ENGLISH OVERVIEW, TERM 1, 2012
Two Sides to Every Story – Having a Say
UNIT TITLE:
UNIT OUTLINE
CONTENT DESCRIPTORS
ASSESSMENT (A)
By examining the features
of narratives and
expositions, students will
write their own narratives
and expositions
presenting their own
points of view. They will
also learn the vocabulary,
grammar and
punctuation, which are
specific to narratives and
expositions.
Language Elements
1.
Language – Text structure and organization

Understand how different types of texts vary in use of language
choices, depending on their function and purpose, for example
tense, mood, and types of sentences

Understand that paragraphs are a key organisational feature of
written texts
Literature
Examining Literature

LINKS TO OTHER
LA’S

SOSE
Discuss the nature and effects of some language devices used to
enhance meaning and shape the reader’s reaction, including rhythm
and onomatopoeia in poetry and prose
Literature and Context

Discuss texts in which characters, events and settings are portrayed
in different ways, and speculate on the authors’ reasons
Literacy
Texts in context

Identify the point of view in a text and suggest alternative points of
view
Interacting with Others

Listen to and contribute to conversations and discussions to share
information and ideas and negotiate in collaborative situations

Plan and deliver short presentations, providing some key details
in logical sequence
2.
Formative – ongoing checking on spelling, grammar and punctuation;
observations during guided reading and writing sessions
Summative – students will produce the following:
a. A narrative from the villain’s point of view
b. A poster/advertisement convincing the reader to purchase a
product. Students will also present their posters to an
audience and will be used to assess speaking.
c. An exposition on the topic ‘Bullying at School’

Use interaction skills, including active listening behaviours and
communicate in a clear, coherent manner using a variety of
everyday and learned vocabulary and appropriate tone, pace,
pitch and volume
Interpreting, analysing, evaluating
 Identify the audience and purpose of imaginative, informative and
persuasive texts
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
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
Creating texts
texts
demonstrating increasing control over text structures and language
features and selecting print,and multimodal elements appropriate to the
audience and purpose
texts for meaning, appropriate structure, grammatical
choices and punctuation
Use software including word processing programs with growing speed
and efficiency to construct and edit texts featuring visual, print and audio
elements
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
CROSS CURRICULA PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the past,
as well as the future, is to bring the Good News of Jesus
to all who hear it. In the midst of a world of educational,
social and economic change the focus on the holistic
growth of the individual remains the surest way catholic
school can prepare students for the uncertainties of the
future.
Defining Features, Diocese of Cairns
The curriculum provides opportunities for young people
to connect their curriculum experiences to a living
Christian faith.
Sustainability Education
Aboriginal and Torres Strait
Islander Education
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality. A genuine commitment to Reconciliation,
guided by principles of personal dignity, social justice and
equity, which reflects the Gospel message and the
mission of the Church.
The curriculum provides opportunities to value and
respect:
1. traditional knowledge and practices
2. culture and natural heritage
3. spirituality
and to critically examine and/or challenge:
1. social constructs
2. prejudice and racism
Asian Education
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
3. Know about contemporary and traditional Asia
4. Connect Australia and Asia
5. Communicate effectively with people of the
Asian region both within and outside Australia
confidently
Social Emotional Learning
Inclusive Education
Access to current information about environmental issues
and promotion of a reflective and responsive attitude
towards stewardship of the gifts of creation.
Social and emotional competencies are integral to
academic and work success and are the basis of
resilience, relational quality and social capital.
It is by the quality of interactions and relationships that all
students learn to understand and appreciate difference,
to value diversity and learn to respond with dignity and
respect to all through mutually enriching interactions.
The curriculum provides opportunities to reflect upon:
1. the gift of creation
2. an attitude of responsible stewardship
and to critically examine and/or challenge:
1. the impact of human interaction with the
natural, built and social environment
2. current environmental issues
The curriculum provides opportunities to develop:
1. Self Awareness
2. Social Awareness
3. Responsible Decision Making
4. Self-Management
5. Relationship Management
The curriculum provides equitable access for and/or
positive interactions with students from different
backgrounds and with diverse needs and abilities.
GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
As they become literate students learn to:
 interpret, analyse, evaluate, respond
to and construct increasingly complex
texts (Comprehension and
composition)
 understand, use, write and produce
different types of text (Texts)
 manage and produce grammatical
patterns and structures in texts
(Grammar)
 make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
 use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)
Numeracy
Students become numerate as they
develop the capacity to recognise and
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
As they become numerate, students
develop and use mathematical skills
related to:
 Calculation and number
 Patterns and relationships
 Proportional reasoning
 Spatial reasoning
 Statistical literacy
 Measurement.
Information and
Communication Technology
Students develop ICT competence when
they learn to:
 Investigate with ICT: using ICT to plan
and refine information searches; to
locate and access different types of
data and information and to verify the
integrity of data when investigating
questions, topics or problems
 Create with ICT: using ICT to generate
ideas, plans, processes and products
to create solutions to challenges or
learning area tasks
 Communicate with ICT: using ICT to
communicate ideas and information
with others adhering to social
protocols appropriate to the
communicative context (purpose,
audience and technology)
 Operate ICT: applying technical
knowledge and skills to use ICT
efficiently and to manage data and
information when and as needed
 Apply appropriate social and ethical
protocols and practices to operate
and manage ICT.
Critical and Creative
Thinking
Students develop critical and creative
thinking as they learn to generate and
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
 pose insightful and purposeful
questions
 apply logic and strategies to uncover
meaning and make reasoned
judgments
 think beyond the immediate situation
to consider the ‘big picture’ before
focussing on the detail
 suspend judgment about a situation
to consider alternative pathways
 reflect on thinking, actions and
processes
 generate and develop ideas and
possibilities
 analyse information logically and
make reasoned judgments
 evaluate ideas and create solutions
and draw conclusions
 assess the feasibility, possible risks
and benefits in the implementation of

Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
As they develop ethical behaviour students learn to:
 recognise that everyday life involves consideration of
competing values, rights, interests and social norms
 identify and investigate moral dimensions in issues
 develop an increasingly complex understanding of
ethical concepts, the status of moral knowledge and
accepted values and ethical principles
 explore questions such as:
o What is the meaning of right and wrong and can
I be sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
o What role should intuition, reason, emotion, duty
or self-interest have in ethical decision making?
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
 recognise and understand their own emotions, values
and strengths, have a realistic assessment of their
own abilities and a well-grounded sense of selfesteem and self-confidence (Self-awareness)
 manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic
goals, develop self-discipline , resilience, adaptability
and initiative (Self-management)
 perceive and understand other people’s emotions
and viewpoints, show understanding and empathy
for others, identify the strengths of team members,
define and accept individual and group roles and
responsibilities, be of service to others (Social
awareness)
 form positive relationships, manage and influence
the emotions and moods of others, cooperate and
communicate effectively with others, work in teams,
build leadership skills, make decisions, resolve
conflict and resist inappropriate social pressure
(Social management).
their ideas
transfer their knowledge to new
situations
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
between people.
As they develop intercultural understanding students
learn to:
 identify increasingly sophisticated characteristics of
their own cultures and the cultures of others
 recognise that their own and others’ behaviours,
attitudes and values are influenced by their
languages and cultures
 consider what it might be like to ‘walk in another’s
shoes’
 compare the experiences of others with their own,
looking for commonalities and differences between
their lives and seeking to understand these
 reflect on how intercultural encounters have affected
their thoughts, feelings and actions
 accept that there are different ways of seeing the
world and live with that diversity
 stand between cultures to facilitate understanding
 take responsibility for developing and improving
relationships between people from different cultures
in Australia and in the wider world
 contribute to and benefit from reconciliation
between Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
CONTENT DESCRIPTORS
GENERAL CAPABILITIES
CROSS CURRICULAR PRIORITIES
MODELLED
SHARED
GUIDED
INDEPENDENT
I Do IT
Steps 1 & 2 from QAR (see resources)
We Do It
Step 3 from QAR (see resources)
We Do It
Step 4 from QAR (see resources)
You Do IT
Steps 5 & 6 from QAR (see resources)
WEEK 1

READING
RESOURCES
Read a traditional story such as
 Read the original version of fairy
The Three Little Pigs, Snow White,
tale
Little Red Riding Hood, Hansel and  As a class, students
Gretel etc.
practise/model reading strategy
 Discuss the point of view of these
stories and brainstorm ways that
these stories could be retold from
the "bad guy's" point of view.
 Ask: From whose point of view is
the story told? How does each
character feel about each event as
it happens? How do you know
this? What effect does this have
on other characters? How are the
effects revealed through
illustrations, word choice and
grammar?
 Write students’ answers to these
questions and display. See
resource section below for an
example.
 Do this for each story
INSERT STORY NAME
Whose
How does
How do
How does
Examples
point of
the
you know
this affect
of how
view?
character
they feel
other
illustration
feel?
like this?
characters s, words
?
and
grammar
affect the
reader
Reading Rotations based on ability
groups
See Below

Activity based on choice of fairy
tale – CLOZE, alternative ending,
sequencing
Activity should be based on chosen
strategy

WRITING
Sequencing pictures for The Three Little Pigs: http://www.k-3teacherresources.com (search for “sequencing pictures”, select the “story sequencing activities
page, and then select “The Three Little Pigs illustration sequencing pages”
 Original versions of chosen/agreed upon fairy tales
 CLOZE activities
As a class, students retell the original
Targeted training:
 NOTE: - strategy is determined by
 5 minute quickie –
version as one of the characters, as
teacher, based on formative
Write 5 good reasons why you should
 Personal Pronouns – Using words
you write the key elements to the
assessment, or other means;
like “I”, “my”, “we”, “our” and
be allowed to have some free time.
story. Show students how to carry out
strategies could include reading“us” to make your audience think
the strategy using “Think Alouds”.
on, sounding out, chunking, etc
you are talking only to them.
Writing will feature use of personal
Targeted training:
 Repeating the consonant sounds
pronouns.
at the beginning of words to make
 Personal Pronouns – Using words
like “I”, “my”, “we”, “our” and
them stand out – e.g. Eat YoYos.
GRAMMAR FOCUS
“us” to make your audience think
They’re yummy in your mouth.
Targeted training:
you are talking only to them.
 Personal Pronouns – Using words
 Repeating the consonant sounds
like “I”, “my”, “we”, “our” and
at the beginning of words to make
“us” to make your audience think
them stand out – e.g. Eat YoYos.
you are talking only to them.
They’re yummy in your mouth.
 Repeating the consonant sounds
at the beginning of words to make
them stand out – e.g. Eat YoYos.
They’re yummy in your mouth.
QUESTIONS FROM READING TO
CONSIDER WHEN WRITING
 Ask: From whose point of view is
the story told? How does each
character feel about each event as
it happens? How do you know
this? What effect does this have
on other characters? How are the
effects revealed through
illustrations, word choice and
grammar?
SPELLING FOCUS – CHOOSE FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
RESOURCES
SPEAKING
&
LISTENING
RESOURCES
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 Rod Campbell
 Raphael, Taffy E., Kathy Highfield, and Kathryn H. Au. QAR Now: Question Answer Relationships. New York: Scholastic, 2006.
Teacher pretends to be a character
In pairs students interview each other
As a Talk Time Topic, students choose
 In small groups, students take
from one of the stories
one of the characters and tell the class
turns pretending to be a character and ask:
How you are feeling, why you felt that
about a Day in the Life of…
 Tell the students how you are
from one of the stories
way, why you did what you did
feeling, why you felt that way,
 Tell the students how you are
why you did what you did
feeling, why you felt that way,
why you did what you did
 Fairy tale chosen by teacher and students
 Interview sheets/notes with questions
REFLECTIO
N
WEEK 2

