DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
C2C
Name
Unit 2: Creating persuasive articles
Learning area
English
Year Level
3/4
Duration
5 weeks
Class
Teacher
Unit Outline
In this unit, students read, view and analyse digital written and spoken persuasive texts. They use their growing knowledge of literature and language to write a persuasive
article for a class magazine.
Curriculum intent:



Content descriptions
Language/Cultural Considerations
Teaching Strategies
Language
Literature
Literacy
YEAR 3
YEAR 3
YEAR 3
Language for interaction
Literature and context
Text in context
Examine how evaluative language can be varied to be Discuss texts in which characters, events and settings
more or less forceful
are portrayed in different ways, and speculate on the
The modal verbs in English (for example ‘will’, ‘may’, authors’ reasons
‘might’, ‘should’, ‘could’) modify the certainty of verbs
and are mastered late in the language progression of
EAL/D students. Students will need assistance in
manipulating modality for correct effect.
Speculation requires the use of hypothetical language
structures (for example ‘I think the author chose this
because’ …). EAL/D students in the Beginning and
Emerging phases will not be using these structures.
Discuss different modal verbs in context (for example in Provide alternative options for EAL/D students in the
school rules, road rules).
Beginning and Emerging phases to respond to literature
Substitute modal verbs in a sentence and discuss the (for example through drawing).
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
Identify the point of view in the text and suggest
alternative points of view
Identifying a point of view requires students to be able
to analyse the word choice and how this affects the
reader/viewer/listener. EAL/D students in all phases of
their English language learning will find this variously
challenging.
Allow EAL/D students to engage with this task in ways
commensurate with their EAL/D learning progression.
Some will be able to decode, others to analyse, and the
more able will identify the point of view. Use oral, visual
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changes in intensity of meaning.
Provide oral and written models of speculative sentence
Give EAL/D students multiple opportunities to use new structures for EAL/D students in the Emerging and
vocabulary in guided and independent spoken and Developing phases.
written contexts.
Provide sentence stems to scaffold EAL/D students’ use
of hypothetical language structures.
Text structure and organisation
Responding to literature
Understand how different types of text vary in use of
language choices, depending on their function and Develop criteria for establishing personal preferences for
purpose, for example tense, mood, and types of literature
sentences
Examining literature
Text structures are socially constructed, and so are not
Discuss the nature and effects of some language
universal. EAL/D students with print literacy in their first
devices used to enhance meaning and shape the
language may have other expectations and experiences
reader’s reaction, including rhythm and onomatopoeia in
of how a text is structured.
poetry and prose
Provide text structure frameworks within which to write
Noun groups are made by adding adjectives to nouns. In
specific types of texts.
English, we prefer an order for adjectives in noun groups
Use model texts to demonstrate and explain appropriate (for example ‘a beautiful red balloon’ rather than ‘a red
language choices and sentence structures.
beautiful balloon’). This preference for opinion adjectives
Make the links between type of text and purpose explicit. before factual ones is innate for native English speakers
Build, with students, language appropriate to the type of because of their sense of the language.
text.
Other languages may order adjectives very differently
Understand that paragraphs are a key organisational (for example adjectives after the noun).
feature of written texts
Explicitly teach word order to EAL/D students in the
Know that word contractions are a feature of informal context of the sentences they are speaking, reading and
language and that apostrophes of contraction are used writing. Writing words on sentences strips, then cutting
and rearranging them in the right order is a helpful
to signal missing letters
Hearing the difference between informal and formal strategy.
language is difficult for EAL/D students.
Unpack the words within contractions and explain the
contexts in which they may be used.
Expressing and developing ideas
Understand that a clause is a unit of meaning usually
containing a subject and a verb and that these need to
be in agreement
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
and digital texts to practice this skill.
Interacting with others
Listen to and contribute to conversations and
discussions to share information and ideas and
negotiate in collaborative situations
Collaboration and cooperative learning are not universal
learning styles. Some students will have come from a
schooling system where they were required to work
individually, rather than collaboratively.
Teach group work skills explicitly and reward them
positively.
Be aware that there may be cultural sensitivities when
assigning groups. A discreet conversation with the
student/s before this commences will be useful in
avoiding any issues (such as mixing boys and girls,
certain ethnic groups, or different mobs).
Give EAL/D students multiple opportunities to interact
with other students through collaborative learning
experiences.
Interpreting, analysing, evaluating
Identify the audience and purpose of imaginative,
informative and persuasive texts
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar
with the range of types of texts experienced by other
students in the classroom.
