Term+3+Persuasive+unit+2015

** Overarching English Outcomes from the Australian Curriculum: ** ** Language ** ** Literature ** ** Literacy ** ** Lesson Sequence ** ** Lesson **** Sequence 1: **** What is a persuasive text? An introduction to the parts of a persuasive text ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Give an explanation of a persuasive text, its purpose and discuss the generic structure (introduction, body and conclusion) by modeling using an example of a persuasive text on the interactive white board (IWB). Discuss and observe several other examples of a persuasive text. Students then place the three parts of a cut up persuasive text under the labels ‘introduction’, ‘body’ and ‘conclusion’ and write a few sentences explaining the purpose of that particular persuasive text. ** Assessment: **
 * Persuasive text Writing **
 * ** Unit Overview ** ||   || register ||
 * ** 1 ** ||  Introduction to parts of a persuasive text  || register. ||  ** 12 **  ||  Language Orientation- Facts and opinions to support arguments  ||   ||
 * ** 2 ** ||  Persuasive Text Orientation  ||   ||  ** 13 **  ||  Transformation- body  ||   ||
 * ** 3 ** ||  Language Orientation-openings  ||   ||  ** 14 **  ||  Word Study- body  ||   ||
 * ** 4 ** ||  Language Orientation- technical and emotive language  ||   ||  ** 15 **  ||  Joint Construction- body  ||   ||
 * ** 5 ** ||  Language Orientation- verbs and tense  ||   ||  ** 16 **  ||  Language Orientation- Conclusion  ||   ||
 * ** 6 ** ||  Transformation- introduction  ||   ||  ** 17 **  ||  Transformation- conclusion  ||   ||
 * ** 7 ** ||  Word Study- Introduction  ||   ||  ** 18 **  ||  Word study- homophones  ||   ||
 * ** 8 ** ||  Joint Construction- Introduction  ||   ||  ** 19 **  ||  Joint Construction- conclusion  ||   ||
 * ** 9 ** ||  Language Orientation- conjunctions and connectives  ||   ||  ** 20 **  ||  Plan individual construction  ||   ||
 * ** 10 ** ||  Language Orientation- Modality  ||   ||  ** 21 **  ||  Individual construction  ||   ||
 * ** 11 ** ||  Language Orientation- Passive voice  ||   ||   ||   ||   ||
 * Examine how evaluative language can be varied to be more or less forceful [|(ACELA1477)]
 * 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) [|(ACELA1478)]
 * Understand that paragraphs are a key organizational feature of written texts (ACELA1479)
 * Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
 * Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
 * 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’ [|(ACELA1485] )
 * Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
 * Identify the point of view in a text and suggest alternative points of view (ACELY1675)
 * Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
 * 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 (ACELY1682)
 * 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 (ACELY1682)
 * __Identify the__ audience and __purpose of__ imaginative, informative and __persuasive texts__ (ACELY1678)
 * Students will understand that the generic structure of a persuasive text contains an introduction, body and conclusion.
 * Students will understand the purpose of a persuasive text.
 * Checklist recording students understanding that a persuasive text contains an introduction, body and conclusion.
 * Checklist recording students understanding of the purpose of a persuasive text.

** Lesson **** Sequence 2: Persuasive text orientation ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Teacher talk is used to tell a persuasive text agreeing with a particular statement, focusing on the use of specific language features that will be further explored later on. Pictures will be used to support the telling of the persuasive text. Following this the persuasive text is read to students and their attention is drawn to the audience and one argument that supports the point of view presented. Demonstrate how to record it down the left hand side of a fish bone planner. Then in groups of 3-4 students identify other arguments presented in the text and record them on the left hand side of the fish bone planner (see example of a fish bone planner under resources). Students brainstorm alternative points of view/arguments down the right hand side of the fish bone planner. Share them with the class and discuss how arguments/points of view may change depending on the audience it is being presented to. ** Assessment: **
 * __Identify the audience__ and purpose __of__ imaginative, informative and __persuasive texts__ (ACELY1678)
 * __Identify the point of view in a text and suggest alternative points of view__ (ACELY1675)
 * Students will identify the point of view presented, as well as alternate points of view.
