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ENGLISH LITERATURE UNIT: (I.e. Reading and writing poetry)
Topic or Theme: Persuasive texts for debating!
Literature or text type/s: Documentary, articles, websites, videos.
The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating literature.
Relevant Achievement standard: (highlight most relevant parts)
Year 6 Curriculum Achievement Standard
By the end of Year 6, students understand how the use
of text structures can achieve particular effects. They analyse and
explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events.
Students compare and analyse information in different and complex
texts, explaining literal and implied meaning. They select and use
evidence from a text to explain their response to it. They listen to
discussions, clarifying content and challenging others’ ideas.
Students understand how language features and language patterns can
be used for emphasis. They show how specific details can be used to
support a point of view. They explain how their choices of language
features and images are used.
Students create detailed texts elaborating on key ideas for a range of
purposes and audiences. They make presentations and contribute
actively to class and group discussions, using a variety of strategies for
effect. They demonstrate an understanding of grammar and make
considered vocabulary choices to enhance cohesion and structure in
their writing. They use accurate spelling and punctuation for clarity and
make and explain editorial choices based on criteria.
Year level: 6/7
Year 7 Curriculum Achievement Standard
By the end of Year 7, students understand how text structures can
influence the complexity of a text and are dependent on audience,
purpose and context. They demonstrate understanding of how the
choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing
supporting evidence and implied meaning. They select specific details
from texts to develop their own response, recognising that texts reflect
different viewpoints. They listen for and explain different perspectives
in texts.
Students understand how the selection of a variety of language
features can influence an audience. They understand how to draw on
personal knowledge, textual analysis and other sources to express or
challenge a point of view. They create texts showing how language
features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes
and audiences. They make presentations and contribute actively to class
and group discussions, using language features to engage
the audience. When creating and editing texts they demonstrate
understanding of grammar, use a variety of more specialised
vocabulary and accurate spelling and punctuation.
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Learning intentions: (What do I want the students to be able to do, know or think at the end of these lessons? Use ‘Four resources model’ to think this through)

 Students draw prior knowledge to make new knowledge on texts by interpreting and recognising literary techniques (code breaker).

 Students know characters can be presented differently based on point of view. This enables them to express and debate their own ideas (text participant).

 Students understand the purpose of persuasive texts and why they use particular techniques to deliver a message. Students can then plan and make attempts to write a strong
and successful persuasive text of their own (text user).

 Students know how to effectively use information and facts to support their argument and influence the opinion of their audience (text analyst).

 Students can extract ideas and skills the author uses to explain how this affects the perceptions of its readers (text analyst).

Rationale

The intended learning is for students to develop
persuasive reading, writing, and speaking. And in
turn, will improve students’ understanding of the
genre, their ability to locate and apply persuasive
devices, and know strategies to find and
compare useful information that supports their
argument/point of view. This learning is central to
students’ schooling. Skills such as reasoning,
analysing, editing, and discussing are targeted in
persuasive texts (O’Neill 2012). In addition,
students will meet this genre frequently because
it is constantly assessed in English tests, and in
their tertiary studies overall.
Students come across issues daily and must
argue and give their opinion to get their way.
Through-out their schooling and life, students
would have studied and been confronted with
advertising, business, and politics (Simons, Jones
et al. 2017). They are often on the receiving end
of persuasive messages, but in this unit, it will be
the students’ turn to analyse, research, practice,
and voice their side and concerns. What already
exists in student’s world, for example, computer
games, fitness plans, family stories, or debates
will fuel their learning about persuasive texts and
The primary aim for year 6/7 students is to
perform at a satisfactory and above satisfactory
standard in Literacy to achieve a level of
proficiency. Students will develop fundamental
skills by identifying features and devices in
persuasive texts so that they make connections
between spoken and written language. They will
also create many types of persuasive texts to
analyse and explore topics that are of interest and
others that align with their level of learning. This is
important for students to progress into their final
year of primary school and those moving into high
school.
There are both formative and summative
assessment embedded in this unit. The teacher
has conducted observations, class discussions,
worksheets, teacher and peer feedback, and
asking questions. The summative assessment is
a debate that includes a rubric for students’ to be
marked on. From continuous assessment,
students will keep up to date with the demands of
task complexity, their thinking capacity (cognitive),
and their language and literacy ability. This will
drive students to attain learning outcomes and
goals.
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For students to become the best learners that they
can, the teacher must address differentiation through
their approaches and practices for their diverse
classroom. By taking into account students’
readiness, interest, and learning profiles, the unit will
be inviting, engaging, and enjoyable in order for
meaningfully learning to occur (Jonassen and Kim
2010). The unit’s activities have purpose to foster fun
and involvement by being different than common
writing and reading tasks (the debate, sticky notes
activity, and the documentary). By motivating and
supporting students to understand, appreciate, and
construct persuasive arguments and texts, they will
be more successful in their Literacy learning.
The teacher uses the Teaching and Learning
cycle to develop students’ persuasive skills,
knowledge and understanding. The teacher will
progress through the TLC to make sure that
students are identifying, scaffolding, then
constructing persuasive texts. Where
appropriate, the teacher will make opportunities
for students to discover about persuasive texts to
self-regulate their Literacy learning. However, the
teacher still will explicitly cover and model
information and skills (debating, persuasive
devices, and structure of persuasive text) that
are crucial for students to improve.
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WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing

Time Monday Tuesday Wednesday Thursday Friday

Mental Maths Mental Maths Health Mental Maths 6/7 Meeting

English English Health English Spelling Test

English English Fitness English Fitness

Recess Time
Maths Maths HASS Maths PE

Maths Maths HASS Maths PE

Word Work Word Work Buddies Visual Arts BTN

(spelling) (spelling)
Lunch Time

Success Time Japanese Science Visual Arts Library

Fitness Japanese Science Word work (spelling) Library

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SEQUENCING lessons
Unit General Capabilities
Week Flow Cross-curriculum Priorities
Lesson Summary Phase of learning
Curriculum Integration
(I.e. modelling/producing)
Lesson 1: Introduction Building the field- The Sustainability: students talk and discuss
1 1. The teacher will begin the lesson with an activity called “what really ticks you teacher assesses students’ issues that concern the environment.
▼
B off?”. Students will write in their English book 3 or 4 things that concern them. background knowledge and This can be local (the school- recycling,
U Students can focus on school, other people and their behaviours, or global skills via their responses in electricity, rubbish, transportation with
I issues, but it must be something that they can affect change with. tasks, discussions, and fossil fuels) or global (the world- climate
L
2. Activity continued. Afterwards, students will stand in two lines and share to the written work. This will set change, fossil fuels impact on the
D
other person their issue and why (2-3 minutes). Then with their following partner, the scene of the unit for the Earth, food production, the ocean
K they will have additional time (4-5 minutes) to exaggerate and add to their teacher to adjust lessons to biodiversity) for students to focus on
N argument. Students should share with at least 3 people to prepare and exercise be less or more and solve what action they can take
O
their understanding of how to strongly argue their position and invest emotion challenging. towards them.
W
L and experience on a topic. Through the activities, there
E 3. Cont. Students will then sit down and write for 10- 15 minutes in their books on is discussion and feedback
G what reasonings they said or continue to come up with. Students will also add on the learners’ Literary
E
why is the issue important and their personal experience/ story that is connected choices asking them how
to their topic (to give more context). This introduction lesson is more about that makes them effective.
↕ student’s quality of writing not quantity (it is better to have 1 very convincing and
strong point than 3 average points).
M
O 4. Students will share in groups of 5 what they had written with peer feedback
D provided. Peers can comment on what they liked and what they think could be
E improved. They will then decide whose persuasive text is the most compelling
L
and well-written to share with the class.
G 5. To finish up the lesson, the class will hold a mini discussion. 3 students will sit in-
R front of the class as a panel of speakers. The teacher will pose a question for the
O chosen students to answer and reply to. For example: Should we have smaller
U
classroom sizes? Should we have more food breaks in class? Is there more time
P
▼ for PE in school? Do you think we need more water fountains around the
I school? Students listening are able to ask appropriate questions to the whole
N panel or one of the students to be engaged. Students will also swap over to
D
participate if they are willing and want to.
I
V This activity is more-so an interview with aspects of persuasion where students
D must justify their reasons and think quick on their feet to convince their audience
U to trust what they are saying is true and reliable.
A
6. The teacher will document their written work for students to edit later in the unit.
L

