Kneale_J_17141679_EDP323_Unit of Work Plan

Backward Design - UNIT PLAN

Title: Persuasion in Action
Year Level: 6
Focus Curriculum Area (s): Literacy and ITC

Teacher: Jessica Kneale

Duration: 3 Weeks

STAGE 1: Curriculum Links

General
Capabilities
(GC)
Crosscurriculum
Priorities (CCP)
Year Six
Content
Descriptor

Literacy
Ethical Behaviour
Aboriginal and TSI
Histories and
Culture

Numeracy
Personal and
Social
Asia and
Australias
Engagement
with Asia

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 (Australian Curriculum,
Assessment and Reporting Authority
[ACARA], 2016a, para. 1).

Critical and
Creative Thinking

ICT
Intercultural Understanding
Sustainability

Year Level
Achievem
ent
Standards

read, view, interpret and evaluate

written and multimodal
texts designed to persuade

write persuasive texts

develop an understanding of how

context, purpose and audience
influence texts
communicate with peers/teachers
from other classes, community
members, in a range of face-to-face
and online/virtual environments
(ACARA, 2016b).

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Kneale_J_17141679_EDP323_Unit of Work Plan

Knowledge
Know and recognise different persuasive
techniques used by an author/creator to
make persuasive texts effective.
Understand how persuasive language and
techniques can position the reader to
agree with the author.

Skills
Identify and analyse persuasive strategies used by the
author/creator to make a valid argument.
Construct an effective persuasive text using persuasive codes and
conventions.
Identify the audience and purpose of the persuasive text.
Experiment with animation to add another dimension to a
persuasive argument.
Take notes which are effective for supporting learning and
understanding about persuasive texts.

LEARNING OUTCOMES (LO)

Students will be able to......
1. Understand how written and multimodal texts persuade the reader/viewer using rhetoric questioning, imagery,
juxtaposition, modal verbs, statistics/data and susceptibility exploitation.
2. Use persuasive and descriptive vocabulary and persuasive techniques to create a persuasive text for a specific
audience, arguing a sustainability idea.
3. To create a simple animation which adds to the imagery used in their persuasive text.
4. To critically analyse different techniques used in persuasive writing/animations to persuade readers/viewers.
5. Practice growing ideas, making a claim, collecting and organising evidence and setting out the evidence in a
logical format for the audience.
6. Publish a persuasive text which is well structured and connected to the sustainability idea/claim.

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: The summative assessment will be a persuasive text arguing for a waste-wise change in the
students school or home. The final written and multi-modal persuasive texts will be due at the end of the unit of work
along with all drafts and the Interactive Notebook. The students are expected to create three persuasive texts which
argue for a waste-wise (sustainability) change to their school or home and an Interactive Notebook. Two texts will be in
written form and one text is to be an animation.
Students ability to target an audience will also be formatively assessed at this stage. The second text and animation
will be in response to a school/parent reply and will allow students to put feedback into action.
Assessment Criteria:
1. Take notes which help create meaning.
2. Develop ideas, make a claim and support the claim through the collection of evidence
3. Write a persuasive text using persuasive devices and vocabulary in a well-structured format which considers the
audience.
4. Take on and use feedback to improve when writing a second persuasive text.
5. Explore with multi-modal persuasive techniques to create an animation which enhances an argument.
6. Recognise persuasive devices and vocabulary in others and their own persuasive texts.
Assessment recording: Observational notes will be made continuously throughout the unit of work. Student
reflections and self/peer assessments will be assessed for their ability to analyse persuasive texts as well as each
students ability to respond to feedback in order to improve their persuasive text. All three texts (two written and one
animation) will be used to assess students against the Final Rubric (Appendix A).
To succinctly keep track of student achievement throughout the learning process in the Unit of Work a Spreadsheet will
be used to mark when LOs are met (Appendix F).
Feedback: Students will be given verbal and written feedback throughout the Unit of Work. The task is one of
progression and aims at using assessment as learning with formative assessment and self/peer-assessment embedded
in the learning experiences.
The Interactive Notebook will include short reflections and understandings the students have in relation to persuasive
writing techniques. This will be completed individually. However, students may support each other by sharing their

