Section 1: Focus and rationale for planning:

Using the website http://www.myplace.edu.au/home.html and the information from the 1810s
Episode 20- 1818: Charles.
Unit focus: English year levels: 3-6.
Episode clip: Fencing.
Activity 1: character profiling.
Subthemes: character, chores, business and employment, social order
This video clip and theme was chosen as it allows students to see and look further into the
work and social order of life in 1818. This is seen in the two brothers, Charles and John, as
John is oldest, he will one day own the farm though he does not enjoy the work. Charles
enjoys the work and is passionate about the farm, though because of society and inheritance
laws, he will never own the farm. This historical context allows for debate over which brother
should have the farm, leading to the teaching and later independent construction of a
persuasive, argumentative text.

1|Page

LITERACY / UNIT PLANNER

Topic: My Place: Charles 1818, Episode 20: Fencing

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Word group focuses- Sentences:

-

Personal and impersonal voice. Ways of changing sentences from

personal to impersonal voice.

Active voice- Sentences in which the doer of the verb (who or what
is responsible for the verb in the sentence) is easily identified.

Word focuses:
-

Verbs:
o

Modal verbs that are used with other verbs to indicate for
example what might, can or must occur.

Action (remove, push) and mental process verbs (think,

believe).

Nouns:
o

Persuasive

Term:
Listened to

Spoken

Weeks:
Read

Date:
Written

Viewed

Produced

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W
Guided R/W
Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

Personal pronouns- the use of first, second, and third

personal pronouns.

Signal words:
o

Words that signify sequence of arguments (eg. Firstly,

secondly, finally).

Words that signify cause and effect (eg. Because, therefore,

so).

1. Whole text structure of a

Persuasive text
o An opening statement of the issue or concern that is to be
argued- this may be called a thesis statement.
o A statement of opinion, position or proposal that may be part
of the opening statement.
o Background information to support the opening statement

2|Page

o
o
o
o

may be included.
Arguments (points put forward) to support the opinion or
proposal, each of which is supported by evidence or
examples that help elaborate or argue a point of view.
Sequentially ordered arguments from the most persuasive to
lease persuasive.
Carefully selected facts to support and elaborate on an
argument.
A concluding statement that sums up the argument and
relates to the point of view and suggests a solution or
possible action.

Language features for the text-type:

-

Emotive words and phrases used to persuade the reader (eg. Strongly
believe, disagree, etc.).

Connectives (firstly, secondly, finally) to indicate the sequence of the

points supporting the stance.

(Wing Jan, 2009, pp. 166-170).

CONTEXT: Overview of series of lessons and background information

Explore content as to who should own and run the farm in 1818, looking at historical
circumstances such as family and social hierarchy, and how that impacts the
ownership of property and business.

Over a series of sessions, we will analyse persuasive texts such as newspaper articles
and debates and jointly create a persuasive piece of writing over whether
McDonalds should be introduced into a town, looking at evidence and at both sides
of the argument. To consolidate the text-knowledge, we will research further
evidence and create a text plan for a debate.

I anticipate that the students have had a basic exposure to persuasive text in viewing
advertisements in grade 4, however they will have had no prior knowledge in the
content regarding written persuasive and debate texts. They also have prior or
ongoing knowledge of Australian history such as convicts and early settlers.

3|Page

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to create a persuasive text to
convince an audience of our stance, using evidence to support our ideas.
Learning behaviours: I need to look at both sides of the argument and understand
that there are different opinions on a topic.
Success criteria: I know Im doing well if I can use at one or two pieces of evidence
by research to support my opinion.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)

Topic-specific vocabulary for the unit of work:

Resources:

Persuade, stance, opinion, evidence, argument, research, support, against, convince,

emotive language, opposing, certified personal, compare, contrast, rebuttal, justify,
topic sentence, paragraph, statement, expectation, family/social hierarchy,
ownership laws, convict, Chaplin, posh, era, employment, business, inference, infer,
inheritance

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 166-170; EPISODE 20, English teaching resources
downloaded on windows from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 20;
Fencing. ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

We are learning to ...