 * Students will understand that a persuasive text may be written for a variety of different audiences.
 * Observation and checklist recording students understanding of different points of view.
 * Checklist recoding students understanding of different audiences.

** Lesson Sequence 3: Language orientation 1 (Introduction) – Opening statement and statement of opinion ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Re-read the introduction of the selected persuasive text, display it on the IWB and provide students with their own copy of the text to underline key language features discussed. Point out that a persuasive text introduction begins with an opening statement that contains a rhetorical question or a short and clear topic statement which informs the reader about the issue or concern, provides background information and grabs the reader’s attention (underlined in red). Also point out that the introduction of a persuasive text contains a statement of opinion which tells the reader the author’s point of view on the issue or topic being presented (underlined in blue). Then provide pairs of students with another example of a persuasive text introduction to underline the opening statement in red and the statement of opinion in blue. Students discuss and write a few sentences describing the issue and background information presented, as well as the language features used to grab the reader’s attention, the author’s opinion on the issue or topic presented and the importance of these in a persuasive text introduction. ** Assessment: **
 * __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) (ACELA1478)
 * Students will understand that a persuasive text introduction contains an opening statement that informs the reader about the issue or concern, provides them with background information and grabs their attention.
 * Students will understand that a persuasive text introduction contains a statement of opinion that informs the read of the author’s point of view on the issue or topic.
 * Student work samples showing the opening statement underlined in red and statement of opinion underlined in blue.
 * Observation of pairs and collection of their work to be recorded on a checklist to state their understanding of the purpose of an opening statement and statement of opinion as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 4: Language orientation 2 (Introduction) – Technical and emotive vocabulary ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the persuasive text introduction on the IWB and provide students with their copy of the text from the previous lesson. Point out and underline the specialized/technical vocabulary (underlined in green) and emotive vocabulary (underlined in orange) used by the author; explain what they mean, their purpose within the text and possible reasons why the author has selected these words. In pairs students then write down the technical and emotive vocabulary, discuss and write the meanings of the words and why they have been chosen by the author. Students compare with another pair to see if they agree and can add anything else to their writing. ** Assessment: **
 * __Learn__ extended and __technical vocabulary__ and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
 * __Examine how evaluative language can__ be varied to __be more or less forceful__ (ACELA1477)
 * Students will understand that technical vocabulary is used to relate to the issue being argued and to give ideas authority.
 * Students will understand that emotive vocabulary is used to persuade the reader.
 * Student work samples showing correct underlining of technical vocabulary in green and emotive vocabulary in orange.
 * Observation of pairs and collection of their work recorded on a checklist to show students understanding of technical and emotive vocabulary as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 5: Language orientation 3 (Introduction) – Verbs and present tense ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the persuasive text introduction on the IWB and provide students with their copy of the text. Point out and underline verbs in purple and explain what types of verb they are and their purpose within the sentence (e.g. to express action, or ways of thinking and feeling); paying particular attention to verbs that show present tense (e.g. is, are, means, need, stop, act, be). Explain that these are an important language feature of a persuasive text as they show that the topic or issue is important/happening now. Inform students that present tense is used throughout most persuasive texts depending on the purpose of parts of the text. Then as a class write the underlined verbs on butcher’s paper divided into the categories action, thinking and feeling verbs. Students think-pair-share other verbs that could be used to convey emotion of an issue and/or the author’s point of view, write them on a piece of card and stick them in the appropriate category, discuss the tense and act out (if appropriate) these new verbs. « The verb word wall will be placed on the wall for student access and use. ** Assessment: **
 * __Understand that verbs represent different processes__, for example doing, thinking, saying, and relating and that these processes are anchored __in time through tense__ (ACELA1482)
 * __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) (ACELA1478)
 * Students will understand how different types of verbs are used to convey the emotion of the issue and the author’s point of view. E.g. action, mental/thinking and feeling verbs.
 * Students will understand how verbs are used to show present tense.
 * Student work samples showing correct underlining of verbs in purple.
