EDLA309 Literacy Education 2

Section 2: Literacy / Unit Planner

Topic: MyPlace: Davey 1838 Episode 18: Horsewhipping Year Level: 5 Term: Weeks: Date:

GRAMMAR FOCUS: (levels) Text type Listened Spoken Read Written Viewed Produced
and mode to
1. Whole text structure of a Persuasive Argument

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 Persuasive X X X X X X
Carefully selected facts to support and elaborate on an Argument
argument Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
A concluding statement that sums up the argument and 1. Building topic knowledge
relates to the point of view and suggests a solution or possible 2. Building text knowledge/Model the genre
action 3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
Language features for the text-type:
6. Reflecting on language choices
2. Sentence level

Usually present tense depending on the purpose of parts of Frequently used Literacy Instructional Strategies:
the text Gradual Release of Responsibility Model

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Occasional use of passive voice Language Experience Approach (R/W), Picture Chat, Read to, Shared R/W,
Guided R/W, Modelled writing, Interactive writing, Independent R/W,
Facts and opinions are included
Literature Circles, Reciprocal Teaching, Mini lesson, Roving conferences.
May include quotes or reported speech to support an
argument, e.g. evidence that supports this view Teaching techniques:
The use of the first person Think Aloud, Text analysis, Cloze exercises, Note-taking.

3. Word level
Graphic Organisers:
Emotive words and phrases used to persuade the reader (e.g. T-chart, Y-chart, Venn diagram, Data grid, Sunshine wheel, KWL chart,
we strongly believe the disastrous consequences) Flow chart, Story map, Templates for text-types for planning.
Connectives to indicate the sequence of the points
supporting the stance (e.g. firstly, secondly, finally)

Conjunctions to link reasons and actions or opinions or to link

cause/action and effects (e.g. so, because, therefore)

Specialised vocabulary and technical terms relating terms

relating to the issue being argued

A variety of verbs used, e.g. 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

Students will be building topic knowledge about the way

humans and animals were treated in 1838. By watching the
first video of Davey students will be exposed to the way in
which horses were treated in the stables. Students will
discover their personal views towards this issue and will

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develop wonderings to what else they would like to explore.

Over a series of sessions, students will analyze persuasive

texts in order to explore and grasp the key purpose, structure
and features of the particular writing piece. In conjunction with
the childrens research and discussion they will produce and
present an argumentative piece of writing to refine their text-
knowledge and develop personal views towards the topic.

No prior knowledge of the content of horsewhipping is

expected of the students. However, students have previously
been taught skills of recording refined notes and developing a
piece of writing that has factual evidence provided throughout.

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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 construct a persuasive argument and
find evidence to support our opinions.
Learning behaviours:
I need to think about the issue of animal cruelty or human
cruelty and say why a suggestion is helpful or unhelpful.
Success criteria:
I know Im doing well if I can say at least two reasons for
why the issue of animal cruelty or human cruelty is bad and
two reasons why the issue is good.
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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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Topic-specific vocabulary for the unit of work:
Horsewhipping, whip crack, stable, stable hands, tannery,
economy, anima labor, whips, punishment, law, social status,
paragraphs, key words, closure, argument, evidence, proof,
justify, support, reason.
Resources:
Cultures of Thinking. (2015). See-Think-Wonder. Retrieved from:
http://www.rcsthinkfromthemiddle.com/see-think-wonder.html
Cultures of Thinking. (2015). Thinking Routines. Retrieved from:
http://www.rcsthinkfromthemiddle.com/thinking-routines.html

EPISODE 18 English teaching resources downloaded on 5th October

2015 from www.myplace.edu.au/. My Place website
www.myplace.edu.au Video clip Episode 18

Lee Rebel Writers. (2015). Persuasive Essay. Retrieved from:

http://www.leerebelwriters.com/persuasive-essay-6/

Myplace.edu.au. (2015). Horsewhipping | My Place for teachers. Retrieved

from: http://www.myplace.edu.au/teaching_activities/1878_-
_before_time/1838/1/horsewhipping.html?tabRank=1&idSubtheme=

ReadWriteThink. (2015). Persuasion Map. Retrieved from:

http://www.readwritethink.org/files/resources/interactives/persuasion
_map/

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.

