MATHEMATICS / UNIT PLANNER



LITERACY / UNIT PLANNER

|Topic: Sam, Episode 22-Persuasive Texts |Year Level: 5 |Term: 3 Week: 6 |Date: 3/10/11 |

|GRAMMAR FOCUS: (3 levels) |Text type and |Listened to |Spoken |Read |Written |Viewed |Produced |

|Whole text structure of A persuasive piece of writing. |mode | | | | | | |

|Title | | | | | | | |

|Date | | | | | | | |

|Introduction of the topic | | | | | | | |

|3 main points arguing your side of the topic | | | | | | | |

|Concluding statement | | | | | | | |

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|Language features for the text-type: | | | | | | | |

|2. Sentence level | | | | | | | |

|Persuasive sentence starters | | | | | | | |

|Sentences begin with point of view | | | | | | | |

|3.Word level | | | | | | | |

|Descriptive language is used | | | | | | | |

| |Argument | |x | |x |x |x |

| |Persuasive |x |x |x |x |x |x |

|Topic-specific vocabulary: descriptive language, comparing, contrasting, describing, convict, |Teaching strategies: |

|criminal, support, debate, persuasive language, evidence, argument, for and against, language |Language experience (R/W) Read to Shared R/W Guided R/W |

|features, conclude, stating, lad, horse & carriage, “through and through,” “hoe the ground,” |Interactive writing Independent R/W Literature Circles |

|matic, timeline, chores, decade, canny, tripe. |Reciprocal Teaching Mini lesson Roving conferences |

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| |Resources: |

| |Wing Jan, L. (2009) Write ways. South Melbourne: OUP. Pp. 175-176 & 180-181; EPISODE 22 | 1798: Sam English |

| |Teaching Resources downloaded on 22 September from myplace.edu.au/. My place Website. |

| |Interactive Whiteboard. |

| |How to Debate: An Introduction. Retrieved October 3, 2011 from: |

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| |Grade 5 Debate Class. Retrieved October 3, 2011 from: |

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|Analysing |Estimating |Listening |Performing |Reading |Seeing patterns |Testing |

|Checking |Explaining |Locating information |Persuading |Recognising bias |Selecting information |Viewing |

|Classifying |Generalising |Making choices |Planning |Reflecting |Self-assessing |Visually representing |

|Co-operating |Hypothesising |Note taking |Predicting |Reporting |Sharing ideas |Working independently |

|Considering options |Inferring |Observing |Presenting |Responding |Summarising |Working to a timetable |

|Designing |Interpreting |Ordering events |Providing feedback |Restating |Synthesising | |

|Elaborating |Justifying |Organising |Questioning |Revising | | |

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|LITERACY FOCUS |WHOLE CLASS |MINI LESSON |INDEPENDENT |SHARE TIME AND |ASSESSMENT |

|(what you want the children to|FOCUS |(a short, sharp task relating to |LEARNING |TEACHER SUMMARY |STRATEGIES |

|come to understand or |(sets the scene/ context for |fluency in letter formation, word |(extended opportunity for students to|(focused teacher questions and |(should relate to objective. |

|appreciate) |what students do in the |study or the use of a new strategy |work in pairs, small groups or |summary to draw out the skills and |Includes what the teacher will |

| |independent aspect. e.g., It |to assist with the focus of the |individually. Time for teacher to |processes used in literacy task) |listen for, observe, note or |

| |may be modelling the use of |lesson) |probe children’s thinking or work a | |analyse) |

| |strategy) | |small group for part of the time.) | | |

|Session 1 |How do we use adjectives to |Teacher demonstrates how to take |Children watch video clip and take |Children work in pairs comparing and |On a class list, identify children|

|To view video clip “Sam, 1798”|describe a person or setting? |notes in dot point form on the board |notes in dot point form focussing on |contrasting their notes, and then |who are able to take at least 5 |