Lesson 3: Building the field- Students Sustainability and Critical and Creative
3 1. Before students finish the last part of the documentary in this lesson, the teacher knowledge and Thinking- Generating ideas,
will ask students to share information on what happened in the documentary that understanding is enhanced possibilities, and actions.
they can remember (they were encouraged to take notes on events). through language rich - Students investigate the ecological
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“Who were some of the main characters in the documentary that you’ve seen so far?” experiences (the footprint of the school (finding what is of
“What were some conflicts?” documentary) so they make concern) and develop solutions to
“Were there any positive scenes?” meaning and are given address this issue (taking action).
“Where do we think the scenes are heading next?” context to about their
These questions can prompt students to display their interest and engagement of the film persuasive unit topic.
and put that knowledge towards critically thinking and formulate questions about what
they’ve seen. Independent construction:
students have independent
2. After the documentary (lesson 2 and part of lesson 3), students will have some writing time to reflect what
reflection and comprehension questions (appendix 1) to answer relating to how they know about and to
persuasion was identified in the film. critique the particular genre
The questions include: of the text (responses to
Whose voices are being heard? - (the views that were included). questions).
Did Eddie McGuire deserve to get let off easily? Why/ Why not?
What role did Gillion McLachlan (Chief Executive Officer of AFL) have in this story?
What does booing have on the spirit of AFL?
In your personal opinion, has the Indigenous round improved multiculturism in
AFL?
What are some key dates where racism was evident in AFL (think of Nicky
Winmar)? - iPad or computer use is available for this question.
Who is booing Adam Goodes?
Why do you think booing was only targeted towards Goodes? And what toll do you
think this had on him?
How do you think Australia should be handling Racism in AFL?
Do you think Adam Goodes should have retired early? Why/Why not?
What impact did Adam Goodes have on the game of Football?
How would you describe Adam Goode’s character? (Rude? Careless? A victim?)
What is your opinion of Adam Goodes after watching this documentary?
How does this documentary make you feel?
How does the game of AFL look today? Is racism still present? - iPad or computer
use is available for this question.
The highlights indicate the grouping of the questions that will be included on each sheet (1
with the green, 1 with blue, and 1 with pink for variability of answers from students). These
questions aim for students to draw and share their own input on a topic to offer and sell
their interpretation. The primary focus is on the interaction that the student makes
between them and then text (how they received what was being presented to them) rather
than exploring the author’s reasons (Seargeant, Hewings et al. 2018). Therefore, the
teacher would ask a question such as: “why do you think Adam Goodes should have kept
playing AFL?” in place of “why does the author think…?”. The students should still
explain the persuasive devices used that they could identify, but their answers are coming
from their own perspective lens. Therefore, in simple terms, students model their
understanding of the persuasive text “The Final Quarter” by examining what feelings and
reasons they have towards it, how they came to those conclusions, and to justify them.
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3. After students have completed their reflection worksheet, they will participate in a
concluding activity. The teacher will ask them questions such as:
- Did you have difficulty answering the questions in the worksheet after the
documentary?
- Do you think that the documentary helped towards learning about persuasive
texts?
- Do you now understand some techniques that persuasive texts use to engage
their audience?
Students must answer yes or no to these questions by standing on one side of the
classroom. The teacher will then ask students to explain further depending on where
they stand. This will assist the teacher in reflecting on their own pedagogy from the
student’s responses. If too many students found this to be difficult/ didn’t notice
persuasive devices, then in future lessons or the use of this unit again, the teacher will
adjust the content and activities to better match the learning of the students because
their interest, learning style, and readiness must be considered.

Lesson 4 Independent construction: Critical and creative thinking- Students

4 1. Students will be focusing on real-life issues that need their judgement and Students write a text and write a persuasive piece on a topic then
responses (action) to make a difference. Students receive sticky notes for each include content knowledge present it in a visual way (a poster, a
table group. On the sticky notes, students write down reasons as to why every from the current and PowerPoint, etc).
student in the school should have an iPad of their own. The students must write previous lessons to create
down convincing points to persuade the principal to consider this proposition. a persuasive text. Literacy- Students do the sticky notes
Students can use their own ideas of facts to emphasise their point (for example, collaborative activity as a points
each classroom uses over 100 pieces of paper each day for worksheets that Building the field: Students system. Every word, grammatical or
could be downloaded on the electronic device instead). collaboratively discuss text mistake they make costs them a
2. Once students have written down as many ideas and reasons that they can opinions and ideas together point. Points given out for quality and
(within the 5-10 minutes), then they will collaborate with their table group what to inquire the question in creativity.
they could come up with and then choose their best 3 reasons (if they have time mind. They summarise their
then continue elaborating and refining the 3 reasons). Share as a class information to share with
discussion on what is done proficiently and what could be improved. This is the whole class to learn
practice for students to orally speak in a formal/ proper and grammatically from each other.
correct way. This moves on to the teacher explaining that this is similar to the
structure of a persuasive text which is a title, opening statement, series of
arguments, and conclusion which will help students progress into the next
activity.
3. Students will craft their first attempt/ rough copy at an exposition article. The
students should focus on getting the correct sequencing and using formal
language in each part. As table groups, students will have the same topic to
write about. The have the choice on what side they would like to write for. The
topics are:
- Zoos are beneficial to animals.
- School hours should be longer.
- There should be junk food in the school cafeteria.
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- Children should be allowed to play video games.