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ideas and understandings in their own words. Feedback will be provided in verbal form as students add to their
Interactive Notebooks. The first persuasive text attempt will be an assessment of each students ability to use
persuasive devices introduced in their notebooks. Teacher feedback will be provided using the assessment rubric at
this stage. The first text written will also initiate the debate. This text will assess students initial understanding of
and ability to use persuasive text conventions including rhetoric questioning, imagery, juxtaposition, modal verbs and
susceptibility exploitation. Verbal feedback will be regularly provided throughout the planning, drafting and editing of
all texts.
Self-assessment: Students will mark their work against a simple rubric twice (See Appendix B). Once after having
received peer-feedback on their first writing piece and again after completing their final draft. Students will identify
an aspect of persuasive writing they did well and an aspect they need to improve on in a final comment. Students
will provide reasoning and comment on the effectiveness of persuasive animation techniques they employed.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
Learning Experiences
1

Introduce the Assessment and Rubric: Explain the tasks,

allow for questions.
Watch Video: https://www.youtube.com/watch?
v=jfR6oAIgKUQ
(Chipotle Mexican Grill, 2013)
Create: Interactive notebook with notes for use as a
guide when analysing/writing/creating.
Group task: Read, highlight and label parts of the
persuasive text which use persuasive devices.
(LO: 1, 2, 4, 5)

This learning experience will begin with guide planning

of the text including defining a claim (waste-wise
related). Eg/ If the school had separate bins for different
waste then the waste-wise committee would be better

Assessment For/As Learning

(Formative Assessment)
Assessment for learning:
Assessing the level of
understanding students have
regarding persuasive devices in
the Interactive Notebooks and
when analysing a persuasive text.
Provide feedback on students
examples in the interactive
notebooks.
Assessment as learning:
Assessing the use of persuasive
devices in a text.
Assessment as learning: Students
will assess their partners claim.
This will aid students in
understanding the requirements

Resources
Assessment package with
tasks and rubric/s, selfassessment rubric and peerfeedback form.
Interactive notebook
cut/pastes and notebooks.
Smart Board and internet
access.
Photocopies of a persuasive
text.
Laptops for student research.
Graphic organisers.

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able to reduce waste going to landfill, reuse waste and

recycle.
Students will pair together to share their claims and
provide feedback to each other using the simple ticksheet (Appendix C).

Students will then begin drafting a persuasive text using

the persuasive text planner and Interactive Notebook.
(LO: 1, 2, 4, 5, 6)
To start the lesson, the students will revisit the
assessment rubric and persuasive devices. Students will
share their examples and understandings written in
their interactive notebooks with their group and add to
their notes as others in the group share their thoughts
(One device per person).

of a claim in a persuasive text.

Planning sheets.

Assessment for learning: Teacher

feedback on claims and planning
to support students when writing
their drafts.

Assessment for learning:

misconceptions/poor
understandings evidenced in
students notes can be addressed
at this stage.

Interactive notebooks.
Self-assessment sheets.
Research sheets. Appendix D.

As learning: Self-assessment.

Students will also be encouraged to source, collect and

reference data, information and statistics which support
their claim. Students may also create their own analysis
of waste in the school which was conducted in a wasteaudit (Maths/Computing).

For learning: Students work will be

sent home with a letter to parents
asking for a response (Appendix
E).

Write, edit and publish persuasive text. Feedback will be

provided and self-assessments will be conducted before
students publish their text (Appendix B).
(LO: 1, 2, 4, 5, 6)
Read parents/schools response, self/peerassess/feedback and plan/write and review final draft.
Students will be asked to highlight aspects of the
response text which could be addressed in their final
persuasive text or illustrated in the animation.
Final draft to be revised and published.
Students do not necessarily need to rewrite their entire
persuasive argument again.

Assessment as Learning: Selfassessments after reading

parent/schools response which
may provide areas in the
argument which could be
improved/built on.
Assessment for learning: Verbal
feedback provided on highlighted

Laptops for research and

publishing.

Parent/school responses.

