Assignment 2 English-Forward-Planning-Document Final29mar2018

ENGLISH
Assignment Two
Forward Planning Document
Deirdre Westerhout
Content Descriptions from the English Curriculum for Year Four
Literature / Responding to Literature /
 Use metalanguage to describe the effects of ideas, text structures and features of literary
texts(ACELT1604)
Language / Language for Interaction /

 Understand differences between the language of opinion and feeling and the language of factual report-
ing or recording(ACELA1489)
Language / Text Structure and Organisation /

 Understand how texts are made cohesive through the use of linking devices including pronoun refer-
ence and text connectives (ACELA1491)
Literacy / Interpreting, Analysing, Evaluating /

 Identify characteristic features used in imaginative, informative and persuasive texts to meet the pur-
pose of the text (ACELY1690)
Literacy / Creating Texts /

 Plan, draft and publish imaginative, informative and persuasive texts containing key information and
supporting details for a widening range of audiences, demonstrating increasing control over
text structures and language features (ACELY1694)
 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content
and structure (ACELY1695)
FORWARD PLANNING DOCUMENT –TEACHING the TEXT FORM OF _____________________________
TERM/WEEKS: 2/1 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

WESTERN AUSTRALIAN CURRICULUM
WEEK/ W.A. LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON Lang Literacy Lit- OBJECTIVE (what & how) EXPERIENCES (include timing)
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1 Famil- Literature / Respond- Students will view Students view Familiarising – types of persuasive texts, their purpose & audience You Tube video:
iarising. ing to Literature / YouTube video about YouTube video What is persuasive
Building Use metalanguage to persuasive texts. about persuasive Introduction: Watch video: What is Persuasive writing Episode 1. writing
aware- describe the effects of texts: assess https://www.youtube.com/watch?v=hD9arWXIddM https://www.youtub
ness of ideas, text structures Students will read through question- Check students understand the meaning of ‘persuade’ and ‘convince’ by e.com/watch?v=hD
various and features of literary and discuss exam- ing and observa- asking them to define in their own words. Teacher scribes definitions 9arWXIddM
types of texts(ACELT1604) ples of persuasive tion to gauge level onto poster to be displayed on Literacy Wall.
persua- texts (books, adver- of understanding.
sive Language / Text Struc- tisements, editorials). Record on a Lesson Body: Tell students we will be looking at different forms of per- Set up display of
texts, ture and Organisation / checklist. Focus suasive texts to identify their purpose and audience. Introduce display of persuasive texts
their pur- Understand how texts Students will verbally on 6 students. story books, articles, advertisements, reviews, letters. including: story-
pose and vary in complexity and identify the specific Place students in groups and allocate one or two examples of same books Hey Little
audience. technicality depending purpose of their per- Students read type. Students to read examples and discuss. Ant by P&H Hoose,
on the approach to the suasive text exam- and discuss ex- KEY QUESTION: What form of persuasive text is it? What is the text I Wish I Had a Di-
topic, the purpose and ple. amples of per- trying to do? (Persuade the reader to...) Who is the text aimed at? nosaur by I Ang-
the intended audience suasive texts: gabrata, magazine
(ACELA1490) assess participa- Bring class back to mat and ask one student from each group to de- ads, editorials,
tion through ob- scribe the purpose of their text. Discuss the variety of forms persuasive book reviews
Literacy / Interpreting, servation. Record text can take.
Analysing, Evaluating / using anecdotal KEY IDEA: while the form and audience can differ, the purpose remains
Identify characteristic notes. the same – to persuade the reader to a particular course of action of
features used in imagi- point of view. Poster paper to
native, informative and Students verbally record concept map
persuasive texts to meet identify the pur- Conclusion: Review lesson objectives. Discuss and make a concept of what students
the purpose of pose of their per- map of what students have learned so far about Persuasive texts i.e. know about per-
the text (ACELY1690) suasive text ex- purpose, various forms, when/why to use persuasive text. Teacher to suasive texts
ample: assess by scribe. Display concept map on Literacy Wall. This will be added to in
questioning and future lesson.
general discus-
sion. Record us- Extension: Have students read a text sample and explain how it per-
ing checklist. suades the reader (i.e. message, key words, emotive words, argument).
Support: Display key words that can be used to describe the purpose
and use of persuasive texts. Maintain book display for student to look
through at other times.

