Appendix 2 – Unit of Work

Writing, Reading and Responding to Persuasive Text | Stage 1 | English

Summary Duration
Through shared reading, writing, speaking and listening activities, students study persuasive techniques. They analyse Term 4
and compose a range of persuasive texts, including arguments, persuasive letters and discussions. 4 weeks
Students create persuasive spoken texts drawing on their own experiences, their imagination, and ideas they have Detail: 8 lessons
learned. They use an increasing variety of skills and strategies, including knowledge of text structure, context, grammar,
punctuation, word usage and phonics, to make connections between texts and between their own experiences and
information in texts. A focus on the Super 6 Strategies will be implemented to engage students in learning about
persuasive texts. The Super 6 Strategies include: making connections, predicting, questioning, monitoring, visualising
and summarising. Students’ final persuasive text will be collated and made into a book ‘We Wanna Classroom Pet’.

Unit overview Mentor Texts

Lesson 1 Understanding Points of View § Hey, Little Ant by Phillip M. Hoose and Hannah Hoose
Lesson 2 For or Against? § I Wanna Iguana by Karen Kaufman Orloff and David Catrow
Lesson 3 Predicting and Visualising § What Pet Should I Get by Dr Seuss
Lesson 4 Making Connections
Lesson 5 Summarising
Lesson 6 Visualising
Lesson 7 Drafting a Persuasive Text
Lesson 8 Persuasive Writing

Outcomes Assessment overview

English K-10 § Ongoing Assessment - observation and teacher's anecdotal notes and records, along with evaluation of work
samples and analysis of contribution to class discussions, conversations and feedback.
› EN1-5A uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell § Peer feedback and self-reflection checklist.
familiar words
§ Summative Assessment - independent writing tasks graded, based on set criteria, student achievement against
› EN1-6B recognises a range of purposes and audiences for spoken language and recognises organisational patterns selected outcome and learning goals, achievement against Literacy Continuum Markers.
and features of predictable spoken texts
› EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject
matter
› EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of
purpose, audience and subject matter
› EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text
when responding to and composing texts
› EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and
composing texts
› EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Speaking and listening 2 LESSON 1 (23/10/2018) § Whiteboard and markers
Students: Understanding Points of View § Adequate space to enable students to move around
Respond to and compose texts Students display their current level of knowledge on persuasive texts and learn about § OREO poster (retrieved from
different points of view. https://www.teachstarter.com/teaching-resource/persuasive-
§ explain personal opinions orally using supporting reasons,
Lesson Intention: We have different points of view. paragraph-writing-using-oreo/)
simple inferences and reasonable prediction
§ demonstrate active listening behaviours and respond Success Criteria: Adaptations
appropriately to class discussions § I can talk about a time I was persuaded.
§ Provide one-on-one assistance with emergent learners. Ensure they
§ recognise and respond to instructions from teachers and § I can explain and justify my point of view.
understand the question. Use verbal speech and questioning to
peers § I can give reasons and explanations. encourage students to critically think and verbally articulate their
Stage 1 - Writing and representing 2 ideas.
Students: Introduction § Encourage advanced learners to self-assess by using the poster as a
Develop and apply contextual knowledge Explain to the students that this term we will be looking at and discussing persuasive prompt. Encourage them to ask themselves, have I provided an
texts. Explore the concept of persuasion and how it is used in our everyday lives with opinion, do my reasons and explanations support my opinion?
§ identify the audience of imaginative, informative and
persuasive texts (ACELY1668) a purpose to obtain something we want. Use a range of real-life examples to prompt
students to share ideas and experiences. Teaching/Learning Strategies
§ discuss some of the different purposes for written and visual
texts Write the statement on the board: Cats make better pets than dogs. § Revisiting and scaffolding students’ prior knowledge of persuasive
Instruct the class to divide themselves on either side of the classroom if they agree or text structure
Respond to and compose texts
disagree with the statement. Now, there are two groups of students who will voice § Modelling language such as I believe, should, should not, do not, do,
§ draw on personal experience and feelings as subject matter to
their opinions that cats do make better pets than dogs and those who believe that cats for these reasons, firstly, secondly.
compose imaginative and other texts for different purposes
do not make better pets than dogs. Select individual students to give a reason and § Modelling how to use OREO structure
§ compose and review written and visual texts for different then elaborate by explaining. Then, select a student in the opposing team to respond -
purposes and audiences § Providing constructive feedback
creating a mini debate that encourages students to give reason and explanation. After
§ Investigating the task physically and verbally before writing
Stage 1 - Grammar, punctuation and vocabulary discussing, allow students to swap sides if they wish and ask them to explain how they
were persuaded. § One-on-one assistance with emergent learners
Students:
§ Differentiate the task for multiple abilities in the classroom.
Develop and apply contextual knowledge
Body Assessment Strategies
§ understand that ideas in texts can be organised to enhance
meaning using sentences and paragraphs Display an OREO poster on the board and briefly go through each aspect.
§ Observation
§ begin to understand that choice of vocabulary adds to the O - Opinion, R - Reason, E - Explanation, O - Restating Opinion.
§ Participation in class discussion
effectiveness of text Instruct students to write the title: Cats make better pets than dogs.
§ Strategic questioning
Understand and apply knowledge of language forms and features Students to independently write a persuasive text that justified their belief. Students
were encouraged to give 3 reasons and explanations in paragraph form. § Marking students’ responses
§ understand that paragraphs are used to organise ideas
Teacher to walk around the classroom, read and help students to ensure they are on § Encouraging self-assessment by using poster as prompt
§ recognise that time connectives sequence information in texts
track. Mark their work and provide feedback. § Provide feedback in timely manner
Respond to and compose texts
§ begin to organise ideas into paragraphs when composing texts Lesson Evaluation
Conclusion
Select students to read out one of their reasons and examples to the class. Ask other § Did the introduction, body and conclusion flow well?
students if they had a similar response, what else can you add to it? § Did the students understand the task?
§ Was the timing of my lesson appropriate?
§ Did the lesson cater to all learning styles?
§ Were students able to link lesson content with everyday life?
§ Were students able to choose one side and provide reasons and
explanations for their choice?

