN4-3B uses and describes language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts
EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence

Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment

 Use language to  Locate and utilise Sustainability Students construct a
evaluate an object, numerical data to  Students develop persuasive response,
action or text, and support factual and the understanding utilising appropriate
language that is reasoned persuasive and skills necessary persuasive techniques and
designed to responses to act responsibly arguments, responding to a
persuade the reader  Evaluate media and create texts provided statement relating
 Control a range of statistics and trends that inform and to sustainability and its
simple, compound by linking claims to persuade others to importance within Australia.
and complex data displays, take action for
sentence structures statistics and sustainable futures.
to record, explain, representative data  Students identify
question, argue,  Understand how that sustainable
describe and link numerical data patterns of living
ideas, evidence and affects and rely on the
conclusions complements verbal interdependence of
 Use pair, group and information in healthy social,
class discussions and persuasive texts. economic and
formal and informal ecological systems.
debates as learning  Students

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tools to explore
ideas, text
possibilities,
compare solutions,
rehearse ideas and
arguments in
preparation for
creating texts.
 Use a wide range of Critical and Creative thinking
new specialist and
topic vocabulary to
contribute to the
specificity, authority
and abstraction of
texts
 Compose and edit
longer sustained
learning area texts
 Listen to extended
spoken and audio
texts, respond to
and interpret stated
and implied
meanings, and
evaluate
information and
ideas
12
understand that all
life forms, including
human life, are
connected through
ecosystems on
which they depend
for their wellbeing
and survival.
 Critically analyse
information and
evidence according
to criteria such as
validity and
relevance
 Clarify information
and ideas from texts
or images when
exploring
challenging issues
 Justify reasons for
decisions when
transferring
information to
similar and different
contexts
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Week 1 Period 1
Key Outcome(s) Literacy: Use language to evaluate an
object, action or text, and language that is
designed to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating
texts.
EN4-3B uses and describes language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts
Key Concept(s) What is persuasion?
Persuasion is the action or process of
conveying a position or perspective with
the intent of convincing others to adopt
13
Period 2
Literacy: Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in persuasive
texts
EN4-3B uses and describes language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts
How do we persuade?
In order to effectively persuade people, we
need persuasive language and persuasive
techniques.
Period 3
Literacy: Use language to evaluate an
object, action or text, and language that is
designed to persuade the reader
Use a wide range of new specialist and
topic vocabulary to contribute to the
specificity, authority and abstraction of
texts
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating
texts.
Numeracy: Locate and utilise numerical
data to support factual and reasoned
persuasive responses
Understand how numerical data affects
and complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different
contexts
EN4-3B uses and describes language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts
How do we persuade?
In order to effectively persuade people,
we need persuasive language and
persuasive techniques. Secondly, Modal
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the same position or perspective.
Why do we use it?
We use persuasion to share our ideas and
opinions and show how they are valid and
correct in order to win people over and
convince them that our way of thinking is
true, correct and/or valid.
When is it used?
Persuasion is used on a daily basis.
Teachers use it to convince you that what
they are saying is important, parents use
it to get you to obey, you use it to get
things that you want or to convince others
that you are right
Why is it important?
Persuasion is important because it can be
used to advocate or fight for social justice,
global issues, and many other important
topics.
Review the persuasive writing tool kit: A
FOREST; Modal verbs; REV; SEEL
Learning Work through ‘Persuasion’ PowerPoint,
Experiences students take notes of PowerPoint content
on the definition of persuasion, its uses
and the tool kit.
Students engage in a whole class
brainstorm of what they think persuasion
is.
Students work in two teams to come up
with as many ways and times that
persuasion is used in 2 minutes. After 2
minutes, teams will take turns sharing
what they have on their lists, if the other
14
Firstly, A FOREST techniques are persuasive
writing techniques that can be used to convey
an argument and enhance ones writing.
Definitions of each technique are in the
‘Persuasion’ PowerPoint, students should
have definitions of each technique in their
book and have one example of each technique
from the slides.
Work through ‘Persuasion’ PowerPoint,
students take notes of PowerPoint content on
A FOREST.
Students should then work in pairs to come
up with two more examples of each
technique.
verbs are verbs that encourage someone to
do something. Each verb has a different
strength, this is their modality. Higher
modality verbs are stronger than lower
modality verbs.
Review the difference between modal
verbs and normal verbs (cannot have ‘s’
added if they are in third person and add
‘not’ to make it negative).
Bring A FOREST and Modal verbs together
by identifying them in a text and justifying
why you think it is that technique
Work through ‘Persuasion’ PowerPoint,
students take notes of PowerPoint content
