LESSON PLANNING

Literacy Unit learning intentions

In this unit we are learning to develop our understanding of the persuasive/exposition text type by improving
our use of emotive words and specialised vocabulary.

Learning behaviours

I need to ensure students are grasping the structure of the persuasive text type and thinking deeply about
their task by displaying the persuasive poster in a visible position and rotating around the room questioning
students about their understanding of the topic and text type.

LESSON 1

Learning Structure Resources Assessment

Intentions Criteria and
Success Criteria
We are WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment
learning to Listening and viewing chapter. (2008). My Place. Newtown, Type
investigate Discussing initial thoughts and share Australia: Walker Books Observation of
the 1958 ideas with peers. Australia, p. 1958. how many facts
chapter of My Build on vocabulary pertinent to the students can find
Place by topic of immigration. ABC. (2016). My Place 1958. on the topic and
researching This lesson focusses on building Retrieved from how often they
topic knowledge.
the time http://www.abc.net.au/abc3/myp involve
TASK:
period. lace/ themselves in
Modelled reading.
discussions.
Language Research using My Place website,
features of record in graphic organiser. Success criteria
this text (Appendix 1) for whole class
type Share research. I am doing well if I
examined in can find 5
this lesson: DIFFERENTIATION STRATEGY: (EAL/D) interesting facts
Specialised Modelled reading session, follow about the 1950s
vocabulary. with a discussion, building in Australia,
vocabulary about immigration.
especially
Use My Place website to consolidate
focussing on
learning about the period and add
information to graphic organiser. immigration.
Question about understanding of the
topic.

OUTCOMES REQUIRED:
Students encouraged to talk, share
ideas and opinions on the topic,
especially in the focus group,
working on clear expression of
ideas.
Record notes in a graphic organiser.
INSTRUCTIONAL STRATEGY CHOSEN PROMPTING QUESTIONS:
Modelled Reading What do you think will happen in this chapter?
Activate prior knowledge through discussion of What do you know about immigration in
the text, title and illustrations. Australia?
Students predict. What opinions do you have about immigration?
Read text, focussing on modelling and
 verbalising the focus of the lesson.
Discussion about chapter.

LESSON 2

Learning Structure Resources Assessment

Intentions Criteria and
Success Criteria
We are WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, Assessment Type
learning to Verbalise thoughts on the structure of D. (2008). My Place. Writing conference
plan for an exposition. Newtown, Australia: for EAL/D students.
exposition Discuss opinions and ideas about Walker Books Australia, Observation of depth
using immigration in groups. p. 1958. of plans created.
gathered Listen and respond to other students
information ideas.
This lesson focusses on building text
from 1958 My Success criteria
knowledge.
Place. TASK: for whole class
I am doing well if I
Mini lesson.
can create a plan for
Create a class poster outlining persuasive
text structure. my exposition that
Use poster to begin a plan for exposition. includes the correct
Share work with class. structure for the text
type.
Language
features of DIFFERENTIATION STRATEGY: (EAL/D)
this text type Begin to plan exposition in a guided
examined in writing session.
this lesson: Model a plan in depth, students to
Specialised complete their own.
vocabulary Writing conferences.
and emotive
language. OUTCOMES REQUIRED:
Work collaboratively and share ideas with
others in discussion.
Share work and summarise what they
have learnt about the structure of
expositions.
INSTRUCTIONAL STRATEGY CHOSEN PROMPTING QUESTIONS:
Mini Lesson What is a persuasive text?
Students introduced to persuasive text Where kinds of persuasive texts are there?
o Purpose What opinions may be present in the 1958
o Shape of text chapter?
o Language features that differentiate it from
other text types
o Vocabulary specific to the text type
Annotate an example of the text to introduce
structure (Appendix 2)
LESSON 3

