Term One

This unit will provide students with opportunities to become better writers. They will be provided with
opportunities to plan, draft & publish imaginative, informative and persuasive texts, choosing &
experimenting with text structures, language features, images & digital resources appropriate to purpose and
audience. Students will engage in daily experiences, where learning practices will be modeled, shared/guided and
independent.

Duration: Term 1, 8 weeks

Summary: An all-encompassing writing unit based on the HSIE unit Gold!.

Language.
Students at this stage should be using terms such as:
word chains
word sets
connectives
compound and complex sentences
theme of clause
active and passive
noun group (including adjectival phrases and adjectival/relative clauses)
preposition, eg in an adjectival phrase
relative pronoun, eg in an adjectival/relative clause
technical terms word origin, eg the Greek and Latin origins of many technical terms.

Assessment.
Anecdotal observations
Work samples
Formal writing task

EN32A composes, edits and presents well-structured and coherent texts

Students:
| Engage personally with texts, understand & appreciate the way texts are shaped through exploring a range of language forms,
features & ideas
| Identify & explore underlying themes and central storylines in imaginative texts
| Explore & analyse the effectiveness of informative & persuasive devices in texts
| Plan, draft & publish imaginative, persuasive & informative texts, choosing &experimenting with text structures, language
features, images & digital resources appropriate to purpose & audience
EN36B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies
Students:
| Understand that language is structured to create meaning according to audience, purpose & text
| Understand that choices in grammar, punctuation & vocabulary contribute to the effectiveness of texts
| Experiment with different types of sentences to add detail
| Select appropriate language for a purpose when composing texts
EN37C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts
Students:
| Recognise & explain creative language features in persuasive, imaginative and informative texts that contribute to engagement
and meaning
| Interprets events, situations and characters in texts
| Adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events
EN38D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.
Students:
| Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of
interpretations and responses


High Support (7th cluster and below)

Support (Between 8th and 9th cluster)

6th cluster
*Creates longer texts supported by visual information e.g. diagrams,
maps, graphs on familiar topics for known audiences.
*Begins to use text features such as headings and paragraphs to
organise information.
*Demonstrates elementary proofreading and editing, e.g. circles a word
that does not look right.
*Accurately spells an increasing number of high frequency and topic
words.
*Uses simple punctuation, e.g. full stops, exclamation marks and question
marks.
*Writes a sequence of thoughts and ideas.
*Experiments with using some complex sentences to enhance writing.
*Uses a refined pencil grip, correct posture and paper placement to
write more fluently and legibly.
*Uses computer functions to edit texts.

8th cluster
*Creates longer texts (at least one page) that achieve the intended
purpose and are appropriate for less familiar audiences.
*Experiments with producing/publishing texts using an increasing range of
mediums and modes.
*Writing shows evidence of revision, editing and proofreading.
*Demonstrates a range of spelling strategies to spell unfamiliar words.
*Uses quotation marks for direct speech and commas in lists.
*Produces a range of grammatically accurate sentences.
*Fluently writes letters of consistent size and formation in NSW
Foundation Style.

7th cluster
*Plans texts by making notes, drawing diagrams, planning sequence of
events or information etc.
*States purpose and intended audience before creating texts.
*Spells words with regular spelling patterns correctly and makes
plausible attempts at words with irregular spelling patterns.
*Applies spelling generalisations when writing.
*Uses contraction apostrophes and capitals for proper nouns as well as
other simple punctuation.
*Writes short, connected and sequenced texts to narrate events or
convey information. *Includes different types of verbs using appropriate
tense and demonstrates subject verb agreement.
*Uses a computer to produce texts with graphics.

9th cluster
*Constructs well-sequenced imaginative, informative and persuasive texts
using language appropriate to purpose and audience.
*Plans and organises ideas using headings, graphic organisers, questions
and mind maps.
*Rereads texts during and after writing to check accuracy, consistency of
meaning and fitness for purpose.
*Structures texts using paragraphs composed of logically grouped
sentences that deal with a particular aspect of a topic.
*Uses a variety of spelling strategies to spell high frequency words
correctly.
*Uses simple word processing functions such as spell check, grammar
check.
*Chooses verbs, adverbials, nouns and adjectivals to express specific
ideas and details.
*Uses joined letters of consistent size.
*Experiments with creating simple multimodal texts using digital text
creation programs.
*Writing shows evidence of revision, editing and proofreading.
*Demonstrates a range of spelling strategies to spell unfamiliar words.
*Uses quotation marks for direct speech and
commas in lists.
*Produces a range of grammatically accurate sentences.

