FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 week 5-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT x Critical and creative Ethical Behaviour Personal and social Intercultural Understanding x
x thinking x Competence x
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia x Sustainability x (potentially)

WEE AUSTRAL SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

K/ IAN
LESSON (what & how) EXPERIENCES
LES CURRICU
LUM OBJECTIVE (include learner diversity)
SON
LINKS

Readin Increase their Anecdotal notes Spelling 15 mins Wool

vocabulary by
Week 6 g on think pair Class to come up with new words to add to the word wall. Students to add words to their
Monday choosing words The Arrival
(ACELY encountered in share. personal spelling list. Students to choose 20 words to be their spelling words for the week and
1712) various texts Annotated complete 2 activities from their spelling journal to complete. Teacher to check spelling of words Spelling journals
and added to checklist in
(ACELY the word wall added to the list. Photos of The Arrival
guided viewing-
1713) and historic
Develop an which strategies migration photos
understanding of are students Various pictures from The Arrival to be placed on wall along with historic photos of people
viewing using what arriving in Australia and the US (Book links to Ellis Island) Gallery Walk Shaun tan article
Writing conventions
conventions are Comprehension
(ACELT questions
Make text-self, they aware of? Students to predict what they think the text is about based on what they have viewed on their
1618) text-world and Check spelling gallery walk. Think, pair, share. Webquest
(ACELY text-text words .
connections to Class timeline
1714) Collect 5 Based on the pictures students to decide roughly when on the time-line they think The Arrival
develop
inference skills journals to read belongs. Word Wall- students
and respond to. can add words wo
Anecdotal notes the word wall at any
Speakin Use Modelled viewing session based on front cover of The Arrival. What are my predictions about point
g& on 5 students-
comprehension the content of the book and what devices have been used to make us think this? What do you
listenin strategies to monitor The Rabbits
g comprehend contributions to think is happening in this picture? Based on this what do you think the book will be about? Why
(ACELY
article about class have we made these predictions? English book
Shaun Tan
discussion.
1709) Learning journal
Rotations 20 mins
Review spelling Guided Reading
lists to ensure Guided viewing of chapter 1 of The Arrival. Focus on inference. Teacher and group to discuss
Spellin
appropriate what they are viewing. All inferences need to be supported by making connections to self, other
g
 (ACEL words have texts and world.
A1526) been chosen Comprehension
(ACEL Students to be provided with the article from Shaun Tans website about The Arrival. Students
A1830) to summarise what they have read and answer focus questions. Article to increase student
semantic knowledge. Questions in line with Blooms.
Words
Researching and defining viewing conventions.
Independent research
Students to complete webquest on the experience of migrants. If computers are not always
available more copies of Australians All and other books on migration to be sourced.
Modelled Writing
Teacher to model planning to write a story inspired by the front cover of The Arrival. Have
graphic organiser on the interactive whiteboard.

Writing literature discussion groups 10mins

Students to pitch their story idea. Members of the group take turns pitching their story and being
a publisher who is to come up with ideas about how the story could be even better.

Journal 15 mins
Students to write in their learning journal.

Sharing Circle 10mins

Class to sit in a circle. Teacher to start discussion while holding a ball of yarn and share a
thought about the front page of The Arrival. Yarn to be passed around the class until everyone
has shared.

Read for pleasure 10 mins

The Rabbits by John Marsden and Illustrated by Shaun Tan. This and other Shaun Tan books
will be read whenever time is available. This may not always be during literacy sessions. May be
before lunch/hometime.

