LITERACY / UNIT PLANNER

Topic: Persuasive Writing Year Level: 5 Term: Week: Date:

GRAMMAR !CU": #level$%
&' W(ole te)t $tr*ct*re o+ a, ar-*me,t #per$*a$ive% piece
La,-*a-e +eat*re$ +or t(e te)t.t/pe:
0' "e,te,ce level
Thought provoking questions
How to structure an individual argument
1' Wor2 level
Emotive language
Adjectives
(Wing Jan, !!", pp# $$%$$&#
Te)t t/pe a,2
mo2e
Li$te,e2 to "poke, Rea2 Writte, 3ie4e2 Pro2*ce2
Ar-*me,t $ $ $ $ $ $
"tep$ i, Teac(i,- a,2 Lear,i,- C/cle: #a2apte2 Dere4ia,ka5 &667/0778%
'# (uilding topic knowledge
# (uilding te)t knowledge*+odel the genre
,# -uided activities to develop voca.ular/ and te)t knowledge
0# Joint construction o1 te)t
2# 3ndependent construction o1 te)t
4# 5e1lecting on language choices
re9*e,tl/ *$e2 Literac/ I,$tr*ctio,al "trate-ie$:
Think Aloud 6anguage E)perience Approach (5*W& 5ead to 7hared 5*W
-uided 5*W +odelled writing 3nteractive writing 3ndependent 5*W
6iterature 8ircles 5eciprocal Teaching +ini lesson 5oving con1erences
5eading 3nterviews 8lo9e
Topic.$peci+ic voca:*lar/ +or t(e *,it o+ 4ork:
Argument
Adjective
:pinion
Thought Provoking
Point
Evidence
Evaluation
6ink
;iewpoint
;oca.ular/
7tructure
T(i,ki,- Tool$/tec(,i9*e$ to $*pport c(,;$ t(i,ki,- :e+ore/2*ri,-/a+ter a, activit/:
-raphic :rganisers (-:& e#g# ;enn <iagram, =%8hart, T%chart, 7emantic grid> (rainstorm>
+indmap> Think%Pair%7hare> <:;E> Placemat> -ra11iti Wall> Post%it ?otes> 7unshine Wheel> A%@
pro1orma> Pro.lem%solving> 5e1lective 6earning Journals> 7hare time> 5e1lection 8ircles> 5ole%pla/>
Aish (owl> <e.ate> <iscussion> P?3> 2;3Ps> (undling>
Compre(e,$io, "trate-ie$: Predicting> ;isualising> +aking connections> Buestioning> 3n1erring>
<etermining important ideas> 7ummarising> Ainding evidence in the te)t> Cnderstanding new
voca.ular/> 7/nthesising> 8omparing and contrasting> Paraphrasing> 5ecognising cause and e11ect>
7kimming and scanning>
<*e$tio, t/pe$: sel1%questioning> , levels> (literal, in1erential, evaluative& BA5
Re$o*rce$:
Wing Jan, 6# (!!"&# Write ways# 7outh +el.ourneD :CP#pp# +ohammed> EP37:<E <iscrimination English teaching
resources downloaded on $$ 1rom www#m/place#edu#au*# +/ Place we.site www#m/place#edu#au ;ideo clip Episode >
+ohammed A(8, +/Place httpD**www#a.c#net#au*a.c,*m/place*
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
aking choices
!ote taking
"bser#ing
"rdering e#ents
"rganising
$erforming
$ersuading
$lanning
$redicting
$resenting
$ro#iding feedback
%uestioning
&eading
&ecognising bias
&eflecting
&eporting
&esponding
&estating
&e#ising
'eeing patterns
'electing information
'elf(assessing
'haring ideas
'ummarising
'ynthesising
)esting
*ie+ing
*isually representing
,orking independently
,orking to a timetable
' E P a g e
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention
or focs of the session) Incldes ho' &
'hat yo 'ill se to ,a&e a 5dg,ent on
stdents atte,pt('or&!