- Homework should be banned.
- Australians are too concerned with sport.
After students have written as much as they can in 25 minutes, they will be split into
groups of 6 with 1 person for each of the topics. They have another 10-15 minutes to
share their work. Students should facilitate feedback on what their peer did well, what
they could improve, and if there are any elements of the structure missing.
Otherwise, another method the teacher can use for this activity is by getting each person
on their table group to do a part of the structure (introduction, arguments, and
conclusion), then the students present their text to the class.
Students should come away from the lesson knowing strategies and the structure they
can use for a persuasive text.

Lesson 5 Modelling the text/ joint Critical and Creative Thinking-

5 1. The teacher will get students to reflect on experiences they’ve had when arguing construction- The teacher Generating ideas, possibilities, and
(debating team, with family members- why you should have takeaway for dinner explicitly highlights actions. – Students propose other
with mum or you should shower first in the morning before your sister, friends- language that is effective or concerns of the school to expand ideas
why they should go with you to the canteen) and talk about the skills they use to interesting but asks for and action that the class can take.
argue their viewpoint (using facts, tone of voice, and choice of words.) Then the students’ input to explore
teacher will explain how this is the same when they are an effective persuasive an example of a persuasive Aboriginal and Torres Strait Islander
speaker. text. This can be seen as a Histories and Culture- Students look at
2. The teacher will read a persuasive text (above satisfaction year 6 example on rehearsal for analysing and Aboriginal speeches as their editing text
Australian Curriculum, Assessment, and Reporting Authority) (appendix 2). The examining texts to progress to engage deeper about the culture.
teacher will analyse the first paragraph as an example (highlight words or into students’ creating. The
phrases but ask students what can you see from this word or sentence that teacher draws out Aboriginal and Torres Strait Islander
achieves persuasive effect?) : information from students Histories and Culture- Use the
- This student uses a question to begin their text. They are making it about you and also facilitates talk, so Aboriginal flag as a visual text.
and your actions to make you feel a certain way- pathos. they understand what Students explain reasons why
- Using language “you” is speaking directly to the reader to keep and maintain language and techniques Aboriginal people chose these colours
your attention. are included in this type of to symbolise their culture.
- The student gives a lot of reasons to back up their topic. However, it would be text. Use Dream time stories to analyse the
better to have the name of the website or the author, so we know that it is story and techniques by Aboriginal
credible (ToyRus.gov.au says...). Independent construction: people.
- They use formal and complex language (unnecessary or antisocial). This is Students self-assess their
detail that strengthens their argument. writing to polish their work
- They use exaggeration (financial burden) to make things seem worse than what which is part of the process
they are and to emphasise their point. of learning. This is to edit
Students will review the same persuasive text individually by highlighting their explanations and
sections and then as a whole class discussion (does it have a structure? Does it receive feedback from
use techniques, if so, what are they? How can it be improved?). The teacher will peers and the teacher to
ask them to look out for imagery including figurative and emotive language, grow as a learner.
formal language (complex words), authoritative word choices (you need),
questions, inclusive language (we, our, us), analogy (comparing one thing with
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another to make a point e.g. school is like a prison), humour, and repetition.
3. After this the teacher will hand back the students’ persuasive text from their
introductory lesson. Students will be highlighting sections that they did
successfully (the persuasive devices used) and make personal suggestions on
how they can up-level their own piece of work.
4. Students will have time to make changes and rewrite their persuasive text.
Sometimes this can be difficult for students as it is their own work. However, this
gives students the opportunity to self-assess by applying skills, knowledge, and
understanding that they have learnt along the way from the beginning lesson and
see transformation in their work. Students can gather an idea about what point
they are in their learning with regard to reaching personal goals and outcomes
made by the teacher. This is important for students as it helps build
5. Students participate in a pair-share when they have finalised a good edited copy
of their persuasive piece.
Lesson 6 Joint construction: Students Literacy- Students must make tables,
6 1. Students will put together what they know about persuasive texts towards a answer questions asked by graphs, or maps to emphasise their
debate. the teacher to display their argument.
To start the lesson, students will discuss these questions: thinking and language with Literacy- Students write a persuasive
persuasive texts. This will piece on a topic of their choosing.
 What is a debate? show where students are in
their learning if they are
ready or not for this stage.
 Why do people debate?
Building the field: Students
  Where do we see debates? work together to research
and explore an
The “where do we see debates” will move into watching an example: argumentative topic. They
https://www.youtube.com/watch?v=9cevdunHPrU find answers to questions
they have or ask the
teacher for support to be
“What strategies do students use when debating?”
successful in their
assessment.
- Cue cards.
Students show competency
- Eye contact. with persuasive skills and
knowledge by drafting,
- Confident, clear and strong voice. composing, revising, and
editing their debate speech
(with or without their group).
- Body language- standing still and tall (not fiddling to distract the audience).

