LEARNING EXPERIENCE

LESSON 1 – Name: What do we know?

Estimated Timing: 60 mins

Lesson Objectives:
ACELT1613 - Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and cultural contexts.

Classroom Organisation: Whole class teacher led lesson

Resources: http://www.youtube.com/watch?v=MthUbt6p1cg

Learning Experience:
1. On the whiteboard create a mind map based around the words
EXPERIENCES/EVENTS.
2. Create a word wall of feeling words that relate to the mind map.
3. Discuss with students words that are unknown.
4. Encourage students to take note of how they are feeling while watching youtube clip
and then discuss as a class.



























LEARNING EXPERIENCE

LESSON 2 – Name: Introducing focus text

Estimated Timing: 60 mins

Lesson Objectives:
ACELT1613 - Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and cultural contexts.

Classroom Organisation: Whole class teacher led lesson

Resources: Focus Text – Cathy Freeman by Beth Dolan

Learning Experience:
1. Using the focus text turn to pages 16 – 19 and discuss with students what the pages
may be telling us.
2. Read pages 16 – 19 to students.
3. Discuss with students how well they connected pictures and titles to what the actual
text was telling.
4. Have students share how they felt about the action that Cathy Freeman took with
the Aboriginal flag.
5. Add these words and feelings to the word wall.
























LEARNING EXPERIENCE

LESSON 3 – Name: Connecting events to experiences and feelings

Estimated Timing: 45 mins

Lesson Objectives:
ACELT1613 - Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and cultural contexts.

Classroom Organisation: Whole class teacher led lesson; pair work

Resources: http://dl.nfsa.gov.au/module/871/

Learning Experience:
1. Refer back to the list of feeling words created in Lesson 1 and the mind map about
experiences/events. Ask students if they can think of any other experiences/events
or feeling words they would like to add.
2. Show the video of Sydney Harbour Bridge being built.
3. Have students think and reflect what they think it would have been like to be a part
of something that amazing. Ask students share using Think-Pair-Share strategy.
4. Have each pair share one important discovery they made through sharing with each
other.
























LEARNING EXPERIENCE

LESSON 4– Name: Connecting texts to events to experiences and feelings

Estimated Timing: 60 mins

Lesson Objectives:
ACELT1613 - Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and cultural contexts.

Classroom Organisation: Whole class teacher led lesson

Resources: Poem – ‘Anzac Exchange’ by Mike Subritzky

Learning Experience:
1. Reflect and discuss with students the 3 previous ways they have connected their
feelings and experiences with different text types.
2. Ask students if they think poetry can help us connect with our feelings and
experiences.
3. Ask students to close their eyes, have lights switched off and read the poem ‘Anzac
Exchange’.
4. Have students right down on 2 separate post it notes - one feeling word they
experienced through the reading of the poem and then one experience or event that
they have experienced that this poem reminded them of.
5. Place on appropriate chart – word wall or concept map.






















LEARNING EXPERIENCE

LESSON 5 – Name: Introducing Diary Entry writing

Estimated Timing: 60 mins

Lesson Objectives:
ACELY1711 - Analyse how text structures and language features work together to meet the
purpose of a text

ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences and
opinions.

Classroom Organisation: Whole class teacher led lesson

Resources: https://www.msu.edu/~jones136/WebQuest/samplejournal.html

Learning Experience:
1. Recap the previous ways of writing in a persuasive text type – books, poems, major
events – worldwide/national.
2. Ask students what was similar and what was different with each of these.
3. Show students the following diary entry -
https://www.msu.edu/~jones136/WebQuest/samplejournal.html
4. Discuss with students what the key features of the diary entry are.
5. Make a list of what is required in diary entry and add any key words to the word
wall.




















LEARNING EXPERIENCE

LESSON 6 – Name: Diary Entry writing

Estimated Timing: 60 mins

Lesson Objectives:
ACELY1714 - Plan, draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience.

ACELA1518 - Understand how authors often innovate on text structures and play with
language features to achieve particular aesthetic, humorous and persuasive purposes and
effects.

Classroom Organisation: Whole class teacher led lesson

Resources:
https://www.msu.edu/~jones136/WebQuest/samplejournal.html
http://www.youtube.com/watch?v=dnOzgnKZ5yo

Learning Experience:
1. Recap the previous lesson about diary entries by discussing the key features.
2. Show students the following diary entry for revision and to check if they missed any
key features - https://www.msu.edu/~jones136/WebQuest/samplejournal.html
3. Discuss the worksheet and activity with students and model an example on the
board.
4. Show youtube clip of Cathy Freeman’s race. (Start at 8:54)
5. Have students plan their diary entry and show you so you can help edit before they
produce their final copy.

















