2 week Focus for Student Activities: Persuasive Texts (building awareness of purpose, audience, features and techniques within advertisements and letters) KEY: Stage 1: Building knowledge of texts, Stage 2: Modelling the text, Stage 3: Joint construction Week 1: Advertisements as persuasive texts Outcomes Designing, Selecting and Sequencing Activities Resources Assessment 1. EN2-1A & EN2-8B Ss by the end of this lesson will have informed knowledge about the purpose of persuasive writing and its features and range of text type. Whole class collaborative group discussion, posing the question What is persuasive writing? Create a semantic web about persuasive texts, prompting questions: Why do authors try to persuade their readers? How do authors persuade their readers? What features are important in persuasive texts? (Language/ modality, images, bold colours and font, incentives, rhetorical questions, passive, voice, humour etc), What kinds of text types can be persuasive? Ss in groups of four are provided with five different texts to read. Ss decipher which are persuasive texts and which are not justifying their choices with the basis of knowledge developed with the semantic web. Ss join together as a whole class and reflect on their findings continuously adding too and refining the semantic web. Appendix 1 - 12 text packs each with 5 different texts - IWB with pre-prepared semantic web. T will observe and listen to Ss responses as they share their understanding of persuasive texts. T will Record short necessary anecdotal jottings for Ss responses of great interest i.e. over/ under achievement. 2. EN2-1A & EN2-7B Ss are able to identify words of modality/ emotive language within text and classify them into word groups and grading (high, med, low)
Indicate to Ss the lesson focus (modality) and pose the question What is modality? and support a whole class group discussion. Inform that modality is a persuasive text feature. Display the KFC poster and ask Ss How does the language in this text make you feel? Does it persuade you and why? upon Ss response indicate that the language used creates a low, medium or high modality/ point of view and provide an example. Work with examples from the poster to compile a range of words from low to high modality. Display four phrases and as a class highlight the key modality words and classify as H, M, or L. Explain that words of modality are also adjectives, verbs or adverbs and continue on to classify each word. Working groups of 4 Ss select eight words from the modality word bank and identify them as adjectives, verbs or adverbs and high, medium or low modality using the Our Modality Word Bank worksheet. Ss join as a class to reflect on their learning adding to the semantic web Appendix 2 - IWB & pre- prepared presentation - 12 x Our Modality Word Bank Worksheet - Semantic web - Timer T will conference with each group to check progress and understanding prompting Ss to explain their learning. T collects Ss work and mark classifications of modality. 3. EN2-4A Ss effectively decompose text identifying the purpose, audience, visual and language features of an advertisement. Indicate to Ss the learning intent: To deconstruct a persuasive advertisement to develop a thorough understanding of the structure and features within it. Using the Wave Splash Water Slide advertisement allow Ss to think pair share the feature that stood out the most to them and why. Join in class discussion and share Ss thoughts. Engage Ss (groups of 4) in a circuit brainstorm rotating around four stations (Text purpose, Text audience, Visual features & Language features) documenting thoughts, ideas and finding in response to their station question Ss join together with to reflect on their findings in groups of 12 (three groups). T will guide the discussion and prompt Ss to explain their findings. Appendix 3 - IWB & Wave Splash Advert - 4 x A3 circuit brainstorm station worksheets T will observe and listen to Ss as they share their findings. T will mark Ss work specifically looking for an understanding of specific features and structures and explanations to support them. 4. EN2-4A & EN2-7B Ss collaboratively edit advertisements Revisit content from past lessons (particularly lesson 2) and begin a discussion Indicate the importance of modality in language and visual appeal in a persuasive texts Engage in joint construction activity whereby T and Ss collaboratively edit an advertisement. Ss will make grammatical, vocabulary and visual suggestions to enhance the modality of the text and provide Appendix 4 - IWB & Pre- prepared Presentation T will observe and listen to Ss as they make suggestions and verbally justify their suggesting grammatical, visual and vocabulary changes to enhance modality reasoning. T will act as a scribe for the Ss. Engage whole class reflection of learning. Ask Ss to silently write down one thing they have learned so far and one thing they are still unsure about. Ss join in think, pair, share and discus what they have written down aiming to peer teach and clarify information.
