LITERACY / UNIT PLANNER

Topic: My Place: Sarah 1808 Episode 21: Seashells

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

1. Whole text structure of a persuasive text

an opening statement of the issue or concern that is to be argued

this may be called the thesis statement
a statement of opinion, position or proposal that may be part of the
opening statement
background information to support the opening statement may be
included
arguments (points put forward) to support the opinion or proposal,
each of which is supported by evidence or examples that help
elaborate or argue a point of view
sequentially ordered arguments from the most persuasive to the least
persuasive
carefully selected facts to support and elaborate on an argument
a concluding statement that sums up the argument and relates to the
point of view and suggests a solution or possible action

Language features for the text-type:

Persuasive
text
Argument

Date: 5th October

Term: 4 Weeks: 1-2

Listened to

Spoken

Read

Written

Viewed

Produced

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W
Guided R/W
Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning

2. Sentence Level

emotive words and phrases used to persuade the reader (eg. We

strongly believe the disastrous consequences)

present tense

occasional use of passive voice

facts and opinions

quotes or reported speech

first person

3. Word Level

connectives (eg. firstly, secondly, thirdly)

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conjunctions (so, because, therefore)

specialised vocabulary and technical terms relating to the issue being

argued

variety of verbs (eg. action verbs run, ruin, drive; mental verbs
hope, believe, think)

(Wing Jan, 2009, pp. 166-168).

CONTEXT: Overview of series of lessons and background information

We will firstly be investigating the topic and building knowledge of

it by watching the My Place video clip and then researching social
classes within Britain and Australia from the past and present.

Over a series of lessons, students will explore examples of

persuasive arguments, observing and learning about the structure and
language features through oral language activities. Students will be
exposed to good examples of arguments for them to model their
writing on.

Using this new information from the research and lessons on

persuasive texts, students will plan and write their own
argumentative piece of writing to practice and consolidate their textknowledge.

Students are not expected to have any prior knowledge of the

content. Students have limited knowledge of persuasive arguments. I
have viewed students work samples and self-assessments.

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to form an opinion using evidence to
write a persuasive piece of writing, specifically, an argument, using the correct
structure and language features.
Learning behaviours: I need to state my opinion and support it with evidence. I
need to build an argument based on supporting evidence. I need to make sure I
explore and use the appropriate language features eg. thesis statement, emotive
words etc. I need to convince other people of my argument.
Success criteria: I know Im doing well if I can provide a clear thesis statement and

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)

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build an argument using evidence, stating at least two reasons for my argument.

Topic-specific vocabulary for the unit of work:

Resources:

statement of opinion, emotive language, facts, opinions, arguments, first person,

action verbs, concluding statement, conjunctions, class-bases society, servant, upper
class, lower class, class distinction, egalitarianism, duties, chores, gender roles,
social order, education, eras, decade, rights,

Wing Jan, L. (2009). Write ways. South Melbourne: OUP. pp. 167, 169, 175. ; EPISODE 21 English
teaching resources downloaded on 5 October 2014 from www.myplace.edu.au/. My Place website
www.myplace.edu.au Video clip Episode 21; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
OTHER; Hertzberg,M.(2012).TeachingEnglishlanguagelearnersinmainstreamclasses,
PrimaryEnglishTeachingAssociationAustralia,Newtown,N.S.W.,pp.4875.

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

We are learning to ...

1. Building topic
Gallery Walk
knowledge
Display images of the
We are learning to
era, as well as images
collect new

depicting classes
information and
within society (past
understandings about
and present) around
social classes by
the room (on walls
watching the clip and
and tables) (See
conducting research.
Appendix 1)
Students walk around
the room, observing
the images.
Students then engage in

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INDEPENDENT
LEARNING
(Extended opportunity for students to work in
pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part of
the time. Reference to Wing Jan include page
details)

Back-to-back viewing
Detective Groups
(adapted from Hertzberg In pairs, students use

2012, p.63)
resources in the classroom
Model how to take notes
(books, iPads, computers)
using dot points to highlight
to discover facts about

the main points/key ideas

classes within Australian
within the video clip Sarah
and English society (present
1808, Episode 21: Female
and past).
Gaol
Students complete a concept
map, using the template or
Create a chart on the white
creating their own, with
board, which is similar to
their research notes and
the note-taking sheet for
information. (See Appendix
students (See Appendix 2)
3)

