ENGLISH OVERVIEW, TERM 1, 2012

UNIT TITLE: UNIT OUTLINE

By examining the features of narratives and expositions, students will write their own narratives and expositions presenting their own points of view. They will also learn the vocabulary, grammar and punctuation, which are specific to narratives and expositions.

Two Sides to Every Story Having a Say

CONTENT DESCRIPTORS
Language Elements Language Text structure and organization Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences Understand that paragraphs are a key organisational feature of written texts

ASSESSMENT (A)
1. 2. Formative ongoing checking on spelling, grammar and punctuation; observations during guided reading and writing sessions Summative students will produce the following: a. A narrative from the villains point of view b. A poster/advertisement convincing the reader to purchase a product. Students will also present their posters to an audience and will be used to assess speaking. c. An exposition on the topic Bullying at School

Literature Examining Literature Discuss the nature and effects of some language devices used to enhance meaning and shape the readers reaction, including rhythm and onomatopoeia in poetry and prose

LINKS TO OTHER LAS

SOSE

Literature and Context Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons

Literacy Texts in context Identify the point of view in a text and suggest alternative points of view

Interacting with Others Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations Plan and deliver short presentations, providing some key details in logical sequence

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

Interpreting, analysing, evaluating Identify the audience and purpose of imaginative, informative and persuasive texts Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features Creating texts texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose texts for meaning, appropriate structure, grammatical choices and punctuation Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer

CROSS CURRICULA PRIORITIES

Catholic Ethos
The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Aboriginal and Torres Strait Islander Education

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: 1. traditional knowledge and practices 2. culture and natural heritage 3. spirituality and to critically examine and/or challenge: 1. social constructs 2. prejudice and racism

Asian Education
This perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia. The curriculum provides opportunities to know, understand and be able to: 1. Understand Asia 2. Develop informed attitudes and values 3. Know about contemporary and traditional Asia 4. Connect Australia and Asia 5. Communicate effectively with people of the Asian region both within and outside Australia confidently

Sustainability Education
Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: 1. the gift of creation 2. an attitude of responsible stewardship and to critically examine and/or challenge: 1. the impact of human interaction with the natural, built and social environment 2. current environmental issues

Social Emotional Learning

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: 1. Self Awareness 2. Social Awareness 3. Responsible Decision Making 4. Self-Management 5. Relationship Management

Inclusive Education
It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES
Literacy
Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to: interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Numeracy
Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Information and Communication Technology

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Critical and Creative Thinking

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the big picture before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of

their ideas transfer their knowledge to new situations

Ethical Behaviour
Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: o What is the meaning of right and wrong and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?

Personal and Social Competence

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to: recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of selfesteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Intercultural Understanding
Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to walk in anothers shoes compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

WEEKLY PLANNER
CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

MODELLED
I Do IT Steps 1 & 2 from QAR (see resources) WEEK 1

SHARED
We Do It Step 3 from QAR (see resources)

GUIDED
We Do It Step 4 from QAR (see resources) Reading Rotations based on ability groups See Below

INDEPENDENT
You Do IT Steps 5 & 6 from QAR (see resources) Activity based on choice of fairy tale CLOZE, alternative ending, sequencing Activity should be based on chosen strategy

READING

RESOURCES

Read a traditional story such as Read the original version of fairy The Three Little Pigs, Snow White, tale Little Red Riding Hood, Hansel and As a class, students Gretel etc. practise/model reading strategy Discuss the point of view of these stories and brainstorm ways that these stories could be retold from the "bad guy's" point of view. Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? Write students answers to these questions and display. See resource section below for an example. Do this for each story INSERT STORY NAME Whose How does How do How does Examples point of the you know this affect of how view? character they feel other illustration feel? like this? characters s, words ? and grammar affect the reader

WRITING

Sequencing pictures for The Three Little Pigs: http://www.k-3teacherresources.com (search for sequencing pictures, select the story sequencing activities page, and then select The Three Little Pigs illustration sequencing pages Original versions of chosen/agreed upon fairy tales CLOZE activities As a class, students retell the original Targeted training: NOTE: - strategy is determined by 5 minute quickie version as one of the characters, as teacher, based on formative Write 5 good reasons why you should Personal Pronouns Using words you write the key elements to the assessment, or other means; like I, my, we, our and be allowed to have some free time. story. Show students how to carry out strategies could include readingus to make your audience think the strategy using Think Alouds. on, sounding out, chunking, etc you are talking only to them. Writing will feature use of personal Targeted training: Repeating the consonant sounds pronouns. at the beginning of words to make Personal Pronouns Using words like I, my, we, our and them stand out e.g. Eat YoYos. GRAMMAR FOCUS us to make your audience think Theyre yummy in your mouth. Targeted training: you are talking only to them. Personal Pronouns Using words Repeating the consonant sounds like I, my, we, our and at the beginning of words to make us to make your audience think them stand out e.g. Eat YoYos. you are talking only to them. Theyre yummy in your mouth. Repeating the consonant sounds at the beginning of words to make them stand out e.g. Eat YoYos. Theyre yummy in your mouth. QUESTIONS FROM READING TO CONSIDER WHEN WRITING Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words

RESOURCES SPEAKING & LISTENING RESOURCES REFLECTIO N

WEEK 2

SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Rod Campbell Raphael, Taffy E., Kathy Highfield, and Kathryn H. Au. QAR Now: Question Answer Relationships. New York: Scholastic, 2006. Teacher pretends to be a character In pairs students interview each other As a Talk Time Topic, students choose In small groups, students take from one of the stories one of the characters and tell the class turns pretending to be a character and ask: How you are feeling, why you felt that about a Day in the Life of Tell the students how you are from one of the stories way, why you did what you did feeling, why you felt that way, Tell the students how you are why you did what you did feeling, why you felt that way, why you did what you did Fairy tale chosen by teacher and students Interview sheets/notes with questions

