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OneSchoolUnit Plan

Name: Unit 1 - English Year 3 (V8)Duration: 4 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Analysing and creating persuasive textsIn this unit, students read, view and analyse persuasive texts. Students demonstrate their understanding of persuasive texts by examining ways persuasive language features are used to influence an audience. They use this language to create their own persuasive texts.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 28

Unit Plan Plan Name: Unit 1 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Persuasive texts (Yr 03)Students examine ways persuasive language features are used to influence an audience.

Persuasive response - Written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Persuasive language in literature

Persuasive text writing

Resources Attachments Plan Resource Bank

Assessment Persuasive response - Written -

Persuasive texts (Yr 03)




Duration: 4 Weeks

Australian Curriculum

English - Year 3

Year 3 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size

Content Descriptions

Language Literature Literacy

Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts




Duration: 4 Weeks

Content Descriptions

Language Literature Literacy Know that word contractions are a feature of

informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Phonics and word knowledge

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)

Expressing and developing ideas

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

(ACELY1678) Read an increasing range of different types of

texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through resources, for example word associations, synonyms, and antonyms understanding the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose comparing opinions about characters, events and settings in and between texts discussing different texts on a similar topic, identifying similarities and differences between the texts identifying the audience of imaginative, informative and persuasive texts using comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print

and multimodal text structures creating short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting

print and multimodal elements appropriate to the audience and purpose re-reading and editing text for spelling, sentence-boundary punctuation and text structure.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) 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 (ACELY1694) Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)




Duration: 4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following General capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Persuasive textsAssessment description: Students examine ways persuasive language features are used to influence an audience.In this unit, assessment of student learning aligns to the following components of the Achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images




Duration: 4 Weeks

and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.

comprehending texts and identifying point of view using persuasive language and persuasive devices writing paragraphs about a main idea writing topic sentences in paragraphs including supporting details to persuade an audience.

FeedbackFeedback may relate to writing and creating texts. In this unit this may include students’ ability to:

using text processing strategies building literal and inferred meaning and beginning to evaluate texts identifying persuasive language and persuasive devices in texts writing paragraphs with topic sentences and relevant supporting details to persuade an audience.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

8 Lessons Persuasive language in literature Lesson 1: Exploring persuasion Lesson 2: Understanding modal verbs and contractions Lesson 3: Exploring persuasion in narrative texts Lesson 4: Identifying persuasive language Lesson 5: Understanding modal adverbs Lesson 6: Developing evaluative language Lesson 7: Examining alternative points of view Lesson 8: Identifying persuasive language features and devices

8 Lessons Persuasive text writing Lesson 9: Understanding paragraphs Lesson 10: Understanding main ideas in paragraphs Lesson 11: Writing a persuasive paragraph 1 Lesson 12: Comprehending a text Lesson 13: Writing a persuasive paragraph 2 Lesson 14: Analysing a persuasive text Lesson 15: Writing a persuasive text Lesson 16: Analysing advertisements

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Persuasive language in literature Topic Duration 8 Lessons

Overview Throughout this lesson series, students will learn how to identify persuasive language features in narrative texts, and will analyse the effect of the persuasive language.Students will identify the point of view expressed in a text and suggest alternative points of view.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring persuasion

Lesson objectivesStudents will:

Understand the purpose of a persuasive text. Understand how the purpose and the context of

a persuasive text can affect language choices.Evidence of learningCan the student:

Identify the purpose of television advertisements?

Identify persuasive features in advertisements? Use persuasive language to argue a point of

view?Example learning sequence

View a persuasive advertisement Explore the concept of persuasion Write and speak persuasively

Early literacy skillsSpellingDiagnostic assessment.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Video - Healthy me, healthy you - hygiene advertisement © State of Queensland (Queensland

Health), 2013 Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Supporting learning resource - Introduction to the unit: Analysing and creating persuasive texts Supporting learning resource - Forms of writing: Persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html Handwriting - Handwriting overview Year 3 Unit 1

https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Slideshow - Exploring persuasive texts https://learningplace.eq.edu.au/cx/resources/items/7ff4c376-40dd-

4159-834f-9782b9a3a087/0/Eng_Y03_U1_SS_ExploringPersuasiveTexts.pptx Sheet - Being persuasive https://learningplace.eq.edu.au/cx/resources/items/821cf9cd-bd4e-42b3-9e82-

cfa77a7cf45f/0/Eng_Y03_U1_SH_BeingPersuasive.docx Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-

70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross

Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Website - Queensland Curriculum and Assessment Authority http://www.qcaa.qld.edu.au/ (Home > Search > NAPLAN Persuasive devices continuum)

Attachments Lesson plan

Lesson 2

Understanding modal verbs and


Understand that modal verbs can be more or less forceful.