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

Collecting of Information
Observation
The students share their
Of students ability to
findings with another pair
collect information and
(groups of four).
appropriately use the
Each group then shares two
resources.
Anecdotal notes
facts or pieces of
information that they
Taken during guided
found.
writing with the small
Collect these onto a class
group concerning the
literacy learning
fact sheet, on a poster or
intention ie.
electronic whiteboard,
- Are students able to
listing their findings, to
identify the main ideas
display in the classroom

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a class discussion

prompted by the
images.
- What did you see?
- What are your

impressions of the
images?
- What do you think
life was like in 1808?
- Were there different
classes in society?
- Are there different
classes now?
- What are you
wondering?

for further reference.

within the video clip?
Have all the students turn
Small
Teaching
Group:
- Are students able to
their back and play the
Guided Writing
elaborate on the
video students listen to
information in the clip
Watch the video clip again.
what is happening.
to discuss social

As
a
group,
discuss
the
main
Children give responses
classes?
ideas further.
about what they heard
whilst teacher takes notes in Ask individual students to
share a main idea that they
point form.
identified or found
Have all the students watch
interesting.
the video this time.

Discuss
how to record main
Children give responses
ideas on the note-taking
about what they saw whilst
sheet.
teacher takes notes in point

Discuss
reasons as to why
form.
social classes exist/existed
The class then answers
and the different roles
questions using these notes
people play/played within
and engages in a discussion
and across them.
- How did Mrs. Owen treat
Sarah?
- Why did Sarah get the
cane?
- Why do Mrs. Owen and
Alice have authority over
Sarah?
- What are different classes
within society?
- Why are there classes?
2. Building topic
As a class, revise the concept of classes within society, fostering a discussion based on the previous sessions information and research. Students
knowledge
watch the next video clip, Sarah 1808, Episode 21: Seashells, and this time take their own notes on the note-taking sheet (See Appendix 2).
We are learning to
Students then make and complete a Y-chart in groups, putting themselves in 1808 to describe what it might feel like, look like and sound like to be
investigate the topic
in different classes during this period. Each group will be allocated a class either upper or lower. Students will then compare with a group
even further to gain
doing the other social class, discussing any similarities and differences. Students then complete an Exit Slip, reflecting on the lesson and noting
deeper understanding
down any questions they have or anything of interest.
by taking our own
notes.
3. Building topic
Students complete the first two columns of a KWL chart (What I Know, What I Want to Know, What I Learned), and then participate in a
knowledge
Dictogloss (Hertzberg, 2012, p.68). The teacher dictates a section from In a Class of Our Own (Smith, 2010) (See Appendix 4), whilst students
We are learning to
identify and write down key words and ideas from the passage. The teacher then repeats the dictation, allowing students an opportunity to revise
create our own short

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text from one read to

their ideas and ensure they have the main points. Students then reconstruct the text using their own words. Create a fishbowl for students to share
us to deepen our
their short texts with one another form an inner and outer circle. Students share the text with the person in front of them and then rotate to a new
knowledge of the
partner (three times). Students engage in a Whip Around students sit in a circle to quickly and verbally share one thing they learned in the
topic.
session.
4. Building text
See-Think-Wonder Explain to students that
Support It (Wing Jan,
Reflection
Observation
knowledge/Model the See: Write the words
2009,
p.175)

Gather
students
together.
sometimes people write
Analyse how students are
genre
persuasive texts and
with the aim of convincing Write statements on pieces of Reflect on the Support It
working in their groups
We are learning to
argument on the
or persuading people of an
and persuading their
card. (See Appendix 6)
activity, prompting
develop our own
board.
idea. This is called
peers.
students
with
questions.
In groups of four, students
arguments and reasons Think: Ask students if
persuasive writing. Explain
- Are students able to
- Was it easy to persuade
randomly select a card and
to persuade people.
implement strategies or
they know what either that persuasive writing,
people?
think of reasons to support
especially arguments, are
techniques in their
of these concepts is.
Did
you
develop
any
the statement (each group
often used to plead a case or
arguments?
Give students time to
effective
strategies,
such
has the same cards). They
put forward a point of view,
- Are they successful in
develop ideas.
as
carefully
choosing
have to give a thesis
aiming
to
convince
others
to
persuading their group
words
to
use?
Discuss how people
statement and try to orally
accept
the
given
point
of
members? Why/why not?
- Were you persuaded?
have different
persuade the other members
view
on
the
basis
of
the
Why do you think you
opinions about a
of their group to agree.
information provided.
Collections of post-it
were?
range of topics.
Allow time for students to