1. Building topic
knowledge
Charles, 1818:
Character profiles.
We are learning to
identify and infer from
aspects of each
character in the video
clip, to later create a

Create a mind map

on the whiteboard
with the year 1818
in the centre. Use this
to stimulate
discussion and prior
knowledge on
Australia in 1818.
Who were in

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)

Back-to-back viewing
Inform the students that
they are watching a clip
(Charles, 1818, Fencing).
They are to write notes in
dot point on four
characters; Charles, John,
Liam and Sam.

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INDEPENDENT
LEARNING
(Extended opportunity for students to work in
pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part of
the time. Reference to Wing Jan include page
details)

Character profiling
Students are to
individually fill out the
character profile sheets
(appendix 7) for the four
characters, using their
notes from the back-toback viewing.
Students can then pair to

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

KWL Charts:
In small groups (table
groups), get the students
to create a KWL chart. In
the Know discussing
what they already know
and have learnt about the
characters. In the
Wonderings section,

Anecdotal notes:
Take notes during
guided writing as to
whether the students are
able to identity and
infer aspects of each
character in the video
clip to later create their
character profiles.
4|Page

character profile.

2.
We are learning to
research relevant
information to add to
character profiles.

Australia at this
point?
What do we know
about the convicts?
What were some jobs
at this point?
Were there just
convicts?
What were the jobs
of the free settlers?
What are our
wonderings about
1818?

Then participate in back to

back viewing, first turning
around and listening to the
video. Prompt the
students:
What can we infer of their
character by listening to
how they speak? Are they
angry? Posh? Shy?
Scared?
What have we learnt
about them from other
characters?
Give time for note writing.
Then turn around to watch
the video without sound?
What can we see about the
characters?
What are their distinctive
features?
What can we infer about
the character from their
actions? Lazy? Hard
working? Tired?

compare their character

descriptions, were their
inferences similar or
different? Why?

discussing what more

they need to find out
about the characters and
what they may need to
research.

Small teaching group:

Guided writing:
Discuss and record ways
that we can infer about a
character, eg. Their tone of
voice, their accent, their
actions, etc. Categorise
these into viewing and
listening inferences. Watch
the video again, asking
students to pick out key
inferences from each
category for given
characters.
What do these inferences
tell us about the
character? What do we
now know about each
character? What are some
key words we can use to
describe each character?
These discussion points
can then be used to fill out
the character profile sheet.

Begin with a game of celebrity heads, using the characters from the previous lesson to access prior knowledge. In this lesson, we will
look at ways of researching to add to character profiles. This is using books, the MyPlace website, and other relevant resources.
Students will add to their character profiles by doing background research according to their KWL charts, and on early settlers,
convicts and roles on an 1818 farm. Which roles or jobs are seen in the clip?- Create a list as a class. Which character fulfils these
roles? Why? Add relevant background to each character.
5|Page

3.
We are learning to
understand the society
of 1818 by research
and to connect this
knowledge to today.
4.

Building text
knowledge/Model
the genre

We are learning to
identify the different
arguments within a
discussion text.

Research the question; Why was there a social hierarchy and an inheritance law? Research 1818 social/family hierarchy using the
MyPlace website (Australia in the 1810s- Society and culture- landowners) and appendix 1. - Which level of social standing does each
character fit into? Why? Compare and discuss character profiles with a partner and rank each character in terms of their social
hierarchy. Do you think the hierarchy is fair? Who benefits and who doesnt? How has this changed in Australia- do we have this
hierarchy now? If we did, what would it look like? Students can create a Venn diagram of society and roles of 1818 and of now.
Watch the clip
https://www.youtube.com
/watch?v=xBb6QmJJaE&feature=related-

The real story of the

three little pigs.
Create a Venn
diagram of the
original story of the
three little pigs and
the wolfs story.
Engage in a
discussion:
What was the wolfs
side of the story?
What does that make
you think of the
pigs?
Who was right? Who
was wrong?
Is it important to
know both sides?
Why?

Think aloud
Put up an example of a
discussion article
(appendix 2) on the
interactive
whiteboard/projector.
Thinking about arguments
and sides of the story, ask
the students what they
notice within the text. Eg.
Different sides to the
story.
Get the students to
highlight or underline the
different arguments in two
different colours.

