DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
Name
C2 C
English
Year Level
3
Teacher
Unit
1
Class
Duration
5 weeks
Analysing and creating a persuasive text
Unit Outline
In this unit students read, view and analyse digital, written and spoken persuasive texts to write a persuasive article for an online class magazine.
Curriculum intent:
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Content descriptions
Language/Cultural Considerations
Teaching Strategies
Language
Literature
Literacy
Language for interaction
Responding to literature
Texts in context
Examine how evaluative language can be varied to be
more or less forceful
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. Students will need assistance in
manipulating modality for correct effect.
Discuss different modal verbs in context (for example in
school rules, road rules).
Substitute modal verbs in a sentence and discuss the
changes in intensity of meaning.
Give EAL/D students multiple opportunities to use new
vocabulary in guided and independent spoken and
written contexts
Draw connections between personal experiences and
the worlds of texts, and share responses with others
Identify the point of view in a 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 and digital texts to practice this skill.
Examining literature
Discuss the nature and effects of some language
devices used to enhance meaning and shape the
reader’s reaction including rhythm and onomatopoeia in
poetry and prose
Interacting with others
Listen to and contribute to conversations and
discussions to share information and ideas and
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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.
Use interaction skills including active listening
behaviours and communicate in a clear, coherent
manner using a variety of everyday and learned
vocabulary and appropriate tone, pace, pitch and
volume
Some sounds of English will be new for EAL/D
students and difficult to distinguish and reproduce. This
means that a Standard Australian accent is difficult to
reproduce and comprehend, and may cause them
stress when speaking in groups.
Work with EAL/D students to assist them with particular
sounds and intonation (rise and fall of speech),
providing them with oral practice.
Plan and deliver short presentations, providing some
key details in logical sequence
Speaking in front of groups is challenging for EAL/D
students in the Beginning and Emerging phases of
English language learning.
Give students a chance to present in smaller groups
and allow them time to practice their delivery.
Text structure and organisation
Understand how different types of texts vary in use of
language choices, depending on their purpose and
context, for example tense and types of sentences
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.
Provide text structure frameworks within which to write
specific types of texts.
Use model texts to demonstrate and explain appropriate
language choices and sentence structures.
Make the links between type of text and purpose
explicit.
Build, with students, language appropriate to the type of
text.
Understand that paragraphs are a key organisational
feature of written texts
Know that word contractions are a feature of informal
language and that apostrophes of contraction are used
to signal missing letters
Hearing the difference between informal and formal
language is difficult for EAL/D students.
Unpack the words within contractions and explain the
contexts in which they may be used.
Identify the features of online texts that enhance
navigation
Expressing and developing ideas
Understand that a clause is a unit of grammar usually
containing a subject and a verb and that these need to
be in agreement
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
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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.
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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 processes
(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
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
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 based and will
not necessarily be obvious or familiar to EAL/D
students. For example, colour has different symbolic
meanings in different cultures.
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 opinion including modal verbs and adverbs
The vocabulary of feelings and emotions is challenging
for EAL/D students in all phases of language learning,
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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,
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
audience and purpose
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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
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.
Understand how to use sound–letter relationships and
knowledge of spelling rules, compound words, prefixes,
suffixes, morphemes and less common letter
combinations, for example ‘tion’
English has 26 letters and 44 phonemes, and each
phoneme has an average of 12 different graphic
representations. Many other languages have more
congruent
sound/symbol
or
meaning/logograph
relationships, and so spelling is not taught in countries
that speak these languages.
Morphemes are the smallest meaningful parts of words,
and play an important role in helping us to comprehend
words and spell them. This knowledge is crucial for
EAL/D students, as it allows them to efficiently expand
their vocabulary through building word families and to
increase their comprehension.
Support Beginning phase EAL/D students with the
opaque nature of sound–symbol matching in English.
Useful strategies include underlining graphemes with
the same phoneme (for example boat, know, no) as
they occur in texts being read.
Teach the meanings of morphemes, as this knowledge
will increase EAL/D students
Recognise high frequency sight words