Discuss
when
students
have
notes (work samples)

Allow
students
to
read
the
Provide an example
go around the circle twice.
ever
been
persuaded
to
do

Read
students thesis
thesis statements.
state what your
Each student then chooses a
something,
or
when
they
statements
favourite TV show is,
different card and writes a Select thesis statements to
have persuaded, or tried to
- Are the required
stating why. Ask
read
out
loud
and
facilitate
thesis statement for that
persuade
someone.
features included?
students what theirs is
a discussion around these.
card on a post-it note.

Introduce
that
these
ideas
are
- statement of the
and why.
- What makes this a good
They then put their post-it
issue/concern
called thesis statements.
thesis statement?
Wonder: Prompt
notes on the board under the
- key idea of argument
- an opening statement of
- Are all the features,
students to consider
correct card.
- opinion
the
issue
or
concern
that
is
discussed
earlier,
what else they would
Is
the statement
to
be
argued
included?
like to know or learn
relevant,
clear and
contains
the
key
idea
and
- What do you think might
about persuasive texts
concise?
your
opinion
be included if the rest of
and arguments.
the text was written? What
- What are persuasive Provide examples of thesis
statements and discuss these
kinds of arguments?
texts?
with
students
(See
- What is an
Appendix 5)
argument?
- When have you ever been
- When might we use
persuaded to do something?
or see persuasive
- Have you ever persuaded
texts in our lives?
anyone?
- How do we
- Is there anything common
convince, or

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persuade, people?

5. Building text
Shared Reading
knowledge/Model the Display a range of

genre
persuasive texts,
We are learning to
especially arguments.
identify the language
(See Appendix 7)
features and structure Read through the
of persuasive
examples with
arguments.
students, stopping to
identify the key
features and promote
discussion.

- What makes these

persuasive?
- How do they
persuade us?

- What features are

common?
- Have they worked to
persuade you?

with all of the thesis

statements? What do you
notice?
Annotating Example
Work through one of the

examples with students

(using an enlarged version
on the whiteboard, or an
electronic version on the
interactive whiteboard),
modelling how to annotate
aspects of the structure and
features of the argument.
Clearly label, articulate and
briefly explain what each
aspect is. (Refer, example,
Wing Jan, 2009, p.169).
Verbalise the process you
work through as you

annotate, explicitly
identifying the features and
structure.
- What kinds of words are
used to persuade the
reader? eg. verbs,
conjunctions, pronouns,
connectives

- What are the arguments?

Where are they?
- Are there any facts?
- Is there an opinion?

- Is there supporting
evidence?
- Is there an opening and a
concluding statement?

Annotating Examples In
Groups

Distribute other copies of

persuasive texts to small
groups of students.
Students read through the
text, identifying and
annotating the structure and
features.
Encourage students to use
the correct terms (eg.

opening and concluding

statement, arguments etc.)

Sharing
Observation
Students share their
Focussed observation of
findings, with a couple of
students completing the
members from each group
task in their small groups.
sharing.
- How well do they know
the structure?
Create a class chart using
- How well do they know
students responses that
the features?
records students
- Are they able to
developing knowledge
recognise these and label
about arguments and
them in an example text?
persuasive texts.
Record on checklist
Make it accessible for
against student success
students dot points, subcriteria. (See Appendix 9)
headings etc.
Display this in the
classroom for students to
refer to during future
lessons.

Small teaching group:

Guided Writing
Work through a
deconstructed text with
students.
Cut a persuasive text into
sections. Create labels for
the structure and features.
(See Appendix 8)
Discuss with students which
sections and labels match
and explain why they
believe so.
Physically match the label
with the section, clarifying
any queries the students
may have and the structure
and features a final time.
6. Building text
Students are exposed to good examples and bad examples of persuasive texts. Students participate in a Think-Pair-Share, discussing what they
knowledge/Model the
notice and the differences between the two. The class then brainstorms what constitutes a bad argument and a good argument. Students then
genre
conduct their own research in pairs, finding one good example of a persuasive text, identifying the appropriate features of it. Students then pair up

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We are learning to
recognise the
difference between
good and bad
persuasive arguments
7. Guided activities to
develop vocabulary or
specific language
feature
We are learning to
include emotive
language to enhance
our arguments.

with another group of two (to make a group of four), and explain to the other students why they believe it is a good example. Students are
encouraged to challenge one another and prompt each other to further justify their choices. As a class, reflect on students findings, ensuring that
students understand what good persuasive texts look like so they can use these as a model.