Understand that apostrophes are used for

Resources Text - Dr Seuss, 1960 Green eggs and ham, Random House, USA Sheet - Modal verbs Sheet - Modality chart Sheet - Contractions




Duration: 4 Weeks

Teaching Sequence




contractionscontractions.

Evidence of learningCan the student:

Order modal verbs according to their level of forcefulness?

Write the contracted forms of negative modal verbs in a text?

Example learning sequence Explore modal verbs Identify and classify modal verbs Explore contractions with modal verbs Write contractions Compare formal and informal language

Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-



Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 3

Exploring persuasion in narrative texts


Understand point of view and identify alternative points of view.

Understand how to evaluate information when comprehending persuasion in a narrative text.


Identify the arguments given by different characters in support of their points of view?

Evaluate the effectiveness of characters’

Resources Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-








Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcespersuasive arguments?

Example learning sequence Read or listen to a short text Evaluate point of view in a text Explore alternative points of view Draw connections with text



Lesson 4 Identifying persuasive language


Understand that adjectives can be used to evaluate nouns and that evaluative language affects the persuasiveness of a text.

Understand that modal verbs make statements more or less forceful.


Explain the effect of evaluative language on the persuasiveness of a text?

Select appropriate modal verbs when rewriting sentences to make them more or less forceful?

Example learning sequence Re-read or listen to a short narrative text Identify evaluative language Examine modal verbs

Early literacy skills

Resources Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA Sheet - Persuasive language in ‘I wanna iguana ’ Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-









Duration: 4 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Lesson 5

Understanding modal adverbs


Understand that modal adverbs can be more or less forceful.


Choose appropriate modal adverbs when rewriting sentences to be more or less forceful?

State whether specific modal adverbs are making a text more or less forceful?

Example learning sequence Explore modal adverbs Analyse modal adverbs in a narrative Write a persuasive paragraph


Resources Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA Sheet - Modal adverbs Sheet - Letter to Alex’s mum Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Lesson 6

Developing evaluative


Understand that evaluative language can be

Resources Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA Sheet - Tom’s party




Duration: 4 Weeks

Teaching Sequence




languagegraduated in terms of forcefulness.


Order evaluative words according to their level of forcefulness and justify their placement on a vocabulary cline?

Example learning sequence Explore evaluative language using clines Analyse vocabulary Write a paragraph using evaluative language


Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Supporting learning resource - Forms of writing: Persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-



Helpful information Website - Queensland Curriculum and Assessment Authority http://www.qcaa.qld.edu.au/ (Home >

Search > NAPLAN Persuasive devices continuum) Supporting learning resource - English metalanguage: Years 3-6



Lesson 7

Examining alternative points of view


Understand alternative points of view.Evidence of learningCan the student:

Evaluate which point of view is more convincing?

Example learning sequence Listen to or read a traditional tale Examine point of view Listen to or read a story with an alternative point

of view Reflect on alternative point of view


Resources Text - Scieszka, J 1989, The true story of the 3 little pigs / by A. Wolf; as told to Jon Scieszka;

illustrated by Lane Smith, Puffin USA Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-



Helpful information Slideshow - Point of view https://learningplace.eq.edu.au/cx/resources/items/bb66c43d-ecf5-4a78-888e-

08f866663c5e/0/Eng_Y03_U1_SS_PointOfView.pptx Supporting learning resource - English metalanguage: Years 3-6





Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence ResourcesSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


Lesson 8

Identifying persuasive language features and devices


Understand persuasive language features and devices.


Identify persuasive language features and devices in a text?

Use a variety of persuasive language features and devices to present a point of view during a role-play?

Example learning sequence Review story with an alternative point of view Explore persuasive language features and

devices Identify persuasive language features and

devices in text Role-play two different points of view


Resources Text - Scieszka, J 1989, The true story of the 3 little pigs / by A. Wolf; as told to Jon Scieszka;

illustrated by Lane Smith, Puffin USA Sheet - Points of view Sheet - Language features and devices Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Slideshow - Point of view Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-









Duration: 4 Weeks




Duration: 4 Weeks

Teaching Sequence

Topic Persuasive text writing Topic Duration 8 Lessons

Overview Throughout this lesson series, students will identify the main ideas in persuasive texts and write their own paragraphs using persuasive language features and devices.


Lesson 9

Understanding paragraphs


Understand how to use text processing strategies, including confirming and reading on.

Understand that paragraphs organise information in a text.


Use appropriate text processing strategies to read a newspaper article?

Use paragraphs to locate different reasons in support of an opinion or argument?

Example learning sequence Understand audience and purpose of letters to

the editor Make predictions about a text Build understanding of text processing strategies Explore paragraphs Sequence sentences in a paragraph Jointly construct a paragraph


Resources Sheet - The Local Persuader Sheet - Construct a paragraph Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Lesson 10

Understanding main ideas in paragraphs


Understand how to identify the main ideas and reasons in support of an argument.

