EDLA309369 Literacy Education 2_2017 Tatiana Barbari, S00171763

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
PART A: RATIONALE and PART B: LESSON PLANNING TEMPLATES
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text

STUDENT NAME: Tatiana Barbari STUDENT NUMBER: S00171763

INTRODUCTION

Year five students will be exploring “My Place” by Nadia Wheatley and Donna Rawlins, chapter 1780. This year explores the life of Aboriginal
people and the idea of belonging to a land. This text will be studied in order to investigate and reflect on how Aboriginal people would have felt to be
always moving places and its connection to each student’s life. As they build on topic knowledge, over the five lessons they will also learn how to
write in a persuasive style, including text structure and language features. By the end of the unit, students will have applied their learning from the
five lessons to write their final persuasive piece. During the unit, to accommodate to EAL/D students needs, they will participate in differentiation
activities, such as working in small group work, different writing prompts, write less arguments for the persuasive writing and use of sentences
starters.

Word Count: 148

Rationale

The ability to be able to write different types of texts with the purpose to communicate is crucial in getting through day by day in todays society
(O’neill, 2012). Although every day skills consists of being able to read and write information, in todays society we are required to know precision in
writing. As a result, the development of the genre-based approach was created (Badger & White, 2000; Paltridge, 1996). Now, students are
required to learn a variety of genres, including the text structures and language features. One key genre that is highly used in today’s democratic
society is the ability to persuade (O’neill, 2012). Prior to commencing school, children are presented with persuasion as they make sense of media,
toys, advertisements, etc. Due to its constant use in today’s society, children persuasion skills are already being developed as they are confronted
with it on daily basis. However, the greatest challenge is having to write persuasively when a student has to think, speak and write in English as an
Additional Language or Dialect (EAL/D) (O’neill, 2012). In Australia, there has been an increase over the years of students who first language is not
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English, including immigrants and refugees or that they’ve had little exposure to the English language (Australian Bureau of Statistics, 2012).
Therefore, when creating the unit I needed to take intro consideration the diversity in the classroom, the individual needs, the exposure they’ve
previously had with persuasion and what could be the possible challenges for each student. All these factors contributed into creating a unit that will
meet each student’s needs, encourage learning, challenge students to achieve their individual goal.

As persuasive writing is an important skill that students need to develop through oral and written language, this unit encourages students to use
their voice to develop their persuasion skills. Students will be focusing on two language features throughout the unit, which are presenting their
opinion respectfully and the learners' ability to form arguments. In order to create text knowledge for students to begin to use these language
features, their prior knowledge needs to be activated (Seely-Flint, Kitson, Lowe & Shaw, 2014). The instructional strategy suggested by Seely-Flint
et al., (2014) for introducing the text and chosen is a read aloud of My Place by Nadia Wheatley and Donna Rawlins, chapter 1780. This chapter
was chosen due to its themes of belonging and change, and its connection to the students in the class. As students in year five have previously
explored the concept of belonging in their previous years of schooling and have experienced change at some point in their life, this is the chance for
them to apply what they’ve learnt and voice their opinion. EAL/D students are able to connect to the themes in 1788, through their experiences with
belonging to a certain place and then having to experience the change of country, home, school, etc. In order to respond to the literature, students
will be stepping inside 1788 to first reflect on how Aboriginal people felt to belong to a land and to have to move around and secondly to share their
own experience with belonging and change. This learning activity allows students to begin to orally share their opinion on a topic, explain the
feelings towards it, and relate it to a similar experience that they’ve had. EAL/D students will participate in the same activity, as they are able to
relate to the text due to their experience from moving countries, which makes their input into this lesson very valuable for everyone’s learning.