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Reading and viewing 2 LESSON 2 (24/10/2018) § Hey, Little Ant by Phillip M. Hoose and Hannah Hoose
For or Against? (https://www.youtube.com/watch?v=U3UjsvXg7Q0)
Students:
From the previous lesson, it demonstrated that students needed assistance with § T-chart
Develop and apply contextual knowledge
elaborating on their reasons, justifying and explaining why they chose one or the other § Statements that encourage for and against discussion amongst groups
§ recognise a range of purposes and audiences for
to be a better pet. This lesson is scaffolded to guide student's ability to pick a side and § Fish Make the Best Pets
imaginative, informative and persuasive print and
justify why.
visual texts § All Children Should Play Weekend Sport
Lesson Intention: Choose a side and give reasons why.
§ identify how imaginative, informative and persuasive § Tablets Should Replace Paper and Pencils in the Classroom
texts can vary in purpose, structure and topic Success Criteria:
§
Listening to Audio Books is Better Than Reading Books
Respond to, read and view texts § I can choose a side I want.
§ I can give a reason for choosing a side. §
Hover Boards Are Better Than Bikes
§ respond to a range of literature and discuss purpose
and audience §
Long Car Journeys Are Fun
Introduction § Post-it notes
Stage 1 - Thinking imaginatively and creatively
Students: Watch the YouTube video of the reading. Adaptations
Engage personally with texts After, ask students: What is the boy in the story thinking about doing? What does the
§ For advanced learners, allow them to choose their own topics to argue for
ant think and feel about this? How is the point of view of the boy different from the
§ respond to a wide range of texts through discussing, and against in their groups.
point of view of the ant?
writing and representing § Provide emergent learners with visuals to assist them in sorting ideas.
Discuss how, at the end of the story, the boy has not yet decided whether or not he is
Develop and apply contextual knowledge Provide one-on-one assistance. Ensure they understand the question. Use
going to squish the ant.
§ recognise and begin to understand how composers use verbal speech and questioning to encourage students to critically think and
Ask the students: what reasons did the ant use to try and convince the boy to save his verbally articulate their ideas.
creative features to engage their audience
life? Do you think the boy should squish the ant? Why or why not?
Respond to and compose texts Teaching/Learning Strategies
Remind the class about point of view, explored in the previous lesson. Explain to the
§ express a range of feelings in response to a text students that the ant is trying to persuade the boy to agree with his point of view. He § Scaffolding prior knowledge of persuasive texts
Stage 1 - Expressing themselves uses a series of reasons to try and convince the boy that his life is important and that he § Questioning difference between for and against using examples
Students: should not be squished. § Providing feedback
Respond to and compose texts § Cooperative learning by working in groups
Body § Strategic questioning
§ discuss characters and events in a range of literary § One-on-one assistance with emergent learners
texts and share personal responses to these texts, As a class, discuss reasons for and against: 'The boy should squish the ant' on a t-chart
making connections with students' own experiences so that students are able to read the reasons for and against that they have chosen. § Differentiate the task for multiple abilities in the classroom.
(ACELT1582) Encourage students to add further reasons to the list that they can think of. Assessment Strategies
Split the class into small groups of about 4 students (6 groups of 4). Provide students
with different topics and allow them to discuss as a group if they are for or against the § Observation
statement and why. Provide roughly minutes. § Participation in class discussion
Gather the class together on the floor. Go through each group and give reasons for or § Individual contribution to topic
against the statement their group was given. Scaffold student's learning by asking why § Strategic questioning
questions to encourage explanation. § Provide feedback in timely manner

