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Unit 2 Language Planner Grade 4

Start Date: 28/09/15

Length of Unit: 5 weeks

Stage 1 Desired Results

Established Goals: To develop the knowledge and skill of persuasion by engaging with
different texts (reading, writing, speaking and listening).
Conceptual Understandings:

Students will understand that . . .

We write in different ways for

different purposes
The structure of different types of
texts includes identifiable features.

Students will know . . .(Knowledge)

That persuasive texts have a purpose
and structure
How to distinguish a persuasive
(exposition) text from other text
types (eg narrative, poetry, recount).

Essential Questions:
What is an informed opinion?
How do you support a position
How can you persuade others?
What do you need to consider about
your audience in order to persuade
Students will be able to . . . (Skills)
Distinguish between opinion and facts
Recognize the features of persuasive
texts (reading, listening)
Compose and present persuasive texts
(writing, speaking)
Use vocabulary appropriate to
persuasion such as connectives and
evaluative words
Create a persuasive (exposition) text
using recognizable features
(statement of position, arguments +
support, repeat statement of

Stage 2 Assessment Evidence

Pre-Assessment: Students write a letter to someone (parents, teacher, principal etc.)
trying to convince them of something (eg A letter to Mr. Batchelor requesting more recess).
How about persuading parents to allow them to use or be on the computer/weblinks more
at home? To link with the UoI. (SBM)
Performance Tasks:
Re-write the pre-assessment letter
Students will persuade the IT department
of the effectiveness of a chosen online
learning tool that would then be added
as a link to the class and student Blogs.

Other Evidence:
Discussion of, and written responses
to texts (fiction and non-fiction) that
contain persuasion
Differentiating between fact and

Moderation of assessment:
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Stage 3 Learning Plan

Learning Activities:
1. Pre-assessment letter (described above, diagnostic assessment). Differentiation:
Beginner EAL kids write in mother tongue.
2. A variety of persuasive writing opportunities each week (ideal for formative
Differentiation: Students in small groups brainstorming possible topics.
3. Read-alouds of picture books that have elements of persuasion (eg Click Clack Moo
Cows That Type, The Great Kapok Tree, The Giving Tree).
4. Shared readings of non-fiction persuasive texts in order to co-construct the elements
Differentiation: provide texts with different levels of complexity.
5. Independent reading of persuasive texts written by children for activities 3, 4 and 5,
students in the four classes use highlight colors indicated in Conceptual
Understanding box).
6. Informal debates about issues pertinent to the students lives (eg Sodexo lunch
options, soda/junk food for sale in the cafeteria, students in grade 4 walking
themselves to/from specialist classes).
7. Students re-write the pre-assessment letter demonstrating their understanding of
persuasive text features.

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