In the next lesson, students will participate in group discussions to learn about persuasive text, as they anaylse the structure and language features
(Seely-Flint et al., 2014). Wing Jan (2015) explains that knowledge of text structures and language features are developed through speaking and
listening. Therefore, throughout all the lessons in the unit, students will participate in whole class discussion, to orally explore persuasive patterns
and structures. The following lessons focus on the gradual release of responsibility as students are slowly giving the responsibility over their
learning, along with the continuous support and scaffolding by the teacher. In the same manner, Vygotsky’s (1978) zone of proximal development
follows the same concept of modeling, guiding and supporting the student, in order to become an independent learner. Through out the lessons,
and particularly lesson three, the idea of ‘I do, we do, you do’ is practiced. Students will receive a practice prompt to practice the two language

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features, in which the teacher will begin by using the instructional strategy of modeling the writing, evidentially demonstrating the I do phase (Fisher
and Frey, 2007) The teacher holds the responsibility of acting as the experienced demonstrator to provide them with the learning, in which they’ll be
able to practice in order to develop their oral and writing skills (Wing Jan, 2015). From this, students transition into the ‘we do’ state which focuses
on the joint responsibility between the teacher and students. Through share writing, they will equally contribute to the learning that will prepare them
for the final individual construction. All of the above has prepared students for the final step of the gradual release of responsibility which is giving
students all the responsibility, as they become independent writers in lesson five (Seely-Flint et al., 2014). This is the chance for students to apply
the learning and skills that they’ve been practicing over the unit, into their individual piece of writing. Throughout the process, teachers need to
closely track the students progress in their learning, in order provide them with the support to advance in their learning and to move comfortably into
the next phase of their learning (Wing Jan, 2015). Taking into consideration Wing Jan (2015) advice, throughout the unit students will be completing
tasks that the teacher will be able to anaylse their learning, as he/she takes anecdotal records during every lessons discussion time, the teacher will
be aware of the progress in the learning.

Throughout the unit, EAL/D students will participate in the same activities as everybody else, with minor adjustments to accommodate to their
needs. Students will often engage in small group work with and without the teacher, in order to create a supporting environment for the students in
the group (Wing Jan, 2015). EAL/D students will also have the option to practice their persuasive writing using a different writing prompt. This
prompt was chosen due to its simplicity and directness, so that their main focus is improving their oral and written language. The gradual release of
responsibility is evident as students are first provided with sentence starters as a guidance for students to write their practiced persuasive writing.
For the final construction in lesson five, EAL/D students have the option to not use the sentence starters, as they’ll have collected their learning in
their literacy book. This unit was created so that each lesson the students would have their learning recorded in their books, to refer back to when
needed. By the end of the unit, the teacher will have provided the students with the tools necessary to succeed. Students will have collected
examples of persuasive texts, language features, text structure, practiced writing persuasive texts and gathered information that will assist them in
their final construction of their persuasive writing.

Word Count: 1210

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LESSON PLANNING
Literacy Unit learning intentions
In this unit we are learning to write a persuasive writing y using persuasive strategies, through speaking and listening activities.
Learning behaviours
I need to model to students how to be respectful as they share and listen to different opinions and experiences, throughout the lessons.

LESSON 1
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
WALT: WHOLE CLASS FOCUS:  My Place, Wheatley N. and Assessment Type
- understand how Build topic knowledge of Australia in 1788. Rawlins, D. (1987). Australia: 1) Step Inside
Aboriginal people Collins Dove Publishers, p. 3-4. activity:
lived. TASK: (Appendix 1). anecdotal
Language features - Read aloud text 1788 from My Place (Appendix 1).  Concept map (Appendix 2). record
of this text type - Concept map: In groups, students will brainstorm the  Step Inside activity (Appendix (Appendix
examined in this main ideas in text 1788. (Appendix 2) follow with a 4). 5)
lesson: whole class discussion of the main ideas (Appendix 2) Work
3). samples.
Main ideas. - Step Inside activity (Appendix 4). Share with the VC code[s]
student next to you. Success criteria
Speaking and Listening (VCELY337) for whole class
DIFFERENTIATION STRATEGY: (VCELT336)
EAL/D: I am doing well if I
- Small group work. can:
- Can share their experience of arriving at a new
country. - Identify three
main ideas from
OUTCOMES REQUIRED: text 1788.
By the end of the lesson, students will have: - Share a response
- Orally presented a point of view. to each question
- Orally expressed emotions. with a student.
- Orally shared an experience.