- Anticipation of information the opposition will say.

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“What language did you hear that you thought was formal and effective?”

- Hello Madam Chairperson, Ladies and Gentlemen…

- The topic of this debate…

- My first point… My second point…

- We strongly/ absolutely believe…

- That this statement is….

- The first speaker tried to say…

- Because…

- It is not a credible source.

- And if so…

- I will be discussing…

“How does rebuttal work? Does every speaker do this?”

- The first affirmative speaker does no rebuttal. The two third speakers are the
most important with only rebuttal as their concern.

“What is the structure of the debate?”

- 1st speaker, 2nd speaker, and 3rd speaker.

Students will have the choice to suggest statements for their own summative debate,
however, the teacher does already have topics which are current and will also urge
students to challenge different views that they come across.

Topics that students will be debating include:

1. Isolation is key to overcoming Coronavirus.
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2. Advertisements should be banned in AFL.

3. Female athletes should earn as much money as male athletes.
4. The TikTok media platform should be used by children.
5. Cyberbullying should be the responsibility of the school.

Students will be organised into teams (10 teams of 3 students) with 5 rounds of
debates. In this lesson, students will be deciding who is what speaker, researching
into their topic, writing rough ideas down, writing good copy on cue cards, and
organising rebuttal against their opposition. There is a template for students to use to
structure their debating speech (appendix 3). Students should make good use of
asking questions and communicating with the teacher to know they are on track.

In the next lesson, students will have allocated time to continue researching (in the
library or computers), collaborating with peers, and practicing their debates. This is
time for them to approach the teacher with questions and concerns for direction and
guidance.
Lesson 8: Concluding Activities Independent construction: Asia and Australia’s Engagement with
8 Students are assessed (summative) on their persuasive skills, knowledge, and Students demonstrate their Asia- The Teacher could base the
understanding through a debate. As these lessons are over a double for English, there expertise on persuasive debating topics on news and
should be sufficient time. Each student will have 2-3 minutes to talk. The teacher will ring texts through, speaking, controversies that involve Asia.
a bell when they reach 2 minutes, then continuously ring the ball at 3 minutes for them to writing, and communicating.
stop. There will be 5 minutes intermission between debates for students to organise Personal and Social Capability- The
themselves and the teacher to finish assessing and making comments. Students look and use the debating topics could be more personal
criteria to meet standards to make students more aware as to
Topics that students will be debating include: on their persuasive skills, how this affects them and the society
6. Isolation is key to overcoming Coronavirus. knowledge, and that they live in (having topics based on
7. Advertisements should be banned in AFL. understanding for the the school community).
8. Female athletes should earn as much money as male athletes. debate.
9. The TikTok media platform should be used by children.
10. Cyberbullying should be the responsibility of the school.
Students will be marked on their individual + team performance and the criteria on their
rubric are statements/information, rebuttal, organisation, audience, and persuasive
devices (appendix 4). These areas are a mixture of debating and persuasive features
that need to be considered.

Afterwards, students will have a reflection on the unit as a whole by answering two
questions by the teacher: what they liked or learnt and what could be improved in the unit
to engage them further or challenge them more. The teacher will write answers on the
board to photograph and use in the future.