Sight words are useful only when students understand
the meanings of those words. EAL/D students may
effectively memorise sight words, without understanding
their meaning.
Ensure that sight words are learned in context and
C2C adapted with permission by NT DET © The State of Queensland
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.
Simple and compound sentence structures are the first
ones mastered by EAL/D students.
Complex sentences are learned further along the
EAL/D learning progression.
Provide text structure frameworks within which to write
specific types of texts.
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.
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.
Write using joined letters that are clearly formed and
consistent in size
Some EAL/D students will have already commenced
using joined script in the first language.
Find out what experiences EAL/D students have had
with print.
Use software including word processing programs with
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check for comprehension.
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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).
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General capabilities and Cross-curriculum priorities
Literacy
Students will develop skills in:
 Comprehending texts through listening, reading and viewing
 Composing texts through speaking, writing and creating
 Text knowledge - understand and create texts
 Grammar knowledge - understand and create texts using text features and grammar
 Visual knowledge - understand and interpret visual knowledge; extend their visual knowledge.
Information Communication Technology capability
Students will develop skills in:
 Creating with ICT
 Operating with ICT.
Critical and creative thinking
Students will develop skills in:
 Inquiring — identifying, exploring and clarifying information
 Generating innovative ideas and possibilities - Students recognise there are numerous possibilities for solving a problem and predict or imagine the outcomes of the
application of these solutions.
 Reflecting on thinking, actions and processes - Students focus on constructive personal insights
Ethical behaviour
Students will develop skills in:
 Understanding ethical concepts and recognising the moral domain - Students learn to distinguish between what is morally better and worse, between facts and values and
means and ends; they make relative judgments about the morality of a range of actions and explain the means used to achieve particular ends, from a moral perspective.
 Reflecting on personal ethics in experiences and decision making - they apply accepted social norms in interactions with others, e.g. considering alternative points of
view.
Personal and social competence
Students will develop skills in:
 Self-awareness - Students describe and understand their emotional responses in a variety of situations and see how emotions are linked to behaviour and learning; they
apply learning and reflections to their everyday lives to build on strengths and address challenges.
 Self-management - they set, monitor and are accountable for increasingly challenging personal and academic goals; they demonstrate growing confidence in themselves
as learners in a range of situations, particularly in showing persistence in the completion of tasks they find challenging.
 Social awareness - students recognise the impact of a number of factors on communication, including body language and facial expression, recognising that social cues
may be different among various groups; they use listening skills to identify the feelings and perspectives of others in an increasing range of situations.
 Social management - they analyse how their own feelings, social norms, expectations of authority, and conflicting points of view affect their decision making and
behaviour; they make decisions systematically as part of a group and individually.
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Relevant prior curriculum
Students require prior experience with:
 responding persuasively to narratives
 identifying and understanding the use of persuasive language elements in texts
 understanding that language varies when people take on different roles in social interactions and how the use of key interpersonal resources varies depending on context.
Curriculum working towards
The teaching and learning in this unit works towards the following in Year 4:
 reading and responding to different portrayals of a story
 speaking persuasively about a character’s behaviour.
Supportive learning environment
Differentiation
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 of all 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 backgrounds.
Start from where your 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 the:
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frequency of exposure for some students
intensity of teaching by adjusting the group size
duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
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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
How will I inform learners and others about the learner’s 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
self-feedback to guide and improve their teaching practice.
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Feedback to students
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.
Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to reading, viewing, writing, speaking and listening throughout the unit. In this unit this may include:
 text processing strategies (e.g. monitoring, predicting, confirming, rereading, reading on and self-correcting)
 reading comprehension strategies (e.g. students’ ability to make literal and inferential meanings from texts they are reading)
 use of context, text structures and language features to evaluate texts
 the effective use of varied sentence structures (e.g. a mix of simple, compound and complex sentences to add impact to persuasive writing)