on Modal Verbs.
Students work as a class to determine the
modal verb continuum of verbs listed in the
PowerPoint activity.
Students read through an article on
sustainability that has at least one
example of each technique covered so far,
have students go through and identify
each example of a technique in the text.
Then come together as a class and work
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team has the same thing it is crossed off
the list, if they do not it counts as a point.
The team with the most points wins.
Evidence of Students demonstrate they understand
Learning what persuasion is by identifying different
forms and instances that persuasion is
used.
Resources Persuasive writing PowerPoint
Week 2 Period 1
Key Outcomes Literacy Use language to evaluate an
object, action or text, and language that is
designed to persuade the reader
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating
texts.
Numeracy: Locate and utilise numerical
data to support factual and reasoned
15
Students can provide at least two examples of
the techniques in A FOREST.
Persuasive writing PowerPoint
Period 2
Literacy Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Critical and Creative Thinking: Justify reasons
for decisions when transferring information to
similar and different contexts
through the text together, making sure all
examples are identified, and all students
have them annotated.
Open discussion on what students think
the effect of each technique is in the text,
how is it used and is it convincing?
Students can identify the modality of
different verbs and know how to use them
correctly.
Students can correctly identify and justify
their choice of technique.
Persuasive writing PowerPoint
Period 3
Literacy Use language to evaluate an
object, action or text, and language that is
designed to persuade the reader
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating
texts.
Critical and Creative Thinking: Justify
reasons for decisions when transferring
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persuasive responses
Understand how numerical data affects
and complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different
contexts
EN4-3B uses and describes language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts
EN4-4B makes effective language choices
to creatively shape meaning with accuracy,
clarity and coherence
Key Concepts How are persuasive texts shaped and
constructed?
Persuasive responses are constructed
using arguments or points, that work
together to make one main point. For this
unit we are going to look at three kinds of
arguments.
REV stands for Reason, Emotion and
Values. These are three different types of
persuasive arguments that can be used.
Reason deals with logic, evidence and
facts; Emotion deals with feelings of
empathy; Values appeals to shared values
and morals.
Each type of argument utilises specific
persuasive techniques.
Reason utilises facts and avoids emotion. If
opinion is used that it is conveyed like a
16
EN4-3B uses and describes language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts
EN4-4B makes effective language choices to
creatively shape meaning with accuracy,
clarity and coherence
How are persuasive texts shaped and
constructed?
REV stands for Reason, Emotion and Values.
Emotion arguments deal with feelings of
empathy and play on the audiences’ emotions
rather than logic to elicit a response. Emotion
arguments utilise emotive language,
anecdotes, opinions, rhetorical questions,
similes and metaphors to make appeal to the
audience’s emotions and feelings of empathy
or sympathy. They work to include the
personal over the impersonal.
When is the best time to use this argument?
information to similar and different
contexts
EN4-3B uses and describes language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts EN4-4B makes
effective language choices to creatively
shape meaning with accuracy, clarity and
coherence
How are persuasive texts shaped and
constructed?
REV stands for Reason, Emotion and
Values. Values arguments appeal to shared
values and morals. These can be cultural,
religious or anything else that the audience
will also value. Values arguments can use
all of the A FOREST techniques, but rather
than focusing on reason or emotion, it uses
both to convince the audience that their
opinion lines up with the shared values or
morals. They work to make the personal
and impersonal work together.
When is the best time to use this
argument?
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fact. Rhetorical questions and thirds can be
used, but not to elicit an emotive response.
They try to keep things impersonal.
When is the best time to use this
argument?
Learning Work through ‘Persuasion’ PowerPoint,
Experiences students take notes of PowerPoint content
on REV and what it means as well as on the
Reason argument example.
Class discussion/brainstorm on when to
use a reason argument
Students write their own example of a
reason argument
Evidence of Students can define what Reason, Emotion
Learning and Values arguments are.
Students can construct their own example
of a Reasoned argument.
Resources Persuasive writing PowerPoint
Week 3 Period 1
Key Outcomes Literacy Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating texts.
Listen to extended spoken and audio texts,
respond to and interpret stated and implied
17
Work through ‘Persuasion’ PowerPoint,
students take notes of PowerPoint content on
the Emotion argument example.
Class discussion/brainstorm on when to use
an emotion argument
Students write their own example of an
emotion argument.
Students can articulate the key differences
between reason and emotion arguments.
Students can construct their own example of
an Emotional argument.
Persuasive writing PowerPoint
Period 2
Literacy Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
Work through ‘Persuasion’ PowerPoint,
students take notes of PowerPoint content
on the Values argument example.
Class discussion/brainstorm on when to
use a values argument
