Lesson Objectives: ACELT1613 - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
Classroom Organisation: Whole class teacher led lesson
Learning Experience: 1. On the whiteboard create a mind map based around the words EXPERIENCES/EVENTS. 2. Create a word wall of feeling words that relate to the mind map. 3. Discuss with students words that are unknown. 4. Encourage students to take note of how they are feeling while watching youtube clip and then discuss as a class.
LEARNING EXPERIENCE
LESSON 2 Name: Introducing focus text
Estimated Timing: 60 mins
Lesson Objectives: ACELT1613 - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
Classroom Organisation: Whole class teacher led lesson
Resources: Focus Text Cathy Freeman by Beth Dolan
Learning Experience: 1. Using the focus text turn to pages 16 19 and discuss with students what the pages may be telling us. 2. Read pages 16 19 to students. 3. Discuss with students how well they connected pictures and titles to what the actual text was telling. 4. Have students share how they felt about the action that Cathy Freeman took with the Aboriginal flag. 5. Add these words and feelings to the word wall.
LEARNING EXPERIENCE
LESSON 3 Name: Connecting events to experiences and feelings
Estimated Timing: 45 mins
Lesson Objectives: ACELT1613 - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
Classroom Organisation: Whole class teacher led lesson; pair work
Resources: http://dl.nfsa.gov.au/module/871/
Learning Experience: 1. Refer back to the list of feeling words created in Lesson 1 and the mind map about experiences/events. Ask students if they can think of any other experiences/events or feeling words they would like to add. 2. Show the video of Sydney Harbour Bridge being built. 3. Have students think and reflect what they think it would have been like to be a part of something that amazing. Ask students share using Think-Pair-Share strategy. 4. Have each pair share one important discovery they made through sharing with each other.
LEARNING EXPERIENCE
LESSON 4 Name: Connecting texts to events to experiences and feelings
Estimated Timing: 60 mins
Lesson Objectives: ACELT1613 - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
Classroom Organisation: Whole class teacher led lesson
Resources: Poem Anzac Exchange by Mike Subritzky
Learning Experience: 1. Reflect and discuss with students the 3 previous ways they have connected their feelings and experiences with different text types. 2. Ask students if they think poetry can help us connect with our feelings and experiences. 3. Ask students to close their eyes, have lights switched off and read the poem Anzac Exchange. 4. Have students right down on 2 separate post it notes - one feeling word they experienced through the reading of the poem and then one experience or event that they have experienced that this poem reminded them of. 5. Place on appropriate chart word wall or concept map.
LEARNING EXPERIENCE
LESSON 5 Name: Introducing Diary Entry writing
Estimated Timing: 60 mins
Lesson Objectives: ACELY1711 - Analyse how text structures and language features work together to meet the purpose of a text
ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.
Classroom Organisation: Whole class teacher led lesson
Learning Experience: 1. Recap the previous ways of writing in a persuasive text type books, poems, major events worldwide/national. 2. Ask students what was similar and what was different with each of these. 3. Show students the following diary entry - https://www.msu.edu/~jones136/WebQuest/samplejournal.html 4. Discuss with students what the key features of the diary entry are. 5. Make a list of what is required in diary entry and add any key words to the word wall.
LEARNING EXPERIENCE
LESSON 6 Name: Diary Entry writing
Estimated Timing: 60 mins
Lesson Objectives: ACELY1714 - 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.
ACELA1518 - Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects.
Classroom Organisation: Whole class teacher led lesson
Learning Experience: 1. Recap the previous lesson about diary entries by discussing the key features. 2. Show students the following diary entry for revision and to check if they missed any key features - https://www.msu.edu/~jones136/WebQuest/samplejournal.html 3. Discuss the worksheet and activity with students and model an example on the board. 4. Show youtube clip of Cathy Freemans race. (Start at 8:54) 5. Have students plan their diary entry and show you so you can help edit before they produce their final copy.
LEARNING EXPERIENCE
LESSON 7 Name: Advertisements Persuasive Writing
Estimated Timing: 90 mins
Lesson Objectives: ACELY1711 - Analyse how text structures and language features work together to meet the purpose of a text.
ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.
Classroom Organisation: Whole class teacher led lesson; groups of 3-4
Resources: Butchers paper https://newevolutiondesigns.com/images/previews/30-creative-shoe-advertisements.jpg http://www.youtube.com/watch?v=0S-wZKeuft4 http://aso.gov.au/titles/ads/aeroplane-jelly-bertie-jet/clip1/ http://www.youtube.com/watch?v=O8B1ZNv9m4s
Learning Experience: 1. Have students in groups of 3 or 4 and brainstorm on butchers paper words and feelings that come to mind when they think of advertisements. 2. Have students share their responses. 3. Ask students where/how do we encounter advertising (eg, billboards, catalogues, commercials). 4. Show students the following advertisements and see if they can connect their list of words and feelings with those that they discover while watching the advertisements.
5. Discuss with class what made each of the advertisements good or bad. 6. Brainstorm ideas about what students think should be in a good advertisement that would persuade someone to buy the product. 7. Create a word wall/mind map for these ideas.
LEARNING EXPERIENCE
LESSON 8 Name: Persuasive Writing Features - Advertisements
Estimated Timing: 90 mins
Lesson Objectives: ACELY1711 - Analyse how text structures and language features work together to meet the purpose of a text.
ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.