READING

RESOURCES

Read a traditional story such as Read the original version of fairy Snow White, Little Red Riding tale Hood, Hansel and Gretel etc., As a class, students discuss the point of view of practise/model reading strategy as these stories and brainstorm per class needs ways that these stories could be retold from the "bad guy's" point of view. Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? INSERT STORY NAME Whose How does How do How does Examples point of the you know this affect of how view? character they feel other illustration feel? like this? characters s, words ? and grammar affect the reader

Reading Rotations based on ability groups See Below

Activity based on choice of fairy tale CLOZE, alternative ending, sequencing Activity should be based on chosen strategy

WRITING

Original versions of chosen/agreed upon fairy tales As a class, students retell the GRAMMAR FOCUS original version as one of the Targeted training: characters, as you write the key Groups of 3 elements to the story. Show Repetition Words or phrases are students how to carry out the repeated so that they stick in the strategy using Think Alouds. readers mind e.g. Remember Writing will feature use of personal what it was like to be at school; pronouns. remember how much work you QUESTIONS FROM READING TO had. CONSIDER WHEN WRITING e.g. Homework is dull, boring and Ask: From whose point of view uninteresting. is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? These questions could be used to explicitly teach extended reasons see resources below GRAMMAR FOCUS Targeted training: Groups of 3 Repetition Words or phrases are repeated so that they stick in the readers mind e.g. Homework is dull, boring and uninteresting. NOTE specific teaching of adjectives and phrases is required see resources below SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense

GRAMMAR FOCUS Targeted training: Groups of 3 Repetition Words or phrases are repeated so that they stick in the readers mind e.g. Remember what it was like to be at school; remember how much work you had. e.g. Homework is dull, boring and uninteresting.

5 minute quickie Write 5 good (extended) reasons why you should join in with all PE lessons. *NB explicit teaching of extended reasons is required.

Action verbs Thinking and feeling words

RESOURCES SPEAKING AND LISTENING RESOURCES REFLECTION

WEEK 3

SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Rod Campbell Extended reasons Personal pronouns Teacher pretends to be a character from one of the stories Tell the students how you are feeling, why you felt that way, why you did what you did Interview sheets Suggested questions to ask How to Role Play

Adjectives and Phrases websites, activities In pairs students interview each other and ask: How you are feeling, why you felt that way, why you did what you did As a Talk Time Topic, students choose one of the characters and tell the class about a Day in the Life of

In small groups, students take turns pretending to be a character from one of the stories Tell the students how you are feeling, why you felt that way, why you did what you did

READING

RESOURCES

Read a traditional story such as Read the original version of fairy Snow White, Little Red Riding tale Hood, Hansel and Gretel etc., As a class, students discuss the point of view of practise/model reading strategy these stories and brainstorm ways that these stories could be retold from the "bad guy's" point of view. Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar? Do this for each story INSERT STORY NAME Whose How does How do How does Examples point of the you know this affect of how view? character they feel other illustration feel? like this? characters s, words ? and

Reading Rotations based on ability groups See Below

Activity based on choice of fairy tale CLOZE, alternative ending, sequencing Activity should be based on chosen strategy

grammar affect the reader Original versions of chosen/agreed upon fairy tales Activities based on choice of fairy tale GRAMMAR FOCUS As a class, students retell the original version as you write the Targeted training: key elements to the story. Connectives and conjunctions Show students how to carry out Connectives games (See the strategy using Think resources below) students form Alouds. into teams and choose connectives to complete GRAMMAR FOCUS sentences that make sense Targeted training Connectives and conjunctions Through modelled writing, teach the children that two simple sentences can be joined with conjunctions such as and/therefore/ because/although/while Take two simple sentences, remove first full stop, change the capital letter to a lower case letter then insert a conjunction. Connectives are used to link the paragraphs and make the text flow Through Guided sessions discuss and demonstrate how the choice of conjunction and connective can change the meaning of the sentence. Give word banks or connective cards for support as appropriate. See resources below

GRAMMAR FOCUS Targeted training: Connectives and conjunctions Connectives games with guidance, students write complex sentences using connectives. The sentences are then rewritten with the connectives removed and written on card. Students play Connectives Game with a partner or small group

5 minute quickie List some connectives you could use in a persuasive letter Eg. Even though. Challenge the children to use different connectives in a piece of work. Encourage children to check their writing for variety in connective use.

WRITING

QUESTIONS FROM READING TO CONSIDER WHEN WRITING Ask: From whose point of view

is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar?

SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Connectives Four Connectives Games www.collaborativelearning.org/connectivesgames.pdf See resource section at end of unit for Connectives List Role-play Use role-play to help students explore the concept of point of view. In groups of three, have one student be a good character, a second student play the bad character and the third play an authority figure such as a police officer, teacher, judge, parent. Teacher models a scenario from the chosen fairy tale with two students, while playing the part of one of the characters. Student 1: [Student 2] tried to bite me, make me lose my way home, eat a poisoned apple, etc. depending upon the chosen tale Student 2: No, I didnt! I was trying Students each tell their side of the story to the authority figure as demonstrated by the teacher in the role-play. Ask other members of the class to take notes of the events and decide what the truth actually is. ROLEPLAYS Refer to Role play scenarios in resource section

RESOURCES

SPEAKING AND LISTENING

RESOURCES REFLECTION
WEEK 4

to Teacher: offers suggestions as to how both sides of the story could be viewed. Ask other members of the class to take notes of the events and decide what the truth actually is. The roleplay will help students understand how it is possible for people to see the same event differently, from multiple points of view. Use this to explore how point of view can affect the way a person remembers events. http://www.teachablemoment.org/elementary/pointofview.html Point of view scenarios

READING

In the traditional stories read so far, it is very clear who the goodies and baddies are. Read The True Story of the Three Little Pigs. In this story, the wolf explains that he really wasnt doing anything wrong; the pigs, which were the real villains, framed him. Ask: From whose point of view is the story told? How does each character feel about each event as it happens? How do you know this? What effect does this have on other characters? How are the effects revealed through illustrations, word choice and grammar?

