EDLA309 Unit planner (persuasive argument)

LITERACY / UNIT PLANNER

Topic: My place: Sarah 1808 Episode 21: seashells

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

1. Whole text structure of a formal persuasive letter to an editor of

a 1808 newspaper, to end slave labour for children.

Opening statement of the issue or concern that is to be argued.

(thesis statement)
A statement of opinion, position or proposal. (may be a part of
the opening statement)
Background information. (to support the opening statement
may be included)
Arguments (points put forward) to support the opinion or
proposal, each of which is supported by evidence or examples.
Sequentially ordered arguments from the most to the least
persuasive.
Facts to support and elaborate on the argument.
A concluding statement to sum up the argument. (Relates to the
point of view and suggests a solution to possible action)
Language features for the text-type:

Maddison Dowel (S00155807)

Which genre?

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,

2. Sentence level

Emotive words/phrases used to persuade the reader (We

strongly believe the disastrous consequences)
Usually present tense depending on the purpose of parts of the
text
Occasional use of passive voice (concern has been raised
about instead of, the people are concerned about)
Facts and opinions included
The use of the first person
3. Word level

Connectives to indicate the sequence of the points supporting

the stance (firstly, secondly, finally)
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Conjunctions to link reasons and actions or opinions or to link
cause/action and effects (so, because, therefore)
Specialised vocabulary and technical terms relating to the issue
being argued
Varity of verbs used, such as mental verbs like: hope, believe,
think etc

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(Wing Jan, 2009, pp. 153-65).

CONTEXT: Overview of series of lessons and background information
Explore the content by discussing the year 1808 and why Sarah is a slave. List for and against arguments
of child slave labour and encourage children to verbally provide reasons to support their arguments and
opinions.
Over a series of lessons we will look at persuasive arguments and by the end we will separately write a
persuasive argument regarding a particular stance on child slave labour. In their argument they will
persuade the reader why or why not child slave labour should be advocated or abolished, they need to use
strong emotive language, action and mental verbs and state reasons why they have that opinion backed up
by facts and evidence found. To consolidate text-knowledge we will order arguments from most
persuasive to least persuasive.
I have viewed childrens work samples.

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 write a letter to an 1808 newspaper editor and give reasons
with evidence for our ideas
Learning behaviours: I need to think about child slavery and say why an opinion
helpful of unhelpful.
Success criteria:
I know Im doing well if I can say at least two reasons as to why child slavery is
good or why it is bad.

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
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:

Argument, exposition, compare, contrast, discussion, persuasive, inference, servant,

stereotypes, chores, duties, child labour, gender roles, equality, maam, nonsense,
the blacks, indigenous Australians, Aborigines, education, expectations, rights,
era, decade, history, employment, fetch me another, childrens gaol, superiors,
Sydney town, companionship, adventure, exerts her power, exempt myself,

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. ;

EPISODE 21 English teaching resources downloaded on 1808 from www.myplace.edu.au/.
My Place website www.myplace.edu.au Video clip 1,2,3 of Episode 21;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

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punishment, hair comb, paragraphs, key words, abbreviations, closure, evidence,

proof, justify, support, reason, sequence, compound sentence, complex sentence,
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 ...

Session 1:
Building topic
knowledge
1808: Sarahs Life
Child Labour
We are learning to
identify key words that
relate to the topic
after viewing a clip
*students have prior
knowledge of note
taking using dot points

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)

Word map:

See-think-wonder:

Ask students what

they know about life
in the 1800s. Record
some responses on
IWB.
- prompt students to
think about
differences between
chores then and now,
children home life

Explain what a key word

is and model what is
expected. Write SEE
THINK WONDER on the
board. Take notes as a
class in point form using
Episode 21 (1) with the
children giving responses.

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INDEPENDENT
LEARNING
same as literacy learning intention WALT
(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)

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
(Focused 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.

Think-pair-share/seethink-wonder:

Briefly discuss the new

graffiti wall with class

Discuss your wonderings

with a partner, what do
you think about 1808?
In pairs using iPads or
PCs, watch the second
video clip Episode 21 (2)
and take notes themselves
using (appendix 1)
Each to write their own
keywords and dot points,
then explains their
recordings to their partner.

Pop-corn game:
Students stand at desks
and one at a time, in a
pattern around the room,
say one key word or dot
point from their note
taking sheet. If someone
shares the same keyword
or dot point they sit
down.