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2. Ana- Language / Text Struc- Students will read an Students will read Analysing – focus on text framework of exposition
lysing. ture and Organisation / exemplar exposition and label parts of Literacy Wall
Use ex- Understand how texts and label the key a persuasive text: Introduction: Review Literacy Wall. Ask students what they know about
emplar to are made cohesive parts of the persua- assess through persuasive texts. (purpose, types, reasons for use) Display of persua-
identify through the use of link- sive text. observation and sive texts.
frame- ing devices includ- record anecdotal Lesson Body: Bring class onto mat and introduce PM Exemplar for
work and ing pronoun reference Students will write notes on student Writing Big Book – Exposition. Explain we are going to focus on exposi-
key parts and text connectives parts of the exemplar participation in tion writing as our chosen form of persuasive text. We are going to learn PM Exemplars for
of a per- (ACELA1491) text into the appro- group discussion. about the main parts of an exposition. Students will use this knowledge Teaching Writing
suasive priate sections of a Focus on 6 differ- to guide their own persuasive writing in upcoming lessons. Big Book – Exposi-
text. Literacy / Interpreting, persuasive text ent students. tion.
Analysing, Evaluating / Planning Sheet Teacher reads aloud Big Book exemplar. Guides students to identify
Identify characteristic (PM8). Students will write and label (using laminated tabs) the main parts of the persuasive text.
features used in imagi- parts of exemplar Discuss each main part.
native, informative and text into appropri- KEY IDEAS Identify in the text: title/heading, first paragraph has main
persuasive texts to meet ate sections of the argument (what the author is trying to persuade the reader about), sub- Enlarged The Writ-
the purpose of Planning Sheet sequent paragraphs have main ideas with elaborations, and conclusion ing Book PM8
the text (ACELY1690) (PM8): assess has summation of main idea. Hamburger Model
through viewing Planning Sheet –
completed PM8 Introduce enlarged PM8 Planning Sheet (give each student one). Ex- To persuade.
sheet. Record on plain this is a framework for writing a persuasive text. Discuss each sec-
checklist. tion on planning sheet. Explain we will use this to plan and write our own A4 copy of planning
persuasive text in upcoming lessons. sheet PM8 (one per
Students need- student).
ing Support: Ask students to discuss with shoulder partner how the exemplar aligns
Provide A4 lami- with the planning sheet. Students to write onto their A4 planning sheet
nated copy of ex- text from the exemplar that best fits into the different sections of the
emplar for stu- planning sheet. Students thereby show their understanding of the ele-
dents to highlight ments and their place in the structure of a persuasive text.
sections.
Teacher asks for student feedback to complete enlarged PM8 Planning
Sheet which will be used as a guide/resource on Literacy Wall.
Conclusion: Review lesson objectives and discuss key parts of a per-

suasive text. Display exposition exemplar and completed PM8 Planning
Sheet on Literacy Wall. Collect student planning sheet for evaluation.

