UNIT PLANNER

TITLE: Persuasive text ORGANISING LEARNING AREA: Persuasive text

YEAR LEVEL: 6/7 STRAND: Literacy

LEARNING INTENTION: ** what do you want the children to know and understand?

Understand how persuasive texts are constructed by using text structure, language features, and other appropriate resources in order to create a personal persuasive piece.

CONTENT DESCRIPTOR: ** from the AC

Year 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound
appropriate to purpose and audience(ACELY1704
Year 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and
digital resources appropriate to purpose and audience (ACELY1714
Year 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features
to convey information and ideas(ACELY1725

ACHIEVEMENT STANDARD: ** from the AC

Pre-core
Year 5: Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and
images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations
which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When
writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation.
They edit their work for cohesive structure and meaning.

Core
Year 6: Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point
of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes
and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an
understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation
for clarity and make and explain editorial choices based on criteria.

Core/Extension
Year 7: Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge,
textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be
combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class
and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety
of more specialised vocabulary and accurate spelling and punctuation.
Accelerated
Year 8??

LEARNING OUTCOMES: CROSS-CURRICULUM GENERAL CAPABILITIES: ** highlight

Pre-core: Create a persuasive text that follows basic text PRIORITIES: ** highlight
structure and incorporates basic language features.  Aboriginal & Torres Literacy
Strait Islander Text knowledge
Core: Explore different text structures that then informs histories & cultures: Use knowledge of text cohesion
how to best structure a persuasive text that utilises different BLM movement? Use knowledge of text structures
language features. Grammar knowledge
 Asia & Australia’s Use knowledge of sentence structures
Extension: Explore different text structures to assist in Express opinion and point of view
engagement with Asia:
creating a persuasive text with the incorporation of Use knowledge of words and word groups
N/A
multimodal aspects such as visual and audio that also
Word Knowledge
shows aspects of subject matter and language features
 Sustainability: Use spelling knowledge
Accelerated: Select own areas of interest where change is Persuasive texts that Understand learning area vocabulary
needed and construct a persuasive piece using multimodal explore calls for change Composing texts through speaking, writing and creating
aspects to send to the appropriate party. in relation to biodiversity, Compose spoken, written, visual and multimodal learning area texts
global warming, etc. Compose texts
Visual Knowledge
Understand how visual elements create meaning

Critical and Creative Thinking

Generating ideas, possibilities and actions
Consider alternatives
Imagine possibilities and connect ideas
Seek solutions and put ideas into action
Reflecting on thinking and processes
Reflect on processes
Inquiring – identifying, exploring and organising information and
ideas
Organise and process information
Identify and clarify information and ideas

Information and Communication Technology (ICT) Capability

Communicating with ICT
Understand computer mediated communications
Creating with ICT
Generate solutions to challenges and learning area tasks
Generate ideas, plans and processes

INTERGRATED CURRICULUM LINKS: ** need to Learning outcome Achievement standard

support the learning intention
 ICT: Creating digital aspects to include in the Explore different text structures Students understand how the selection of a variety of language
persuasive text. that then informs how to best features can influence an audience. They understand how to draw on
structure a persuasive text that personal knowledge, textual analysis and other sources to express or
 ART: Pictures/drawings to include in thee
utilises different language challenge a point of view. They create texts showing how language
persuasive pieces. features. features and images from other texts can be combined for effect.
 HASS: Exploring different issues that may be
Students create structured and coherent texts for a range of purposes
the subject for a persuasive text. Explore different text structures to and audiences. They make presentations and contribute actively to
assist in creating a persuasive class and group discussions, using language features to engage
text with the incorporation of
the audience. When creating and editing texts they demonstrate
multimodal aspects such as visual
understanding of grammar, use a variety of more specialised
and audio that also shows
aspects of subject matter and
vocabulary and accurate spelling and punctuation.
language features
ASSESSMENT:
Prior knowledge: ** how will you find out what the children already know?

Persuasive writing pre-test. Give students 5 options of areas in which they will have to persuade me to think the opposite. For example, persuade me to
think the following: dogs are NOT better than cats. Football is NOT better than soccer. Homework should NOT be banned. Global warming is NOT real.
Fast food should NOT be illegal.

Formative: ** how will you know if the children are on track to know and understand the learning intention?

Checklist: Are students meeting their persuasive writing goals?

Classroom application and input to group discussion.

Summative: ** how will you know if the children have developed an understanding of the learning intention?

Construct an opinion speech using appropriate text structure, language features and devices.
Present an opinion speech to the class using appropriate oral presentation skills.
LEARNING EXPERIENCES:
Provocation: ** how will you provoke or invite the children to learn?