Students write their own example of a
values argument.
Students can begin to see how all three
styles could be used to make one point.
Students construct their own example of a
Values argument.
Persuasive writing PowerPoint
Period 3
Literacy Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
18468755
meanings, and evaluate information and
ideas
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different contexts
Critically analyse information and evidence
according to criteria such as validity and
relevance
Sustainability: Students identify that
sustainable patterns of living rely on the
interdependence of healthy social,
economic and ecological systems.
Students understand that all life forms,
including human life, are connected
through ecosystems on which they depend
for their wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate
to a range of purposes, audiences and
contexts
EN4-4B makes effective language choices to
creatively shape meaning with accuracy,
clarity and coherence
Key Concepts How can persuasion be used to advocate?
Students watch a video discussing
sustainability persuasively, beginning their
introduction to the concept of sustainability
18
responses
Understand how numerical data affects and
complements verbal information in persuasive
texts
Critical and Creative Thinking: Justify reasons
for decisions when transferring information to
similar and different contexts
EN4-3B uses and describes language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts
EN4-4B makes effective language choices to
creatively shape meaning with accuracy,
clarity and coherence
How do we format a persuasive response?
Review the SEEL paragraph writing structure.
Statement, Evidence, Explanation, Link to
question.
Understand how numerical data affects and
complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different contexts
Sustainability: Students develop the
understanding and skills necessary to act
responsibly and create texts that inform
and persuade others to take action for
sustainable futures.
Students identify that sustainable patterns
of living rely on the interdependence of
healthy social, economic and ecological
systems.
Students understand that all life forms,
including human life, are connected
through ecosystems on which they depend
for their wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate
to a range of purposes, audiences and
contexts EN4-4B makes effective language
choices to creatively shape meaning with
accuracy, clarity and coherence
Practice being persuasive
Have an informal class debate on the topic
“Yards should be made into vegetable
gardens”
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and providing an example of putting all of
the persuasive techniques together to form
an argument.
Practice identifying techniques and styles of
arguments used, discuss as a class their
effectiveness in convincing the audience.
Watch the video a few times, so that
students are more familiar with it before
asking them questions.
Pay particular attention to how he
structures his argument, using
combinations of REV to make his points.
Learning Watch John Green’s YouTube video “Your
Experiences Yard is EVIL“ and work as a class to identify
the persuasive techniques being used as well
as the kind of arguments he is using.
Work as a class to deconstruct his
argument, what point is he trying to make?
How is he making it? What are his sub
points? What techniques or evidence does
he use to make his points?
Is it convincing?
Evidence of Students can accurately identify the types of
Learning arguments being used in the video and can
accurately identify the types of techniques
being used. Students can articulate what the
argument is, what the sub points are, how
it is being argued (what techniques and
evidence is being used), and whether they
find it convincing and why or why not.
Resources Persuasive writing PowerPoint
John Green’s YouTube video titled “Your
Yard is EVIL”
19
Explain what each aspect is when it comes to
persuasive writing. The statement is their
argument or position, the evidence is their
chosen technique, the explanation is how that
technique relates to or proves their position,
the link is linking back to the original question.
Go through a few examples with the students
Work through ‘Persuasion’ PowerPoint,
students take notes of PowerPoint content on
SEEL
Students review different examples of SEEL
paragraphs with increasingly sophisticated
arguments and construction. Students work
as a class or individually to articulate what
makes the different arguments good or bad
as a persuasive paragraph.
Students can identify what makes a persuasive
SEEL paragraph good. Students can articulate
good practice and bad practice when it comes
to writing persuasive SEEL paragraphs.
Persuasive writing PowerPoint
Students then use the class debate and
their thoughts from it to practice
constructing SEEL paragraphs in response to
“Yards should be made into vegetable
gardens.” Be sure to include the techniques
that have been covered, also start by
choosing one style of argument for your
paragraph.
Highlight the similarities between
persuasive writing and academic writing
Students discuss their thoughts on a
controversial statement and then practice
constructing their own persuasive
paragraphs, bringing all of their knowledge
together
Students can construct at least one complete
paragraph that utilises the SEEL structure,
clearly uses a REV argument style and uses
one persuasive technique accurately.
These should be turned in at the end of the
lesson
Persuasive writing PowerPoint
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Whiteboard and white board markers
Week 4 Period 1
Key Outcomes Literacy: Use pair, group and class
discussions and formal and informal debates
as learning tools to explore ideas, text
possibilities, compare solutions, rehearse
ideas and arguments in preparation for
creating texts.
Critical and Creative thinking: Clarify
information and ideas from texts or images
when exploring challenging issues
Sustainability: Students identify that
