Eng Yr5 Unit3 Examiningmediatexts

Year 5 English
Unit 3
Examining media texts
v1.0
V1 – September 2020
LEARNING AREA SUBJECT English YEAR LEVEL 5 UNIT 3 of 8
5 weeks
Unit title Examining media texts

In this unit, year 5 students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts.
Description Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital multimodal feature article, including written and
visual elements, from a particular viewpoint.
In this unit students will:

• evaluate the reliability and credibility of different types of evidence according to agreed criteria and consider how evidence can be used to support and present a particular point of
Learning intentions view

• understand how authors use text structures, language and visual features to influence an audience to accept a particular point of view
• read, interpret and comprehend information on an issue to classify and select evidence
• draft, edit and publish a feature article.
Unit sequence Assessment

• Evaluation of evidence The unit provides students opportunities to demonstrate their knowledge, skills and understanding through
• Comprehension of feature articles both formative and summative assessment. Each learning sequence supports teachers to use assessment
• Analysis of point of view evidence to make adjustments that facilitate student learning, improve instruction, and inform future teaching
and learning.
• Creation of multimodal feature article
Five ‘key strategies’ that support the implementation of effective formative assessment are:
1. Clarifying, sharing, and understanding learning intentions and success criteria
2. Engineering effective discussion, tasks, and activities that elicit evidence of learning
3. Providing feedback that moves learning forward
4. Activating students as learning resources for one another
5. Activating students as owners of their own learning.
Source: William, D., Leahy, S., 2015, Embedding Formative Assessment: Practical Techniques for K-12 Classrooms,
Learning Sciences International.
This unit includes an assessment task/s that support teachers to collaboratively moderate. This will ensure
consistency of teacher judgement of assessment evidence against the achievement standards in the Australian
Curriculum.
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Department for Education South Australia
Guided reading and spelling

Guided reading and spelling should be run daily over two 20-minute sessions.
Daily routines
In this unit the daily routine could include opportunities to explore a range of feature articles and news reports.
Note: Teacher to hold reading conferences with students covering all class members over a 3-week period.
Teaching and learning Tips and alerts Evidence of understanding Resources
Guided reading Monitor student ability to: • Reading conferences checking • Individual student reading
• decode, read with expression for and setting goals in conference books
Groups set up according to needs as identified through data sets. and understand content. See decoding, listening for fluency, • reciprocal teaching resources
Groups can be run as Reciprocal teaching, book club, literature circles or phonics if required. The Big 6 components of and comprehension questions. • checklists
• One day per week – Explicitly teach reading strategies, decoding, fluency and comprehension. reading). • other teacher assessment tools
• Other days of the week – Each group to read, discuss and practise strategies explicitly taught by teacher. Be aware of: • monitoring tools (literacy
Teacher to rotate through groups, one per day, to support and guide their reading. • students needing to change Progression).
groupings as
concepts/strategies are
mastered.
Spelling Monitor student ability to: • Weekly dictation and other • Scope and sequence
• understand word patterns written spelling work • school diagnostic tools
Groups set up according to needs as identified through diagnostic screening. and use appropriately. • correctly spelt words in other • teacher composed dictation
• One day per week – Explicitly teach new sounds or letter strings, morphemes or etymology from the year 5 Be aware of: writing tasks. which includes words studied
spelling scope and sequence. • students who have gaps in for each group
• Other days of the week – Students practise new words in a variety of activities including: their understanding and • lists of games, websites and
o sounding out or Elkonin boxes address these on a one-one other strategies for activities
o chunking into syllables basis via intervention. • monitoring tools (literacy
o segmenting into base word, prefix and suffix progression).
o games that use the words
o dictation or story paragraphs.
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Receptive modes – listening, reading and viewing

• explain how structures assist in understanding the text
• understand how language features, images and vocabulary influence interpretations of characters, settings and events
• encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge
• analyse and explain literal and implied information from a variety of texts
• describe how events, characters and settings in texts are depicted
• explain their own responses to texts
• listen and ask questions to clarify content.
Achievement standard Productive modes – speaking, writing and creating

• use language features to show how ideas can be extended
• develop and explain a point of view about a text
• select information, ideas and images from a range of resources
• create imaginative, informative and persuasive texts for different purposes and audiences
• make presentations which include multi modal elements for defined purposes
• contribute actively to class and group discussions, considering other perspectives
• demonstrate understanding of grammar using a variety of sentence types when writing
• select specific vocabulary and use accurate spelling and punctuation.
• edit their work for cohesive structure and meaning.
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Language Literature Literacy
Language for interaction Responding to literature Texts in context

Language for social interactions Expressing preferences and evaluating texts Texts in contexts in which they are used
• Understand how to move beyond making bare • Use metalanguage to describe the effects of • Show how ideas and points of view in texts are conveyed through
assertions and take account of differing perspectives ideas, text structures and language features on vocabulary, including idiomatic expressions, objective and subjective
and points of view. particular audiences. language. Understand that these can change according to context.
Text structure and organisation Interacting with others

Purpose audience and structures of different types of Listening and speaking interaction
texts • Participate and contribute to formal and informal discussions by:
• Understand how genres (texts types) and macro- o clarifying understanding of content as it unfolds
genres vary in purpose, text structure, and topic as o connecting ideas to student’s own experiences
well as the degree of formality. o presenting and justifying a point of view.
Text cohesion
• Understand that different sentence openers give
Interpreting, analysing, evaluating texts
prominence to the message in the text and allows for Purpose and audience
prediction of how the text will unfold. • Identify and explain characteristic text structures and language
Punctuation features used to meet the purpose of the text.
• Understand how apostrophes can be used to signal Reading Process and Strategies
possessives. Understand how to use apostrophes • Navigate and read texts for specific purposes. Apply appropriate text
Scope and sequence with common and proper nouns. processing strategies, for example:
o predicting and confirming
Expressing and developing ideas
o monitoring meaning
Sentences and clause level grammar o skimming
• Understand the difference between main and o scanning.
subordinate clauses and that a complex sentence
Comprehension strategies
involves at least one subordinate clause.
• Use comprehension strategies to analyse information, integrating
Word-level grammar and linking ideas from a variety of print and digital sources.
• Understand how noun groups and adjective groups
can be expanded in a variety of ways to provide a Creating texts
fuller description of the person, place, thing or idea. Creating texts
Vocabulary • Plan, draft and publish imaginative, informative, persuasive and
• Understand how precise nouns and adjectives are response print and multimodal texts. Choose text structures,
used to express meaning with greater precision. language features, images and sound appropriate to purpose and
Know that words can have different meanings in audience.
different contexts. Editing
Phonics and word knowledge • Reread and edit students’ own and others’ work using agreed
criteria for text structures and language features.
Spelling
Handwriting
• Use knowledge of known words, base words, prefixes
and suffixes, word origins, letter patterns, and • Develop a handwriting style that is legible, fluent and automatic and
spelling generalisations to spell new words. varies according to audience and purpose.
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Australian Curriculum Overview

