Unit of Work

Level :
Class size:
Strand :
Learning
outcome :

Outcomes :

Keywords :

Resources :

Lessons :
Assessment :

Year 4
27
English
(ACELY1690) Identify characteristic features used in imaginative,
informative and persuasive texts to meet the purpose of the text.
(ACELY1694) Plan, draft and publish imaginative, informative and

persuasive texts containing key information and supporting details

for a widening range of audiences, demonstrating increasing control
over text structures and language features.
- Using research from print and digital resources to gather ideas,
integrating information from a range of sources; selecting text
structure and planning how to group ideas into paragraphs to
sequence content, and choosing vocabulary to suit topic and
communication purpose.
- Using appropriate simple, compound and complex sentences to
express and combine ideas.
Focus features:
- Audience
- Emotive Language
- Argument/Evidence (proof & logic).
- Persuade,
- Evidence,
- Argument,
- Audience,
- Emotive.
- Worksheets
- YouTube Clips
- Activities
10 (45 minutes each)
Summative assessment: A Persuasive Letter including all
features to be sent to someone of their choice; regarding their
chosen topic.
Formative assessment: several class worksheets, that include
Lucys talk to her peers about the dangers of using too much
water, which then got the students to list and identify the
viewpoint, arguments and evidences.
Observation: Continual observation throughout all lessons and
activities.

School and Class Description

The school accommodates students ranging from grades, foundation to grade 6, and consists
of approximately 600 students. It is a Catholic, co-educational school run by the Jesuits; it is
located Norwood, in metropolitan Adelaide. The school consists of 40 teaching staff.
There are 27 students in the class, 14 girls and 13 boys, and the average age of the students
is ten. The students tend to enjoy working in groups and participating in a whole class activity.
The students respond positively to physical activities. Behaviour management is not a big
issue as the students seem engaged and motivated to learn. Some of the students with
special consideration include: dyslexia and auditory processing disorder. It is essential that I

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provide extra support and alternative material in order to cater to the needs of all the
students.

Unit of Work Description

By the end of this unit, students will need to have understood different text types of
persuasive writing. Identified characteristics that have featured in persuasive text and
that it meets its intended purpose. Students would have needed to plan, draft and
publish a persuasive letter, containing key information and supporting details for their
chosen audience, demonstrating the use of emotive language and a list of arguments
that are backed by factual evidence.
Unit Outline
Lesson
1

Focus of the
lesson
Role Plays

Lesson Content

What is
persuasion?

Lucys talk

Groups
brainstorming

Very brief introduction into what

persuasion is.
Place students into pairs and assign them
with a specific role play and tell them to
demonstrate how you would persuade
someone to do what you want.
Following each performance, brainstorm
ideas into what worked and what didnt.
Brainstorming
Group discussion
Reiterate key points that were discussed
during the previous lesson; in particular
some of the key points that were a
common trend throughout the role plays.
Recap of everything learnt through
previous lessons (concise).
Introduce new worksheet Lucys Talk and
explain how this is one of many different
types of persuasive forms.
Have a discussion of different types of
ways people try to persuade you.
Start and complete worksheet individually.

Get the students to pick one of the

following that they are interested in and
group the students up in with others who
have same topic.
Why we shouldnt wear school uniform.
Why we should wear school uniform.
Australia should welcome refugees.
Money spent on the military should be spent
on education instead.
Adopting a pet from the RSPCA.
Have the groups brainstorm all possible
arguments and evidences for.

Assessment
Task?
Observation

Observation

Formative
assessment.

Observation &
formative
assessment

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Personal
persuasive
performas

Deconstruct a
persuasive letter
1.
2.
3.
4.
5.

Saving the future

work sheet

Emotive and
audience

Summary &
reiteration

10

Letter format
& Complete and
submit

Hand out persuasive performas to each

individual student and get them to convert
all their brainstorming ideas into a
detailed performa, where they will
eventually expand into their own letter.
Homework: if not completed in class,
they need to complete it for homework.

Go through step by step of what goes into a

persuasive letter beginning with:
Grabbing your readers attention
Introducing the topic
List of at least 3 arguments and evidences
Stating what you want out of this
And a summary of all your main points.
Group discussion.
Worksheet Help Save the Future, which
focuses on emotive language.
Brief background information into emotive
language.
Examples of a few sentences
Hand out worksheet and activity sheet that
accompanies it and have it finished in this
lesson
Detailed explanation of emotive language
and sentence examples.
Introduce the audience and who they intent
their audiences to be when writing their final
good copy letter.
If time have them start on their letter.
What is the best and most powerful way to
end a persuasive letter?
What does reiteration mean?
Name some examples of what we could put
into our summaries?
Reinforce everything learnt throughout the
unit.
Have them complete their good copy letters
in class, if not have them do it for homework
and brought back the next day.

Formative
assessment +
homework

Observation

Formative
assessment

Observation

Observation

Summative
Assessment

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Catering for learning diversity

-

Dyslexia: Is a condition that affects the ability to process language. It is very

important for me as a teacher not to forget about the students with dyslexia, as
they can often fall through the cracks. It is my job to constantly review the material
that we have been learning on a more 1 to 1 personal level and make sure first
hand that they have understood the task at hand. Where they sit when the teacher
a lesson is also important as I need to make sure they are in a position where they
can see me and I cans see them.
Auditory Processing Disorder: Is a disorder that affects the ability to maintain
and focus on what they are hearing. The majority of children with auditory problems
will turn out to be visual learners, this is important to keep in mind when teaching
children with this disorder. Some teaching strategies to combat this could be to
allow the student to always look at what they have learnt, allow visuals and cue
cards on their desk, encourage self-monitoring, be conscious of who they sit and
work around and just get to know the student and find out how they best learn.

Focus Questions
A framework for developing students persuasive knowledge, understanding and
skills is provided through the inclusion of inquiry questions and specific inquiry
skills.
The key inquiry questions for Year 4 persuasion are:
What is my overall objective when trying to be persuasive?
What elements do I need to incorporate to make it effective?
What are my strongest arguments?
Who are my audience?
How will I incorporate emotive language into it?
Teaching Strategies to be used

Explicit teaching
Individual/Group
work

Worksheets
Activities

Visual Strategies

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Links with Other Areas of Study

English & ICT

General Capabalities (Within the curriuclum)

Literacy

Information and Communication Technology

Critical and Creative Thinking

Cross Curriculm Priorities

Aboriginal and Torres Strait Islander histories and cultures (ATSIHC)

Asia and Australias engagement with Asia (AAEA)

Sustainability (SUST)