Provide models of all types of texts. EAL/D students in
the Beginning phase will require extra scaffolds such as
sentence stems and vocabulary lists.
Read an increasing range of different types of texts by
combining contextual, semantic, grammatical and
phonic knowledge, using text processing strategies, for
example monitoring, predicting, confirming, rereading,
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Understanding subject–verb agreement requires an
understanding of verb types and tenses in English.
Verbs in English may be regular or irregular. Regular
verbs follow predictable patterns when written in the past
(for example adding ‘ed’). Irregular verbs are commonly
used, but have challenging and unpredictable forms in
the past (for example ‘teach – taught’).
Regular verbs add ‘s’ to the base verb in the third person
to achieve subject–verb agreement (for example ‘she
walks’).
Irregular verbs use other structures (for example ‘she
is’).
Pay attention to the errors that EAL/D students are
making with verbs, and support them with lists of
irregular verb structures in context, and provide
examples as the students show a need to use them.
Understand that verbs represent different process
(doing, thinking, saying and relating) and that these
processes are anchored in time through tense
Tense is marked through the verbs. Not all languages
mark time in this way, nor in the complex manner of
English, which has more than nine tenses. These are
not interchangeable and are used to make fine
distinctions of meaning. For example: ‘The little red hen
baked the bread. The little red hen was baking the
bread. The little red hen has baked the bread’.
EAL/D students’ use of tense and readiness to learn
new tenses are dependent upon where they are on the
EAL/D learning progression.
Explicitly teach the ways in which verbs work in English.
Use shared reading of texts to explain how different text
structures work.
Give EAL/D students multiple opportunities to practice
the use of tense in structured verbal contexts at levels
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
reading on and self-correcting
Self– correction requires an innate sense of what
sounds right in English and what makes sense. EAL/D
students in the Beginning and Emerging phases of
learning do not have this sense of the language and
cannot easily self– correct.
EAL/D students in these early phases of learning
usually do not have enough language knowledge to
predict upcoming words.
Explicitly teach what is possible in English grammar and
vocabulary, and do not rely on questions such as ‘Does
this sound right?’ or ‘Does that make sense?’
Reading assessment methods such as Running
Records, Retells (oral, written or drawn) and
comprehension questions (oral, written or drawn
answers) are a crucial component of assessing reading
competency in EAL/D students.
Use comprehension strategies to build literal and
inferred meaning and begin to evaluate texts by drawing
on growing knowledge of context, text structures and
language features
Inferences are made through an assumption of cultural
knowledge, or through an understanding of a range of
vocabulary (for example good synonym knowledge), or
from the use of reference words, or through literary
devices such as metaphor.
Provide EAL/D students with specific instruction in all
these language features to access meaning in texts.
Creating texts
Plan, draft and publish imaginative, informative and
persuasive texts demonstrating increasing control over
text structures and language features and selecting
print, and multimodal elements appropriate to the
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commensurate with where they are on the EAL/D
learning progression.
Identify the effect on audiences of techniques, for
example shot size, vertical camera angle and layout in
picture books, advertisements and film segments
audience and purpose
Text structures are socially constructed, and so are not
universal. EAL/D students with print literacy in their first
language may have other expectations and experiences
of how a text is structured.
Just as written texts are socially constructed, so are
visual texts. It is important not to assume that visuals are
an ‘international’ language that is read the same way in
all cultures.
Simple and compound sentence structures are the first
ones mastered by EAL/D students.
The images in visual texts are culturally based and will
not necessarily be obvious or familiar to EAL/D students.
For example, colour has different symbolic meanings in
different cultures.
.Provide text structure frameworks within which to write
specific types of texts.
Visual texts need to be analysed and explained in the
same way as written texts.
Explain the images in texts, and select a range of visual
texts to examine in order to broaden the appeal for the
diversity of students in the classroom
Learn extended and technical vocabulary and ways of
expressing opinions including modal verbs and adverbs
The vocabulary of feelings and emotions is challenging
for EAL/D students in all phases of language learning,
as it is often abstract. Often, language is learned through
visual reinforcement, and this is not always possible for
abstract nouns, as these nouns represent ideas,
concepts and qualities.
The modal verbs in English (for example ‘will’, ‘may’,
‘might’, ‘should’, ‘could’) modify the certainty of verbs
and are mastered late in the language progression of
EAL/D students. Many languages have no modality.
Students from these backgrounds will need support in
understanding how a degree of certainty can create
nuance or indicate deference.
Make
use
of
bilingual
assistants
and
bilingual
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
Complex sentences are learned further along the EAL/D
learning progression
Use model texts to demonstrate and explain the steps in
a type of text.