Conclusion Lesson Evaluation

Revisit the reasons listed on the t-chart created earlier in the lesson. ask the students to § Did the introduction, body and conclusion flow well?
write their name on a post-it note. One at a time, ask each student to come up to the § Did the students understand the task?
board to attach their post-it note on the side of the t-chart that they agree with. Ask: do § Was the timing of my lesson appropriate?
you think the for or against is more convincing? As a group, are we for or against the § Was the choice of materials appropriate for the content of the lesson?
ant being squished? How do you know this? (More people are on one side). § Was the level of difficulty appropriate? i.e., were the activities too
simple/hard?
§ Were there any unexpected outcomes?

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Reading and viewing 2 LESSON 3 (29/10/2018) § I Wanna Iguana by Karen Kaufman Orloff
Predicting and Visualising (https://www.youtube.com/watch?v=X7dswe0DuDU)
Students:
Lesson Intention: To predict and visualise as we read to understand the text § Whiteboard
Develop and apply contextual knowledge
§ identify how imaginative, informative and persuasive texts can vary in Success Criteria:
purpose, structure and topic § I can predict what the story is about by looking at the title and cover Adaptations
§ discuss possible author intent and intended audience of a range of texts § I can give reasons to explain the predictions
§ Use eBook/YouTube so that students are able to view the
Respond to, read and view texts § I can think about how the words and pictures help us create a picture in our minds
images better as compared to print.
§ respond to a range of literature and discuss purpose and audience as we read
§ Allow emergent learners to sit together in a group with
Stage 1 - Writing and representing 2 the physical copy of the book so that they are able to turn
Introduction the pages if needed.
Students:
Before reading the story or playing the video of the story being read, have students
Develop and apply contextual knowledge Teaching/Learning Strategies
think about what the story is going to be about and share it with a partner. Ask
§ discuss some of the different purposes for written and visual texts students to close their eyes to visualise and predict what "I Wanna Iguana" might be § Revisiting and scaffolding students’ prior knowledge of
Understand and apply knowledge of language forms and features about. Ask students who they think would want an iguana and how that person might prediction and visualisation (Super 6 Strategies)
§ compare different kinds of images in narrative and informative texts and persuade another person to get an iguana.
§ Modelling language such as predict, think, visualise, see,
discuss how they contribute to meaning (ACELA1453) After students have predicted and visualised, read the summary of the book found on reasons, explain.
§ understand the use of vocabulary about familiar and new topics and the internet;
§ Providing constructive feedback
experiment with and begin to make conscious choices of vocabulary to "Alex just has to convince his mom to let him have an iguana, so he puts his
suit audience and purpose (ACELA1470) arguments in writing. He promises that she won’t have to feed it or clean its cage or § Strategic questioning
Respond to and compose texts even see it if she doesn’t want to. Of course Mom imagines life with a six-foot-long § Use paddle pop sticks with students names on them to
iguana eating them out of house and home. Alex’s reassurances: It takes fifteen engage all students in discussion – it is usually the same
§ compose and review written and visual texts for different purposes and
years for an iguana to get that big. I’ll be married by then and probably living in my students who have their hands up to answer the questions
audiences
own house. and his mom’s replies: How are you going to get a girl to marry you
§ discuss the characters and settings of different texts and explore how when you own a giant reptile?". Assessment Strategies
language is used to present these features in different ways (ACELT1584,
Select a few students (using the paddle pop sticks with their names on them) to § Observation
ACELT1591)
discuss their prediction and write these on the board. § Participation in class discussion
§ make inferences about character motives, actions, qualities and
characteristics when responding to texts § Strategic questioning
Body § Marking students’ responses
Stage 1 - Thinking imaginatively and creatively
Play the YouTube reading of the book. Pause every few pages to discuss how each § Encouraging self-assessment
Students: character is trying to persuade the other, what reasons and explanations are given? § Provide feedback in timely manner
Engage personally with texts Only play about half of the book and ask students to predict the ending. Instruct
students to go back to their desks, draw how they visualised the front cover to be § Students’ work samples
§ recognise the way that different texts create different personal responses
§ respond to a wide range of texts through discussing, writing and (characters, setting, letters, speech). After students have completed their drawing of Lesson Evaluation
representing their front cover, encourage students to be honest and write their first initial
prediction. "I predicted that Alex could convince his mum to let him have an iguana" § Were the learning outcomes for the lesson achieved?
Develop and apply contextual knowledge or "I predicted that Alex could not convince his mum to have an iguana". § Was the choice of materials appropriate for the content of
§ recognise and begin to understand how composers use creative features to the lesson?
engage their audience § Were the instructions clear?
Conclusion § Where do I take the students now?
Understand and apply knowledge of language forms and features
After providing students with adequate time, gather students on the floor to discuss § Did my questions offer enough reflection?
§ identify creative language features in imaginative texts that enhance their drawings and predictions. Firstly, have students discuss with a partner using § Was the timing of my lesson appropriate?
enjoyment, e.g. illustrations, repetition
think-pair-share. Once students have shared their predictions, read the whole story to
Respond to and compose texts the class.
§ recreate texts imaginatively using drawing, writing, performance and
digital forms of communication (ACELT1586)
§ predict and discuss ideas drawn from picture books and digital stories

