LITERACY / UNIT PLANNER

Topic: My Place: Davey: 1838 Episode 18: Horsewhipping Year Level: 5 Term: Weeks: Date:
GRAMMAR FOCUS: (levels) Text type and mode Listened to Spoken Read Written Viewed Produced

1. Whole text structure of a persuasive argument Persuasive Text: X X X X X

Argument
Opening statement of the issue or concerns that is to be argued may be called a
thesis statement Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
Statement of opinion, position or proposal that may be part of the opening statement. 1. Building topic knowledge
Background information to support the opening statement may be included
Arguments (points put forward) to support the opinion or proposal, each of which is
2. Building text knowledge/Model the genre
supported by evidence or examples that help elaborate or argue point of view 3. Guided activities to develop vocabulary and text knowledge
Sequentially ordered arguments from the most persuasive to the least persuasive 4. Joint construction of text
Carefully selected facts to support and elaborate on an argument 5. Independent construction of text
A concluding statement that sums up the argument and relates to the point of view 6. Reflecting on language choices
and suggests a solution or possible action.
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language features for the text-type: Language Experience Approach (R/W) Picture Chat Read to Shared V/R/W Guided
2. Sentence Level R/W Modelled writing Interactive writing Interactive Read Aloud Independent R/W
Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Emotive phrases Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Facts and opinions Graphic Organisers: Spider Diagram, T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel,
Use of active and passive voice KWL chart, Flow chart, Story map, templates for text-types for planning, Word cline
3. Word Level
Connectives to indicate sequence
Conjunctions to link reasons or opinions (so, because, therefore)
Modal verbs
Timeless present tense
(Wing Jan, 2009, pp. 166-168).

CONTEXT: Overview of series of lessons and background information

Explore 1800s era content by discussing similarities and differences between Daveys life in 1830s and
life today through various means of discussion and discourse occurring throughout the unit.

Over a number of literacy sessions, we will explore the overarching structure and language features of
persuasive arguments. To consolidate the text-knowledge students will construct an argument exploring
the topics of either tanneries and animal cruelty or Bushrangers.

It is anticipated that students will demonstrate their prior knowledge of exploring discussion text types and
their language features (ie. connectives and conjunctions). Students also have knowledge of the structure
of formal and informal letters. Therefore literacy sessions will encompass exploring specific language
features such as modality and emotive language.

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Pre-assessment of students skills and knowledge: Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Standardized tests for reading/writing/ NAPLAN Maker; Text User; Text Analyst
Profile of Data Progression of Reading Development Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Conferences/interviews Determining important ideas; Summarising; Finding evidence in the text; Understanding new
Student written work samples vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Self-assessments Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Literacy Learning intention: We are learning to use information learnt within Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
the 1830s era to construct a persuasive argument Thinking Routines: Mind Map; See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs,
Learning behaviours: I need to explore and interpret the purpose of specific Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking
features of persuasive arguments Visible: How to Promote Engagement, Understanding, and Independence for All Learners. eBook
Success criteria: I know Im doing well if I can use appropriate structural online)
elements and language features that are central to the persuasive text type to
construct my own argument

Topic-specific vocabulary for the unit of work: Resources:

Whip-master, bag of bones, Bushranger, Gender roles, animal cruelty, stable,
tannery, social order, chores, business, employment, issue, evidence opinion, justify,
argument, positive, negative, fact, support, stance, point of view, paragraph, modal
verbs, for or against, conjunctions, contends, contention, similarity, difference,
contrast, compare, audience, purpose.
Department of Education & Training WA. (2013). First Steps Reading Map of Development: Addressing current literacy
challenges (2nd ed.). Port Melbourne: Rigby Heinemann.
English teaching resources downloaded on October 3rd from www.myplace.edu.au/. My Place website
www.myplace.edu.au Video clip Episode 18; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
Fountas, I.C., & Pinnell, G. S. (2001) Guiding Readers and Writers Grades 3-6 Portsmouth: Heinemann.
Gibbons, I. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream
classroom. Portsmouth, NH: Heinemann.
Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in mainstream classes. Newtown: PETAA.
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013 or 2015). Literacy in Australia: Pedagogies for engagement. Milton,
Qld: John Wiley & Sons Australia Ltd.
Szczecinski, S. (2008). Library literacy: Managing the information explosion. Greenwood, WA: Ready Ed Publications.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, VIC.: Oxford University Press.

