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Persuasion
Term: 4 Weeks 1-5
Scope and Sequence Summary Focus: Persuasive and Imaginative Texts Students will: Identify and express a point of view Persuade audience Engage in conversations Discuss an authors point of view
Unit Overview This unit has been designed to support students to build a field of knowledge around persuasive texts. Activities cover the key features and structure of persuasive texts as well as a range of persuasive language devices. It provides students with an opportunity to further develop their understanding of persuasive texts and to explore how a range of ICTs can be used to respond to and compose a range of texts. Students will use graphic organisers and digital tools to help them organise their ideas and structure writing.
Key Concept Persuasive texts are texts whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a signific ant part of modern communication in both print and digital environments. Persuasive texts seek to convince the responder of the strength of an argument or point of view through information, judicious use of evidence, construction of argument, critical analysis and the use of rhetorical, figurative and emotive language. It may also entertain or inform. Persuasive texts may be written, spoken, visual or multimodal.
Structure Persuasive texts are organised to include a statement of position, arguments and a reinforcement of position statement. The statement of position stage usually includes a preview of arguments. Each argument stage consists of a point and elaboration. In the elaboration, t he argument is supported by evidence. Arguments are ordered according to the writers choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented.
Texts and Resources Earrings! by Judith Voirst (PT) Hey Little Ant Trailer http://www.youtube.com/watch?v=S4O3zUKcQxw (DT) Hey Little Ant by Phillip Hoose. (PT) I Wanna New Room by Karen Orloff - http://www.youtube.com/watch?v=ImpYQdWL-2s(DT) Click Clack Moo, Cows That Type by Doreen Cronin (PT) Don't Let the Pigeon Drive the Bus! by Mo Willems (PT) The True Story of the 3 Little Pigs! By Jon Scieszka (PT) Brave Witch Away (Trailer) - http://www.youtube.com/watch?v=-5sYxdLGFXQ (DT) The True Story of Little Red Riding Hood by Agnese Baruzzi & Sandro Natalini (PT) The Wolfs Story by Toby Forward & Izhar Cohen (PT) Three Little Pigs Silly Symphony - http://www.youtube.com/watch?v=Olo923T2HQ4 (DT) Hobgoblin Supplies poster from The Jolly Postman by Janet and Allan Ahlberg (VT) Room on the Broom by Julia Donaldson, http://www.youtube.com/watch?v=A7CUCG6ijdE&list=PLMBL5AHbtQ2Oae0x02InzPKy4ZsSztFqW (DT)
KEY: ST Spoken Texts PT Print Texts VT Visual Texts DT Digital Texts (including film, media, multimedia) KEY 2: IM Imaginative Texts IN Informative Texts PE Persuasive Texts
Pre Test To assess prior learning of persuasive texts. This writing sample will determine the focus points for further teaching and discussion. Provide a scaffold for students writing and picture stimulus to orient students to the character of the Big, Bad Wolf. ( Graphic Organiser 1) What is persuasion? Discuss the purpose of persuasive texts; examine the structure and features the position statement and supporting arguments, restating the position after supporting arguments. (IWB) Activate prior knowledge of Fairy Tales (Term 1 narrative focus). Discuss point of view/perspective. Characters are created by authors. Talk about good versus evil characters paying attention to the portrayal of the wolf in Fairy Tales. Discuss the story of the Three Little Pigs. View Silly Symphony Read The True Story of the Three Little Pigs. Compare the wolf in the two texts. Read/view other fractured fairy tales throughout the week and discuss perspective. (see resource list)
C4 Analyses and evaluates a characters actions or events in a story through discussion C5 Responds to questions about a characters actions, qualities, characteristics and motives by expressing an opinion. C6 Builds understanding of media texts by discussing different interpretations of the one text. C7 Responds to and analyses a text by discussing a point of view presented in a text. C8 Refers to prior knowledge and experiences to build understanding of a text. C8- Identifies more than one perspective or point of view when responding to questions about a text. C8 - Justifies predictions about sections of a text. C8 - Draws conclusions by using clues in a text.
