Year level

Year 5

Title

Save Surats Shire Hall!

Content Descriptors:

English (Literacy)

Duration:

6 weeks

Assessment technique:

Formative assessment
- Checklist
- Observations
- Anecdotal note-taking

Summative:
- Persuasive video

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts
to meet the purpose of the text (ACELY1701)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose and audience (ACELY1704)

Civics & Citizenship:

Prior knowledge:

Use and evaluate a range of information to develop a point of view(ACHCS030)

Reflect on personal roles and actions as a citizen in the school and in the community (ACHCS034)

Students have previous knowledge of genre writing; including narrative and persuasive writing. Students have looked at the difference
in structure and language features of different genres.

LESSON 1
LEARNING GOAL:
Students apply knowledge of the structure and language features of persuasive text.

TEACHING SEQUENCE:

TIME
2 MINS

TEACHING & LEARNING:

QUESTIONING

The Hook: The teacher receives a (pretend) email from a friend explaining that the local Shire Hall is going to be
demolished and an apartment block is going to be built in its place. In the email the friend explains he is starting
a petition to stop the council from demolishing the Shire Hall and asks if the grade 5 class can help try.

Teacher to read with great expression to

engage class.

5 MINS

Teacher leads the conversation and discusses the consequences of the Shire Hall being demolished. The class
then brainstorms how they could best present their argument to the council. The teacher constructs a mind map
on the board as students make suggestions. The class then decides to create a multimodal video (using Windows
MovieMaker)

15 MINS

Teacher explains that before the class begins planning their persuasive arguments, they must remember to write
in a way that will really convince the council. The class then revisits the structure of a persuasive text (looking at
the OREO planning poster on the wall). The teacher then reminds students of the language features needed for
writing persuasively and revisits the persuasive modal mountain.

40 MINS

Students form groups of 3-4 (teacher to designate groups) and practises writing a persuasive letter from a list of
topics. The students are given an OREO graphic organiser, a self-assessment check list (focusing on the
appropriate structure and language features required) and butchers paper to write their letter. Give 10 minute
warning towards the end of the lesson. Once finished, ask 2 groups if they would like to volunteer reading their
letter to the class.

Who will be affected by the Hall being

demolished? Where will the school hold
our assemblies, dances, and performances
now? How can we really persuasive the
council? What would be even more
powerful than just sending a letter?
Remember class, writing persuasively is
very different to how we write a narrative
or a procedure. How do we structure a
persuasive text? What are some strong
verbs and adjectives we could use when
writing persuasively?
Does this letter follow the correct structure
needed when writing persuasively? What
are some strong words this group has used
in their letter?

RESOURCES:

OREO graphic organiser

Self-assessment checklist

List of persuasive topics

Pretend email

OREO planning poster

Whiteboard

Persuasive modal mountain poster

Whiteboard markers

Butchers paper

Texters

Computer
Projector

ASSESSMENT OPPORTUNITIES:
Formative: check for student understanding during class discussion. Collect students practice letters and check for correct structure and language features.

EVALUATION & REFLECTION:

How did the students go during the practice letter activity? Do we need to have another lesson on structure and/or language features? Are the students engaged and eager
to create a persuasive video?

LESSON 2
LEARNING GOAL:
Students begin planning and drafting their persuasive texts.

TEACHING SEQUENCE:
TIME
15 MINS

45 MINS

TEACHING & LEARNING:

QUESTIONING

Teacher refers back to the email from her friend and re-reads it. Teacher then explains the assessment will be
students creating a multimodal video designed to convince the council not to demolish the Shire Hall. Students
will write in a persuasive letter form but will film each other speaking orally. Students will also be required to use
specific features on Windows MovieMaker. Class briefly refers back to the practice letter activity and remembers
the structure and language features of persuasive text.

Can I have 5 volunteers to give me a

really powerful word you could put in
a persuasive text? What is the
first/second/last thing we do when
were writing a persuasive text?

Students get into pairs for assessment and begin discussing & planning their persuasive text using the OREO
organisers. Students then begin drafting their persuasive text. Teacher, parent helper and teacher aide to
provide assistance to groups when needed.

RESOURCES:

OREO poster

Persuasive modal mountain

Pretend email

OREO organisers

Drafting paper

Teacher aide and parent helper

Assessment sheet/assessment criteria

ASSESSMENT OPPORTUNITIES:
Formative: observe student responses during questioning at beginning of the lesson. Observe group work during planning stage. Get feedback from teacher aide and parent
helper.

EVALUATION & REFLECTION:

Are the students following the correct structure and using appropriate language features? Are the students working well in pairs? Are the students ready to start finalising
their persuasive text? Do the students understand the assessment requirements and how they will be assessed/what I am looking for?

LESSON 3
LEARNING GOAL:
Students finalise their persuasive texts and begin planning, designating and rehearsing speaking parts.

TEACHING SEQUENCE:
TIME

TEACHING & LEARNING:

QUESTIONING

60 MINS

The teacher will begin conducting consultations with each group before they type up their final copy. The
teacher will provide advice where necessary and look for possible improvements on writing.

Are you able to convince the council

even more? What can you add in this
sentence to make your point really
strong? Have you got a clear
introduction, supporting evidence and
restated your argument?