LEARNING EXPERIENCE

LESSON 7 – Name: Advertisements Persuasive Writing

Estimated Timing: 90 mins

Lesson Objectives:
ACELY1711 - Analyse how text structures and language features work together to meet the
purpose of a text.

ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences and
opinions.

Classroom Organisation: Whole class teacher led lesson; groups of 3-4

Resources:
Butchers paper
https://newevolutiondesigns.com/images/previews/30-creative-shoe-advertisements.jpg
http://www.youtube.com/watch?v=0S-wZKeuft4
http://aso.gov.au/titles/ads/aeroplane-jelly-bertie-jet/clip1/
http://www.youtube.com/watch?v=O8B1ZNv9m4s

Learning Experience:
1. Have students in groups of 3 or 4 and brainstorm on butchers paper words and
feelings that come to mind when they think of advertisements.
2. Have students share their responses.
3. Ask students where/how do we encounter advertising (eg, billboards, catalogues,
commercials).
4. Show students the following advertisements and see if they can connect their list of
words and feelings with those that they discover while watching the advertisements.

NIKE - https://newevolutiondesigns.com/images/previews/30-creative-shoe-
advertisements.jpg
Toys - http://www.youtube.com/watch?v=0S-wZKeuft4
Aeroplane Jelly - http://aso.gov.au/titles/ads/aeroplane-jelly-bertie-jet/clip1/
Holiday destination - http://www.youtube.com/watch?v=O8B1ZNv9m4s

5. Discuss with class what made each of the advertisements good or bad.
6. Brainstorm ideas about what students think should be in a good advertisement that
would persuade someone to buy the product.
7. Create a word wall/mind map for these ideas.





LEARNING EXPERIENCE

LESSON 8 – Name: Persuasive Writing Features - Advertisements

Estimated Timing: 90 mins

Lesson Objectives:
ACELY1711 - Analyse how text structures and language features work together to meet the
purpose of a text.

ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences and
opinions.

Classroom Organisation: Whole class teacher led lesson;

Resources:
mind map
word wall
magazines

Learning Experience:
1. Discuss with students the advertisements looked at in previous lesson and ask if
there is anything they would like to add to the mind map or word wall.
2. Explain that there are certain features required for persuasive texts.
3. Discuss with students the elements of - audience type, clear purpose, supporting
reasons, use persuasive word choices.
4. Add these elements to the mind map in different colour and capitals so that it stands
out.
5. After explaining each of these elements to students – ask why they think it is
important for a persuasive text.
6. Explain to students that there are other devices such as verbal cues, visual imagery
that can help persuade their argument/opinion.
7. Model for students how they can discover these
8. Using advertisements from magazines have students decipher the audience,
purpose, reasons and word choices.
9. Explain that creators of advertisements carefully choose their words and how they
will present product to gain most impact.









LEARNING EXPERIENCE

LESSON 9 – Name: Persuasive Writing Features – Advertisements/Formative Assessment

Estimated Timing: 30 mins

Lesson Objectives:
ACELA1518 - Understand how authors often innovate on text structures and play with
language features to achieve particular aesthetic, humorous and persuasive purposes and
effects.

ACELY1714 - Plan, draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience.

Classroom Organisation: Whole class teacher led lesson;

Resources:
mind map
word wall
https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcS_j8VZsSJQqJm-D-
u5P7nxnNIuk0WBevkxyW1EHTjw5A5Z-4U1bg

Learning Experience:
1. Recap the word wall and mind map that has been created from previous lessons.
2. Recap the certain features required for persuasive texts – audience type, clear
purpose, supporting reasons, use persuasive word choices.
3. Brainstorm some ideas that could be used for the following product
(https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcS_j8VZsSJQqJm-D-
u5P7nxnNIuk0WBevkxyW1EHTjw5A5Z-4U1bg) they will create an advertisement for.
Write these up on the board.
















LEARNING EXPERIENCE

LESSON 10 – Name: Persuasive Text – Personal Opinions

Estimated Timing: 60 mins

Lesson Objectives:
ACELT1613 - Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and cultural contexts.