Analysing Estimating Listening Performing Reading Seeing patterns Testing
Checking Explaining Locating Persuading Recognising bias Selecting Viewing
Classifying Generalising information Planning Reflecting information Visually
Cooperating Hypothesising Making choices Predicting Reporting Self-assessing representing
Considering Inferring Note taking Presenting Responding Sharing ideas Working
options Interpreting Observing Providing Restating Summarising independently
Designing Justifying Ordering events feedback Revising Synthesising Working to a
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Elaborating Organising Questioning timetable

TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE LEARNING TEACHER SUMMARY STRATEGIES
1. Building topic Display Shared viewing Think, Pair, Share Pop-corn game - Collect activity
knowledge photographs of the Students will watch the Students in pairs will The teacher goes sheet See, think,
Davey 1838: era as prompts for clip about Davey 1838 work at their tables. around the room and wonder and make
Horsewhipping ideas/discussion. and while watching this They will be given each student say one sure they understood
(Appendix 1) they will complete the focus questions. With of the wonderings they the main idea in the
We are learning to See section of there their partners they are had from the viewing video clip.
develop an What do you think see, think, wonder to discuss ideas about of the Davey clip. - Wonderings are
understanding of life might have activity sheet. After the these questions interesting and
cruelty against been like for video has been viewed together and record carefully thought out.
animals and people animals in 1838? the students will have a this on their facts - Collect activity
using whips. How is the life of chance to fill in their sheet. If opinions are sheet Opinions
animals different think and wonder different they are to about whipping and
Prior knowledge: from then to now? section of their activity record each others check that at least
Students are able What do you think sheet. (Appendix 2: different views. three points for each
to take notes using life might have See, Think, Wonder) (Appendix 3: Opinions question has been
a See, Think, been like for about whipping) filled out.
Wonder chart) people in 1838?
Why do you think it Small teaching group
was like this? (EASL):
How is the life of The teacher will
people different discuss the same focus
from then to now questions as the whole
when it comes to class however with a
punishment? group of 5-6 students.
The teacher can lead
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the discussion and will
record ideas on the
board. Students will get
a copy of these notes
at the end of this
activity.

2. Building topic Students will work in the same pairs as they did in the first lesson however they will now work at a PC. At this time they
knowledge are to find research about whips of the era 1838 and whips used of the 2015 era. They can use their Opinions about
whipping activity sheet as a guide to what they want to know facts about. If there was a question they were not familiar
We are learning to with they can research more about this. Otherwise they can use their wonderings as a basis for their research.
develop an
understanding of This is an example of a website students can use to find out how whips were used in this era.

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cruelty against http://www.fremantleprison.com.au/History/theconvictera/crimeandpunishment/Pages/default.aspx
animals and
people using
whips.

3. Building topic The students will go off into groups of 2-3. With in their groups they are to choose 5VIPs from their research. The class
knowledge will then come together and the teacher will conduct a class discussion. After all the students have presented their
5VIPs the teacher will discuss with the students the important vocabulary that has come up from their research.
We are learning to Students are to contribute to this vocabulary and a word wall will be made.
identify the
important facts
and vocabulary of
a give topic.
4. Building text Chalk talk The teacher will go Independent Reading Think Aloud Checklist
knowledge/Mod The teacher will through what each Students will be given a The class will come Focused observation
el the genre discuss with section of the writing copy of the Persuasive together as a group on of students
students what they piece means and what writing piece. (Appendix the floor and discuss completing the task
We are learning to already know is put there. 4: Persuasive Writing what they put in each in the small group.
structure a about a persuasive Piece) section. How well do they
persuasive argument. - Opening statement: They are to fill out the know the structure in
argument. What the issue is that table (Appendix 5: What strategies did the sample
What are some is going to be argued. Table of features). you use to find the persuasive piece?
things that come - Statement of opinion: Students are identifying different sections in Record on checklist.
to mind when you the position the writer is the different features the text?
think of the word going to take on this that make up a Were any difficult to
persuasive? issue. persuasive writing find? Why?
What does it mean - Background piece. Were any easy to find?
to persuade information: What is the Why?

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someone? background to this Small teaching group Why might students
What are some issue? Things like (EASL): have different things in
aspects to being whom it affects, how The teacher will read the columns?
more persuasive? long it has been around the writing piece with a
for can be added in group of students (3-4).
here. They will complete the
- Series of points: the activity as a group with
points that are going to the assistance of the
be put forwards to teacher. The definitions
support the opinion. of each section that
- Concluding statement: was given in the mini-
Sums up the argument lesson will be available
and suggests a for the students to
possible solution or address.
possible action.