 effective identification and use of persuasive language in tasks related to reading comprehension and writing.
Use feedback to inform future teaching and learning.
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning. Reflection may include:
 activities that worked well and why
 activities that could be improved and how
 monitoring and assessment that worked well and why
 monitoring and assessment that could be improved and how
 common errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)
 differentiation and future student learning needs.
Assessment
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 gather feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit include:
Running records — based on an extract from The Local Persuader magazine. These are to be completed at the beginning and end of the unit.
Self-assessment — checklist completed after own edit and after peer’s edit.
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Assessing student learning
Assessment 1 — Understanding and evaluating points of view
Students complete written responses to a reading comprehension task based on a series of articles.
This assessment gathers evidence of learning of:
Content descriptions
 identify the audience and purpose of imaginative, informative and persuasive texts
 examine how evaluative language can be varied to be more or less forceful
 learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
 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.
Assessment 2 — Creating a multimodal persuasive text
Students create a persuasive article with written and visual elements for an online class magazine.
This assessment gathers evidence of learning of:
Content descriptions
 understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences
 plan, draft and publish persuasive texts, demonstrating increasing control over text structures and language features, and selecting print and multimodal elements
appropriate to the audience and purpose
 order ideas in sequence, and provide relevant details to support ideas
 reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation.
Sequencing teaching and learning
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 outline below. For further information about learning focuses and teaching strategies, refer to the lesson overview and lesson
plans.
Exploring persuasive language
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The meaning of persuasion
Language of persuasion
Persuasive language in narratives
Points of view
Modal verbs
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Structure and language in persuasive texts
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Persuasive language in magazines
Points of view
Letters to the editor
The lifestyle section
Persuasion in advertisements
Working with paragraphs
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Topic sentences in paragraphs
Organising paragraphs
Introducing and concluding paragraphs
Grammar and spelling
Justify a point of view
Expressing points of view
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Persuasive sentences
Alternative points of view
Opposite arguments
Main ideas
Outline your argument
Creating a persuasive text
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First draft
Edit your work
Write final draft
Construct a digital text
Share and reflect
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 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.
Achievement standard
In this unit, monitoring of student learning is working towards the following components of the Achievement standard
Students listen to, read and view a range of spoken, written and multimodal texts, identifying their different purposes. They attend to others’ views and respond appropriately.
They use monitoring and self-correcting strategies to clarify meaning when reading, viewing and listening to an increasing range of types of texts. They retrieve literal
information in texts, and can also make appropriate inferences. They explain ideas, events and actions, referring closely to selected detail. They share personal responses to
and opinions about texts, providing relevant supporting information and detail. They recognise the representation of characters, settings and events in imaginative texts and
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also start to evaluate point of view. They make relevant connections between visual and written elements in multimodal texts.
Students create a range of imaginative, informative and persuasive written, spoken and multimodal texts for familiar and unfamiliar audiences. They contribute actively to
group discussions, asking relevant questions and building on others’ ideas and providing useful feedback. They communicate expressively and clearly about familiar ideas
and information to known small audiences, in mostly informal situations. They order ideas in sequence, and provide relevant details to support ideas. They create imaginative
texts based on characters and situations encountered in their reading and viewing. In these texts they express and develop experiences, events, information, ideas and
characters in some detail. They organise texts in paragraphs composed of logically grouped and sequenced sentences. Short sentences are meaningful and correctly
structured, and some complex sentences are used appropriately. They choose vocabulary appropriate to the purpose and context of their writing. They use simple
punctuation correctly, and use a variety of spelling strategies to spell high frequency words correctly.
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Lesson overviews
Exploring persuasive language
The meaning of persuasion (1 of 5)
Language of persuasion (2 of 5)
Persuasive language in narratives (3 of 5)
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Establish prior knowledge
Examine what ‘to persuade’ means
Role play situations that use persuasive language