Understand that a topic sentence predicts how a

Resources Sheet - The Local Persuader Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesparagraph develops.


Identify what the main ideas are in specific paragraphs?

Identify sentences that provide supporting details?

Example learning sequence Re-read a letter to the editor Understand how to find the main idea of a

paragraph Identify topic sentences Examine a persuasive text


Handwriting - Handwriting overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Sheet - Finding reasons https://learningplace.eq.edu.au/cx/resources/items/22ebd599-6a96-40a8-b4f5-

e658c694d5d0/0/Eng_Y03_U1_SH_FindingReasons.docx Supporting learning resource - English metalanguage: Years 3-6



Lesson 11

Writing a persuasive paragraph 1

Assessment purposeTo examine ways persuasive language features are used to influence an audience.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.

Resources Assessment task - Persuasive texts Assessment task - Persuasive texts: Model response Sheet - The Local Persuader Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-








Duration: 4 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.


Lesson 12

Comprehending a text


Understand how to identify the main ideas in support of a point of view.

Understand how to evaluate the effectiveness of texts to persuade the audience.


Provide reasons for an author’s point of view? Provide evidence from the text to support their

thinking?Example learning sequence

Make predictions about a text Read a letter to the editor Review main ideas in a persuasive text

Comprehend a persuasive text Evaluate texts


Resources Sheet - The Local Persuader Sheet - True or false Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Lesson 13

Writing a persuasive

Assessment purposeTo examine ways persuasive language features are used to influence an audience.

Resources Assessment task - Persuasive texts Assessment task - Persuasive texts: Model response




Duration: 4 Weeks

Teaching Sequence




paragraph 2 Example assessment sequence Understand the assessment Review the Guide to making judgments and



Sheet - The Local Persuader Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Lesson 14

Analysing a persuasive text


Understand the audience and purpose of a text. Understand how evaluative language can

persuade an audience. Understand how to comprehend a text.


Identify the audience and purpose of a text? Identify evaluative language in a persuasive

text? Decide which is the more persuasive

description, giving reasons?Example learning sequence

Make predictions about a text Read a persuasive text Understand different types of persuasive texts Analyse and evaluate a persuasive text


Resources Sheet - The Local Persuader Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-









Duration: 4 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Lesson 15

Writing a persuasive text

Assessment purposeTo examine ways persuasive language features are used to influence an audience.Example assessment sequence

Understand the assessment Review the Guide to making judgments and



Resources Assessment task - Persuasive texts Assessment task - Persuasive texts: Model response Sheet - The Local Persuader Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Lesson 16

Analysing advertisements


Understand the audience and purpose of advertisements.

Understand how to identify persuasive language and devices in an advertisement.


Identify the audience and purpose of an advertisement?

Resources Sheet - The Local Persuader Sheet - Cakes or cookies Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html Supporting learning resource - Teacher tips: Analysing and creating persuasive texts

Helpful information Sheet - Food for thought https://learningplace.eq.edu.au/cx/resources/items/0b197fa9-335c-4c5c-9f61-




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify persuasive language devices used in an

advertisement? Find evidence in the text to support their

decision on which is most persuasive?Example learning sequence

Make predictions about a text Read an advertisement Understand different types of persuasive texts Analyse and compare advertisements


9b53ad8b2818/0/Eng_Y03_U1_SH_FoodForThought.docx Sheet - Advertisement https://learningplace.eq.edu.au/cx/resources/items/5ef3719e-acd6-4458-bb4d-

4d91bbb22dc0/0/Eng_Y03_U1_SH_Advertisement.docx Sheet - Make a plan https://learningplace.eq.edu.au/cx/resources/items/e1f97f9c-184c-45ff-b156-

49fa9c3e51c1/0/Eng_Y03_U1_SH_MakeAPlan.docx Supporting learning resource - Advertisement (sample response)

https://learningplace.eq.edu.au/cx/resources/items/54ee8085-f454-499a-b953-4c85ee00af83/0/Eng_Y03_U1_SH_AdvertSampResp%20.docx

Supporting learning resource - Make a plan (sample response) https://learningplace.eq.edu.au/cx/resources/items/dad72d57-1a9f-4a8e-93e5-48d8573e7dbc/0/Eng_Y03_U1_SH_MakePlanSampResp.docx






Duration: 4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Persuasive language in literature

Lesson plan - Eng_Y03_U1_LP01.docx








Sequence - Persuasive text writing Lesson plan - Eng_Y03_U1_LP09.docx






Lesson plan - Eng_Y03_U1_LP15.docx Lesson plan - Eng_Y03_U1_LP16.docx




Duration: 4 Weeks


Sequence Handwriting - Handwriting overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Sheet - Advertisement https://learningplace.eq.edu.au/cx/resources/items/5ef3719e-acd6-4458-bb4d-4d91bbb22dc0/0/Eng_Y03_U1_SH_Advertisement.docx