Learning Progression
Relevant prior curriculum Curriculum working towards
Students require prior experience with: In year 6 students will:
• understanding differences between the language of opinion and feeling and the language of factual • understand the uses of objective and subjective language and bias
reporting or recording • understand that cohesive links can be made in texts by omitting or replacing words
• understanding how texts are made cohesive through the use of linking devices including pronoun • investigate how complex sentences can be used in a variety of ways to elaborate, extend and
reference and text connectives explain ideas
• understanding that the meaning of sentences can be enriched through the use of noun • investigate how vocabulary choices, including evaluative language can express shades of meaning,
groups/phrases and verb groups or phrases and prepositional phrases feeling and opinion
• incorporating new vocabulary from a range of sources into students' own texts including vocabulary • compare texts including media texts that represent ideas and events in different ways, explaining
encountered in research the effects of the different approaches
• identifying and explaining language features of texts from earlier times and comparing with the • analyse how text structures and language features work together to meet the purpose of a text
vocabulary, images, layout and content of contemporary texts • select, navigate and read texts for a range of purposes, applying appropriate text processing
• identifying characteristic features used in imaginative, informative and persuasive texts to meet the strategies and interpreting structural features. For example:
purpose of the text o table of contents
• reading different types of texts by combining contextual, semantic, grammatical and phonic o glossary
knowledge using text processing strategies, for example monitoring meaning, cross checking and o chapters
reviewing o headings and subheadings
• using comprehension strategies to build literal and inferred meaning to expand content knowledge,
• use comprehension strategies to interpret and analyse information and ideas, comparing content
integrating and linking ideas and analysing and evaluating texts from a variety of textual sources including media and digital texts
• planning, drafting and publishing imaginative, informative and persuasive texts containing key
• plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting
information and supporting details for a widening range of audiences, demonstrating increasing with text structures, language features, images and digital resources appropriate to purpose and
control over text structures and language features audience
• rereading and editing for meaning by adding, deleting or moving words or word groups to improve
• reread and edit students' own work and others' work using agreed criteria and explaining editing
content and structure choices.
• using a range of software including word processing programs to construct, edit and publish written
text, and select, edit and place visual, print and audio elements.
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Evaluation of evidence
Students will:
• learn the difference between news and feature articles
• select and evaluate evidence
Unit sequence • support a point of view
• create an opposing point of view
• present a point of view.
Learning intention: To be able to evaluate the reliability and credibility of different types of evidence according to agreed criteria and consider how evidence can be used to support
and present a particular point of view.
Teaching and learning Teacher tips and alerts Evidence of understanding
The difference between news and feature articles Teacher tips Can the student:
• Read and explore all example resources prior to • identify a feature article?
Learning intention: To understand what a feature article is and how it differs from a news article.
beginning this unit. Adaptations will be required to • discuss similarities and
Learning intention: To be able to understand how media texts influence an audience and can present points of view.
cater for each particular cohort of students. differences between feature
Note: In preparation for this learning sequence, teachers will need to have sourced a range of news and features
• There are some news reports and articles articles and news articles?
reports that are current, relevant and appropriate to the student cohort. KIDSNEWS, Behind the News (BTN) and provided throughout this unit as examples to guide
Australian Geographic are good sources to find current examples. Students will need time to explore a range of the teaching and learning sequence. However it is Examples of collected
articles and to highlight the different language features used to present a point of view. recommended that teachers source alternative, evidence:
authentic and contemporary news articles to be used • documented observations of
Introduction to the unit
as model texts for this unit. prior knowledge through
Whole class • This first part of the learning sequence is focussed on whole group, partner or small
• Facilitate a class discussion to understand students’ prior knowledge of media texts. engaging the students with the news and feature group discussion
o Discuss where people get their news. articles, so provide example texts that are relevant to • contribution to class
o Discuss student opinions about news. interests, events, or topics being covered. discussions.
o Ask students: Do you think the news you hear or read contains all of the information about the event or issue? • Important alert: remember prior to using any
o Define what the term multimodal means and provide examples of media texts that are multimodal.
resource, review the content to ensure suitability for
o Explain that in this unit students will be learning about how authors of media texts manipulate point of view.
each school context and class.
This means influencing the way the reader thinks and feels about a topic. The media texts in focus in this unit • When exploring contemporary news reports, be
are feature articles. Students will be learning about how authors use text structure and language features to aware that some texts could potentially cause anxiety
influence the reader. or trigger trauma for students. For further teacher
advice read 5 tips for talking to kids about the news.
What is a feature article and its similarities and differences to a news article? • Find information to support teacher understanding to
Whole class be able to clarify differences between news articles
and feature reports via Axia Public Relations’ blog, ‘3
• Provide a definition of a feature article and provide examples of where they can be found, such as magazines,
crucial differences between a news story and a
websites, television, and newspapers.
feature story that will make you a better writer’.
• Provide an example of a feature article and news article to compare.
• Throughout this next learning sequence, students will
• Ask students the following question and get them to think, pair, and share their answers.
require access to ICT at a whole class, small group and
o Do you notice anything similar about the two texts?
independent level. Teachers will adapt activities
o Do you notice anything different about the two texts? according to the ICT available at their site.
• Discuss with students how feature articles are similar to newspaper articles, but they have some key differences. • Highlight the requirement for students to use ICT
For example, feature articles are not time dependent, can hold a clear point of view and are generally longer with appropriately and in accordance with the schools
greater detail than news articles. Identify that both text types use; a headline, images, paragraphs, and are expectations.
sometimes written in columns.
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• Highlight how a feature article can have a point of view, whereas newspaper articles are expected to remain Learning alerts
impartial, or in other words, they do not present a point of view and stick to the facts. Be aware of:
• Create a large poster or display to capture all of the observations about the difference between feature articles
• students who struggle to differentiate between
and newspaper articles. Either a class created anchor chart or Venn diagram would fit well. feature articles and news articles
Time for students to explore feature and news articles • students exploring websites away from those
recommended.
Pairs
• Students to find examples of feature articles and news articles that explore local or national issues.
• Students to identify the purpose of each article and its point of view, presenting findings to the class.
Whole class
• Tell the students that they will be learning many new terms in this unit. Begin a class word wall to and add the
definitions of a feature article and a news article, ensuring that students have a shared understanding of
meaning.
• This word wall can be built upon over the course of the unit. Resource 1 – Metalanguage of media can be
provided to students to support understanding of the key terms and metalanguage that is used throughout this
unit.
• Display and show students Resource 2 – Guide to manipulating point of view and use it to briefly outline the
learning areas to be covered. This resource provided can be used to support understanding of the teaching and
learning sequence to be covered in this unit. At the end of some learning activities the teacher can refer to the
different sections of this resource with students and use the writers’ tips as a checklist summarise and further
consolidate the learning. A prompt to refer to this resource will be provided.
Examining the evidence used to present a point of view in a feature article

Whole class
• Read and display an online feature article with students. A suggested feature article is Should every classroom
have a pet? A transcript is provided in Resource 3 – Should every classroom have a pet? This can be used for
students to read along with the teacher and highlight key language features. It is recommended that the teacher
displays the online article so students can see and explore the multimodal features.
• Before reading, ask students to give their point of view about the topic?
• Determine with students why this is a feature article. For example,
o it presents a point of view about a topic
o it is an article of interest
o it is not a news article.
• Ask students to imagine what a news article that could be written about this topic. For example, breaking news:
giant class pet Roger Rabbit destroys student art displays.
• Highlight with students the key language features of the article, such as headlines, paragraphs, images, reporter,
and lead sentence.
• Ask students to determine the point of view of the article. For example, is it for or against every classroom having
a class pet?
• Discuss how students know that the article is ‘for’ by identifying what evidence has provided.
Pairs
• Students to read aloud the article together. Next highlight parts of the article that provide evidence for
presenting a point of view. If using Resource 3 – Should every classroom have a pet? students will highlight
evidence that demonstrates the benefits of having a class pet. Students can annotate the article to show who is
providing the evidence and whether they are a student, teacher or an expert.
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Exploring language used to persuade in a feature article

Whole class or small groups
• Teacher and students identify, highlight and discuss how the author has used language and text structure to
persuade.
o Identify and highlight specific noun groups which are used to persuade such as, ‘some clucky encouragement’,
‘a huge difference’, ‘a very resilient chicken’, ‘that anxiety’, ‘smaller apartments’, ‘that relationship’.
o Identify and highlight precise use of verbs such as, ‘giving’, ‘actively’, or ‘slowing down’.
o Identify and discuss the writer’s selection and layout of images.
• Ask students to give their opinions about how this feature article has influenced them to agree or disagree.
Select and evaluate evidence Teacher tips Can the student:

• Teachers can choose alternative resources that they • identify how the formality of
Learning intention: To be able to identify how genres (texts types) vary in purpose, text structure, and topic as well as
believe will better meet the needs of their students to language in different texts
the degree of formality.
achieve the learning intentions. influences an audience?
Learning intention: To know how to identify and select evidence that best supports a particular point of view.
• Complete regular checks for understanding by asking • use agreed criteria to evaluate
Understand degrees of formality students to explain the concept and processes of and select reliable evidence to
evaluating a sources reliability, especially around the present a particular point of
Whole class SAFE tool. Choose and utilise strategies based on your view?
• Discuss with students that spoken and written texts vary in purpose, structure and topic, and the degree of knowledge of students such as:
formality. o wait time – allowing students to respond
Examples of collected
• Define ‘degrees of formality’ as who the text is written or spoken for and discuss examples of formal and informal o cold calling
evidence:
spoken and written texts. o popsticks – each students’ name on a popstick and • exit ticket to explain the
• Display a register continuum, as shown below, and use this as a discussion point and plot where different texts go then name drawn from a cup difference between formal
based upon their degree of formality, a simple line drawn on a white board as below will suffice. Teacher to talk o asking students to rephrase their responses – say it
and informal language with
through their thinking when plotting the text type. again and say it better. examples
• Discuss with students to determine some formal types of texts, for example: • completed resources
• Focus questions to consider for the introduction of the
o school report SAFE tool: • observations of discussions.
o job interview o Where might a reporter obtain their sources of
o university evidence? They could use photographs, articles,
o an award acceptance speech. interviews or internet sites.
o How do you know if evidence is reliable? The source
• Using cards to plot on the class register continuum, students could write their own examples of different types of is credible.
texts.
o What impact does a positive or negative attitude
• Discuss with students to determine some more informal types of texts, for example: have on the reliability of evidence? It may mean the
o a lunch order source is biased and not completely reliable.
o a text message to a family member. • Focus questions to discuss:
o What are assertions? Create a shared
register continuum understanding to add to the word wall.
o How do assertions differ from facts?
o Which is more reliable, facts or assertions?
o Why is it important to consider if evidence

expresses any strong emotions?
informal formal
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• Ask students to consider how the formality of language changes depending on the purpose of the text. For Ideas for monitoring
example, consider the language to greet people, such as ‘waz up’, ‘g’day,’ ‘hello’, or ‘good evening, ladies and Monitor students’ ability to:
gentlemen’, and plot them on the continuum. Discuss how and when the use of this language changes depending
• apply an agreed criterion to evaluate the reliability of
on the level of formality and purpose.
a range of sources of information.
• Consider the words ‘tummy’, ‘stomach’ and ‘gastrointestinal system’ and plot on the continuum. Discuss how
these words would be used in different texts ranging from informal to formal. For example, telling your parent or Learning alerts
carer you have a sore ‘tummy’ compared to a science project on the ‘gastrointestinal system’. Be aware of:
• Tell students that as writers and speakers they have the power to change their language depending on their • students who have difficulty evaluating the reliability
purpose. Discuss how and when students need to change their own language and why this can be important. and credibility of sources of evidence according to
• Look at some news reports and features articles and discuss if the language is formal or informal. Discuss why specific criteria.
media reports typically use more formal language?
• Note: The purpose of news reports is to inform with clear and concise language and typically slang and everyday
language is avoided. Features articles often have a point of view and can persuade, feature articles can be less
formal than news reports.
Independently
• Students identify whether the sentences are either informal or formal on page 1 of Resource 4 – Formal or
informal language. This sheet could be provided individually to students or explored as a class or small group.
Whole class
• Discuss the sentences and ask students to explain their answers.
How authors use language to manipulate a point of view

Whole class
• Explain that manipulating point of view means using evidence, language, and images to influence the way a
reader thinks and feels about a topic.
• Elicit prior knowledge by asking students to discuss how they believe authors manipulate a reader’s point of view
using language.
• Discuss how authors can manipulate a point of view, show Slides 1 – Manipulating point of view to help guide
teaching.
• Define and discuss words that relate to sources of information that present a point of view. Use Resource 5 – The
SAFE test to define the terms reliable, credible, attitude, assertion, or bias. Display the table or alternatively
provide this resource for students to complete independently. Students will write the meaning of words using the
context of media to support their understanding. These words could then be added to the class word wall.
Develop strategies for choosing reliable information to support point of view