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INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

- Read aloud.
- Independent and collaborative learning. Whole class:
- How does the story explain the concept of
belonging/home?
EAL/D:
- What does belonging/home mean to you?

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LESSON 2
Learning Intentions Structure Resources Assessment
Criteria and
Success Criteria
WALT: WHOLE CLASS FOCUS:  Persuasive texts samples Assessment Type
Build text knowledge of persuasive text structure by (Appendix 6). 1) Define and
- Identify persuasive identifying persuasive texts features and strategies.  A3 paper. anaylse
texts features and activity -
strategies. TASK: VC code[s] anecdotal
- In groups, analyse persuasive text samples Speaking and Listening record
(Appendix 6). (VCELY337) (VCELT336) (Appendix 5).
- Define and anaylse activity (Appendix 7) Record Reading and Viewing (VCELT315) 2) Work
students’ findings on whiteboard. (VCELY317) (VCELY320) samples
Language features of
this text type - Provide students with practice prompt, “Do we own Success criteria for
examined in this the land or does the land own us?” whole class
lesson: - For and Against activity (Appendix 8).
- Whole class discussion on the For and Against I am doing well if I
 Begins with a arguments. Record on the whiteboard. can:
point of view
 Reasons DIFFERENTIATION STRATEGY: - Form a
 Evidence EAL/D: definition of
- Prompt “are cats better than dogs?” (Appendix 8). persuasion.
- Small group work. - Identify three
language
OUTCOMES REQUIRED: features.
By the end of the lesson, students will have: - Identify one
- Began to develop oral persuasion strategies, such key feature of
as stating your opinion and following it with the text
supporting arguments/reasons. structure.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
- Independent and collaborative learning.
- Opportunities to practice. Whole class:
What does it mean by “we own the land”?
What does it mean by “the land owns us”?
EAL/D:
Tell me why cats/dogs are your favourite pet?
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LESSON 3
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
WALT: WHOLE CLASS FOCUS:  Persuasive text structure Assessment Type
Joint construction of a short persuasive discussion text, template (Appendix 10).  Work
Construct a short focusing on the students’ opinion and reasons.  Sentence starters (Appendix samples.
persuasive text 11).  Whole and
focusing on using TASK: group
their opinion and - Recap persuasive language features and strategies. discussions -
reasons to - Outline the text structure (Appendix 10). VC code[s] Anecdotal
persuasive an - I do, we do, you do Activity (Appendix 9). Speaking and Listening records
audience. - Pair Debate - Read your writing to the student next (VCELY337) (VCELT336) (Appendix 5).
to you and try to convince each other. Reading and Viewing (VCELY320) Success criteria for
Language features (VCELA309) (VCELT315) whole class
of this text type DIFFERENTIATION STRATEGY: Writing (VCELY329)
examined in this EAL/D: I am doing well if I
lesson: can:
- Prompt “are cats better than dogs?”
 Introduction - Small group work. - State my
 Arguments - Provide sentence starters (Appendix 11). opinion in the
 Evidence - Write two arguments/reasons. introduction.
 Conclusion - Write and
OUTCOMES REQUIRED: explain three
By the end of the lesson, students will have: arguments.
- Orally adapted the structure of a persuasive text, - Restate my
such as beginning with an opinion, following it with opinion in the
arguments/reasons and ending it with a conclusion. conclusion.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

- Independent and collaborative learning. - What do I need to include in an
- Opportunities to practice. introduction/argument/conclusion of a persuasive
text?

