LITERACY / UNIT PLANNER

Topic: Year Level: 5/6 Term: 1 & 2 Weeks: 12 Date:

GRAMMAR FOCUS: (3 levels) Text type & Liste Spoke Rea Written Viewe Produced
Whole text structure:
mode n n d d
to
Opening statement and statement of
opinion: Outline of issue or concern of focus, Narrative
accompanied by the authors opinion regarding the Recount
issue or concern.
Procedure
Background information: Arguments that
further support the statement of opinion, through Report
use of evidence, facts, arguments and persuasive Information
language. These arguments are sequentially or
strategically ordered in regards to most important
and lesser/least important arguments. Explanation

Concluding statement: summarises the Discussion

argument may possibly include a reasonable Persuasive/
suggestion/solution from the authors perspective.
Exposition
Sentence level:
Other
Use of an opening statement, statement of
opinion, passive voice, fact and opinion
statements, quotes, reported speech and a
concluding statement.
Word level:
Use of emotive language, usually present-tense
language, connectives, conjunctions,
specialized vocabulary, verbs and first person
 language.
Topic-specific vocabulary: Teaching strategies:
- Persuasive language Shared, independent and guided reading.
- Audience Modeled, Shared, independent and guided writing.
- Arguments
- Facts
Language experience.
- Opinions Teacher modeling.
- Alliteration Writing conference
- Bias Educational games.
- Emotive language Use of real world examples
- Repetition
- Rhetorical Question Class discussions
- Inclusive language Brainstorming
- Modality Resources:
- Colloquial language Wilson, L., & Wing Jan,L. (2009). Write ways: Modelling writing forms, (3ed.). South
- Connectives (firstly, secondly, thirdly) Melbourne, Victoria, Australia: Oxford University Press.
- Conjunctions (for, as, nor, but/because, or, yet, so, http://vels.vcaa.vic.edu.au/support/units/water/res.html (Persuasive language
therefore) technique)
- I believe http://www.heraldsun.com.au/opinion
- It is evident that.../In conclusion... http://www.slideshare.net/andyfisher/persuasive-writing-1271674
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
See Teacher Share Resources folder for matching resources.
Analysing Estimating Listening Performing Reading Seeing Testing
Checking Explaining Locating Persuading Recognising patterns Viewing
Classifying Generalising information Planning bias Selecting Visually representing
Co-operating Hypothesisin Making Predicting Reflecting information Working independently
Considering g choices Presenting Reporting Self-assessing Working to a timetable
options Inferring Note taking Providing Responding Sharing ideas
Designing Interpreting Observing feedback Restating Summarising
Elaborating Justifying Ordering Questioning Revising Synthesising
events
Organising
 LITERACY WHOLE CLASS MINI INDEPENDENT SHARE TIME AND ASSESSMENT
FOCUS FOCUS LESSON/DEVELOP LEARNING TEACHER STRATEGIES
(what you want the (sets the scene/ MENT (Extended opportunity SUMMARY (Should relate to
children to come to context for what (a short, sharp task for students to work in (focused teacher objective. Includes
understand or students do in the relating to fluency in pairs, small groups or questions and what the teacher wi
appreciate) independent letter formation, word individually. Time for summary to draw out listen for, observe,
aspect. e.g., It study or the use of a teacher to probe the skills and note or analyse)
may be modelling new strategy to assist childrens thinking or processes used in
the use of with the focus of the work a small group for literacy task)
strategy) lesson) part of the time.)

WHAT IS A PERSUASIVE TEXT?