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Kneale_J_17141679_EDP323_Unit of Work Plan

(LO: 1, 2, 4, 5)
5

Introduce the Scarecrow animation: Explain how the

purpose of this animation is to convince people to think
carefully about food choices. Ask student to reflect on
how the author made their argument (Claiming what
was wrong, showing a perspective, showing a solution,
juxtaposition of Natural sign and the chicken being
injected could be put into interactive notebook)
https://www.youtube.com/watch?v=lUtnas5ScSE
(Students' Doggone Good Movies, 2011).
Add to Interactive Notebook visual supports, structure
of text, juxtaposition.
Design and create a simple animation to support the
persuasive text.
(LO: 1, 2, 3, 6)
Finishing off animation and describing to a partner how
the animation supports the persuasive text and uses
techniques to appeal to the audience before writing a
short reflection on the success of their animation to
meet the criteria by using specifically selected
persuasive devices.

areas to address in final draft.

Mid-assessment rubric completed.
As/For Learning: Peer-reviews of
animation.

Laptops, Microsoft
PowerPoint.

For/ Animation review and

interactive notebooks. Feedback
provided.

Planning sheets.

As: Students will provide

reasoning for techniques they
employed in their animation and
comment on the effectiveness of
persuasive animation. This will be
included as a reflection in the
Interactive Notebook.

Laptops, Microsoft
PowerPoint.

Interactive Notebooks.

Planning sheets.
Interactive Notebooks.

(LO: 1, 2, 3, 4, 6)

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Appendix A- Summative Rubric

Criteria

Exceeded

Target Met

Target
Met/Progressing

Audience

Excellent capacity to
engage
and
persuade the reader.

Good capacity to
engage and persuade
the reader.

Fair capacity to
engage and persuade
the reader.

Text
Structure

The introduction,
body and conclusion
are effectively
organised.
Ideas to support
persuasive
arguments are
relevant and well
elaborated on.
Excellent reference
to appropriate data
or information.
Strong use of
persuasive devices
used to enhance the
writers position and

The introduction, body

and conclusion are
well organised.

The introduction,
body and conclusion
are satisfactorily
organised.
Ideas to support
persuasive
arguments are partly
relevant and need to
be elaborated on.
Some reference to
mostly appropriate
data or information.
Fair of persuasive
devices used to
enhance the writers
position and

Ideas

Persuasiv
e Devices

Ideas to support
persuasive arguments
are mostly relevant
and elaborated on.
Good reference to
appropriate data or
information.
Good use of
persuasive devices
used to enhance the
writers position and

Target Not Met

LO
s
1,2
,4,
5,6

Weak attempt to
engage and
persuade the
reader.
Little or no
organisation.

2,6

Ideas to support
persuasive
argument lack
relevance and
elaboration. Little
or no reference to
appropriate data or
information.
Little or no use of
persuasive devices
used to enhance the
writers position and

1,2
,5,
6

1,2
,6

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persuade the
audience.

persuade the
audience.

persuade the
audience.

persuade the
audience.

Excellent range of
modality vocabulary
used throughout
text.
Writing shows
continuity of ideas
and all sections of
text are well linked.
Argument very well
developed.

Good range of
modality vocabulary
used throughout text.

Fair range of
modality vocabulary
used at some points
in the text.
Writing shows some
ideas and all sections
of text are linked.
Argument developed
through text.

1,2
,6

Editing

All or most words

spelled correctly and
punctuation
expresses precise
meaning.

Some sentences
correctly punctuated
from beginning to
end. Errors in
common words.

Animation

Animation
significantly adds to
the persuasive
argument.
Several multi-modal
persuasive devices
effectively used and
reflected upon.
Reflection
excellently
demonstrates a
conscious selection
of persuasive
conventions.

Some words spelled

incorrectly and
punctuation mostly
expresses precise
meaning. Meaning is
not hindered
Animation adds to the
persuasive argument.
Some multi-modal
persuasive devices
effectively used and
reflected upon.

Little or no use of
modality vocabulary
used throughout the
text.
Lack of meaning
conveyed as links to
ideas are not made.
No evidence of
argument being
developed through
text.
Major Spelling
errors which change
the meaning of the
text. One or two
correct sentence
markers evident.
Little or no link to
persuasive
argument. No multimodal devices used.

Reflection
demonstrates a
conscious selection of
persuasive
conventions.

Reflection
demonstrates some
conscious selection of
some persuasive
conventions.

Reflection does not

demonstrate a
conscious selection
of persuasive
conventions.

1,4

Vocabular
y
-Modality
Cohesion

Animation
Reflection

Writing shows most

ideas and sections of
text are well linked.
Argument well
developed.

Animation has some

link to the persuasive
argument. Some
multi-modal
persuasive device
used and reflected
upon.