Classroom Organisation: Whole class teacher led lesson; small group;

Resources:
Focus text – Cathy Freeman by Beth Dolan
http://www.youtube.com/watch?v=dnOzgnKZ5yo
Topic cards – negative & positive

Learning Experience:
1. Ask students if they have ever had an opinion about a particular topic. Have
students share using Think-Pair-Share strategy.
2. Read pages 17-19 of focus text.
3. Show the clip of Cathy Freeman’s race from previous lesson. (Start at 9:10)
4. Discuss with students their personal opinion about the Cathy Freeman situation.
5. Explain to the students that we all have an opinion about everything.
6. Divide the class into groups of 6 and give each group a topic. 3 people will be for and
3 people will be against. They have 5 minutes to organise what they will say based
on their opinion. Explain they have 1 minute per person to explain their opinion and
why.
7. After all have presented, explain that we need evidence to support their opinion. Ask
students why it is important to have evidence or support when presenting an
argument or opinion.
8. Ask students where we could find useful information that could support our opinion
or argument. List these on the board.














LEARNING EXPERIENCE

LESSON 11 – Name: Persuasive Text – Language and Word Choices

Estimated Timing: 60 mins

Lesson Objectives:
ACELA1518 - Understand how authors often innovate on text structures and play with language
features to achieve particular aesthetic, humorous and persuasive purposes and effects.

Classroom Organisation: Whole class teacher led lesson; group work

Resources: Magazines

Learning Experience:
1. Ask students if they remember the word we use to try and convince someone to
change someone’s opinion and thoughts about something?
2. Write the word PERSUADE on the board and ask students if they can think of words
that would help persuade someone’s view.
3. Explain that it is not just colour and images that creators use to persuade people –
choosing words that impact your point of view also help.
4. Group students into 3 or 4 and hand out magazines to flick through and write a list of
words that help persuade the reader.
5. Discuss the results that students found, using following questions:

Are the words or phrases targeted at a particular audience?
What feelings do they portray to the audience?
What tone so the word choices convey?
How do the words or phrases help to persuade the audience?

6. Discuss and come up with list of words to add to word wall.

















LEARNING EXPERIENCE

LESSON 12 – Name: Persuasive Text – Structure

Estimated Timing: 90 mins

Lesson Objectives:
ACELY1711 - Analyse how text structures and language features work together to meet the purpose of
a text.

Classroom Organisation: Whole class teacher led lesson;

Resources: Written persuasive text, persuasive text planner, topic, fact/opinion statements

Learning Experience:
1. Explain to students how we have looked word choices, images, colours, having
evidence for our opinion which all help persuade people’s decisions.
2. Ask students why they think it is important for all of these things.
3. Inform students that there are sections within a persuasive text – a guideline.

Introduction
Argument 1 – Reasons/Facts/Evidence
Argument 2 – Reasons/Facts/Evidence
Argument 3 – Reasons/Facts/Evidence
Conclusion

4. Discuss the difference between fact and opinion and sort statements into facts or
opinions.
5. Show & analyse as a class a written persuasive text. – highlighting each part of the
structure.
6. Discuss each section with students.
7. Using a topic, model using a persuasive text planner, each stage of a persuasive text.















LEARNING EXPERIENCE

LESSON 13 – Name: Persuasive Text – Gathering Information

Estimated Timing: 60 mins

Lesson Objectives:
ACELY1713 - Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts.

ACELY1709 - Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences and
opinions.
Classroom Organisation: Whole class teacher led lesson;

Resources:
http://www.youtube.com/watch?v=jf31xeOjZzw
Newspaper article

Learning Experience:
1. Show students the whole youtube clip.
2. Repeat the clip pausing at each slide and discuss that section.
3. Model the researching techniques with students using a newspaper article.
























LEARNING EXPERIENCE

LESSON 14 – Name: Persuasive Text – Timeline Resource/Summative Assessment

Estimated Timing: 75 mins

Lesson Objectives:
ACELY1714 - Plan, draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience.

Classroom Organisation: Whole class teacher led lesson; Individual work

Resources: Focus Text – Cathy Freeman

Learning Experience:
1. Explain to students what the assessment topic is ‘Why (or Why not) Australia should
host an International Event’.
2. Using focus text (pages 22-23 & 28-29) show students the tool of a timeline and
discuss how it could help persuade their argument.
3. Model the creation of a timeline with ideas from students.
4. Discuss the types of evidence they could use to support their argument.
5. Recap the structure of persuasive text.
6. Students will start on their planning sheets and as they complete each section have
them come up to teacher so proofing and editing can be done. Students return to
correct or change work.