Learning Sequence 2:
View I Wanna New Room by Karen Kaufman Orloff. Using thinking partners, predict the story from the front cover paying attention to details . During reading, discuss students predictions and wonderings. After reading, students change their wonderings statements into questions. Discuss the techniques the main character uses to try to persuade. Complete (Graphic Organiser 2) to identify what the character wants and the persuasive techniques/devices the character uses to convince. Create a list of topics students might choose to write their own persuasive texts. Model I wanna text. Read/view other persuasive texts throughout the week. Discuss persuasive devices used (see resource list)
View Hey Little Ant trailer. Discuss the impact of the music on the audience. What mood does it create? How effective is the text and word choice used in the trailer, to persuade? Use the information in the trailer to predict what the text will be about. Read Hey Little Ant! by Phillip Hoose Complete (Graphic Organiser 2) for this text. Discuss letter writing as a form of persuasion. Look at structure of how to write a letter. Create a list of topics students might choose to write their own persuasive letters. Model persuasive letter based on student suggestions. Dear Read/view other examples of books that has persuasive letters within them e.g. Dear Mrs La Rue: Letters From Obedience School or Click, Clack, Moo: Cows That Type
Learning Sequence 4:
View Brave Witch Away (Trailer). Discuss the impact of the music on the audience. What mood does it create? How effective is the text and word choice to persuade? Investigate the humour within the trailer. (Ewe, free bear, side effects) Examine Hobgoblin Supplies poster from The Jolly Postman book. Discuss persuasive devices used. Talk about how commercials/brochures are used to convince people to purchase products. Discuss the use of colour, word choice and bold print. Look at other examples of brochures and posters. Read/View Room on the Broom by Julia Donaldson Design a Digital text to sell the witches new broom/spell/potion etc. (ICT) Read/View other examples of texts that feature witches e.g. Meg and Mog, Hansel and Gretel
C7- Uses a computer to produce texts with graphics. C8- Experiments with producing/publishing texts using an increasing range of mediums and modes.
C4 Analyses and evaluates a characters actions or events in a story through discussion C5 Responds to questions about a characters actions, qualities, characteristics and motives by expressing an opinion. C6 Builds understanding of media texts by discussing different interpretations of the one text. C7 Responds to and analyses a text by discussing a point of view presented in a text. C8 Refers to prior knowledge and experiences to build understanding of a text. C8- Identifies more than one perspective or point of view when responding to questions about a text.
Assessment Formative Assessment of the Big, Bad Wolf Anecdotal Observations Work completed on graphic organisers Summative Assessment -Tagged Work sample: Learning Sequence 5
Evaluation
EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Develop and apply contextual knowledge
understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461) listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666) understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
Understand and apply knowledge of language forms and features
understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) use turn-taking, questioning and other behaviours related to class discussions identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
Respond to and compose texts
Communicate with increasing confidence in a range of contexts Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Describe in detail familiar places and things Use role-play and drama to represent familiar events and characters in texts Use intonation to emphasise the need to seek further clarification of a question Formulate open and closed questions appropriate to the context Use a comment or a question to expand on an idea in a discussion Use some persuasive language to express a point of view Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1788, ACELY1789) Demonstrate attentive listening across a range of school contexts, eg assemblies, welcome to and acknowledgement of country, and school performances
Contribute appropriately to class discussions Carry out complex instructions involving more than one step
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-6B
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-2A
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-7B
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-4A
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-8B
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-9B
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-10C
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-11D
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-12E
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
EN1-3A
YEAR 1 Cluster 5
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness Concepts About Prints
YEAR 1 Cluster 6
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics Phonemic Awareness
YEAR 2 Cluster 7
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics
YEAR 2 Cluster 8
Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Phonics