Analysing Estimating Listening Performing Reading Seeing patterns Testing

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

TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )
We are learning to ...
WHOLE CLASS
Hook or Tuning In (Explicitly model the use of a new strategy or
(Identify a strategy or a tool
to help activate prior
knowledge and/or to
introduce the topic.)
MINI LESSON
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)
INDEPENDENT SHARE TIME AND
LEARNING TEACHER SUMMARY
(Extended opportunity for students to work in pairs, small groups or individually on (Focused teacher questions and
a set task. Time for teacher to probe students thinking or work with a small group summary to draw out the
for part of the time. Reference to Wing Jan include page details) 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.
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.

Session 1: Investigate images Back to Back viewing the Discussion Students in triads to discuss, explain and Display KWL chart Anecdotal notes
1.Building topic of the 1800s era to clip of Episode 18| 1838: compare notes/key words from VDs. Students use these on the IWB. Students taken of students
then brainstorm Davey Horsewhipping. ideas and those taken from brainstorm to prepare 3 post are asked to share responses in creation
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knowledge
Introduction to My
Place: Episode 18 |
1838: Davey
We are learning to:
critically analyse
the context of a
multimodal text by
contrasting and
comparing our
ideas.
and identify (ABC 3 My Place, 2014).
similarities and
differences Educator reminds students of
between the era what it means to demonstrate
and today. critical literacy.
Establish purpose Students develop Venn
of contrasting and Diagram [VD] in Graphic
comparing ideas. Organisers to demonstrate key
Draw emphasis to similarities and differences
what is required of from the era to today they
critical literacy. identified. Provide focus
questions on the Interactive
Focus Questions White Board [IWB].
What do you think
life would have Focus Questions
been like in 1838? What is going to happen to
What similarities/ Dutchess?
differences can you What vocabulary was
identify? displayed that was similar or
different to that used today?
What vocabulary is new to
you/ you didnt understand?
What gender roles/forms of
employment did you see?
it notes each demonstrating See, Think, Wonder their See, Think, of class KWL chart
thinking routine. Wonder responses and what new
(Ritchart, Church, & Morrison, 2011) with the class to vocabulary was
construct first two identified.
Extension: columns to
Triads of students who complete the task early use PCs demonstrate students Collect a sample of
to research an aspect shown from the era/ the wonder newly gained students Graphic
component further. knowledge of the era. Organisers including
EAL students and
Teaching group with EAL: Conclude lesson others whom range in
Shared Viewing of Davey: Horsewhipping. Assist through discussion of literacy ability to
students to understand language by discussing key words some of the topic identify new found
used in initial VD + new vocabulary identified from final specific vocabulary learning and ability
viewing. Ask students to add any new information to they identified and to compare are
VD. begin constructing a contrast ideas.
Word Wall that will
Prompting Questions remain displayed What new
What vocabulary do you not understand/is new to you? within classroom. vocabulary was
After reviewing and clarifying unknown words what identified by students
concepts/words can you add to your Venn Diagram? (Gibbons, 2002, p.62) and added to Word
Wall?
(Wing Jan, 2009, p.171)

(Wing Jan, 2009, p.4)

Session 2: 1.Building topic
knowledge
We are learning to: give
reasons to support and
explain our knowledge of
the topic.
We work in triads to explore the items on our artefacts table that are central to the 1830s era. We use the following 3 prompting
questions to further and critically analyse topic specific content of the era through sharing our ideas. Can you figure out what these
items are and what their purpose is? Are these items still used today? Can you justify why you think that? Students then participate
in Shared Viewing of the second clip: Davey: The Bushranger. Students then work in home/expert groups (Gibbons, 2002, p.60) to
construct a Dictogloss (Hertzberg, 2012, p.68). The class then finalise the class KWL chart from the last session.