Catering for Learner Diversity

Most able students to start with guided reading to ensure all other groups partake in the
modelled session before the shared session.
Journal questions to reflect Blooms Taxonomy to ensure all students are challenged in their
reflective thinking.
Students who are most able at English will be completing a different unit of work.
Week 6 Develop an The Arrival
Tuesda
Readin Annotated Spelling 10 mins
understanding of
y g checklist in New words of interest can be added to the cumulative spelling list in journal. Dictionary work on
viewing Spelling journals
(ACELY conventions guided viewing- word origins and finding words with the same root words. In addition to dictionary work one other
1712) which strategies activity to be chosen from journal activities. Students to peer test each others words. Word wall
Make text-self, are students The Rabbits
(ACELY text-world and
1713) text-text using? What Speaking & Listening 10 mins English book
connections to
(ACEL conventions are Listen to The Suitcase by Martin Green from Flit. What does this song make us think and
develop Learning journal
A1523) inference skills they aware of? feel? Does it make us think of The Arrival? Why do we make these connections?
Review
(ACEL Use character
A1525) comprehension Modelled reading 10 mins
profiles and
strategies to
provide Teacher to model making inferences about what is being viewed in The Arrival. Think aloud
comprehend
Writing article about feedback. text to self, text to text and text to world connections. Who is the audience? What do we think
(ACELT Shaun Tan Monitor 5 the purpose of the text is?
1618) students and
(ACELY take notes on Rotations 20 mins
1714) their Guided Reading
participation in Guided viewing of chapter 1 of The Arrival. Focus on inference. Teacher and group to discuss
Speakin class what they are viewing. All inferences need to be supported by making connections to self, other
g& discussions. texts and world.
listenin Collect 5
Comprehension
g journals to read
and respond to. Students to be provided with the article from Shaun Tans website about The Arrival. Students
(ACELY to summarise what they have read and answer focus questions. Article to increase student
1709) semantic knowledge. Questions in line with Blooms.
Words
Researching and defining viewing conventions.
Independent research
Spellin
Students to complete webquest on the experience of migrants. If computers are not always
g
available more copies of Australians All and other books on migration to be sourced.
(ACEL
Modelled Writing
A1526)
Teacher to model planning to write a story inspired by the front cover of The Arrival. Have
(ACEL
graphic organiser on the interactive whiteboard.
A1830)
Modelled Writing 10 mins
Model writing a character profile using one of the historic photos from the gallery walk. What will
the characters look like? What are their interests? How will they act? What will they do when
something goes wrong? What sort of a person are they? How will the character interact with
other characters? What might they say? Leave questions on white board. Teacher to revise first
and third person.

Guided Writing 20 mins

Students to write character profiles. Students to consider all the questions from modeled
session.

Journal writing 10 mins

Students to write about what they learned today. What did they find interesting? What is
something new they have learned? Summarise what has happened in the literacy block.

Sharing Circle 5 mins

 Students to volunteer to take on the persona of their character and introduce themselves to the
group.
Teacher to tell students to bring in an object of photo from home that is important to the student
for the lesson tomorrow.

Catering for Learner Diversity

Small group work- ability grouping. Writing groups varied ability- lots of collaboration and
discussion. Monitor more able students to make sure they are being challenged and less able to
make sure that they are comfortable.
Spelling activities cater to multiple intelligences.
Week 6 Develop an The Arrival
Wedne
Readin Annotated Introduction to literacy block 15 mins
understanding of
sday g checklist in Several items to be covered at the front. Teacher to describe each item until a student is able to
viewing Spelling journals
(ACELY conventions guided viewing- guess what it is. Teacher to reveal items as they are guessed correctly. Two students to be
1712) which strategies chosen at random to be shown one of the covered objects to describe to the class. The Rabbits
Make text-self, are students
(ACELY text-world and English book
using? What
1713) text-text
conventions are Modelled reading 10 mins
connections to Learning journal
(ACELT develop they aware of? Teacher to model making inferences about what is being viewed in The Arrival. Think aloud
1613) inference skills Monitor 5 text to self, text to text and text to world connections. Who is the audience? What do we think
students and the purpose of the text is?
Use
comprehension take notes on
strategies to their Rotations 20 mins
Writing comprehend participation in Guided Reading
article about
(ACELT Shaun Tan
class Guided viewing of chapter 1 of The Arrival. Focus on inference. Teacher and group to discuss
1618) discussions. what they are viewing. All inferences need to be supported by making connections to self, other
(ACELY Collect 5
texts and world.
journals to read
1714) Comprehension
and respond to.
Students to be provided with the article from Shaun Tans website about The Arrival. Students
to summarise what they have read and answer focus questions. Article to increase student
Speakin semantic knowledge. Questions in line with Blooms.
g&
Words
listenin
g
Researching and defining viewing conventions.
(ACELY
Independent research
Students to complete webquest on the experience of migrants. If computers are not always
1709)
available more copies of Australians All and other books on migration to be sourced.

Modelled Writing
Spellin Teacher to model planning to write a story inspired by the front cover of The Arrival. Have
g graphic organiser on the interactive whiteboard.
(ACEL
A1526) Modelled Writing 10 mins
(ACEL Teacher to bring in an object of importance from home and tell the class about it. Teacher to
A1830) model descriptive writing about the object. What does it look, feel, smell, sound like? What
emotions and memories does it evoke? Model the use of adjectives and adverbs. Think aloud-
 how can I make this more interesting/descriptive?

Guided Writing 20 mins

Students to write a description of the object they have brought in. Students to answer all
questions used in the modelled session.

Journal writing 10 mins

Students to write about what they learned today. What did they find interesting? What is
something new they have learned? Summarise what has happened in the literacy block.