In pairs, give the students

a new discussion article
(appendix 3), and ask
them to highlight the two
different arguments,
categorising them by
colour. Whose points of
view are these?
They can then come up
with their own prompt or
issue, or choose one of the
following:
- Should notebooks
be replaced by
computers in
schools?
- Should students be
allowed to listen to
music when
working in class?
- Should students be
able to eat in class?
Creating a T-chart for
different points of view/
arguments.

Students can get into

groups who did the same
or similar issue and
conduct a small group
discussion comparing the
arguments posed.
Does everyone agree with
where the arguments
were placed? Why?
Who was identified to
argue?
What helped you find
each side of the story?
Did you imagine yourself
as that person?

Observe and take

anecdotal notes on
those individuals within
the small teaching
group; can they identify
and categorise the
different arguments
within the text?
Take observational
notes during the group
discussion of ideas and
strategies of how these
arguments were
identified.

Small teaching group:

Guided writing
Have the article (appendix
6|Page

5.

Building text
knowledge/Model
the genre

We are looking at the

structure of a
persuasive text and the
language used to guide
a discussion.

Watch the clip

https://www.youtube.
com/watch?
v=JZujQSGV8Wc
Sock puppets tell
How to write a
persuasive essay.

Look at the argument

article; Factory Farming
(appendix 4) (Wing Jan,
2009, pp. 167).

Engage in a
discussion:
-What did we learn
about the structure of
the text from the sock
puppets?
- What sort of
evidence would we
need (from who)?
-What is an opinion
and how do we
decide on it?

Is it all over the place or is

there an order? How do you
know?

Read the article aloud.

What can we notice about
the structure of the text?

What words does the author

use to show this order? Add
these words to the
persuasive text class
glossary.

3) cut up into arguments,

and a T-chart drawn onto
an A3 piece of paper. Ask
the students to work
together to firstly discuss
and identify who the
arguments are coming
from, then to categorise
these arguments.
How do you know that
argument goes there?
Students can continue to
use the OREO format for
the rest of the paragraphs,
finding the Opinion,
Reason, Example and
restated Opinion.
Once this is complete,
students can select an
issue T-chart they created
from the previous lesson,
choose their
stance/opinion, and plan
paragraphs using the
OREO format.

Small teaching group:

Guided writing:
Work through the second
Use the OREO format seen paragraph together,
in the video (appendix 5) and highlighting the separate
extract answers from the first parts of the OREO format
paragraph as a class.
using different colours;
how do you know that part
goes in that section? Can
you see a pattern?
What is the authors
opinion? How do you know?

Students get into small

groups and choose one
students work (with
more than one paragraph
planned) to look at.
What order would you
put these ideas in? Why?
How would they connect?
Create a story
board/planner on the
carpet or table, using
sticky notes with
connecting words.

Use an annotated
checklist to assess the
small teaching group
regarding their use of
the OREO format,
showing they are able
to identify the structure
of the text.
Take observational
notes during small
group discussion,
noting whether students
are using the relevant
terms to connect ideas,
and using a
comprehensive order
for text.

7|Page

Once this is done, the

teacher can pick a t-chart
issue from the previous
lesson and students can
work together to choose
the stance, and plan the
first paragraph of the
speech.
6.
We are learning to
construct an
introduction and a
conclusion for a
persuasive piece.
7.
We are learning to
research and construct
a persuasive text
responding to an issue.
8.

Guided activities
to develop
vocabulary or
specific language
feature

We are learning to use

the relevant persuasive
language to improve
and order our
persuasive text,
identifying fact from
opinion.

Look again at the article Factory Farming (appendix 4) (Wing Jan, 2009, pp. 167). How does the author introduce and conclude? What are the
key features? Where do we see his opinion/argument? Where is the evidence? Choose a students issue and layout the construction of an
introduction and a conclusion as a class (interactive writing). Students can then construct a basic dot point plan of an introduction and conclusion of
their issue.