Session 3: 1.Building
topic knowledge
We are learning to:
order events we have
learnt about within the
1830s era.
We revisit our KWL chart on the IWB to activate prior knowledge of what has been learnt about the era. Students to participate in Shared Viewing
of episode 3 educator to use my place resources as they see fit to extend topic knowledge. Students then continue to work in home/expert groups
(Gibbons, 2002, p.60) to explore online resources on My Place Website on PCs and take notes on specific events and dates of events. When
returning to share time at end of lesson, students discuss the events they identified in order to construct a simple timeline of events as a class
(Wing Jan, 2009, p.28). Educator to draw emphasis to identifying the gender roles and social order of the time. Discussion continues surrounding
differences and similarities the students can identify between the era and contemporary life. The session concludes by students making any
additions to the Word Wall, which continues to be displayed in the classroom (Gibbons, 2002, p. 62).

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Session4: 2. Brainstorm what a Interactive Read Aloud Students work in mixed ability groups in triads to Reflection of what Take Guided
Building text persuasive text is and of topic specific argument annotate a topic specific argument in which the differences there are Reading
examples of them. (Fountas, & Pinnel, 2001, conclusion is missing. Students identify the series of between discussions Observations to
knowledge/Model p.16). Discussions arguments (for and against) of the issue and and arguments. assess students in
the genre Discuss the structure occurring throughout IRA independently construct their own conclusion that states EAL group
of a persuasive to draw attention to whether they are for or against the issue and contains a Students discuss (Appendix 1).
Students review argument and how it identifying: solution or action to the issue. conclusions written.
language structures differs from a authors point of view, facts Review annotations
discussion. and opinions, opening and Teaching group with EAL: Guided Writing students made. Take
of persuasive text closing statements. Guided Reading of a topic specific argument to Class create T chart note of ability to
types (focus on Focus Questions reconstruct the correct paragraph structure of argument. on IWB of for and correctly identify
arguments as they What does being Model how to annotate Students are to participate in discussion to provide against arguments argument structure.
have previous persuasive mean? structure of an argument evidence for why they believe they have the correct from text.
knowledge of on IWB. order. Observe class
(Wing Jan, 2009, discussion
discussions) Can you think of an Focus Questions (Hertzberg, 2012, p.74) p.171) contributions.
example when you What is the authors point
We are learning to: have tried to persuade of view of the issue within
recognise someone? the opening statement?
differences between Does anyone know of What examples/
an example type of a facts/evidence support the
discussions and persuasive text? (eg. point of view?
arguments. discussion, argument, What is the recommended
advertisement) action suggested within
the concluding statement?

(Wing Jan, 2009, p. 166)

Session 5: 2. Building Through Shared Writing class review annotations made of argument from previous lesson to construct a template
text knowledge/ Model
the genre of what key structure features are central to creating an argument. Using template, students practice writing opening
and closing statements of a topic specific argument, informed by the for and against points identified from the
We are learning to:
develop our knowledge
text in previous lesson. Educator concludes session by discussing what techniques are not appropriate for persuasive
of the persuasive arguments ie. deliberate misinterpretation of the truth and the promotion of undesirable human characteristics
argument text greed, violence, cruelty, etc. (Wing Jan, 2009, p.173).
structure.

Session 6: 3. Guided Sunshine Wheel Word Cline In pairs, students analyse an Students present debates to the Anecdotal notes taken on
activities to develop (Szczecinski, 2008, Discuss how the use of language can issue and create arguments for class. students use of modal verbs
vocabulary or specific p. 22) Review affect an argument. Demonstrate how and against the issue. They within their arguments.
language feature features of a modal verbs strengthen a statement of prepare a brief debate (ensuring EAL students are invited to
persuasive opinion using a word cline. to use modal verbs). state any modal verbs they Anecdotal notes taken on
We are learning to: argument. (Department of Education WA, 2013, could identify in the students EAL students efforts to

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develop use of modal p. 234) (Wing Jan, 2009, p.177) debates that were also used identify modal verbs in cloze
verbs to create Highlight within their small group time. activity.
emphasis in arguments. importance of Read To passage that identifies a Teaching Group with EAL
connectives and number of sentences containing types Students work collaboratively Educator and EAL students Were students able to:
conjunctions of modal verbs, which span under within the teaching group to decide whose arguments were Identify modal verbs?
(learnt previously many headings such as probability, complete a cloze retell activity the most persuasive and why. Develop arguments that
when learning ability, obligation and permission. to identify modal verbs. demonstrated persuasive
persuasive Students then brainstorm what structural elements as facts
discussion text Students create Mind Map on IWB to modal verbs they identified. and opinions?
type). list some examples of modal verbs (for Use modal verbs to
example see Appendix 2). (Seely Flint, Kitson, Lowe, & appropriately
(Wing Jan, 2009, p. Shaw, p.306) support/oppose argument?
168)