sustainable patterns of living rely on the
interdependence of healthy social,
economic and ecological systems.
Students understand that all life forms,
including human life, are connected
through ecosystems on which they depend
for their wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate
to a range of purposes, audiences and
contexts
20
Period 2
Literacy: Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Use a wide range of new specialist and topic
vocabulary to contribute to the specificity,
authority and abstraction of texts
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in persuasive
texts
Critical and Creative Thinking: Justify reasons
for decisions when transferring information to
similar and different contexts
Sustainability: Students develop the
understanding and skills necessary to act
responsibly and create texts that inform and
persuade others to take action for
sustainable futures.
Students identify that sustainable patterns of
living rely on the interdependence of healthy
social, economic and ecological systems.
Period 3
Literacy: Use language to evaluate an
object, action or text, and language that is
designed to persuade the reader
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Use a wide range of new specialist and
topic vocabulary to contribute to the
specificity, authority and abstraction of
texts
Compose and edit longer sustained
learning area texts
Numeracy: Locate and utilise numerical
data to support factual and reasoned
persuasive responses
Evaluate media statistics and trends by
linking claims to data displays, statistics
and representative data
Understand how numerical data affects
and complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different
contexts
Sustainability: Students develop the
understanding and skills necessary to act
18468755
Key Concepts What is Sustainability?
Sustainability is the ability for something to
be maintained at a certain rate or level; the
avoidance of the depletion of natural
resources in order to maintain an ecological
balance.
Why is sustainability important?
Sustainability and having sustainable
practices mean that you will have a world
to grow up in and have the things that you
need to survive, instead of having a
21
Students understand that all life forms,
including human life, are connected through
ecosystems on which they depend for their
wellbeing and survival.
EN4-1A responds to and composes texts for
understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN4-3B uses and describes language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts
EN4-4B makes effective language choices to
creatively shape meaning with accuracy,
clarity and coherence
What do sustainable practices look like?
Let’s elaborate on what sustainability is and
what it looks like practically as this will help
us discuss it better.
Work in small groups to brainstorm some
examples of sustainable practices, students
should justify what makes them sustainable
practices.
How can we speak up about sustainability?
Time to use our persuasive writing skills to
write about a sustainability issue facing
responsibly and create texts that inform
and persuade others to take action for
sustainable futures.
Students identify that sustainable
patterns of living rely on the
interdependence of healthy social,
economic and ecological systems.
Students understand that all life forms,
including human life, are connected
through ecosystems on which they
depend for their wellbeing and survival.
EN4-1A responds to and composes texts
for understanding, interpretation, critical
analysis, imaginative expression and
pleasure
EN4-3B uses and describes language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts
EN4-4B makes effective language choices
to creatively shape meaning with accuracy,
clarity and coherence
How can we speak up about
sustainability?
Students will spend the lesson using the
plans they constructed last lesson to write
their persuasive response.
Students can do some research into
specific data or find someone else’s
opinions on their sustainability issue if
they would like.
Highlight the similarities between
persuasive writing and academic writing
18468755
depletion of resources
Discussing whether it is a relevant topic
within Australia, is it needed? Why or why
not?
What does sustainability have to do with
persuasion and the study of English?
Discussing whether it is relevant to the study
of English, why or why not?
Remind students about the video they
watched last week, highlight that that is an
argument about sustainability. So,
persuasion is very important when it comes
to discussing issues like sustainability.
Learning Class discussion brainstorming what they
Experiences think sustainability is.
Take some notes from the “Sustainability”
PowerPoint.
Watch the ACCIONA YouTube video “What is
sustainability?” for further understanding.
Class discussion on how persuasion relates
to sustainability and why we might be
covering sustainability in English
Evidence of Students can define sustainability, can
Learning articulate why it is important and can see
that sustainability relates to English by
articulating connections between the video
watched last week and sustainability
Resources Sustainability PowerPoint
ACCIONA YouTube video “What is
sustainability?”
22
Australia today. Students will work in pairs to Whatever students get finished will be
write an outline for a persuasive response to turned in at the end of the lesson.
the statement:
“Sustainability is an important and relevant
issue within Australia”.
Students need to pick one specific area or
issue of sustainability in Australia to talk
about.
Students work in small groups to brainstorm Students practice their use of persuasive
some sustainable practices and what makes writing techniques, arguments, and
them sustainable. language.
Students work in pairs, practicing planning a
persuasive writing response on a
sustainability issue of their choosing. They
should come up with one main argument, 2-3
sub-points and plan where they will use