Revising
Recap what students
have learned from the
previous lessons.
- What is a persuasive
text?
- What should you keep
in mind when you are
trying to persuade
people?
- What is a thesis
statement?
- What are some

language features of a
persuasive
text/argument?
Highlight the
importance of

emotive words within

persuasive texts.
Define emotive

language and give

examples the
deliberate choice of
words to elicit
emotion to influence
people.
Brainstorm on the
board, using students
responses, emotive
words or phrases

Continuum of emotive
words

Place a range of emotive

words and phrases (on
cards) on the board. (See
Appendix 10)

Discuss with students the

idea that emotive words and
phrases vary in terms of the
effect they have on people
from little effect to a great
effect.
Create a continuum select
individual students to place
the words and phrases in
order, from least effective to
most effective.

Discuss with students the

intended effect of each word
or phrase.
Discuss why or why not the
word or phrase is effective.
-Why do some words have
more effect on people than
others?
- What kinds of words have
more effect on you and
work to persuade you?

List of emotive words

Reflection
Anecdotal notes
Give students five statements Select students to share their Taken during guided
emotive statements.
writing with the small
about classes within
group concerning the
Facilitate a class discussion
Australian society. (See
literacy learning intention
Appendix 11)
around these statements.
ie.
- Would these statements,
In pairs, students must
- Are students able to
within a whole text, have
develop a list of five
identify the majority of
an
effect
on
or
persuade
emotive words or phrases
emotive words or
you?
for each statement that they
phrases?
Why
or
why
not?
believe could be used
- Are students able to
effectively in an argument
identify the effect these
about the statement.
types of words have on
Students, one at a time, must
people and why they are
then orally develop three
used?
statements using some or all
of the emotive words.
Collection of students
They must first say these
statements (work
statements out loud, and
samples)
then write them down.
Read students emotive
statements
Small teaching group:
- Do students utilise
Guided Writing
emotive words and
Students individually read an
phrases effectively?
example persuasive text and
- Are their statements
highlight all the emotive
persuasive?
words and phrases they can
identify on their own copy.
Students then engage in a
discussion, ensuring they
have identified all the
emotive words and phrases.
Discuss the effect these
words have.

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8. Guided activities to Students engage in a discussion about the difference between fact and opinion, and then participate in a Spot the Difference activity (Hertzberg,
develop vocabulary or
2012, p.64). Students read two pieces of information, one filled with opinions and the other with facts. Students use this information to focus on
specific language
comparing the two and identifying the differences between them in terms of the language used. Some phrases are written on cards (See Appendix
feature
12), then placed face down. Working in threes, students pick up a card and make a statement, which they then write. These work samples can then
We are learning to use
be used as a form of assessment. To conclude the session, students complete the Three Ws What did we learn today? So what? (relevancy,
facts and opinions to
importance, usefulness) Now what? (how does it fit into what we learning about?)
enhance our
arguments.
9. Joint construction Discuss the difference
of text

between oral and

We are learning to
written persuasion.
prepare arguments for Define debate a

a debate and then turn

discussion involving
these into writing.
opposing viewpoints.
Watch a debate
(Driving is better
than walking for

short distances
https://www.youtube.
com/watch?
v=DXg4kYZqFmk)
- What did you notice
are the features of a
debate?

Debate
Split the class into two

groups.
Each group will need to
prepare a debate about the
topic: People in upper

classes have more

opportunities than those in
lower classes
One group is the affirmative
(FOR) and the other is the

negative (AGAINST).
Give students five minutes to
develop a stance and
supporting arguments.
Conduct a short debate.

Facilitate a discussion.
- Have students included a
clear position?
- Have they used emotive
language?
- Have they included facts
and opinions to support
their view?