Sharing 5 mins
Students to add their favourite adjective/adverb to the word wall.

Week 6 Develop an The Arrival

Friday
Readin Annotated Spelling 15 mins
understanding of
g checklist in Students to complete a partner spelling test. Spelling books to be bought to the teacher for
viewing Spelling journals
(ACELY conventions guided viewing- record collection. The Rabbits
1712) which strategies
Make text-self, are students English book
(ACELY text-world and Introduction to literacy block 5 mins
using what
1713) text-text
conventions are Soft music to be played and students to sit with their eyes closed. Teacher to guide students to Learning journal
connections to
(ACELT develop they aware of? think about how they feel sitting on the chair, what can be smelt in the classroom, what they can
1613) inference skills Monitor 5 hear. Inform students that today they will be focusing on their senses to improve their writing.
students and
Use
Writing comprehension take notes on Modelled viewing 10 mins
strategies to their Viewing of the pages where the girl wakes up and the family get ready to leave. Focus on
(ACELT comprehend participation in characterisation. How are the characters being portrayed? What do we think their relationships
article about
1618) class are? Why?
Shaun Tan
(ACELY discussions.
Collect 5
1714) Rotations 20 mins
journals to read
and respond to. Guided Reading
Speakin Guided viewing of chapter 1 of The Arrival. Focus on inference. Teacher and group to discuss
g& what they are viewing. All inferences need to be supported by making connections to self, other
Collect spelling
listenin texts and world.
tests and record
g
results. Comprehension
(ACELY
Students to be provided with the article from Shaun Tans website about The Arrival. Students
1709) to summarise what they have read and answer focus questions. Article to increase student
semantic knowledge. Questions in line with Blooms.
Spellin
Words
 g Researching and defining viewing conventions.
(ACEL Independent research
A1526) Students to complete webquest.
(ACEL
A1830) Modelled Writing 10 mins
Model 5-alive activity from FSWRB p 72. What does the setting look, feel, sound, smell, taste
like? How does the character react to these sensations? Teacher to use the classroom as the
example.

Independent Writing 20 mins

Students to write a scene from the point of view of their main character describing everything
that they are experiencing and their reaction to the sensations.

Journal writing 10 mins

Brainstorm a list of different perspectives within The Arrival and answer each of the following:
1. I am thinking about ...the topic ... from the point of view of...the viewpoint youve chosen
2. I think...describe the topic from your viewpoint. Be an actor--take on the character of your
viewpoint
3. A question I have from this viewpoint is...ask a question from this viewpoint
Reflection: What new ideas do you have about the topic that you didnt have before? What new
questions do you have?
Week 7 Develop ability The Arrival
Monday
Assess spelling Spelling 20 mins
to make
choices for Students to choose 20 words from their word collection and words from the word wall. Chosen
inferences by Spelling journals
making text to appropriateness words to be run by teacher to assess appropriateness.
text, text to self
and text to world
connections Modelled reading 10 mins
Mark 6-word
story against Model inference using the image of the boats leaving. Discuss teachers interpretation and how
Use inference to
make checklist does teacher has come to that conclusion. What are the text to self/text/world that have been used to
conclusions the story reflect support inference. The aim of making these connections is to improve inference skills by tapping
about the into prior knowledge.
the chapter?
meaning of
pictures viewed Y/N
Rotations 15 mins
Mark 1. Read different texts about Shaun Tan and migration. Each person in group to retell what
independent they have read. FSRR- Reciprocal Retells (p.166)
viewing and 2. Students to individually come up with a 6 word story for what they have viewed of The
make
Arrival so far.
assessments
about whether 3. Independent viewing session using the image of the serpent over the city students are to
more modelled write down their interpretation.
sessions are 4. Definitions and examples of different devices used in viewing taken from FSVR.
needed.
Independent writing 30 mins
Review viewing Students to use their character profiles, 5-alive descriptions, object descriptions and alternate
conventions to point of view writing and graphic organisers from previous sessions to write a draft of their
 ensure there are interpretation of chapter one of The Arrival. Marking rubric to be given to and explained to
no students.
misunderstandin
gs Sharing Circle 15 mins
Authors circle. Students to sit on mat and create inner and outer circle. Change partners 3 times.
Students can share their writing and partner can make suggestions of how the writing can be
improved.