persuasive techniques. The more they have
planned, the less they have to do next lesson.
Students can identify sustainable practices Students construct a piece of persuasive
and can articulate what makes them writing discussing the importance of their
sustainable. specific sustainable issue.
Students construct a persuasive writing plan
that can form the basis of a well-structured
persuasive writing response
Sustainability PowerPoint Persuasive Planner Scaffold
Persuasive Planner Scaffold
18468755
Week 5 Period 1
Key Outcomes Literacy: Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Use a wide range of new specialist and topic
vocabulary to contribute to the specificity,
authority and abstraction of texts
Listen to extended spoken and audio texts,
respond to and interpret stated and implied
meanings, and evaluate information and ideas
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in persuasive
texts
Critical and Creative Thinking: Justify reasons
for decisions when transferring information to
similar and different contexts
Critically analyse information and evidence
according to criteria such as validity and
relevance
Sustainability: Students develop the
understanding and skills necessary to act
responsibly and create texts that inform and
23
Period 2
Literacy: Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning
tools to explore ideas, text possibilities,
compare solutions, rehearse ideas and
arguments in preparation for creating texts.
Use a wide range of new specialist and topic
vocabulary to contribute to the specificity,
authority and abstraction of texts
Listen to extended spoken and audio texts,
respond to and interpret stated and implied
meanings, and evaluate information and
ideas
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify
reasons for decisions when transferring
information to similar and different contexts
Critically analyse information and evidence
according to criteria such as validity and
relevance
Sustainability: Students develop the
understanding and skills necessary to act
Period 3
Literacy: Use language to evaluate an object,
action or text, and language that is designed
to persuade the reader
Use pair, group and class discussions and
formal and informal debates as learning tools
to explore ideas, text possibilities, compare
solutions, rehearse ideas and arguments in
preparation for creating texts.
Control a range of simple, compound and
complex sentence structures to record,
explain, question, argue, describe and link
ideas, evidence and conclusions
Use a wide range of new specialist and topic
vocabulary to contribute to the specificity,
authority and abstraction of texts
Numeracy: Locate and utilise numerical data
to support factual and reasoned persuasive
responses
Understand how numerical data affects and
complements verbal information in
persuasive texts
Critical and Creative Thinking: Justify reasons
for decisions when transferring information to
similar and different contexts
Critically analyse information and evidence
according to criteria such as validity and
relevance
Sustainability: Students develop the
understanding and skills necessary to act
18468755
persuade others to take action for
sustainable futures.
Students identify that sustainable patterns of
living rely on the interdependence of healthy
social, economic and ecological systems.
Students understand that all life forms,
including human life, are connected through
ecosystems on which they depend for their
wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts
Key Concepts Food Waste in Australia, what’s the big deal?
Explain that over the rest of the unit, we will
be paying particular attention to food waste
in Australia as our issue of concern.
Introduce the “War on Waste” tv show
Students watch the first half of “War on
Waste” episode one.
Take moments to discuss the controversial
claims or responses to the war on waste as a
class.
Students should note down some examples of
persuasive techniques and the style of
argument being used in the show. Teacher can
pause the show and help students identify
these.
24
responsibly and create texts that inform
and persuade others to take action for
sustainable futures.
Students identify that sustainable patterns
of living rely on the interdependence of
healthy social, economic and ecological
systems.
Students understand that all life forms,
including human life, are connected
through ecosystems on which they depend
for their wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate
to a range of purposes, audiences and
contexts
Students watch the second half of “War on
Waste” episode one.
Take moments to discuss the controversial
claims or responses to the war on waste as a
class.
Students should note down some examples
of persuasive techniques and the style of
argument being used in the show. Teacher
can pause the show and help students
identify these.
responsibly and create texts that inform and
persuade others to take action for
sustainable futures.
Students identify that sustainable patterns of
living rely on the interdependence of healthy
social, economic and ecological systems.
Students understand that all life forms,
including human life, are connected through
ecosystems on which they depend for their
wellbeing and survival.
EN4-3B uses and describes language forms,
features and structures of texts appropriate
to a range of purposes, audiences and
contexts
EN4-4B makes effective language choices to
creatively shape meaning with accuracy,
clarity and coherence
There is food waste in Australia, so what?
Have a class discussion about the content of
the “War on Waste” episode.
Pose an informal debate amongst the class
discussing whether food waste is an issue or
not in Australia, is it worth talking about, is it
a big deal? Get students to defend their
positions using persuasive techniques.
Continue class discussion, highlighting the
effectiveness of their arguments and how
they are arguing. Point out when students
use persuasive language, techniques and
argument styles particularly well.
18468755