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3. Ana- Literature / Respond- Students will read an Students read the Analysing – focus on language features Literacy Wall
lysing. ing to Literature / exemplar exposition exemplar exposi-
Use ex- Use metalanguage to and discuss the lan- tion and discuss Introduction: Review Literacy Wall. Ask students what they know about Display of persua-
emplar to describe the effects of guage features in the the language fea- persuasive texts. (structure, key parts, purpose, types) sive texts.
identify ideas, text structures persuasive text. tures: assess
language and features of literary through observa- Lesson Body: Explain we are going to re-read our exposition exemplar
features texts(ACELT1604) Students will contrib- tion and class and focus on the language used to persuade. Then we are going to cre-
of per- ute to creating a discussion. Re- ate a poster listing WOW words, sentence starters, connectives, emo-
suasive Language / Language class poster of differ- cord anecdotal tive language, etc which feature in persuasive writing. We will display
texts. for Interaction / Under- ent language fea- notes on student our poster on our Literacy Wall.
stand differences be- tures used in per- participation and PM Exemplars for
tween the language of suasive texts. understanding. Bring class onto mat and re-read PM Exemplar for Writing Big Book – Teaching Writing
opinion and feeling and Focus on 6 differ- Exposition. Point out language features in the persuasive text. Discuss big book – Exposi-
the language of factual ent students. the effect of the language features (how does it persuade?) tion.
reporting or recording KEY IDEAS Identify language features: present tense, action verbs,
(ACELA1489) Students contrib- thinking/feeling words, emotive words, subject specific technical terms,
ute to class poster opinion, linking words, strong adjectives, etc.
Literacy / Interpreting, of different lan- Poster paper to
Analysing, Evaluating / guage features: Ask students for examples of words / phrases / persuasive language record class list of
Identify characteristic assess through that we can put on our Class Poster (i.e. sentence starters, evaluative words, phrases,
features used in imagi- questioning and language, connective phrases). Record these onto poster paper and persuasive lan-
native, informative and observation. Re- add to Literacy Wall. guage used in a
persuasive texts to meet cord with anecdo- persuasive text.
the purpose of tal notes. Conclusion: Students to do ‘Quick Write’ style activity in pairs to per-
the text (ACELY1690) suade their partner (for or against) “Are dogs better pets than cats?”
Using Activity sheet 1 ‘Convince Me!’ the students write in point form an Activity sheet 1 –
Language / Text Struc- opening statement, one main argument, two supporting reasons and a ‘Convince Me!’
ture and Organisation / concluding sentence designed to persuade (utilising ideas from Class (proforma for a per-
Understand how texts Poster). Students present argument verbally to partner. Chose one or suasive argument –
are made cohesive two to present to whole class. Discuss which presentations were most teacher created).
through the use of link- convincing and why.
ing devices includ-
ing pronoun reference Extension: Looking at exemplar, students to consider which words and
and text connectives phrases are more effective than others. Evaluate and rate them.
(ACELA1491)
Support: Provide A4 laminated copy of exemplar for students to high-
light language features with white-board markers.

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4. Model- Literacy / Creating Students will view Students view Modelling – focus on developing main points, planning text You Tube video:
ling. Fo- Texts / YouTube video about YouTube video Persuasive writing
cus on Plan, draft and publish developing reasons about developing Introduction: Review what students already know about persuasive for kids: Reasons
developing imaginative, informative in a persuasive text. reasons in a per- texts. Watch video: Persuasive writing for kids: Reasons https://www.youtub
main ideas and persuasive texts suasive text: as- https://www.youtube.com/watch?v=6bbWJKIvl2c e.com/watch?v=6b
and elabo- containing key informa- Students will actively sess through Discuss the importance of developing strong reasons with supporting bWJKIvl2c
rations.
Use plan-
tion and supporting de- listen as teacher questioning and elaborations and using persuasive language features.
ning sheet tails for a widening range models developing discussion to
to rein- of audiences, demon- ideas and supporting gauge student Lesson Body: Explain that the teacher will model how to brainstorm Enlarged The Writ-
force strating increasing con- elaborations for a understanding. and develop main ideas for a persuasive text. Teacher will record ideas ing Book PM8
structure. trol over text structures persuasive text. Record anecdotal onto a Planning Sheet (PM8) to help structure our writing. This Planning Hamburger Model
and language features notes. Focus on 6 Sheet will form the basis of our group writing activities. Planning Sheet –
(ACELY1694) different students. To persuade.
Introduce the topic and context for the persuasive writing tasks: Recy-
Literacy / Interpreting, Students actively cling – Is It Worth It? Cross curricula links with Science topic being ABC video on recy-
Analysing, Evaluating / listen as teacher covered concurrently (ACSHE062, ACSSU074). Watch ABC video on cling plastics:
Identify characteristic models develop- recycling plastics to remind students of content: http://education.abc
features used in imagi- ing ideas and http://education.abc.net.au/home#!/media/30438/recycling-household- .net.au/home#!/me
native, informative and elaborations: as- items dia/30438/recycling
persuasive texts to meet sess through ob- -household-items
the purpose of servation. Record Teacher uses think alouds to model brainstorming onto whiteboard:
the text (ACELY1690) with anecdotal “Decide my position, identify my audience and be clear about what I am Whiteboard and
notes. persuading the reader to do.” Teacher uses think alouds to model writ- marker pens
Language / Text Struc- ing an introduction sentence, three main points and elaborations (body),
ture and Organisation / and a closing assertion (conclusion) onto whiteboard. Include emotive
Understand how texts language from Class Poster and encourage students to think of other
are made cohesive words they could use when they create a similar text. Transfer chosen Class Poster of
through the use of link- ideas onto Planning Sheet PM8. words, phrases,
ing devices includ- sentence starters,
ing pronoun reference KEY IDEA: The persuasive text should include introduction which state connectives, etc
and text connectives the position, 3-4 main arguments each with at least two elaborations, from lesson 3.
(ACELA1491) concluding statement. Use of persuasive language and appropriate
grammar.
Conclusion: Review lesson objectives and use of Planning Sheet. Dis-