Whole class
• Introduce and explain that the purpose of the SAFE test to check if information viewed or read is reliable, by
searching for and evaluating evidence.
• On an interactive whiteboard display the SAFE test found on page 3 of Resource 5 – The SAFE test and discuss
each letter with students to learn about the SAFE test and introduce it to the students explaining that each letter
stands for:
o Source
o Attitude
o Facts
o Emotions.
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• Tell students they can use this test throughout the unit when evaluating evidence that is used to support a point
of view, to check if evidence is reliable.
• Discuss how authors who present reliable and credible evidence are more likely to influence an audience to
support a point of view.
• Model using the SAFE test to evaluate the reliability of a feature article selected by the teacher. Teacher to select
a feature article that is contemporary and a topic that is of interest to their student cohort.
• Model the process of identifying reliable sources of evidence using the SAFE test on a piece of evidence.
• As a class look at Part 1a – General features of Resource 2 – Guide to manipulating point of view looking
specifically at the ‘writers’ tips’ with students, ticking each box as you read these notes.
Evaluate sources of evidence

Pairs or small groups
• Students to select a feature article or use a feature article provided by a teacher. Students work together to apply
the SAFE test to evaluate the reliability of the evidence in the feature article.
• Allow time for students to search for feature articles and evaluate sources of evidence using the SAFE test.
Students search for 2 feature articles, or a number negotiated between teacher and student.
• Use page 2 of Resource 5 – The SAFE test to guide and record how questions in applying the SAFE test.
Reflect on assessing reliability of sources

Whole class
• As a class look at Part 1b – The role of evidence of Resource 2 – Guide to manipulating point of view looking
specifically at the ‘writers’ tips’ with students. Discuss with students to ensure they have a shared understanding
of each of these terms. Tick each box with students as their meanings are confirmed.
• Pose the following questions to the class, ensuring that the students refer to the SAFE test findings to support
answers.
o Which sources of evidence did you find to be reliable in the feature articles you evaluated?
o Did you find any sources in articles unreliable?

o Were there any examples of strong emotions in feature articles that could show potential bias?
Support a point of view Teacher tips Can the student:

• When reviewing previous learning use retrieval • identify evidence that
Learning intention: To know how to identify and select evidence that best supports a particular point of view.
practice techniques such as low-stakes tests and supports a particular point of
Learning intention: To be able to understand how language, images and audio can be combined to create a quizzes. view?
multimodal text that presents a particular point of view.
• When asking students to select, read and evaluate • select language, images and
Recap of previous learning evidence to support a point of view, support may be audio to create a multimodal
required to access relevant and appropriate online text that presents a particular
Whole class resources. The teacher can provide a list of online point of view?
• The following questions can be used to review learning: articles for students to choose from. • explain how emotions can be
o What is the SAFE test? • Focus questions to consider: evoked in an audience?
o What is the role of evidence? o What evidence did you select? Why?
o What is a reliable source when gathering evidence? o How does your evidence make the viewer feel
o What advice would you give to someone who has to decide whether to use evidence to support their point of about the topic? evidence:
view? o What evidence did you decide would not be • completed resources
o When would it be appropriate to use evidence that conveys attitude and emotion? appropriate to include? Why? • observations of class
• Review how to identify reliable and credible sources of information that support a point of view. discussions and student
responses
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Read and select evidence to support a point of view o How do words change to present the different • checklist against the ‘Can the
points of view? student’ questions
Whole class
o How do the images change to present the different • whole class feedback record
• Provide students with a topic that can have two opposing points of view. Keep it simple and relatable for
points of view? and notes
students. For example, ‘all classrooms should have a pet’. Resource 3 – Should every classroom have a pet?
• Provide multiple opportunities for dialogic talk, and • page 1 and 2 of Resource 6 –
could be used again.
structured talk to enhance learning and enable Selecting evidence to support
• Model applying the SAFE test to this feature article with students. For example, ask how we know ABC News and
students to practice using the metalanguage of a point of view.
ABC Behind the News (BTN) are reliable sources.
feature reports.
• Explain how it is vital to use evidence that supports a point of view, in order for it to have credibility.
• Provide a definition of the term emotive language
Pairs or small groups and check for understanding. The class may need to
• Students work together to choose a point of view and find pieces of evidence that support the chosen point of explore how writers evoke emotion using images and
view. Use page 1 of Resource 6 – Selecting evidence to support a point of view to record the evidence selected. language further.
• Apply the SAFE test to each piece of evidence. Consider how each piece of evidence made them feel about the
topic and make a judgement whether the evidence is reliable to use or should not be used.
Ideas for monitoring
Monitor students’ ability to:
• Students share their evaluations regarding the selected evidence.
• select appropriate language, images and audio that
Examine how to evoke emotion combine to present a particular point of view.
Whole class
Learning alerts
• Explain the meaning of bare assertions as ‘a statement that contains no supporting evidence’. For example:
Be aware of:
o Glenelg beach is the best in Adelaide.
• students selecting unreliable sources of evidence.
o Adelaide Crows are the greatest team in the AFL.
o Mice do not make good class pets.
Pairs
• Students make up bare assertions and share them back with the class.
Whole class
• Consider and discuss with students what it means to evoke an emotional response from an audience. Why is it
important to evoke emotion? What is the purpose of evoking emotion in your audience?
• Discuss the ways that words, images and sounds can be used to influence an audience to believe a particular
point of view in a multimodal text.
• Refer to page 2, Resource 6 – Selecting evidence to support a point of view and the images included for evoking
emotion. Provide students with the opportunity to discuss these images and then brainstorm the emotions being
felt.
• Discuss and present examples of how language, images and audio can create emotions in the audience for
example, look for television commercials that use emotive music to persuade.
• Explain and complete the language of affect table found in page 2 of Resource 6 – Selecting evidence to support
a point of view
• Sort the words listed in this resource into the table. Discuss how emotion can be used through images and
language to support a point of view. This could also be done as a pair activity, so students have a chance to
experiment with using the language included in the table.
Language of affect and judgement

Whole class
• Referring to Resource 7 – Language of affect and judgement discuss how language can impact upon the
audience. This document could be provided or displayed as a reference for students.
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• Discuss when writers might choose to use language that create security and when they might choose to use
language that creates insecurity. Ask the students:
o When would language that creates insecurity rather than security would be chosen?
o Discuss how some feature articles have a positive or negative effect on the viewer? Why?
• Consider some examples where writers might want to create a feeling of insecurity by choosing to use a negative
language of affect. For example, writing about plastic being thrown into our oceans or writing about the
outcomes of bullying.
• Consider some examples where writers might want to create a feeling of security by choosing to use positive
language of affect. For example, writing about volunteers helping elderly people in the community.
• Tell students they can use language of judgement to respond to literature, things, objects and people. The
language of judgement can be used to persuade in media texts because it allows the writer to influence the
reader’s opinion about people and issues.
• Provide a provocation for students such as an image or topic. For example, all classrooms should have a pet.
Show Resource 7 – Language of affect and judgement to support students with language to use when making
judgements about the topic or the issue presented.
Independently or pairs
• Students to use two headings with the columns positive and negative and to use language that presents a
negative and positive point of view. For example, if looking at using the topic all classrooms should have a class
pet positive language could include relaxing, calming, supportive, fun, important and negative language could
include distracting, unhealthy, fragile, and needy.
Create an opposing point of view Teacher tips Can the student:

Learning intention: To know how to identify and select evidence that supports an opposing point of view. • The time it takes to work through this learning • select language, images and
sequence will vary according to each class cohort. audio to create a multimodal
Exploring an opposing point of view Teachers can pace the learning according to the text that presents an opposing
needs of their students. or different point of view?
Whole class
• When asking students to select, read and evaluate
• Define what it means to compare and contrast ideas. Examples of evidence:
evidence to support an opposing point of view,
• Explain to students that they will compare and contrast the way language and images are manipulated. • documented observations of
support may be required to access relevant and
• As a class consider: appropriate online resources. The teacher can students’ contributions to
o words, images and audio used as evidence to present different points of view provide a list of online articles for students to discussions
o emotive language choices that influence an audience to respond in particular ways to the different points of choose from. • completed page 3 of Resource
view presented. • To compare and contrast is to highlight similarities 6 – Selecting evidence to
• Tell students they will now look at the opposing point of view of a topic previously explored, for example, ‘pets and differences. When you compare two things support a point of view
should not be in classrooms’. you highlight the things they have in common. • use of the SAFE test to
• Provide time for students to turn and talk to discuss. When you contrast two things you highlight the evaluate sources of evidence.
• Invent some fake or imaginative witness comments with the students about the opposing view of the topic to differences.
provide time to play with the language of the opposing view. For example:
o Sally Serene says “I’ve been a wellbeing teacher for over twenty years and had to rescue many class pets from
Learning alerts
the clutches of students over the years, I can tell you now pets do not belong in classrooms.” Be aware of:
o Martha magpie says “I’ve made multiple complaints about the class rabbit, Henry. My child is coming home • students making bare assertions about a topic
every day with a rash from that pest.” without supporting evidence.
o Principal Peta Carpet says, “There is no place for pets in my school, they are distracting and take time away
from learning.”
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Individual or pairs
• Read and select evidence to support an opposing point of view. For example, ‘classrooms should not have class
pets’.
• Ask students to look at this topic differently and list reasons why classrooms should not have class pets.
• Students work together to choose a point of view and find pieces of evidence that support the opposing point of
view. Use page 3 of Resource 6 – Selecting evidence to support a point of view to record the evidence selected
and evaluated that shows an opposing point of view.
o Apply the SAFE test to each piece of evidence. Consider how each piece of evidence made them feel about the
topic and make a judgement whether the evidence is reliable to use or should not be used.
• Students to share their evaluations regarding the selected evidence.
Present a point of view Teacher tips Can the student:

• Definitions: Objective language is factual, unbiased • distinguish between objective
Learning Intention: To be able to identify the difference between objective and subjective language.
language which is evidence based. Subjective and subjective language?
Learning Intention: To be able to write a feature report using language features to influence an audience. language is emotive and used to express opinions.
• identify the language
Recap of previous learning • Metalanguage must be modelled and used. features of a feature
• Throughout this unit there will be times set aside for article?
Whole class
consolidating the learning. This is also a good time for
• Review from a previous learning how multimodal evidence can present a particular point of view. • write and edit a feature
students to complete unfinished work, work with
article using language
• Ask students to summarise key points from the previous learning. small groups to reinforce the concepts, or for
features that influence an
extension work that allows students to transfer the
Understanding objective and subjective language audience to accept a
learning.
particular point of view on
Whole class • Focus questions to explore objective and subjective an issue?
• Provide students with a definition of objective and subjective language, discussing examples of each. Add a language further include:
shared understanding to the class word wall. o How can objective and subjective language create
• Discuss the ways objective and subjective language can be manipulated to persuade the audience to believe the bias?
evidence:
point of view presented. o How can objective and subjective language evoke
• Provide examples and decide as a class as to whether the sentences are subjective or objective. For example: emotion? • completed resources
o Thunderstorms are extremely frightening. Rain, lightning and wind make a lot of noise, can damage houses and o How can objective and subjective language make a • checklist against the ‘Can the
are dangerous to people. point of view more reliable? student’ questions
o I enjoy hot, sunny days. o Why does objective and subjective language allow
• observations of students'
comments or answers during
Pairs ideas to be expressed more precisely?
questioning
• Students who have writing difficulties could produce
• Students create some subjective and objective sentences in response to a topic. For example, ‘I find mice to be • multiple choice quiz answers.
an oral feature article using ICT.
horrible little creatures’ is subjective while ‘mice can squeeze through gaps, smaller than their body size’ is
• Advice for writing task:
objective.
o Explain that students will take on the role of a
Consider prior knowledge of feature articles magazine writer and write a feature article using
• Review the features of a feature article that persuade an audience to accept the point of view presented. For language features that influence the audience to
example: believe a point of view.
o formality of language to suit audience and purpose o Ask students to choose a point of view for the
o use of precise vocabulary to evoke an emotional response such as a sense of security or insecurity in the feature article: either in favour or against.
audience o Remind students to choose precise vocabulary to
o use of reliable and credible evidence to move beyond bare assertions; use of objective and subjective evoke a sense of security or insecurity in their
language. audience by referring to the class chart, sheet
Affect and Judgment. For example, ‘cuddly rabbit’
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Construct a feature article to present a point of view evokes sense of security, while ‘huge threatening
rat, with sharp teeth’ evokes sense of insecurity.
Whole class
• The writing is an initial assessment piece that is used
• Explain that students will take on the role of a magazine writer and write a feature article using language features
to demonstrate progress at the end of the unit.
that influence the audience to believe a point of view.
• Provide scaffolding for students, such as sentence
• Share with students Resource 8 – Feature article plan and go through how to use this planning sheet. Clarify
openers, word banks, or whole class plan.
questions.
• Prior to writing, revise language features and ways to manipulate a point of view using part 2 of the Resource 2 – Ideas for monitoring
Guide to manipulating point of view. Monitor students’ ability to:
• Discuss what sources of evidence they might use in their feature article for example, an eyewitness or an expert. • understand and use learning area specific language.
• Ensure students purposefully use and identify the necessary language features in their planning.
• Co-create with students an editing checklist using agreed criteria above to ensure the desired point of view is Learning alerts
presented. Alternatively, use the example provided in Resource 9 – Editing checklist to guide students through Be aware of:
the expectations, ensuring a shared understanding of writing requirements. • students who cannot identify the elements of a
Independently feature article.
• Allow 10 minutes for students to plan a feature article and 30 minutes to write a feature article.
• It will be used to compare to the final assessment task and to determine students’ growth between feature
articles.
Review, reinforce and extend learning Learning alerts

Be aware of:
Learning Intention: To consolidate or extend their understanding of language features to write and edit a feature
article. • students who do not use objective and subjective
language to present a persuasive point of view.
Whole class
• students who are unable to construct their own
• Consolidate or extend understanding of language features with students to write and edit a feature article. feature article.
Consider:
• students editing a text without using agreed criteria.
o formality of language to suit audience and purpose
o use of precise vocabulary to evoke an emotional response such as a sense of security or insecurity in the
audience
o use of reliable and credible evidence to move beyond bare assertions
o use of objective and subjective language.
• Students use the developed checklist to provide self and peer feedback on their feature articles.
• Encourage students to consider what they have done well in the feature article and what they could improve
upon using the checklist as a guide.
• Students share responses with class.
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Comprehension of feature articles

Students will:
• comprehend a feature article through modelled close reading
• examine language features, with a focus on noun groups and sentence starters
Unit sequence • examine language features, with a focus on possessive apostrophes and direct speech
• engage in close reading
• examine text structures
• create a point of view
• comprehend a feature article via assessment 1.
Learning intention: To understand how language features, visual features and text structure impact upon a feature article and can be used to create a point of view.
Comprehend a feature article – modelling close reading Teacher tips Can the student:
• Teacher to gain background knowledge on what is • use appropriate text
Learning intention: To be able to use text processing and comprehension strategies to read and interpret ideas in
meant by ‘close reading’. processing and
texts.
o The main intention of close reading is to engage comprehension strategies to
Whole class students in the reading of complex texts. Fisher, comprehend an article and
• Provide Students with Resource 10 – Problem plastic feature article and Resource 11 – Problem plastic feature Frey and Hattie (2016, p. 89) outline four elements answer both multiple choice
comprehension to support close reading: and short answer questions.
• Ask students to predict the main ideas before engaging in a close reading activity. - repeated reading of a short text or extract
• Note: This feature article will be reread, with specific elements of language from the text focused on over this - annotation of the short text or extract to reflect Examples of collected
next teaching and learning sequence. thinking
• Review text processing strategies to understand how to skim and scan texts for specific details.
evidence:
- teacher’s questioning to guide analysis and • completed comprehension
Pairs discussion activity
• Prior to reading the article ask the students to skim read and circle any words they do not understand. - students’ extended discussion and analysis. • whole class feedback
• Ask students to share their words, with the teacher using the context of the learning to create shared documents
o Snow and Connor (2016) define close reading as
understanding of word meanings. “an approach to teaching comprehension that • observations of techniques
Examine text structure of the feature article insists students extract meaning from text by used during comprehension
examining carefully how language is used in the activity.
Whole class passage itself” (p. 1).
• Briefly discuss the visual layout of the feature article, for example what students notice about: • The selected model text has been suggested to place
o the choice and position of images emphasis on Sustainability a cross-curricula priority.
o layout, including main and subheadings “Through the priority of Sustainability, students
o the use and length of paragraphs develop the knowledge, skills, values and world views
o hyperlinks and references necessary to contribute to more sustainable patterns
o and anything else they note
of living.”
• The suggested model text can be replaced if required.
Read the feature article • It is recommended that teachers continue to adapt
Whole class the teaching and learning sequences and suggested
• Teacher to read the article and the students to follow.
resources to suit the needs of different student
cohorts.
• After reading discuss the following:
o the purpose, audience and point of view presented
o an alternative point of view that could have been presented
15
the degree of formality of the language used to present the point of view.
o • Provide opportunity for discussion around the
• Explore how to use text processing strategies to read and answer multiple choice questions and understand how questions ensuring that students are required to
distractors are used in the construction of multiple-choice questions and response options. explain their ideas.
Independently • Stop and review the questions and students’ answers
regularly, in order to identify errors and provide
• Students comprehend the feature article by responding to a variety of multiple-choice questions. Use Resource
feedback.
11 – Problem plastic feature comprehension that has been provided to the students.
• Teacher may need to support a group to work
Whole class through the activity. Alternatively students who need
• Discuss answer choices and strategies employed. support could complete the comprehension with a
partner.
Comprehend short answer questions • Utilising strategies like Question-Answer Relationship
Whole class (QAR) throughout whole class discussions will support
• Review comprehension strategies to interpret and analyse information and integrate and link ideas. the learning.
• The QAR strategy supports students explore the
text. QAR challenges students metacognitively and
can be used across the curriculum and year levels.
The QAR framework includes four types of questions
that help students to ask and answer questions about
their reading (Raphael et al, 2006).
o ‘Right there’ helps students create or find answers
to literal questions, often using the same words as
in the text.
o ‘Think and search’ means students need to search
across the text to create questions or find
answers.
o With ‘author and you’ questions, the student is
invited to make connections between parts of the
text and their own experience.
o ‘On my own’ encourages students to use their
background knowledge to answer a question.

• skim read and identify the key information in the text.
Learning alerts
Be aware of:
• students who are not using evidence from the text to
support their ideas.
16
Examine language features – noun groups and sentence starters Teacher tips Can the student:
• Discuss and clarify ‘skim read’ if necessary. • identify and explain how noun
Learning intention: To understand how language features are used to influence an audience to accept a point of view
• Spend time revisiting noun groups and expanded groups and sentence
Examine noun groups that construct a point of view noun groups if necessary. Also check for beginnings foreground ideas
understanding of verbs. and influence an audience to
Whole class
• Dependent on the class, provide as many examples accept a particular point of
• Teacher reread Resource 10 – Problem plastic feature article. view?
of noun groups as required.
• Review understanding of nouns and noun groups, establishing how they can provide rich and detailed information • identify and explain how the
about the person or thing. Ideas for monitoring starting point of a sentence
• Model finding a noun or expanded noun group in Resource 10 – Problem plastic feature article and discuss whether Monitor students’ ability to: foregrounds ideas and
it establishes a point of view. For example, in: • identify sentence beginnings and explain how they influences an audience to
o ‘Mass production of destructive plastics’, what is the purpose of the word ‘destructive’? influence an audience. believe a particular point of
o ‘Gargantuan amount of plastic’, what impact does the word gargantuan have? view?
o ‘Roland Geyer, the study’s lead author’, what is the effect of using ‘the study’s lead author’? If it just had the word Learning alerts
author would it have the same impact? Be aware of: Examples of collected
• students who cannot identify sentence beginnings
evidence:
Pairs
• students who cannot identify noun groups. • completed resources
• Students highlight a range of different noun groups and expanded noun groups in Resource 10 – Problem plastic
• observation of students’
feature article.
ability to identify noun groups
• Students provide each other with feedback on some of their findings and explain how the point of view created.
• low-stakes assessment – quiz
Whole class • whole class feedback
• Reflect on how expanded noun groups can be used to manipulate an audience’s point of view. documents
• Discuss how and where the noun group has been used to influence a particular point of view. For example, is the • observation of students’
noun group foregrounded at the beginning of the sentence? ability to identify how noun
groups can be used to create a
Examine the starting point of a sentence point of view.
Whole class
• Review the opening sentence and discuss that a sentence can be structured to support a particular point of view.
• Model how the opening sentence creates a point of view that plastic is problem, identifying the key language that
produces this point of view. For example, ‘Mass production of destructive plastics’.
• Clarify how the starting point of a sentence gives prominence to the message in the text and allows for prediction of
how the text will unfold. Therefore, the message often supports the point of view presented. For example, ‘Mass
production of destructive plastics, which began just six decades ago, has accelerated so rapidly that it has created
8.3 billion metric tons—most of it in disposable products that end up as toxic trash’.
Pairs
• Students examine sentence structure in Resource 10 – Problem plastic feature article, discussing and predicting the
message of each sentence using the sentence beginnings.
Whole class
• Ask students to share how the sentence beginnings impacted upon them as the audience.
• Analyse what message is foregrounded by the sentence beginnings.
• Discuss the issue that is given prominence in the article through the deliberate choices made when constructing
sentence structures.
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Writing a lead sentence to reflect a different point of view