Sheet - Being persuasive https://learningplace.eq.edu.au/cx/resources/items/821cf9cd-bd4e-42b3-9e82-cfa77a7cf45f/0/Eng_Y03_U1_SH_BeingPersuasive.docx

Sheet - Cakes or cookies

Sheet - Construct a paragraph

Sheet - Contractions Sheet - Finding reasons https://learningplace.eq.edu.au/cx/resources/items/22ebd599-6a96-40a8-b4f5-e658c694d5d0/0/Eng_Y03_U1_SH_FindingReasons.docx

Sheet - Food for thought https://learningplace.eq.edu.au/cx/resources/items/0b197fa9-335c-4c5c-9f61-9b53ad8b2818/0/Eng_Y03_U1_SH_FoodForThought.docx

Sheet - Language features and devices

Sheet - Letter to Alex’s mum Sheet - Make a plan https://learningplace.eq.edu.au/cx/resources/items/e1f97f9c-184c-45ff-b156-49fa9c3e51c1/0/Eng_Y03_U1_SH_MakeAPlan.docx

Sheet - Modal adverbs

Sheet - Modal verbs

Sheet - Modality chart

Sheet - Persuasive language in ‘I wanna iguana ’

Sheet - Points of view

Sheet - The Local Persuader




Duration: 4 Weeks


Sheet - Tom’s party

Sheet - True or false Slideshow - Exploring persuasive texts https://learningplace.eq.edu.au/cx/resources/items/7ff4c376-40dd-4159-834f-9782b9a3a087/0/Eng_Y03_U1_SS_ExploringPersuasiveTexts.pptx

Slideshow - Point of view Spelling - Spelling overview Year 3 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Advertisement (sample response) https://learningplace.eq.edu.au/cx/resources/items/54ee8085-f454-499a-b953-4c85ee00af83/0/Eng_Y03_U1_SH_AdvertSampResp%20.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


Supporting learning resource - Forms of writing: Persuasive texts

Supporting learning resource - Introduction to the unit: Analysing and creating persuasive texts Supporting learning resource - Make a plan (sample response) https://learningplace.eq.edu.au/cx/resources/items/dad72d57-1a9f-4a8e-93e5-48d8573e7dbc/0/Eng_Y03_U1_SH_MakePlanSampResp.docx

Supporting learning resource - Teacher tips: Analysing and creating persuasive texts Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Text - Dr Seuss, 1960 Green eggs and ham, Random House, USA

Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA

Text - Scieszka, J 1989, The true story of the 3 little pigs / by A. Wolf; as told to Jon Scieszka; illustrated by Lane Smith, Puffin USA

Video - Healthy me, healthy you - hygiene advertisement © State of Queensland (Queensland Health), 2013 Website - Queensland Curriculum and Assessment Authority http://www.qcaa.qld.edu.au/ (Home > Search > NAPLAN Persuasive devices continuum)




Duration: 4 Weeks


Assessment Planner - Persuasive texts

Assessment task - Eng_Y03_U1_AT_PersuasiveTexts.docx

Assessment task - Eng_Y3_U1_AT_MR_PersuasiveTexts.docx

Assessment Assessment task - Persuasive texts

Assessment task - Persuasive texts: Model response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Persuasive texts (Yr 03)Type Persuasive response - Written

Date

Description Students examine ways persuasive language features are used to influence an audience.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Understands how content can be organised using different text structures depending on the purpose of the text.Understands how language features and vocabulary choices are used for different effects.Understands how language can be used to express feelings and opinions on topics.

Writes to express information and ideas.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of the writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

A ◄

Applies understanding of paragraph structure to enhance the meaning of a persuasive praragraph, using topic and supporting sentences effectively.Evaluates the effectiveness of persuasive language choices, using examples from the text.Makes considered choices of a variety of modal verbs and adverbs to give force to the opinions.

◄ Makes editing choices that reflect understanding of the purpose and context of writing.

B ◄

Identifies supporting arguments for a point of view.Explains language choices used to persuade an audience.Selects a range of language features, including evaluative adjectives, to engage and persuade an audience.

◄ Shows consistent use of correct grammar and punctuation in writing.

C ◄

Demonstrates how content can be organised using different text structures depending on the purpose of the text.Identifies how language features and vocabulary choices are used for different effects.Demonstrates how language can be used to express feelings and opinions on topics.

◄

Writes to express information and ideas.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of the writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

D ◄Lists words used to persuade.Develops sentences to support an opinion.

◄ Edits punctuation to improve meaning and accuracy.

E ◄Re-states information from a text.Expresses an opinion.

◄ Uses everyday language.




Duration: 4 Weeks




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

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This publication is not part of NEALS.

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