Learning Experience 7: Facts to persuasive text: The Tasmanian

Wilderness
Time: 60 minutes
Classroom organisation: Classroom floor, Seating in desks

Curriculum links: Creating literature
Experiment with text structures and language features and their effects
in creating literary texts, for example, using imagery, sentence variation,
metaphor and word choice (ACELT1800)

Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and emphasis
(ACELY1710)

Lesson objectives: Writing and creating WC6
selecting connectives to link forward or back to ideas in the text

1) The teacher will explain that as a class we have already explored
factual information on The wet tropics, Fraser Island and today we will
be exploring the Tasmanian wilderness.

2) Students are to select one of three facts from the whiteboard on the
Tasmanian wilderness and are to write on their booklet on the referred
page, a persuasive paragraph explaining why they chose that fact and
why it is important ot them. Students may to choose to reflect back on
their booklet to help guide their paragraph. These facts will be chosen
by the teacher and can be obtained from the Tasmanian fact sheet.

3) Once students select their fact they are to split up in the classroom into
designated areas for:

FACT 1 GROUP: The Tasmanian Wilderness World Heritage Area is a legacy
of the last great wildness on earth, and a canvas rich in the stories of
humanitys previous and current connection with the environment

FACT 2 GROUP: 1.4 million hectares now make up the Tasmanian
Wilderness World Heritage Area

FACT 3 GROUP: The Tasmanian wilderness conservation areas, covers one
fifth of Tasmanias land mass
http://www.parks.tas.gov.au/index.aspx?base=667

(Groups will be altered to assist specific learner needs)
Maintain meaning across paragraphs and short texts by:
selecting sentence structures to link relationships within and
between paragraphs
using word groups and phrases
omitting and replacing words
using subjective, objective or evaluative language

4) Students will now spend the rest of their class time writing their
persuasive paragraph. Students are encouraged to collaborate with
peers in creating ideas or sentences that help their persuasive
argument.
5) Once students have created a paragraph stating their favourite fact and
why they are to read aloud to class when selected by the teacher
6) The Teacher will ask students what word choices, and sentence
variations they used for their paragraphs.

Assessment
:
Observing, short writing text.

Adjustments:

Student with ADHD
Child with English as 2
nd
language
Five students with developmental delay
in literacy and mathematics

2 indigenous students 1 with a hearing
impairment

Gifted student This activity allows the gifted student
to exend her knowledge in more
ways than one
Student with English as 2
nd
language -
Refugee