Session 7: 3. Guided Think Aloud Interactive writing Students divided into two Educator creates two Spider Anecdotal notes to be taken
activities to develop Students revise Compose persuasive argument on groups and prepare a Role play Diagrams portraying for and regarding students use of
vocabulary or specific emotive language topic of on IWB: defending their stance on against on the IWB and EAL emotive language.
language feature learnt from Bushrangers: Should they be seen as whether or not Bushrangers students prompt the educator to
exploring criminals by the public? should be seen as criminals write down each emotive Did the EAL students
We are learning to: discussions. ensuring to employ the use of phrase each team uses to actively participate in
develop our Brainstorm emotive language to strengthen justify their stance. identifying emotive language
understanding emotive What are some Prompts their point of view. Students can of the role plays?
language and use examples of - Reasons why Bushrangers use PCS to perform further EAL students share the
emotive words to justify emotive words? should be seen as criminals research to extend their sentences they constructed to
and strengthen our How do they - Reasons why they should not knowledge on the topic.
stance in a persuasive persuade the be seen as criminals Students to present role plays
argument. intended audience Teaching Group with EAL depicting for and against
or reader? Language Experience stances.
Approach
Students discuss when someone EAL students to determine
has tried to persuade them whether for or against
successfully (eg. to go to the portrayed the most persuasive
beach instead of do homework). argument through their use of
Students participate in emotive language as displayed
discussion focussing on what on the spider diagrams.
emotive phrases they would use
to support what they would say (Wing Jan, 2009, p.29)
if they had their time again to
respond. Students then write
these ideas down in writing
journals (Seely Flint, Kitson,
Lowe, & Shaw, p.156)

Prompting Questions
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 What emotive phrases/language
were used to persuade you?

Session 8: 4.Joint We are pretending Modelled Writing Students work in pairs to Students invited to share the
construction of text we are Davey and Remind students of structural elements construct an argument of the ideas displayed in their letter. A sample of students
are very upset of a letter and begin writing on IWB topic in letter format focussing graphic organisers are to be
We are learning to: regarding the on persuasive argument in response to on incorporating 2 body Students refer to template collected.
work collaboratively to stable master chosen perspective of Should horses paragraphs with facts to support created (Session 5) to then
plan for construction of expressing that be killed for their skin? their stance to the selected create a What I know about Are the students
a persuasive argument. Dutchess the horse audience (eg. Stable master, or the structure of a persuasive consolidating an
is going to the Tannery owner). Students are argument Chart in their understanding of persuasive
Tannery. Prompting Questions encouraged to use PCs to graphic organisers. Educator arguments?
What is the issue? What is your consolidate knowledge of can use NAPLAN persuasive
Brainstorm who opinion or position on the issue? tanneries during the 1800s. writing criteria template Are the EAL students
we could write an (Wing Jan, 2009, p.172) (appendix 5) to prompt demonstrating a firm
argumentative Teaching Group with EAL students. The list of criteria is understanding of persuasive
letter to express students to be used as a tool for future arguments?
our feelings on the Guided writing Students revise learning, and should therefore
matter. emotive language used in their be placed into students What do EAL students need
writing journals in previous individual literacy portfolio. further clarification or work
session. Students use these as a on to successfully write a
guide to work collaboratively to (Wing Jan, 2009, p. 112). persuasive argument
construct simple sentences individually?
containing emotive phrases to
justify whether or not whether
or not horses should be sent to
tanneries. Educator reviews
these to suggest any
improvements to be made.