play completed Planning Sheet PM8 on Literacy Wall for students
to view.

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5 Shar- Literacy / Creating Students will actively Students actively Sharing – focus on collaboratively writing first draft
ing. Col- Texts / listen and participate listen and partici-
labora- Plan, draft and publish in the shared writing pate in shared Introduction: Watch ABC video on recycling from lesson 4 and review ABC video on recy-
tively imaginative, informative activity. writing activity: completed Planning Sheet on shared writing topic Recycling – Is It cling plastics:
create and persuasive texts assess through Worth It? Explain we are going to use the Planning Sheet to write a first http://education.abc
text. Fo- containing key informa- Students will contrib- observation. Re- draft of our persuasive text. Writing will be shared so we will need stu- .net.au/home#!/me
cus on tion and supporting de- ute sentence ideas cord with anecdo- dents’ ideas and contributions. dia/30438/recycling
language tails for a widening range and wording to help tal notes. Focus -household-items
features of audiences, demon- develop the persua- on 6 students. Lesson Body: Using butcher’s paper, teacher to write first sentence
and strating increasing con- sive text. and commence drafting text following the structure/content on Planning Completed
grammar. trol over text structures Students contrib- Sheet. Invite students to contribute sentences to develop the body of enlarged The Writ-
and language features ute sentence the text. Provide opportunities for students to discuss their ideas in small ing Book PM8
(ACELY1694) ideas and wording groups to clarify and refine their thoughts. Collaboratively expand single Hamburger Model
to develop the sentences into paragraphs. Draw on sentence starters, words/phrases Planning Sheet
Literacy / Interpreting, text: assess from Class Poster. from lesson 4
Analysing, Evaluating / through observa-
Identify characteristic tion. Record on Ask students for word suggestions and other ideas to improve the im-
features used in imagi- checklist. pact of the text (i.e. language features, grammar, punctuation). Butcher’s Paper
native, informative and Incorporate student ideas in the text; ask students to write their sen- Marker pen
persuasive texts to meet tences/words into the text once agreed upon by the class.
the purpose of
the text (ACELY1690) Periodically, teacher to model self editing techniques (i.e. re-reading, Class Poster of
checking spelling, grammar, punctuation, does it make sense?). words, phrases,
Language / Text Struc- sentence starters,
ture and Organisation / Conclusion: Recap the writing process so far (persuasive genre, text connectives, etc
Understand how texts form, context, purpose, audience, brainstorming, planning and drafting). from lesson 3.
are made cohesive Refer to items on the Literacy Wall that support our writing.
through the use of link-
ing devices includ- Discuss how writing is an ongoing process which needs reflection, edit-
ing pronoun reference ing and refining. Explain we will reflect and edit text in our next lesson
and text connectives before publishing.
(ACELA1491)