Most able students to begin with independent viewing. Least able students will do that activity
last to ensure they have enough semantic knowledge to succeed.
Week 7 Develop ability The Arrival
Tuesda
Checklist for Spelling 20 mins
to make
y students Students to complete two activities from their spelling journal.
inferences by Spelling journals
making text to contributions to
text, text to self shared reading Shared viewing 10 mins
and text to world session. All
connections Choose a new set of images from The Arrival for shared viewing. What are the text to
students are to
be questioned self/text/world that have been used to support inference. Ask for student interpretations. The aim
Use inference to
make throughout the of making these connections is to improve inference skills by tapping into prior knowledge.
conclusions week,
about the Rotations 15 mins
questioning to
meaning of
pictures viewed start with more 1. Read different texts about Shaun Tan and migration. Each person in group to retell what
able students to they have read. FSRR- Reciprocal Retells (p.166)
familiarise less 2. Students to individually come up with a 6 word story for what they have viewed of The
able students Arrival so far.
with answering. 3. Independent viewing session using the image of the serpent over the city students are to
write down their interpretation.
Mark 6-word
story against 4. Definitions and examples of different devices used in viewing taken from FSVR.
checklist does
the story reflect Independent writing 30 mins
the chapter? Students to continue with their writing of the story of chapter one of the arrival.
Y/N
Sharing Circle 10 mins
Mark Authors circle. Students to sit on mat and create inner and outer circle. Change partners 2 times.
independent Students can share their writing and partner can make suggestions of how the writing can be
viewing and improved.
make
assessments
about whether Learning Journal 5 mins
more modelled
sessions are
needed.
Review viewing
conventions to
ensure there are
no
 misunderstandin
gs

Week 7 Develop ability The Arrival

Wedne
Checklist for Spelling 20 mins
to make
sday students Students to complete two activities from their spelling journal.
inferences by Spelling journals
making text to contributions to
text, text to self shared reading Shared viewing 10 mins
and text to world session. All
connections Model inference using a new set of images from The Arrival. Discuss teachers interpretation and
students are to
be questioned how teacher has come to that conclusion. What are the text to self/text/world that have been
Use inference to
make throughout the used to support inference. The aim of making these connections is to improve inference skills by
conclusions week, tapping into prior knowledge.
about the
questioning to
meaning of
pictures viewed start with more Rotations 15 mins
able students to 1. Read different texts about Shaun Tan and migration. Each person in group to retell what
familiarise less they have read. FSRR- Reciprocal Retells (p.166)
able students 2. Students to individually come up with a 6 word story for what they have viewed of The
with answering. Arrival so far.
3. Independent viewing session using the image of the serpent over the city students are to
Mark 6-word
story against write down their interpretation.
checklist does 4. Definitions and examples of different devices used in viewing taken from FSVR.
the story reflect
the chapter? Independent writing 30 mins
Y/N Students to continue with their writing of the story of chapter one of The Arrival.

Mark Learning Journal 15 mins

independent Students to reflect on the feedback that they have received on their writing so far and make
viewing and evaluations about what they have done well, what needs more work and what they could
make
improve on.
assessments
about whether
more modelled
sessions are
needed.
Review viewing
conventions to
ensure there are
no
misunderstandin
gs.

Week 7 Develop ability The Arrival

Friday
Checklist for Spelling 20 mins
to make
students Students to complete partner test. Spelling books to be handed to teacher to record results.
inferences by Spelling journals
making text to contributions to
text, text to self shared reading Shared reading 10 mins
and text to world session. All
connections Model inference using a new set of images from The Arrival. Discuss teachers interpretation and
 students are to how teacher has come to that conclusion. What are the text to self/text/world that have been
Use inference to
be questioned used to support inference. The aim of making these connections is to improve inference skills by
make
conclusions throughout the tapping into prior knowledge.
about the week,
meaning of questioning to
pictures viewed Rotations 15 mins
start with more
able students to 1. Read different texts about Shaun Tan and migration. Each person in group to retell what
familiarise less they have read. FSRR- Reciprocal Retells (p.166)
able students 2. Students to individually come up with a 6 word story for what they have viewed of The
with answering. Arrival so far.
3. Independent viewing session using the image of the serpent over the city students are to
Mark 6-word write down their interpretation.
story against 4. Definitions and examples of different devices used in viewing taken from FSVR.
checklist does
the story reflect Independent writing 30 mins
the chapter?
Students to continue with their writing of the story of chapter one of The Arrival.
Y/N

Mark Learning Journal 15 mins

independent Students to reflect on the feedback that they have received on their writing so far and make
viewing and evaluations about what they have done well, what needs more work and what they could
make improve on.
assessments
about whether
more modelled
sessions are
needed.