Examine how language can be varied to be more or
less forceful
Handwriting
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Revise exits and pointed entry letters
Investigate degrees of intensity of meaning (cline)
Compare pairs of words
Reflect on Tom’s Party
Spelling
Spelling
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Collect data on students’ spelling
Join letters with exits to pointed entry letters
Points of view (4 of 5)
Modal verbs (5 of 5)
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Create individual word lists based on data
Handwriting
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Read, share and discuss points of view taken in
narratives
Infer meaning in a story read to students
Identify persuasive language in story
Role play different points of view
Explore persuasive language in narratives
Identify persuasive language in narratives (modal
verbs and adverbs, adjectives, repetition, questions)
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Explore how to make language more or less forceful
to convince audience to agree with a point of view
Learn to spell ‘ould’ words and associated
contractions (should/shouldn’t)
Spelling
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Contractions
Handwriting
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Learn about diagonal joins
Differentiation
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Resources
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Text
Kaufman Orloff, Karen; Catrow. David (illus), 2004, I wanna iguana G.P. Putnam's Sons, New York (or another narrative which uses persuasive language)
Suggested narratives containing persuasive writing:
Green eggs and ham Dr Seuss
I wanna iguana Karen Kaufman Orloff
The Shaggy Gully Times Jackie French
The true story of the three little pigs A. Wolf as told to Jon Scieszka
Charlotte’s Web E.B. White
Harry Highpants Tony Wilson
Half a Pig Allan Ahlberg
Click Clack, MOO: Cows that type Doreen Cronin
Don’t let the pigeons drive the bus Mo Williams
Don’t let the pigeons stay up late Mo Williams
Town mouse and country mouse Aesop’s fable
Earrings Judith Viorst
Wanna new room Karen Kaufman Orloff
The wolf’s story: What really happened to Little Red Riding Hood Toby Forward
Yours truly, Goldilocks Alma Flor Ada
Goldilocks and the Three Bears: Bears Should Share! (Another Point of View) Alvin Granowsky
Giants Have Feelings, Too / Jack and the Beans... (Another Point of View) Alvin Granowsky
Dear Mrs. LaRue: Letters from Obedience School Mark Teague
The Perfect Pet Margie Palatini
Hey little ant Phillip Hoose
Old Henry Joan W. Blos
Can I keep him? Steven Kellogg
Dear Mr Blueberry Simon James
When Sophie gets angry — really, really angry Molly Bang
Oliver Button is a sissy Tomie dePaola
Should there be zoos? Tony Stead and Judy Ballester
Should we have pets? Lollis, Sylvia/ Hogan, Joyce W.
Can I have a stegosaurus, Mom? Can I? Please? Lois G. Grambling
Green eggs and ham by Dr Seuss (or a narrative which features modal verbs and adverbs)
Scieszka, Jon and Smith, Lane (illus), 1989 The true story of the 3 little pigs: by A. Wolf as told to Jon Scieszka, Penguin, New York.
The three little pigs (any traditional version)
Chart of identified persuasive language in I wanna iguana from Lesson 3
Healthy me, healthy you
http://education.qld.gov.au/ - search for “smart food and drink choices” – spectrum poster
http://www.teachitprimary.co.uk/ - search for apostrophe matching games “snap”
Student spelling journal and word lists
Prepare a set of words to use for teacher-directed modelling. Teachers may make an OHT to cut apart and model the sorting process on the OHP. Words may be projected
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1.
from a computer to the whiteboard for discussion and sorting.
Handwriting journal
Helpful information
NAPLAN http://www.qsa.qld.edu.au/ - search for “Persuasive devices continuum”
The following resources are key reference documents for the teaching of spelling in Year 3:
The Qualitative Inventory of Word Knowledge from Spelling: Improving Learning Outcomes, CD Rom, State of Queensland (Department of Education and Training) (Located in
Main Menu — Monitoring — Focused learning — arrow — Focused Analysis — More — PDF)
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston, ‘Guidelines for preparing and introducing word sorts’ p61–85. P 165
A sample of a completed diagnostic test
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Structure and language in persuasive texts
Persuasive language in magazines (1 of 5)
Compare points of view (2 of 5)
Letters to the editor (3 of 5)
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Explore audiences of and purposes for magazines
Identify persuasive language in magazine articles
Read aloud an extract from a magazine
Participate in shared reading
Read to identify different points of view in a text
Compare and contrast different viewpoints
Spelling
Spelling
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Compound words
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Compound words
Shared reading of two letters to the editor using
before, during and after strategies
Identify main points citing evidence from the text
Identify the persuasive structure in both letters
Underline persuasive language and add to chart or
list
Handwriting
Handwriting
Spelling
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Learn about more diagonal joins
Learn about more diagonal joins 2
The lifestyle section (4 of 5)
Persuasion in advertisements (5 of 5)
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Shared reading of a lifestyle text
Identify, discuss and analyse structure and the
persuasive language used in a letter
Model some questions and answers
Answer questions
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Compound words
Read advertisements and review comprehension
strategies in reading
Identify key words and persuasive language
Answer comprehension questions independently
Spelling

