Section 3: Justification for Instruction

This literacy unit has a specific focus on persuasive writing, and is

designed in a way that will cater for the differing range of literacy
abilities within the class, as well as support those who are learning
English as a second language (ESL). The genre and theme that
resonates throughout the literacy unit comes from a My Place
episode (Episode 16, 1858: Ben). This particular episode provides
students with a unique insight into the life in the 1850s, and the
lifestyles and issues that they engaged with. Within the unit there
have been specific inclusions that not only guide and support that
development of students knowledge and understanding, but also
provides opportunities for students of all abilities to engage. Across
the whole unit oral language activities have been used to promote
the development of students, along with use of scaffolding and
questioning.

The selection of persuasive texts as the text type is firmly supported

by the research conducted by Mills and Dooley (2014), as they
explain how providing learning opportunities for students to develop
and create convincing and logical texts provides them with
knowledge and skills to engage in society. Persuasive texts are
unique in that they come in many different forms, and are a text the
students engage with daily (ONeil, 2012). ONeil (2012) explains
how persuasive texts require students to position themselves in

impact their audience, as well as create cohesive arguments using

relevant information and facts.
Within the unit there are a variety of instructional strategies have
been used, that when utilised scaffold the acquisition of skills and
knowledge needed to create texts independently. Hammond (2001)
described scaffolding as a process in which a combination of
teaching and activities, as well as support and guidance from
teachers, students are able to develop and extend concepts.
Gibbons (2015) explained how effective scaffolding replicates
Vygotskys (1962) zone of proximal development, in which students
have access to advanced knowledge and skills that allow the to
engaged in learning experience that they would be unable to
unaided. Due to the collaboration of teachers and students, a social
context is created in which students are able to engage as active
participants through which new ways of thinking and understanding
can be shared. The incorporation of scaffolding within the unit plays
a crucial role in the development in ESL learners, as Hammond
(2001) argues that scaffolding is the most effective approach due to
its social basis. Vygotskys (1962) sociocultural theory implies that
development is the result social interactions, suggesting that as the
class shares ideas and engage in verbal communication, students
are provided with the opportunity to observe and experience
language in different contexts (Pollard-Durodola, Mathes, Vaughn,
Cardens-Hagan & Linan-Thompson, 2006).

Throughout the unit planner, oral language activities were a

common tool used to help develop students understanding, and
scaffold the development in independent writing. MacArthur,
Graham and Fitzgerald (2006) advocate the use of oral language
activities, explaining how oral language provides students with the
foundational knowledge and skills needed to engage in writing.
Barry (2007) further supports this notion, explaining how speaking
and writing are powerful learning tools that students should
regularly implement when engaging in literacy. Westgate and
Hughes (2013) recognise that oral language plays a crucial role in
learning, and that teachers should provide learning experiences in
which students are able to discuss what they are learning about, as
well as engage in active listening. This inclusion of oral language
activities also helps to cater to the different needs and abilities in
the classroom, as Herzberg (2012) explains how they allow ESL
students to engage with rich learning experiences. Hertzberg (2012)
explained that ESL students need to be provided with a range of
activities that provides that with the circumstances to communicate
purposefully. The presence of peer group work within the oral
activities was also influenced by the work of Hertzberg (2012), as
she suggests that often ESL learners are more comfortable when
communicating with their peers.

Within the teaching of persuasive texts, a language feature that was

focused on was the use of emotive language, in order to help

portray an argument. Earlier in the unit, students engaged in a

range of activities that promoted the development of their
understanding of the purpose and structure of the persuasive
pieces. In the teaching of the language feature, emotive language,
students view a multimodal persuasive text. This is a valuable
learning experience for all students, as Ajayi (2009) explained how
literacy has moved beyond simply reading and writing, and now
involves the viewing and analyse of texts. Using this video, students
are able to engage in a class discussion, as they identify the
emotive and persuasive language presented within the text. Within
the discussion of the text, all students are provided with equal
opportunities to engage in active learning and listening (Kelly,
Montogomerie & Stafford, 2007). This means that even if students
have not yet developed the skills to identify the language feature
themselves, they are able to learn through actively listening to the
thinking that their peers engaged with (Barry, 2007). This is also
supported by Cambourne (1995), who believes that when students
are learning a new language, it is essential that they are immersed
in it, and are provided with opportunities to hear how the language
can be used in meaningful ways. In order to further scaffold
students understanding of emotive language, the unit provides an
opportunity for students to plan and prepare for a formal debate.
Morrison and Wlodarczyk (2009) explained how debates provide
students with the opportunity to explore the use of language in
order to present arguments effectively and ultimately persuade the

audience. Students are able to collaboratively work together in

order to plan relevant arguments, engaging in a variety of texts in
order to obtain and sort facts and information.

Another language feature used within persuasive writing that was

focused on in this unit was the use of modal verbs. The teaching of
this specific language feature is scaffolded through the use of oral
language activities, which provide opportunities for students to test
their knowledge and understanding. The initial introduction of modal
verbs involves the use of a think aloud in order to illustrate clearly
to the students the thought processes and physical actions that are
involved (Seely Flint, Kitson & Lowe, 2013). Seely Flint et al. (2013)
explain how the incorporation of a think aloud within a lesson
provides opportunities for students to develop and deepen
understandings, especially for less-experience readers and writers.
Another teaching tool utilised in not only just this lesson, but across
the whole unit, is the use of open-ended questioning. Grugeon,
Dawes, Smith and Hubbard (2005) explain how questioning plays an
important role as a way in which teachers can gage students
understanding, but also a learning tool for students. Providing
students with the opportunity to engage in discussion and address
rich open-ended questions provides them with the opportunity to
reflect and extend on their thinking (Westgate & Hughes, 2013).
This discussion also provides vital opportunities for teachers to

model the correct use of modal verbs, further preparing them for
the individual task. The inclusion of an oral cloze within the teaching
of this language feature means thats students are given the
opportunity to orally practice the use of modal verbs within a
meaningful context. One of the advantages to using oral language
activity when teaching language features such as modal verbs, is
that students understanding can be assessed without the pressure
of written tasks. This is especially important for those students who
are learning English as their second language, as they can often feel
overwhelmed and discouraged when engaging in writing (Nessel &
Dixon, 2008). This activity also provides opportunities for students
to self-assess, as they are able to hear their answers and correct
themselves if their answer does not sound accurate.

Within this unit there are various oral language activities

incorporated, that not only allow for the development of knowledge
and skills, but also provides learning experiences that students of all
abilities can engage with. These learning experiences allow less
experienced readers and writers, such as ESL students, to actively
listen and engage with their peers. Through the incorporation of
these activities, along with appropriate instructional strategies to
establish scaffolding, students are able to create effective
persuasive texts.

Word count: 1,316

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