Teacher to collect key

word notes taken
during lesson to refer
back to in future
lessons.

Small teaching group

(EASL):

**Students can then add

extra words once all the
words on their lists have
been shared in the game.

Guided writing
Review the first video clip
episode 21 (1) ask

Record these extra key

words on the new graffiti
wall.

Anecdotal notes:
Taken during focus
group about literacy
learning intention such
as key words and note
taking skills.

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individuals to share a key
word to discuss meanings
as a group, then add them
to a graffiti wall.

2. Building topic

knowledge
We are learning to
explore a multimodal
texts and compare it to
our life
3. Building topic

knowledge
We are learning to
explore multimodal
texts and list our
understandings of the
topic in a glossary
Session 4
Building text
knowledge/Model the
genre
We are learning to
review the structure of
a persuasive text
*students have prior
knowledge of how to
fill out a template such
as (appendix 3)

Re-watch the clip, Episode (1) Sarah's life, put students into pairs and ask them to list all the different chores that Sarah does in the clip.
Ask them to make a second list of chores they do around the home and compare the two lists using a T-graph.

Work as a whole class to look at pictures from google of what life was like for children in the early 1800s. Work in pairs to take key
notes and dot points about what is in the photo, focussing on why are children in 1808 working in these photos? Who do you think
they are working for? Are they slaves?
- We create a class glossary of terms using topic-specific vocabulary from what we read and view.
Spider diagram
wall:

Finding evidence in the

text?:

Place persuasion in
the middle of wall.

Discuss as a class the text

structure of a persuasive
text.

Ask students what

they currently know
about persuasion, ask
them to write
descriptive words or
phrases on a sticky
note and add it to the
wall

Use (appendix 4) to
discuss:
- an opening statement
- a writers opinion
- supporting facts
- main arguments
- concluding statement

- prompt students to
think about when
they have been

Explain the use of

(Appendix 3) and model
how to highlight the

Shared reading:

Class discussion:

Give students a copy of

(appendix 2) to read.

Go over the structure of a

persuasive text and share
thoughts.

Ask students to take notes

during reading using this
to fill out (appendix 3)
Small teaching group
(EASL):
Guided reading:
Look at (appendix 2) with
group. Discuss the 5 main
text structures, use to work
together as a group to fill
out (appendix 3)

Students are to write one

key thing they have
learned about persuasion
that they didnt know

Teacher take photo of

spider wall diagram
made in class to
identify students
current knowledge of
persuasion.
Collect work sample
of appendix 3 so
identify how well
students have
understood the structure
of a persuasive texts
Anecdotal notes:
Taken during focus
group to guide future
planning of small
teaching group. Focus
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persuaded to do or
different text structure
say something. What parts of the text.
persuaded them?

5. Building text
knowledge/Model the
genre
1808: Sarahs Life
Child Labour
We are learning to
order arguments from
most persuasive to
least persuasive and
write our own
persuasive arguments.
*students have prior
knowledge of
providing warm and
cool feedback to each
other.

6. Building text
knowledge/Model the
genre
We are learning to
review the structure
and language features
used in a persuasive
text

(Wing Jan, 2009, pg.

29)
Ordering
arguments:
From most
persuasive to least
persuasive using
(appendix 7) to cut
out and order as a
class.
Discuss why some
arguments are more
persuasive or less
persuasive.
What types of words
does the writer use to
persuade you more?

Maddison Dowel (S00155807)

on how well students
understand the structure
of a persuasive text.

T-chart (guided writing):

Shared writing:

Draw two columns on the

board FOR and
AGAINST.

Students will use

(appendix 4) to come up
with their own arguments
regarding child slavery
using these new found
persuasive words.

Work collaboratively as a
class to draw on prior
lesson knowledge of the
advantages and/or
disadvantages of child
slavery.
Discuss why these are
arguments for or against
the issue.

Small teaching group

(EASL):

Warm and cool

feedback:
Students will swap with a
partner to give warm
and cool feedback on
each others arguments
based on their new
knowledge of persuasive
texts.

Guided reading:
Students will use
(appendix 4) to come up
with their own arguments
regarding child slavery.

Students will be given a varied range of persuasive writing pieces which they will deconstruct and annotate, showing the language
features and text structure.
Students will be able to refer to their topic-specific glossary and graffiti wall to refresh their memory and to add any new information
they have learnt.