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Writing and representing 2 LESSON 4 (30/10/2018) § I Wanna Iguana by Karen Kaufman Orloff
Making Connections (https://www.youtube.com/watch?v=X7dswe0DuDU)
Students:
Lesson Intention: To make connections when we read § Graphic organiser (Text to self, text to text, text to
Respond to and compose texts
Success Criteria: world).
§ draw on personal experience and feelings as subject matter to compose
imaginative and other texts for different purposes § I can think about what I already know about the topic
§ make inferences about character motives, actions, qualities and § I can make connections between what I knew before reading and the new Adaptations
characteristics when responding to texts information I read
§ Work with emergent groups and ask questions to
Stage 1 - Thinking imaginatively and creatively § Text to self, text to text, text to world
encourage them to be able to make the connection to the
Students: text. Allow them to understand the task verbally.
Engage personally with texts Introduction § Encourage sound and advanced learners to make the
§ recognise the way that different texts create different personal responses Ask students to recap the story. Play the story on YouTube. Through various scenes, connection, and then explain why that is similar to the
pause and ask students how they connect to the story. text – what strategies did they/someone else use to try to
§ respond to a wide range of texts through discussing, writing and
§ Does this remind you of a time... in your own life? persuade someone to do something.
representing
Respond to and compose texts § Have you had to try to persuade your mum or dads to let you have a pet? Teaching/Learning Strategies
§ express a range of feelings in response to a text § How did you do that?
§ Revisiting and scaffolding students’ prior knowledge of
Ask students what they know about making connections. Students already have prior
Stage 1 - Expressing themselves knowledge of Text to Self, Text to Text and Text to World.
what connections mean
Students: § Modelling language
Ask questions:
Engage personally with texts § Providing constructive feedback
§ Describe a time when you persuaded someone to do something? What strategies
§ recognise and begin to understand that their own experience helps shape did you use? § Investigating the task physically and verbally before
their responses to and enjoyment of texts writing
§ Describe a time when someone persuaded you do something? What strategies did
Develop and apply contextual knowledge they use? § One-on-one assistance with emergent learners
§ recognise simple ways meaning in texts is shaped by structure and Allow a few students to answer to assess their understanding of making connections. § Differentiate the task for multiple abilities in the
perspective classroom.
Ask:
Understand and apply knowledge of language forms and features § Encouraging sound and advanced learners to elaborate
§ Does either one of the characters in this text remind you of another main character
§ discuss aspects of imaginative texts such as setting and dialogue, making you know? In what way? (Text to Text) - Students previously read Hey, Little Ant
connections with students' own experiences
Assessment Strategies
and Eat Your Peas which the characters try to persuade each other to do or not to
Respond to and compose texts something. § Observation
§ compose simple print, visual and digital texts that depict aspects of their Text to World - Do the events in this story remind you of a similar event? Does it § Participation in class discussion
own experience remind you something you've heard about? On the news? § Strategic questioning
§ discuss characters and events in a range of literary texts and share § Marking students’ responses
personal responses to these texts, making connections with students' own Body § Encouraging self-assessment by using graphic organiser
experiences (ACELT1582) After discussion and knowing students understand how to make connections, instruct as prompt
students to go to their desks and write in their books under the following headings. § Provide feedback in timely manner
Text to Self, Text to Text, Text to World. Encourage students to elaborate on their
connections by asking questions such as how? Lesson Evaluation
Walk around the class and work with smaller groups of students who may have § Did the introduction, body and conclusion flow well?
difficulties with the task. § Did the students understand the task?
§ Was the timing of my lesson appropriate?
Conclusion § Did the lesson cater to all learning styles?
After adequate time, allow different students to share their connections with the § Were students able to link lesson content with everyday
class. life?