Independent (10th cluster and above)

10th Cluster
* Draws ideas from personal experiences, other texts and research to
create imaginative, informative and persuasive texts for different
audiences.
* Shows awareness of the need to justify opinions with supporting
evidence.
* Locates resources and accesses information when planning.
* Rereads and revises text to check and improve meaning, deleting
unnecessary information or adding new information.
* Creates meaningful sentences using a variety of sentence beginnings,
including adverbial and adjectival clauses to create complex sentences.
* Uses sentence and simple punctuation correctly.
* Uses morphemic, visual, phonic knowledge and knowledge of prefixes
and suffixes to spell and edit words.
* Uses grammatical features such as pronouns, conjunctions and
connectives to accurately link ideas and information.
* Consolidates handwriting that is consistent in form.
11th Cluster
* Writes coherent, structured texts for a
range of purposes and contexts.
* Deliberately structures language in a way that creates more cohesive
imaginative, informative and persuasive texts.
* Shows awareness of accurately acknowledging sources in relevant
texts.
* Refines writing in response to feedback.
* Selects appropriate language for purpose, e.g. descriptive, persuasive,
topic, technical, evaluative, emotive, and colloquial.
* Uses topic sentences and appropriately organises main and
subordinate ideas.
* Experiments with using complex punctuation to engage the reader and
achieve purpose.
* Applies knowledge of generalisations, meanings of base words and word
parts (prefixes and suffixes) to spell new words.
* Writes fluently with appropriate size, slope and spacing.
* Uses word processing programs confidently and accurately, integrating
various functions.
* Plans and designs more complex multi modal
texts.

Focus: Writing process

Stimulus: interactive
notebook

Learning intentions & success criteria:

To be able to understand the process of planning, drafting and publishing imaginative, informative and persuasive texts.
| I can use the writing process to create different pieces of writing.
| I can use the CUPS process to edit my writing.
| I can include descriptive language and sensory detail in my writing to appeal to the reader.

Lesson

Learning Experiences

Assessment

One

| Ask students what the purpose of writing is to inform, narrate, entertain, explain, persuade, express
opinion. Discuss answers. Brainstorm with students the different types of writing imaginative, persuasive
and informative. Discuss what kinds of texts could be written under each type e.g. narratives, expositions,
letters, information reports, descriptions etc. Discuss the different audiences that each text type may be
targeted towards and how to portray this during writing using different voices.
| Ask students if they remember the writing process. Go through each step prewriting (thinking about
ideas), planning (organising ideas), drafting (creating a piece of writing), revising (look at your wrting with new
eyes), editing (correcting errors in writing), conferencing (getting feedback off others), publishing (making a
final product), sharing (share writing with others).
| Have students make different posters for each process in groups of 3-4. Students are to come up with
different ideas they can do in each step e.g. prewriting think of ideas, create story map, organise ideas,
make a list etc. Display these in the classroom.

| Could students discuss the

different types of text?

| Revise the previous lesson on the writing process.

| Introduce students to CUPS (Capital letters, Understanding, Punctuation and Spelling). Explain to students
that this is an important step during the editing process.
| Place students into groups of 3-4. Each group is to be given a piece of text that has not yet been edited.
Each student is allocated a different role using the CUPS editing process. One student will check for capital
letters, the other student checking for understanding and correct grammar usage, another student looking
for punctuation and one student looking for spelling.
| During the lesson reflection, ask students why they think they did this activity. Explain that sometimes
when proofreading and editing writing, things can often be missed because you are looking for too many
different things. Having peers check for specific features will allow for a more effective editing process and
allow for independent writing and cooperative learning.

| Were students able to edit

a text using the CUPS
process?

| Revise previous lessons.

| Explain to students that it is vital to use descriptive language during their writing in order to appeal to the
reader.
| Discuss the importance of showing, not telling feelings during their writing. For example; I furiously kicked
the door as I walked out of the room rather than I was angry. Discuss the effectiveness of using emotive
language to show feelings.
| Explain that it is important to include sensory detail in your writing focusing on see, hear, touch, taste and
smell. Students are to complete the interactive notebook activity and write a sentence under each flap.

| Were students able to

come up with descriptive
language using sensory
detail?

Two

Three

| Were students able to

create a poster based on a
particular process of writing?

| Were students able to

work collaboratively?