READING
RESOURCES
Read a traditional story such as  Read the original version of fairy
Snow White, Little Red Riding
tale
Hood, Hansel and Gretel etc.,
 As a class, students
discuss the point of view of
practise/model reading strategy as
these stories and brainstorm
per class needs
ways that these stories could
be retold from the "bad guy's"
point of view.
 Ask: From whose point of view
is the story told? How does
each character feel about each
event as it happens? How do
you know this? What effect
does this have on other
characters? How are the effects
revealed through illustrations,
word choice and grammar?
INSERT STORY NAME
Whose
How does
How do
How does
Examples
point of
the
you know
this affect
of how
view?
character
they feel
other
illustration
feel?
like this?
characters s, words
?
and
grammar
affect the
reader


Reading Rotations based on ability
groups
See Below

Activity based on choice of fairy
tale – CLOZE, alternative ending,
sequencing
Activity should be based on chosen
strategy
 Original versions of chosen/agreed upon fairy tales
As a class, students retell the
GRAMMAR FOCUS
original version as one of the
Targeted training:
characters, as you write the key
 Groups of 3
elements to the story. Show
 Repetition – Words or phrases are
students how to carry out the
repeated so that they stick in the
strategy using “Think Alouds”.
reader’s mind – e.g. Remember
Writing will feature use of personal
what it was like to be at school;
pronouns.
remember how much work you
QUESTIONS FROM READING TO
had.
CONSIDER WHEN WRITING
 e.g. Homework is dull, boring and
 Ask: From whose point of view
uninteresting.
is the story told? How does
each character feel about each
event as it happens? How do
you know this? What effect
does this have on other
characters? How are the effects
revealed through illustrations,
word choice and grammar?
 These questions could be used
to explicitly teach “extended”
reasons – see resources below
WRITING

GRAMMAR FOCUS
Targeted training:
 Groups of 3 – Repetition –
Words or phrases are repeated
so that they stick in the
reader’s mind – e.g. Homework
is dull, boring and
uninteresting.
NOTE – specific teaching of
adjectives and phrases is required
– see resources below

SPELLING FOCUS – CHOOSE FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
GRAMMAR FOCUS
Targeted training:
 Groups of 3
 Repetition – Words or phrases are
repeated so that they stick in the
reader’s mind – e.g. Remember
what it was like to be at school;
remember how much work you
had.
 e.g. Homework is dull, boring and
uninteresting.
 5 minute quickie –
Write 5 good (extended) reasons why
you should join in with all PE lessons.
*NB explicit teaching of “extended”
reasons is required.


Action verbs
Thinking and feeling words
RESOURCES
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 Rod Campbell
 Extended reasons Personal pronouns
SPEAKING
AND
LISTENING
Teacher pretends to be a character
from one of the stories
Tell the students how you are
feeling, why you felt that way, why
you did what you did
RESOURCES





Adjectives and Phrases – websites, activities
In small groups, students take
turns pretending to be a character
from one of the stories
Tell the students how you are
feeling, why you felt that way,
why you did what you did
In pairs students interview each other
and ask:
How you are feeling, why you felt that
way, why you did what you did
As a Talk Time Topic, students choose
one of the characters and tell the class
about a Day in the Life of…
Reading Rotations based on ability
groups

Interview sheets
Suggested questions to ask
How to “Role Play”
REFLECTION
WEEK 3

READING
RESOURCES
Read a traditional story such as  Read the original version of fairy
Snow White, Little Red Riding
tale
Hood, Hansel and Gretel etc.,
 As a class, students
discuss the point of view of
practise/model reading strategy
these stories and brainstorm
ways that these stories could
be retold from the "bad guy's"
point of view.
 Ask: From whose point of view
is the story told? How does
each character feel about each
event as it happens? How do
you know this? What effect
does this have on other
characters? How are the effects
revealed through illustrations,
word choice and grammar?
 Do this for each story
INSERT STORY NAME
Whose
How does
How do
How does
Examples
point of
the
you know
this affect
of how
view?
character
they feel
other
illustration
feel?
like this?
characters s, words
?
and
See Below
Activity based on choice of fairy
tale – CLOZE, alternative ending,
sequencing
Activity should be based on chosen
strategy
grammar
affect the
reader






WRITING



Original versions of chosen/agreed upon fairy tales
Activities based on choice of fairy tale
GRAMMAR FOCUS
As a class, students retell the
original version as you write the Targeted training:
key elements to the story.
 Connectives and conjunctions
Show students how to carry out  Connectives games (See
the strategy using “Think
resources below) – students form
Alouds”.
into teams and choose
connectives to complete
GRAMMAR FOCUS
sentences that make sense
Targeted training
Connectives and conjunctions
Through modelled writing,
teach the children that two
simple sentences can be joined
with conjunctions such as
and/therefore/
because/although/while
Take two simple sentences,
remove first full stop, change
the capital letter to a lower
case letter then insert a
conjunction.
Connectives are used to link the
paragraphs and make the text
flow
Through Guided sessions
discuss and demonstrate how
the choice of conjunction and
connective can change the
meaning of the sentence.
Give word banks or connective
cards for support as
appropriate.
See resources below
QUESTIONS FROM READING TO
CONSIDER WHEN WRITING
 Ask: From whose point of view
GRAMMAR FOCUS
Targeted training:
 Connectives and conjunctions
 Connectives games – with
guidance, students write complex
sentences using connectives. The
sentences are then rewritten with
the connectives removed and
written on card. Students play
Connectives Game with a partner
or small group
 5 minute quickie –
List some connectives you could use in
a persuasive letter
Eg. Even though….

Challenge the children to use
different connectives in a piece of
work.