Read a fractured fairy tale As a class, students practise/model chosen reading strategy

Reading Rotations based on ability groups See Below

Complete an activity based upon a fractured fairy tale

See resources

RESOURCES

Whose point of view?

THE TRUE STORY OF THE THREE LITTLE PIGS How does How do How does Examples the you know this affect of how character they feel other illustration feel? like this? characters s, words

and grammar affect the reader

The True Story of the Three Little Pigs http://www.readwritethink.org/files/resources/interactives/fairytales/ Students write their own fractured fairy tale (see resources) Students write their own fractured fairy tale (see resources) 5 minute quickie Discussion Write a For and Against list for having a mobile phone in school

As a class, make a new version of a fairytale, or construct another alternative version of The True Story of the Three Little Pigs. Show students how to carry out the chosen strategy using Think Alouds. Writing will feature use of personal pronouns. GRAMMAR FOCUS Targeted training: Emotive Language when words are used to make the reader feel a certain emotion, like sadness or anger e.g. We are the poor, helpless children who are forced to do hours and hours of homework every night OR relate to the fractured fairy tale currently being read e.g. Im just a poor, tired, hungry wolf who ran out of butter. NB explicit teaching of using for and against formats is/may be required SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words

NB explicit teaching of using for and against formats is/may be required Students write their own fairy tale with an alternative ending.

WRITING

SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL http://www.readwritethink.org/files/resources/interactives/fairytales/ The True Story of the Three Little Pigs Power point Role-play Use role-play to help students explore the concept of point of view. In groups of three, have one student be a good character, a second student play the bad character and the third play an authority figure such as a police officer, teacher, judge, parent. Teacher models a scenario from the chosen fairy tale with two students, while playing the part of one of the characters. Student 1: [Student 2] tried to bite me, make me lose my way home, eat a poisoned apple, etc. depending upon the chosen tale Student 2: No, I didnt! I was trying to Teacher: offers suggestions as to how both sides of the story could be viewed. Ask other members of the class to take notes of the events and decide what the truth actually is. The roleplay will help students understand how it is possible for people to see the same event differently, from multiple points of view. Use this to explore how point of view can affect the way a person remembers events. Role play scenarios

RESOURCES

Students choose another fairy tale to use to tell their side of the story to the authority figure as demonstrated by the teacher in the role-play. Ask other members of the class to take notes of the events and decide what the truth actually is.

Students make up their own scenario to each tell their side of the story to the authority figure as demonstrated by the teacher in the role-play. Ask other members of the class to take notes of the events and decide what the truth actually is.

SPEAKING AND LISTENING

RESOURCES REFLECTION
WEEK 5

READING

Read a book in which a problem is solved.

NOTE: - strategy is determined by teacher, based on formative

Reading Rotations based on ability groups

Students individually read a persuasive text

Ask: What decisions are made? What were the consequences of the decision? What would you have done? What would have happened then?

assessment, or other means; strategies could include readingon, sounding out, chunking, etc

See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of guided practice

RESOURCES

WRITING

Read All Children Should Have to Play Sport. Complete Year 2 Exposition Working with the Year 2 example persuasive task. (This activity links to writing) Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 http://www.youtube.com/watch?v=dB0Ru03ZsDw&feature=related - Hurry Up, Franklin / Franklin's Bad Day; there are various versions from which to choose Explicit teaching: Complete this activity: Targeted Training: 5 minute quickie Explain to students that they will form So far, our writing has been Exaggeration when given List the arguments for and against into groups and that each group will taking the opposite, or other information is over the top, or having to make your bed each day be given a scenario. Their task is to point of view, of a character slightly untrue e.g. If I get one work together to arrive at a decision. in a fairy tale more piece of homework, I am Advise them that groups reporting going to move to the moon! Sometimes it is necessary to back will need to: have an opinion, or point of Brainstorm together other Give a summary of factors what view about real-life everyday examples of exaggeration was considered, why these factors Students work in pairs to write situations were considered use the process sentences which are highly Give examples to students of model to help give the summary situations in which you have exaggerated Students work on own decision Tell how final decisions were had to make a choice explaining how they reached their reached Brainstorm and make a list of decision use stimuli, or student Explain possible consequences of times when students, or provided decision decisions someone they know has had to make a decision Possible scenarios: Model a scenario in which How would you spend $50 wisely? you have had to make a decision What pet would you purchase for the class? Introduce this process model Where would you put a new to students factory in your town or city? Ask: Where in the local area could we go for an end-of-term picnic? What is the problem? What could be done? Student suggestions Which ideas seem best?

Why? How can the very best idea be improved? Does it really solve the problem? Devise a model that reflects the best of all problem solving strategies GRAMMAR FOCUS Targeted Training: Exaggeration when given information is over the top, or slightly untrue e.g. If I get one more piece of homework, I am going to move to the moon!

Each group discusses their scenario (teacher allocated, or chosen by students) and reach a decision. Ask: How did you decide? What steps did you use to decide? (Could be a vote or survey) What were the things that were important to you when you made the decision and why? Did you feel that you had a choice? If not, what were the reasons you had no real choice? If yes, then what helped you to decide? Students report back to the rest of the class by using a range of models such as: A chart Diagrams Pictures Provide students with stimulus, or display stimulus of All Children Should Have to Play Sport on whiteboard. Work with students to complete Working with the Year 2 example persuasive task Targeted Training: Exaggeration when given information is over the top, or slightly untrue e.g. If I get one more piece of homework, I am going to move to the moon!

SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL

RESOURCES SPEAKING AND LISTENING

Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 Teacher models public speaking

Students use their own persuasive writing to present as a Talk Time Topic

RESOURCES REFLECTION
WEEK 6

Writing examples

Read Public Transport Is it the Way to Go?

READING RESOURCES

Read Public Transport Is it the Way to Go? As a class, students practise/model reading strategy

Reading Rotations based on ability groups Students practise/model reading strategy

Activity based on non-fiction persuasive text

See Below Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 - see resources section Using selection of persuasive texts, use stickies to cover emotive language and connectives Have students discuss what the hidden words could be Reveal hidden words to students to see if they were correct Discuss word choices and how they can change the meaning or tone of a text Use selection of persuasive texts of varying levels cut into paragraphs, students work in pairs to place paragraphs into correct persuasive text structure Support students who require it to see that word choices/connectives can assist them in sorting the paragraphs

Explicit Teaching: Introduce persuasive text structure through Persuasion in Writing Fun by Jenny Eather. http://www.writingfun.com/writi ngfun2010.html Discuss: paragraphing word choices emotive language connectives secondly ie Firstly,

WRITING

Discuss varying levels of genre in examples 1 & 2 Model writing a persuasive text on the topic of Homework should be banned, focusing on structure, word choices, tense and paragraphing.

GRAMMAR FOCUS Targeted Training: Alliteration - where the first sound in a word is repeated in following

As a whole class brainstorm alliteration on different topics size, shape and colour huge, hairy hounds howl all night

Students write sentences using alliteration Create a class alliteration display.

words to add emphasis ie. slippery, slithery snakes are so scary or furry, fat, floppy puppies are very funny. SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 - see resources section Powerpoint Alliteration resources Persuasion in Writing Fun by Jenny Eather. http://www.writingfun.com/writingfun2010.html Student Checklist

Persuasive Writing Task Describe a new caramel chocolate to persuade someone to buy it. Use alliteration/repetition and or exaggeration to sell your product

RESOURCES

SPEAKING AND LISTENING RESOURCES REFLECTION

WEEK 7

Revise effective ways of public speaking

Students use their own persuasive writing to present as a Talk Time Topic

Read Recycling It isnt easy being green

READING

Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of

Activity based on non-fiction persuasive text

RESOURCES REFLECTION

guided practice Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 see resources Non-fiction based persuasive text

Revise requirements for a persuasive text ie: paragraphing word choices emotive language connectives ie Firstly, secondly

Provide students with stimulus material, or show on whiteboard, Recycling, it isnt easy being green. Students together brainstorm ideas on the topic of Recycling, it isnt easy being green. Create a shared persuasive text on the topic of Recycling, it isnt easy being green, focusing on structure, word choices, tense and paragraphing. Following writing, read through together to model editing, checking for correct structure etc.

Students work in groups/pairs to complete Working with the Year 4 example persuasive text In pairs and with the help of a graphic organiser, students plan a persuasive text on Recycling, it isnt easy being green

WRITING

GRAMMAR FOCUS Targeted Training: Rhetorical questions using questions that dont need an answer to get the audience to think e.g. Could you live with yourself if you missed out on this opportunity? NB explicitly teach rhetorical questions

5 minute quickie Persuasive writing Write some persuasive phrases for a new advert advertising a brand new polish. Using a plan, checklist, word banks, stimuli and other prompts and resources as appropriate, students independently write a persuasive text on the topic, Recycling, it isnt easy being green Provide students with student checklist for editing their work

RESOURCES

SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 see resources Rhetorical questions Stimulus material

Student checklist Working with the Year 4 example persuasive text Graphic organiser . Students use their own persuasive writing to present as a Talk Time Topic

SPEAKING AND LISTENING RESOURCES REFLECTION

WEEK 8

Revise public speaking techniques

Persuasive writing from previous writing lessons Public speaking techniques

Access myclasses and follow these steps: Click on CES Teaching with Learning objects Interactive Le@arning objects Learn to write persuasive texts Anti-bullying campaign (Remember to cut and paste PIN)

Students work on second section of anti-bullying campaign no bullying in schools

READING

Work with students on first part of designing an antibullying campaign (no bullying in the mall)

THIS LINKS TO SUMMATIVE ASSESSMENT WRITING TASK

Reading Rotations based on ability groups See Below Coaching - Step 4 of QAR Six Steps - During coaching, the teacher may supply cues, but must leave the bulk of the cognitive work to the students. NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of guided practice

RESOURCES

myclasses Explicit Teaching: Discuss advertisements as a form of persuasive text where the manufacturer is trying to persuade us to buy a product. Have students recall advertisements that they have seen, discuss why they remember them

Students view Persuasive writing tips PPoint. Discuss each slide and give examples of each tip, ask students to share their ideas. Provide students with a copy of Analysing adverts, which they fill in while watching TV adverts. Talk about each advert and replay until students decide what strategies the manufacturer is using to sell the product.

WRITING

Summative Persuasive Writing task A new cereal has been launched Create a poster using as many Persuasive Writing Tips as you can to sell your product Make sure the poster is bright and colourful

GRAMMAR FOCUS continued revision and practice of previously

taught concepts SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words

Refer back to Ppoint to remind students of strategies.