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6 Shar- Literacy / Creating Students will review Students edit Sharing – focus on editing and publishing Class Poster of
ing. Fo- Texts / and edit class text in class text in words, phrases,
cus on Plan, draft and publish groups. groups: assess Introduction: Explain in this lesson we will be collaboratively editing sentence starters,
editing to imaginative, informative through observa- our class persuasive text and publishing it. Students will then make a connectives, etc
finalise and persuasive texts Students will discuss tion and discus- start on planning/writing their own persuasive text. from lesson 3
text be- containing key informa- and record their posi- sion. Record an-
fore pub- tion and supporting de- tion on a topic for ecdotal notes. Lesson Body: Reread the class text together. Then place students into Butcher’s paper
lish using tails for a widening range their independent Focus on 6 differ- groups with a section of the text to review and edit. List Editing Criteria with draft class text
ICT. of audiences, demon- writing task. ent students. on whiteboard for reference: grammar, meaning, persuasive language, from lesson 5
strating increasing con- spelling, punctuation.
Guiding. trol over text structures Editing Criteria on
Scaffold and language features Students discuss KEY IDEA: Encourage students to use their prior science knowledge white board.
student to (ACELY1694) and record their and what they have learned about persuasive texts (language features,
com- Re-read and edit for position on a topic tense, grammar, etc) to refine the text.
mence meaning by adding, for independent
their own deleting or moving writing task: as- Call groups back and discuss their editing suggestions. Teacher to in-
writing. words or word groups sess through ob- corporate suggestions onto hardcopy once agreed upon by class.
to improve content servation. Record Finally, reread edited text with class and congratulate students on con- ICT - word proc-
and structure on checklist. tribution. Teacher to publish finalised text using ICT to print an enlarged essing and printing
(ACELY1695) text copy. Display on Literacy Wall. final text
Literacy / Interpreting, Guiding – students discuss and determine their position on a topic
Analysing, Evaluating /
Identify characteristic Conclusion: Explain students will now be given time to discuss in their
features used in imagi- groups: Recycling – It is Worth It? to determine their personal posi- The Writing Book
native, informative and tion/opinion. This will form the basis of their independent persuasive PM8 Hamburger
persuasive texts to meet writing task. Model Planning
the purpose of Sheet – one per
the text (ACELY1690) Give each student PM8 Planning Sheet and ask them to consider: their student.
position, their audience and their argument. Students to fill in title and
introduction part (what is my argument?) of Planning Sheet in prepara-
tion for next lesson.

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7 Guid- Literacy / Creating Guiding – scaffold students in planning phase
ing. Scaf- Texts / Students will discuss Students discuss
fold and Plan, draft and publish the writing process the writing proc- Introduction: Briefly review the writing process covered so far (persua- ABC video on recy-
support imaginative, informative conducted in previ- ess so far: assess sive genre, text form, context, purpose, audience, brainstorming, plan- cling plastics:
students and persuasive texts ous weeks. through question- ning and drafting). Discuss the Literacy Wall resources (persuasive text http://education.abc
as they containing key informa- ing and discus- exemplar, completed Planning Sheet, Class Poster, Editing Criteria .net.au/home#!/me
plan text. tion and supporting de- Students will con- sion. Record an- poster, etc) and explain how these can support our writing. dia/30438/recycling
tails for a widening range tinue to plan their ecdotal notes. -household-items
of audiences, demon- persuasive text. Focus on 6 differ- Lesson Body: Explain students will continue their writing task by using
strating increasing con- ent students to their Planning Sheet from previous week to plan their text. In this phase ABC Video on re-
trol over text structures Students will reflect check under- they will brainstorm and organise their main points and elaborations. cycling cans:
and language features on their progress standing. http://education.abc
(ACELY1694) through group dis- To support brainstorming of ideas, students can view cross curricular .net.au/home#!/me
cussion. Students continue science videos related to recycling to help develop their arguments dia/525489/cash-
Literacy / Interpreting, to plan their text: (have iPads with videos downloaded at learning stations for students to for-cans-in-
Analysing, Evaluating / assess through view). Also YouTube videos on developing reasons. western-australia-
Identify characteristic observation. Re-
features used in imagi- cord anecdotal Students work independently to generate and sort their ideas; write You Tube video:
native, informative and notes. ideas into their writing journal. Then use these notes to complete their Persuasive writing
persuasive texts to meet PM8 Planning Sheet to plan structure. for kids: Reasons
the purpose of Students reflect https://www.youtub
the text (ACELY1690) on their progress Teacher to rove the room and highlight examples of students success e.com/watch?v=6b
through group and/or remind them about things they need to address. bWJKIvl2c
discussion: as- KEY IDEA: Students focus on each main point having two elaborations
sess through that are different from each other but relate to main point. Class Poster
questioning and
discussion. After some time, bring students together in small groups to share and Student writing
discuss their ideas. Students should be encouraged to give each other journal
feedback and ask questions to help clarify their thinking and planning.
Teacher to be available to support if necessary. Literacy Wall
Conclusion: Review lesson objectives. Discuss student progress and Students own PM8
get feedback (Fist to 5 quick assessment). Note students needing sup- Planning Sheet
port and conference with them in next lesson. from previous les-
Tell students the next phase will be writing a first draft of their text. son.