Explore areas of interest that appeal to students of the age range in the year 6/7 class that are great for debate. Allow for some aspect of free choice in
selection of subject matter and allow for students to have input in the construction of their learning. Engage with various activities and challenges to
entice students and incorporate multimodal aspects.

Blue = partner/group work. Orange = independent work Burgundy = advanced work

Core Group Extended Group Accelerated Group
Week 1: Week 1: Week 1:
Pre-test: Pre-test: Pre-test:
 Give students 5 options of areas in which they  Give students 5 options of areas in which  Give students 5 options of areas in which
will have to persuade me to think the opposite. they will have to persuade me to think the they will have to persuade me to think the
opposite. opposite.
Introduction into persuasive writing:
 Toy story 1 video. Introduction into persuasive writing: Introduction into persuasive writing:
https://www.youtube.com/watch?v=EXu6lQqhieA  Toy story 1 video.  Toy story 1 video.
 What makes an argument? What do we argue about? https://www.youtube.com/watch?v=EXu6lQqhieA https://www.youtube.com/watch?v=EXu6lQqhieA
 Have the class choose a topic to argue ‘for’ and  What makes an argument? What do we argue  What makes an argument? What do we argue
‘against’ about. about? about?
 Explore argumentative language, tone, facial  Have the class choose a topic to argue ‘for’ and  Have the class choose a topic to argue ‘for’ and
expression and hand gestures. ‘against’ about. ‘against’ about.
 Explore argumentative language, tone, facial  Explore argumentative language, tone, facial
Identify and explore the structure of persuasive texts: expression and hand gestures. expression and hand gestures.
 Recall the skills used when arguing with a partner
 Similarities and differences between being effective Identify and explore the structure of persuasive texts: Identify and explore the structure of persuasive texts:
when arguing through speech and text.  Recall the skills used when arguing with a partner  Recall the skills used when arguing with a partner
 Writing persuasive texts PowerPoint  Similarities and differences between being  Similarities and differences between being
 Persuasive texts sequencing activity effective when arguing through speech and text. effective when arguing through speech and text.
 Goal setting  Writing persuasive texts PowerPoint  Writing persuasive texts PowerPoint
 Persuasive texts sequencing activity  Persuasive texts sequencing activity
Debate Fridays  Goal setting  Goal setting

Week 2: Debate Fridays Debate Fridays

Language features Week 2: Week 2:

 Revise the structure of persuasive texts. Discuss the
features of title, opening statement, series of Language features Language features
arguments, concluding statement  Revise the structure of persuasive texts. Discuss  Revise the structure of persuasive texts. Discuss
 Discuss language features of persuasive texts. Slide the features of title, opening statement, series of the features of title, opening statement, series of
16 of writing persuasive texts PP arguments, concluding statement arguments, concluding statement
 Identifying persuasive language worksheets  Discuss language features of persuasive texts.  Discuss language features of persuasive texts.
Slide 16 of writing persuasive texts PP Slide 16 of writing persuasive texts PP
Using persuasive devices  Identifying persuasive language worksheets  Identifying persuasive language worksheets
 Watch https://www.youtube.com/watch?
v=nRAtS4s_Dr8 Using persuasive devices Using persuasive devices
 What are persuasive devices and why are they used?  Watch https://www.youtube.com/watch?  Watch https://www.youtube.com/watch?
(persuasive devices PP) v=nRAtS4s_Dr8 v=nRAtS4s_Dr8
 Persuasive devices worksheet  What are persuasive devices and why are they  What are persuasive devices and why are they
 Revisit language features of persuasive texts used? (persuasive devices PP) used? (persuasive devices PP)
 Persuasive devices worksheet  Persuasive devices worksheet
Constructing a persuasive paragraph  Revisit language features of persuasive texts  Revisit language features of persuasive texts
 Revisit the specific structure, language and devices of
 a persuasive text Constructing a persuasive paragraph Constructing a persuasive paragraph
 Evaluating a persuasive paragraph that is in the wrong  Revisit the specific structure, language and  Revisit the specific structure, language and
order devices of a persuasive text devices of a persuasive text
 Using the TEEL technique  Evaluating a persuasive paragraph that is in the  Evaluating a persuasive paragraph that is in the
 Class activity where an argument is considered for wrong order wrong order
both sides  Using the PEEL technique  Using the PEEL technique
 Using the T chart and TEEL planning template  Class activity where an argument is considered for  Class activity where an argument is considered
both sides for both sides
Debate Fridays  Using the T chart and PEEL planning template  Using the T chart and PEEL planning template

