LianaPavlidis

S00153465
EDLALiteracyUnitPlanner
Topic:ChoresandPunishment:
Episode11(1908):Evelyn

YearLevel:5

GRAMMARFOCUS:(levels)

Texttype
andmode

Listenedto

Spoken

Read

Persuasive
text

1.Wholetextstructureofapersuasivetext
(letter:
introduction
paragraph1:mainidea
paragraph2:mainidea
conclusion

Languagefeaturesforthetexttype:
1.
2.
3.

Anintroductionthathasanintriguingopening
line.
Aboldconcludingstatement.
Emotivelanguageandrhetoricalquestions

CONTEXT:Overviewofseriesoflessonsand
backgroundinformation

Explorethedifferencesinchoresandother
stereotypicalactionsandactivitiesfromthe
1900s,focussingonEvelynsexperienceswithin
thevideo.

Wewillbelearninghowtowriteapersuasive
pieceofwriting(aletter),imaginingthatwearea
youngchildbackinthe1900sthatwants
equalityforbothboysandgirls.

Term:3Weeks:4

Date:23/6/15

Written

Viewed

Produced

StepsinTeachingandLearningCycle:(adaptedDerewianka,1990/2007)
1. Buildingtopicknowledge
2. Buildingtextknowledge/Modelthegenre
3. Guidedactivitiestodevelopvocabularyandtextknowledge
4. Jointconstructionoftext
5. Independentconstructionoftext
6. Reflectingonlanguagechoices
FrequentlyusedLiteracyInstructionalStrategies:
GradualReleaseofResponsibilityModel
LanguageExperienceApproach(R/W) PictureChat
Readto
SharedR/W
GuidedR/W

Modelled
writing
Interactivewriting
IndependentR/W
LiteratureCirclesReciprocalTeaching
Minilesson
Rovingconferences
Teachingtechniques:
ThinkAloud,Textanalysis,Clozeexercises,
Notetaking
,
GraphicOrganisers:

Tchart,
Ychart
Venndiagram
,Datagrid,Sunshinewheel,KWLchart,Flowchart,Story
map,templatesfortexttypesforplanning,

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Preassessmentofstudentsskillsand
knowledge:
Standardizedtestsforreading/writing/NAPLAN
ProfileofDataProgressionofReading
Development
Conferences/interviews
Studentwrittenworksamples
Selfassessments
LiteracyLearningintention:
Wearelearningto
successfullycompleteapersuasive
letterusingrhetoricalquestionsand
emotivelanguage
beabletodifferentiatebetweenthe
rolesofgendersinearly1900s

Learningbehaviours:
Ineedto...
expandonideas
includeemotiveandrhetoricallanguage

Successcriteria:
IknowImdoingwellifI
can
writeapersuasiveletter,whichincludes
feelingsandemotionsofsomeonethat
wouldbelivinginearly1900s.

Fourresourcemodel(Freebody&Luke,1990/1999):
CodeBreakerTextParticipant/MeaningMakerText
UserTextAnalyst
ComprehensionStrategies:
PredictingVisualisingMakingconnectionsQuestioningInferring
Determining
importantideas

SummarisingFindingevidenceinthetextUnderstandingnewvocabulary
Synthesising
ComparingandcontrastingParaphrasingRecognisingcauseandeffectSkimmingandscanningFivesemiotic
systems:linguistics,visual,auditory,spatial,gestural.
Questiontypes:

selfquestioning
3levels(literal,inferential,evaluative)QAR
ThinkingRoutines:
See,Think,Wonder
Headlines+1,Threewordsummary,
5VIPs
,GiveOne,GetOne

Topicspecificvocabularyfortheunitof Resources:
AustralianChildrensTelevisionFoundation.Choresandpunishment[Episode11|1908:Evelyn].
work:
Introduction,Conclusion,rhetoricalquestions,
emotivelanguage,repetition.
Analysing
Checking
Classifying
Cooperating

Estimating
Explaining
Generalising
Hypothesisin

Listening
Locating
information
Makingchoices

Retrievedfrom
http://www.myplace.edu.au/teaching_activities/1908/3/chores_and_punishment.html?idSubtheme=3372