Session 1 & 2 Review the Students write a short exposition text on a Class reflection on Mark according to
Pre-test: word genre. pre-selected topic and criteria (students writing task. criteria.
Exposition text Ask students to highlight aspects of criteria within their Guiding
identify as writing piece). questions:
Key Focus: many genres 1. How did you feel
about the topics?
Demonstrate they can think Topics: 5/6 students should be able to 2. Why did you
your of (think, pair, choose their bedtime OR we should all select your topic?
understanding share activity). grow our own vegetables. 3. What were some
of your main
of an exposition Scribe arguments?
responses as a 4. Were you able to
mind map on use some of what
you learnt from
whiteboard. last years
What is an exposition topic to
exposition and help you?
what does it
look like?
Scribe
responses as a
mind map on
whiteboard.
Session 3 Key Question: Mini class Rotational activity: As a class discuss N/A
What is the discussion: 1. Why In pairs students go the purpose and
Key Focus: authors would an author to different stations target audience of
Identify the intention within write a persuasive and identify the each text.
authors this writing text? authors intentions
purpose & piece? 2. What sorts of and target audience
audience within issues could an for writing each
an exposition author write about text.
text. (brainstorm)?
3. What forms can a
persuasive text take
(brainstorm)?
Session 4 Key question: Discuss some of the In groups of fours- The 7
Can I persuade techniques authors allocate each team representatives will
Key Focus: the class? used in the previous a place to host the then have one
Audience: lesson to persuade 2012 5/6 camp: minute to use their
Persuade the their audience. Sovereign Hill, Ace persuasive piece to
class Hi, Melbourne CBD, convince the class
beach destination that their camping
(i.e. Phillip Island), site is the best
country farm, Forest place for the 2012
area (Wilsons 5/6 camp. The
Prom) and Gold class will then vote
Coast. The students for the most
must imagine that persuasive
they are a company representative.
that owns the During this stage
camping sites. the teacher will
Individually, note the strategies
students will create used to persuade
a mini persuasive their peers.
piece to persuade Discuss some of
the class that their the techniques
camping site is the used to persuade
best place to host the audience.
the St. Marks 5/6
camp for 2012 (10
min). Once time is
up students must
read their mini
persuasive piece to
their group.
Students in their
group will then vote
for who had the
most persuasive
piece in their group.
This person will
then act as a
representative for
their company.
*Encourage
students to think
about other
students needs and
wants to appeal to
their audience
students their age.
Session 5 part Part 1 Part 2a: Structure Text: Protect your As a class review Checklist: Can
1 Class Using Blakes childrens future (p.
the language and students identify
discussion: Writers Guide 100). structural features the structure and
Key Focus: What is the (p.99) discuss the of an exposition language feature
Review of fact difference structural features Part 2a: Structure text. of an exposition
& opinion between a fact of an exposition Students identify text.
& an opinion? text. the structural
Session 5 part features of an
2 Game: Fact and Part 2b: language exposition text.
Structure & opinion Using Blakes
language of a Teacher reads Writers Guide Part 2b: language
exposition text. out a fact or (p.99) discuss the Students identify
opinion, language features the language
students walk of an exposition features of an
to correct area text. exposition text.
of room labelled
fact/ opinion.

WHAT PERSUASIVE TECHNIQUES CAN WE USE TO PERSUADE THE AUDIENCE?

Session 6 Key question: Students bring in a Part 1 Emotive Review the
Key Focus: What newspaper for this language: meaning of
Persuasive techniques can lesson. Students pick one alliteration and
language I use to Hold a brief the 3 titles from emotive language
techniques persuade my discussion with the their articles to and their purpose.
emotive and audience? class regarding write their own
alliteration what a persuasive piece using emotive
language. language technique language.
is and why we use
them in persuasive Part 2
texts. Alliteration:
Part 1 Emotive Using newspaper
language: clippings, students
Discuss emotive create their own
language technique sentences using
and its purpose. alliteration in the
Using their style of a ransom
newspaper students note.
find an article that
makes them feel
positive, one that
makes them feel
sad and one that
makes them feel
angry. Students
highlight the words
in the article that
lead them to feel
this way and why.

Part 2
Alliteration:
Introduce the
alliteration
technique with a
newspaper
headline/own
example. Ask
students what they
notice about the
headline. When
 someone notices
the use of
alliteration (each
word beginning with
the same letter) ask
students why they
noticed this.
Discuss how
alliteration is used
by authors to grab
the audiences
attention and
makes the title
sound catchy.