Learning Structure Resources Assessment

Intentions Criteria and
Success Criteria
We are WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, Assessment Type
learning to use Discuss ideas with peers. D. (2008). My Place. Students will assess
emotive words Write sentences and discuss which will Newtown, Australia: each others
to strengthen provide the strongest argument. Walker Books Australia, strongest sentence
our expression This lesson focusses on guided activities p. 1958. on whether it
of opinions. to develop vocabulary and text conveys their
knowledge. argument well.
Language
features of TASK:
this text type Success criteria
Modelled writing.
examined in for whole class
Create a class word bank of emotive
this lesson: I am doing well if I
words.
Emotive can use 10 emotive
Use word bank to create sentences that
words. express opinion about immigration. words when writing
Share strongest sentences. sentences that
clearly infer my
DIFFERENTIATION STRATEGY: (EAL/D) opinion.
Clarify understanding of emotive words.
Model using emotive words in sentences
to take a stance in an argument.
Collaborate to create sentences to add to
plans. Teacher to assist in sentence
writing.
 OUTCOMES REQUIRED:
Creating a word bank with post it notes
encourages students to think out loud
and for all students to be involved.

INSTRUCTIONAL STRATEGY CHOSEN PROMPTING QUESTIONS:

Modelled Writing What are emotive words?
Introduced to emotive words, to ensure arguments What purpose do they serve in a persuasive
are clear. text?
A word bank using post it notes of emotive words Can you identify any emotive words in the
will be created through discussion. chapter?
Model how to effectively use these words in
sentences based on an opinion and stance identified
in the chapter.

LESSON 4

Learning Structure Resources Assessment

Intentions Criteria and
Success Criteria
We are WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, Assessment Type
learning to Group discussion during joint D. (2008). My Place. Roving conferences.
collaborativel construction. Newtown, Australia:
y create a All students share ideas on vocabulary, Walker Books Australia, Success criteria
persuasive structure and strength of argument. p. 1958. for whole class
text based on This lesson focusses on joint construction. I am doing well if I
the 1958 can contribute at
chapter of My TASK: least 2 of my ideas
Place. Recap structure of exposition, focussing to the joint
Language on introduction, opening statement using construction piece.
features of background information and statement of
this text type opinion.
examined in Joint construction of an introduction
this lesson: based on an opinion of immigration.
Finish plans and begin to write first draft
Emotive
introduction.
words and
specialised DIFFERENTIATION STRATEGY: (EAL/D)
vocabulary.
Guided writing to help finish plans and
help begin writing introductions.
Roving conferences.

5. OUTCOMES REQUIRED:
Think-pair-share thinking routine during
joint construction.
Verbalise ideas with a partner and class.
INSTRUCTIONAL STRATEGY CHOSEN PROMPTING QUESTIONS:
Shared writing What is the structure of a persuasive text?
Students and teacher jointly construct a piece of How should we start the piece of writing?
work. How can we make our argument clear?
Students generate the ideas for the text and teacher
acts as a guide and scribe.
Students and teacher suggest how the writing could
be improved.
LESSON 5

Learning Structure Resources Assessment

Intentions Criteria and
Success Criteria
We are WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, Assessment Type
learning to Translate ideas into writing. D. (2008). My Place. Students will be
create our Discuss aspects of the text type. Newtown, Australia: marked against a
own This lesson focusses on independent Walker Books Australia, rubric for their
expository writing. p. 1958. drafts. (Appendix 3)
introductions
based on our TASK: Success criteria
opinion of Recap knowledge of the topic and text. for whole class
immigration Finish plans and begin writing draft I am doing well if I
from the introduction. can include all parts
1958 chapter Share writing with peers and teacher. of a persuasive text
of My Place. in my draft.
Language DIFFERENTIATION STRATEGY: (EAL/D)
features of Teacher assists students with
this text type independent writing.
Continually checking understanding and
examined in
expression of ideas.
this lesson:
Emotive OUTCOMES REQUIRED:
words and
Encourage student talk and collaboration
specialised when creating draft introductions.
vocabulary.
INSTRUCTIONAL STRATEGY CHOSEN
Independent Writing
Students will begin to write draft introductions.
Students consult with peers or teacher for
suggestions.
Students refer to the poster to ensure they follow
the correct structure.
PROMPTING QUESTIONS:
Have you included each part of the
introduction?
Are you using specialised vocabulary about
immigration and Australia in 1958?
Are you including emotive words to
strengthen your stance?