Engage students in teacher– led joint construction of
new types of texts.
Develop with students a list of words that may be
appropriate for the type of text (for example language of
modality for persuasive texts).
Provide explicit instruction in how to construct complex
sentences, as well as the ways in which phrases and
clauses giving extra information can be moved around
for effect in English sentence structure.
Reread and edit texts for meaning, appropriate structure,
grammatical choices and punctuation
In order to edit, students need to have the linguistic
resources to identify mistakes. An error is usually
indicative of the student’s position on the EAL/D learning
progression and is reflective of what they have yet to
learn.
EAL/D students in the Beginning and Emerging phases
are unlikely to be able to self-correct errors in writing, or
recognise the alternative choices when using spell
check.
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dictionaries, as EAL/D students are more likely to know
this vocabulary in their first language.
Build glossaries of technical vocabulary.
Build concept maps of related vocabulary words.

Supply a scaffolded editing checklist for EAL/D students
(for example underlining a spelling mistake, and
indicating which letters are incorrect; underlining a word
in the incorrect tense and indicating which tense was
required).
Model the editing process for EAL/D students.
Use software including word processing programs with
growing speed and efficiency to construct and edit texts
featuring visual, print and audio elements
EAL/D students’ knowledge of ICT may be much less or
much better developed than their peers. Different
languages have different placement of keys on the
keyboard, and so EAL/D students’ ability to word
process may be compromised.
Explicitly teach keyboard skills, including charts that
show upper-case and lower-case matches (as
keyboards are in the upper case).
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
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YEAR 4
Language for interaction
YEAR 4
YEAR 4
Literature and context
Interacting with others
Understand differences between the language of opinion
Make connections between the ways different authors
and feeling and the language of factual reporting and may represent similar storylines, ideas and relationships
recording
All cultures have literary traditions, either oral or written,
EAL/D students often learn the social language of school
or both. These traditions can be drawn upon when
quickly, and this masks the challenges they may be identifying texts to examine in the classroom.
facing with the academic language of the classroom,
Invite EAL/D students to share favourite stories from
which becomes more predominant in the upper primary
their own lives, understanding that these may
grades.
sometimes be oral stories. Family members and
Monitor the language use of EAL/D students in the bilingual assistants, where available, can be helpful in
Developing and Consolidating phases of English
identifying traditional and favourite stories.
language learning.
Responding to literature
Provide explicit prompts and models for language for
Use metalanguage to describe the effects of ideas, text
different purposes.
structures and language features of literary texts
Explicitly teach text structures and vocabulary for
EAL/D students may not have had cumulative exposure
expressing opinions and factual reporting.
to the Australian Curriculum and may not have built a
Text structure and organisation
metalanguage for talking about texts.
Understand how texts vary in complexity and technicality
Provide glossaries and annotated examples of work that
depending on the approach to the topic, the purpose and
make metalinguistic terminology clear.
the audience
Examining literature
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar with Understand, interpret and experiment with a range of
the range of types of texts experienced by other devices and deliberate word play in poetry and other
students in the classroom.
literary texts, for example nonsense words, neologisms
Provide models of all types of texts at all times. EAL/D and puns
students in the Beginning phase of English language The ability to play and innovate with language is a very
learning will require extra scaffolds such as sentence advanced language skill that all EAL/D students will find
stems and vocabulary lists.
challenging. It requires a wide vocabulary but also relies
Understand how texts are made cohesive through the on cultural references that may not be in the
use of linking devices including pronouns, reference and experiences of the EAL/D learner.
text connectives
Pronoun
systems
operate
differently
in
Interpret ideas and information in spoken texts and listen
for key points in order to carry out tasks and use
information to share and extend ideas and information
Colloquial language can be challenging for all EAL/D
students because it often references cultural expression
with which they have little experience (for example He is
pulling your leg) or is metaphorical (for example Now
you’re talking!).
Explain the cultural references behind expressions and
be aware of possible misinterpretation of expressions
that may be taken literally by EAL/D students
Interpreting, analysing, evaluating
Identify characteristic features used in imaginative,
informative and persuasive texts to meet the purpose of
the text
Read different types of texts by combining contextual,
semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning,
cross checking and evaluating texts
EAL/D students in the Beginning and Emerging phases
of English language learning will not have the semantic
and grammatical resources to read different types of
texts independently.
Provide students in the Beginning and Emerging phases
of English language learning with a variety of texts with
content of interest to them, and supportive vocabulary
and syntax, such as texts that make use of repeated
phrases or refrains and support their reading.