|and take notes focussing on |What do you look out for in |by describing a photo of Sam, |using descriptive language by |individually write full sentences |dot points from the clip which |

|descriptive language. |descriptive language? |focussing on his appearance, clothing|describing the characters and |about the setting and using their |include descriptive language of |

| | |etc. |setting. |notes as a guide for their sentences.|the setting. |

|Building up the Field | | | | | |

|Session 2 |What were the advantages and |Teacher demonstrates the format of a |In pairs, students create their own |Children in pairs present their |Observing if each pair has used at|

|Using descriptive language to |disadvantages of a |“Wanted” poster by also focussing on |“Wanted” posters, making sure they |poster to the class, describing their|least 5 adjectives in their |

|produce a “Wanted” Poster as |convict/criminal living in the |the descriptive language in context |include descriptive language to |criminal to the audience by using |poster. Mark off using a class |

|used in the 1790’s. |1790s? What would life had been|of the 1790s. Children list |describe the criminal, reward if |persuasive language used in their |list. |

| |like for them? |advantages of finding the criminal |found, picture/photo of criminal, |poster. | |

|Building up the Field | |and list disadvantages if the |name of criminal and to ensure poster| | |

| | |criminal is not caught. |is presentable and relevant to the | | |

| | | |1790s. | | |

| | |Eg. Wanted for stealing a coat, | | | |

| | |generous reward if nasty criminal | | | |

| | |found. | | | |

| | |(Wing Jan, 2009. P. 176) | | | |

|Session 3 |If supporting the chosen topic,|Students view youtube clip: How to |Students write their own debate topic|During share time, students read out |Teacher takes anecdotal notes on 6|

| |what key features must be |Debate: An Introduction. Teacher then|on a card. Students randomly select |their card, and their supporting |students, recording the evidence |

|Students think of reasons to |considered when debating a |models on the board different types |one card and come up with persuasive |evidence. Discuss whether these are |they use to support their |

|support given statements with |topic? |of debate topics that can be |evidence to support the chosen |clear and justified. Challenge |arguments for one of their chosen |

|evidence. | |discussed. Eg. “Why should students |statement, regardless of their |students to think further about their|cards. |

| | |have longer lunchtimes?” |personal opinion. |argument, is the topic logical? And | |

| | | |(Wing Jan, 2009. P. 175) |can it be debated? | |

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|Building up the Field | | | | | |

|Session 4 |Why do people debate about an |Students view youtube clip: Grade 5 |Teacher allocates students to focus |Children sit in a circle and each |Teacher takes anecdotal notes on 6|

| |issue or topic? What is the |Debate Class for the first time, and |on either the for or against side of |share one key argument they |students, recording what |

|Focussing on the 2 points of |purpose of a debate? What |teacher outlines the 2 sides of a |the debate. Students individually |identified from the Grade 5 Debate |persuasive language they have |

|view in a debate, for and |language features do people use|debate, and the purposes of each team|view the Grade 5 Debate Class youtube|Class youtube clip and explain why it|identified. |

|against. Identifying the |in a debate, and why? |member. |debate clip and list all key |is either a for or against point in | |

|persuasive language used in a | | |arguments that the debate presents. |the debate and how it improve the | |

|debate. | | | |overall point of view of the debate. | |

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|Building up the Field | | | | | |

|Session 5 |How should you present yourself|Teacher demonstrates sentence |In groups of 4-6, students are given |Groups will present their debates to |Students successfully used |

| |during a debate? How can we |starters that can be used in a debate|a debate topic, and which side they |the class. After debate, teacher |descriptive and powerful language |

|Students present a debate to |engage our audience? What |to persuade audience. |are arguing for. Each student |probes class discussion on key points|to persuade their audience |

|the class on a chosen topic to|descriptive language can we use|Eg. I strongly believe that... |prepares what they are going to say |raised, such as persuasive language | |

|improve their use of |to persuade our audience? |Firstly I would like to state... |on cue cards, each student having |used, body language etc. Teacher | |