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LESSON 4
Learning Intentions Structure Resources Assessment Criteria
and Success Criteria
WALT: WHOLE CLASS FOCUS:  Persuasive writing Assessment Type
- Research and plan for the persuasive topic, to gain template (Appendix 10).  Work samples.
- Investigate the information for their final independent construction  Rubric template (Appendix  Whole and grout
pros and cons of their persuasive writing. 15). discussion -
of “change”. Anecdotal
- Understand TASK: records
the rubric - Introduce persuasive topic: Aboriginal families VC code[s] (Appendix 5).
criteria. always moved around places, and often so do
families in 2017. Do you believe change is always a Speaking and Listening Success criteria for
Language features of good thing? (VCELY337) (VCELT336) whole class
this text type - Tug of War (Appendix 12). Reading and Viewing
examined in this - Planning my persuasive text (Appendix 13) using (VCELY320) (VCELT315) I am doing well if I can:
lesson: the persuasive writing template (Appendix 10). Writing (VCELY329)
- Joint construction of rubric (Appendix 14). - Agree or
 Arguments for disagree with the
and against DIFFERENTIATION STRATEGY: persuasive topic.
 Evidence EAL/D: - Write one reason
- Small group work. and explain it on
- Work on three arguments/reasons. the sticky note.
- Outline what ill
OUTCOMES REQUIRED: be discussion on
By the end of the lesson, students will have: each section of
- Developed oral persuasion strategies, such as the persuasive
stating your opinion and following it with supporting template for the
arguments/reasons. final construction
of the persuasive
writing.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
- Independent and collaborative learning.
- Opportunities to practice. - What is an opinion?
- What is a fact?

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LESSON 5
Learning Intentions
WALT:
Independently write a
persuasive discussion.
Language features of
this text type
examined in this
lesson:
 Introduction
 Arguments
 Evidence
 Conclusion
INSTRUCTIONAL STRATEGY/IES CHOSEN
- Independent and collaborative learning
Tatiana Barbari, S00171763
Structure Resources Assessment Criteria
and Success Criteria
WHOLE CLASS FOCUS:  Persuasive writing Assessment Type
- Students will be independently finalizing the construction template (Appendix 10).  Rubric (Appendix
of their persuasive text.  Rubric template (Appendix 14).
15).  Whole and group
TASK: discussions -
 Final construction of persuasive writing (Appendix VC code[s] Anecdotal
15) Speaking and Listening records
 Share with the student next to you (Appendix 16). (VCELY337) (Appendix 5).
 Whole class discussion. Reading and Viewing Success criteria for
(VCELY320) whole class
Speaking and Listening
DIFFERENTIATION STRATEGY: (VCELT336) I am doing well if I can:
EAL/D: Writing (VCELY329)
- Independently write a persuasive text with an (VCELY330) - Complete my
introduction, three arguments and conclusion. final persuasive
writing.
OUTCOMES REQUIRED: - Read and answer
By the end of the lesson students will have: my groups’
- Orally self reflected their learning. questions.
PROMPTING QUESTIONS:
- (Appendix 16)
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Appendix 1) Page used for the read aloud (Lesson 1).

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Appendix 2) Concept map (Lesson 1)

Teacher will write on the white board the instructions:

 In groups, students will discuss the main ideas in the text 1788 My Place by Nadia Wheatley & Donna Rawlins and record the findings
in a concept map.

Main ideas
in 1788

Created by: Tatiana Barbari

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Appendix 3) Whole class discussion on main ideas (Lesson 1)

After the students have completed the concept map, the teacher will begin a whole class discussion on the main ideas the students found. Using
the same concept map lay out, the teacher will record these ideas on the white board. Students will add any ideas they may have missed.

Appendix 4) Step Inside activity (Lesson 1)

Teacher will write on the white board the instructions:

 Step Inside 1788

 Step inside the world of the text “1788” and think about how you would feel if you lived during this time. Answer the questions in
your book.
1. How does it feel to always be moving homes?
2. How does it feel to arrive at a new place?
3. What difficulties would you face arriving at a new place?
4. What is good about arriving at a new place?
5. Have you ever experience a situation were you had to arrive to a new place? Such as a new country, new school or new suburb. Tell
me how you felt.
 Next, share with the student next to you.