Provide students in the Developing and Consolidating
Explain puns and spoonerisms by unpacking the way phases of English language learning with scaffolds and
different they have been constructed and explaining the cultural vocabulary lists to help them engage with new texts.
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
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languages, and sometimes are not used at all to
differentiate gender. EAL/D students in the Beginning
and Emerging phases of English language learning
require specific instruction.
context. Visuals can help.
Use comprehension strategies to build literal and
Nonsense words and neologisms are often formed on an inferred meaning to expand content knowledge,
intuitive instinct for the way morphemes work in English. integrating and linking ideas and analysing and
evaluating text.
This can be a teaching opportunity for EAL/D students.
As a before– reading activity, track the nouns and
Creating texts
pronouns in a text by highlighting each in the same
Plan, draft and publish imaginative, informative and
colour (for example ‘Erosion is a problem. It affects ...’).
persuasive texts containing key information and
Students could do similar highlighting of their own or
supporting details for a widening range of audiences,
peers’ written texts.
demonstrating increasing control over text structures
Recognise how quotation marks are used in texts to
and language features
signal dialogue, titles and reported speech
Text structures are socially constructed, and so are not
The conversion from dialogue to reported speech
requires sophisticated knowledge of the tenses, which
will be challenging for all EAL/D students.
universal. EAL/D students with print literacy in their first
language may have other expectations and experiences
of how a text is structured.
In English, tense is marked through the verbs. Not all
languages mark time in this way, nor in the complex
manner of English, which has more than nine tenses.
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar with
the range of text types experienced by other students.
Show EAL/D students the way in which the tense
changes from dialogue (‘I will go to the park’) to reported
speech (‘He told me he was going to the park’).
Provide text structure frameworks within which to write
specific types of texts.
Provide models and opportunities for oral practice of the
tense changes.
Use examples from texts, particularly dialogue in
imaginative texts, to teach direct speech.
Expressing and developing ideas
Understand that the meaning of sentences can be
enriched though the use of expanded noun and verb
groups and phrases
Adverbial phrases can often be moved in the sentence
to achieve different effects (for example ‘In the deep
blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin
frolicked in the deep blue ocean’).
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
Use model texts to demonstrate and explain the steps in
a type of text. Engage students in teacher– led joint
construction of new types of texts. EAL/D students in the
Beginning phase of English language learning will
require extra scaffolds such as sentence stems and
vocabulary lists
Reread and edit for meaning by adding, deleting or
moving words or word groups to improve content and
structure
In order to edit, students need to have the linguistic
resources to identify mistakes. An error is usually
indicative of the student’s position on the EAL/D learning
progression and is reflective of what they have yet to
learn. EAL/D students in the Beginning and Emerging
phases of English language learning are unlikely to be
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Prepositions such as on, up, with are challenging words
in English. They often collocate with other words as part
of phrases (for example ‘on the weekend’, but ‘in the
holidays’; we travel ‘on a bus’, but ‘in a car’).
Teach EAL/D students the ways in which phrases can
be moved around in sentences for effect and be explicit
about what is possible.
Teach prepositions within phrases, keeping words
together to ensure that EAL/D students hear and see
them in context, and provide wall charts of common
examples.
Investigate how quoted (direct) and reported (indirect)
speech work in different types of text
The conversion from dialogue to reported speech
requires sophisticated knowledge of the tenses, which
will be challenging for all EAL/D students.
In English, tense is marked through the verbs. Not all
languages mark time in this way, nor in the complex
manner of English, which has more than nine tenses.
able to self– correct errors in writing, or recognise the
alternative choices when using a spell check function.
Supply a scaffolded editing checklist for EAL/D students
(for example underlining a spelling mistake and
indicating which letters are incorrect; underlining a word
in the incorrect tense and indicating which tense was
required).
Use 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
EAL/D students’ knowledge of ICT may be much less or
much better developed than their peers. Different
languages have different placement of keys on the
keyboard, and so EAL/D students’ ability to word
process may be affected.
Explicitly teach keyboard skills, including charts that
show upper-case and lower-case matches (as
keyboards are in the upper case).
Show EAL/D students the way in which the tense
changes from dialogue (‘I will go to the park’) to reported
speech (‘He told me he was going to the park’).
Provide models and opportunities for oral practice of the
tense changes.
Use examples from texts, particularly dialogue in
imaginative texts, to teach direct speech.
Understand how adverbials (adverbs and prepositional
phrases) work in different ways to provide circumstantial
details about an activity
Adverbial phrases can often be moved in the sentence
to achieve different effects (for example ‘In the deep
blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin
frolicked in the deep blue ocean’).