Encourage children to check their
writing for variety in connective
use.
is the story told? How does
each character feel about each
event as it happens? How do
you know this? What effect
does this have on other
characters? How are the effects
revealed through illustrations,
word choice and grammar?
SPELLING FOCUS – CHOOSE FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
RESOURCES
SPEAKING
AND
LISTENING
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 Connectives – Four Connectives Games – www.collaborativelearning.org/connectivesgames.pdf
 See resource section at end of unit for Connectives List
Role-play
Use role-play to help students
explore the concept of point of
view. In groups of three, have one
student be a “good character”, a
second student play the “bad
character” and the third play an
authority figure such as a police
officer, teacher, judge, parent.
Teacher models a scenario from the
chosen fairy tale with two students,
while playing the part of one of the
characters.
Student 1: [Student 2] tried to bite
me, make me lose my way home,
eat a poisoned apple, etc.
depending upon the chosen tale
Student 2: No, I didn’t! I was trying
Students each tell their side of the
story to the authority figure as
demonstrated by the teacher in the
role-play. Ask other members of the
class to take notes of the events and
decide what the truth actually is.
ROLEPLAYS

Refer to Role play scenarios in
resource section
RESOURCES
to…
Teacher: offers suggestions as to
how both sides of the story could be
viewed.
Ask other members of the class to
take notes of the events and decide
what the truth actually is. The roleplay will help students understand
how it is possible for people to see
the same event differently, from
multiple points of view. Use this to
explore how point of view can
affect the way a person remembers
events.
 http://www.teachablemoment.org/elementary/pointofview.html
 Point of view scenarios
REFLECTION
WEEK 4



READING
RESOURCES

In the traditional stories read so
far, it is very clear who the
goodies and baddies are.
Read The True Story of the
Three Little Pigs.
In this story, the wolf explains
that he really wasn’t doing
anything wrong; the pigs, which
were the real villains, framed
him.
Ask: From whose point of view
is the story told? How does
each character feel about each
event as it happens? How do
you know this? What effect
does this have on other
characters? How are the
effects revealed through
illustrations, word choice and
grammar?
Whose
point of
view?


Read a fractured fairy tale
As a class, students
practise/model chosen reading
strategy
THE TRUE STORY OF THE THREE LITTLE PIGS
How does
How do
How does
Examples
the
you know
this affect
of how
character
they feel
other
illustration
feel?
like this?
characters s, words
Reading Rotations based on ability
groups

See Below
See resources
Complete an activity based upon a
fractured fairy tale
?


The True Story of the Three Little Pigs
http://www.readwritethink.org/files/resources/interactives/fairytales/
As a class, make a new version of a
fairytale, or construct another
alternative version of The True Story
of the Three Little Pigs. Show
students how to carry out the
chosen strategy using “Think
Alouds”. Writing will feature use of
personal pronouns.
WRITING
and
grammar
affect the
reader
GRAMMAR FOCUS
Targeted training:
 Emotive Language – when
words are used to make the
reader feel a certain emotion,
like sadness or anger – e.g. We
are the poor, helpless children
who are forced to do hours and
hours of homework every night
OR relate to the fractured fairy
tale currently being read – e.g.
I’m just a poor, tired, hungry
wolf who ran out of butter.
NB explicit teaching of using for
and against formats is/may be
required
SPELLING FOCUS – CHOOSE FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words

Students write their own fractured
fairy tale (see resources)

Students write their own fractured
fairy tale (see resources)
 5 minute quickie –
Discussion
Write a For and Against list for having
a mobile phone in school
NB explicit teaching of using for and
against formats is/may be required

Students write their own fairy tale
with an alternative ending.
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
RESOURCES
SPEAKING
AND
LISTENING
RESOURCES
 http://www.readwritethink.org/files/resources/interactives/fairytales/
 The True Story of the Three Little Pigs
 Power point
Role-play
Use role-play to help students
explore the concept of point of
view. In groups of three, have one
student be a “good character”, a
second student play the “bad
character” and the third play an
authority figure such as a police
officer, teacher, judge, parent.
Teacher models a scenario from the
chosen fairy tale with two students,
while playing the part of one of the
characters.
Student 1: [Student 2] tried to bite
me, make me lose my way home,
eat a poisoned apple, etc.
depending upon the chosen tale
Student 2: No, I didn’t! I was trying
to…
Teacher: offers suggestions as to
how both sides of the story could be
viewed.
Ask other members of the class to
take notes of the events and decide
what the truth actually is. The roleplay will help students understand
how it is possible for people to see
the same event differently, from
multiple points of view. Use this to
explore how point of view can
affect the way a person remembers
events.
 Role play scenarios
Students choose another fairy tale to
use to tell their side of the story to the
authority figure as demonstrated by
the teacher in the role-play. Ask other
members of the class to take notes of
the events and decide what the truth
actually is.
Students make up their own scenario
to each tell their side of the story to
the authority figure as demonstrated
by the teacher in the role-play. Ask
other members of the class to take
notes of the events and decide what
the truth actually is.


REFLECTION
WEEK 5
READING
Read a book in which a problem is
solved.

NOTE: - strategy is determined by
teacher, based on formative
Reading Rotations based on ability
groups
Students individually read a
persuasive text
Ask:
 What decisions are made?
 What were the consequences
of the decision?
 What would you have done?
 What would have happened
then?

RESOURCES
WRITING
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc


See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of
guided practice
Read All Children Should Have
to Play Sport.
 Complete Year 2 Exposition Working with the Year 2
example persuasive task.
(This activity links to writing)
© Blake Education, 2010
 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8
 http://www.youtube.com/watch?v=dB0Ru03ZsDw&feature=related - Hurry Up, Franklin / Franklin's Bad Day; there are various versions from which to
choose
Explicit teaching:
Complete this activity:
Targeted Training:
5 minute quickie –
Explain to students that they will form
 So far, our writing has been
 Exaggeration – when given
 List the arguments for and against
into groups and that each group will
taking the opposite, or other
information is over the top, or
having to make your bed each day
be given a scenario. Their task is to
point of view, of a character
slightly untrue – e.g. If I get one
work together to arrive at a decision.
in a fairy tale
more piece of homework, I am
Advise them that groups reporting
going to move to the moon!
 Sometimes it is necessary to
back will need to:
have an opinion, or point of
 Brainstorm together other
 Give a summary of factors –what
view about real-life everyday
examples of exaggeration
was considered, why these factors  Students work in pairs to write
situations
were considered – use the process
sentences which are highly
 Give examples to students of
model to help give the summary
situations in which you have
exaggerated
 Students work on own decision
 Tell how final decisions were
had to make a choice
explaining how they reached their
reached
 Brainstorm and make a list of
decision – use stimuli, or student
 Explain possible consequences of
times when students, or
provided decision
decisions
someone they know has had
to make a decision
Possible scenarios:
 Model a scenario in which
 How would you spend $50 wisely?
you have had to make a
decision
 What pet would you purchase for
the class?
 Introduce this process model
 Where would you put a new
to students factory in your town or city?
Ask:
 Where in the local area could we
go for an end-of-term picnic?
 What is the problem?
 What could be done?
 Student suggestions
 Which ideas seem best?
Why?
How can the very best idea be
improved?
 Does it really solve the
problem?
 Devise a model that reflects
the best of all problem solving
strategies
GRAMMAR FOCUS
Targeted Training:
 Exaggeration – when given
information is over the top, or
slightly untrue – e.g. If I get
one more piece of homework,
I am going to move to the
moon!