(Wing Jan, 2009, 166-

167)

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5. Building text Think Aloud Shared Writing Independent Reading Think Aloud Anecdotal Notes
knowledge/Mod Discussion about As a class the teacher The students will go off The teacher will come The teacher will
el the genre the importance of will put on the board and work individually. together with the class make anecdotal
considering both FOR and AGAINST for They will order the and discuss the notes to what
We are learning to sides to the the topic Whipping of arguments on the board difference in students students responses
understand the argument. horses. The class will to what they think are orders. are to the think aloud
importance of Emphasis the come up with most persuasive to Discuss reasons of discussion. How well
alternative views need to state and arguments for both which are not as why this may be the do they understand
and sequentially examine sides. These will be persuasive. case? the importance of
order arguments. alternative views written on the board for They need to write Why students put alternative views to
on an issue and reference. justifications as to why specific arguments be included in the
then form an they have ordered them before others? persuasive piece?
opinion based on This is a demonstration in this way. The teacher will also
the evaluation of of alternative views to discuss with the
the differing points an argument. This students the
of view. (Wing Jan, allows students to importance of putting
2009, 170) consider both sides of your stronger points
the argument. first before your
Why might it be weaker points.
important to
consider the
alternative views?

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6. Building text The teacher will have a class discussion about the different audiences you may appeal to when writing a persuasive
knowledge/Mod piece about the topic Whipping of horses. They will discuss why it Is important to create a piece that attracts a
el the genre certain audience. The class will discuss the different features you need to focus on when appealing to different
audiences. Students will be given different arguments and they need to match them up with which audience they are
We are learning to appealing to. They will then discuss what aspects of the argument allow them to see what particular audience it has
write to a specific been written too.
audience.

7. Guided Guided Reading Spider Diagram Role Play Think Aloud Anecdotal Notes
activities to The teacher will The teacher will Students will stay in the There will be a class The teacher will take
develop present the separate students into same groups from discussion after the notes during the role-
vocabulary or students with an groups of 4-5. Within when they created their role-plays have been plays but mainly
specific argumentative these groups students spider diagrams. They presented to the class. focussing on the
language piece of will be given a type of will now need to come The discussion will be discussion in the
feature persuasive writing. emotion to appeal to up with an examining the think aloud. How well
(Appendix 6: these will be taken argumentative role-play effectiveness of the do students
We are learning to Persuasive Writing from the tuning in that uses the emotive emotive words in the understand how to
use emotive Piece) lesson. As a group they words they came up arguments persuade someone?
language to assist They will highlight are to come up with as with. The topic of the
in persuading the the emotive words many words as they argument will be based Which emotive words
reader. in the piece. From can that relate to this on cruelty of animals or persuaded you the
these they will particular emotion. people. They will be most? Why?
discuss which (Appendix 7: Spider presented to the class. Which emotive words
emotions they are Diagrams) persuaded you the
appealing to. least? Why?
These will be displayed
Students will in the classroom so
discuss why that students can refer
appealing to a to these when writing
readers emotions their own piece.

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helps to create a
more persuasive
piece.

8. Guided Independent Think Aloud Support It Reflection Wall Checklist

activities to Writing The teacher will have a The students will use The teacher will place The teacher will
develop Students are to discussion with the their 5VIPs that they three posters around create a checklist to
vocabulary or complete two students about why it is did earlier in lesson 3. the room on the walls. mark off while
specific different T-Charts important to support The facts that the They will be labelled students are verbally
language to collaborate their your opinions with students wrote down What I have learnt? arguing in the
feature opinions with the facts. will be put in a box and What I have a Support it activity.
facts (Appendix 8: then students will question about? and - Have they used a
We are learning to T-Chart). This will What are some ways randomly select a piece What I have found phrase or word to
include facts and help them when you can incorporate a of information. Students interesting? connect the fact to
opinions in a they are to start fact into an opinion? will have 10-15 minutes Students will stand their personal
persuasive putting their What are some to think of an argument under one poster and opinion?
argument persuasive phrases and words you that will support the share their thought to - How does their
argument piece can use to connect piece of evidence they the question. opinion relate to the
Prior knowledge: together. these? chose. fact?
Students are able The teacher will write The students will - Does the fact
to reference direct the phrases and words verbally argue a point support their opinion?
quotes. suggested on the and they need to - Have they stated a
board. include the piece of clear opinion to the
Examples: Evidence fact within it. point they are
that supports this arguing?
view Many facts
show that Statistics
prove and I
quote
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(Wing Jan, 2009, 168)