Week 3: Debate Fridays Debate Fridays

Modelled writing Week 3: Week 3:

 Revisit PEEL paragraph structure
 Improving persuasive texts worksheet Modelled writing Modelled writing
 Work as a class to restructure and rewrite one of the  Revisit PEEL paragraph structure  Revisit PEEL paragraph structure
pieces together and make it stronger  Improving persuasive texts worksheet  Improving persuasive texts worksheet
 If time permits allow students to select one of the other  Work as a class to restructure and rewrite one of  Work as a class to restructure and rewrite one of
texts to rewrite. the pieces together and make it stronger the pieces together and make it stronger
 If time permits allow students to select one of the  If time permits allow students to select one of the
Persuasive letters other texts to rewrite. other texts to rewrite.
 Why do people write letters?
 Writing a persuasive letter poster Persuasive letters Persuasive letters
 In groups brainstorm ideas that student would like to  Why do people write letters?  Why do people write letters?
bring to the principals attention  Writing a persuasive letter poster  Writing a persuasive letter poster
 Persuasive planning template & Persuasive writing  In groups brainstorm ideas that student would like  In groups brainstorm ideas that student would like
checklist to bring to the principals attention to bring to the principals attention
 Working in pairs to write a persuasive letter to the  Persuasive planning template & Persuasive writing  Persuasive planning template & Persuasive
principal checklist writing checklist
 Working in pairs to write a persuasive letter to the  Working in pairs to write a persuasive letter to the
Proof reading and editing principal principal
 Editing passages PP. Have students correct the
chosen passage/s Proof reading and editing Proof reading and editing
 Discuss answers  Editing passages PP. Have students correct the  Editing passages PP. Have students correct the
 Review feedback from persuasive text pre-test chosen passage/s chosen passage/s
 Assess teacher feedback  Discuss answers  Discuss answers
 Attempt to use week 1 & 2 learning to create a  Review feedback from persuasive text pre-test  Review feedback from persuasive text pre-test
stronger persuasive piece  Assess teacher feedback  Assess teacher feedback
 Attempt to use week 1 & 2 learning to create a  Attempt to use week 1 & 2 learning to create a
Debate Fridays stronger persuasive piece stronger persuasive piece

Week 4: Debate Fridays Debate Fridays

Researching Week 4: Week 4:

  Watch ‘how to change the world’
https://www.youtube.com/watch? Researching Researching
v=4z7gDsSKUmU  Watch ‘how to change the world’  Watch ‘how to change the world’
 Go through writing a speech poster https://www.youtube.com/watch?v=4z7gDsSKUmU https://www.youtube.com/watch?
 Persuasive speech writing task  Go through writing a speech poster v=4z7gDsSKUmU
 How to conduct effective research  Persuasive speech writing task  Go through writing a speech poster
 Possible sources  How to conduct effective research  Persuasive speech writing task
 Search engines  Possible sources  How to conduct effective research
 Search engines  Possible sources
Constructing  Search engines
 Persuasive writing checklist Constructing
 Independent time to construct persuasive piece  Persuasive writing checklist Constructing
 Drafting: proofreading and editing  Independent time to construct persuasive piece  Persuasive writing checklist
 Drafting: proofreading and editing  Independent time to construct persuasive piece
Debate Fridays  Drafting: proofreading and editing
Debate Fridays
Week 5: Debate Fridays
Week 5:
Presenting persuasive texts and speeches Week 5:
 Reiterate presenter qualities Presenting persuasive texts and speeches
 Reiterate audience qualities  Reiterate presenter qualities Presenting persuasive texts and speeches
 Feedback post presentation  Reiterate audience qualities  Reiterate presenter qualities
 Feedback post presentation  Reiterate audience qualities
Unit review  Feedback post presentation
 Conduct a unit review using a preferred method Unit review
 Conduct a unit review using a preferred method Unit review
 Conduct a unit review using a preferred method

RESOURCES:
Toy story 1 video. https://www.youtube.com/watch?v=EXu6lQqhieA

Persuasive devices video https://www.youtube.com/watch?v=nRAtS4s_Dr8

‘how to change the world’ https://www.youtube.com/watch?v=4z7gDsSKUmU

EVALUATION: To what extent did we achieve our purpose? How could you develop the learning experiences & assessment tasks? What evidence is there to show the students’ connection to
the organising concept? What student directed learning arose from the unit? Assess the unit by providing evidence of students’ understanding of the learning intention. What connections can be
built between this unit and another?