"e$$io, &
=*il2i,- topic
k,o4le2-e
Watc( M/ Place
>Mo(amme2:
Di$crimi,atio,;
clip'
T(i,k Alo*2
Wh/ couldnFt
<anielle tr/ out 1or
the cricket teamG
3s it 1airG Wh/*Wh/
notG
What could .e an
alternative
possi.ilit/G
Are there other cases
/ou can think o1
where either .o/s or
girls are not allowed
to participate in
activities or games
togetherG
T(i,k/Pair/"(are
Mi,i Le$$o,
7tudents will participate in
a class .rainstorm to .e
conducted on .oard (will
displa/ positives and
negatives o1 gender%
speci1ic sports&#
7tudents will then
individuall/ compile a T%
8hart to displa/ the pros
and cons#
Refer to appendix 1
T.C(art
Watch a clip o1 an AA6
match
I,2epe,2e,t Writi,-
Write a list o1 reasons wh/
/ou .elieve or wh/ /ou
donFt .elieve girls should
.e a.le to pla/ in the AA6
(Cse T%8hart&
Teac(i,- -ro*p 4it(
$mall -ro*p o+ EAL:
8onduct a group
discussion
What do /ou notice a.out
the game that ma/ .e
dangerous 1or girls to pla/
with .o/sG (Tackles,
.umps, etc#&
An/ reasons /ou can think
o1, 1or or againstG
8reate a group list on the
.oard 1or students to cop/#
"(are Time
What are our T%8harts
demonstratingG What sort
in1ormation do the/
o11erG
Would an/one like to
share one point, positive
or negative, the/ wroteG
<iscuss that using these
points we can create
arguments#
5ove the room as
students are 1illing in T%
8hart#
Prompt students 1urther
i1 require deeper
thinking#
Ensure correct column
allotment#

E P a g e
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention
or focs of the session) Incldes ho' &
'hat yo 'ill se to ,a&e a 5dg,ent on
stdents atte,pt('or&!
"e$$io, 0
=*il2i,- te)t
k,o4le2-e/ Mo2el
t(e -e,re
Mo2elle2 Writi,-
7tudents provide
teacher with the
points 1or the
argumentsH should
students have to wear
school uni1ormsG
+odel how to
structure an argument
.ased on student
input#
% Point
% Evidence
% Evaluation
% 6ink
Role Pla/
3n pairs students will have
a conversation*de.ate with
each other 1rom di11erent
viewpoints (positive or
negative& .ased on gender%
speci1ic sports#
<iscuss with students
what an opinion is#
?eed to 1orm one to write
an argumentative piece#
I,2epe,2e,t Writi,-
7tudents will compile
written arguments 1rom
the conversation*de.ate
1rom a chosen viewpoint
(need to choose one to
1orm an opinion&
Teac(i,- -ro*p 4it(
$mall -ro*p o+ EAL:
Have an oral discussion
a.out viewpoints and how
to present an opinion
Work with individual
students to 1orm an
opinion and create a list o1
arguments to support#
"(are Time
Ask i1 an/ groups would
like to per1orm their
conversation*de.ate in
1ront o1 the class or
present the class with an
opinion the/ have 1ormed
and wh/G
<oes a personal opinion
present .oth sidesG
When writing a
persuasive argumentative
piece do /ou need to
present .oth sidesG
5oving the room while
students are having
their discussions or
de.ates#
Prompt some groups i1
the/ require 1urther
discussion#
Bui9 some students
a.out what is an
opinionG
:.serve i1 students use
evidence as reasoning
1or 1orming their
opinion#
, E P a g e
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention
or focs of the session) Incldes ho' &
'hat yo 'ill se to ,a&e a 5dg,ent on
stdents atte,pt('or&!