Compound words
Handwriting

Compare writing letters in Beginner’s Alphabet with
writing letters in cursive
Differentiation
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Resources
Student online learning space (e.g. edStudio) titled ‘Words of persuasion’
A variety of children’s magazines online and print
Digital recording device to record student reading
Assessment task — The Local Persuader reading quiz
Compound words spelling city website
Handwriting journal
Spelling journal
Helpful information
NAPLAN http://www.qsa.qld.edu.au/ - search for “Persuasive devices continuum”
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, 4th edn, Pearson, Boston, p344, p354
Structure and language in persuasive texts:
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Working with paragraphs
Topic sentences in paragraphs (1 of 5)
Organising paragraphs (2 of 5)
Introducing and concluding paragraphs (3 of 5)
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Listen to a persuasive talk
Identify main points of persuasive talk
View and discuss model template for a paragraph
(topic sentence + 1 or 2 additional sentences)
Write a paragraph

Read I love Queensland by Hannah
View and discuss structure of the digital text —
introduction, paragraphs a, b and c and conclusion
Identify main points, paragraphs, introduction and
conclusion in a persuasive text
Divide a text into paragraphs
Write an introduction
Write a conclusion to a text
Read the completed version of texts to see different
interpretations
Spelling
Spelling
Spelling
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Comparative words
Using the correct comparative
Handwriting
Handwriting
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Revise diagonal joins e.g. ai, ci, ki, du
Revise letters with exits (e.g. a, d, h, k) and letters
with rounded entries (e.g. m, n, x, r)
Grammar and spelling (4 of 5)
Justify a point of view (5 of 5)
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Read a persuasive text
Identify grammar in a digital text — descriptive
adjectives, verb groups including modals,
imperatives, exaggeration, questions, facts,
cohesive words, compound sentences (Year 2
revision)
Learn spelling words: contractions and adjectives
(comparatives and superlatives — e.g. friendly,
friendlier, friendliest)

Comparatives using regular patterns
Read two sides of an argument
Discuss both sides of the argument: for and against
Identify the persuasive language structure and
features of each point of view
Write compound sentences to express own point of
view
Spelling

Comparative words
Handwriting

Learn how to join joining letters with exits to letters
with rounded entries (e.g. am, ax, cr, tr)
Differentiation
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Resources
Words of persuasion chart or online space
Assessment task — Analysing and creating a persuasive text
Super teacher Worksheets: http://www.superteacherworksheets.com/ - search for “adjectives with er and est”.
Between the Lions: Trampolini Bros
Using English: Printable Handout: Comparatives
Helpful information
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston, p354.
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Expressing points of view
Persuasive sentences (1 of 5)
Alternative points of view (2 of 5)
Opposite arguments (3 of 5)
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Identify persuasive language features in sentences
Discuss the impact of persuasive language in
sentences
Compare sentences with no persuasive language to
those with added persuasive language features
Identify the type of persuasive language used to add
impact to these sentences
Spelling

Listen to a persuasive talk
Suggest alternative points of view to arguments
Write the opposing argument
Use persuasive language and set out in paragraphs
using a template
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Spelling