RESOURCES

SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Myclasses Persuasive writing tips PPoint - MyClasses Analysing Adverts Kmart ad http://www.youtube.com/watch?v=wlb854D2DWs&feature=related QUANTAS ad http://www.qantas.com.au/travel/airlines/i-still-call-australia-home/global/en Weetbix ad http://www.youtube.com/watch?v=8iGNojuvyBA&feature=related Cottees ad http://www.youtube.com/watch?v=RXUMo6RR-QM&feature=related Mr Sheen ad http://www.youtube.com/watch?v=fIs6TplQeEc&feature=related Hilux ad http://www.youtube.com/watch?v=lXG6UStQ3-w&feature=related Revise public speaking techniques Summative Assessment Students use their poster to present as a Talk Time Topic to sell their product to the rest of the class

SPEAKING AND LISTENING RESOURCES REFLECTION

WEEK 9

Model reading strategy using shared text Revise strategies

READING

Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of

Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of

Comprehension activity determined by reading ability/ requirements

guided practice

guided practice

RESOURCES
Revise structure of persuasive text. GRAMMAR FOCUS continued revision and practice of previously taught concepts SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL Student writing plan Student checklist Writing stimuli/prompts Revise public speaking techniques Provide students with stimulus, or display stimulus of Public Transport Is it the Way to Go? on whiteboard. Brainstorm with students their ideas on the topic. Together create a shared persuasive text on the topic, guiding students with structure, word choices, tense and paragraphing. Following writing, read through together to model editing, checking for correct structure etc. Students work in groups/pairs to complete Working with the Year 3 example persuasive task In pairs and with the help of a graphic organiser, students plan a persuasive text on Public transport Is it the way to go? Using a plan, checklist, word banks, stimuli and other prompts and resources as appropriate, students independently write a persuasive text on the topic: Public Transport Is it the Way to Go? Provide students with student checklist for editing

WRITING

RESOURCES SPEAKING AND LISTENING RESOURCES REFLECTION

WEEK 10

Students use their own persuasive writing to present as a Talk Time Topic

Model reading strategy using shared text Revise strategies

READING

Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of guided practice

Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include readingon, sounding out, chunking, etc. and continued from Step 3 of guided practice

Comprehension activity determined by reading ability/ requirements

RESOURCES
Discuss bullying at school Does it happen? Should it happen? What can schools do to prevent it? What could each person do to prevent it? What effect does bullying have on the victim/bully? GRAMMAR FOCUS continued revision and practice of previously taught concepts As a whole group brainstorm ideas on the topic of Bullying at school. Summative Assessment Task With the help of a graphic organiser students individually plan their persuasive text on Bullying at school. Using a plan, checklist, word banks, stimuli and other prompts and resources as appropriate, students independently write a persuasive text on the topic, Bullying at school. Students use checklist for editing their work

WRITING

SPELLING FOCUS CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words SEE SPELLING FOCUS AT END OF LESSONS FOR MORE DETAIL

RESOURCES SPEAKING AND LISTENING RESOURCES REFLECTION

Revise public speaking techniques Students use their own persuasive writing to present as a Talk Time Topic

Student checklist Writing plan Word banks

ADDED REFLECTION IF NECESSARY

SPELLING FOCUS
Individual school programs Topic specific words such as: Once, firstly, secondly, thirdly, finally, however, opinion, agree, disagree, point of view Personal pronouns we, you, our, us Emotive language E.g. harsh, fierce, treasured, unique, nasty, special, delightful, gorgeous, dangerous, brutal angry, sad, extremely Words conveying degree of certainty - E.g. may, will, must, might, usually, almost, always, never, sometimes, generally, undisputed, hardly ever, certain, should, could, have to Evaluative language to examine the arguments and supporting evidence - E.g. important, simple, narrow minded, threatened, it is obvious, future benefits, easier, expected, unlikely claim, too fragile, poor judgement, option Present tense a persuasive text is written now. The verbs are written using present tense. E.g. is, be, are, means, need, act, stop Action verbs words that show what is happening E.g. save, battle, lose, repair Thinking and feeling words to convey the emotion of the topic and the writers point of view E.g. believe, opinion, think, feel, know, like, grateful, surprised, doubt, trust, hope

GRAMMAR FOCUS
Explicitly teach nouns, verbs, adjectives, pronouns, connectives and conjunctions. Week 1: (a) Personal Pronouns Using words like we, you, our and us to make your audience think you are talking only to them. (b) Repeating the consonant sounds at the beginning of words to make them stand out e.g. Eat YoYos. Theyre yummy in your mouth. Week 2: Groups of three when three adjectives or phrases are used together to make them stand out e.g. Homework is dull, boring and uninteresting. NOTE specific teaching of adjectives and phrases is required. Repetition Words or phrases are repeated so that they stick in the readers mind e.g. Remember what it was like to be at school; remember how much work you had. Week 3: Connectives and conjunctions when two simple sentences are joined with connectives such as and/therefore/ because/although/while. The choice of connective can change the meaning of the sentence. Week 4: Emotive Language when words are used to make the reader feel a certain emotion, like sadness or anger e.g. We are the poor, helpless children who are forced to do hours and hours of homework every night. Week 5: Exaggeration when given information is over the top, or slightly untrue e.g. If I get one more piece of homework, I am going to move to the moon! Week 6: Alliteration repeating the consonant sounds at the beginning of words to make them stand out Week 7: Rhetorical questions using questions that dont need an answer to get the audience to think e.g. Could you live with yourself if you missed out on this opportunity? Weeks 8 10 continued revision, explicit teaching and practise

PUNCTUATION FOCUS
Capital letters and full stops Commas for lists Inverted commas for speech Exclamation marks Question marks

READING ROTATIONS COMPLETE AND ADD TO WEEKLY PLAN ______

GROUP ONE
Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy:

WEEK
GROUP FOUR
Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy:

GROUP TWO
Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy:

GROUP THREE
Guided Reading with book at appropriate instructional level. Annotate as per whole school/Diocese English Plan. Focus Strategy:

GUIDED READING GROUPS COMPLETE AND ADD TO WEEKLY PLAN

Book orientation, page-by-page reading and comprehension

WEEK ______

GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

Text: Focus Strategy:

Text: Focus Strategy:

Text: Focus Strategy:

Text: Focus Strategy:

WRITING ROTATIONS COMPLETE AND ADD TO WEEKLY PLAN

GROUP ONE
Step 4. Coaching students apply what they have learned as they work on tasks with a partner or as part of a small group. Focus:

WEEK ______
GROUP FOUR
Step 4. Coaching students apply what they have learned as they work on tasks with a partner or as part of a small group. Focus:

GROUP TWO
Step 4. Coaching students apply what they have learned as they work on tasks with a partner or as part of a small group. Focus:

GROUP THREE
Step 4. Coaching students apply what they have learned as they work on tasks with a partner or as part of a small group. Focus:

GUIDED WRITING GROUPS COMPLETE AND ADD TO WEEKLY PLAN

GROUP ONE
QAR Step 5. Independent application during this

WEEK ______
GROUP FOUR
QAR Step 5. Independent application during this

GROUP TWO
QAR Step 5. Independent application during this

GROUP THREE
QAR Step 5. Independent application during this

step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step. Step 6. Self-assessment and goal setting Focus:

step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step. Step 6. Self-assessment and goal setting Focus:

step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step. Step 6. Self-assessment and goal setting Focus:

step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step. Step 6. Self-assessment and goal setting Focus:

RESOURCES
http://www.readwritethink.org/files/resources/interactives/fairytales/ http://www.slideshare.net/mod83/toms-tefl-story-the-true-story-of-the-big-bad-wolf http://teacher.scholastic.com/writewit/mff/fractured_fairy_true.htm#Classroom http://www.scootle.edu.au/ec/viewing/L8740/index.html www.collaborativelearning.org/connectivesgames.pdf http://www.writingfun.com/writingfun2010.html Mr Wolf and the three bears, Jan Fearnley, Egmont Childrens Books, 2001 the Learning Federation - Who's afraid of the big, bad wolf? by Gretel Watson, Curl Curl North Public School, NSW

Six Steps Step 1. Explicit Explanation make sure the students know exactly what they are going to be learning about. Step 2. Modelling the teacher shows students how to carry out the strategy using Think Alouds. During a Think Aloud, the teacher verbalizes the thoughts that go through the mind of a proficient user of the strategy. NOTE: the difference between showing and telling students Step 3. Guided Practice after students have seen the strategy modelled, they are ready to try using the strategy under the teachers guidance, while remaining with the whole group. Step 4. Coaching students apply what they have learned as they work on tasks with a partner or as part of a small group. During coaching, the teacher may supply cues, but must leave the bulk of the cognitive work to the students. Step 5. Independent application during this step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step. Step 6. Self-assessment and goal setting When students have finished independent work, the teacher calls the class together to reflect on and share their learning and relate the learning back to the original goal. Students may also set new goals. From - Raphael, Taffy E., Kathy Highfield, and Kathryn H. Au. QAR Now: Question Answer Relationships. New York: Scholastic, 2006.

Targeting Text - Lower Primary - Book 2 Myclasses there are many resources including power point presentations, how to, activities, planning guides, etc

Persuasive Text Writing Frame Title: __________________________________________ I think ______________________________________________ ____________________________________________________ ___________________________________________________ ____________________________________________________ The reasons I think this way are firstly, ______________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Secondly, ____________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Thirdly, ______________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ So therefore I think, __________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Connectives and Conjunctions Addition Sequence Consequence Contrast however on the other hand despite in spite of though although but on the contrary otherwise yet instead of rather whereas nonetheless even though compared with in contrast alternatively Summary in conclusion in summary lastly finally to sum up to conclude in short

in addition and similarly likewise as well as besides further more also moreover and then too not only ... but even besides this/that

first(ly) initially second(ly) etc. to begin with then next earlier/later after this/that following this/that afterwards

as a result thus so therefore consequently it follows that thereby eventually then in that case admittedly

Certainty obviously certainly plainly of course undoubtedly Example for instance one example for example just as in particular such as namely to illustrate

Condition if unless whether provided that for so that whether depending on Reason since as so because (of) due to owing to the reason why in other words leads to

Definition

refers to means that is consists of Time before since as until meanwhile at the moment when whenever as soon as just as

CRITERIA SHEET Persuasive text Student version

Criteria A

B
You have used 2 to 3 strong words to show how you are feeling in each paragraph You have asked 2 questions of the audience

C
You have used a strong word in each paragraph to show how you are feeling You have asked a question of the audience

D
You have not used strong words in each paragraph to show how you are feeling You have not asked a good question of the audience

E
You have not used words to show how you are feeling You have not asked a question of the audience

Persuasive Devices, Audience

The student work demonstrates evidence of: Major Teaching Emphasis You have used more than 3 strong words to show how you are feeling in each paragraph You have asked more than 2 questions of the audience Contextual Understanding You have described both sides of the topic and clearly explained how you feel about the topic You have included and fully explained the examples for each of the reasons you have given to show your feelings on the topic You have written in paragraphs which contain topic sentences which are clearly connected You have re-written how you feel in the last paragraph and have clearly explained your reasons for feeling that way

Text Structure, Ideas, Paragraphing

Use of Texts

You have clearly told how you feel about the topic e.g. I believehere are my reasons You have included and explained some examples for the reasons you have given to show your feelings on the topic e.g. I believehere is my reasonthis is good/bad because. You have written in paragraphs with topic sentences You have re-written how you feel and your reasons for feeling that way in the last paragraph

The introduction tells how you feel about the topic You have used examples in each paragraph to explain your feelings on the topic

The Introduction does not clearly tell how you feel about the topic You have not used examples in every paragraph to explain how you feel about the topic

You have not said how you feel about the topic You have not used examples to explain how you feel about the topic

You have written your persuasive text in paragraphs

You have tried to use paragraphs but you need a new paragraph for the introduction, conclusion and to explain your 3 reasons You have not rewritten how you feel in the last paragraph

You have not used paragraphs

You have re-written how you feel in the last paragraph

You have used words to link your paragraphs and several words to show where what you are saying fits into your argument.
e.g. Firstly, secondly, thirdly therefore, furthermore etc.