Curriculum into the Classroom (C2C), Unit plan, Education Queensland
Page 8 of 30
Prepositions such as on, up, with are challenging words
in English. They often collocate with other words as part
of phrases (for example ‘on the weekend’, but ‘in the
holidays’; we travel ‘on a bus’, but ‘in a car’).
Teach EAL/D students the ways in which phrases can
be moved around in sentences for effect and be explicit
about what is possible.
Teach prepositions within phrases, keeping words
together to ensure that EAL/D students hear and see
them in context, and provide wall charts of common
examples
Explore the effect of choices when framing an image,
placement of elements in an image, and salience on
composition of still and moving images in a range of text
types
Just as written texts are socially constructed, so are
visual texts. It is important not to assume that visuals are
an ‘international’ language that is read the same way in
all cultures. The images in visual texts are culturally
bound and will not necessarily be obvious or familiar to
EALD students
Deconstruct and explain visual texts in the same way as
written texts. Explain the images in texts, and select a
range of visual texts to examine in order to broaden the
appeal to the diversity of students in the classroom
Incorporate new vocabulary from a range of sources into
students’ own texts including vocabulary encountered in
research
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General capabilities and Cross-curriculum priorities
Literacy
Students will have opportunities to:
 comprehend texts through listening, viewing and reading
 compose texts through speaking, writing and creating
ICT capability
Students will have opportunities to develop skills in:
 Creating with ICT
 Managing and operating ICT
Critical and creative thinking
Students will have opportunities to develop skills in:
 inquiring – identifying, exploring and clarifying information
 generating innovative ideas and possibilities
 reflecting on thinking, actions and processes
 analysing, synthesising and evaluating information.
Ethical behaviour
Students will have opportunities to develop skills in:
 understanding ethical concepts and issues
 exploring values, rights and ethical principles.
Personal and social capability
Students will have opportunities to develop:
 self-awareness
 self-management
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Relevant prior curriculum
Students require prior experience with:
 understanding that different types of texts have identifiable text structures and language features that help serve its purpose
 identifying aspects of different types of literary texts that entertain, and give reasons for personal preferences
 discussing different texts on similar topics, identifying similarities and differences between texts.
Curriculum working towards
The teaching and learning in this unit works towards the following:
 understanding how texts vary in purpose, structure and topic as well as degree of formality
 using metalanguage to describe the effects of ideas, text structures and language features on particular audiences
 showing ideas and point of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can
change according to context.
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Eight Learning Management Questions (LMQs)
When planning teachers make critical decisions around the Eight Learning Management Questions.
Supportive learning environment
Differentiation
LMQ: 1, 2 & 3 What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?
Consider the individual needs and values of your students - including EAL/D, Gifted and Talented, and Special Needs and provide learning experiences that are accessible to
and respectful of the diversity of students’ cultural background.
Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning
needs.
The learning experiences within this unit can be differentiated by increasing:
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 the frequency of exposure for some students
 the intensity of teaching by adjusting the group size
 the duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
 student groupings will offer tasks with a range of complexities to cater for individual learning needs
 rotational groupings that allow for more or less scaffolding of student learning.
Feedback
LMQ 8 How will I inform teachers and others about the learners progress?
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is
used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use
feedback to guide and improve their teaching practice.
Establish active feedback partnerships between students, teachers and parents to find out:
 what each student already knows and can do
 how each student is going
 where each student needs to go next.
Use feedback to inform future teaching and learning.
Feedback to students
Establish active feedback partnerships between students, teachers and parents/carers to find out:
 what each student already knows and can do
 how each student is progressing
 what each student needs to learn next.
Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students’:
Year 3
 inferential reading comprehension skills to identify points of view and persuasive features
 reading of texts to identify persuasive structures and language features
 understanding of the structure and language features of persuasive texts
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 use of paragraphs to sequence ideas
 written draft texts
Year 4
 inferential reading comprehension skills to identify points of view
 reading of texts to identify persuasive structures and language features
 knowledge of the structure and language features of persuasive texts
 ability to link and sequence ideas through text connectives
 written draft texts
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning. Complete a reflective list for future planning.
Reflection may include:






activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)
differentiation and future student learning needs.
Assessment
LMQ 7 How will I check the learners have made progress?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine
strengths and weaknesses in students’ understanding.
Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include
a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more
assessment information.
Monitoring student learning
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to provide feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit include:
Year 3 monitoring
Reading comprehension
Monitor how well students:
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 use comprehension strategies to build literal and inferred meaning
 begin to evaluate texts by drawing on growing knowledge of text structures and language features.