"e$$io, 1
G*i2e2 activitie$ to
2evelop voca:*lar/
a,2 te)t k,o4le2-e
"(are2 Rea2i,-
Annotate a series o1
written arguments on
the .oard,
highlighting 1eaturesD
% Time
connectives
% Present tense
% 7trong
adjectives
% Thought
provoking
questions
% Emotive
words
Grap(ic !r-a,i$er
7tudents are to .uild a
voca.ular/ sheet, 1inding
time connectives and
adjectives, thought
provoking questions and
emotive words that could
.e use1ul 1or enhancing an
argument#
Refer to appendix 2
I,2epe,2e,t Writi,-
7tudents will revise their
written arguments a.out
gender%speci1ic sports and
make appropriate changes
to enrich their work#
3ncluding voca.ular/,
structure, language
1eatures#
Teac(i,- -ro*p 4it(
$mall -ro*p o+ EAL:
6ook closel/ at emotive
words to strengthen an
argument (hopeless,
scared, secure, etc&
Work through individual
e)amples o1 arguments
and assist students to
enhance their own
arguments
"(are Time
7tudents will share a
written argument .e1ore
and a1ter enhancing with
rich voca.ular/#
7tudents can provide
1eed.ack 1or each other#
8ollect students work
and check 1or editing#
Have students made
changes to their
argumentsG
Have the/ included
richer voca.ular/G
Are there students who
need 1urther assistance
with the taskG
0 E P a g e
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention
or focs of the session) Incldes ho' &
'hat yo 'ill se to ,a&e a 5dg,ent on
stdents atte,pt('or&!
"e$$io, ?
@oi,t co,$tr*ctio,
o+ te)t
T.C(art
5e%watch the +/
Place clip
With the T%8hart in
hand can /ou add to
the side which
represents /our
opinionG
"(are2 Writi,-
7tudents will participate in
shared writing#
Teacher will write and
opening introduction 1or a
colla.orative piece and
one argument with input
1rom the children#
7tudents are to cop/ the
te)t#
Po$t it Note$
7tudents will annotate the
copied passage,
highlighting the structural
and language 1eatures o1
the te)t using Post it notes#
Teac(i,- -ro*p 4it(
$mall -ro*p o+ EAL:
7tudents will participate in
interactive writing with
the teacher to structure an
argumentative persuasive
piece#
Teacher will write parts
and the students will either
write or orall/ deliver
what is to .e written to
make a colla.orative
series o1 arguments#
"(are Time
What have we .uilt so 1ar
in regards to a persuasive
te)tG
What does the structure
involveG
What are the ke/
language 1eaturesG
What is an opinionG
<oes /our work so 1ar
re1lect /our opinionG
:.serve students
participation and
engagement during
shared writing#
8ollection o1 the
annotated pieces will
assist with gaining
insight into students
understanding o1 the
structure required#
2 E P a g e
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention
or focs of the session) Incldes ho' &
'hat yo 'ill se to ,a&e a 5dg,ent on
stdents atte,pt('or&!
"e$$io, 5
I,2epe,2e,t
co,$tr*ctio, o+ te)t
Mo2elle2 Writi,-
<raw a template o1
the whole structure o1
an argumentative
persuasive piece on
the .oard as a
re1erence
I,2epe,2e,t Pla,,i,-
7tudents will cop/ the
template and plot their
points to assist with their
writing process#
The template will .e used
as a plan and will .e 1illed
using previous resources
such asD
% T%8hart
% 6ist o1 arguments
% -raphic organiser
% Etc#
I,2epe,2e,t Writi,-
7tudents will .egin
writing their own
persuasive piece .ased on
the previous work with the
topic o1 gender%speci1ic
sports
Teac(i,- -ro*p 4it(
$mall -ro*p o+ EAL:
-uided writing
7tudents will .egin
writing their own
persuasive piece .ased on
the previous work with the
topic o1 gender%speci1ic
sports with assistance
1rom teacher
"(are Time
Ask how students 1eel
a.out their work progress
Would an/one who hasnFt
shared in previous lessons
like to share an/ points or
1eelingsG
:.serve student
progress#
Are the/ on trackG
Have the/ written
enough 1or the time
the/ have .een allowed
to writeG
Are the/ utilising the
tools the/ used
previousl/ (T%chart,
graphic organiser, etc#&G
4 E P a g e