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8 Apply- Literacy / Creating Students will com- Students com- Applying – students independently write first draft of text
ing. Stu- Texts / mence a first draft of mence first draft Class Poster of
dents Plan, draft and publish their persuasive text. of persuasive text: Introduction: Review students writing progress so far (forming a posi- words, phrases,
under- imaginative, informative assess by obser- tion, knowing the audience, generating ideas, planning structure). sentence starters,
take first and persuasive texts Students will give vation. Record connectives, etc
draft of containing key informa- and receive feedback with anecdotal Lesson Body: Explain students will use their competed Planning Sheet from lesson 3
text. tion and supporting de- on their writing. notes. to write a first draft of their text. Discuss the Literacy Wall resources
Com- tails for a widening range (exposition exemplar, completed Planning Sheet, Class Poster, Editing Literacy Wall
mence of audiences, demon- Students give and Criteria poster, etc) and explain these can support student writing.
editing. strating increasing con- receive feedback Students own PM8
trol over text structures on their writing: Students work independently to write a first draft into their writing jour- Planning Sheet
and language features assess by obser- nal; expanding single sentences into short paragraphs and creating from previous les-
(ACELY1694) vation. Record paragraphs around each main idea. son.
Re-read and edit for with anecdotal Teacher to rove the room and celebrate examples of student writing, or
meaning by adding, notes. remind them about elements they need to address. Student writing
deleting or moving journal
words or word groups After some time, invite students wishing to discuss their writing to a stu-
to improve content dent/teacher conference. Work with individuals and small groups, Editing Criteria on
and structure teacher to provide explicit feedback. white board.
(ACELY1695)
Encourage students to quietly read aloud their text and check its struc-
Literacy / Interpreting, ture and language against examples on the Literacy Wall.
Analysing, Evaluating /
Identify characteristic fea- Conclusion: Review lesson objectives. Discuss student progress and
tures used in imaginative, get their feedback (self assessment). Note any concerns and work with
informative and persuasive
texts to meet the purpose
these students more closely at next lesson.
of the text (ACELY1690) Explain the next lesson will be editing and finalising their text before
publishing.
Language / Text Structure
and Organisation /
Understand how texts are
made cohesive through the
use of linking devices in-
cluding pronoun reference
and text connectives
(ACELA1491)