Handwriting
Complete the opposing argument
Use persuasive language
Set out in paragraphs using a template
‘r’ influenced vowel patterns in single-syllable words
Learn how to join more letters with exits to rounded
entry letters (e.g. un, um, xm, tr)
‘r’ influenced vowel patterns in single-syllable words
Handwriting

Learn more about joining letters with exits to letters
with rounded entries (e.g. em, ln, ln, nr, nx)
Main ideas (4 of 5)
Outline your argument (5 of 5)
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Brainstorm ideas/ topics for a persuasive article to
be published in an online class magazine
Work with partner/group to develop the main ideas
for a variety of persuasive topics
Choose a topic for a persuasive magazine article
List the main ideas on a planning template
Spelling

‘r’ influenced vowel patterns in single-syllable words
Handwriting

Learn how to join letters with exits to the letter ‘e’
(e.g. ae, ce, ke, le)
Differentiation
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Resources
Play Balloon joining words
Class chart — Words of persuasion
Assessment task — Analysing and creating a persuasive text
Guide to making judgments — Analysing and creating a persuasive text
These resources may be used to differentiate the learning or provide additional practice.
Helpful information
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston, p341, p177, p191 (a game: Turkey Feathers)
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Creating a persuasive text
First draft (1 of 5)
Edit your work (2 of 5)
Write final draft (3 of 5)
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Plan a persuasive article for an online magazine
using a template
Spelling

Single-syllable homophones
Handwriting

Consolidate joining letters with exits to letters with
pointed entries and letters with rounded entries and
the letter ’e’
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Write a draft copy of a persuasive text
demonstrating increasing control over text structure
and language features
Self-reflect using a self-assessment checklist
Read texts for meaning, structure, grammatical
choices and punctuation.
Self-reflect on the draft in order to make changes
and add more persuasive devices
Edit and proofread the draft

Spelling
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Spelling
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Reread and edit texts
Self-reflect using a self-assessment checklist
Read texts for meaning, structure, grammatical
choices and punctuation
Self-reflect on the draft in order to make changes
and add more persuasive devices
Edit and proofread the draft
Single-syllable homophones
Single-syllable homophones
Handwriting

Consolidate joining letters with exits to letters with
pointed entries and letters with rounded entries and
the letter ’e’
Construct a digital text (4 of 5)
Share and reflect (5 of 5)
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Use software to type the final copy
Add images to support the text
Upload the persuasive article into the class
magazine
Read magazine articles

Share articles with the class
Justify the use of persuasive language in the
magazine article
Reflect on how the persuasive article was presented
Spelling