SPELLING FOCUS – CHOOSE
FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
RESOURCES
SPEAKING
AND
LISTENING
Each group discusses their scenario
(teacher allocated, or chosen by
students) and reach a decision.
Ask:
 How did you decide?
 What steps did you use to decide?
 (Could be a vote or survey)
 What were the things that were
important to you when you made
the decision and why?
 Did you feel that you had a
choice?
 If not, what were the reasons you
had no real choice?
 If yes, then what helped you to
decide?
Students report back to the rest of the
class by using a range of models such
as:
 A chart
 Diagrams
 Pictures
Provide students with stimulus, or
display stimulus of All Children Should
Have to Play Sport on whiteboard.
 Work with students to complete
“Working with the Year 2 example
persuasive task”
Targeted Training:
 Exaggeration – when given
information is over the top, or
slightly untrue – e.g. If I get one
more piece of homework, I am
going to move to the moon!
© Blake Education, 2010
Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8
Teacher models public speaking

Students use their own persuasive
writing to present as a Talk Time
Topic
RESOURCES

Writing examples
REFLECTION
WEEK 6
Read Public Transport – Is it the
Way to Go?

READING
RESOURCES

Read Public Transport – Is it the
Way to Go?
As a class, students
practise/model reading strategy


Reading Rotations based on ability
groups
Students practise/model reading
strategy

Activity based on non-fiction
persuasive text

Students write sentences using
alliteration

Create a class alliteration display.
See Below
© Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 - see resources section

Explicit Teaching:
Introduce persuasive text
structure through ‘Persuasion’ in
‘Writing Fun’ by Jenny Eather.
http://www.writingfun.com/writi
ngfun2010.html



Discuss:
WRITING


paragraphing

word choices

emotive language

connectives
secondly
ie
Using selection of persuasive
texts, use stickies to cover
emotive language and connectives
Have students discuss what the
hidden words could be
Reveal hidden words to students
to see if they were correct
Discuss word choices and how
they can change the meaning or
tone of a text


Use selection of persuasive texts
of varying levels – cut into
paragraphs, students work in pairs
to place paragraphs into correct
persuasive text structure
Support students who require it to
see that word choices/connectives
can assist them in sorting the
paragraphs
Firstly,
Discuss varying levels of genre in
examples 1 & 2
Model writing a persuasive text on
the topic of ‘Homework should be
banned’, focusing on structure,
word choices, tense and
paragraphing.
GRAMMAR FOCUS
Targeted Training:
Alliteration - where the first sound
in a word is repeated in following

As a whole class brainstorm
alliteration on different topics –
size, shape and colour – huge,
hairy hounds howl all night
words to add emphasis ie.
slippery, slithery snakes are so
scary or furry, fat, floppy puppies
are very funny.
Persuasive Writing Task
 Describe a new caramel chocolate
to persuade someone to buy it.
 Use alliteration/repetition and or
exaggeration to sell your product
SPELLING FOCUS – CHOOSE
FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
RESOURCES
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 © Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 - see resources section
 Powerpoint
 Alliteration resources
 ‘Persuasion’ in ‘Writing Fun’ by Jenny Eather.
http://www.writingfun.com/writingfun2010.html

SPEAKING
AND
LISTENING
Student Checklist
Revise effective ways of public
speaking

Students use their own persuasive
writing to present as a Talk Time
Topic

Activity based on non-fiction
persuasive text
RESOURCES
REFLECTION
WEEK 7
Read Recycling – It isn’t easy being
green




READING
Reading Rotations based on ability
groups
See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of
RESOURCES


guided practice
© Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 – see resources
Non-fiction based persuasive text
REFLECTION
Revise requirements for a
persuasive text ie:
WRITING
RESOURCES

paragraphing

word choices

emotive language

connectives ie Firstly,
secondly
GRAMMAR FOCUS
Targeted Training:
 Rhetorical questions – using
questions that don’t need an
answer to get the audience to
think – e.g. Could you live
with yourself if you missed
out on this opportunity?
NB – explicitly teach rhetorical
questions

Provide students with stimulus
material, or show on whiteboard,
‘Recycling, it isn’t easy being
green.’

Students together brainstorm
ideas on the topic of ‘Recycling, it
isn’t easy being green.’

Create a shared persuasive text on
the topic of ‘Recycling, it isn’t easy
being green’, focusing on
structure, word choices, tense and
paragraphing.

Following writing, read through
together to model editing,
checking for correct structure etc.