 * Observation/anecdotal notes of students during think-pair-share and discussion to be recorded on a checklist to state their understanding of action, mental/thinking and feeling verbs, as well as verb tenses (particularly present tense) as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 6: Transformation (Introduction) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Write and display the persuasive text introduction on cardboard strips on a transformation board. Point out the key language features of a persuasive text introduction that have been observed in previous language orientations; the opening statement, statement of opinion, technical vocabulary, emotive vocabulary, verbs and present tense. Explain what these means, how they have been used, and their purpose within the text. Discuss possible reasons why the author chose to use these language features. Then invite students to make cuts to identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and to manipulate the sentence structure and meaning where appropriate to further explore how words work (demonstrate that parts of the sentence still make sense after a word or several words have been cut and moved or removed altogether). ** Assessment: **
 * __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) [|(ACELA1478)]
 * Students will understand how an opening statement, statement of opinion, emotive vocabulary, technical vocabulary, verbs and present tense work as units of meaning within a persuasive text to understand the author’s language choices.
 * Observation and anecdotal notes of appropriate cuts and student discussion of the units of meaning, their structure and sequence, and manipulation of these. This is then recorded on a checklist to show students understanding of opening statements, statements of opinion, emotive vocabulary, technical vocabulary, verbs and present tense as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 7: Word study (Introduction) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Using the transformation strips from last lesson point out technical vocabulary words that contain ‘tion’ (e.g. nation, competition, education). Explain that these words contain a base word and a suffix. Cut the ‘tion’ word from the text, identify the base word and demonstrate how to add the suffix ‘tion’ to the base word. Explain that ‘tion’ makes a ‘shun’ sound and usually tells us that the word is a noun, however it is not the only spelling that makes the ‘shun’ sound. There is also ‘sion’, ‘ssion’ and ‘cian’, and it is important to know when to use each one. Words with ‘tion’ are the most common. Words with ‘sion’ are often formed from verbs ending in ‘d’, ‘de’, ‘se’ and ‘t’, words with ‘ssion’ are often formed from verbs that end in ‘ss’ by adding ‘ion’, and words with ‘cian’ are often used for occupations such as an electrician. Brainstorm words with each of the ‘shun’ suffixes and explain/demonstrate how to apply the spelling rules for each. Provide students with a card containing the suffix ‘tion’, ‘sion’, ‘ssion’ or ‘cian’; when told to go make groups of four containing one of each suffix. Use newspapers and magazines to find words containing each of the suffixes and create a poster to show the base word and the suffix, and explain the spelling rule for how to add each suffix to the base word. ** Assessment: **
 * __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’__ [|(ACELA1485] )
 * Students will understand that a morpheme contains a base word and an affix (a prefix or a suffix). E.g. competition contains the base word ‘compete’ and the noun suffix ‘tion’.
 * Students will understand when it is appropriate to use ‘tion’, ‘sion’, ‘ssion’ and ‘cian’ when spelling words with the ‘shun’ sound.
 * Observation and collection of student work samples displaying examples of the suffixes ‘tion’, ‘sion’, ‘ssion’ and ‘cian’ with an explanation of how to apply the spelling rule for adding each suffix to the base word. This will be recorded on a checklist to show students understanding as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 8: Jointly constructed writing (Introduction) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Inform students that as a class they will be jointly constructing a persuasive text introduction which will be the opposing opinion to the example persuasive text they have been observing and deconstructing in previous lessons. Remind students of the language features they have looked at in the example persuasive text (opening statement, statement of opinion, emotive vocabulary, technical vocabulary, verbs and present tense). Give students 2 minutes to brainstorm several ideas for how the persuasive text introduction could be written keeping in mind the purpose, audience and language features, and share these ideas with the class to create a class brainstorm. Then using these suggestions for what a good persuasive text introduction looks like model and jointly construct an introduction that argues the relevant point. Read through it as a class to check that it includes important language features at sentence and word level and to ensure everyone is happy with it. ** Assessment: **
 * __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__ (ACELY1682)
 * Students will understand how a persuasive text introduction is written through planning and joint construction.