*Debates may go through into another lesson depending on time*

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From this unit, students should be more aware on social justice through persuasive texts,
the features that make a persuasive text the genre that it is, and how they can construct
and structure a persuasive text successfully.

Unit Lesson Focus and Activity Resources AC: English LINKS:

Flow Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or (List what you will need for your
independent rehearsals? Which questions (open or closed) to put to students… Why? lessons and organisational
Week Content descriptors and
matters)
elaborations
Lesson learning intention Lined writing books. Understand the uses of objective
1 and subjective
▼ Students gather ideas to create a draft of a persuasive text. Space in the classroom/ language and bias (ACELA1517 -
B corridor for students to Scootle )
U Students shape statements that lead towards making change to an issue. line up. - Students can accept and
I
understand others point
L Teaching Strategy/Learning Activity:
D Introduction: (How best to motivate and explain the importance of these lessons. i.e. connect to of view and opinions to
homeworlds – ascertain prior knowledge) engage with content of
K the unit.
N - “What really ticks you off” activity- using passion to argue their point of view and
O opinion. This also gets students to use an example they are comfortable with that Investigate how vocabulary
W connects with their current understanding. choices, including evaluative
L - Following this, students have to explain and convince their peer as to why this is an language can express shades of
E issue. “Did you have a weak or strong argument? Why?”, “What strategies did you meaning, feeling and
G use?”, and, “How could you improve on your persuasive speaking skills for next time?” opinion (ACELA1525 - Scootle )
E - Then students expand and go into detail by writing about the thing that concerned them - Students should want to
the most. expand on their
↕ - Then again, students will form groups to share their writing with peers for feedback. vocabulary so that they
- To conclude the lesson, the teacher will facilitate a short discussion with a panel of
M students as speakers and the others ask questions to help build their knowledge and
can successfully use
O understanding and for the teacher to gauge their thinking and speaking skills. more complex words.
D
E
L Lesson learning intention Reflect on ideas and opinions
DVD or online link of the
3 documentary “The Final about characters, settings and
G Students know other types of persuasive texts. Quarter”. events in literary texts, identifying
R areas of agreement and
O Students reflect on persuasive language features in a documentary. Worksheets with difference with others and
U questions. justifying a point of
P Students write cohesive answers to questions. view (ACELT1620 - Scootle)
▼ Pens and pencils.
I - Students question the
Students use examples to highlight their opinions.
N Whiteboard and markers. characters in the
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D documentary to discuss
I Teaching Strategy/Learning Activity: their intentions and how
V (Ask yourself, ‘What will challenge or support the students to learn the concepts I’m trying to they impact racism in
D teach? What will the students be doing? What will I as teacher be doing?) AFL.
U
A - Students watch the documentary “The Final Quarter” to develop a different
L understanding about persuasive texts.
Analyse and explain the effect of
- Afterwards, students will have reflective questions to answer that challenge their
thinking. They focus on their opinions rather than what the author decided to do. technological innovations on
- Students then participate in a concluding activity. This is a discussion of how the texts, particularly media
students think they went on the previous task by answering yes or no the question. The texts(ACELY1765 - Scootle )
teacher will call upon some students to explain their reasoning as to why they deciding - Students talk about how
to stand on the yes or the no side of the classroom. the documentary
compares to a written
text.

Compare texts including media

texts that represent ideas and
events in different ways,
explaining the effects of the
different
approaches (ACELY1708 -
Scootle )
- Students discuss how
bias is represented in the
text and what are the
positive and negative
outcomes it has on
characters.

Lesson learning intention Sticky notes. Create literary texts that adapt or

4 combine aspects of texts students
Students know that persuasive texts have a structure. Lined paper/ English have experienced in innovative
books. ways (ACELT1618 - Scootle )
Students work collaboratively to share knowledge and understanding about persuasive topics. - Students use what they
Pens and pencils. know about persuasive texts
Teaching Strategy/Learning Activity: to construct their own.

- Students write on sticky notes to answers solutions as to why the school should Participate in and contribute to
allocate/ hand out an iPad to each student. discussions, clarifying and
 14

- Students discuss with their table group which 3 reasons are the strongest and realistic interrogating ideas, developing
for the principal to consider. Students share back as a class for feedback on what they and supporting arguments,
did well and what could be improved. sharing and evaluating
- Students construct their own persuasive text (exposition) on different topics. Each table information, experiences and
group will have a topic. After students have written a structured piece (introduction, opinions(ACELY1709 - Scootle )
arguments, and conclusion), then they will share in groups with each person of one of - Students design their own
the topics. Students should listen carefully to their peers as they can use ideas and persuasive text in a group
features that they may have missed. Peer feedback should be facilitated for each with the sticky notes.
person. - Students receive feedback
to gain other opinions and
views on their work.