Students work in groups/pairs to
complete “Working with the Year
4 example persuasive text”
In pairs and with the help of a
graphic organiser, students plan a
persuasive text on ‘Recycling, it
isn’t easy being green’
SPELLING FOCUS – CHOOSE
FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 © Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 see resources
 Rhetorical questions
 Stimulus material
 5 minute quickie
Persuasive writing
Write some persuasive phrases for a
new advert advertising a brand new
polish.
 Using a plan, checklist, word
banks, stimuli and other prompts
and resources as appropriate,
students independently write a
persuasive text on the topic,
‘Recycling, it isn’t easy being
green’
 Provide students with student
checklist for editing their work



SPEAKING
AND
LISTENING
RESOURCES
Student checklist
“Working with the Year 4 example persuasive text”
Graphic organiser
Revise public speaking techniques


.
Students use their own persuasive
writing to present as a Talk Time Topic
Persuasive writing from previous writing lessons
Public speaking techniques
REFLECTION
WEEK 8
Access myclasses and follow these
steps:
 Click on CES  Teaching with
Learning objects Interactive
Le@arning objects Learn to
write persuasive texts 
Anti-bullying campaign
(Remember to cut and paste PIN)
READING


Students work on second section
of anti-bullying campaign – no
bullying in schools
 myclasses
Explicit Teaching:

WRITING




Work with students on first
part of designing an antibullying campaign (no
bullying in the mall)
THIS LINKS TO SUMMATIVE
ASSESSMENT WRITING TASK
RESOURCES

Discuss advertisements as a
form of persuasive text where
the manufacturer is trying to
persuade us to buy a product.
Have students recall
advertisements that they
have seen, discuss why they
remember them
GRAMMAR FOCUS – continued
revision and practice of previously

Students view ‘Persuasive writing
tips’ P’Point. Discuss each slide
and give examples of each tip, ask
students to share their ideas.

Provide students with a copy of
‘Analysing adverts’, which they fill
in while watching TV adverts. Talk
about each advert and replay until
students decide what strategies
the manufacturer is using to sell
the product.
Reading Rotations based on ability
groups
See Below
Coaching - Step 4 of QAR Six Steps
- During coaching, the teacher
may supply cues, but must leave
the bulk of the cognitive work to
the students.
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of
guided practice
Summative Persuasive Writing task
 A new cereal has been launched

Create a poster using as many
‘Persuasive Writing Tips’ as you
can to sell your product
 Make sure the poster is bright and
colourful
taught concepts
SPELLING FOCUS – CHOOSE
FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words

Refer back to P’point to remind
students of strategies.
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 Myclasses
 ‘Persuasive writing tips’ P’Point - MyClasses
 Analysing Adverts
Kmart ad http://www.youtube.com/watch?v=wlb854D2DWs&feature=related
QUANTAS ad http://www.qantas.com.au/travel/airlines/i-still-call-australia-home/global/en
Weetbix ad http://www.youtube.com/watch?v=8iGNojuvyBA&feature=related
Cottees ad http://www.youtube.com/watch?v=RXUMo6RR-QM&feature=related
Mr Sheen ad http://www.youtube.com/watch?v=fIs6TplQeEc&feature=related
Hilux ad http://www.youtube.com/watch?v=lXG6UStQ3-w&feature=related
RESOURCES
Revise public speaking techniques
SPEAKING
AND
LISTENING
Summative Assessment
Students use their poster to
present as a Talk Time Topic to
‘sell’ their product to the rest of
the class
RESOURCES
REFLECTION
WEEK 9


READING
Model reading strategy using
shared text
Revise strategies



Reading Rotations based on ability
groups
See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of



Reading Rotations based on ability
groups
See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of

Comprehension activity
determined by reading ability/
requirements
guided practice
guided practice
RESOURCES
Revise structure of persuasive text.
GRAMMAR FOCUS – continued
revision and practice of previously
taught concepts
WRITING
RESOURCES
SPEAKING
AND
LISTENING
SPELLING FOCUS – CHOOSE FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words




Provide students with stimulus, or
display stimulus of ‘Public
Transport – Is it the Way to Go?’
on whiteboard.
Brainstorm with students their
ideas on the topic.
Together create a shared
persuasive text on the topic,
guiding students with structure,
word choices, tense and
paragraphing.
Following writing, read through
together to model editing,
checking for correct structure etc.


Students work in groups/pairs to
complete “Working with the Year
3 example persuasive task”

Using a plan, checklist, word
banks, stimuli and other prompts
and resources as appropriate,
students independently write a
persuasive text on the topic:
‘Public Transport – Is it the Way to
Go?

Provide students with student
checklist for editing
In pairs and with the help of a
graphic organiser, students plan a
persuasive text on ‘Public
transport – Is it the way to go?’
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
 Student writing plan
 Student checklist
 Writing stimuli/prompts
Revise public speaking techniques
Students use their own persuasive
writing to present as a Talk Time Topic
RESOURCES
REFLECTION
WEEK 10


READING
Model reading strategy using
shared text
Revise strategies



Reading Rotations based on ability
groups
See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of
guided practice



Reading Rotations based on ability
groups
See Below
NOTE: - strategy is determined by
teacher, based on formative
assessment, or other means;
strategies could include readingon, sounding out, chunking, etc.
and continued from Step 3 of
guided practice

Comprehension activity
determined by reading ability/
requirements
RESOURCES
Discuss bullying at school –
 Does it happen?
 Should it happen?
 What can schools do to
prevent it?

What could each person do
to prevent it?
 What effect does bullying
have on the victim/bully?
GRAMMAR FOCUS – continued
revision and practice of previously
taught concepts
WRITING

As a whole group brainstorm ideas
on the topic of ‘Bullying at school’.



Summative Assessment Task
With the help of a graphic
organiser students individually
plan their persuasive text on
‘Bullying at school’.
Using a plan, checklist, word
banks, stimuli and other prompts
and resources as appropriate,
students independently write a
persuasive text on the topic,
‘Bullying at school’.
Students use checklist for editing
their work
SPELLING FOCUS – CHOOSE
FROM:
 Individual programs
 Topic Specific Words
 Personal pronouns
 Words conveying degree of
certainty
 Evaluative language
 Present tense
 Action verbs
 Thinking and feeling words
SEE SPELLING FOCUS AT END OF
LESSONS FOR MORE DETAIL
RESOURCES
SPEAKING
AND
LISTENING
RESOURCES
REFLECTION
Revise public speaking techniques