 * Collection of students’ individual brainstorms, observation and anecdotal notes recorded on a checklist to show students understanding of how a persuasive text introduction is planned for, written and constructed as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 9: Language orientation 1 (Body) – Conjunctions and connectives ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Select one paragraph from the body of the persuasive text containing an argument and supporting evidence, display it on the IWB, read it to students and provide them with their own copy of the text. Point out and underline conjunctions (underlined in red) and connectives (underlined in blue), and explain their meaning and purpose within a persuasive text; to add information, contrast ideas, link cause and effect, and to explain time and circumstances. Also point out that a conjunction can join phrases, link a subordinate and principal clause together, and can transform a simple sentence into a compound or complex sentence. Then, provide students with a short paragraph of text containing mostly simple sentences and have them rewrite it using conjunctions and connectives to add information, contrast ideas, link cause and effect, explain time and circumstance. Students share their writing with a partner and discuss how the use of conjunctions and connectives makes the piece of writing more cohesive**.** ** Assessment: **
 * __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) [|(ACELA1478)]
 * Students will understand that conjunctions are used to join ideas in the same sentence by adding information, contrasting ideas, linking cause and effect, and explaining time and circumstances.
 * Students will understand that connectives are used to link ideas in one sentence to the ideas in another sentence or paragraph by adding information, contrasting ideas, linking cause and effect, and explain time and circumstances, and may also indicate sequence.
 * Student work samples showing underlining of conjunctions in red and connectives in blue.
 * Student work samples marked and recorded on a checklist to state student understanding of the use of conjunctions and connectives to add information, contrast ideas, link cause and effect and explain time and circumstance as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 10: Language orientation 2 (Body) – Modality ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the same paragraph used in the previous language orientation on the IWB and provide students with their copy of the text. Point out and underline modal verbs, adverbs and adjectives, and explain their meaning, purpose within the text and possible reasons why the author has selected these particular words. Then provide students with a paragraph from a persuasive text and a table displaying examples of low, medium and high modality words (see an example under resources). Students identify the modal verbs, adverbs and adjectives used and underline low modality words in blue and medium modality words in red. Students write above the low and medium modality words a high modality words that makes the statements in the paragraph more forceful and discuss these as a class. ** Assessment: **
 * __Examine how evaluative language can be__ varied to be __more or less forceful__ [|(ACELA1477)]
 * Learn extended and technical vocabulary and __ways of expressing opinion including modal verbs__ and adverbs (ACELA1484)
 * Students will understand how modality can be used to indicate the certainty of a statement and persuade the reader. E.g. must, might, could, would, should.
 * Observation and collection of student work samples to be recorded on a checklist to state their understanding of modality as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 11: Language orientation 3 (Body) – Passive voice ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the same paragraph used in the previous language orientation on the IWB and provide students with their copy of the text. Point out and underline passive voice (underline in purple) and explain what it is and when it is used; ‘passive voice uses passive verbs where the subject does not do the action’ (Whitfield, 2009, p. 7). Also explain the meaning of active voice and how it differs from passive voice; ‘active voice uses active verbs where the subject performs the action of the verb’ (Whitfield, 2009, p. 6). Give several examples of each and explain the purpose of passive voice within a persuasive text and reasons why the author has selected to use this language feature. Provide students with an example of a sentence that contains active voice and a sentence that contains passive voice and ask what the difference is. Then explain the difference to ensure student understanding. Demonstrate how to change a sentence containing an active voice to passive voice and identify the subject and verb. Then provide pairs of students with several active voice sentences to rewrite as passive voice sentences and underline the subject and verb in both. Students explain to their partner how the two sentences differ and the purpose of passive voice within a persuasive text. ** Assessment: **
 * __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) [|(ACELA1478)]
 * __Understand that verbs represent different processes__, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
 * Students will understand passive voice, how it differs from active voice and its purpose within a persuasive text.