Lesson learning intention Persuasive text example Identify and explain how choices
5 for students. in language, for
Students understand persuasive devices that intensify and strengthen a text. example modality,
Highlighters. emphasis, repetition and
Students self-evaluate their work to improve their writing. metaphor, influence personal
Whiteboard and marker. response to different
Students use experiences and information they already know about arguments to apply to
texts (ACELT1615 - Scootle )
written texts. Previous student work
- Students know there can
from their writing books.
be multiple points of view
Teaching Strategy/Learning Activity: Pencils and pens. so they need to know
- Students use prior knowledge and past experiences to think about strategies that a where they stand
persuasive speaker would use (thinking about what skills they use when they have been Lined paper for good according to the
in an argument). copies. information they can see
- Next the teacher will ask questions and also give hints about the persuasive devices a from the text (what views
written text uses through highlighting sections. “What is the starting sentence in this are forgotten or not
text?”, “Why do you think they did this?”, “Why is it effective?”, and, “What else could represented).
they have done?”.
- Students will complete the other following paragraphs by highlighting the techniques.
Analyse how text structures
They can do this by asking and discussing with table peers.
- The students will then examine and review their own persuasive text that they and language features work
completed in the introductory lesson in their English books. This is for students to together to meet the purpose of
improve and make better choices with reference to persuasive techniques compared to a text(ACELY1711 - Scootle )
when they were just starting in the unit. Students may choose to rewrite their text as a - Students locate
good copy. particular features of the
- Students will share their good copy with a peer. persuasive text to make
sense about the genre.

Analyse strategies authors use to

influence readers (ACELY1801 -
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Scootle )
- Students identify
persuasive devices to
critically analyse texts
that will help them with
editing their own.

Lesson learning intention Cue cards Plan, draft and publish

6 imaginative, informative and
Students collect, analyse, and represent data and opinions to support their argument. Computers or iPads. persuasive texts, choosing and
experimenting
Students understand the role persuasion has in a debating context. Access to the library. with text structures, language
features, images and digital
Students divide roles up fairly to work as a group. Help from a student-
resources appropriate to purpose
service officer to watch
and audience (ACELY1714 -
Teaching Strategy/Learning Activity: over students in another
- Students answer questions and watch a video about debating. Students should make area of the school. Scootle )
links between persuasive information and a debate. - Students edit their ideas
- Students form debating groups and begin researching, collecting, analysing, and and work to refine their
recording data and information that is useful towards their presentation. They are speeches for the debate.
encouraged to ask questions and receive clarification on any misunderstandings they Edit for meaning by
may have. They can use a template provided by the teacher that has sentence starters removing repetition, refining
to help them structure their debate information. ideas, reordering sentences and
adding or substituting words for
impact (ACELY1726 - Scootle )
- Students need to up-level
their work, so it isn’t boring
or basic.

Lesson learning intention (production and evaluation?) Chairs and tables. Investigate how complex
8 sentences can be used in a
Students use sophisticated language to engage their audience and enhance their overall Scrap paper. variety of ways to elaborate,
presentation. extend and explain
Pens or pencils. ideas (ACELA1522 - Scootle )
Students select and present ideas that challenge the thinking of their opposition. - To be effective persuasive
Timer. speakers, students should
Students make appropriate choices based on their intended audience. use a range of vocabulary
and language.
Students compose a high-quality argument with reliable claims and evidence.

Teaching Strategy/Learning Activity:

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Use comprehension strategies to

- The students participate in a summative debate that they are assessed on individually interpret, analyse and synthesise
and as a team. ideas and information, critiquing
- Afterwards, students reflect on what they learnt/found interesting (outcomes related to ideas and issues from a variety of
the four resources model) and what they think could be improved in the unit for future textual sources (ACELY1723 -
use by the teacher. Scootle )
- Students have evidence
to back up the statements
that they use in their
debate.

Plan, rehearse and deliver

presentations, selecting and
sequencing appropriate content
and multimodal elements to
promote a point of view or enable
a new way of seeing (ACELY1720
- Scootle )
- Students are arguing as
an affirmative or
negative side of their
topic.