Review viewing
conventions to
ensure there are
no
misunderstandin
gs

Collate scores
from spelling
test
Week 8 Reread and edit The Arrival
Monday
Review spelling Spelling 20 mins
work to improve
words to ensure Students to choose 30 words from their word collection and words from the word wall. Chosen
flow and Spelling journals
cohesion of appropriateness words to be run by teacher to assess appropriateness.
writing . There are
more words this
Shared viewing 20 mins
week as the test
will be on the Teacher and students to continue working through The Arrival. Questions students periodically to
following Friday gauge comprehension. Allow for discussion and students to make predictions and inferences.
(camp)
 Modelled editing 10 mins
Review editing Teacher to model editing for syntactic errors, increasing interest, better word choices, spelling,
and mark grammar and punctuation.
against checklist
y/n
Shared editing 20 mins
edits for
meaning Students to make suggestions for how teachers writing could be improved. Give students a copy
corrects of the writing to make edits on. Students to share their contributions for how it could be
spelling improved.
adds grammar
makes stylistic Independent editing 20 mins
edits Students to edit their writing from the previous week. Students to bring their work to teacher if
they believe it is as good as it can be. If teacher agrees then students can begin typing their
work. Students to edit in a different coloured pen.
Week 8 Students create The Arrival
Tuesda
Writing to be Spelling 20 mins
a story based on
y assessed Students to complete at least two spelling activities from their spelling journals.
the inferences Spelling journals
made while against rubric.
viewing The Shared viewing 20 mins
Arrival Students who
Teacher and students to continue working through The Arrival. Questions students periodically to
are unable to
type during the gauge comprehension. Allow for discussion and students to make predictions and inferences.
lesson can type
during silent Finishing off
reading and the Students to finish their writing and editing and then type their work if there are enough laptops.
HASS lesson. Ideally enough students finished typing yesterday that there are enough laptops.
Once students start going off task bring them to mat. Students can share their writing if they
wish.
Teacher to read to students until recess. (this will be a very informal lesson as I anticipate that
students will be restless and excited about camp on the following day)