 * Observation and collection of student work samples marked and recorded on a checklist to show student understanding of passive voice, how it differs from active voice, and its purpose within a persuasive text as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 12: Language orientation 4 (Body) – The use of fact and opinion to support an argument and the sequencing of arguments ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the same paragraph used in the previous language orientations on the IWB and provide students with their copy of the text. Point out and underline the use of fact (underlined in yellow) and opinion (underlined in pink) to support the argument presented and explain the difference between them, as well as their purpose within a persuasive text. Also point out how fact and opinion has been sequence to support the argument presented and explain why they have been sequenced this way. Following this, underneath the paragraph already displayed on the IWB display the next two paragraphs of the text. Read these paragraphs to students and point out the arguments presented, including the use of fact and opinion to support the argument. Point out that the arguments are sequenced from most important to least important and that each argument is situated within a new paragraph; explain the importance of this. Then in groups of four provide students with one card each displaying a paragraph from a persuasive text. Students are to read, discuss and sequence the arguments from most important to least important and identify, discuss and underline the statements of fact and opinion to support the argument presented. Students then discuss why it is important that each new argument is presented in a new paragraph. ** Assessment: **
 * __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) (ACELA1478)
 * Understand that __paragraphs are a key organizational feature__ of written texts (ACELA1479)
 * Students will understand the use of fact and opinion to support an argument and how they differ.
 * Students will understand the arguments are sequenced from most important to least important and are sequenced through paragraphs.
 * Observation and collection of student work recorded on a checklist recording students understanding of fact and opinion and how they differ, as well as sequencing arguments from most important to least important and paragraphing as a key organizational feature as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 13: Transformation (Body) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Write and display the selected paragraph from the body of the persuasive text on cardboard strips on a transformation board. Point out key language features of a persuasive text body that have been observed in previous language orientations; conjunctions, connectives, modality, sequencing of arguments, fact and opinion to support an argument, and passive voice. Explain how they have been used and their purpose within the text, as well as what they mean and discuss possible reasons why the author has chosen to use these particular language features at sentence and word level. Invite students to make cuts to identify units of meaning, look at the structure and sequence of the units of meaning and manipulate the sentence structure and meaning where appropriate to explore and demonstrate how language features work at sentence and word level. ** Assessment: **
 * __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) [|(ACELA1478)]
 * Students will understand how conjunctions, connectives, modality, sequencing of arguments, fact and opinion to support arguments and passive voice work as units of meaning within a persuasive text to understand the author’s language choices.
 * Observation and anecdotal notes of appropriate cuts and discussion of units of meaning, their structure and sequence, and manipulation of structure and meaning. This is then recorded on a checklist to show students understanding of conjunctions, connectives, modality, sequencing of arguments, fact and opinion to support arguments and passive voice as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 14: Word study (Body) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Using the transformation strip from last lesson point out the ‘ould’ words that were observed during the modality lesson (e.g. c –ould, w –ould, sh –ould). Cut these words out of the text, point out and observe the phonemes in each word, as well as the onset and rhyme. Explain that these words are part of the ‘ould’ word family as they all have the same common letter pattern ‘ould’ which makes it easy for us to remember how to spell them. Look up and explain the etymology of these words to further demonstrate how they are related to one another and the reasons they have the same spelling pattern, as well as the fact that the l was not always silent. [The word ‘should’ dates from c.1200 and is derived from the Old English word //sceolde,// which is the past tense of //sceal.// The word ‘would’ dates from c.1300 and is derived from the Old English word //wolde,// which is the past tense of //willan// meaning ‘to will’. The word ‘could’ is derived from the Old English word //cude//, which is the past tense of //cunnan// meaning to ‘be able’. In c.1400 the ending changed to standard English –//d(e),// and then the l was added in c.1500-c.1600 on model of //would// and //should// (Harper, 2012 - http://etymonline.com/)]. Then in pairs students create a poster to show the phonemes, onset and rime and the origin of the words would, could and should to demonstrate their learning and to aid them in spelling words that contain ‘ould’. ** Assessment: **
 * __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’ [|(ACELA1485] )
 * Students will understand the phonemes and onset and rime of the words could, would and should, and that these words all come from the ‘ould’ word family.
 * Students will understand the origin of the words would, could and should, and how these words are related to one another to assist them in spelling words that contain ‘ould’.