Whole class guided writing Reflection

Students are to individually Discuss those aspects that
create a T chart based on
had to be considered when
the debate that shows both
writing the argument.
sides of the argument. (See
- Do you think one side is
Appendix 13)
harder to argue and write
than the other?
Students then discuss, in
- What did we make sure
pairs, both sides of the
we included?
statement, ensuring that
- What techniques were
reasonable arguments are
necessary to ensure we
being voiced.
were convincing our
As a whole class, choose one
audience?
side of the argument, taking

Emphasise
the importance
into consideration the points
of
the
use
of emotive
that have been raised during
language and the inclusion
the debate.
of facts to support
One student to scribe or type
opinions.
sentences from the class
contributions.

Observation
Of students during the
debate.
- Are students able to
develop convincing
arguments?
- Do they use strong and
emotive language?
- Do they understand
what a debate is and how
to form arguments?
Student Self-Assessment
- I can develop clear and
concise thesis statements.
- I can use emotive words
and phrases to help
persuade.
- I can use strong words
to evoke a response.
- I can write a strong
sentence.
- I can support my
opinion with facts.

10. Joint construction Students revise the strengths of persuasive texts, as well as the language features and structure. The class completes another debate, using a
of text
different prompt (Australia has an upper class and a lower class) but this time students are on the opposite side of the argument to what they were
We are learning to
previously. The same guided writing activity is completed by students, however students individually choose one side of the prompt and write a
prepare arguments for
plan for an argument (See Appendix 14). The class analyse the two sides of the argument, and check that they have included all the necessary
a debate and then turn
features. Have they used emotive language within their argument? Have they included facts and opinions? What features of persuasion were

8|Page

these into plans.

used?

11. Independent
Students revise the structure and language features of a persuasive argument. Discuss the importance of including these in persuasive writing. Bring
construction of text
students attention back to all the examples they have seen, reminding students of what a good example looks like. Revisit students research.
We are learning to plan
Students use the template (See Appendix 14) to plan and draft their own persuasive argument on Australia is a classless society.
and write a draft of a
persuasive piece of
writing.
12. Independent
Students continue to work on their draft persuasive arguments. Once they have completed their drafts, students are to turn the draft into a final
construction of text
copy. Students pair up and conduct a writing conference, giving warm and cool feedback to improve and extend their writing. They also ensure
We are learning to
that they have included all the necessary features. Teacher assesses using a checklist (See Appendix 15).
construct and edit our
own persuasive writing
texts.
13. Reflecting on
Students complete a what I know wall. In groups of four or five, students brainstorm what they have learned throughout the whole unit facts
language choices
about social classes in Australia and Britain, the structure of persuasive argumenta, language features etc. Each student then individually writes
one thing they now know on a post-it note and sticks it on a wall or on the board. The class then conducts a final discussion about the ideas on the
post-it notes, reflecting on the language in persuasive texts.

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APPENDIX 1 Gallery Walk Images