Written persuasive argument from an opposing point of view
Collect students’ written responses to gather information about student understanding of:
 audience
 text structure
 ideas
 language features such as specific noun groups and powerful verbs/verb groups
 sentence structure
 paragraph structure
 punctuation
 spelling.
Year 4 monitoring
Reading comprehension
Monitor how well students:
 use comprehension strategies to build literal and inferred meaning
 integrate and link ideas
 analyse and evaluate texts.
Written persuasive argument from an opposing point of view
Collect students’ written responses to gather information about student understanding of:
 audience
 ideas
 language features language features such as specific noun groups, adverbs and powerful verbs/verb groups
 sentence structure and cohesion
 paragraph structure
 text structure and cohesion
 punctuation
 spelling.
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Assessing student learning
Year 3 Assessment — Creating a persuasive text
Students write a persuasive article for a class magazine
This assessment provides opportunities to gather evidence of student learning in:
Language
Text structure and organisation
 Understand that paragraphs are a key organisational feature of written texts
Expressing and developing ideas
 Understand that verbs represent different process (doing, thinking, saying and relating) and that these processes are anchored in time through tense
 Literacy
 Creating texts
 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to audience and purpose
Year 4 Assessment — Creating a persuasive text
Students write a persuasive article for a class magazine.
This assessment provides opportunities to gather evidence of student learning in:
Language
Text structure and organisation
 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
Expressing and developing ideas
 Understand that the meaning of sentences can be enriched though the use of expanded noun and verb groups and phrases
 Literacy
 Creating texts
 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating
control over text structure and language features
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Sequencing teaching and learning
LMQ: 5 & 6 What will constitute the learning journey and what are the contexts for learning? Who does what?
The relationship between what is taught and how it is taught is critical in maximising student learning.
Start with what your students already know and set goals for the next steps for learning.
Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a
variety of teaching strategies.
Teaching strategies and learning experiences
A suggested teaching and learning sequence is outlined below. For further information about learning focus and teaching strategies, refer to the lesson overview.
Exploring persuasion in narratives
 Understand the meaning of persuasion
 Examine persuasive language
 Examine point of view
 Compare points of view
 Share opinions about persuasion
Exploring persuasion in magazines
 Persuasive language in magazines
 Compare points of view
 Analyse letters to the editor
 Analyse the lifestyle articles
 Analyse persuasion in advertisements
Understanding persuasive structure
 Write topic sentences in paragraphs
 Organise paragraphs
 Write introductory and concluding paragraphs
 Justify a point of view
 Consolidate knowledge of persuasive texts
Understanding persuasive argument
 Write persuasive sentences
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 Examine alternative points of view
 Write opposing argument
 Plan a persuasive argument
 Consolidate knowledge of persuasive arguments
Constructing and sharing a persuasive text
 Write a draft
 Proofread and edit draft
 Publish digital text
 Share and reflect text
Spelling
For the teaching of spelling please refer to your school’s spelling resources
Making judgements
How do I know how well my students have learned?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and
depth of learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.
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YEAR 3
In this unit, the assessment of student learning aligns to the following components of the Achievement standard.
Receptive modes (listening, reading and viewing)
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language
features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied
meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’
views and respond appropriately.
Productive modes (speaking, writing and creating)
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics.
Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback
and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They
use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and
consistent in size.
YEAR 4
In this unit, assessment of student learning aligns to the following components of the Achievement standard.
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and
vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for
key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create
texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language
according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work
to improve meaning.