reasoning for doing so ensuring the S draws back to modality, purpose and audience. 5. EN2-4A, EN2-7B & EN2-9B Ss effectively edit advertisements suggesting grammatical, visual and vocabulary changes to enhance modality Displaying the final collaboratively edited advertisement and revisit important aspects Indicate learning intent: to effectively edit advertisements to enhance modality Ss use the Editor In Chief worksheet to edit advertisements independently. Ss will focus on correcting or adjusting grammar, language and vocabulary and visual appeal to enhance the modality of the text using skills and knowledge developed in past lessons. Ss report back to their class and compile a table of suggestions for each of the two advertisements. Ss showcase their work and peers provide feedback. Appendix 5 - 52 x Editor In Chief worksheet - Whiteboard and markers
T conferences with Ss during the activity. T collects Ss work and marks Ss responses checking for reasoning such as modality, purpose and audience. Prior to the commencement of week 2 students should engage in one to two independent writing (stage 4) lessons whereby the classroom teacher can assess the Ss learning through the past 5 lessons to ensure an understanding of content and knowledge has been developed. This same process should be undertaken at the end of week 2. Week 2: letters as persuasive texts Outcomes Designing, Selecting and Sequencing Activities Resources Assessment 6. EN2-8B Ss will develop an understanding of letters as a persuasive text type. Ss will also gain awareness of the basic structure, features and purpose. Read aloud Click, Clack, Moo Cows That Type by Doreen Cronin & illustrated by Betsy Lewin using the IWB Engage Ss in a sticky note challenge. As Ss to silently return to their desks and document one aspect they noticed about the letters. Aim for students to focus on just the letter writing not the book itself e.g. format & structure, language and features. Ss join with a partner to think, pair share their ideas. Ss and T collaboratively discuss the Ss observations and learning and classify each of the sticky notes into a graphic organiser on the whiteboard. Appendix 6 - Interactive book Click Clack Moo - IWB - 56 Sticky notes - Whiteboard and marker T will observe and listen to Ss responses as they share their observations from the text, uncovering letters as persuasive texts. T will Record short necessary anecdotal jottings for Ss responses of great interest i.e. over/ under achievement. 7. EN2-4A Ss will develop an understanding of the structure and language features within persuasive letters. Using the IWB T will display a persuasive letter and read it with the students T will prompt Ss to state what they have noticed and T will record in a mind map encouraging Ss to give examples of the language and features discovered Will provide each S with a copy of the text. Ss in pairs will decipher the sections of the text and will highlight key features that stand out or features that they want to discuss. After an appropriate time T will stop all Ss and as a class T and Ss will deconstruct the text establishing a fixed and final structure. Appendix 7 - IWB & presentation - 52 x text worksheets - Highlighters T will collect Ss work and mark the structure and highlighted language whilst recording descriptive anecdotal jottings for each student. 8. EN2-7B & EN2-2A Ss effectively edit persuasive texts to include features Revisit and discuss the structure of persuasive letters Explicitly each Ss about techniques within persuasive letters including repetition, exaggeration, emotive language/ modality, facts and statistics, rhetorical questions and personal pronouns and discuss and provide examples completing a table on the IWB. Appendix 8 - IWB & presentation - 52 x Editing T will collect Ss work and assess Ss editing (particularly looking for techniques) and techniques that enhance the purpose.