10 | P a g e

APPENDIX 2 Note-taking sheet

11 | P a g e

Appendix 3 Concept map

12 | P a g e

Retrieved from https://www.pinterest.com/pin/262545853253407584/

Appendix 4 Passage for Dictogloss
IN A CLASS OF OUR OWN
Babette Smith 2010
Most Australians nominate 'egalitarianism' as a key value of our society. We are sure it exists, yet we struggle to describe what we mean.
Outsiders have not found it difficult. In the 1920s, visiting novelist, D.H. Lawrence wrote, 'There was really no class distinction. There was a difference of money and of
"smartness". But nobody felt better than anybody else, or higher; only better off. And there is all the difference in the world between feeling better than your fellow man, and
merely feeling better-off.'
How did Australian society achieve this unique composition? I believe its roots lie in the convict era and we have never been able to describe it because, traditionally, we
lacked detail about that time.
Our ignorance was compounded by scorn that a penal colony could give rise to such distinctive equality. In 1958 when Russel Ward, an historian of the 'Old Left' made this
claim in his book The Australian Legend he was attacked by young historians of the 'New Left' for whom class shaped everything. But, fifty years on, the New Left is old
and, in the intervening years, research in the convict archives has proved Ward right.
The first major contributor to Australia's egalitarianism was the culture the prisoners brought with them. My research into convicts' crimes in Britain revealed our founders
were defiantly unrepentant, making a virtue of necessity by boasting about their crimes and ridiculing anyone who appeared self-righteous. In the 1820s, surgeon Peter
Cunninham who made several voyages on convict ships wrote 'Thieves generally affect to consider all the rest of mankind equally criminal with themselves... It is their
constant endeavour to reduce everyone to the same level with themselves.' This levelling attitude was bolstered by the presence on nearly every ship of a lawyer, or doctor or
architect, sometimes a couple of merchants, even the occasional clergyman - middleclass people rendered equal by the criminal conviction.
In crowded, hierarchical Britain, the sceptical criminal ethos was scattered through society and had no broad influence. It is our good fortune that Britain put all its bad eggs in
one basket, which reinforced their levelling instinct and enabled them to create a community in their own image.
In Australia, events conspired to reinforce the wistful egalitarianism of transported criminals.
Most startling to people used to being disregarded outcasts, was Governor Phillip's order in 1788 that rations in the starving settlement were to be shared equally regardless of
rank. By this, Phillip made it clear that the humanity of the most lowly convict was as important as his own. Furthermore, he conferred value on the prisoners in their own
eyes as well as others. The significance they placed on Phillip's decision can be judged by its long-lasting effects. Evidence exists that the practice of giving everyone equal
worth and sharing equally was cherished from Phillip's day. The convicts made it the pattern for how Australians related to each other.

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Retrieved from http://www.babettesmith.com/index.php?option=com_content&view=article&id=7&Itemid=9

Appendix 5 Examples of thesis statements

Factory poultry farming, in which thousands of hens are housed in small cages in large sheds, is a thriving activity in the push for increased egg

production. It is time that the community took a stand against the cruel practice (Wing Jan, 2009, p.167).
Unleashed dogs on city streets are a dangerous nuisance. (retrieved from http://2012books.lardbucket.org/books/successful-writing/s13-02-writing-

body-paragraphs.html)
Students cheat for many different reasons. (retrieved from http://2012books.lardbucket.org/books/successful-writing/s13-02-writing-body-

paragraphs.html)
Going out in the burning sun without sensible protection is extremely dangerous. (retrieved from http://www.writingfun.com/WFMOV/exposi.swf)
Theres too much news on TV. Take off some of the news and put on more childrens programs. (retrieved from
http://www.writingfun.com/WFMOV/exposi.swf)

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Appendix 6 Support It statements

Cats should have curfews. (Wing Jan, 2009, p.175)

Homework is a waste of time. (Wing Jan, 2009, p.175)
Soccer is a great game. (Wing Jan, 2009, p.175)
There should be a national Womens League of AFL.
Hot weather is better than cold weather.
Kids should learn how to cook at school.

Appendix 7 Samples of persuasive texts

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Retrieved from http://www.writingfun.com/WFMOV/exposi.swf

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Appendix 8 Labels

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opening statement
statement of opinion
thesis statement

background
information

argument

argument

argument

evidence and facts

concluding
statement

emotive language

emotive language

emotive language

present tense

connectives

conjunctions

fact

opinion

Appendix 9 Assessment checklist

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Success Criteria

Yes

No

Comment

Students can identify language features

- opening statement (thesis statement)
- emotive words
- concluding statement
- facts
- opinions
Students use the correct language to identify these features
Students can explain the purpose of persuasive arguments
Students can explain how persuasive arguments aim to convince people.

Appendix 10 Emotive words and phrases

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unbelievable

miracle

most important

magnificent

remarkable

safe

sensational

strongly
agree/disagree

strongly
recommend

trustworthy

worthwhile

uncertain

stressed

uncomfortable

vulnerable

unreliable

harmful

bold

brave

confident

Appendix 11 Statements about classes within Australian society

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Classes exist within Australia.

Classes are only a remnant, or leftover, of 19th century Europe, in particular Britain.
Class does exist in Australia, but its less visible than it was.
Old notions of social class are still alive and well in Australia.
Income, suburbs and schools define class.

Appendix 12 Spot the Difference cards

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both

neither

is the same as

the main differences

are

the main difference

is

unlike the

compared to

is similar

Appendix 13 T-Chart

Issue: ___________________
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Arguments for

Arguments against

Appendix 14 Planning template

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Appendix 15 Assessment of Persuasive Text Writing

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