Whole class
• Explain that not everyone may agree with the point of view presented in the feature article therefore students will
write a lead sentence presenting a different point of view on the issue.
• Discuss possible ideas for what the other point of view could be. Draw attention to how people have reacted to
potential bans on items such as plastic straws.
• Model examples to the class, before creating a sentence together. Discuss using noun groups and extended noun
groups in order to affect the audience.
Independently
• Students to create a lead sentence to manipulate an audience’s point of view, based upon in Resource 10 – Problem
plastic feature article and selecting the opposing point of view.
Examine language features – possessive apostrophes and direct speech Teacher tips Can the student:
• Teacher may need to support students by guiding • identify, insert and explain
Learning intention: To be able to identify and explain the purpose of possessive apostrophes.
them through the first few questions in Resource possessive apostrophes?
Learning Intention: To understand the role of direct speech in supporting a point of view. 12 – Singular and plural possessive nouns. • identify the role direct speech
Recap of previous learning • Complete regular ‘check-ins’ to ensure students has supporting a point of
• Ask the students to explain how the structure of a sentence can influence an audience. have understood the learning. view?
• For further teacher background information
Possessive apostrophes regarding grammar, including teaching the use of Examples of collected
Whole class possessive apostrophes and the use of direct evidence:
• Display three sentences with apostrophes used for possession in different ways. For example: speech in writing refer to ‘A new grammar • completed resources
o A dog’s toy. companion for teachers’ by Beverly Derewianka. • observations of students’
o James’ car was very fast. • Provide multiple examples of apostrophes and ability to use apostrophes
o The students’ lunches had arrived. direct speech to increase student understanding • checklist against ‘Can the
• Bring students’ attention to the apostrophes and compare how they are used and why.
and encourage students to locate examples in the student’ questions
texts they read. • low-stakes assessment – quiz
• Model using apostrophes for possession in other examples and check students understanding with questioning.
• Model examples to class of how to punctuate • whole class feedback
Independently direct speech accurately. documents.
• Students to complete Resource 12 – Singular and plural possessive nouns.
Whole class
• Use individual whiteboards to quiz the students and assess individual understanding, discuss any errors and make
corrections. Ask the students to explain answers to further deepen understanding. • identify the need for an apostrophe for possession
• identify and punctuate direct speech.
Direct speech
Whole class Learning alerts
• Review what is meant by direct speech and discuss its purpose. Be aware of:
• Provide an example piece of direct speech and discuss the punctuation. For example, “We all knew there was a • students who do not recognise an apostrophe
rapid and extreme increase in plastic production from 1950 until now, but actually quantifying the cumulative • students that are unfamiliar with the terms
number for all plastic ever made was quite shocking,” says Jenna Jambeck. singular and plural
• Explain how the use of direct speech provides credible, convincing evidence to present a point of view. • students who do not recognise inverted commas
• Allow group discussion to consider why direct speech is more convincing when presenting a point of view. • students who are unable to distinguish between
Pairs where speech begins and ends.
• Students identify examples of direct speech in Resource 10 – Problem plastic feature article.
• Students discuss the purpose of the direct speech included in the text.
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Review and reinforce learning Teacher tips

• Providing this time allows for students to finish off
• Consolidate or extend understanding of structural and language features used in a news article to manipulate an
work or extend their knowledge of editing
audience’s point of view. Consider:
processes that have been explored. The teacher
o the formality of language to suit the audience and purpose
can work with select groups to support their
o how the start of a sentence gives prominence to the message.
understanding.
• Use Part 3 – Structural features of Resource 2 – Guide to manipulating point of view, and look specifically at the • To provide a recap of the learning create a
‘writers tips’ with students, ticking each box as you read these notes and confirming a shared understanding of how multiple-choice quiz, where correct use of
structural features can be used to present a point of view. possessive apostrophes and speech punctuation is
• The use of various text structures and language features to position an audience identified. Such a quiz could be teacher created or
o the use of idiomatic language, objective and subjective language to influence an audience to accept a particular created by students to reinforce and extend their
point of view. learning.
Engage in close reading Teacher tips Can the student:

• Check understanding of the following terms: • identify and explain how the
Learning intention: To understand and explain how text structures, language and visual features of a feature article are
o headline text structures, language and
manipulated to influence the reader’s point of view.
o blurb visual features of a feature
Consider prior knowledge of feature articles o image
article are manipulated to
• Review and discuss prior knowledge about feature articles. Consider: influence the reader’s point of
o caption.
view?
o the purpose and audience • The slides are provided to inform and support
o how they compare to news articles. explicit teaching. Examples of collected
• The feature article ‘Ruthless march of the toxic evidence:
Make predictions of a feature article invader’ is from the magazine Australian
• completed resources
• Provide students with Resource 13 – Engaging in close reading 1 to guide and support learning. Geographic. This article is an informative,
• observations and notes from
Whole class persuasive feature article. This means the article
class discussions
• Present students with a feature article on an environmental issue. Teachers can use Resource 14 – Ruthless march
gives information about cane toads and it also
• low-stakes assessment – quiz
of the toxic invader. persuades the reader to have a particular point of
view. The audience of this feature article are the • whole class feedback
Independently readers of Australian Geographic. The purpose of documents
• Students need to look at the headline, blurb, images and captions of the feature article of the feature article and the article is to persuade readers that the cane • record of whole class feedback
then answer the questions 2a and 2b in Resource 13 – Engaging in close reading 1. toad, ‘a poisonous pest’, cannot be stopped from • are the written predictions
Small groups spreading across Australia. Images in the article plausible?
• Share predictions as a class and ask students to provide reasoning for predictions.
support that point of view, for example, the large
main picture of the cane toad would make the
Examine visual features of a feature article reader feel insecure.
Whole class Ideas for monitoring
• Review how different visual choices can influence an audience to respond to an issue in different ways. Monitor students’ ability to:
• Show students slides 1 to 8 of Slides 2 – Ruthless march of a toxic invader in order to guide teaching. • identify the text structures and language features
• Discuss the emotional effect of each image in the feature article upon the audience. Ask the students how this of a feature article and explain how they work to
demonstrates a point of view. present a particular point of view.
• Students need to consider why the author has chosen to use a very large image of the cane toad in the centre of the
Learning alerts
article, as well as why there is a map highlighting the sightings of cane toads.
Be aware of:
• Speculate about the effect alternative visual choices would have on an audience. For example, consider differences
• students who have difficulty identifying the
in image placement, size of image and shot size.
features that convey a particular point of view.
19
• As a class look at Part 4 – Visual features of Resource 2 – Guide to manipulating point of view, looking specifically at
the ‘writer’s tips’ with students, ticking each box as you read these notes and making sure there is a shared
understanding of terms.
Independently
• Students to complete activity 3 in Resource 13 – Engaging in close reading 1.
Examine language features of a feature article

Whole class
• Teacher to read Resource 14 – Ruthless march of the toxic invader.
• Discuss and consider the author’s purpose, and the point of view presented.
• Explain and unpack challenging and topic-specific vocabulary. Compare conclusions with previous predictions about
the text.
• Examine language features of the feature article that present a point of view about an environmental issue.
• Complete activity 4 and 5 in Resource 13 – Engaging in close reading 1.
Pairs
• Provide students with an enlarged copy of Resource 14 – Ruthless march of the toxic invader and a large sheet of
paper.
• Students can glue the feature article onto larger paper and highlight and annotate accordingly, using the discussion
prompts in Resource 15 – Examining language features. This resource could be displayed rather than photocopied.
• Reflect on how ideas and the point of view in the text are conveyed using language features.
Analysing the language features used to persuade the audience to hold a particular point of view
Whole class
• Provide students with Resource 16 – Engaging in close reading 2 to guide and support learning.
• Show students slides 9 to 12 of Slides 2 – Ruthless march of a toxic invader in order to guide teaching.
o Students complete questions in Resource 16 – Engaging in close reading 2 and discuss the answers students
provided as a class.
• Show students slides 14 to 16 of Slides 2 – Ruthless march of a toxic invader in order to guide teaching.
o Students complete questions in Resource 16 – Engaging in close reading 2.
• Define and discuss the terms ‘equilibrium’ and ‘adapt,’ establish shared understanding of meaning, and add to the
class word wall.
Reflect on how feature articles present a point of view

Whole class
• Read and consider the purpose of the conclusion.
• Discuss the point of view presented in the article and consider how effectively the author presents the point of view.
Students need to justify answers with evidence from the text.
Independently
• Students complete the reflection task in Resource 16 – Engaging in close reading 2 to explain how the language
features and visual features in the feature article positions the audience to believe the point of view presented.
Whole class
• Discuss how the author manipulated the evidence to override the credibility of the opposing point of view.
• Reflect upon and discuss how visuals and language features can be manipulated to present a point of view.
20
Examine text structures Teacher tips Can the student:

• Slides are provided to support the explicit teaching • identify and explain the main
Learning intention: To identify the text structures of a feature article.
of paragraph structure, sentence structure and structural stages of a feature
Learning intention: To be able to use subordinate conjunctions to join main and subordinate clauses. subordinating conjunctions. article?
Recap of previous learning • When annotating a text, use colours to allow for • choose appropriate
greater clarity, ensuring there is consistency across subordinating conjunctions to
Whole class the class. join main and subordinate
• Ask students, ‘what is a possessive apostrophe?’ and ‘when do we use a possessive apostrophe?’ • Teacher to circulate classroom in order to provide clauses?
Independently instant verbal feedback wherever possible.
• Students provide two examples of a possessive apostrophe. If available, this could be done with individual • Time may need to be spent on reviewing simple
whiteboards, then shared with either a partner or the whole class. and compound sentences, however all three
sentence types have been covered in previous Examples of collected
Examine text structures of feature articles units of work. evidence:
Whole class • Text structure focus questions to consider: • completed resources
• Show students Resource 17 – Examining text structures to use as revision to guide the following learning activities. o Where is the orientation found in the article? • checklist against ‘Can the
This resource can be completed as a whole class or provided to students individually. o What is the purpose of the orientation? To student’ questions.
• Review the point of view presented by Resource 14 – Ruthless march of the toxic invader about an environmental attract attention and outline the point of view. • low-stakes assessment – quiz
issue, which was examined in a previous learning sequence. o Where are the body paragraphs found in the that requires students to
• Consider the sequencing and organisation of information in the text. For example, identify the orientation, body and article? identify simple, compound
concluding paragraphs of the article. o What is the purpose of the body paragraphs? To and complex sentences or
• Discuss the purpose of each stage. present and develop reasons with evidence that subordinating conjunctions
supports the point of view. • whole class feedback
Independently
o Where is the concluding paragraph found in the documents
• Students to label the orientation, body and concluding paragraphs of Resource 14 – Ruthless march of the toxic article? • check-ins, including notes
invader. from discussions that take
o What is the purpose of the concluding
paragraph? To summarise and reinforce the place.
Understand paragraph structure
point of view.
Whole class
• Understanding paragraph structure focus
• Explain that a paragraph is made up of several sentences all dealing with a common idea or topic. They begin with a questions to consider:
topic sentence and all other sentences are related back to it. o What is the purpose of the topic sentence? To
• Show students slides 17 to 22 of Slides 2 – Ruthless march of a toxic invader indicate for the reader what the paragraph is
• Model and guide students to underline the topic sentence of the first paragraph of the cane toad feature article and about.
discuss how the rest of the paragraph provides supporting evidence. o Why is the topic sentence of the orientation
Pairs especially important? It must clearly and
• Students to complete Resource 18 – Developing paragraphs. succinctly present the main idea of both the
• Reflect on the activity with the class and draw on students to provide the supporting evidence.
article overall and the orientation paragraph.
o What did you notice about the type of
Independently
information provided in the sentences that
• Students underline the topic sentences for the remaining paragraphs of the feature article. follow the topic sentence? All sentences relate
Whole class back to it.
• Build understanding of the purpose of a concluding sentence in a paragraph. • Complex sentences focus questions to consider:
o Explain that a concluding sentence is found at the end of a paragraph and summarises the main idea of the o What is a complex sentence?
paragraph. o Why do complex sentences allow the writer to
o Model and guide students to underline the concluding paragraph’s concluding sentence. develop and expand ideas? They are able to
o Discuss the purpose and importance of concluding sentences.
clarify and provide additional information
through the subordinating clause.
21
Understand complex sentence structure o What is a subordinating conjunction?

• Review simple, compound and complex sentence structures and discuss the purpose of each. o Why does it make one clause structurally
o Show students slides 22 - 23 of Slides 2 – Ruthless march of a toxic invader in order to guide teaching.
dependent on another?
• Define the main and subordinate clauses in a complex sentence. Show slides 24 – 27 of Slides 2 – Ruthless march of Ideas for monitoring
a toxic invader to guide the teaching. Monitor students’ ability to:
• Explain:
• identify main and subordinate clauses
o A main clause contains a subject and a verb and makes sense by itself. For example, ‘The cane toad now survives
• choose appropriate coordinating conjunctions.
in harsh climates.’
o A subordinate clause contains a subject and a verb but does not make sense by itself. For example, ‘The cane toad Learning alerts
now survives in harsh climates because it has evolved.’ Be aware of:
• Model writing complex sentences, discussing the roles of the main and subordinate clauses.
• students who have difficulty distinguishing
o Place square brackets around the main clause and underline the subordinating clause. For example:
between main and subordinate clauses.
- [Toads are breeding across Australia,] whereas they’re not in Tasmania.
- [Scientists are not surprised the cane toad has evolved,] because they’ve seen the evidence.
• Explain the role of the subordinating conjunction of linking the subordinate clause to the main clause.
• Model creating complex sentences using subordinating conjunctions.
Whole class
• Pose questions regarding the main and subordinate clause as well as the subordinating conjunction.
Independently
• Students complete Resource 19 – Sentence structures to expand ideas.
• Share sentences and discuss choices of subordinating conjunctions.
Create a point of view Teacher tips Can the student:

• Check for understanding of pronouns and spend • write a paragraph for a feature
Learning intention: To understand how to write a paragraph to influence an audience’s point of view
more time reviewing them if necessary. article which influences an
Learning intention: To be able to make editing choices and to explain the reasons for these choices. audience to believe a point of
• Ensure that the success criteria and modelled
example is accessible to the students. view?
Cohesion
• Allow students the chance to share ideas and • make specified editing choices
Whole class and explain the reasons for
discuss the work as a class.
• Provide or display to show students Resource 20 – Creating a point of view to guide and support learning. This • Basic support and scaffolding are provided in the editing choices?
learning activity will require students to use the feature article previously accessed in Resource 14 – Ruthless march resource.
of the toxic invader. Examples of collected
• Provide Instant verbal feedback against the
• With students, define the term cohesion and add a shared understanding of meaning to the class word wall. success criteria wherever possible. evidence:
• Review how the topic sentence and concluding sentence in an orientation paragraph achieves cohesion through • completed resources
• If available, complete live editing of students work
linking of ideas and clear presentation of the point of view. to highlight positive examples and address • written paragraph
• Review ways to develop cohesive texts such as pronoun substitution and word substitution. misconceptions or errors. • whole class feedback
• Show students slides 28 to 31 of Slides 2 – Ruthless march of a toxic invader to guide teaching. documents.
Independently
• Complete activities 1 and 2 of Resource 20 – Creating a point of view. An alternative is to display this resource and
complete as a whole class. This choice will depend on the class cohort. • incorporate structural and language features to
suit the purpose of a feature article
• make editing choices according to agreed criteria
and explain the improvements that were made.
22
Whole class Learning alerts

• Guide students to examine paragraphs in Resource 14 – Ruthless march of the toxic invader to identify where Be aware of:
pronouns and word substitution has been used to achieve cohesion. Students can share examples they find. • students who have difficulty using a range of
• Discuss conjunctions and how they link phrases and sentences together. Guide students to look for examples in the language features to manipulate an audience’s
text. point of view
Independently • students who only attend to proofreading tasks
Complete activity 3 in Resource 20 – Creating a point of view. when editing.
Create a point of view

Whole class
• As a class, review the point of view of the cane toad article from recent learning. Ask students:
o whether the article conveyed a positive or negative point of view about the issue
o if they can identify an alternative point of view about this topic.
• With students, create a list of the evidence that could support a different point of view.
• Review the language and text structures that should be included in a feature article to influence an audience to
believe a particular point of view. For example, consider the use of expanded noun groups and objective and subject
language to influence the audience about an issue.
• Create success criteria for writing a feature article paragraph, referring to the Resource 9 – Editing checklist.
• Model writing a paragraph for a draft feature article and discuss the features and structure as it is created, linking
back to the success criteria in Resource 9 – Editing checklist.
Independently
• Students write a draft paragraph for a feature article that presents a different point of view.
• Practise developing a handwriting style that is legible, fluent and automatic.
Edit a paragraph
Whole class
• Build understanding that editing is a component of the assessment task: Create a multimodal feature article. Refer
to Resource 21 – Assessment book.
• Discuss Resource 9 – Editing checklist.
Independently
• Students to edit their draft paragraph using the Resource 9 – Editing checklist. Ask students to:
o discuss their editing choices with a peer and exchange feedback
o use the feedback to edit further where required
o reflect on the editing choices made, either verbally or written.
o Share reflections with others.
23
Comprehend a feature article – teacher selected Teacher tips

• This is an optional formative assessment task that
Learning intention: To understand and use text processing strategies when reading a feature article.
can be developed by the teacher in response to
Assessment task 1 – Check-in on learner understanding the needs and interests of their students.
• Refer to the SA Learning Design thinking map to
Teacher
bring the formative assessment and the Learning
• In this preparedness for the next learning sequence and final assessment task the teacher will select a feature article Design process together, when selecting the
and design a comprehension task that is appropriate for the class, based upon either the familiar texts used in this feature article and designing a comprehension
unit or an alternative text. task.
• Teacher to design questions related to: • Selecting a feature article related to a topic of
o literal and inferential meaning choice and creating a comprehension task is an
o identification of the main idea of the article opportunity to further connect student learning to
o analysis of analytical images the cross-curriculum priority of sustainability.
o identification of text structures and how these assist readers in understanding the text • The cane toad feature article can be used as the
o analysis of photos, illustrations feature article.
o analysis of vocabulary choices and effect on reader
o explanation of how text structures and language features of the article persuade the audience to believe the
author’s point of view about the topic, using examples from the text to support explanation.
• When designing the comprehension task use a combination of multiple choice and short answer responses.
• Assessment concepts and example questions include:
o Use of vocabulary — precise vocabulary. For example, find and record two examples of precise vocabulary the
author has used.
o Use of vocabulary — meaning related to context. For example, find and record examples of language chosen to
evoke emotion. Why has the author chosen to use these words and what affect does this vocabulary have upon
the audience?
o Text purpose — text structures and language features that meet purpose. For example, what are the structural
elements of a feature article? Where do you find topic sentences? Is the writing formal or informal? Why has the
author chosen this image? What is the point of view represented in this article?
o Text processing strategies — navigation. For example, reading for specific purposes, predicting and confirming,
skimming and scanning.
o Comprehension strategies. For example, constructing meaning from print and digital sources.
Independently
• Student complete the teacher-created assessment task.
24
Analysis of point of view