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Session 7
Class discussion:
Flip card game:
Guided activities to
develop vocabulary or
specific language
feature
We are learning to
influence our own
point of view using
mental verbs correctly

Discuss as a class
that arguments are a
statement of opinion
or a point of view.

Students will respond to

(appendix 4) with a Green,
for argument for or a Red,
for argument against
something.

Explain what mental

verbs are (hope,
believe, think) and
why they are useful
in persuasive speech

They will explore the use

and structure of
arguments.

(Wing Jan, 2009)

Session 8
Guided activities to
develop vocabulary or
specific language
feature
We are learning to
review the structure
and language feature:
emotive language,
used in a persuasive
text

Encourage students to
voice their own point of
view to the statement read
out.

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Mini role play
Review Episode 21 (2)

Table discussion and

reflection:

Place students into pairs,

one student will be Sarah
and one student will be
Alice. Each student will
use a variety of mental
verbs to raise their point of
view and verbally
convince the other, why
they should or should not
be a slave or a boss

Students will hold table

discussions (5 mins)
about the point of view
they took and why they
took it.

(ESL):
ESL students may role
play with a non ESL
student from the class

Students to write a brief,

1 paragraph, reflection on
their character and how
they felt, using mental
verbs.
Begin the reflection with
I believe

Class discussion:

Shared discussion:

Mini role play:

Class discussion:

Discuss what
emotive language is
and why it persuades
someone.

Write on the board:

Sadly some young
children are forced to be
slaves.

- appealing to the
emotions of the
reader

Discuss collaboratively
what words make the
reader feel negatively
about children being
slaves?

Place students into pairs,

student a will state a
negative sentence
regarding Sarahs stance
on child slavery and their
pair will come up with an
opposite sentence.

Discussion about what

emotive words persuaded
you the most? Why?
What emotive words
persuaded you the least
why?

(Wing Jan, 2009, pg.

172)
Spider diagram as a
class:
Place butchers paper

Can you think of a way to

make the argument
positive?
Eg. Luckily because Sarah

Eg. Its disgusting when I

have to clean the horrible
dishes.
AND
Its rewarding cleaning the
dishes because I love the
look of clean dishes.
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on each table, in
had nowhere to live she
table groups students was happy to be Mrs
will come up with
Owens slave.
different emotive
words to describe:
Independent writing:
happy emotive
Students will write a
words, sad emotive
persuasive sentence on the
words, angry emotive topic of child slave labour,
words
using emotive language.

Session 9
Joint construction of
text
We are learning to
create a persuasive
argument together

- may use
dictionaries to help

(Wing Jan, 2009, pg 56)

Think Aloud:

Persuasion map:

Revisit how to write

a persuasive
argument - using
prior knowledge
about the text
features from
pervious lessons.
What language is
appropriate? Mental
verbs? Emotive
language?

Teacher and students work

collaboratively to create a
persuasion map together
as a class from the point of
view of Alice. Think of an
argument as a class as to
why is it good to have a
slave.
Complete persuasion map
collaboratively

Explain and describe

the use a persuasion
map together using
(appendix 6)

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Taking care not to overdo
certain persuasive
language features (e.g.,
rhetorical questions, and
emotive words such as
vile, disgusting).
(ESL):
ESL students may role
play with a non ESL
student from the class
What makes you say
that?:
Summarise what opinions
you have, what makes
you say that?
At Pcs: find supporting
arguments, facts and
evidence to support your
thinking/opinion
- Students may use
google scholar for their
research.

Class Discussion:
Discuss collaboratively
the evidence and facts
found and whether or not
it is easy or hard to find
evidence to support your
opinion and why? Did
you find that a lot of
people agreed with your
stance on the issue?
What key words did you
use to research?

Focus on key words such

as:
- slavery Australia 1808
- child slavery bad 1808
- child slave labour 1808

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10
Students will create an assessment criteria sheet collaboratively. They will revisit the text and language features of a persuasive text
We are learning to
learned in lesson 4
construct an
assessment criteria
sheet regarding
persuasive a
persuasive argument
11.
Independent
construction of text
We are learning to
begin the construction
of a persuasive
argument
12
We are learning to
critique and evaluate
own draft piece of
writing and begin final
copy
13.
Reflecting on
language choices
We are learning to
critique evaluate a
final piece of
persuasive writing

Create own persuasion map regarding their stance on the topic of whether or not slave labour should be abolished.
Students will begin their draft construction of their persuasive argument.

Students will continue to write draft persuasive argument.