Student checklist
Writing plan
Word banks
Students use their own persuasive
writing to present as a Talk Time
Topic
ADDED REFLECTION IF NECESSARY
SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
Individual school programs
Topic specific words such as: Once, firstly, secondly,
thirdly, finally, however, opinion, agree, disagree, point of
view
Personal pronouns – we, you, our, us
Emotive language – E.g. harsh, fierce, treasured, unique,
nasty, special, delightful, gorgeous, dangerous, brutal
angry, sad, extremely
Words conveying degree of certainty - E.g. may, will,
must, might, usually, almost, always, never, sometimes,
generally, undisputed, hardly ever, certain, should, could,
have to
Evaluative language – to examine the arguments and
supporting evidence - E.g. important, simple, narrow
minded, threatened, it is obvious, future benefits, easier,
expected, unlikely claim, too fragile, poor judgement,
option
Present tense – a persuasive text is written ‘now’. The
verbs are written using present tense. E.g. is, be, are,
means, need, act, stop
Action verbs – words that show what is happening E.g.
save, battle, lose, repair
Thinking and feeling words – to convey the emotion of
the topic and the writer’s point of view E.g. believe,
opinion, think, feel, know, like, grateful, surprised, doubt,
trust, hope
Explicitly teach nouns, verbs, adjectives, pronouns,
connectives and conjunctions.
Capital letters and full stops
Commas for lists
Inverted commas for speech
Exclamation marks
Question marks
Week 1: (a) Personal Pronouns – Using words like “we”,
“you”, “our” and “us” to make your audience think you
are talking only to them. (b) Repeating the consonant
sounds at the beginning of words to make them stand out
– e.g. Eat YoYos. They’re yummy in your mouth.
Week 2: Groups of three – when three adjectives or
phrases are used together to make them stand out – e.g.
Homework is dull, boring and uninteresting. NOTE –
specific teaching of adjectives and phrases is required.
Repetition – Words or phrases are repeated so that they
stick in the reader’s mind – e.g. Remember what it was
like to be at school; remember how much work you had.
Week 3: Connectives and conjunctions – when two simple
sentences are joined with connectives such as
and/therefore/ because/although/while. The choice of
connective can change the meaning of the sentence.
Week 4: Emotive Language – when words are used to
make the reader feel a certain emotion, like sadness or
anger – e.g. We are the poor, helpless children who are
forced to do hours and hours of homework every night.
Week 5: Exaggeration – when given information is over
the top, or slightly untrue – e.g. If I get one more piece of
homework, I am going to move to the moon!
Week 6: Alliteration – repeating the consonant sounds at
the beginning of words to make them stand out
Week 7: Rhetorical questions – using questions that don’t
need an answer to get the audience to think – e.g. Could
you live with yourself if you missed out on this
opportunity?
Weeks 8 – 10 – continued revision, explicit teaching and
practise
READING ROTATIONS – COMPLETE AND ADD TO WEEKLY PLAN
______
WEEK
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Guided Reading with book at appropriate
instructional level.
Annotate as per whole school/Diocese
English Plan.
Guided Reading with book at appropriate
instructional level.
Annotate as per whole school/Diocese
English Plan.
Guided Reading with book at appropriate
instructional level.
Annotate as per whole school/Diocese
English Plan.
Guided Reading with book at appropriate
instructional level.
Annotate as per whole school/Diocese
English Plan.
Focus Strategy:
Focus Strategy:
Focus Strategy:
Focus Strategy:
GUIDED READING GROUPS – COMPLETE AND ADD TO WEEKLY PLAN
WEEK ______
Book orientation, page-by-page reading and comprehension
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Text:
Text:
Text:
Text:
Focus Strategy:
Focus Strategy:
Focus Strategy:
Focus Strategy:
WRITING ROTATIONS – COMPLETE AND ADD TO WEEKLY PLAN
WEEK ______
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Step 4.
Coaching – students apply what they have
learned as they work on tasks with a
partner or as part of a small group.
Focus:
Step 4.
Coaching – students apply what they have
learned as they work on tasks with a
partner or as part of a small group.
Focus:
Step 4.
Coaching – students apply what they have
learned as they work on tasks with a
partner or as part of a small group.
Focus:
Step 4.
Coaching – students apply what they have
learned as they work on tasks with a
partner or as part of a small group.
Focus:
GUIDED WRITING GROUPS – COMPLETE AND ADD TO WEEKLY PLAN
WEEK ______
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
QAR Step 5.
Independent application – during this
QAR Step 5.
Independent application – during this
QAR Step 5.
Independent application – during this
QAR Step 5.
Independent application – during this
step, students attempt to carry out the
targeted strategy on their own.
Assessment may be gathered during this
step.
Step 6.
Self-assessment and goal setting
step, students attempt to carry out the
targeted strategy on their own.
Assessment may be gathered during this
step.
Step 6.
Self-assessment and goal setting
step, students attempt to carry out the
targeted strategy on their own.
Assessment may be gathered during this
step.
Step 6.
Self-assessment and goal setting
step, students attempt to carry out the
targeted strategy on their own.
Assessment may be gathered during this
step.
Step 6.
Self-assessment and goal setting
Focus:
Focus:
Focus:
Focus:
RESOURCES
http://www.readwritethink.org/files/resources/interactives/fairytales/
http://www.slideshare.net/mod83/toms-tefl-story-the-true-story-of-the-big-bad-wolf
http://teacher.scholastic.com/writewit/mff/fractured_fairy_true.htm#Classroom
http://www.scootle.edu.au/ec/viewing/L8740/index.html
www.collaborativelearning.org/connectivesgames.pdf
http://www.writingfun.com/writingfun2010.html


Mr Wolf and the three bears, Jan Fearnley, Egmont Children’s Books, 2001
the Learning Federation - Who's afraid of the big, bad wolf? by Gretel Watson, Curl Curl North Public School, NSW
Six Steps
Step 1.
Explicit Explanation – make sure the students know exactly what they are going to be learning about.
Step 2.
Modelling – the teacher shows students how to carry out the strategy using “Think Alouds”.
During a “Think Aloud”, the teacher verbalizes the thoughts that go through the mind of a proficient user of the strategy.
NOTE: the difference between “showing” and “telling” students
Step 3.
Guided Practice – after students have seen the strategy modelled, they are ready to try using the strategy under the teacher’s guidance, while remaining with the whole group.
Step 4.
Coaching – students apply what they have learned as they work on tasks with a partner or as part of a small group.
During coaching, the teacher may supply cues, but must leave the bulk of the cognitive work to the students.
Step 5.
Independent application – during this step, students attempt to carry out the targeted strategy on their own. Assessment may be gathered during this step.
Step 6.
Self-assessment and goal setting
When students have finished independent work, the teacher calls the class together to reflect on and share their learning and relate the learning back to the original goal. Students
may also set new goals.
From - Raphael, Taffy E., Kathy Highfield, and Kathryn H. Au. QAR Now: Question Answer Relationships. New York: Scholastic, 2006.