 * Collection of student posters marked and recorded on a checklist to show their understanding of the phonemes, onset and rhyme and the origin of the ‘ould’ word family (could, would, should) as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 15: Jointly constructed writing (Body) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Remind students of the persuasive text they began jointly constructing by reading it to them. Explain that today they will be jointly constructing the body of this persuasive text. Ask students to explain the sentence and word level language features that are important in the body of a persuasive text as a reminder of what needs to be included. Provide students with the same fish bone planner they used in an earlier lesson. In groups of 3-4 give students 5-10 minutes to think of and discuss more arguments for the jointly constructed writing topic or to make their existing arguments stronger, and write these down the right hand side of the fish bone planner. Students then select their group’s best argument and write it on the IWB. Using students’ ideas begin modeling/jointly constructing the body of the persuasive text. Read through each paragraph in the body of the persuasive text to check that it contains important language features at sentence and word level and to ensure everyone is happy it. ** Assessment: **
 * __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__ (ACELY1682)
 * Students will understand how the body of a persuasive text is written and constructed through planning and joint construction.
 * Collection of students’ fish bone planners, observation and anecdotal notes recorded on a checklist to show students understanding of how the body of a persuasive text is written and constructed as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 16: Language orientation (Conclusion) – Summary of ideas, concluding statement and use of first person ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Display the conclusion of the persuasive text on the IWB and provide students with their own copy of the text to underline key language features that are discussed. Point out and underline in blue where the author has summaried the arguments addressed throughout the main body of the persuasive text, as well as the concluding statement that restates the position/point of view held by the author on the issue or topic being presented. Explain that when the author restates their position in the concluding statement it is often written in first person. Explain what first person is and its purpose within a persuasive text. Students are then given a sample persuasive text and are to identify if the conclusion contains a short summary of the arguments presented throughout the body of the persuasive text, as well as a concluding statement that restates the authors point of view on this issue or topic presented in first person or not. If it does not contain all of, or contains only some of these language features students are to suggest ways it could be improved by writing them down the right hand side of the conclusion. ** Assessment: ** Observation and collection of student work samples recorded on a checklist to show students understanding of a summary of the main arguments and a concluding statement restating the author’s position in first person as important aspects of a persuasive text conclusion as limited understanding, developing understanding, good understanding or excellent understanding.
 * __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) [|(ACELA1478)]
 * __Identify the point of view in a text__ and suggest alternative points of view (ACELY1675)
 * Students will understand that a persuasive text conclusion contains a short summary of the arguments presented throughout the persuasive text.
 * Students will understand that a persuasive text conclusion contains a concluding statement that restates the author’s point of view on the topic or issue presented, and that it is often written in first person.

** Lesson Sequence 17: Transformation (Conclusion) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Write and display the persuasive text conclusion on cardboard strips on a transformation board. Point out key language features used to sum up the main point of the text and the use of first person to restate the position held by the author. Explain how these language features have been used and their purpose within the text, as well as what they mean and discuss possible reasons why the author has chosen to use these particular language features. Invite students to make cuts to identify units of meaning, look at the structure and sequence of the units of meaning and to manipulate the sentence structure and meaning where appropriate to explore/demonstrate language features at sentence and word level. ** Assessment: **
 * __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) [|(ACELA1478)]
 * Students will understand how a summary of the main arguments of the text, a concluding statement and the use of first person work as units of meaning within a persuasive text in order to understand the author’s language choices.