(Activity adapted from

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03g_CreativityRoutines/StepInside/StepInside_Routine.html)

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Appendix 5) Oracy Anecdotal Notes (Lesson 1,2,3,4)

Oracy Anecdotal Notes

Student Date/time/setting Comments

Created by: Tatiana Barbari

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Appendix 6) Persuasive text samples (Lesson 2).
Should children use mobiles?
Many children now possess a mobile phone and they are fast
becoming the latest fashion item.
Children continue to use mobiles despite the obvious risk to their
health. Mobile phones emit a dosage of radiation, which is harmful
to the user and cause severe brain damage.
Mobiles are useful, however. They enable parents to maintain
contact with their children whenever they need to. There are also
obvious benefits to their use in emergency situations.
The recent rise in crimes associated with mobiles is a worrying
trend: many of our children are under threat of violence merely by
the possession of a phone.
Parents should think carefully before purchasing a mobile phone
for their child.
Tatiana Barbari, S00171763
The importance of family
You can choose your friends but you can’t choose your relatives. This may
be true, but does it mean that friends are more important just because
you choose who they are? I don’t think so, but not everyone will agree.
To many people, friends (in particular best friends) are the most
important relationships in their lives. They spend more time chatting with
friends over the phone, by email or text messages than they do with
their families. There are different reasons for this. One reason is that
people share so many special memories with friends as they grow up
together. Friends are often similar in age so they find themselves doing
the same things at the same times and this gives enjoyment. Often
families have only one child or children many years apart so they don’t
share these special moments. Another reason in favour of friends is that
people spend their free time, their fun time, with friends. Often parents
are working on weekends or in the school holidays, so who do you spend
time relaxing with? Good friends of course!
Yet families are also very important. Within families people have a special
bond of culture, beliefs and of course love. These are not always shared
by friends. The best thing about families is that they are always there
for you. They look after you when you are sick, they help you learn all
about life and they love you no matter what – even when you might
sometimes be a bit naughty.
So, even though it is great to have friends, it is much better to have
family. You might not be able to choose who they are, but you certainly
can rely on them to be there and help you out whenever you need it.
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(Samples of persuasion text from https://www.pinterest.co.uk/explore/persuasive-examples/?lp=true)

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Appendix 7) Chart (Lesson 2).

Teacher will write instructions on the whiteboard:

1) As a group, draw a large chart on the A3 paper provided.

Define Persuasive text language Persuasive text structure

features
Persuasion is:

2) Define the word “persuasion”. You may collaborate with other tables for help (5 minutes).
3) Whole class discussion.
4) Analyse the text samples and list the language features (10 minutes).

**If your table is finished early. Begin to list the main structure of the text type. HINT  as it will help you with the next lesson**

5) Whole class discussion.

Appendix 8) Practice persuasive writing prompt (Lesson 2)

Teacher will write on the whiteboard:

 Persuasive writing topic: “Do we own the land or does the land own us?”
 Persuasive writing topic for EAL/D students: “are cats better than dogs?”
 You need to:
 Create T chart.
 Include arguments that are for and against the topic, with reasons or examples to explain them.
 At least 4 different arguments for each column.
 Pick for or against and try to persuade the student next to you. Remember to say begin with your opinion and then list the reasons.
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Appendix 9) I do, we do, you do Activity (Lesson 3).

Guided learning using the persuasive text structure template:
1) Teacher will model writing introduction, with students’ guidance.
2) Students will pick either for or against, discuss it with the student next to them and will begin to write their own introduction.
3) Teacher will model writing the first argument, with students’ guidance.
4) Students will pick 3 arguments from the previews lesson, discuss it with the student next to them and begin to write them.
5) Teacher will model writing the conclusion, with students’ guidance.
6) Students will discuss different ways to restate your opinion differently with the student next to them and write their conclusion.

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Appendix 10: Persuasive text structure template (Lesson 3). Students name: _________________

Persuasive Writing
Introduction: State your opinion

Argument 1: State reason, explain it, and add evidence.

Argument 2: State reason, explain it, and add evidence.

Argument 3: State reason, explain it, and add evidence.

Argument 4: State reason, explain it, and add evidence.

Conclusion: Restate your opinion.

Created by: Tatiana Barbari

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Appendix 11) Sentences starters (Lesson 3).

Introduction: In my opinion (cats or dogs) are better than (cats or dogs) for many reasons.

Argument/reason 1: Let me tell you why ___(pro or con and explain)______________

Argument/reason 1: Another reason is ____(pro or con and explain)_______________

Conclusion: Remember I believe _________(your opinion) ______________________

Created by: Tatiana Barbari

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Appendix 12) Tug of War (Lesson 4)

Teacher will write instruction on the whiteboard:

Persuasive topic: Aboriginals families always moved around places, and often so do families in 2017. Do you believe change is always a good
thing?