|persuasive language in oral | |I would like to conclude by |their own key points to present. |elaborates on what areas could be | |

|texts. | |stating... |Enforcing their descriptive and |improved on Eg. Eye contact, | |

| | | |persuasive language in their |projecting their voice and use of | |

|Students pose arguments to aim| | |argument. |body language. | |

|for the audience to adopt | | | | | |

|their point of view. | | | | | |

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|Modelling the Genre | | | | | |

|Session 6 |How is persuasive texts used in|Teacher enlarges a letter to the |Students receive an example piece of |Using the Interactive Whiteboard, |Students identify target audience,|

|Identifying persuasive |real life? Where do we see |editor, and as a whole class |persuasive writing, and individually |each example of persuasive text is |key information and placement of |

|language within an opinion |them? What is their purpose? |persuasive language features are |they highlight persuasive language in|displayed, and those students come up|written and visual texts. |

|piece of writing. | |highlighted and their purpose is |the text and also identify the |and identify the persuasive language |Anecdotal notes taken on 6 |

| | |discussed. |structure. |features/text structure. Teacher |students, recording the language |

| | |Teacher models structure of a | |encourages to discuss with their |features that they have |

|Joint Construction | |persuasive piece to students. Eg. | |peers why what they have identified |identified. |

| | |Introduction, 3 paragraphs and a | |is a persuasive language feature. |(Wing Jan, 2009. P. 181) |

| | |conclusion. | | | |

|Session 7 |Writing a persuasive piece to a|Modelled writing: Teacher |Students commence independent writing|Ask children to share parts of their |Focussed observation by assessing |

|To compose a persuasive text, |newspaper, discussing why |demonstrates what aspects come first |on selected topic and decide whether |work that they feel confident with, |the structure of their persuasive |

|using descriptive and powerful|convict children should or |in a persuasive piece. Eg. Structure |they are arguing for or against. |including structure, content and |piece, if they have included |

|language to persuade the |should not be used for hard |and content including key arguments |Focussing on the structure of the |ideas where possible. Students share |introduction, key paragraphs and |

|audience. |labour. |and appropriate persuasive language. |text and appropriate language. |key words in their draft that are |conclusion. Are they able to |

| | | | |used to persuade an audience. |successfully plan their draft by |

|Independent Writing | | | | |including their key points? |

|Session 8 |Children continue working on |Teacher models how to edit someone |Students continue working on own |Students can share positive feedback |Teacher uses rubric to assess |

|To edit their persuasive text |their persuasive text for the |else’s work, by underlining spelling |piece of writing, once completed |about their partners work, discussing|student’s content of persuasive |

|including peer conferencing |local newspaper. |errors, syntax, appropriate tense |begin peer conferencing with a |the positives within their persuasive|piece. (See Appendix 1) |

|including providing | |used and use of formal language. |partner and start providing them with|text. Teacher can elaborate on |(Wing Jan, 2009. p. 180) |

|constructive feedback. | | |appropriate and constructive |student feedback, providing more | |

| | | |feedback. |helpful hints for the students work. | |

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|Independent Writing | | | | | |

|Session 9 |Continue working on final draft|Teacher provides students with a |Independent Writing |Collate student’s final copies of |Teacher uses class list to |

|To successfully publish final |of persuasive text. Focussing |check-list, of everything that should|Students produce final copy of their |their persuasive texts, and produce a|identify whether students have |

|draft of persuasive piece for |on final layout and |be included in their persuasive text.|persuasive text. They also proof read|class book/newspaper. Each child can |used successfully used the |

|a newspaper article including |presentation of good copy of |Including: Persuasive language, |their final piece to ensure there are|show the class their piece and what |check-list within their final |

|all formal elements. |persuasive text. |correct grammatical structure, |no spelling, grammatical or |they learnt about persuasive texts. |editing stages. |

| | |layout, title, date, author etc. |punctuation errors. | | |

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|Independent Writing | | | | | |

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