Engage Ss in the Editing Persuasive Letters activity, rewriting statements to enhance or include techniques of persuasive writing. To conclude the lesson Ss pair with a friend and share one of their editorials and one thing they have learnt from engaging in the activity. Persuasive Letters worksheet continuing to record descriptive anecdotal jottings for each student. 9. EN2-1A & EN2-2A Ss will learn how to use a graphic organiser to plan and develop persuasive writing T presents two different topics (familiar with the Ss) and Ss debate with supporting reasons which topic they should write about within their persuasive writing. T will document Ss reasons on the IWB for further discussion. T introduces a persuasive text graphic organiser including topic, purpose, audience, argument & supporting evidence and persuasive words. T and Ss collaboratively complete the web. Indicate that the next lesson will be about writing the letter using the organiser preparing Ss. Appendix 9 - IWB & presentation - Graphic organiser T will observe and listen to Ss verbal responses as they discuss topics, justify reasons and engage in the explicit planning and development of the text. 10. EN2-7B & EN2-9B Ss will contribute to the cohesive development of a persuasive letter utilising content taught in previous lesson including structure, features and techniques including language. Indicate the learning intent: to develop a persuasive letter in joint construction Revisit the graphic organiser and indicate it as a basis for writing. Collaboratively engage in a joint construction (modelled writing session) to develop a persuasive letter using the graphic organiser as a guide. T acts as a scribe and Ss contribute sentences toward the letter. Pay close attention to the structure and features and prompt Ss to use persuasive techniques (modality, emotive language, repetition, personal pronouns, etc) Read through the whole text as a class and check for cohesiveness. Ss think, pair, share their suggestions or possible edits to the text. T and Ss discuss this and make adjustments where necessary. Appendix 10 - IWB & presentation - Whiteboard and markers
T will explicitly listen for Ss suggestions to the text, making note of the techniques and strategies considered. T will make anecdotal jottings where possible.
4. Further detail Present further detail from your teaching plan outline and provide detailed planning for two of the key lessons in your unit. LESSON 2: PERSUASIVE ADVERTISEMENTS (Week 1) Class: 4G & 4W Date: 25/6/2014 Time: 35 min duration Key Learning Area: English Lesson Topic: Modality within persuasive texts (advertisements) Recent Prior Experience: This lesson is the second of ten sequential lessons. It focuses primarily on the language of modality and how it is utalised within persuasive texts. Students prior to this lesson have engage in a What is persuasive writing lesson whereby the learning intent was to develop an understanding of what persuasive writing is by uncovering the purpose, features and range of text types included. Students at this point have developed knowledge that persuasive texts vary among advertisements (commercials, poster, radio), letters, expositions and more. Students are aware that persuasive texts are written from a singular point of view in order to persuade an audience to do or believe something. The previous lesson also introduced students to some persuasive text features including but not limited to: passive language (modality or emotive language), images, bold colours and font, incentives, rhetorical questions, passive, voice, humor and personal pronouns. Syllabus Outcome(s): EN2-1A - Communicate in a range of informal and formal context by adopting a range of roles in a group, classroom, school and community contexts
EN2-7B - Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts Indicators of Learning for this lesson: EN2-1A - Understand that social interactions influence the way people engage with ideas and respond to others - Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations - Interact effectively in groups or pairs, adopting a range of roles
EN2-7B - Understand how a range of language features can shape readers' and viewers' understanding of subject matter - Describe how audience and purpose impact on language forms and features in imaginative, informative and persuasive texts - Examine how evaluative language can be varied to be more or less forceful - Understand how audience and purpose influence the choice of vocabulary Assessment: - T will conference with each group to check progress and understanding. T will prompt Ss to explain their learning providing justification for their answers EN2-1A & EN2-7B - T will listen for verbal responses that include associated vocabulary EN27B - T collects Ss work and mark classifications of modality making anecdotal jottings and providing written feedback to Ss EN2-7B - T will observe Ss interactions in groups ensuring an ability to turn take, cooperate and work collaboratively EN2-1A Resources: - IWB & per prepared PowerPoint presentation - 12 copies of the Our Modality Word Bank Worksheet Safety considerations: - Ensure Ss are within safe distance of the IWB to avoid strain to eyes or neck - Ensure Ss group members are compatible to avoid arguments or isolation LESSON SEQUENCE Lesson Content / Indicators of Learning Timing