 With the students next to you, discuss the following questions and write your response on the sticky note:
1) Do you agree or disagree?
2) Identify the reasons that support your opinion. These will make the sides of the tug of war.

Agree Disagree
(Place sticky notes here) (Place sticky notes here)

(Image from https://www.dreamstime.com/stock-illustration-print-group-businessman-pulling-rope-tug-war-business-competitive-concept-simple-

character-design-stick-man-style-image47855219)

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Appendix 13) Planning my persuasive text (Lesson 4).

Teacher will write on the whiteboard:

We are planning our writing before we begin

 Persuasive writing topic: “Do we own the land or does the land own us?”
 Persuasive writing topic for EAL/D students: “are cats better than dogs?”
1) What do you think about this idea?
2) Do you think we own the land or that the land owns us? Or can you see both sides of the issue?
3) Remember you are writing to persuade a reader to agree with your own opinions.
 Begin to write your ideas in the persuasive text template.

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Appendix 14) Joint construction of rubric (Lesson 4).

 The teacher will show rubric on the interactive whiteboard with only the “Task accomplished” section completed.
 As a whole class discussion, the teacher will guide the discussion by asking students what they think they need to do to achieve the task.
 The teacher will fill out the rubric in front of the whole classroom, in order for everyone to understand what the students need to include in
their persuasive text in order to successfully complete the task.
 Students will have a copy of the rubric as they complete their final independent persuasive text.

Persuasive text

Criteria Task accomplished Some progress Little progress No progress

Introduction The introduction states their

opinion, and previews the
structure of the text.

Arguments/ The arguments are clear,

reasons detailed and support the
introduction. Each argument is
informed by evidence or
personal experience.
Conclusion The conclusion is strong and
leaves reader with a feeling
that they understand what the
writer is arguing before.
Persuasive text Consists of:
structure 1) Introduction
(sequencing) 2) Arguments
3) Conclusion
Persuasive The writer successfully uses
strategies several persuasive strategies
to try to show why the reader
should agree with you.
Created by: Tatiana Barbari

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Appendix 15) Final construction of persuasive writing (Lesson 5)

Students will independently write a persuasive text with an introduction, 4 arguments and a conclusion.
Teacher will write on the board:

 For the final construction of your persuasive writing you need to:

Refer back to previews lessons for:

 Persuasive text examples (Lesson 2).
 The writing prompt research notes (Lesson 4).
 Planning persuasive text structure template (Lesson 4).
 Criteria rubric (Lesson 4);

Think about:
 What your point of view is.
 How to write an introduction to clearly state what you think about the topic.
 What your arguments are, with reasons or examples to explain them.
 How to be persuasive.
 How to write a conclusion to give a summary of your main points and a final comment on your opinion.

Remember to:
 Plan your writing before you begin.
 Make your writing interesting to read.
 Write in sentences and stay on the topic.
 Check your spelling and punctuation.
 Start a new paragraph for each new idea.
 Check and edit your writing when you are finished.

(Lesson adapted from https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf)

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Appendix 16: Share with the student next to you (Lesson 5).

Instructions for students, teacher can write the questions on the whiteboard:

In groups of 4, students will read their persuasive piece to one another. Once the student has finished reading their work, the audience will have a
chance to ask she/he questions, such as:

1) What did you find challenging in the construction of your final piece of work?
2) Why do you think it’s important to be able to write a persuasive text?
3) What did you enjoy about writing a persuasive text?
4) Where you able to connect experiences in your life with the writing prompt? How?

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REFERENCES:
Australian Bureau of Statistics. (2012). Reflecting a nation: Stories from the 2011 Census, 2012–2013. Retrieved from
http//:www,abs.gov.au/

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153 – 160.

Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework. Education Review. Retrieved
from http://edrev.asu.edu/

O’neill, S. (2012). Teaching and assessment of persuasive writing: Juggling the language features and grasping the metalanguage.
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