Session 7 Key question: Ask the students to From a list of four Students
Key Focus: What define the word topics, students participate in share
Persuasive techniques can evidence and develop evidence to time regarding
language I use to discuss how support these their learning in the
techniques persuade my evidence can play statements using task. Review the
evidence audience? an important role in anecdotal, expert focus techniques.
many and statistical
circumstances evidence.
including
persuasive writing. Students complete
Scribe on the board the activity which
a table with 3 requires them to
columns titled: identify whether
anecdotal, expert given evidence
and statistical. statements are
Explain that these anecdotal, expert or
are different types statistical evidence.
of evidence that an
author can use to
prove and/or show
an example relating
to ones point of
view. Scribe the
definitions of each
type of evidence.
Game: Evidence
game
Teacher reads out
an evidence
statement, students
walk to correct area
of room labelled
anecdotal, expert or
statistical.
Students write the
definition for each
type of evidence in
their books before
completing the
independent
activity.
Session 8 Key question: Part 1 Inclusive Part 1 Inclusive Share class
How can I use language: language: examples as think,
Key Focus: generalisations, Define terms Students write a pair and share and
Persuasive inclusive generalisation and SHORT persuasive as a class.
language language and inclusive dialogue/story on Emphasise key
techniques rhetorical language. Why how kids use inclusive language
rhetorical questions to would an author use inclusive language words.
questions and persuade the these techniques to to get what they
inclusive audience? persuade readers? want from their
language. (Inclusive language: parents and/or
to make people feel pressure friends to
excluded, silly, do what they want.
unpatriotic, lack
values & morals Part 2 Rhetorical
etc. if they do not Questions:
agree. Key words: Students create
we, all, their own
everyone, advertisement
everybody, poster which
nobody, includes rhetorical
Australians, questions to help
human beings etc. persuade their
audience (students
may also
incorporate
inclusive language
Part 2 Rhetorical if they wish).
Questions:
Explain what a
rhetorical question
 is and its purpose
(to ask the
audience a question
that forces them to
have one answer
which will naturally
agree with the
writers argument.
Give examples
(Advertisement
from Blakes Writing
Guide p. 106). Can
students think of
any of their own
examples?
Session 9 Key Question: Discuss high Students create Create a class list
Key Focus: What modality words their own cloze of High Modality
Persuasive techniques can (must, definitely, activity, where they Words to display.
Language I use to certainly) and what write their own
Techniques persuade my they look like. Refer short persuasive
High Modality audience? to the High Modality text using words
Words Words table. from the table. They
rub out the words
and a peer fills in
the blanks.
TOPICS:
- Should there be a
three day
weekend?
- Should kids travel
 free on public
transport.
Session 10 Key question: Define colloquial In groups of 4/5 Select students to
Key Focus: What is Aussie language. Create a students create a share their
Persuasive colloquial mind map on script using advertisements
language language and whiteboard. Ask Australian colloquial with the class.
techniques how does it students to share language for their
colloquial help persuade some of their own own advertisement.
an audience? examples (words & *Ensure students
phrases i.e. Aussie are aware that the
battler/fair shake of advertisement is
the sauce bottle. appropriate for all
See Aussie age groups, so that
colloquial language it may be shown on
sheet on teacher Kids News.*
share for more
examples. Explain
why Authors use
colloquial language
to persuade readers
(to make readers
feel patriotic,
directed specifically
to Australian
reader feels
special to be
Australian, appeals
to Australian values
and text is relevant
to Australian reader.
 Show Sam Kekovich
advertisements as
an example:

http://www.youtube.com/resul
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search_query=sam+kekovich
&oq=Sam+Ke&aq=1&aqi=g-
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PUTTING IT ALL TOGETHER WRITING PERSAUSIVELY

Session 11 Key question: Review posters from Review persuasive
How is a the following web Students complete language
Key Focus: persuasive text site: a persuasive techniques table.
Persuasive structured? technique table to
language http://www.slideshar refer to when
techniques, e.net/andyfisher/per writing persuasive
strategies & suasive-writing- techniques (ensure
structure review 1271674 students at least
use emotive
language in ALL
persuasive writing
pieces).
Sessions 12+ Key question: Develop a 5 star Students are given Select 1 or 2
Can we use quality criteria as a the Exposition students to share
Key Focus: persuasive class. capacity matrix and their writing with
Practise writing writing text organiser. the class.
exposition texts. techniques and Using list of Students write their
strategies persuasive writing own exposition text
effectively in topics select a topic on the class topic.
 our writing? (individually or as a
class) to practice Once this is
developing a completed,
persuasive writing students can
piece. As a class, choose their own
brainstorm and topic and
order arguments individually develop
together. their arguments
Model writing a and write their own
persuasive text on exposition for this
the board paying topic.
particular attention
to using a variety of
persuasive
techniques.

Language features: past tense, first person, connectives, pronouns, conjunctions, passive voice,
reported speech
Persuasive language techniques: Emotive language, hard evidence, repetition, alliteration,
generalisations, inclusive language (patriotism).
Structure of persuasive texts (strategic positioning of arguments) & purpose
Persuasive texts: newspaper editorials, propaganda, advertisements
Write own persuasive text capacity matrix & 5 star quality persuasive language
Persuasive technique journal
 Interactive persuasive structure planner:
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Overall planning stages: http://teacher.scholastic.com/activities/writing/prewrite.asp?
topic=Persuasive

http://www.slideshare.net/andyfisher/persuasive-writing-1271674

http://www.eslbee.com/why_people_should_ride_a_bicycle_for_short_distance_trips.htm (Example)