(provide the number) Unit Orientation To begin this Unit, the teacher will provide tools that will help connect and engage students through their personal experiences and their personal opinions/feelings.
1, 2, 3, 4, 10
Building knowledge of the field The teacher will develop and build the skills required for selected curriculum content descriptions through providing different examples of text type required and modelling the processes for students.
Throughout all the lessons.
Utilising the non-fiction focus text Dolan, B. (1997). Cathy Freeman. Port Melbourne,Vic., Australia: Heinemann Library.
The text will be used to connect with students personal experiences and draw opinions about a situation/circumstance and to demonstrate a timeline.
2, 10, 14
Responding to texts Students will respond to texts through connecting to personal experiences and feelings; sharing thoughts and opinions and analysing texts.
Throughout all the lessons.
Exploring texts Various texts will be utilised throughout the unit which will include the following videos, youtube clips, magazines, newspapers, books, poems, pictures. This will allow students to explore the different texts that have a way of persuading people.
Throughout all the lessons.
Examining texts including: Students will discover the various elements and structure required to create a persuasive texts; analyse and discuss why each part is important.
Text structure and organisation Students will pull apart each section of the structure and discuss why it needs to be done in a particular formation.
Students will also learn how word choices can enhance their persuasive text type.
8, 11, 12 Expressing and developing ideas Students will explore the different tools that creators of persuasive texts use to enhance their message to society.
Through discussion and guidance from teacher students will be able to share with others their ideas and express their opinions.
Throughout the unit Visual and multimodal features of texts Students will explore the many visual and written forms of persuasive texts - ranging from commercials, pictures, videos, written.
Throughout the unit COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number)
Extending beyond the focus text including: Students will create two different ways of presenting a persuasive text type.
Creating texts utilising print and multimodal texts Students will analyse and discuss the different attributes and tools for an advertisement and develop their own advertisement using this knowledge.
Students will analyse and discuss the different attributes and tools for a written/spoken persuasive text type. They will plan and deliver a speech based on their own opinion and research.
7, 8, 9
10, 11, 12, 13, 14
Assessment Formative (one strategy and instrument) Creating an advertisement using a picture of a product supplied by teacher.
Assess using anecdotal notes.
9 Summative (one strategy and instrument) Writing and delivering a persuasive speech on a topic supplied by teacher.
Assess using a Rubric.
End of unit
Significant demonstration of learning. Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas. Productive modes (speaking, writing and creating) 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 understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.