You have used words to link your paragraphs and a word to show where what you are saying fits into your argument.
e.g. Firstly, secondly, thirdly therefore, furthermore etc

You have used a linking word in each paragraph

You have not used words to link your ideas in all of your paragraphs

You have not used words to link ideas in your writing

Language conventions & elements

Your sentences are complex and contain joining words Your sentences are grammatically correct Your complex sentences are punctuated correctly

Grammar & Punctuation

Your sentences are complex and contain joining words Your sentences are mostly grammatically correct Most of your complex sentences are punctuated correctly.

Your sentences are simple with no joining words Your sentences are grammatically correct Your simple sentences are punctuated correctly e.g. capital letters at the beginning of all sentences; full stops at the end of all sentences You have spelt common words correctly (including words needed for the genre eg. firstly, secondly, thirdly)

Some simple sentences are grammatically correct

Your simple sentences are not grammatically correct

Most of your simple sentences are punctuated correctly e.g. most sentences begin with a capital letter and end with a full stop

Your simple sentences are not punctuated correctly

&

Processes Strategies

Spelling

All of your spelling is correct, including topic words and words needed for the genre eg. Firstly, secondly, thirdly
therefore, furthermore etc

Most of your spelling is correct, including topic words and words needed for the genre eg. Firstly, secondly, thirdly
therefore, furthermore etc

Some common words are spelt correctly

Most of your words are spelt incorrectly

Feedback

Signed: Date:

Speaking Rubric
Element Persuasive techniques Alliteration Repetition Emotion Exaggeration Questions Humour Facts Groups of 3 Speaking techniques A Uses at least 6 persuasive techniques B Uses at least 4 persuasive techniques C Uses 3 techniques persuasive D Uses 1 persuasive technique E Uses no techniques persuasive

Uses: Appropriate voice volume Variation in pitch to add meaning and interest Eye contact Positive body language Facial expressions and gestures to add interest and emphasis

Uses: Appropriate voice volume Eye contact Positive body language Facial expression and gestures to add interest and emphasis

Uses: Appropriate voice volume Eye contact Positive body language

Consistently uses one of the following: Appropriate voice volume Eye contact Positive body language

Does not consistently use any of the following: Appropriate voice volume Eye contact

Name: ________________________________

Date: ______________________

Overall Mark: ____________________

Comment : _____________________________________________________________________________________________________________________

Year 2 Exposition
Working with the Year 2 example persuasive task 1. What is the authors opinion on this topic?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

2.

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

3.

What words or phrases does the author use to tell you their point of view?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

4.

This exposition text does not have a title. What do you think would be a good title? Why do you think this is a good title?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

5. 6. Can you find some other examples in the text where the author has used pronouns in the same way? Highlight them. How has the author organised their ideas, arguments and reasons?

In the introduction, the author used the word we. Why did the author do this?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 9

Year 2 Exposition continued 7. Expositions use emotive words to make an impact on the reader. Some of the emotive words used in this text are: fun, friendship, cooperates. Can you find some more?

__________________________________________________________________________________________________________ ____________________________________________________
8. Expositions use words to persuade the reader to agree with their point of view. Some of the persuasive words used in this text are: help, best, need. Can you find some more?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

9. Expositions use words to link ideas in a paragraph and link ideas between paragraphs. Some of the linking words used in the text are: so, and, which. Can you find some more?

__________________________________________________________________________________________________________ ____________________________________________________
10. Expositions use topic words through the text. These topic words relate to the title or heading. So in this text they would be words that are about children and sport. Can you find some examples of these topic words in the text?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

11.

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

12. What arguments in the body of the exposition are referred to in the conclusion?

What is the purpose of the conclusion in this exposition?

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________

Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 10

Mr Wolf cloze activity

Name

Class

Date

This is Mr Wolf. He has always He has always listening. His His teeth are he looks He makes me feel . . eyes stare at you. and . ears which are fur which is

Education Services Australia Ltd, 2010, except where indicated otherwise Who's afraid of the big, bad wolf? by Gretel Watson, Curl Curl North Public School, NSW

26

Analysing Adverts
What product being sold?
Advert 1

Who is the target audience?

What strategies are being used to sell the product?

o Adults o Children o Both o Adults o Children o Both o Adults o Children o Both o Adults o Children o Both o Adults o Children o Both o Adults o Children o Both

o Repetition o Emotion o Exaggeration o Questions o Repetition o Emotion o Exaggeration o Questions o Repetition o Emotion o Exaggeration o Questions o Repetition o Emotion o Exaggeration o Questions o Repetition o Emotion o Exaggeration o Questions o Repetition o Emotion o Exaggeration o Questions

o Humour o Alliteration o Facts o Groups of 3 o Humour o Alliteration o Facts o Groups of 3 o Humour o Alliteration o Facts o Groups of 3 o Humour o Alliteration o Facts o Groups of 3 o Humour o Alliteration o Facts o Groups of 3 o Humour o Alliteration o Facts o Groups of 3