9. Joint Think Aloud Think Aloud Interactive Writing Exit Pass Observations
construction of Students will be From the research that Students will create an Students are given a The teacher will take
text given an example has overall been argument as a class piece of paper and observations of the
of a paragraph of discovered students will using a question from have 5 minutes to write students as they are
We are learning to a persuasive text. come up with possible the mini lesson. one key thing they contributing ideas to
construct an (Appendix 9: What questions that they can learnt. Before students the classroom-writing
argument. does an argument write their persuasive Together the class will leave the classroom piece.
look like?) piece on. choose a topic they give their piece of The teacher will also
These will be recorded question to write on. paper to the teacher. collect the students
The teacher will on the board for They will then go final paragraph
construct a class students to refer to in through each section in where they provide
discussion about later lessons. Appendix 10 and fill an argument.
how the writer has these sections out as a Are opinions
constructed their class. supported by
argument. They will evidence? Are they
discuss the certain Once the argument has using what they have
aspects of this been created on the learnt in past
argument as well board students will use lessons? Are they
as specific this to construct a considering the
language that have paragraph. emotive language
been used. they are using? Are
they following the
Using the outline appropriate
of: structure?
- State the issue
- Stand taken
- The reasons for
a particular stance
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- Recommended
solution
(Wing Jan, 2009,
170)

What emotive
language has been
used?
Differentiate
between the
opinion of the
writer and the
facts used by the
writer.

10. Joint Students will create an assessment criteria sheet all together that they will then use to asses their peers persuasive
construction of writing piece. They will include the structure of the persuasive text and appropriate language used in a persuasive text.
text

We are learning to
identify aspects of
an assessment for
a persuasive
argument.
11. Independent Students will go online and complete the template to creating a persuasive writing piece. They will use the questions
construction of from the mini lesson in lesson 9 to choose a topic to write about. Once completed they will print this off.
text
The link to the website is: http://www.readwritethink.org/files/resources/interactives/persuasion_map/
We are learning to See Appendix 11 for an example of what this template will look like.
plan for a
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persuasive
argument

12. Independent Students will now use the template they created in lesson 11 to construct their final persuasive writing piece.
construction of
text

We are learning to
construct a
persuasive
argument.
13. Reflecting on Students will swap their final persuasive text with a partner. They will use the assessment criteria sheet that they came
language up with in lesson 10 to peer assess their partners work. The students will then return their pieces to each other and
choices read to critiques that have been made. Students will then have time to go over their writing piece and adjust areas they
could improve that has been suggested to them by their partner.
We are learning to
critique and modify
a final piece of
persuasive writing.

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Appendix 1: Photograph prompts

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Appendix 2: See, Think, Wonder

(Cultures of thinking, 2015)

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Appendix 3: Opinions about whipping
1. What were 2. Do people still 3. Should whips 4. Should whips 5. Is there an 6. What are the
whips used for in use whips today? be used on be used on appropriate time benefits and
Daveys time and If so, what are people? animals? to use whips disadvantages of
why were they they used for? using whips?
important?

(MyPlace, 2015)

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Appendix 4: Persuasive writing piece (Highlighted structure features)
When animals get abused, people usually dont care. Imagine if that animal was a family member or your best friend.
These abused animals need to be fought for because they have as much of a right to live happy. Animals dont
deserve to be tortured or harmed in any kind of way; they are poor and defenceless creatures. Many people who
become animal owners do so because they love animals and want to give them a good home.
Thousands of animals, pets usually, are abused a day. They are often kicked, hit, abused for no reason. I think that in
todays economy animal lovers could become stressed and feel they can take their anger out on their pets just to try
and feel better because they are so angry. Animal abuse is wrong. The people who do it dont deserve to be called a
human.
There are people who enjoy being cruel to animals and typically land up becoming more violent towards humans.
Researchers have found that animal cruelty or abuse is a huge red flag that cold indicate someone is a serial killer or
a rapist or show some form of violence. For instance, the two boys who did the Columbine School shootings there
was evidence found that before the shootings they would torture and shoot dogs and cats.
Animal abuse is on the rise. The circus and the film industry both play a big part in animal abuse. In the circus they
torture animals physically and mentally to train them. When an animal doesnt do something right they use whips and
punish the animals for not doing a trick correctly. They often will beat the animals until they learn to do the tricks
correct. In the film industry several movies will use animals and actually kill them so that the movie seems more real.
All animals deserve the right to live and be free of any cruelty. Animal abusers arent facing harsh enough penalties
for the abuse they commit. These people need to pay for the cruel things they do, instead they continue to live their
happy lives and act like they havent done anything wrong. Somebody needs to stand up and fight for all abused
animals.
I have a dog myself and I cant imagine someone hurting him just so they can have fun. Animals are just like humans;
they have feelings too and we should treat them with respect. Animals provide us with many things in life, like
happiness and learning new things. At the same time animals become smarter and more helpful with their owners.
Imagine watching someone you love die because of someone else, imagine that person is your pet. People need to
treat their animals just like they would a human. Its only fair to the animals that they be given a home where they can
be loved and fed on a daily basis. If you know of someone who is being cruel to an animal you need to speak up and
let someone know.