Teaching Strategies / Learning Experiences:
Resources and Organisation: INTRODUCTION Collaborative whole class group discussion: Engage Ss in whole class discussion providing Ss with an opportunity to discuss and share pre-requisite knowledge and ideas and thoughts about modality within persuasive texts EN2-1A
5 min - Gather Ss on the floor in front of the IWB and ensue Ss are sitting in a space where they can see clearly. Provide Ss with an opportunity to move away from anything or anyone that might distract them during the lesson and gain all Ss attention to begin the lesson. - Ask Ss if they can and what they remember from the previous lesson and clarify any questions or misunderstandings. - Using the IWB T begins the PowerPoint (PP) presentation and indicate the lesson focus: Modality within persuasive texts. - Pose the question what is modality and allow Ss to think, pair share. Countdown from five to gain Ss attention and begin a collaborative group discussion prompting and sourcing Ss prior knowledge. Indicate that modality is a persuasive text feature. - IWB - PowerPoint presentation slide 1 DEVELOPMENT Power point Ss continue to develop knowledge of modality and how it effects text collaboratively through class discussion and problem solving tasks EN2-1 & EN2-7B
Our modality word bank: Ss work in groups of 4 to compile a list of selected modal words and classify the language into word groups and varying degrees of effect. Ss are required to communicate and discuss their leaning and justification of answers with their group members EN2-1 & EN2-7B
10 min
15 min - Display the KFC advertisement, read through it as a class and ask Ss how it makes them feel and what they believe this advertisement is trying to persuade them to do? - Follow through the questions on the PP and indicate to Ss that the particular language used to make the audience feel something is called modality. - Indicate that modality can be high, medium or low using examples on the PP and collaboratively complete the table. - Display 4 phrases from the poser and ask Ss to bold the key modal word and indicate its degree of effect, classifying it as high, medium or low. - T indicates that words of modality are also adjectives, verbs or adverbs. Ask Ss to define these terms and then continue on to classify the selected words in the text.
- T indicates the class activity providing explicit instructions for Ss to work collaboratively in groups of four and select eight of the modal words displayed on the IWB and classify them into word groups and select their degree of effect. - T will explain that Ss are expected to work collaboratively and discuss their answers with group members - Ss move back to their desks and begin working on the task with their group members. - T roams the room with a pen and paper conferencing with Ss. T will prompt and question Ss understanding whilst making anecdotal jottings. - IWB - Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6 - Our modality word bank worksheets CLOSURE Reflection and semantic web Ss reflect on their learning clarifying misunderstandings and providing feedback. Using the semantic web assists T in developing and showcasing Ss their development of knowledge EN2-1 & EN2-7B 5 min
- T uses a countdown timer providing Ss with 2 min to pack up their desks and sit on the floor in front of the whiteboard. T remind Ss to write names on their work and selects a student to collect the worksheets. - Ss join together and reflect on their learning. - T and Ss collaborate new information and add/ refine the semantic web developed in the previous lesson.
- Count down timer - Semantic web poster from lesson 1
LESSON 9: PERSUASIVE LETTERS (Week 2) Class: 4G & 4W Date: 5/7/2014 Time: 30 min duration Key Learning Area: English Lesson Topic: using graphic organisers to plan and develop persuasive text (letters) Recent Prior Experience: Ss prior to this lesson have engaged in a 5 sequential lessons focusing on the purpose, audience and features of persuasive advertisements. The following 3 lessons leading to this particular lesson have focused on developing concepts such as structure, purpose, audience, techniques and features of persuasive writing particular to persuasive letters. Students have been involved in the explicit teaching of the structure and techniques of persuasive letters and have been encouraged throughout to relate and link knowledge to that developed in the first 5 lessons. Syllabus Outcome(s): EN2-1A - Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN2-2A - Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language Indicators of Learning for this lesson: EN2-1A - Understand that social interactions influence the way people engage with ideas and respond to others - Understand that successful cooperation with others depends on shared use of social conventions, including turn- taking patterns, and forms of address that vary according to the degree of formality in social situations