Single-syllable homophones
Handwriting

Consolidate joining letters with exits to letters with
pointed entries and letters with rounded entries and
the letter ’e’
Differentiation
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Resources
http://education.qld.gov.au/ - search for “smart food and drink choices” – spectrum poster
Free public domain photo database
Online class magazine (from lesson 4)
Assessment task — Analysing and creating a persuasive text
Digital recording device to record students’ oral reading
Helpful information
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston, p177, p343, p199 (homophone games: Win, Lose or Draw, Homophone Rummy)and p227 (homophone game: Homophone Solitaire)
NAPLAN http://www.qsa.qld.edu.au/ - search for “Persuasive devices continuum”
Handwriting
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Exits only
Pointed entries
Find and prepare
Handwriting journal
Spelling
Supporting Learning Resource — Year 3 NAPLAN spelling list
Digital
Compound words spelling city website
http://www.spellingcity.com/compound-words.html?utm_source=SpellingCity&utm_medium=Banner&utm_term=Resource&utm_content=CompoundWords&utm_campaign=
Super teacher Worksheets: http://www.superteacherworksheets.com/ - search for “adjectives with er and est”.
Between the Lions: Trampolini Bros
http://pbskids.org/lions/games/trampolini.html
Using English: Printable Handout: Comparatives:
http://www.usingenglish.com/handouts/242.html
Find and prepare
A sample of a completed diagnostic test
Prepare a set of words to use for teacher-directed modelling..
Helpful information
Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 1996, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston, p165
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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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Assessment task: Analysing and creating a persuasive text
C2C
Name
Learning area
English
Class
Year level
3
School
Unit
1
Assessment: Multimodal persuasive text
•
•
•
Write a persuasive article for an online class magazine.
What to do:
•
Step 1
•
Complete your graphic organiser.
•
Plan your persuasive article.
•
Step 2
•
Write a draft.
Step 3
•
Select an image to support your text.
Step 4
•
Check your writing using your self-assessment checklist.
Step 5
•
Construct your magazine article using a computer.
Elaboration on Unit 1 Assessment task
•
What to do:
1. Plan the structure and language of the persuasive article using the sheet Plan your persuasive article.
• Decide on an issue or a topic which needs to be shared with your peers in the magazine.
• Establish your point of view on the issue.
• Develop three main reasons for this point of view.
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• Elaborate these reasons into paragraphs.
2. Write the first draft of the persuasive article using this structure.
• Introduction — introduce the topic - paragraph a
• Body - state your main points in sentences; include a topic sentence and one or two more sentences on the same topic – paragraph b
• Conclusion — sum up your main points – paragraph c
3.
4.
Use some persuasive language features in your writing. These could include:
•
modal verbs and adverbs
•
adjectives in noun groups
•
text connectives
•
conjunctions and compound/complex sentences to give reasons for points of view
•
questions
•
facts
•
exaggeration.
Edit the first draft to clarify meaning and proofread for correct spelling and punctuation.
5. Self-reflect on the draft by completing the first check of the sheet Self-assessment checklist: persuasive writing.
6. Make changes to your draft.
7. Self-reflect on the first draft by completing the second check of the sheet Self-assessment checklist: persuasive writing.
8. Select images to include.
9. Type the final copy using software.
10. Upload images and written text into the class magazine space.
C2C adapted with permission by NT DET © The State of Queensland
25 of 27
www.det.nt.gov.au
Assessment task: Analysing and creating a persuasive text
C2C
Name
Learning area
English
Class
Year level
3
School
Unit
1
Assessment: Multimodal persuasive text
•
•
•
Write a persuasive article for an online class magazine.
What to do:
•
Step 1
•
Complete your graphic organiser.
•
Plan your persuasive article.
•
Step 2
•
Write a draft.
Step 3
•
Select an image to support your text.
Step 4
•
Check your writing using your self-assessment checklist.
Step 5
•
Construct your magazine article using a computer.
Elaboration on Unit 1 Assessment task
What to do:
1. Plan the structure and language of the persuasive article using the sheet Plan your persuasive article.
• Decide on an issue or a topic which needs to be shared with your peers in the magazine.
• Establish your point of view on the issue.
• Develop three main reasons for this point of view.
• Elaborate these reasons into paragraphs.
C2C adapted with permission by NT DET © The State of Queensland
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2. Write the first draft of the persuasive article using this structure.
• Introduction — introduce the topic - paragraph a
• Body - state your main points in sentences; include a topic sentence and one or two more sentences on the same topic – paragraph b
• Conclusion — sum up your main points – paragraph c
3. Use some persuasive language features in your writing. These could include:
•
modal verbs and adverbs
•
adjectives in noun groups
•
text connectives
•
conjunctions and compound/complex sentences to give reasons for points of view
•
questions
•
facts
•
exaggeration.
4. Edit the first draft to clarify meaning and proofread for correct spelling and punctuation.
5. Self-reflect on the draft by completing the first check of the sheet Self-assessment checklist: persuasive writing.
6. Make changes to your draft.
7. Self-reflect on the first draft by completing the second check of the sheet Self-assessment checklist: persuasive writing.
8. Select images to include.
9. Type the final copy using software.
10. Upload images and written text into the class magazine space.
C2C adapted with permission by NT DET © The State of Queensland
27 of 27
www.det.nt.gov.au