Classroom Organisation: Whole class teacher led lesson;
Resources: mind map word wall magazines
Learning Experience: 1. Discuss with students the advertisements looked at in previous lesson and ask if there is anything they would like to add to the mind map or word wall. 2. Explain that there are certain features required for persuasive texts. 3. Discuss with students the elements of - audience type, clear purpose, supporting reasons, use persuasive word choices. 4. Add these elements to the mind map in different colour and capitals so that it stands out. 5. After explaining each of these elements to students ask why they think it is important for a persuasive text. 6. Explain to students that there are other devices such as verbal cues, visual imagery that can help persuade their argument/opinion. 7. Model for students how they can discover these 8. Using advertisements from magazines have students decipher the audience, purpose, reasons and word choices. 9. Explain that creators of advertisements carefully choose their words and how they will present product to gain most impact.
LEARNING EXPERIENCE
LESSON 9 Name: Persuasive Writing Features Advertisements/Formative Assessment
Estimated Timing: 30 mins
Lesson Objectives: ACELA1518 - Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects.
ACELY1714 - 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.
Classroom Organisation: Whole class teacher led lesson;
Resources: mind map word wall https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcS_j8VZsSJQqJm-D- u5P7nxnNIuk0WBevkxyW1EHTjw5A5Z-4U1bg
Learning Experience: 1. Recap the word wall and mind map that has been created from previous lessons. 2. Recap the certain features required for persuasive texts audience type, clear purpose, supporting reasons, use persuasive word choices. 3. Brainstorm some ideas that could be used for the following product (https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcS_j8VZsSJQqJm-D- u5P7nxnNIuk0WBevkxyW1EHTjw5A5Z-4U1bg) they will create an advertisement for. Write these up on the board.
LEARNING EXPERIENCE
LESSON 10 Name: Persuasive Text Personal Opinions
Estimated Timing: 60 mins
Lesson Objectives: ACELT1613 - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
Classroom Organisation: Whole class teacher led lesson; small group;
Resources: Focus text Cathy Freeman by Beth Dolan http://www.youtube.com/watch?v=dnOzgnKZ5yo Topic cards negative & positive
Learning Experience: 1. Ask students if they have ever had an opinion about a particular topic. Have students share using Think-Pair-Share strategy. 2. Read pages 17-19 of focus text. 3. Show the clip of Cathy Freemans race from previous lesson. (Start at 9:10) 4. Discuss with students their personal opinion about the Cathy Freeman situation. 5. Explain to the students that we all have an opinion about everything. 6. Divide the class into groups of 6 and give each group a topic. 3 people will be for and 3 people will be against. They have 5 minutes to organise what they will say based on their opinion. Explain they have 1 minute per person to explain their opinion and why. 7. After all have presented, explain that we need evidence to support their opinion. Ask students why it is important to have evidence or support when presenting an argument or opinion. 8. Ask students where we could find useful information that could support our opinion or argument. List these on the board.
LEARNING EXPERIENCE
LESSON 11 Name: Persuasive Text Language and Word Choices
Estimated Timing: 60 mins
Lesson Objectives: ACELA1518 - Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects.
Classroom Organisation: Whole class teacher led lesson; group work
Resources: Magazines
Learning Experience: 1. Ask students if they remember the word we use to try and convince someone to change someones opinion and thoughts about something? 2. Write the word PERSUADE on the board and ask students if they can think of words that would help persuade someones view. 3. Explain that it is not just colour and images that creators use to persuade people choosing words that impact your point of view also help. 4. Group students into 3 or 4 and hand out magazines to flick through and write a list of words that help persuade the reader. 5. Discuss the results that students found, using following questions:
Are the words or phrases targeted at a particular audience? What feelings do they portray to the audience? What tone so the word choices convey? How do the words or phrases help to persuade the audience?
6. Discuss and come up with list of words to add to word wall.
LEARNING EXPERIENCE
LESSON 12 Name: Persuasive Text Structure
Estimated Timing: 90 mins
Lesson Objectives: ACELY1711 - Analyse how text structures and language features work together to meet the purpose of a text.
Classroom Organisation: Whole class teacher led lesson;
Resources: Written persuasive text, persuasive text planner, topic, fact/opinion statements
Learning Experience: 1. Explain to students how we have looked word choices, images, colours, having evidence for our opinion which all help persuade peoples decisions. 2. Ask students why they think it is important for all of these things. 3. Inform students that there are sections within a persuasive text a guideline.
4. Discuss the difference between fact and opinion and sort statements into facts or opinions. 5. Show & analyse as a class a written persuasive text. highlighting each part of the structure. 6. Discuss each section with students. 7. Using a topic, model using a persuasive text planner, each stage of a persuasive text.
LEARNING EXPERIENCE
LESSON 13 Name: Persuasive Text Gathering Information
Estimated Timing: 60 mins
Lesson Objectives: ACELY1713 - Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.
ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. Classroom Organisation: Whole class teacher led lesson;
Learning Experience: 1. Show students the whole youtube clip. 2. Repeat the clip pausing at each slide and discuss that section. 3. Model the researching techniques with students using a newspaper article.
LEARNING EXPERIENCE
LESSON 14 Name: Persuasive Text Timeline Resource/Summative Assessment
Estimated Timing: 75 mins
Lesson Objectives: ACELY1714 - 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.
Classroom Organisation: Whole class teacher led lesson; Individual work
Resources: Focus Text Cathy Freeman
Learning Experience: 1. Explain to students what the assessment topic is Why (or Why not) Australia should host an International Event. 2. Using focus text (pages 22-23 & 28-29) show students the tool of a timeline and discuss how it could help persuade their argument. 3. Model the creation of a timeline with ideas from students. 4. Discuss the types of evidence they could use to support their argument. 5. Recap the structure of persuasive text. 6. Students will start on their planning sheets and as they complete each section have them come up to teacher so proofing and editing can be done. Students return to correct or change work.