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Lesson overviews
Examining persuasion in narratives
Understand the meaning of persuasion (1 of 5)
Examine persuasive language (2 of 5)
Examine point of view (3 of 5)
 introduce and explain purpose of the unit
 discuss purpose and audience of narratives
 share prior knowledge of persuasion in texts
 read texts
 read, share and discuss points of view taken in
narratives
 examine what ‘to persuade’ means
 explore persuasive language in narratives
 infer meaning in a story read to students
 examine advertisements to examine how language
and images can be persuasive
 identify persuasive language in narratives (modal
verbs and adverbs, adjectives, repetition, questions)
 consider and list persuasive language
 role play situations that use persuasive language
 explore how to make language more or less forceful
to convince audience to point of view
 identify persuasive language in stories (modal verbs
and adverbs, adjectives, repetition, questions, word
play, extended noun groups)
 discuss the impact of persuasive language on
audience
 describe the effects of persuasive language on an
audience
 role play different points of view
 model writing a persuasive letter to a character
demonstrating a particular point of view
 examine and understand modal verbs and
contractions
 analyse and compare texts
Compare points of view (4 of 5)
Share opinions about persuasion (5 of 5)
 read, share and discuss points of view taken in
narratives
 compare similar storylines by different authors
 read stories to infer meaning
 identify persuasive language in stories (modal verbs
and adverbs, adjectives, repetition, questions, word
play, extended noun groups)
 describe and compare the effects of persuasive
language features on an audience
 use language of opinion to compare stories
 share and justify preferences and opinions about
persuasive language in stories
 role play different points of view
 compare different points of view
 write a persuasive letter to a character expressing a
particular point of view
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Differentiation LMQ: 1, 2 & 3
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Resources LMQ 4
ALL RESOURCES ARE FROM YEAR 3 UNIT 1 EXCEPT THOSE ASTERISKED
Examining persuasion in narratives
Text
A range of narratives in which characters use persuasive language
Book: Green eggs and ham by Dr Suess
Book: I wanna iguana by Karen Kaufman Orloff
*The three little pigs (any traditional version)
*The true story of the three little pigs by A. Wolf (as told to Jon Scieszka)
*Red Riding Hood (any traditional version)
*The wolf’s story: What really happened to Little Red Riding Hood by Toby Forward; illus. Izhar Cohen
*Goldilocks and the three bears (any traditional version)
*Goldilocks and the three bears: Bears should share! By Alvin Granowsky and Lyn Martin
*Jack and the beanstalk (any traditional version)
*Giants have feelings, too by Alan Granowsky, Linda Dockey Graves and Henry Buerchkholtz
Digital
Healthy me, healthy you advertisement
http://www.health.qld.gov.au/healthymehealthyyou/advertisements.asp
Dreamworld advertisement
Smart Choices Food and Drink Spectrum poster
http://education.qld.gov.au/schools/healthy/docs/smart-choices-spectrum.pdf
Apostrophe matching games:
http://www.teachitprimary.co.uk/custom_content/free/whizzy-samples/8645.html
http://www.teachitprimary.co.uk/attachments/8645.pdf
Modality chart
Find and prepare
Activity: Find persuasive language in narratives
Activity: I wanna iguana – persuasive language in narrative
Activity: Modal verbs and associated contractions
Activity: Persuasive texts
Activity: Points of view
Chart of identified persuasive language
Helpful information NAPLAN Persuasive devices continuum
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Exploring persuasion in magazines
Persuasive language in magazines (1 of 5)
Compare points of view (2 of 5)
Analyse letters to the editor (3 of 5)
 examine audiences of and purposes for magazines
 discuss purpose and audience of magazine article
 discuss purpose and audience of letters to the editor
 identify degrees of formality of texts in magazines
 participate in shared reading of magazine article
 find examples of persuasive language and devices in
magazines
 understand differences between language of opinion
and language of fact
 shared reading of two letters to the editor using
before, during and after strategies
 identify and explain the effect of the persuasive
language and devices on an audience
 describe visual elements and techniques used to
persuade the audience
 identify main points citing evidence from the text
 recognise how quotation marks are used
 investigate differences between direct and indirect
speech
 identify and list persuasive language
 read aloud an extract from a magazine
 identify the purpose of adverbial phrases
 identify the purpose of cohesive links in text
 read and comprehend magazine article
 read to identify and compare different points of view
in a text
Analyse lifestyle articles (4 of 5)
Analyse persuasion in advertisements (5 of 5)
 discuss purpose and audience of article
 discuss purpose and audience of advertisements
 shared reading of the lifestyle text
 read advertisements and review comprehension
strategies in reading
 identify, discuss and analyse structure and the
persuasive language used in a letter
 model some questions and answers
 identify key words, persuasive language and
persuasive devices
 answer comprehension questions independently
 use language of opinion to examine advertisements
 describe and compare visual elements and
techniques used to persuade the audience
 justify opinions about persuasive language in stories
 compare complexity and formality of texts
 describe and compare visual elements and
techniques used to persuade the audience
 read and comprehend texts
 identify the persuasive structure in both letters
 identify and list persuasive devices and explain their
effect on the audience
 identify and understand the use of cohesive links in
text
 compare complexity and formality of texts
 answer comprehension questions independently
 compare complexity and formality of texts
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Differentiation LMQ: 1, 2 & 3
Resources LMQ 4
Text
A variety of suitable print or online magazines: children’s, gardening, cooking, fashion, fishing, motor car, football, etc.