Students will:
• consider a point of view
Unit sequence • classify information
• plan a multimodal feature article
• review the assessment.
Learning intention: To be able to select evidence that supports a particular point of view and use it to create a feature article plan.
Consider a point of view Teacher tips Examples of collected

Learning intention: To be able interpret and analyse information from a feature article. • The rest of this unit is dedicated to understanding and evidence:
completing the assessment tasks. Whilst a suggested • assessment task booklet.
Ongoing connections to the general capabilities are made throughout this unit. In the following outlined
sequence for doing this has been provided, the teacher can
assessment students will continue to develop critical and creative capability as they analyse through reading,
structure this section in response to their student cohort.
the opinions, points of view and unstated assumptions embedded in text. In creating their own multimodal
• As the assessment booklet resource provided is very long, it is
texts, students will explore the influence or impact of subjective language, feeling and opinion on the
also important to not overwhelm the students. The booklet
interpretation of text.
can be broken down into sections, providing one section at a
Assessment task 2: Part A — Tasks 1a and 1b time or posing each question on the whiteboard with
responses collected on separate papers or from their
Assessment purpose workbooks.
Whole class • To reduce photocopying the teacher can select sections to
reproduce for students and adapt the resource as required.
• Explain to students that the remaining learning sequence of the unit will be dedicated to the final
• An assessment focus has been provided. Alternatively,
assessment task.
teachers can select or give students the opportunity to select
• Share with students that the purpose of the assessment is to select information and create a multimodal
their own issue relevant to the school’s context and student
feature article that presents a particular point of view about an issue.
interests.
• Provide copies of Resource 21 – Assessment book for each student and allow an opportunity for students
• Read Resource 21 – Assessment book and understand how it
to discuss the content of the assessment and clarify what each component includes.
works to support the completion of each task component:
• Invite clarifying questions from students.
o Part A: Decide on a point of view
Conduct the assessment task: Part A — tasks 1 to 3 o Part B: Plan and write a multimodal feature article
o Part C: Edit your feature article

Whole class
o Part D: Publish a multimodal feature article
• Activate prior knowledge and discuss understanding of the environmental sustainability issue presented in
Resource 22 – Roving reporter. • Note: Part C: Edit your feature article is a checklist for
drafting a written response. This can be adapted by the
• Display the Resource 22 – Roving reporter on an interactive whiteboard and distribute it to students.
teacher. It is recommended that teachers co-construct with
Independently students the success criteria for the written response, using
• Complete Part A, tasks 1a and 1b of the assessment task. See Resource 21 – Assessment book. student friendly language and ensuring common
• Allow an opportunity for students to discuss responses and consider possible gaps in prior knowledge and understanding based on the previous learning in this unit.
what they are curious about and share with class. • Refer to Resource 23 – Multimodal feature article model
• Reflect that the text is about snapper, the type of information included is facts and opinions, and the response for advice and possible scaffolding.
purpose of the information is to provide ideas and evidence. • Make note of any scaffolding provided for specific students,
• Read and comprehend information about the environmental issue to complete Part A, tasks 2 and 3 of the as this will affect assessment judgements.
assessment task. Alternatively, teachers can select questions to check students’ comprehension of the • Focus questions to consider:
issue. o What is the text about? Snapper.
25
Reflection o What type of information is included? Facts and opinions.

Small groups o What is the purpose of the information? To provide ideas
and evidence.
• Students discuss what point of view they are considering presenting in their feature article based on their
first read through and why.
• Explain that during the next series of learning, students will select, analyse and evaluate relevant
information from the sheet Roving reporter notes to plan a multimodal news article from a chosen point
of view.
Ensure common understanding of the success criteria

Whole class
• Discuss with students to establish a shared understanding of the success criteria for writing the feature
article.
• Note: Part B and Part C of the Resource 21 – Assessment book can be used or adapted by the teacher
when supporting students to have a clear understanding of the assessment task. Students can contribute
to establishing the success criteria based on understanding developed through the teaching and learning
sequence within the unit.
Classify information Teacher tips Examples of collected

Learning intention: To be able to select information to create a multimodal feature article that presents a
• Consider focus questions for task 4 of Resource 21 – evidence:
Assessment book: • assessment task booklet.
particular point of view about an issue.
o What information would you record in the ‘Evidence for’
Examine language to determine point of view column?

o What information would you record in the ‘Evidence
Whole class
against’ column?
• With students, review the checklist in Part 2 of Resource 2 – Guide to manipulating point of view.
o What information would you record in the ‘Neutral’
• Explain that the point of view presented by a text depends on how language features such as noun
column?
groups, verb groups and objective and subjective language are manipulated.
o Why is information being classified into these three
• Explain that students will examine the vocabulary of each note in Resource 22 – Roving reporter to
categories?
determine the point of view they support.
In groups
• Display task 4 of Resource 21 – Assessment book.
• Allow discussion time for students to consider the purpose of the evidence for, against and neutral
columns and what evidence might fit into each and how they know. Share with class.
Whole class
• Model how to examine the vocabulary to determine the point of view presented by each of the notes in
the Resource 22 – Roving reporter using the language features from Part 2 of Resource 2 – Guide to
manipulating point of view. For example, ‘The vulnerable stocks of these beautiful red fish, have been
devastated by greedy fishermen’ from the interview comments section uses language features in
purposeful ways, such as:
o subjective language is shown as it presents snapper as vulnerable
o possible puns are shown in the line ‘snapper still in the red’, ‘Fishermen see red’ or ‘Snap the ban’
o noun groups are used to positively display the fish and negatively display the fishermen
o Verb group shown through the use of ‘devastated’ which emphasises problematic actions of the
fishermen.
26
o ‘Devastated by greedy fishermen’ would be categorised as ‘Evidence for’ because it portrays fishermen
negatively and supports the point of view that the ban on fishing for snapper should be in place.
Classifying notes according to point of view

Whole class
• Model how to select and copy the example note from the Resource 22 – Roving reporter into the
appropriate column of task 4 of the assessment task.
Individually
• Students to sort evidence in the appropriate column using Part 2 of Resource 2 – Guide to manipulating
point of view as a guide to assess the point of view.
Plan a multimodal feature article Teacher tips Examples of collected

Learning intention: To be able to select information and plan a multimodal feature article that presents a
• Resource 23 – Multimodal Feature article model response evidence:
can be used to help scaffold this part of the assessment. • assessment task booklet.
particular point of view about an issue.
• Reporter’s brief focus question to consider:
Discuss the reporter’s brief o What is the ‘Reporter’s brief’? a multimodal news article
Whole class that presents a particular point of view about an

environmental issue.
• Explain that in the next sequence of learning, students will decide on their point of view, select
o Where is the environmental issue of concern? Gulf St
information to support their point of view and plan their feature article. Vincent.
• Display and discuss the ‘Reporter’s brief’ from Resource 22 – Roving reporter.
o What is the environmental issue? Snapper stocks have
• Discussion points: been reduced by over fishing.
o What is the reporter’s brief? – to write a multimodal news article that presents a particular point of o What are the two points of view presented in the Roving
view about an environmental issue. reporter notes? That ‘the snapper ban should remain and
o Where is the environmental issue or concern? – Gulf St Vincent and surrounding waters. ‘the snapper ban should be removed’.
o What is the environmental issue? – overfishing and low fish stocks.
o What are the two points of view presented in the Roving reporter notes? - That ‘snapper ban should
remain’ and ‘fishing should be allowed to return’.
Small groups
• Allow discussion time and ask students to decide which point of view they will adopt to write their feature
article and why they have chosen a particular point of view.
Sorting the evidence

Whole class
• Display Part B, task 5 from Resource 21 – Assessment book.
• Explain that the Feature article plan will guide students to devise an overview of the main arguments and
supporting evidence they will use to present the chosen point of view for their feature article.
• Display and read an example plan of a feature article, prepared by the teacher.
Independently
• Review the completed table in task 4 of Resource 21 – Assessment book.
• Ask students to read the evidence that supports their chosen point of view in the table and model how
they can sort the information and group the evidence that supports their point of view into different
arguments.
27
• Students can re-write and sort the evidence they are using into logically sequenced arguments or highlight
the evidence in different colours if using ICTs.
Reflection
Pairs
• Where possible, organise students into pairs with opposing points of view.
• Students share their selected evidence with a partner and determine if the best information has been
selected to strongly present different points of view.
Review the assessment Teacher tips Examples of collected

Learning intention: To understand how to evaluate, select and sequence information when planning a
• Focus questions to consider when planning the news article: evidence:
persuasive feature article. o What does the plan include? Main idea, background • assessment task booklet.
information, three arguments with evidence to support
Whole class the main idea and a final message.
• Revisit the assessment criteria with the students and explain that they are now working towards the o How is information organised? Sequenced logically so that
creating texts criteria. links can be made between ideas when writing, or
• Read with students the standards of the criteria and discuss what responses might look like at each of the evidence is grouped according to arguments.
standards. o What do you notice about evidence that is quoted
Plan the feature article directly? Source of evidence is also recorded.