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Writing and representing 2 LESSON 5 (31/10/2018) § I Wanna Iguana by Karen Kaufman Orloff
Summarising (https://www.youtube.com/watch?v=X7dswe0DuDU)
Students:
Lesson Intention: To summarise as we read to help us understand § Graphic organiser (Somebody, Wanted, But, So, Then).
Develop and apply contextual knowledge
§ identify the audience of imaginative, informative and persuasive Success Criteria:
texts (ACELY1668) § I can think about the main ideas and the most important information Adaptations
Respond to and compose texts § I can record the main ideas
§ Provide one-on-one assistance with emergent learners. Ensure they
§ draw on personal experience and feelings as subject matter to § I can combine ideas into a written, spoken or visual summary
understand the question. Use verbal speech and questioning to
compose imaginative and other texts for different purposes § Somebody, Wanted, But, So, Then encourage students to critically think and verbally articulate their
§ compose and review written and visual texts for different purposes ideas.
and audiences Introduction § Encourage advanced learners to self-assess by using the graphic
Ask students what summarising means. Ask students to summarise what they organiser as a prompt. Encourage them to ask themselves to self-
remember from the story as they have listened to it multiple times now. assess, does my summary make sense? Have I summarised the whole
Use Goldilocks and The Three Bears example of Somebody, Wanted, But, So, story in 5 lines?
Then, to get students to critically think. Answer should be along the lines of: Teaching/Learning Strategies
Goldilocks wanted to see what was in the house but no one was home so
she ate the porridge and sat in the chairs then she fell asleep in the § Revisiting and scaffolding students’ prior knowledge of summaries
smallest bed. Finally, the three bears came home and Goldilocks ran § Modelling language such as Somebody, Wanted, But, So, Then
away. § Use visual prompts
After scaffolding, ask student to name the Somebody, Wanted, But, So, Then § Providing constructive feedback
in I Wanna Iguana.
§ Investigating the task physically and verbally before writing
§ One-on-one assistance with emergent learners
Body
§ Differentiate the task for multiple abilities in the classroom.
Display the summary graphic organiser on the IWB so students can see what
each heading means and how to answer the question. Allow students to Assessment Strategies
independently complete the summary in the books.
§ Observation
§ Participation in class discussion
Conclusion
§ Strategic questioning
Come back as a class on the carpet and talk about the benefits of summarising
stories. Discuss that all stories can be summarised in 5 or less sentences using § Marking students’ responses
Somebody, Wanted, But, So, Then. § Encouraging self-assessment by using graphic organiser as prompt
§ Provide feedback in timely manner

Lesson Evaluation
§ Did the introduction, body and conclusion flow well?
§ Did the students understand the task?
§ Was the timing of my lesson appropriate?
§ Did the lesson cater to all learning styles?
§ Were students able to link lesson content with everyday life?

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Thinking imaginatively and creatively LESSON 6 (05/11/2018) § What Pet Should I Get? by Dr. Seuss disguised in another book so
Visualising children are unable to gain context from the cover
Students:
Lesson Intention: To visualise as we read to help us understand § Each student's English books
Respond to and compose texts
Success Criteria: § Pencils
§ recreate texts imaginatively using drawing, writing, performance
and digital forms of communication (ACELT1586) § I can use my senses to understand the text
§ predict and discuss ideas drawn from picture books and digital § I can think about how the words and pictures help us create a picture in our Adaptations
stories minds as we read
§ I can draw the images that my 'brain can see' as the words are read § Provide one-on-one assistance with emergent learners. Ensure they
understand the question. Use verbal speech and questioning to
encourage students to critically think and verbally articulate their
Introduction ideas.
Instruct students to get their English books and open to the next double page.
Explain that they will be engaging in visualising - a skill that they are familiar
with. Hide What Pet Should I Get? in a larger, completely different book so Teaching/Learning Strategies
that students are unable to gain the context of the story. This encourages
active listening and comprehension skills. § Revisiting and scaffolding students’ prior knowledge of visualisation
§ Encouraging students to close their eyes and use sense of hearing to
make meaning
Body
§ Providing constructive feedback
Read the story slowly and allow students time to draw what they are listening
to and thinking. Observe students to see if they are on the right track. § Investigating the task physically and verbally before writing
§ One-on-one assistance with emergent learners
Conclusion § Differentiate the task for multiple abilities in the classroom.
Ask students to explain their drawings and their understanding of the story Assessment Strategies
when complete. Show students the illustrations. Ask students to predict what
pet Jay and Kay from the story ended up bring home (as the book ends in a § Observation
cliff hanger). Suggest that students can write their next persuasive text about § Participation in class discussion
what pet they should have gotten. § Strategic questioning
§ Marking students’ responses
§ Provide feedback in timely manner

Lesson Evaluation
§ Did the introduction, body and conclusion flow well?
§ Did the students understand the task?
§ Was the timing of my lesson appropriate?
§ Did the lesson cater to all learning styles?
§ Were students able to link lesson content with everyday life?