Performing
Persuading
Planning
Predicting

Reading
Recognisingbias
Reflecting
Reporting

Seeingpatterns
Selectinginformation
Selfassessing
Sharingideas

Testing
Viewing
Visuallyrepresenting
Workingindependently

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Considering
options
Designing
Elaborating

g
Inferring
Interpreting
Justifying

Notetaking
Observing
Orderingevents
Organising

Presenting
Providingfeedback
Questioning

Responding
Restating
Revising

Summarising
Synthesising

Workingtoatimetable

TEACHING&LEARNING
CYCLE
(IdentifystepintheT&L
cycleandtheliteracylearning
intentionorsessionsfocus)

Wearelearningto...

WHOLECLASS
HookorTuningIn
(Identifyastrategyoratoolto
helpactivatepriorknowledge
and/ortointroducethetopic.)

MINILESSON
(Explicitlymodeltheuseofa
newstrategyoratooltoassist
with
theliteracylearning
intention
orfocusofthesession
andtopreparestudentsfor
successfulcompletionoftheset
task.ReferencetoWingJan
includepagedetails)

INDEPENDENT
LEARNING
(Extendedopportunityforstudents
toworkinpairs,smallgroupsor
individuallyonasettask.Timefor
teachertoprobestudentsthinking
orworkwithasmallgroupforpart
ofthetime.ReferencetoWingJan
includepagedetails)

SHARETIMEAND
TEACHERSUMMARY
(Focussedteacherquestions
andsummarytodrawoutthe
knowledge,skillsandprocesses
usedinthesession)
Linkbacktoliteracylearning
intentionandkeypointsof
effectivereading/writing,
speaking,listeningandviewing.

ASSESSMENT

STRATEGIES
(shouldrelateto
literacylearning
intention
orfocusofthesession.
Includeshow&whatyouwilluseto
makeajudgmentonstudents
attempt/work)
Successcriteriawrittenforstudents
toknowwhattheminimum
expectationis.

1.Buildingtopic
knowledge

Wearelearningto
identifykeydifferences
betweenEvelynand
herbrother(boysand
girls)fromthevideoin
the1900s

InstructionalStrategy:
InteractiveWriting.
Thetuninginwillfocus
ontakingturns(teacher
thenstudents)onwriting
informationandideas
ontotheboard.

FocusQuestion:Whatdo
youthinkwasdifferent
betweengirlsandboys
backthenduringthe
1900safterwatchingthat
clipofEvelyn?

InstructionalStrategy:
Interactivewriting(same
asprevious)

ThinkingTool/Routine:
See,thinkandwonder.
Afterwatchingthevideo,
theyaretothinkabout
whattheysawinorderto
facilitateadiscussion.

Inpairsatstudenttables,
studentsaretocompletea
venndiagramon
differencesbetweenboys
andgirlsfromthevideo.
Theyarethentotalk
amongstanotherpairat
theirtableandsharetheir
answers/havea
discussion.
Smallgroup:Guided
writing.watchthevideo
andwritedownwhatthey
arenoticingbetween
siblings.
FQ:Arethereany
differencesbetweenthem?

Focussedteacher
questions:

Whathavewelearntin
thislessonaboutgender
stereotypesinthe
1900s?

Howdidyoucometo
thoseconclusions?

Tomakejudgementsonthis,
aclassdiscussionistotake
place.

Thiswillassesswhether
studentshaveunderstood
someofthestereotypesand
differencesbetweengenders
intheearly1900s

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Wearelearningto
Becomefamiliarwith
differencesbetween
centuries.

Minilessonsummary:

Studentsaretowritethedifferencesbetweentheearly1900sandtheyear2015.Whatcomestomind?Whatarethe

2.Buildingtext
knowledge/Modelthe
genre.

Instructionalstrategy:
Modelledwriting.The
teachersshowsand
explainsallthenecessary
elementsandfeaturesof
apersuasiveletter(use
ofrepetitionand
rhetoricalquestionsto
backupfactsand
opinions)andtheireffect.
Teachermodelsa
persuasiveintroduction.

Wearelearningto:
Understandwhatis
requiredinan
informationreport,and
writeabriefintroduction
forthetopicGender
stereotypesinthe
1900s.