(Lee Rebel Writers, 2015)

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Appendix 5:

Opening Statement of Background Series of points: Concluding

Statement Opinion Information Statement

(Wing Jan, 2009, 166-167)

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Appendix 6: Persuasive writing piece (Highlighted emotive words)
When animals get abused, people usually dont care. Imagine if that animal was a family member or your best friend.
These abused animals need to be fought for because they have as much of a right to live happy. Animals dont
deserve to be tortured or harmed in any kind of way; they are poor and defenceless creatures. Many people who
become animal owners do so because they love animals and want to give them a good home.
Thousands of animals, pets usually, are abused a day. They are often kicked, hit, abused for no reason. I think that in
todays economy animal lovers could become stressed and feel they can take their anger out on their pets just to try
and feel better because they are so angry. Animal abuse is wrong. The people who do it dont deserve to be called a
human.
There are people who enjoy being cruel to animals and typically land up becoming more violent towards humans.
Researchers have found that animal cruelty or abuse is a huge red flag that cold indicate someone is a serial killer or
a rapist or show some form of violence. For instance, the two boys who did the Columbine School shootings there
was evidence found that before the shootings they would torture and shoot dogs and cats.
Animal abuse is on the rise. The circus and the film industry both play a big part in animal abuse. In the circus they
torture animals physically and mentally to train them. When an animal doesnt do something right they use whips and
punish the animals for not doing a trick correctly. They often will beat the animals until they learn to do the tricks
correct. In the film industry several movies will use animals and actually kill them so that the movie seems more real.
All animals deserve the right to live and be free of any cruelty. Animal abusers arent facing harsh enough penalties
for the abuse they commit. These people need to pay for the cruel things they do, instead they continue to live their
happy lives and act like they havent done anything wrong. Somebody needs to stand up and fight for all abused
animals.
I have a dog myself and I cant imagine someone hurting him just so they can have fun. Animals are just like humans;
they have feelings too and we should treat them with respect. Animals provide us with many things in life, like
happiness and learning new things. At the same time animals become smarter and more helpful with their owners.
Imagine watching someone you love die because of someone else, imagine that person is your pet. People need to
treat their animals just like they would a human. Its only fair to the animals that they be given a home where they can
be loved and fed on a daily basis. If you know of someone who is being cruel to an animal you need to speak up and
let someone know.

(Lee Rebel Writers, 2015)

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Appendix 7: Spider Diagrams

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Appendix 8: T- Chart

Arguments FOR Supporting Evidence Arguments AGAINST Supporting Evidence

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Appendix 9: What does an argument look like?

There are people who enjoy being cruel to animals and typically land up
becoming more violent towards humans. Researchers have found that animal
cruelty or abuse is a huge red flag that cold indicate someone is a serial killer
or a rapist or show some form of violence. For instance, the two boys who did
the Columbine School shootings there was evidence found that before the
shootings they would torture and shoot dogs and cats.
Animal abuse is on the rise. The circus and the film industry both play a big
part in animal abuse. In the circus they torture animals physically and mentally
to train them. When an animal doesnt do something right they use whips and
punish the animals for not doing a trick correctly. They often will beat the
animals until they learn to do the tricks correct. In the film industry several
movies will use animals and actually kill them so that the movie seems more
real.

(Lee Rebel Writers, 2015)

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Appendix 10:

State the
Issue

Stand Taken

The Reasons
for a particular
stance

Recommended
Solution

(Wing Jan, 2009, 170)

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Appendix 11: Create a Persuasive piece

(ReadWriteThink, 2015)

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