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Appendix 2 – Unit of Work
Content Teaching, learning and assessment Resources
Stage 1 - Spelling LESSON 7 (06/11/2018) § What Pet Should I Get? by Dr. Seuss
Students: Drafting a Persuasive Text § Whiteboard and markers
Develop and apply contextual knowledge Lesson Intention: To begin using keywords and strong words to plan writing § What Pet Should We Get brainstorm organiser
a final persuasive text. § What Pet Should We Get graphic organiser
§ demonstrate growing awareness of how accurate spelling supports
the reader in understanding written texts to read fluently Success Criteria:
Understand and apply knowledge of language forms and features § I can give 3 reasons and explain them.
§ I can think of adjectives to support my reasons. Adaptations
§ know that regular one-syllable words are made up of letters and
common letter clusters that correspond to the sounds heard, and § Provide one-on-one assistance with emergent learners. Ensure they
how to use visual memory to write high-frequency words Introduction understand the question. Use verbal speech and questioning to
(ACELA1778) encourage students to critically think and verbally articulate their
Revisit the book from last lesson and discuss with students that the children in
Respond to and compose texts ideas.
the story had to decide which pet to get. Introduce to students that they will
§ spell high-frequency and common sight words accurately when need to think of suitable pets for the classroom and what kind of reasons § Encourage advanced learners to self-assess by using the poster as a
composing texts would be good reasons to convince Mrs E. to allow them to have one. Begin prompt. Encourage them to ask themselves, have I provided an
by asking students, opinion, do my reasons and explanations support my opinion?
§ spell known words using letter names
§ What pet would be suitable for the classroom? Teaching/Learning Strategies
Stage 1 - Writing and representing 2
§ We know a lot of reasons why dogs would make good pets, but would they
Students: § Revisiting and scaffolding students’ prior knowledge of persuasive text
be suitable for the classroom? Why/Why not?
Respond to and compose texts structure
§ Should the class pet be something big or small?
§ draw on personal experience and feelings as subject matter to § Modelling language such as I believe, should, should not, do not, do,
§ Should it be something that makes lots of noise or very little noise? for these reasons, firstly, secondly.
compose imaginative and other texts for different purposes
Record students' answers on the board. Ask students for a reason and then § Modelling how to use OREO structure
§ compose and review written and visual texts for different purposes
scaffold and use questioning so that students are able to distinguish reasons
and audiences § Providing constructive feedback
from explaining.
Stage 1 - Thinking imaginatively and creatively § Did you see how you just explained this reason? You explained to me why § Investigating the task physically and verbally before writing
Students: turtles not eating often is why they make good classroom pets because we § One-on-one assistance with emergent learners
§ respond to a wide range of texts through discussing, writing and won't need to spend too much money on their food and we won't be § Differentiate the task for multiple abilities in the classroom.
representing spending a lot of our learning time feeding them.
Respond to and compose texts Brainstorm about 4 to 5 animals with reasons and explanations to allow Assessment Strategies
§ recreate texts imaginatively using drawing, writing, performance students to choose which they would like to try to convince their classroom § Observation
and digital forms of communication (ACELT1586) teacher to get. § Participation in class discussion
§ express a range of feelings in response to a text § Strategic questioning
Body § Marking students’ responses
Ask students to fill out the What Pet Should We Get brainstorm organiser § Encouraging self-assessment by using graphic organiser as prompt
with a partner, the person sitting next to them (ensure students are sitting next
to someone, have a group of 3 if need be). Encourage students to § Provide feedback in timely manner
communicate with each other and listen to each other's ideas. Whilst students Lesson Evaluation
are working together, walk around and provide one-on-one support with
different groups of students. This ensures that students are on track, talking § Did the introduction, body and conclusion flow well?
about the work and understanding what is expected. § Did the students understand the task?
§ Was the timing of my lesson appropriate?
Conclusion § Did the lesson cater to all learning styles?
Wrap up the lesson by asking different groups of students to share some of § Were students able to link lesson content with everyday life?
their reasons with the class. First model the response and clearly articulating § Were students able to choose one side and provide reasons and
that that was the reason, and that was the explanation. Provide immediate explanations for their choice?
feedback so students are able to self-assess.