EN2-2A - Plan, compose and review imaginative and persuasive texts - Discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features - Plan and organise ideas using headings, graphic organisers, questions and mind map - Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Assessment: - T will observe and listen to Ss verbal responses as they discuss topics, justify reasons and engage in the explicit planning and development of the text EN2-1A & EN2-2A - Ss verbal responses contain explicit justification and key terminology specific to the planning including purpose, audience, argument, modality, language etc EN2-2A - Engages confidently in group discussion and understands and uses shared socal conventions such as turn taking EN2-1A
Resources: - IWB & per prepared PowerPoint presentation - Graphic organiser on IWB Safety Considerations: - Ensure Ss are within safe distance of the IWB to avoid strain to eyes or neck - Ensure Ss are provided equal opportunities within the lesson to avoid distress and student frustration
LESSON SEQUENCE Lesson Content / Indicators of Learning Timing
Teaching Strategies / Learning Experiences:
Resources and Organisation: INTRODUCTION Collaborative whole class group discussion: Engage Ss in whole class discussion providing Ss with an opportunity to discuss and share knowledge, ideas and thoughts about graphic organisers EN2-1A
5 min
- Gather Ss on the floor in front of the IWB and ensue Ss are sitting in a space where they can see clearly. Provide Ss with an opportunity to move away from anything or anyone that might distract them during the lesson and gain all Ss attention to begin the lesson. - Ask Ss if they can and what they remember from the previous lesson and clarify any questions or misunderstandings. - Using the IWB T begins the PowerPoint (PP) presentation and indicates the learning intent: Learn how to use a graphic organizer to plan and develop writing. - T asks Ss to share what they think a graphic organizer might be and what it might look like. Discuss the words graphic and organizer and explain the purpose. - IWB - Slide 1 DEVELOPMENT Debate: Opportunity for Ss to collaboratively begin critically thinking about supporting arguments for the development of persuasive text EN2-1A & EN2-2A
Graphic organiser: Ss collaboratively engage in an activity to learn how to utilise a graphic organiser in planning and developing ideas and text cohesiveness EN2-2A 10 min
10 min - Using the PP, present to Ss two topics and ask Ss to provide reasonable arguments detailing why they should write about either topic. Format this activity like a debate showcasing to Ss that when writing a persuasive letter it is much like debating an argument or point of view. - T Select a S to collaboratively assist in typing Ss responses on the IWB. - Prompt Ss to provide justifications and to use modality and emotive language.
- Introduce the graphic organizer to the Ss and explain that graphic organisers can appear in different ways i.e. mind map or circuit etc - Read out each of the headings and discuss what they mean and the information required. - Follow through the sequence collaboratively filling in the graphic organiser (T types in Ss responses). Prompt Ss to provide justifications within the supporting reasons and persuasive words sections in an effort to make the argument clearly understood. - IWB - Slide 2
- Slide 3
CLOSURE Discussion and feedback: Ss reflect on their learning clarifying misunderstandings and providing feedback. Opportunity for Ss to revisit their work and begin thinking about what comes next EN2- 1A & EN2-2A 5 min
- Re-read and re-visit each section of the graphic organiser and check for Ss understanding, clarifying and responding to Ss questions. - Ask Ss to provide feedback about the usefulness of the graphic organiser and what they think they will do next. - Indicate that in the next lesson Ss will engage in join construction of text using this organiser as a guide. Thank and recognize Ss engagement within the lesson. - IWB with graphic organiser completed 5. Australian Curriculum English: Outline how your teaching plan might be adapted to fit the requirements of the English Australian curriculum. Activities Language Literature Literacy 1. Lesson1: Developing the field What is a persuasive writing? ACELA1478
ACELT1603 ACELY1688 ACELY1690 2 Lesson 2: Modality and its importance within persuasive texts ACELA1477 ACELA1484 ACELY1688 3.
Lesson 3: Attention to detail structures and features of persuasive advertisements ACELA1483 ACELY1678 4.
Lesson 4: editing advertisements 1 focusing on suggesting grammatical, visual and vocabulary changes ACELA1478 ACELA1484 ACELY1676 ACELY1683 5.
Lesson 5: editing advertisements 2 focusing on suggesting grammatical, visual and vocabulary changes ACELA1478 ACELA1484 ACELA1496 ACELY1676 ACELY1682 ACELY1683 6.