 * Observation and anecdotal notes of appropriate cuts and discussion of units of meaning, the structure and sequence and manipulation of the sentence structure and meaning. This is then recorded on a checklist to show students understanding of a short summary of the main arguments of the text, a concluding statement restating the author’s opinion and the use of first person as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 18: Word Study (Conclusion) - Homophones ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** Students will use their visual knowledge to distinguish the difference between homophones, understand that they have different meanings and know when to use the correct homophone in sentences. E.g. their/there, weather/whether, principal/principle. ** Lesson Activity: ** Display the persuasive text conclusion on the IWB, read it and point out and underline the word ‘there’ in red. Explain that it is referring to a position, location or place. Then point out and underline the word ‘their’ in red and explain that it is possessive, associating with or belonging to a person or group of people. Ask students what happened when the word ‘there’ is replaced with ‘their’. What does it do to the sentence and why is it not correct? Explain that although they have the same sound they are spelt differently and have different meanings; these are called homophones and it is important to know when to use each one. Inform students that as well as understanding the meaning of these words to be able to distinguish which to use in writing we may also come up with a mnemonic or mnemonic device to help us remember which spelling to use. E.g. They are over __there__ practicing with __their__ team, or the principal is your pal (difference between principle and principal). Then, using newspapers and magazines students are to find the homophones ‘their’ and ‘there’ as well as other examples of homophones that may occur in writing. Students glue them in their books next to each other, write the meaning of each word underneath it and create a mnemonic to help them remember the difference so they know which spelling to use when. ** Assessment: **
 * 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’ [|(ACELA1485] )
 * Collection of student work samples marked and recorded on a checklist to show student understanding of homophones, their meaning and when to use each spelling in sentences as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 19: Jointly constructed writing (Conclusion) ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Remind students of the persuasive text they began jointly constructing by reading the introduction and body of the jointly constructed persuasive text. Explain that today they will be jointly constructing the conclusion of the persuasive text. Ask students to identify the language features that are important in the conclusion of a persuasive text as a reminder of what they have learnt. Looking at the jointly constructed persuasive text so far think-pair-share the arguments that need to be summarized in the conclusion as well as a strong statement to restate the author’s position using first person; write examples on the IWB. Then model/jointly construct the conclusion of the persuasive text. Read through the conclusion to ensure it contains important language features at sentence and word level, and to ensure that everyone is happy with it. Then read through the whole persuasive text and place it on the wall as a model for students to use when writing their own persuasive text. ** Assessment: ** Observation of students during think-pair-share and jointly constructed writing recorded on a checklist to show students understanding of how a persuasive text conclusion is written and constructed as limited understanding, developing understanding, good understanding or excellent understanding.
 * __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__ (ACELY1682)
 * Students will understand how the conclusion of a persuasive text is written and constructed through planning and joint construction.

** Lesson Sequence 20: Planning for individual construction ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Inform students that they will be writing their own persuasive text on a given topic and may either agree or disagree. Students choose if they agree or disagree with this statement and start developing arguments using a concept map keeping in mind their own experiences, as well as the audience, purpose, text structure and language features. Students share their ideas with a partner and then with the class providing students with the opportunity to talk it through and see others point of view. Students then use a hand planner (5 fingers – first finger is the introduction, the second, third and fourth fingers are the three main points in the body and the fifth finger is the conclusion) to begin thinking about in more detail what they will include in the introduction, body (at least three arguments) and conclusion of their persuasive text. ** Assessment: **
 * __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__ (ACELY1682)
 * __Draw connections between personal experiences and the worlds of texts__, and share responses with others (ACELT1596)
 * Students will plan for writing a persuasive text by taking into account their own experiences, as well as the audience, purpose, text structure and language features in the planning process.
 * Collection of student concept maps and hand planners, and observation of student discussion in pairs and as a class. This is then recorded on a checklist to show students understanding of how to plan for writing a persuasive text by taking into account their own experiences, as well as the audience, purpose, text structure and language features as limited understanding, developing understanding, good understanding or excellent understanding.

** Lesson Sequence 21: Individual construction of a persuasive text! ** ** Australian Curriculum Links: ** ** Specific Literacy Outcomes: ** ** Lesson Activity: ** Students use their concept maps, hand planners and the jointly constructed persuasive text as a model for writing their own persuasive text either agreeing or disagreeing with the given statement. Students are given a checklist of the important aspects of a persuasive text to check and tick off as they are writing their persuasive text to ensure they are doing the best writing they can do. ** Assessment: **
 * 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__ (ACELY1682)
 * __Draw connections between personal experiences and the worlds of texts__, and share responses with others (ACELT1596)
 * Students will understand how to write a persuasive text using the correct text structure and a range of language features, as well as by demonstrating the appropriateness of the audience and purpose.
 * Collection of student persuasive texts marked against a rubric showing their understanding of an opening statement, statement of opinion, arguments, supporting evidence, summary of the main arguments, concluding statement, text structure, sentence structure, spelling and punctuation.

** Unit Resources: **
 * Example of a fish bone planner []
 * Example of a low, medium and high modality words []
 * Writing a persuasive text poster [|http://teachstarter.com/writing-an-persuasive text-text-poster/]
 * Persuasive writing checklist []