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Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 8
Appendix 2 – Unit of Work
Content
Stage 1 - Writing and representing 2
Students:
Respond to and compose texts
§ draw on personal experience and feelings as subject matter to
compose imaginative and other texts for different purposes
§ compose and review written and visual texts for different purposes
and audiences
Stage 1 - Grammar, punctuation and vocabulary
Students:
Develop and apply contextual knowledge
§ understand that ideas in texts can be organised to enhance meaning
using sentences and paragraphs
§ begin to understand that choice of vocabulary adds to the
effectiveness of text
Understand and apply knowledge of language forms and features
§ understand that paragraphs are used to organise ideas
§ recognise that different types of punctuation, including full stops,
question marks and exclamation marks, signal sentences that make
statements, ask questions, express emotion or give commands
(ACELA1449)
§ recognise that capital letters signal proper nouns and commas are
used to separate items in lists (ACELA1465)
Respond to and compose texts
§ begin to organise ideas into paragraphs when composing texts
§ compose sentences effectively using basic grammatical features and
punctuation conventions
§ use subject-verb and noun-pronoun agreement when composing
texts and responding to texts orally and in writing
NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
Teaching, learning and assessment
LESSON 8 (12/11/2018)
Persuasive Writing
Lesson Intention: To write a letter about your point of view in the form
of a persuasive text.
Success Criteria:
§ I can write a title
§ I can write an opinion
§ I can give 3 reasons and explanations.
§ I can write a persuasive text using the OREO structure
§ I can write a sentence for the conclusion
Introduction
Revisit last lesson's content. Allow students to explain what the purpose
of that lesson was. Encourage answers to include persuasive text,
convincing, give reasons, explain. As a class, ask students to brainstorm
possible titles for their letter that they will write to their teacher to
persuade her to allow the class to get a classroom pet.
Brainstorm different ways to begin writing an opinion and list them on
the board.
Display and refer to the OREO poster.
Explain to students that they will be using their What Pet Should We Get
graphic organiser to complete a final letter to their teacher. Encourage
and motivate proofreading, editing, spelling and use of paragraphs.
Body
Students to independently complete the task using their What Pet Should
We Get graphic organiser. Their ideas would have been marked, with
comments to guide them to writing more clear and concise reasons and
explanations. As students are independently working on the task, walk
around to monitor their progress, provide feedback as well as supporting
emergent learners.
Conclusion
Gather the students on the floor and ask them how their understandings of
persuasive texts have changed. Ask them about how they feel about
giving explanations to reasons. Ask students what new things they have
learnt over the course of the unit of work.
Resources
§ OREO poster (retrieved from https://www.teachstarter.com/teaching-
resource/persuasive-paragraph-writing-using-oreo/)
§ What Pet Should We Get brainstorm organiser
§ What Pet Should We Get graphic organiser
§ Lined page for students' final product
Adaptations
§ Provide one-on-one assistance with emergent learners. Ensure they
understand the question. Use verbal speech and questioning to encourage
students to critically think and verbally articulate their ideas.
§ Encourage advanced learners to self-assess by using the poster as a prompt.
Encourage them to ask themselves, have I provided an opinion, do my
reasons and explanations support my opinion?
Teaching/Learning Strategies
§ Revisiting and scaffolding students’ prior knowledge of persuasive text
structure
§ Modelling language such as I believe, should, should not, do not, do, for
these reasons, firstly, secondly.
§ Modelling how to use OREO structure
§ Providing constructive feedback
§ Investigating the task physically and verbally before writing
§ One-on-one assistance with emergent learners
§ Differentiate the task for multiple abilities in the classroom.
Assessment Strategies
§ Observation
§ Participation in class discussion
§ Strategic questioning
§ Marking students’ responses
§ Encouraging self-assessment by using graphic organiser as prompt
§ Provide feedback in timely manner
Lesson Evaluation
§ Did the introduction, body and conclusion flow well?
§ Did the students understand the task?
§ Was the timing of my lesson appropriate?
§ Did the lesson cater to all learning styles?
§ Were students able to link lesson content with everyday life?
§ Were students able to choose one side and provide reasons and
explanations for their choice?
9
Appendix 2 – Unit of Work
Evaluation of lessons
Lesson 1 (23/10/18)
Understanding
Points of View
The introduction was a
great activity to get
students to begin
thinking about the
language used in
persuasive texts and the
concepts of reasoning
and explaining. It was an
activity that catered to
different learning styles
– verbal, non-verbal and
physical. The nature of
the lesson flowed well,
however, students were
still finding the writing
process challenging.
During discussions, they
were able to verbally
articulate their
understanding but this
was not reciprocated in
their writing. The timing
was appropriate for the
lesson as given more
time, students would
become disinterested and
disengaged. The topic of
persuasion was
particularly chosen as
students could make
connections to their
knowledge and
contribute to discussion
– allowing them to
understand the type of
text. After marking
student’s written work,
some students were able
to choose one side and
explain whereas others
were contradictory in
their explanations.
NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
Lesson 2 (24/10/18)
For or Against?
The introduction, body
and conclusion of the
lesson flowed well as they
were able to continue
exploring opinion, point of
view and perspectives.
Students responded better
to this lesson as they were
not required to produce
any writing. There was a
lot more discussion
happening which allowed
students to learn from one
another rather than teacher
directed. Students were
able to give simple
explanation of their
opinions. It was important