Digital
Find and prepare
Words of persuasion chart
Digital recording device to record student reading
Model template: Building a paragraph
Activity sheet Words of persuasion
Helpful information
NAPLAN Persuasive devices continuum
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Understanding persuasive structure
Write topic sentences in paragraphs (1 of 5)
Organise paragraphs (2 of 5)
 listen to a persuasive talk
 read I love Queensland by Hannah
 identify main points of persuasive talk
 view and discuss structure — Introduction,
paragraphs a, b and c and conclusion in the digital
text
 describe the effect of text structure on the audience
 identify cohesive links in paragraphs
 identify the effects of persuasive language and
devices
 identify noun groups and adverbial phrases used to
create richer descriptions
 view and discuss model template for a paragraph
(topic sentence + 1 or 2 additional sentences)
 identify main points, paragraphs, introduction and
conclusion in a persuasive text
Write Introductory and concluding paragraphs (3 of
5)
 divide a text into paragraphs
 identify cohesive links
 write an introduction including a topic sentence and
cohesive links
 identify persuasive language and devices
 write a conclusion to a text including a topic sentence
and cohesive links
 describe the effect of cohesive links, adverbial
phrases, extended noun and verb groups to persuade
 read completed version of texts to see different
interpretations
 describe the effect of text structure on audience
 paired analysis of a persuasive text
 write a persuasive paragraph
 compare paragraphs
Justify a point of view (4 of 5)
Consolidate knowledge of persuasive texts (5 of 5)
 read two sides of an argument
 revise and consolidate textual structures and
language features of persuasive texts
 discuss both sides of argument: for and against
 identify and compare persuasive language structure
and features of each point of view
 revise the use of persuasive devices for effect
 identify the use of cohesive links
 paired construction of a further persuasive argument
 share texts with peers
 share and justify opinions about strength of
persuasive arguments
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Differentiation LMQ: 1, 2 & 3
Resources LMQ 4
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Understanding persuasive argument
Write persuasive sentences (1 of 5)
Examine alternative points of view (2 of 5)
Write opposing arguments (3 of 5)
 identify types of sentence structures – simple,
compound, complex
 listen to a persuasive talk
 complete the opposing argument
 consider and list alternative points of view to
argument
 use persuasive language and devices
 write the opposing argument
 set out in paragraphs using a template
 use persuasive language and set out in paragraphs
using a template
 reflect on student’s work
 identify persuasive language features and devices in
sentences.
 discuss impact of persuasive language in sentences
 compare sentences without persuasive language to
those with added persuasive language features
 identify the type of persuasive language used to add
impact to these sentences
 use cohesive links
 use cohesive links and extended noun and verb
groups to persuade the audience
 write appropriate persuasive sentence structures
using conjunctions
Plan a persuasive argument (4 of 5)
 discuss requirements of task
 read and discuss Guides to making judgments
 consider topics
 choose a topic for your persuasive magazine article
Consolidate knowledge of persuasive arguments (5
of 5)
 revise and consolidate textual structures and
language features of persuasive arguments
 revise the use of persuasive devices for effect
 list main ideas onto a planning template
 list ideas for an image to include with text
 share plan with peers
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Differentiation LMQ: 1, 2 & 3
Resources LMQ 4
Understanding persuasive argument
Digital
Find and prepare
Activity: Joining clauses
Activity: Persuasive language in sentences
Activity: Add a clause
Activity: Making sentences more convincing
Activity: Getting ideas
Template, Plan your persuasive argument
Helpful information
NAPLAN Persuasive devices continuum
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Constructing and sharing a persuasive text
Write a draft (1 of 5)
Proofread and edit draft (2 of 5)
Publish digital text (3 of 5)
 write a draft copy of persuasive argument
 discuss proofreading and editing process
 demonstrate use of software
 self-assess draft using checklist
 create persuasive argument using digital software
 peer edit draft of persuasive argument with comments  add a related image
 engage in peer editing of persuasive argument
 reflect on editing and proofreading process
 upload text as magazine article to online class
magazine
 read peers’ magazine articles
Share and reflect on texts (4 and 5 of 5)
 view class magazine on screen
 share and present articles
 peer review of persuasive articles
 justify use of persuasive language in magazine article
 reflect on presentation of persuasive article
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Differentiation LMQ: 1, 2 & 3
Resources LMQ 4
Constructing and sharing a persuasive text
Digital
Word processing software
Online class site (e.g. edStudio)
Find and prepare
Activity: Draft of persuasive argument
Online class magazine with completed articles
Helpful information
NAPLAN Persuasive devices continuum
BBC Skillswise
Proofreading factsheets
Slideshow presentation
Peer Edit with Perfection Tutorial
Magazine template in online class site (e.g. EdStudio)
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx
http://www.scootle.edu.au/ec/p/home
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