Wearelearningto
understandfeatures
andvocabularyneeded
forapersuasiveletter.
Buildingtext
knowledge/Modelthe
genre.

3.Guidedactivitiesto

developvocabularyor

obviousdifferences?
Studentsarethentoanswerthesebriefquestions(theywillbeonthewhiteboard):Whathaschanged?Dofemalesnowhaveachanceof
education?Howwouldyoufeelifyouwereforcedtostayathomeandhelpcleanthehouseandcookthefood?Howdoyouthinktheboysfelt,
beingabletohavemorefreedom?
Instructionalstrategy:
Independentwriting.
Studentsaretostart
writingtheirown
introductionsfora
persuasiveletter,saying
whytheyarewritingand
whattheybelieveand
whotheyarewritingto
(couldbeparentsora
schooltoletthegirlsbe
educated).

Studentsareindividually
writingandeditingtheir
ownintroduction.

Smallteachinggroup:
Thinkaloud.Studentsare
togoaroundinthecircle
andmentionwhatthey
knowaboutgender
stereotypes,inorderto
decidewhatgoesintothe
introductionasagroup.
Theydecideasagroup
whotheywillbewritingto.

Whatdoyouthinkanthe
aimofanintroductionin
apersuasivepieceof
writing?

Whyisanintroductionso
important?

Whatinformationabout
genderrolesand
stereotypeswillwe
include?

Tobeabletoseewhether
studentshavemettheWALT
forthislesson,theteacheris
towalkaroundtheroom,
observingandlookingattheir
introductionfortheir
persuasiveletter.

Minilessonsummary:

Studentsaretocompleteacrossword,whichwillhavethemissingwordsofvocabularythatisrequiredwithina

persuasiveletter(wordsincluderhetorical,emotive,repetitionetc).Studentswillthenberequiredtousethosewordstocreatesentences
showingtheirunderstanding.Thiswillhelpseewherestudentsareatandiftheyarereadytocompleteapersuasiveletter(iftheyunderstand
requiredfeatures).

Minilessonsummary:

Thislessonfocussedonreadingexamplesofpersuasivetexts(handouts)tounderstandwhatisrequired.Group

discussiononthefloortotakeplace(teacherguideswithquestions:Whatareyougoingtoinclude?Inwhatsectionwouldthatgoin?Howwould
yougetyourpointacrossmosteffectively?(VanVleet,2012))Studentsaretonotetakeduringtheclassdiscussion,andthengobackand
quicklymakeanychangestotheintroductiontheycompletedpreviously.
Todetermineprior
knowledge,aconcept
mapistobedoneonthe

Studentsaretodotpoint
importantfactsand
emotionsthattheyare

Inasmallgroup,replaythe
videoofEvelynand
dotpointthingswecan

Whatareimportant
thingstoincludeina
letter?

Studentsdotpointsare
realisticandcanbe
extended.

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specificlanguage
feature
Studentswillbeableto
worktogetherwiththe
teacher(teacher
assists)inordertodraft
theirletter,usingtheir
languagefeatures.

board,sayingallstudents
knowaboutpersuasive
textsandgenderroles
andstereotypes.

FQ:Whatelsehavewe
learntsofar?
Howmanyemotivewords
canwecomeupwith?

feeling(beingayoung
uneducatedgirlinthe
early1900s).Theyare
thendodecidewhich
paragraphtoplacethem
in.

FQ:Whatemotive
languageandrhetorical
questionsmayyou
consideraskingthe
personyouarewritinga
letterto?

considertobefactsabout
theearly1900sand
genderstereotypes.

Howcanweconveyour
emotionsinourletter?

Whatpersuasivewords
aremosteffective?

Whatfactsareyougoing
toincludeabouttheearly
1900sfromthevideowe
watchedinthefirst
lesson?

Studentshavethoughtabout
emotivelanguagetheycan
usetohelpextendtheirfacts
andopinions.

4.Jointconstructionof
text.

Studentswillbeableto
findevidenceto
supporttheirdotpoints,
usinginformationon
theinternet,andother
possiblebooks.

Studentsaretovolunteer
toreadtheirintroduction
totheclass,aswellas
someofthedotpoints
theyaregoingtofocus
theirparagraphson.
Teacherandtherestof
thestudentstocomment
onwhatworkedwell.