to provide whole class
discussion and allow
students to discuss in
smaller groups in a
reasonable time to keep
them on track. The
resources/ statements were
appropriate for the class
and the advanced learners
were encouraged to think
of their own topics. Some
said that it was too easy
but they need prompting
questions to explain.
Students became more
aware of the definitions of
for and against and
distinguishing particular
reasons from one side or
the other.
Lesson 3 (29/10/18)
Predicting and
Visualising
The students were able to
successfully think
imaginatively and
creatively which reflects
on their comprehension
skills. Through
questioning, students
were able to uncover the
purpose of the text and
use words such as
‘persuade’ and
‘convince’. They were
able to recognise the
arguments for and against
which builds on from the
last lesson. The
resources were
appropriate for the lesson
as students were engaged
with the electronic
reading and colourful
illustrations of the book
portrayed by the IWB.
The instructions were
clear as reflected in
student’s work samples.
Students had a strong
understanding of the task
as learning was based
artistic work rather than
written. To strengthen
comprehension, I will
utilise Making
Connections of the Super
6 Strategies. This will
allow students to make
meaning and relate to
texts more explicitly.
Lesson 4 (30/10/18)
Making
Connections
The introduction, body
and conclusion of the
lesson flowed well as
students were able to
build on their prior
knowledge, extend on
this and then reflect
through discussion with
the class. There was a
strong consistent
discussion that engaged
majority of the class.
Some students were
confused on what to do
when instructed to go
back to their desks to
write their connections
in their books. They
were having difficulties
with writing about their
connections and further
explaining it. Some
students were distracted
and not wanting to
participate. As I spent
one-on-one with some
students, it was
challenging encouraging
many other students to
keep thinking and
completing their work.
By the end of the lesson,
most students had a
simple sentence – some
did not make complete
sense. The timing of the
lesson was appropriate
but students in the class
need motivating and
encouragement to
complete their work on
time.
Lesson 5 (31/10/18)
Summarising
The introduction, body and
conclusion flowed well as
summarising and recapping
is something that I have
been asking of students as
we have been using the same
book. Again, I gathered
students on the floor and we
had a thorough discussion
and students participated and
were able to verbally
articulate and understand the
process of using Somebody,
Wanted, But, So, Then. This
lesson enabled me to assess
their understanding of the
book as some students slip
under the radar during
discussion. I differentiated
the learning by providing
hard copy version of the
book so students were able
to read and review what
happened again to help them
with their response. By
using different books and
stories as examples, students
were able to see the
relevance to everyday life
and how all stories can be
summarised in 5 sentences
or less. This lesson gave
students a break from having
to ‘think’ too hard about
persuasive text as they have
been practicing writing a lot
of different persuasive texts
to strengthen their point of
views and explanations.
Lesson 6 (05/11/18)
Visualising
The students were able to
successfully think
imaginatively and
creatively which reflects
on their comprehension
skills. By giving
adequate time to draw
what they were hearing
and imagining, students
were able to create what
their ‘brains saw’.
Through strategic
questioning, students
were able to highlight the
importance of what was
read and draw it. This
lesson catered to diverse
learning abilities as
students used their senses
to make meaning of the
text. It was fascinating to
see how students placed
different animals and
settings from another
based on the same book.
The instructions were
clear as reflected in
student’s work samples.
Students had a strong
understanding of the task
as learning was not based
artistic work rather than
written. From the last
few lessons, students
have been provided
support and learning
strategies to better
understand persuasive
texts.
Lesson 7 (06/11/18)
Drafting a Persuasive
Text
During whole class discussion,
students were actively engaged
and interested in the topic as
they would now be planning to
persuade their classroom
teacher to get a classroom pet!
Students who often did not
participate in discussion were
contributing and giving relevant
reasons to the context (not
describing home pets and their
traits). Constant questioning
was needed to keep students
thinking about the context that
they were writing in. When
instructed to work in pairs,
students were engaged in
meaningful talk and this was
reflected in most of their
scaffolds. Students are seated
strategically which was
beneficial as some of the higher
achieving learners were paired
with the lower. One-on-one
assistance was necessary for
emergent learners as they were
not able to provide good
reasons for classroom pets.
However, they were able to
provide basic reasons for pets in
general. Students are also
finding it challenging
differentiating between a reason
and explanation. Some students
were having trouble choosing
one side and supporting their
choice – instead they chose a
side and explained it using
contradiction rather than
supporting explanation.
10
Lesson 8 (12/11/18)
Persuasive
Writing
During the introduction,
I provided students with
overall feedback which I
believe enable them to
understand if they were
on the right track. The
students who I believe
fully understood the
concept, I handed back
their scaffolds and
provided a final lined
page so they could get
started. That left me with
a smaller group of
students who I was able
to provide more support
for. This was beneficial
as I was able to work
with them closely –
something that is quite
challenging every day. I
ensured to provide short
and succinct instructions
emphasised by getting
the students to repeat it
back to me. As the group
became smaller, I was
able to work with the
emergent learners to
encourage them to
articulate their ideas
verbally rather than
through written work –
something they struggle
with.
Most of the other
children wrote
convincing letters to
persuade the teacher to
have a classroom pet.
However, some were
confused and didn’t use
their original scaffold.