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9 Apply- Literacy / Creating Applying – students edit writing and finalise text Class Poster of
ing. Stu- Texts / Students will edit Students edit their words, phrases,
dents Plan, draft and publish their persuasive text persuasive text: Introduction: Review students writing progress so far (forming a posi- sentence starters,
complete imaginative, informative using set editing cri- assess by viewing tion, knowing the audience, generating ideas, planning structure, writing connectives, etc
editing and persuasive texts teria. writing journal. a draft). from lesson 3
and con- containing key informa- Record with a
struct tion and supporting de- Students will create a scaled checklist Lesson Body: Explain students will now edit their draft text to create a Literacy Wall
final text. tails for a widening range final version of their covering: spelling, final version. Discuss the Literacy Wall resources that can support their
of audiences, demon- text. grammar, lan- editing practice. Students own PM8
strating increasing con- guage features, Planning Sheet
trol over text structures Students will give structure and Teacher displays on white board and demonstrates briefly what good from previous les-
and language features and receive feedback punctuation. editing looks like: check for spelling, grammar, punctuation, meaning; son.
(ACELY1694) on their writing. re-craft text by adding, moving or deleting text to improve it.
Re-read and edit for Students create a Student writing
meaning by adding, final version of Students edit their text in their writing journal using a coloured pencil to journal
deleting or moving their text: assess track changes. Teacher to rove the room and celebrate efforts/ provide
words or word groups by viewing writing suggestions as needed. Editing Criteria on
to improve content journal, student white board.
and structure feedback. Record After some time, invite students who have finished editing to read their
(ACELY1695) with checklist. edited text to a partner. Discuss the elements that make it an effective
persuasive text.
Literacy / Interpreting, Students give and
Analysing, Evaluating / receive feedback Conclusion: Review lesson objectives. Discuss student progress and
Identify characteristic fea- on their writing: get their feedback (self assessment).
tures used in imaginative, assess by obser-
informative and persuasive
texts to meet the purpose
vation. Record Explain the next step will be publishing their text using Google docs.
of the text (ACELY1690) with anecdotal Students will also complete a Kahoot Quiz in the next lesson to review
notes. Focus on 6 what they have learned about persuasive writing.
Language / Text Structure different students.
and Organisation /
Understand how texts are
made cohesive through the
use of linking devices in-
cluding pronoun reference
and text connectives
(ACELA1491)

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10 Ap- Literacy / Creating Students will publish Students publish Applying – students publish their text using ICT; complete a Ka- Class Poster of
plying. Texts / their text using their text using hoot Quiz words, phrases,
Students Plan, draft and publish Google Docs. Google Docs: sentence starters,
publish imaginative, informative assess by viewing Introduction: Questioning to review students writing progress so far connectives, etc
text using and persuasive texts printed text and (forming a position, knowing the audience, generating ideas, planning from lesson 3
ICT. containing key informa- Students will com- marking against a structure, writing a draft, editing).
Students tion and supporting de- plete a Kahoot Quiz. rubric. Record Literacy Wall
complete tails for a widening range results on a Lesson Body: Explain students will now publish their text using the
a Kahoot of audiences, demon- checklist. word processing program Google Docs. Students own PM8
Quiz to strating increasing con- Planning Sheet
review trol over text structures Students to type final text into Ipads or PCs for publication. Encourage from previous les-
and as- and language features Students com- students to reread text before sending to print to check the structure, son.
sess (ACELY1694) plete a Kahoot grammar, punctuation, spelling, etc. one last time. Refer to elements on
what they Re-read and edit for Quiz covering the Literacy Wall. Student writing
have meaning by adding, what have been journal
learned. deleting or moving learned through After sending to print, and while still on the device, have students com-
words or word groups the unit: assess plete a quick Kahoot Quiz covering what has been learned in the per- ICT – word proc-
to improve content by viewing quiz suasive writing unit. essing with Google
and structure results. Record on docs
(ACELY1695) checklist. Conclusion: Congratulate students on their writing success.
Literacy / Interpreting, Link into school’s Recycling program to arrange a school display on Re-
Analysing, Evaluating / cycling – Is it Worth It? Include students’ persuasive writing pieces
Identify characteristic (with permission), ABC videos, local council recycling brochures and
features used in imagi- information. Invite other classes, visitors and parents to view display to
native, informative and raise awareness.
persuasive texts to meet
the purpose of Take photos of the display. Include pics and students own persuasive
the text (ACELY1690) writing product in student portfolios.
Extension: Students can add to the Concept Map key elements of per-
suasive writing to display on Literacy Wall.

Assignment 2 English-Forward-Planning-Document Final29mar2018

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Assignment 2 English-Forward-Planning-Document Final29mar2018

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ENGLISH

Language / Language for Interaction /

Language / Text Structure and Organisation /

Literacy / Interpreting, Analysing, Evaluating /

Literacy / Creating Texts /

TERM/WEEKS: 2/1 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

Conclusion: Review lesson objectives and discuss key parts of a per-

TERM/WEEKS: 2/2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

Conclusion: Review lesson objectives and use of Planning Sheet. Dis-

TERM/WEEKS: 2/4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/5 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/7 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/8 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

TERM/WEEKS: 2/9 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH

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