Introduce the new issue topic, The Cookie Monster (from Sesame Street) is being changed to be the Veggie Monster because of
health and obesity issues- ask the students to research, and get evidence for support or against (t-chart). How would you order this
evidence with your opinion? - Using a planning chart such as the OREO format or a storyboard. What words can you use to order
(firstly, secondly, etc.).- Why would this work? Where is your strongest part?
Begin with bringing
Watch the clip
Have the students get into In a group discussion,
Collect written work
up this game on the
https://www.youtube.com/ pairs and look back at
talk about why it is
from the dictogloss.
interactive
watch?v=gsYUKRuphQI, their planning chart for the important to have both
Have the students added
whiteboard:
a debate on Facebook for
Veggie Monster issue.
fact and opinion within a the brainstormed
http://www.quia.com/ kids. Ask the students to
One student must be for
persuasive text. What do
language? Have they
pop/39102.html?
note the language, good or and the other against the
they add?
still got the information
AP_rand=121217800 bad, and how it was used. issue. Connect the new
Think back to the debate
stated?
3
How did their language
language words (from the video, what can we
Observe their
and words assist their
brainstorm) to the facts
improve on? Body
comparison discussion
Work through the
argument?
found, and create dot
language? Clarity of
and their understanding
fact or opinion
Words like I believe,
points of opinions using
speech? Each of these
of the strength of an
questions together.
what does that imply?the relevant language.
suggestions should be
article with the addition
Opinion.
Compare the different
written on a sticky note,
of persuasive language.
Whats the difference Words like according
opinions within the pair
which can then be put on
between fact and
to?- Fact.
and form rebuttals.
a class A3 sheet, shared
opinion?
and explained.
Brainstorm a list of words Small group teaching:
as a class, put in the
Guided writing/reading:
8|Page

format of a t-chart to use

for opinion (mental
process verb) or fact
(evidence).
How did each person
respond to an argument?
With an argument on their
side? This is called a
rebuttal.

Dictogloss:
Teacher reads out a
passage of dot point
writing (appendix 6) at a
normal pace several times
and the students
reconstruct it. They are
listening to the given text,
then reconstructing the
text including the
brainstormed words where
possible.
As a group, then compare
the original piece of work
to the reconstructions.
Which version is
stronger?
Which version can we see
fact from opinion?
Why?
(Hertzberg & Freeman,
2012, p.68).

9.

Guided
activities to
develop
vocabulary or
specific language
feature

We are learning to use

persuasive language
and evidence to
perform in an oral
debate.
10. Joint construction
of text

We are learning to use

Using the pairs from the previous lesson, and using the evidence found, conduct a debate about the Cookie/Veggie Monster in front of
the class. Have the students give warm and cold feedback; What worked? What information was convincing? Where do you need to be
the strongest (intro and conclusion)? What language was used? Did they use relevant words? Encourage students to think about
rebuttals- responding to an argument from the opposing side.

Watch the
Use the prompt Should
Argument song
students be allowed to
(https://www.youtube listen to music when

Ask the students to choose

a prompt we have looked
at before (excluding the

Engage in a class
discussion:
What have you learnt

Take observational
notes of students
working and engage in
9|Page

the persuasive text

features and language
to construct a text
together.

.com/watch?
v=Fg6_UwQ3Cys) to
activate prior
knowledge of text
construction.
What do we need to
remember when
constructing a text?
What is the order?
Think about the
OREO format.

working in class? (from

lesson 4).

Cookie monster issue) or

to continue the current
prompt, and construct the
Start with a for and against written text.
t-chart. What are the
What language are we
arguments?
using to connect the
paragraphs?
Which opinion should we
What language are we
choose? What are some
using to start the
facts?
sentence?
To state our opinion?
Construct a text together
What is our stance?
on the interactive
whiteboard, first looking
Small teaching group:
at the opinion stated in the Guided writing.
introduction. Construct the Work through the next
first paragraph together,
paragraph of the prompt
using the OREO format
used for the class.
(opinion, reasons,
What order do we need?
evidence, restated
(OREO).
opinion).
What words do we have in
our glossary that we can
use?
Have the students
construct another
paragraph and break down
the elements (language
and order) to the rest of
the group, justifying their
construction.

about constructing
persuasive texts?
What are you still unsure
of?

discussion.
Is the student using a
comprehensive order?
Are they using
persuasive language?
Are they using ordering
language to connect
ideas?
Take note of areas of
the text students are
unsure of and address
these in the following
lesson.