Learning Students watch “War on Waste” episode one Students watch “War on Waste” episode Informal class debate about food waste and
Experiences one how it should be addressed in Australia

Evidence of Students can summarise what is being said,
Learning how it relates to sustainability and how it is
persuasive, articulating where the persuasive
techniques are being used and identifying the
types of argument styles being used within
the episode.
Resources War on Waste episode one
Students can summarise what is being said, Students can discuss appropriately the topic
how it relates to sustainability and how it is of sustainability in Australia, particularly
persuasive, articulating where the food waste, and defend their position using
persuasive techniques are being used and persuasive techniques and arguments.
identifying the types of argument styles
being used within the episode.
War on Waste episode one

25
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critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. DOI: 10.3102/0034654314551063

Australian Curriculum, Assessment and Reporting Authority. (2019). Curriculum. Retrieved from http://www.acara.edu.au/curriculum/general-

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Bada, D., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in

Education, 5(6) ,66-70. Retrieved from https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1.pdf?

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Olin-Scheller, C., & Tengberg, M. (2017). Teaching and learning critical literacy at secondary schools: The importance of metacognition.

Language and Education, 31(5), 418-431. DOI:10.1080/09500782.2017.1305394

Riley, K. (2015). Enacting critical literacy in English classrooms. Journal of Adolescent & Adult Literacy, 58(5), 417-425. Retrieved from

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Roth, D., Anderson, J., Mayes, R. (2007). Understanding by design: A framework for effecting curricular development and assessment. CBE—

Life Sciences Education, 6(2), 95–97. DOI:10.1187/cbe.07-03-0012

Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum

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