Lesson 7: attention to detail structure of letters as a persuasive text type ACELA1491 ACELT1604 8.
Lesson 8: attention to detail persuasive writing techniques ACELA1477 ACELA1489
ACELT1600
9.
Lesson 9: utilising graphic organisers to plan and develop persuasive writing ACELA1477 ACELA1478 ACELT1600 ACELY1690 ACELY1682 ACELY1694 10.
Lesson 10: developing a persuasive letter through joint construction ACELA1477 ACELA1479 ACELA1491 ACELA1495 ACELY1690 ACELY1692 ACELY1695
3. Language Demands Present the specific language demands of each of the 10 lessons in the unit. Adapt from Gibbon p.122 What spoken language demands will there be? What listening tasks will there be? What texts will students be reading? What are the written text types tht will occur, or what text types could be included? What aspects of grammar does it require the students to use? What specific vocabulary does the topic require students to know? - During brainstorming, whole class collaborative group discussion and feedback Ss will be required to verbally communicate their thoughts, ideas and responses to questions - During joint construction of text, semantic webs, graphic organisers and collaborative IWB activities (such as that in lesson 2) Ss will engage verbally sharing their responses, reactions, thoughts, ideas and questions for clarification. - When working in groups or pairs students are expected to communicate with group members in order to effectively negotiate and complete tasks - During conferencing Ss have an opportunity to verbally discuss their learning and provide explanations for set tasks - Ss will be required to listen to T one way direct speech during explicit teaching and task instructions (e.g. lessons 3 & 8) in order to respond to tasks. - Ss will have opportunities to ask questions and therefore need to listen to transactional responses from both peers and teachers - Ss will use intrapersonal skills as they listen, engage in, add too or facilitate discussion with the whole class (transactional), small group or pairs (two way). - Ss will listen to the storybook Click, Clack Moo, Cows That Type and the Persuasive letter during a one way whole class read aloud. - Students will predominately be viewing, reading and responding to persuasive advertisements and letters. - Ss will read and view PowerPoints and worksheets with content, explanations, and instructions aiming to introduce and encourage the use of relative vocabulary. - Ss follow along silently reading Click Clack Moo on the IWB as T reads aloud. - Ss will view advertisements with visual features that require them to understand inferred meanings. This may be a barrier for some Ss. - All reading opportunities aim to develop skills and knowledge of persuasive texts. - Interactive and collaborative IWB activities allow Ss to engage with writing technologies (typing) and ICT skills. - Ss write words to classify, reword sentences to enhance meanings and techniques and edit advertisements to increase messages of inferred persuasion. - Ss engage in joint construction of letter writing suggesting sentences to develop arguments. - Persuasive advertisements - Persuasive letters - Ss use emotive language, modality, rhetorical questions, personal pronouns, text connectives and conjunctions within worksheet activities - Further opportunities for writing whole texts can be included in the independent writing of stage 4 - Ss learn the structure of persuasive letters, effectively develop arguments - Persuasive and emotive language - Ss indicate and classify modality (high, medium or low and Verbs, adverbs or Adjectives) - Use of a passive voice to enhance information and meanings - Ss learn about lexical cohesion through planning and developing texts - Abstraction/ exaggeration to indicate a point of view - Ss learn that the use of personal pronouns makes the argument personal and enhances feelings - Rhetorical questions - Persuasive/ persuade - Authors/ writers - Reader/ audience - Reason/ argument - Features/ techniques - Format/ structure/ Introduction/ body/ greeting/ address - Text type - Language/ emotive - Modality - Colour / font/ text / bold - Headings/ Layout - Incentive - Feeling/ emotion - Rhetorical question - Verb/ Adverb/ adjective - Personal pronoun: I/ You/ our/ we - Graphic organiser - Plan/ develop/ extend - Suggestions/ edit - Enhance - Strongly/ believe - However/ therefore/ Consequently - Firstly/ secondly - Personal opinion - Might/ may/ should - Better/ best/ ok - Extremely/ completely/ exceptionally - Awesome/ alright/ - Probably/ rarely - May/ will/ shall