Once finished they will proof read and make annotations to own work.
Begin to construct a well written persuasive argument on the computer using their annotated draft. Identifying text structure and
language features.
Continue to construct a well written persuasive argument using annotated draft.
Read final pieces through and reflect on their self-assessment.
Using the criteria sheet created in lesson 10 to peer assess each others work samples.

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Appendix 1
Building topic knowledge 1808: Child Labour
We are learning to identify key words that relate to the topic after viewing the clip

See

Think

Wonder

(What do you see?)

(What do you think?)

(What are your wonderings?)

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Appendix 2

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Appendix 3
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Main issue or concern
Writers opinion

Supporting facts

Main arguments

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Concluding statement

Appendix 4 http://mrpgrade6.blogspot.com.au/2015_04_01_archive.html
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Appendix 5
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Appendix 6
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http://www.ironbarkresources.com/slaves/whiteslaves10.htm

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Convicts sent to Australia included some boys as young as eight years old, and there were many sent out who were aged between twelve and
eighteen. There were also political prisoners amongst the transportees, including the Scottish martyrs of 1794; the naval mutineers of 1797;
the Irish rebels of 1798, 1803, and 1848; the agricultural rioters of 1830; the Tolpuddle martyrs of 1834; the Canadian rebels of 1839; and the
Chartists of 1842. The London Quarterly Review published an article in June 1841 discussing the convict situation in Australia:
"Captain Maconochie condemns the whole of the penal institutions of the colonies, and says that the bad state of society may be traced
directly to their pervading and demoralising influence; he complains that physical coersion [flogging, etc.] is resorted to upon every
little breach of regulation, &c. &c.; in short, he says, in so many words, that the settlers who have convicts assigned to them are slaveholders, and the assignees slaves."[80]
In the early days of New South Wales, convicts were employed on public works, construction, and public farms. However, as the numbers of
free settlers (including governments officials) and emancipists (ex-convicts) increased, a large proportion of convicts were released to them,
in order to assist them in the cultivation of their lands. Under this system of assigned service, convicts were assigned to masters and were
entirely under their control. Governor Arthur of Van Diemen's Land declared that the assigned servant
"deprived of his liberty, exposed to all the caprices of the family to whose service he may happen to be assigned, subject to the most
summary laws... [was in a condition] in no way different from that of a slave."
The only differences were that convicts were not to be flogged by their masters and, except in the case of a "lifer", they were in bondage for a
limited period of years. In one notorious case the convict servants of Major James Mudie assaulted their overseers, and when tried for
attempted murder they stated that they were willing to die provided they had been able to expose the conditions in which they were employed.
The convicts were convicted, but Governor Bourke ordered an inquiry to be held; however, Mudie was officially exonerated.

Appendix 7 https://overland.org.au/2012/05/unfree-labour-and-slaverys-second-cousins/
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Slavery was a bad thing that occurred. We dont often think of Australia as being constructed on the exploitation of unfree labour, and yet the
history of the development of local capitalism is exactly that.
In the early years our colonies were forced into slavery, as well as slave labour. Australia was like a gaol.
While wage labour emerged soon after invasion, it did not happen until the mid-1800s. Convicts, along with
indentured labourers from India, China and, most particularly, the South Pacific were forced to be slaves.
The unfree labour of people from the South Pacific was particularly important in rural Queensland, where other forms
of labour were no around yet.
Convict labour was first used. The state was encouraged to allocate convicts to private individuals as slaves within
the assignment system, especially those with large sheep stocks.
Over time, the government became responsible for the survival of the convicts as they were given to private hands
who often used and abused them.
In the beginning of 1788, Indigenous people were forced off their land and into other areas so that the settlers could breed cattle, other animals
and foods.
If indigenous people did not leave the land, unfortunately they were killed. Sadly this separated Indigenous people from their cultural connection
to country and their basic means of surviving.
The Aborigines Protection Act 1886 established a framework for how the Indigenous labour could be retained. The Act placed a responsibility on
the employer to provide a contract setting out entitlements for food, clothing and medical attention but there was nothing in it regarding wages.
Legislated slavery is known as unfree labour and was provided in return for food, clothing and medical attention for the indigenous peoples.
Indigenous people had to live at the native settlement on Rottnest Island and were forced to the mainland in 1846 to address labour shortages,
forced to build public infrastructure (such as roads) and allocated to private investors to assist with harvests and other work.

Appendix 8
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Appendix 9
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Child slavery bad

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Child slavery better than poverty

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