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Demonstration of

learning in lessons
(indicators)
Contribution to class
brainstorms on how language
features and vocabulary
represent ideas.
Ability to explain how language
features are used in a
persuasive letter to influence
the reader.

Contribution to Role on the


Wall activity.
Contribution to classconstructed letter to the Editor.

Completion of detailed story


wheel and placemat.
Informative feedback given to
peers using the checklist
attached in Appendix C.

Contribution to class discussion


about connections felt to the
two texts or insights gained.
Persuasion map that links
personal experiences or
insights to the wider issue of
Relationships and Bullying.

A range of approaches to using


text structures and language
features used throughout the
various activities in this unit.

Detailed information given


when sharing examples of
letters sourced from online
searches and the effect on the
reader that a variety of
approaches to letter
construction elicit.

Demonstrated understanding of
the different texts examined
and how and why they have
been created, through
contributions to class
discussions, detailed
completion of activities and
synthesis of that learning into a
final published product.

Australian Curriculum,
Assessment and Reporting
Authority Outcomes
Understand how authors often innovate
on text structures and play with
language features to achieve particular
aesthetic, humorous and persuasive
purposes and effects (ACELA1518)

Investigate how vocabulary choices,


including evaluative language can
express shades of meaning, feeling
and opinion (ACELA1525)

Identify and explain how choices in


language, for example modality,
emphasis, repetition and metaphor,
influence personal response to different
texts (ACELT1615)

Make connections between students


own experiences and those of
characters and events represented in
texts drawn from different historical,
social and cultural contexts
(ACELT1613)

Experiment with text structures and


language features and their effects in
creating literary texts, for example,
using imagery, sentence variation,
metaphor and word choice
(ACELT1800)

Compare texts including media texts


that represent ideas and events in
different ways, explaining the effects of
the different approaches (ACELY1708)

Analyse how text structures and


language features work together to
meet the purpose of a text
(ACELY1711)

Appendix A

Key: Well Developed (WD) Developing (D) Not Developed (ND)

Language
(Text structure and
organisation)

Nam e
Eloise
Chloe
Lachlan
Elsie
Oliver

Language
(Expressing and
developing ideas)
Literature
(Responding to
literature)
Literature
(Literature and context)
Literature
Literacy
(Texts in context)

(Creating literature)

Literacy
(Interpreting, analysing,
evaluating)

Appendix B

(Adapted from International Literacy Association / National Council of Teachers of English, 2016)

Appendix C

Features of a letter to the Editor

Does the letter have a clear, concise purpose or objective?


Has the writer stated his or her position and reason for writing clearly in the first paragraph?
Does the writer follow on with specific points used to support this position?
Does the letter address one topic, or a couple of key points about a complex topic?
Does the letter express a personal view or opinion?
Does the letter use emotive vocabulary choices and reasoning supported by evidence? Is the language convincing
and/or persuasive?
Does the letter address a current personal or community issue?
Is the letter publishable? (Does it contain correct formatting and conventions?)
What advice would you give the author of this letter?
What did you like most about this letter? Why?
(Adapted from Reading Rockets, 2015)

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