Advert 2

Advert 3

Advert 4

Advert 5

Advert 6

Roleplay #1: Carlos & his Mother Carlos The living room is messy. Some of Carlos's comic books are lying around. He's going through them because he wants to trade some of them with his friends. He also has a game on the floor that he started to play with his sister. He wants the game to remain there so he and his sister can finish it later. He likes being in the living room because there are usually other people around there. All the things that are scattered about are things he is using. The mess doesn't bother him. Carlos's Mother The living room is messy. Carlos's comic books and game are lying around. She wants to keep the room organized because everyone in the family uses it and it is also the place where guests come. She thinks Carlos's things are in the way. She thinks he should pick up after himself and keep his things in his own room. Roleplay #2: Joanne & her Father Joanne Joanne's dad insists that she be in the house by 5:30p.m. on school nights. But the weather is getting warm, her friends are staying out later in the street, and Joanne wants to be able to stay with her friends. Joanne's Father The rule is that Joanne must be in the house by 5:30p.m. on school nights. Joanne's father is concerned that it is not safe for her to be out after 5:30p.m., and he worries about her. He also wants to be sure she gets enough sleep so she is not tired at school. Roleplay #3: Jason & the Teacher Jason Jason was talking to his friend about what they were going to do on the playground at lunchtime at the same time that the teacher was talking. The teacher told him that she was going to contact his parents and discuss his behaviour with them. Jason is mad because he thinks the teacher is always picking on him. Other kids talk, he says, and the teacher doesn't do anything about it. Teacher When she was explaining the homework assignment, Jason was talking instead of listening. She sees him talking all the time. When he doesn't have his homework, he says he didn't hear her give the assignment, and he didn't think there was any." Jason needs to start listening in class. Roleplay #4: Sarah & her Mom Sarah Sarah wants to wear jeans to school that have slashes cut in them and patches. She thinks it's a neat style. Her mother says she's not leaving the house in those rags. Sarah's Mother Sarah's mother thinks students should be dressed neatly for school, and she worries that adults won't respect her daughter as much if she dresses sloppily. Sarah's mother went to a parochial school where students wore uniforms, and she thinks the discipline was much better there because of the dress rules. Roleplay #5: Raymond & Thomas Raymond Raymond wants to soccer with his friend Thomas. Thomas, as usual, wants to play football. Raymond doesn't like to play football. He's not very good at it, and he'd rather play something else. He feels as if all Thomas ever wants to do is play football. Thomas Thomas would like to play with Raymond, who is a good friend. He's on a soccer team, and he wants to practise soccer. He would also like Raymond to play soccer better, because then he might want to join the team, too. Then they could spend more time together.
Adapted from http://www.teachablemoment.org/elementary/pointofview.html

Introduction: Today we are going to do a little experiment to see if everyone sees the same thing when we look at a picture. Ask students to find a partner or divide them into pairs. Distribute copies of the drawing above to each pair. Give pairs a few minutes to figure out how they would describe the appearance of the person in the picture. Is this someone they would like to get to know? What does she seem to be wearing? Ask volunteers for their descriptions. Ask students to describe their process in looking at the picture. What did they see first? Why did some people see an old woman at first and some a young girl? Can everyone now see both figures? Is there a "wrong" way to see the picture?

Summarize: People have different ways of looking at things. We call that having different "points of view." It happens because we have different bodies, different kinds of families and different kinds of experiences.

http://www.teachablemoment.org/elementary/pointofview.html

Year 3 Exposition - Student Checklist

Name:.................................................................. Date:......................................

Use the checklist below to edit your writing so that it is clear for a reader. Does my exposition have:

An interesting title relating to your topic. An introduction Have you stated: What the topic is; and What you think about it.

Your opinions (arguments) with reasons or evidence that explain them. A conclusion Have you got a summary of the main points of your topic.

Have I remembered to:

Re-read my writing aloud (to see if my sentences make sense). Write in sentences. Use a new paragraph for each new idea. Use at least 3-5 emotive words (to convince a reader of my opinions). Use capital letters: At the start of every sentence; and For the names of people and places.

Use full stops at the end of every sentence. Use commas: When listing things; or When my sentences are too long

Fix up all my spelling mistakes by: Asking a friend for help; or Using a dictionary

Written Persuasive Criteria Topic:

Major Teaching Emphasis Contextual Understanding Persuasive Devices, Audience

Student:

Date:

Result:

______

A
Uses more than 3 emotive words in each paragraph Poses more than 2 questions to engage audience Identifies both sides of the topic and clearly outlines a position Includes and expands on all connected examples to justify a point of view

B
Uses 2 to 3 emotive words in each paragraph Poses 2 questions to engage audience Clearly demonstrates a position on the topic e.g. I believehere are my reasons Elaborates on some supporting examples to justify position e.g. I believehere is my reasonthis is good/bad because. Text is written in paragraphs with topic sentences Includes a summary of the topic and main ideas Uses connectives / conjunctions e.g. Makes one reference to, or one link to points made in previous paragraphs Most complex sentences are punctuated correctly

C
Uses one emotive word in each paragraph Poses a question to engage audience Introduction states position on topic Each paragraph uses supporting examples to justify position Text is written in paragraphs

D
Does not include emotive words in each paragraph Does not pose a question to engage audience Introduction states vague position on topic Supporting examples used in some paragraphs

E
Does not include emotive words Does not pose a question

Text Structure, Ideas, Paragraphing

No position stated

No examples used

Use of Texts

Text is written in paragraphs containing topic sentences which are clearly connected Includes a summary of the topic, main ideas and restates position. Uses connectives / conjunctions to show where the current point fits into the argument - e.g. Makes more than one reference
to, or makes more than one link to points made in previous paragraphs

Has attempted to include paragraphs but little understanding of the structure Includes a concluding paragraph, but does not restate position Limited use of connectives / conjunctions

No paragraphs evident

Restates position in final paragraph Uses connectives in each paragraph

No concluding paragraph Has not included connectives / conjunctions

Language conventions & elements

Grammar & Punctuation

Uses complex sentences which are grammatically correct

Punctuates simple sentences correctly

e.g. capital letters at the beginning of all sentences; full stops at the end of all sentences

Most simple sentences punctuated correctly - e.g. most sentences begin with a capital letter and end with a full stop Attempts to punctuate simple sentences correctly Spells some common words (including genre specific) correctly

Simple sentences are not punctuated correctly no evidence of punctuation Simple sentences are not punctuated correctly Spelling does not assist the reader.

Punctuates more sophisticated sentences correctly

Spelling

Attempts to punctuate more sophisticated sentences. Spells most topic and genre specific words correctly

Punctuates simple sentences correctly Spells common words (including genre specific) correctly

Processes

Spells all topic and genre specific words correctly

Diocese of Cairns, Catholic Education Services