Formative or summative assessment strategies:

(Ask yourself, how do I know at which level to start? peer/self-assess built in? ‘How could I capture the main learning points?)

Formative Assessment:
(e.g.) Class discussions and observations
• Anecdotal records of observations
• Writing drafts
Formative assessment will be ongoing over the period of the whole unit. Formative assessment is for teachers to identify the challenges students are having, and to specify
instruction which will address and help those challenges so that they can progress (Beck, Llosa et al. 2018). To promote higher levels of learning, the teacher will
formatively assess students through their engagement in class discussions, worksheets, answering of questions, one-on-one time with the teacher, and teacher and peer
feedback. By using these practices, the teacher can guide student learning so that they improve their persuasive knowledge, understanding, and skills (Danielson 2017). If
the teacher’s pedagogy is useful, then this can assist with making decisions in the future about instruction to continue to close the gap between where students are and the
learning target.

Summative Assessment:
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Production of?
To measure the progress students have made towards the conclusion of the unit, they will be marked on their debating presentation. This will
determine if students’ reach the learning outcomes or not. This is both an independent and team task where students must collaborate to strive
and deliver a successful performance and presentation. This summative task is more interesting by being competitive and give students the
opportunity to improve their reading, writing, listening, and speaking skills, to be more critical with their higher-order thinking, find reliable
sources and try to reference, and summarise and paraphrase information (McRae 2017). This can be a memorable assessment for students
as it is a good way to review the unit’s topic of persuasive texts rather than having to write another assignment.

Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Best differentiation practices are ones that consider everyone in the class. All students need help to find their individual learning and working
pace. However, there are students who need additional support with their learning to further their education and also complete what is
required. Overall, differentiation is of importance for the whole class to facilitate individual learning, but also have equal opportunities with
learning from one another so the classroom environment must always been inclusive of each other (Eisenmann 2019).
Student A- This student has a learning disability (working at a year 4 standard and is in year 6) and is very disengaged. I find that for him to be
at the satisfactory level, this starts with how I instruct information and activities to him. For example, with the questions sheet about the
documentary, I need to focus on one question at a time and constantly prompt him so that it is his own work and not me giving him answers.
This also ensures that he doesn’t become confused but can complete what is required. He is very interested in sports, so having the
documentary on AFL should motivate him to become involved. Some strategies to help him include collaborative learning (working with peers),
having a timer to work for set minutes then take a break, writing sentence starters for him, and asking him questions so he gains a better
understanding.

Reflection: (Questions you still have.)

Are my expectations too high on the students answers to the debating questions and are they too difficult for their year level?
What are other text types can I use for persuasive learning?
Is the unit realistic with expectations or would students need more time to prepare for an assessment like a debate?
Should there be more activities relating to the debate?
Should there be more times for the teacher to model tasks rather than student exploration?
Are students achieving the learning outcomes that align with their year level?

REFERENCE LIST
Beck, S. W., et al. (2018). "From assessing to teaching writing: What teachers prioritize." Assessing Writing 37: 68-77.

Danielson, C. (2017). Assessment for learning—For teachers as well as students. The Future of Assessment, Routledge: 191-213.
 18

Eisenmann, M. (2019). Teaching English: Differentiation and Individualisation, UTB GmbH.

Jonassen, D. H. and B. Kim (2010). "Arguing to learn and learning to argue: Design justifications and guidelines." Educational Technology Research and
Development 58(4): 439-457.

McRae, K. (2017). "Using debates as an engaging assessment task in Academic English courses." English Australia Journal 32(2): 57.

O’Neill, S. (2012). "Teaching and assessment of persuasive writing: Juggling the language features and grasping the metalanguage." International Journal of
Pedagogies and Learning 7(1): 84-98.

Seargeant, P., et al. (2018). The Routledge Handbook of English Language Studies, Routledge.

Simons, H. W., et al. (2017). Persuasion in society, Routledge.

APPENDIX LIST
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Appendix 1: Blue question sheet

after viewing “The Final Quarter”
documentary. Students review what
they have seen and reflect on its
effectiveness as a persuasive text.

Appendix 2: Above Satisfactory

year 6 persuasive text from the
Australian Curriculum, Assessment
and Reporting Authority. Students
identify persuasive features and
devices to develop a better
understanding on how to construct
their own persuasive piece.
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Appendix 3: Student
debating template to
structure and write down
ideas for their topic.