TChart:Studentsareto
haveonecolumn
focussingontheirdot
points(mainideas)and
theothercolumn
dedicatedtothe
languageandfeatures
theywillusetobackup
theirdotpoints.Thiswill
serveasthedraftoftheir
persuasiveletter.

Studentsareabletosearch
theinternetandfind
personalaccountsof
peoplewholivedinthe
1900sandfindoutwhatit
waslike.Theyareableto
includetheirthoughtsand
feelingsinordertotry
maketheirletterconvincing
andmoreauthentic.

Thesequestionswillbe
focussedonstudents
whohasbeenstruggling
withcomingupwith
persuasivelanguageand
pointstogettheiropinion
andviewsacross.
Exampleswillbedone
withtheteacher.
FQ:HowelsecouldIsay
this?

Studentshaveusedother
sourcestogatherinformation
thatcanbeusedwithintheir
letters.

Needtohaveusedatleast2
differentsources(apartfrom
thevideo)

5.Independent

Studentsaretoengagein
aclassdiscussionabout
whatworkswell.Look
throughprovided
exampleswiththe
teacheronfloor,pointing
outeffectpersuasive

Studentsareableto
swaptheirworkwitha
partner,inordertogain
moreinsightsandideas
thattheymaypreviously
nothavehad.Itisalsoa
chancetoclearup
misconceptions.

Studentsaretoworkon
theirpersuasiveletters,
usingrhetoricalquestions,
andemotivelanguageto
backupfactstheyhave
foundthroughthevideo
andotherpossible
resources.

Todrawoutknowledge:
Howcanwefurther
provethispointand
makethereaderfeel
youremotion?

Howelsecanyoumake
thereaderfeel

Assessing:
Studentsspellingand
grammariscorrect.

Theyhaveusedboth
rhetoricalquestions,aswell
asemotivelanguageinorder
tobackuptheirfacts.

constructionoftext
Wearelearningto
writeaneffectiveand
interestingpersuasive
lettertoapersonofour

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choice,using
techniquesandhowthey
persuasivetechniques. gottheirpointacross.
FQ:Whatdidtheydo
Readeffectively,
well?
perfectingouroracy
skills.

Independent
constructionoftext:
Completingour
persuasiveletter.

Independent

constructionoftext:
Completingour
persuasiveletter.
Independent
constructionoftext:

Perfectingouroracy
skills

Comprehensionstrategy:
Understandingnewideas
(theirfriendsmayhave
thoughtorfoundout
somethingthatmaybe
usefulintheirownletters.

Studentscanreadwhat
angry/sad/happyetc?
theyhavewrittentotheir
Aretheresimilarand
friendinordertoperfect
moreeffectivewords?
theiroracyskills,andread
itwithexpressionthewaya
goodexperiencedreader
would.
Smallgroup:
lettersareworkedonwith
theteachermonitoringtheir
actionsandprogress,
repeatedlyasking
questionsforclarification.

Minilessonsummary:
Studentsaretocontinueworkingontheirpersuasiveletter,keepinginmindpersuasivetechniquesandlanguagethat
enablesareactionfromreaders.Studentsareabletoasktheirpeersforhelpifconfused,ortogethelpfromtheteacher.Theyareabletouse
resourcesaroundtheroom,aswellaspastresourcesfrompreviousclasses(notesfromthevideoaswellasconceptmapsandadditional
notes).

Minilessonsummary:

Inthisminilesson,studentsareabletohelpedittheirfriendspersuasiveletter,totryandpickuponmistakesorareas
forimprovement.Studentswillfeelmorecomfortable,astheyarearoundthesamelearningstageinregardstopersuasivewriting.Itwillalso
givethestudentaclearhead,incasetheyhavemissedanyvaluableorimportantfactorstoincludewithinaletter.

MiniLessonsummary:
Thisisthelastlessononpersuasivewritingforthestudentsletter.Studentsaretofinishcompletingtheirletter,making
sureithasbeeneditedandreadbyoneoftheirfriends.
Studentsarethen(onebyone)toreadtheirletterouttotheclass(thiscanbedoneover2minilessonssothateachchildisheard).Effective
readingisassessedintheselessons.