11.
We are learning to use
the persuasive text
features and language
to construct a text
together.

Address the unsure elements of text construction from the previous lesson, teaching and modelling writing to these areas. Continue to
work on their piece, stopping to read out sentences for warm and cool feedback; what have they done well? What do they need to work
on? Do they have fact (evidence) as well as opinion? Have they used words from the brainstorm and glossary?

10 | P a g e

12. Independent
construction
of text
We are learning to
use our knowledge
of persuasive texts to
independently
construct a text to
persuade an audience
to support our
opinion.

Re-watch the MyPlace video from the beginning of the unit and look back at the character profiles and research. Looking at all that we
have learnt about persuasive texts, I want you to look at your evidence and respond to the issue; Which brother should get the farm?
In pairs, decide who will support which brother (even spread). Each make a t-chart of for and against and compare notes.
Make a plan for you persuasive text and use researched evidence to support claims.
Students can use PowerPoint or a word document to construct their persuasive text. - How can you convince an audience of your
opinion?

13.
We are learning to
Continue to work on persuasive texts presentations, ensuring that they are using emotive words and that their ordering of evidence and
use our knowledge
support is ordered in a meaningful and strong way.
of persuasive texts to
independently
construct a text to
persuade an audience
to support our
opinion.
14.
We are learning to
use our knowledge
of persuasive texts
edit and improve on
our construction of a
persuasive text.
15. Reflecting on
language
choices
We are learning to
present our ideas by
using our language

Students can present their persuasive texts to small groups. The students in these groups will then give them warm and cool feedback,
talking about language used, the strength of their argument and their ordering of evidence. Students can then make any adjustments to
their text and practice presenting (aloud) their persuasive argument.

Students will present their persuasive texts. Have a special guest panel of parents/carers, teachers or students from other classes to
view. First, watch the video with the panel and list the characters, giving basic character profiles of the brothers (Charles and John).
Students are to convince the panel of their opinion, using evidence to support their claims. PowerPoints and word documents can be
displayed via interactive whiteboard or projector.
Were the panel convinced? Ask them each to consider which character they were convinced should run the farm and why (what
11 | P a g e

and format
evidence led them to this)?
knowledge of
Assess presentation of each student by taking notes against a rubric, noting whether they include relevant evidence to support their
persuasive texts to
claims, their ordering is appropriate, their opinion is clear and their use of emotive words is clear.
persuade an audience
to support our
opinion.

12 | P a g e

Reference List:
Allyn Pierson, C. (2011, June 2). Myth busting: inheritance law in the regency era [Blog post].
Retrieved from https://callynpierson.wordpress.com/2011/07/14/myth-bustinginheritance-law-in-the-regency-era/
Barribal, C. (n.d.). Character profile [Blog post]. Retrieved from
http://www.primaryresources.co.uk/english/englishC1c.htm
Cleek, T. (2011, October 23). Persuasive writing: OREO [Blog post]. Retrieved from http://our-cool
school.blogspot.com.au/2011/10/persuasive-writing-oreo.html.
Hannahincanada. (2011, September, 19). School uniform, good or bad? [Blog post]. Retrieved from
https://www.tes.com/teaching-resource/school-uniform-good-or-bad-6112556#
Hertzberg, M., & Freeman, J. (2012). Teaching English language learners in mainstream classes. Primary
English Teaching Association Australia.
Iliveincrazytown. (2007). Three little pigs: wolfs side [video file]. Retrieved from
https://www.youtube.com/watch?v=xBb6QmJ-JaE&feature=relatedMcCann, M. (2014). The argument song [video file]. Retrieved from
https://www.youtube.com/watch?v=Fg6_UwQ3Cys
TeachMeEnglish. (2013). How to write a persuasive essay [video file]. Retrieved from
https://www.youtube.com/watch?v=JZujQSGV8Wc
WatergrassElementary. (2014). Great debate- Facebook for kids yes v no [video file]. Retrieved from
https://www.youtube.com/watch?v=gsYUKRuphQI
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.

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