Spelling 20 mins http://greens.org.au/

Week 9 Language Students will
Monday
contribute their Students to choose 20 words from their word collection and words from the word wall. Chosen https://www.liberal.or
(ACELA1 ideas to a class Questioning of words to be run by teacher to assess appropriateness. g.au/
518) discussion. students to have
(ACELA15 them clarify or www.alp.org.au/
Students will be The art of persuasion in politics Familiarisation
18) restate points
able to retell
made to ensure Discuss the meaning of persuasion and when persuasion is used (eg persuading a friend to www.onenation.com.
content taught in au/
Literature
the lesson that they are share; politicians persuading you to vote for them). What does persuasion sound like/look/feel
following the like? posters and news
As a class watch advertisements from Labor, Liberal, Greens and One Nation candidates (the articles on the wall
class and
Literacy for displays
understanding. two main more central parties and the most prominent left and right wing parties).
(ACELY17 Advertisements should be a familiar text form for students as they are next to unavoidable. TV
08) Anecdotal notes advertisements will be particularly familiar and students should have a lot of prior knowledge to
(ACELY17 to be kept on share with the class.
08) anything
(ACELY17 After watching the advertisements, have a class discussion about why people advertise. What
noteworthy.
13) are they trying to achieve? What is each advertisement trying to persuade you to do?
 Class brainstorm on the sort of ideas that were presented in the advertisements and any other
(ACELY18
01) relevant issues that students believe are relevant to the upcoming election (jobs, environment,
infrastructure, schools, health, etc). Brainstorm to be displayed in the classroom. (In a
HAAS/visual arts lesson students are to be working in pairs to create a bubble for the brainstorm
with drawings, pictures and words that represent each of the campaign ideas. This brainstorm
will be large and will be referred to frequently during the unit of work on elections).
Closing: students to be provided with a ballot paper and are told to vote for a candidate that
they saw an ad for today. At the bottom of the ballot paper they are to write why. The reason why
only needs to be a single sentence. Ballot papers will be used in a later statistics and
probabilities class.
Week 9 Language As a result of Exposition to be
Tuesda
Anecdotal notes Spelling 20 mins
this lesson shown on the
y will also be kept Students to complete two activities from their spelling journal.
students will be interactive
(ACELA1 able to name on students whiteboard and read
518) and identify the behaviour and What is persuasive writing and what does it look like? Familiarisation to the students
(ACELA15 three key participation.
structural Ask the class to think of a time that they have used persuasion. Allow about a minute for Printed copies for
18) Particular
(ACELA elements of a
attention to be students to think, then have them pair and share. children with eye
persuasive text sight difficulties
1520)
shown to 4-5 Explain that a persuasive text persuades others to think about an issue from a particular point of
Literature Students will be students view. Common forms of persuasive text are expositions, advertisements, speeches and debates.
able to describe In all of these text types, the author is trying to convince the audience that the authors position is
(ACELT18 a time that they
have used the correct one. They are trying to persuade you that they are right. A persuasive text usually
00)
persuasion only presents one side of an argument and provides supporting evidence.
Literacy Once an overview of persuasive texts has been given, teacher is to read a short exposition
(ACELY17
11)
regarding politics/elections to the class. This exposition will then be broken down into its parts.
The exposition should be presented on the interactive whiteboard so it can be highlighted and
annotated.
Persuasive texts all have an introduction (thesis), a body (arguments) and a conclusion.
The introductory paragraph should have a strong opening statement designed to grab attention,
it must also inform the reader of the authors position regarding the issue or topic being written
about. It should also include a brief background and history of the issue (set the scene of the
argument and provide context).
The body can vary in the number of paragraphs depending on how complex the topic is. In
advertising and political campaigns, it will usually be 3-5 points. Audiences can get bored or may
decide not to read it if it looks daunting. Each body paragraph needs a topic sentence. These
topic sentences are like mini-theses as they serve the same purpose. They inform the reader of
the topic of the paragraph and the position that the author takes on the point. The strongest
argument should come first as readers attention will wane if they are not grabbed early.
The conclusion should restate the writers position and the main arguments in different words.
New information is not included. Depending on the audience, the conclusion may end with a
personal statement, a call to action or something for the reader to think about.
Once the text form and framework has been explained to the class, teacher is to do a shared
reading of the exposition (text to have been annotated in advance with key questions and
teaching points). Teacher to work with students to identify and labeleach paragraph of the
persuasive text (eg what information has been included in this sentence? Why has the author
 included this section? What is the argument expressed in this paragraph? What are the details
which support this argument?).
Introduction is to be highlighted in yellow, arguments in blue with topic sentences in a darker
blue and conclusion in green.
Any new technical vocabulary is to be highlighted in pink and added to the class politics and
persuasive writing word wall.
Closing: students to be asked what the elements and features of a persuasive text are.
Students to put their hands up and be called upon to provide answers.
Week 9 Language Identify and Highlighted
Wedne
Anecdotal notes Spelling 20 mins
describe the exposition from
sday to be kept on 5 Students to complete two activities from their spelling journal.
(ACELA1 various previous lesson to
elements of students group be on the interactive
518)
(ACELA1 persuasive work skills. Structure of a persuasive text analysing whiteboard
writing
522) The highlighted exposition is to be presented on the interactive whiteboard as a visual cue. Political news
Formative
Students will be
assessment of Teacher is to tell the class that in this lesson students will be working in groups (3-4 students per advertisements/
able to define political articles to be
Literature technical the posters. group) to create an informative poster about persuasive texts. These posters will be displayed on distributed to
language When reviewing the walls. students to analyse
the drafts note Teacher to ask the class if they can remember all the elements of a persuasive text. Teacher to
Work Cardboard for
Literacy collaboratively in any refer to the exposition on the interactive whiteboard from the previous lesson if students struggle finalised posters
(ACELY17 misconceptions
11)
a group by to remember. Teacher to explicitly retell any missed points and to clarify answers if students
demonstrating and ensure they
active listening
answers show that there may be some misconceptions. Annotated and highlighted exposition
are taught from previous lesson to be kept on the whiteboard for the duration of the lesson.
and teamwork
skills within a explicitly in Each group is to be given a news advertisement, written political speech or exposition regarding
group setting. additional
Australian politics and/or the upcoming state election. Students are to read these within their
lessons.
groups. Each group will be given 2 copies of the text (these copies can be cut up if the students
Group checklist wish to use it in their poster, one for the draft and one for the final).
for Students have completed the same activity for informative texts in the first half of term 1 and
understanding teacher is to pass a few of these around the classroom to activate prior knowledge and to show
of the elements students what is expected of them in the lesson.
of persuasive Students are to be given a blank A3 piece of paper so that they can draft their poster. The aim of
writing with the the poster is to inform a person, who knows nothing about persuasive texts, what a persuasive
following text is. Students need to identify and briefly explain all the elements and common characteristics
categories: of the text form.
-Introduction
Once students have completed their drafts, they are to show it to the teacher. Teacher is to then
-Thesis
-body provide feedback on the poster and; once the poster is thorough, accurate and informative;
-topic sentences groups are to choose a colour of A4 card to create their final poster (A4 to be used for the final
-technical product as A3 would be too large to display in the classroom).
language
-emotive
language
-signal words
-verbs changed
to nouns
-conclusion
 following key to
be used