• Encourage students to apply the SAFE test when deciding
Whole class
whether to use evidence by referring to Part 1 of Resource 2
• Display and revise the planning sheet Resource 8 – Feature article plan and how students will use it to – Guide to manipulating point of view.
plan and present a point of view. • Allow a significant amount of time for the planning stage to
Independently ensure that ideas are not rushed and students have their
• Direct students to Part B, task 5 of Resource 21 – Assessment book. Explain that students will use the ideas challeneged and feedback given.
planning sheet to plan their feature article. • Provide scaffolding that can support individual students, for
example, a partially completed plan, word bank, sentence
• Instruct students to record their point of view in the section labelled ‘Main idea’ on the planning sheet.
openers. Keep a record of support provided.
• Allow time for students to record, in a logical sequence, the arguments they will use to present their point
of view.
• Students elaborate on arguments in the facts or evidence sections.
Whole class
• Refer students back to the SAFE test and ask them to apply the test when deciding to use evidence.
• Engage in conversations with students to check their understanding of applying the SAFE test and their
reasoning for choosing certain pieces of evidence.
• Allow time for students to read evidence that supports the opposing point of view on the completed
table.
• Ask students to consider if the interpretation of some of the evidence from the opposing point of view
could be manipulated.
Independently
• Encourage students to record how and where they could use evidence that considers differing
perspectives and points of view in their Feature article plan.
• Allow time for students to develop and record a ‘Final message’ in the appropriate space on the planning
sheet.
28
Creation of multimodal feature article

Students will:
• draft a feature article
Unit sequence • edit a feature article
• publish a feature article
• reflect on learning.
Learning intention: To be able to draft, edit and publish a feature article
Draft a feature article Teacher tips Examples of collected

Learning intention: To understand how to select information and draft a multimodal feature article that
• Support or scaffold where necessary, and record scaffolds evidence:
provided. Listen to students telling their ideas first prior to • assessment task booklet.
presents a particular point of view about an issue
recording them in the booklet can support writing.
Review feature article plan of the assessment task: Part B – task 5 • Question students to ensure they have a clear point of view
on the issue, this will support them to draft their writing.
Pairs
• Review the role of images from earlier in the unit.
• Ask students to read their feature article plan to a partner and share:
• Provide feedback to students at regular intervals throughout
o what evidence they chose to use and why
the drafting process.
evidence of the language features they have started to incorporate.
o
• Encourage students to refer to the guide to manipulating
• Ask students to provide each other with constructive, helpful and specific feedback of what is working point of view checklist throughout the drafting of their
well in their plan and where to next. feature article.
Introduce draft of a feature article for the assessment task: Part B – task 6
Whole class
• Explain that students will take on the role of a news reporter for the fictitious Whyalla Times and use the
information recorded in their plan to write a feature article about the snapper in the Gulf St Vincent and
surrounding waters.
• In the next sequence of learning students will begin drafting their feature article Resource 21 –
Assessment book using their planning sheet as a guide.
• Clearly establish the success criteria with the students, using the checklist as a guide, page 8 of Resource
21 – Assessment book. Ensure this stays specific to the learning that has taken place.
Drafting of a feature article

Independently
• Students begin drafting the feature article using their planning sheet and other supporting resources.
• Students to select images for their feature article.
Reflection
Independently
• Students use the success criteria to assess their draft against.
29
Edit a feature article Teacher tips Examples of collected

Learning intention: To know how to edit a multimodal feature article that presents a particular point of view
• Focus questions to consider: evidence:
about an issue. o What is editing? • assessment task booklet.
o What is proofreading?
Understand the self-editing and proofreading process o Why do you think these processes are necessary?
Whole class o What mistakes did you identify easily?
• Engage students in a discussion about editing and proofreading and allow discussion among groups to o What did you find difficult about the self-editing and
explain the difference. Share with class. proofreading process?

o Do you think your text has improved as a result of the
• Clarify the difference between editing and proofreading with students. For example:
process? How?
o Editing is preparing their text for publishing by correcting, altering, shortening, revising or adapting. It
involves checking for meaning, coherence, grammar, spelling and punctuation.
o Proofreading is an aspect of editing. It involves reading the text to find and mark any mistakes.
o Revise and discuss the proofreading process by modelling the proofreading of a sample text on the
board, prepared by the teacher.

Independently
• Ask students to quietly read their feature article draft out loud and edit any errors they find.
• Ask students who noticed at least one error in their draft and invite a discussion about how students
noticed errors in the writing, strategies they plan to use to fix them and the reason for checking for
errors.
Conduct the assessment task: Part C — task 7

Whole class
• After completing their first self-edit, invite a discussion about the editing and proofreading process and
share with the class.
Independently
• Students respond to the reflection questions in Part C, task 7 of Resource 21 – Assessment book.
Publish the feature article Teacher tips Examples of collected

Learning intention: To understand how to publish a multimodal feature article that presents a particular point
• Each student will need access to a computer to publish their evidence:
feature article. • assessment task booklet.
of view about an issue.
• Focus questions to consider:
Review the assessment o What different ways of communicating will be combined in
Whole class your feature article to create a multimodal text? Language

and images.
• Revisit the assessment criteria with the students and explain that they are now working towards the
o Why is it important to consider where images are placed in
knowledge and understanding criteria of the rubric.
relation to the text in a feature article?
• Read through the assessment criteria and discuss what responses might look like at each of the standards.
o Where will you place your image in your multimodal
• Display mentor text to scaffold further if required.
feature article?
Whole class o How will the text be organised for your published feature
• Review and discuss understanding of a multimodal text: article? Large headline at the top of the page and the
o combines two or more different ways of communicating article text in columns.
o can be created using a combination of language, images and audio features.
30
• Encourage a class discussion about how images and text will be placed in the feature article to present a • If necessary, model some of the skills required and the
point of view. features available to students to publish their multimodal
• Remind students that they will be using a word processing program such as Microsoft Publisher or feature article.
Microsoft Word to create their multimodal feature article. • Provide students with assistance as required and encourage
• Discuss how to construct a multimodal feature article using a word processing program. students to regularly check their work.
• Remind students to take into consideration the improvements made during the editing process and
provide students with an opportunity to clarify any components of working with the word processing
program.
• Allow time for students to publish their multimodal feature articles.
Reflection
Independently
• Allow time at the end of the lesson for students to proofread their work and highlight any areas requiring
editing for the next lesson using the editing checklist.
• Students share what they have noticed from their proofread with a partner.
Reflect on learning Teacher tips Examples of collected

Independently
• Provide students with assistance as required and encourage evidence:
students to regularly check their work prior to submitting. • published multimodal feature
• Students continue to publish their feature article using their draft as a guide.
• This final lesson should be celebration of the students’ article.
Independently feature articles.
• When students complete their final feature article, distribute to students the initial feature article they • These could be displayed, for the class or others to read, or
wrote earlier in the unit for comparison. have the students read their feature articles to other
• Ask students to compare the 2 feature articles looking for improvements they have made, the text and students who fit the targeted audience (peers).
language features they have used and how the visuals compliment their final assessment feature article.
• Get students to write a summary describing their progress.
• Example prompts:
o What has noticeably improved in your writing?
o What do you still need to work on?
o What could be a writing goal for you for next time?
Whole class or groups

• Invite a reflective discussion about students’ published feature articles.
• Spend time celebrating the work produced.
31
Assessment tasks
Assessment tasks
Summative assessment
Assessment 1 – Comprehend a familiar article
• Students interpret and analyse information from a feature article. Prepared by teacher.
Assessment 2 - Create a multimodal feature article

• Students select information and create a multimodal feature article that presents a particular point of view about an issue.
Warning: When using any of the recommended resources that are linked to third parties, for example, websites, applications, multimedia or video hosting sites, it is important to assess and mitigate the potential risk to students. Advertising, in-app
purchases, video recommendations and other products marketed at potential consumers are not always appropriate for the target audience. Always review external content prior to use with students and regularly check both free apps and commercially
available resources carefully to make sure inappropriate or harmful material is not made available to children or young people.
© Government of South Australia, Department for Education, 2020.
This publication may contain some third party copyright material, which has been copied and communicated to you in accordance with the statutory licence in section 113P of the Copyright Act. Any further reproduction or communication of this material
by you may be the subject of copyright protection under the Act. Do not remove this notice.
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Eng Yr5 Unit3 Examiningmediatexts

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Eng Yr5 Unit3 Examiningmediatexts

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Year 5 English

LEARNING AREA SUBJECT English YEAR LEVEL 5 UNIT 3 of 8

Unit title Examining media texts

In this unit students will:

Learning intentions view

Unit sequence Assessment

Guided reading and spelling

Teaching and learning Tips and alerts Evidence of understanding Resources

o dictation or story paragraphs.

Receptive modes – listening, reading and viewing

Achievement standard Productive modes – speaking, writing and creating

Language Literature Literacy

Language for interaction Responding to literature Texts in context

Text structure and organisation Interacting with others

Australian Curriculum Overview

Teaching and learning Teacher tips and alerts Evidence of understanding

Examining the evidence used to present a point of view in a feature article

o it is not a news article.

Exploring language used to persuade in a feature article

o Identify and discuss the writer’s selection and layout of images.

Select and evaluate evidence Teacher tips Can the student:

o Which is more reliable, facts or assertions?

o Why is it important to consider if evidence

How authors use language to manipulate a point of view

Develop strategies for choosing reliable information to support point of view

Evaluate sources of evidence

Reflect on assessing reliability of sources

o Did you find any sources in articles unreliable?

Support a point of view Teacher tips Can the student:

o Mice do not make good class pets.

Language of affect and judgement

Create an opposing point of view Teacher tips Can the student:

Present a point of view Teacher tips Can the student:

Review, reinforce and extend learning Learning alerts

o use of objective and subjective language.

Comprehension of feature articles

Teaching and learning Teacher tips and alerts Evidence of understanding

o an alternative point of view that could have been presented

Ideas for monitoring

Writing a lead sentence to reflect a different point of view

Review and reinforce learning Teacher tips

Engage in close reading Teacher tips Can the student:

Examine language features of a feature article

Reflect on how feature articles present a point of view

Examine text structures Teacher tips Can the student:

paragraph. o Why do complex sentences allow the writer to

Understand complex sentence structure o What is a subordinating conjunction?

Create a point of view Teacher tips Can the student:

Whole class Learning alerts

Create a point of view

o if they can identify an alternative point of view about this topic.

o use the feedback to edit further where required

o reflect on the editing choices made, either verbally or written.

o Share reflections with others.

Comprehend a feature article – teacher selected Teacher tips

Analysis of point of view

Teaching and learning Teacher tips and alerts Evidence of understanding

Consider a point of view Teacher tips Examples of collected

o Part C: Edit your feature article

Reflection o What type of information is included? Facts and opinions.

Ensure common understanding of the success criteria

Classify information Teacher tips Examples of collected

Examine language to determine point of view column?