(4-5 MIN
CONSULTATION
PER GROUP)

Groups who have had their consultations with the teacher will begin typing up their final copy using Microsoft
Word. Once completed the students will designate speaking parts and begin rehearsing.

RESOURCES:

Computers with Microsoft Word program

Teacher checklist

ASSESSMENT OPPORTUNITIES:
Formative: teacher to use checklist to check for student understanding and progression during consultations

EVALUATION & REFLECTION:

Have the students correctly followed the structure of persuasive writing and used appropriate language features? Are the students ready to start filming next lesson? Do I
need to do anything before filming commences? Do students understand why we are filming rather than just sending the letters? How much experience do the students
have with using iPads/filming application?

LESSON 4
LEARNING GOAL:
Students understand and apply their knowledge of using an iPad and video recording application and begin filming their videos.

TEACHING SEQUENCE:
TIME

TEACHING & LEARNING:

QUESTIONING

5 MINS

Through direct instruction the teacher explicitly demonstrates how to record videos using an iPad. A flow chart of the
steps to recording a video will be written on a chart (opening application, recording, replaying videos, deleting videos).

10 MINS

In pairs the students practice filming their speaking parts in the classroom.

Hands up who has used an iPad

before and knows how to record
a video of an iPad.

5 MINS

The class comes together and teacher goes over the safety requirements before walking over to the Shire Hall (across
the road) to start filming. Teacher tells students to think of where they would specifically like to film. Teacher reminds
students to speak with loud & expressive voices, try to avoid windy areas, and to keep a distance from other groups for
noise purposes.

40 MINS

The teacher, teacher aid, 2 parent helpers and class walks to the Shire Hall. In pairs the students find a location they
wish to record their video. Students film their videos (each speaker to talk equally throughout video). Assistors to help
each group if needed. Students watch over their video and check for sound quality and other improvements that may
be needed.
Once completed, class walks back to school. Teacher collects iPads to later upload onto the computers. Teacher
explains next lesson students will be adding effects to their video.

5 MINS

RESOURCES:
iPads (1 between each group)

Students published persuasive writing pieces

Flow chart

Teacher aide and 2 parents helpers

What must we remember when

recording our videos?

ASSESSMENT OPPORTUNITIES:
Teacher observes students capability and skill level with using the iPads and video recording application. Teacher and assistors to view all videos before walking back to the
classroom.

EVALUATION & REFLECTION:

Can you clearly hear all students speaking throughout videos or do some need to re-record? Have the students used expressive & emotive language or talked in a mono-tone
voice? Are the students will engaged/passionate about trying to save the Hall or do we need to revisit the purpose?

LESSON 5
LEARNING GOAL:
Students are able to successfully follow directions and add specific animations to their video using Windows MovieMaker.

TEACHING SEQUENCE:
TIME
2 MINS
30 MINS

TEACHING & LEARNING:

QUESTIONING

The teacher explains that students will begin putting their video together on MovieMaker (videos already uploaded onto
computers)
Through direct instruction the teacher models creating a title page for the beginning of the video. Teacher will demonstrate the
following steps as students follow along:
create a folder to save pictures into
search for 1 picture of the Shire Hall on Google
save chosen picture into the created folder
adding chosen picture to MovieMaker
adding in a caption over the top of the picture (Save Surat Shire Hall- or something similar)
changing the colour of the caption (if needed)
editing timing of the picture (change to 5 seconds)
add transition and/or pan & zoom
Once completed, students will review their completed title page. Teacher to walk around the room checking videos and assisting
when needed.

Who has heard of

MovieMaker before?
Has anyone ever
used it?
Why do we think its
important to add
these features into
our videos?

RESOURCES:
Computers (in computer lab)

Projector

Access to internet (Google images)

ASSESSMENT OPPORTUNITIES:
Formative: check student understanding when adding animations to video

EVALUATION & REFLECTION:

Can the students successfully following along and add the animations to their videos? Are the students ready to add a transition and credit then be ready to submit their
assessment? Have the students understood the purpose of adding animations (making it stand out not just to be fancy)

LESSON 6
LEARNING GOAL:
Students have successfully added all animations to their video and are ready to submit for assessment.
TEACHING SEQUENCE:
TIME
2 MINS
10 MINS

15 MINS

30 MINS

TEACHING & LEARNING:

Students review their video and check for any errors.
Teacher explicitly demonstrates how to :
create a credit at the end of the video
add transitions between the title page, two speakers, and the end credits
Students watch their videos from start to finish. Once completed, students email finalised video to teacher ready for
assessment.

QUESTIONING
What is the purpose of
adding a transition
between you and your
partner speaking?
Why must we add our
names at the end of the
credits?

Wrap up:
Some groups to volunteer showing their completed video to the class. Students and teacher to provide positive
encouragement and feedback after viewing videos. Class discusses what they have learned and revisits the importance of
writing persuasively and using ICT.

RESOURCES:

Computers (in computer lab)

Projector

ASSESSMENT OPPORTUNITIES:
Formative: check for student understanding of adding transitions and credit
Summative: students to submit their assessment via email

EVALUATION & REFLECTION:

What have the students learned? Did they understand the purpose of making the videos? What worked well in this unit? What would I have done differently?