x not
demonstrated
o Developing
Well
developed

Consolidated

Week 9 Language Students will list Newspaper print

Friday
Anecdotal notes Spelling 20 mins
and define advertisements for
to be kept on Students to complete partner test. Spelling books to be handed to teacher to record results.
(ACELA1 unknown words political parties
encountered in student behavior
522)
the text and participation Language Features analysing Highlighters
(ACELA15 with particular
Student Bring in newspaper print advertisements for various political parties. Students to share an Dictionaries
17) notice to be paid
(ACELA15 analyses and
to 5 students advertisement in groups of 2-3. Students to read the advertisement and then think pair share on
evaluates the
20)
different features
the questions what is the advertisement trying to persuade you to do/think? and how is the Wordwall to be
(ACELA15
21) used in Collect spelling advertisement persuading you to do that? Each group is to discuss one of these questions and added to
persuasive elect a speaker to share their finding with the class. Students will be informed that they need to
(ACELA15 tests and record
22) writing
results. choose a speaker before the activity begins.
Literature
Work
collaboratively in Teacher to ask students if they notice anything about the style of writing and if they can identify
a group by
Literacy demonstrating any features that they believe might be characteristic of persuasive texts (eg what tense is the
(ACELY17 active listening text written in? What connective (linking, signal) words are used? How are the connective words
and teamwork
08)
skills within a
used? (to show logical order, cause and effect) What emotive words are used to persuade? Are
(ACELY17
11) group setting. the words used more technical and subject specific? How are the points supported?) Students to
highlight the presence of any of these devices.

Mini modelled grammar lesson on the use of commas in complex sentences. When using linking
words, rather than full stops, there are often two clauses in a sentence that are separated by a
comma.

Technical words being a language feature of persuasive texts is to be an explicit teaching point
in the lesson. Persuasive texts use topic specific technical vocabulary. There will be technical
vocabulary regarding key policy issues, politics and voting. Students are to re-read the article
and write a list of all the words they are unfamiliar with. Then, using a dictionary, they are to
define these words. These lists will be reviewed by the teacher and some of these words will
become the spelling words for the week. Each student is to pick their favourite word from the list
and write it neatly and add it to the word wall.

Conclude class with explicitly teaching that many persuasive texts have a variety of technical
subject specific words. Have each member of the class share the word that they will be adding to
 the word wall and explain it to the class.

Week Language Students will be Brainstorm from

10
Checklist to be Spelling 20 mins
able to create a previous lessons is
Monday kept while the Students to choose 20 words from their word collection and words from the word wall. Chosen
(ACELA1 thesis statement now a poster
that clearly pairs share their words to be run by teacher to assess appropriateness. displayed in the
518)
states the thesis classroom
authors position statements
on a topic Forming an introduction and thesis Guiding Various examples of
Literature using the
following key Class to review the brainstorms from first lesson. This lesson is on openings and forming a persuasive writing to
be taken from First
and categories thesis. One of the news advertisements from an earlier lesson is to be uploaded onto the Steps Resources.
Literacy interactive whiteboard. Students will take turns reading the article and follow along as another
(ACELY17 -thesis clearly student reads (students with sight issues to be provided with a print copy). Once the article has
09) states position been read, teacher is to talk through what a thesis is again. With the definition fresh in the minds
(ACELY17
11) -thesis is of students, the teacher is to locate the thesis and highlight it for the students.
attention Teacher is to select one of the campaign ideas from the brainstorm and model forming an
grabbing opening and a thesis (eg the voting age should be lowered to 15). Explicitly teach that a thesis is
the part of the argument where the writer/speaker states what their position on a topic is going to
x not
be.
demonstrated
o Developing Teacher also to explicitly teach that a good writer will use language devices that grab the
Well
readers attention as well as give a preview of what is to follow. These language devices include:
developed strong statements; quotes; statistics or facts which add credibility, emphasis or interest;
questions; exaggerations/hyperbole; unusual details; brief and concise anecdotes providing
Consolidated amusing or attention-grabbing openings; and addressing the reader directly (types of leads taken
from WMD, p 196).
In pairs, students to write a thesis for an allocated topic from the class brainstorm. Allow roughly
10 minutes for pairs to write a draft thesis. Pairs are to share with the class and discuss the
literary device they used to grab attention.
Class to discuss the topic sentences and teacher is to provide immediate feedback.
Students to be told that for each topic sentence, students need to ask themselves How can I
prove this is true? What examples can I give?
Week Language Students will Topic sentences to
10
Checklist to be Spelling 20 mins
analyse and be found from
Tuesda kept while the Students to complete two activities from their spelling journal.
y (ACELA1 create effective various sources to
topic sentences pairs share their be read to the class
518)
opening Whats Your Opening Line? Taken from first steps p196. Guiding to ensure that they
Students will sentences using are exposed to a
experiment with This activity helps students focus on the craft of writing effective topic sentences. Students will range of topic
Literature the following key
different
and categories analyse and create effective topic sentences with the goal of understanding that these help sentence styles.
attention
grabbing
writers to catch the readers attention and give a glimpse of what is to follow. Strips of paper for
(ACELA15
18) language -opening Teacher to read aloud texts with a variety of types of opening sentences, eg a quote, a question, students to write
devices a statistic. Teacher to re-read the opening lines and discuss the way each lead has been written. their exit sentence
Literacy sentence clearly
(ACELY17 on
states topic of Have all the example leads printed to be cut out and grouped into types by the students.
11)
the paragraph Students are to analyse which of these leads are the most effective. Exit box
-opening Students in pairs to experiment with the use of several of these devices on the same topic that
 sentence is was written on in the previous lesson.
attention Closing: Students to write a gripping topic sentence for why they should get to have a lunch
grabbing break. Sentences to be named and placed into the exit box.
x not
demonstrated
o Developing
Well
developed