2,6

2,4
,5,
6

2,3
,5,
6

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Interactiv
e
Notebook

Interactive Notebook
includes all
persuasive devices
covered and
students own
accurate
understandings/
examples.

Interactive Notebook
includes all persuasive
devices covered and
most have students
own understandings/
examples. Mostly
accurate
understanding/
examples.

Self/Peer
Reflection
s

Demonstrated deep
analysis of
persuasive devices.

Demonstrated good
analysis of persuasive
devices.

Interactive Notebook
includes almost all
persuasive devices
covered and some
have students own
understandings/
examples. Some
inaccuracies in
understanding/
examples.
Demonstrated some
analysis of
persuasive devices.

Notebook
incomplete and
little or no additions
of students
understandings/
examples.
Significant
misconception in
examples and
understandings.
Demonstrated no
analysis of
persuasive devices.

1,4
,5

1,
4

Comments:

Appendix B Student-self/Peer Rubric 1 (no animation) and 2 (animation)

Rubric 1
Audience

Criteria

Tick and/or comment

Used at least 3 strategies to

engage and persuade the
reader.

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Text
Structure

The introduction, body and

conclusion are effectively
organised.

Ideas

Ideas to support persuasive

arguments are relevant and
well elaborated on. Reference
to data or information.
Strong use of persuasive
devices used to enhance the
writers position and persuade
the audience.
Excellent range of modality
vocabulary used throughout
text.
Writing shows continuity of
ideas and all sections of text
are well linked. Argument
very well developed.
All or most words spelled
correctly and punctuation
expresses precise meaning.

Persuasive
Devices
Vocabulary
-Modality
Cohesion

Editing

Interactive
Notebook

Rubric 2
Audience

Interactive Notebook includes

all persuasive devices covered
and students own accurate
understandings/ examples.

Criteria

Tick and/or comment

Used at least 3 strategies to

engage and persuade the
reader.

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Text
Structure
Ideas

Persuasive
Devices
Vocabulary
-Modality
Cohesion

Editing

Animation

Animation
Reflection
Interactive
Notebook

The introduction, body and

conclusion are effectively
organised.
Ideas to support persuasive
arguments are relevant and
well elaborated on. Reference
to data or information.
Strong use of persuasive
devices used to enhance the
writers position and persuade
the audience.
Excellent range of modality
vocabulary used throughout
text.
Writing shows continuity of
ideas and all sections of text
are well linked. Argument
very well developed.
All or most words spelled
correctly and punctuation
expresses precise meaning.
Animation significantly adds
to the persuasive argument.
Several multi-modal
persuasive devices effectively
used and reflected upon.
Reflection excellently
demonstrates a conscious
selection of persuasive
conventions.
Interactive Notebook includes
all persuasive devices covered
and students own accurate
understandings/ examples.

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Appendix C Claim Tick-sheet

Yes/
No

Comment/Reason given

Is the claim
supporting a wastewise approach to
your home or school?
Can the audience
(Parent/School)
contribute to the
cause? How?
Appendix D Research Sheet

Source/Reference and Topic

Notes

Eg/ Smith, J. (2014). Big book of bats. Perth,

Australia: School Publisher.

Bats live...
Bats eat...
Bats are...

Topic: Information on bats.

Appendix E Letter to Parent/Guardian

Dear Parent/Guardian,
Please find your childs attached persuasive text which was planned, researched and written in class. Students
were asked to write a persuasive text which argues for a Waste-wise change to be made in their home or school. It
has been explained to all students that not all changes will be possible and you are under no obligation to meet the
demands of their persuasive text. However, it would be greatly appreciated if you could respond to your childs
writing by writing a letter which highlights areas of their persuasive text which you felt helped to persuade you as

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the audience. For example, if your child used statistics to back up a claim you may choose to comment on how the
statistics made you see their point of view. Similarly, you could also comment on any aspects of their writing which
did not help to persuade you. For instance, spelling mistakes or confusing layout.
Your response will not only support your child in seeing the real-impact of their writing but also provide valuable
feedback which they can use to produce their final assessment piece. The class will be reviewing their persuasive
texts on ___________________.
Should you have any questions, please email me at 17141679@student.curtin.edu.au.
Kind regards,
Ms. Jess Kneale

Appendix F Spreadsheet sample

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