Shared Writing Educator

works with EAL students to
construct an opening statement
to support their point of view.
(Wing Jan, 2009, p. 15)

Session 9: 4.Joint Through working collaboratively together we are now going to prepare for writing our own persuasive argument using our knowledge of the text type and
construction of text topic. Students refer to template created (Session 5) to then create a What I know about the structure of a persuasive argument Chart in their graphic
organisers. Educator can use NAPLAN persuasive writing criteria template (Appendix 3) to prompt students. The list of criteria is to be used as a tool for future
We are learning to: work learning, and should therefore be placed into students individual literacy portfolio.
together to prepare for
writing a persuasive
argument. (Wing Jan, 2009, p. 112).

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 Session 10: 5. Students focus on drafting and planning a persuasive argument with free choice on the topics of: animals being killed for their skin and the perception of
Independent Bushrangers. Students can commence planning through use of their template as well as mind maps. Drafts are to be collected by educator and to be highlighted
construction of text where support is needed. Educator is to arrange time to sit down with individual students to discuss areas needing improvement prior to final individual
construction of argument.
We are learning to:
create a draft of our
persuasive argument
incorporating all the
structural and language
features we have learnt
about.

Session 11: 5. Prior to dedicated time for students to focus on working on their individual arguments within the session, the educator prompts students thinking through use of
Independent Generate-Sort- Connect-elaborate thinking routine (Ritchart, Morrison, & Church, 2011). Independent practice performed by students then continue to
construction of text construct their individual persuasive arguments on the topic of their choice (Wing Jan, 2009, p.15).

We are learning to: use

information learnt
within the 1830s era to
construct a persuasive
argument
Session 12. 6. Reflecting
on language choices Students to write self- reflection of what has been learnt in regards to 1830s content knowledge. Students then participate in discussion regarding their individually
constructed arguments with other students whom then peer assess their argument based on the list or criteria they created. Unit is to be concluded through
We are learning to: addressing What have we learnt about persuasive arguments? How are they useful? Why are they important? Educator then collects and assess students final
reflect on our independently constructed persuasive argument using NAPLAN persuasive writing criteria template (Appendix 3).
understanding and
knowledge of the
purpose of persuasive
arguments

The above sessions may be subject to alteration depending on evident ability of students as shown through the samples of students work that is to be collected and assessed, as well as
anecdotal notes that are recorded. This may suggest the need to extend time taken to ensure students achieve the identified learning intentions and success criteria. As NAPLAN persuasive text
template is used and will assess students spelling and grammar capabilities, additional sessions may be required to focus more explicitly on developing students abilities in these areas. It must
also be taken into account that students have previous knowledge of persuasive texts (discussions) from earlier in the term. This may cause further alteration to the aforementioned sessions in
order to scaffold students knowledge further through revision.

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Appendix 1 Guided Reading Observation template used in Session 4

Guided Reading Observations

Names Students current PRD Level Text Comments
Word Level Meaning Title and Genre of text What strengths does the student demonstrate?
Phase Level Meaning Purpose and focus for reading
Sentence Level Meaning What are areas of weakness that need to be addressed in future
Linking and Combining planning for literacy development of student?
Information in paragraphs
Interpretative Reading
Inferential Reading
Analytical Reading
Critical Reading
Evaluative Reading

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Source: Adapted from Fountas, & Pinnell, 2001, p.16)Appendix 2 Example of a mind map to be created with students in Session 6

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Appendix 3 - NAPLAN Persuasive writing criteria used in Session 9 and 12

NAPLAN Persuasive Writing Criteria

Students name:

NAPLAN Evidence from writing sample Summary statement of criterion

CRITERION Your comments
Audience The writers capacity to orient, engage and affect the reader.

Text Structure The organization of persuasive text features including introduction,

body and conclusion into an appropriate and effective text structure.

Ideas The selection relevance and elaborations of a persuasive argument.

Persuasive devices A range of persuasive devices to enhance the writers position and
influence the reader.

Vocabulary The range and precision of language choices.

Cohesion The control of multiple threads and relationships over the whole
text, achieved through the use of referring words, substitutions,
word associations and text connectives.

Paragraphing The segmenting of text into paragraphs that assist the reader to
negotiate the narrative

Sentence Structure The production of grammatically correct, structurally sound and

meaningful sentences.

Punctuation The use of correct and appropriate punctuation to aid the reading of
the text.

Spelling The accuracy and range of spelling.

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