Consolidated

Feedback to be
given on the
topic sentences
for why students
should get to go
to lunch.
Anecdotal notes
to be kept on
anything
noteworthy in
those samples
Week Language Students will Worksheet with
10
Anecdotal notes Spelling 20 mins
follow the guidelines for
Thursd on student Students to complete two activities from their spelling journal.
ay (ACELA1 template to form persuasive writing
a persuasive behavior and for students to follow.
518)
writing piece focus on the Following the framework Guiding
task
Literature Construct a Teacher to model how proficient writers use the framework or rules students identified in
convincing
Teacher to rove previous lessons. Teacher to create a work sheet that roughly follows the posters that have been
argument using
a range of around the class made in the previous lesson. There will be five boxes, one called thesis, three called arguments
Literacy persuasive and give over and one called conclusion. Around the outside of these boxes there are to be reminders of the
devices key components of a persuasive text (technical language, verbs changed to nouns (eg to
(ACELY17 the shoulder
14) feedback on the pollute to pollution), emotive language etc.)
work This template will be used in several sessions. The first with the teacher to model constructing
an argument using think alouds. Students will then work in teams to construct arguments and
eventually use the template on their own.
Week Language Construct a Lined paper for the
10
Students will be Spelling 20 mins
convincing letters.
Friday constructing a Students to complete partner test. Spelling books to be handed to teacher to record results.
argument using
a range of rubric with
Literature persuasive marking criteria. Letter to your MP Applying
devices Students will
This lesson is to be conducted at the end of the unit of persuasive writing which will occur at the
explain what a
provide relevant
gold, silver and same time as the HAAS politics unit finishes.
Literacy information to
(ACELY17 support key bronze piece of Teacher is to write an example letter to an MP on a chosen topic and students are to be taught
11) ideas work would look the framework for letter writing Dear MP, Yours sincerely.
(ACELY17 Letter conventions to be written on the board.
like. Students
 14) work will be Students are to choose a topic that is of interest to them and write a letter to their local MP
marked against persuading them that they need to take more action regarding this issue and clearly state all the
these criteria reasons why the MP should be persuaded by your letter.

Bibliography
Annandale,K.,Bindon,R.,Handley,K.,Johnston,A.,Lockett,L.&Lynch,P.(2005).
FirstSteps:Writingmapofdevelopment(2nded.).Melbourne:RigbyHeinemann.
det.wa.edu.au/stepsresources/detcms/navigation/firststepsliteracy/

Annandale,K.,Bindon,R.,Handley,K.,Johnston,A.,Lockett,L.&Lynch,P.(2004).
FirstSteps:Writingresourcebook(2nded.).Melbourne:RigbyHeinemann.
det.wa.edu.au/stepsresources/detcms/navigation/firststepsliteracy/

ParliamentofWesternAustraliahttp://www.parliament.wa.gov.au/WebCMS/WebCMS.nsf/content/parliamentaryeducationofficeschoolexcursions

SchoolCurriculumandStandardsAuthority(2010).WesternAustralianCurriculumEnglish
http://k10outline.scsa.wa.edu.au/

WesternAustralianConstitutionalCentrehttps://www.constitutionalcentre.wa.gov.au/ForSchools/Pages/StandardProgramsAtTheCentre.aspx

Winch,G.,Johnston,R.,March,P.,Ljungdahl,L.&Holliday,M.(2014).
Literacy,reading,writingandchildrensliterature.(5thed.).Melbourne:OxfordUniversityPress.