Focus: letter Writing

Stimulus: images & video

Learning intentions & success criteria:

To be able to plan, draft and publish a letter.
| I can use the writing process to create a letter.
| I can use the CUPS process to edit my writing.
| I can include descriptive language and sensory detail in my writing to appeal to the reader.

Lesson

Learning Experiences

Assessment

One

| Explain to students that they will be focusing on imaginative texts over the next couple of weeks and
integrating their writing with the HSIE unit Gold.
| Discuss letter writing. Ask students to discuss why we write letters to inform, to persuade, to
thank, to show love, to invite, to connect etc.
| Discuss the audiences that letters may be targeted towards and the different voices used to depict
this personal, colloquial, technical, professional etc.
| Explicitly teach the structure of a letter using a range of formal and informal examples discussing
the differences. Discuss the heading (the date), greeting, body, closing, signature. Students complete
the interactive notebook activity by filling in the sections and gluing into books.
| Come up with different greetings and closings as a whole class using a think, pair, share method
| Show students these 3 examples of a letter from the goldfields - http://www.write4fun.net/viewentry/88435 , http://stuhasic.com/eduweb/eduwebdemo/2005/year6/6w/bushell_robby/topic2.htm and
http://museumvictoria.com.au/collections/files/0/670620-transcription-gatward-letter-2-ht3535.pdf
| Deconstruct the letters with students and talk about the voice and tone of the letters. Discuss how
these texts could be improved ie adding questions, using more emotive and descriptive language etc.

| Were students able to come

up with reasons as to why we
write letters?

| Revise the previous lesson on letter writing.

| Show students a range of Google images/videos on the interactive whiteboard of what life looked
like on the goldfields.
| As a whole class, jointly construct a letter to family back at home describing life on the goldfields.
Discuss the greetings used, the body of the letter, the closing and the signature. Discuss how this
letter to home would be different to writing a letter to a gold commissioner.

| Were students able to

jointly construct a letter to
family back at home?

| Revise previous lessons. Explain to students that they will create a series of 2 or 3 letters to send
to a friend or family member in another state or country to share the events transpiring in your life in
the Goldfields. The letters should engage the reader through the development of character & setting.
You should analyse life in the Goldfields through a discussion of who, where, what, when, how & why.
| Allow students to plan their writing based on the structure of a letter previously revised.
| Students may begin to draft their letters.
| Explain to students that once a draft has been written, it is important to proof read the story and
ensure that they have met each criteria on the checklist. Using the proforma, students are to read
through their letters and tick off whether each point has been met.

| Were students able to plan

their writing?

Two

Three

| Were students able to

discuss the different parts of
a letter?
| Were students able to
deconstruct the letters?

| Were students able to

differentiate between
different tone and voice?

| Were students able to check

each point off on the writing
checklist?

Letter Writing
Heading

Greeting

Letter Writing
Heading

Greeting

Body

Body

Closing &
Signature

Closing &
Signature

Letter
Checklist

Letter
Checklist

I have included the date

I have included the date

I have a greeting

I have a greeting

I have a closing

I have a closing

I have included sensory

detail and descriptive
language

I have included sensory

detail and descriptive
language

I have included questions

I have included questions

I have signed my name

I have signed my name

I have used the CUPS editing

process

I have used the CUPS editing

process

Focus: letter writing

Stimulus: own writing

Learning intentions & success criteria:

To be able to plan, draft and publish a letter.
| I can use the writing process to create a letter.
| I can use the CUPS process to edit my writing.
| I can collaborate with my peers to obtain effective feedback on my writing before publishing.

Lesson

Learning Experiences

One

| Discuss writing in a different perspective with an emphasis on voice. Ask students what kind of language do
they think people used in the 1800s. Share with them some phrases that were indicative of this time in
history (e.g. Strike it rich!)
| Students are to continue finishing off their drafts from the previous lesson and complete their checklists.
| Students are to work through the writing process
| Allow students time to share their letters with their peers in order to obtain feedback on their writing.

Assessment
| Were students able to
check each point off on the
writing checklist?
| Were students able to
share letters with their peers
for feedback?
| Were students able to
work collaboratively?

Two

Three

| Students are to begin publishing their letters. Using a letter writing template, have students coat the
paper in tea in order to get an old feel for the letter. Once dry, students can begin publishing their letters.
Alternatively, students can type up their letters on MS Word.

| Were students able to

publish their writing?

| Students to continue publishing their letters.

| Allow students a chance to look at the marking rubric in order to assess whether they have met the
criteria
| Letters may be displayed in the classroom.

| Were students able to

work through the writing
process from beginning to
end?