Targeting Text - Lower Primary - Book 2
Myclasses – there are many resources including power point presentations, how to…, activities, planning guides, etc
Persuasive Text Writing Frame
Title: __________________________________________
I think ______________________________________________
____________________________________________________
___________________________________________________
____________________________________________________
The reasons I think this way are firstly, ______________________
____________________________________________________
____________________________________________________
____________________________________________________
Secondly, ____________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Thirdly, ______________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
So therefore I think, __________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Connectives and Conjunctions
Addition
in addition
and similarly
likewise
as well as
besides
further more
also
moreover
and then
too
not only ...
but even
besides
this/that
Certainty
obviously
certainly
plainly
of course
undoubtedly
Example
for instance
one example
for example
just as
in particular
such as
namely
to illustrate
Sequence
first(ly)
initially
second(ly) etc.
to begin with
then
next
earlier/later
after this/that
following this/that
afterwards
Condition
if
unless
whether
provided that
for
so that
whether
depending on
Reason
since
as
so
because (of)
due to
owing to
the reason why
in other words
leads to
Consequence
as a result
thus
so therefore
consequently
it follows that
thereby
eventually
then
in that case
admittedly
Definition
refers to
means that
is
consists of
Time
before
since
as
until
meanwhile
at the moment
when
whenever
as soon as
just as
Contrast
however
on the other hand
despite
in spite of
though
although
but
on the contrary
otherwise
yet
instead of
rather
whereas
nonetheless
even though
compared with
in
contrast
alternatively
Summary
in conclusion
in summary
lastly
finally
to sum up
to conclude
in short
CRITERIA SHEET – Persuasive text – Student version
Criteria
A
Persuasive Devices,
Audience
Contextual
Understanding
The student work demonstrates evidence of:
Major Teaching Emphasis
 You have used more
than 3 strong words to
show how you are
feeling in each
paragraph
 You have asked more
than 2 questions of
the audience

Text Structure, Ideas, Paragraphing
Use of Texts



You have described
both sides of the topic
and clearly explained
how you feel about
the topic
You have included and
fully explained the
examples for each of
the reasons you have
given to show your
feelings on the topic
You have written in
paragraphs which
contain topic
sentences which are
clearly connected
You have re-written
how you feel in the
last paragraph and
have clearly explained
your reasons for
feeling that way
B






C
You have used 2 to 3
strong words to show
how you are feeling in
each paragraph
You have asked 2
questions of the
audience

You have clearly told
how you feel about
the topic e.g. I
believe…here are my
reasons
You have included and
explained some
examples for the
reasons you have
given to show your
feelings on the topic
e.g. I believe…here is
my reason…this is
good/bad because….
You have written in
paragraphs with topic
sentences
You have re-written
how you feel and your
reasons for feeling
that way in the last
paragraph
D
You have used a
strong word in each
paragraph to show
how you are feeling
You have asked a
question of the
audience


The introduction tells
how you feel about
the topic


You have used
examples in each
paragraph to explain
your feelings on the
topic


You have written your
persuasive text in
paragraphs

You have re-written
how you feel in the
last paragraph

E
You have not used
strong words in each
paragraph to show
how you are feeling
You have not asked a
good question of the
audience

The Introduction does
not clearly tell how
you feel about the
topic
You have not used
examples in every
paragraph to explain
how you feel about
the topic

You have not said how
you feel about the
topic

You have not used
examples to explain
how you feel about
the topic

You have tried to use
paragraphs but you
need a new paragraph
for the introduction,
conclusion and to
explain your 3 reasons

You have not used
paragraphs

You have not rewritten how you feel
in the last paragraph


You have not used
words to show how
you are feeling
You have not asked a
question of the
audience

You have used words
to link your
paragraphs and
several words to show
where what you are
saying fits into your
argument.

e.g. Firstly, secondly, thirdly
therefore, furthermore etc.
Grammar & Punctuation

Signed:
Date:
Your sentences are
grammatically correct

Your sentences are
complex and contain
joining words
Your sentences are
mostly grammatically
correct

Your sentences are
simple with no joining
words
Your sentences are
grammatically correct

Your simple sentences
are punctuated
correctly
e.g. capital letters at
the beginning of all
sentences; full stops at
the end of all
sentences
You have spelt
common words
correctly (including
words needed for the
genre eg. firstly,
secondly, thirdly)

You have not used
words to link your
ideas in all of your
paragraphs

You have not used
words to link ideas in
your writing

Your simple sentences
are not grammatically
correct
e.g. Firstly, secondly, thirdly
therefore, furthermore etc



Your complex
sentences are
punctuated correctly

Most of your complex
sentences are
punctuated correctly.


All of your spelling is
correct, including topic
words and words
needed for the genre
eg. Firstly, secondly, thirdly

Most of your spelling
is correct, including
topic words and words
needed for the genre
eg. Firstly, secondly, thirdly

therefore, furthermore etc

Feedback
Your sentences are
complex and contain
joining words
You have used a
linking word in each
paragraph

Spelling
Processes
Strategies
&
Language conventions & elements


You have used words
to link your
paragraphs and a
word to show where
what you are saying
fits into your
argument.
therefore, furthermore etc

Some simple
sentences are
grammatically correct
Most of your simple
sentences are
punctuated correctly
e.g. most sentences begin
with a capital letter and
end with a full stop



Some common words
are spelt correctly
Your simple sentences
are not punctuated
correctly
Most of your words
are spelt incorrectly
Speaking Rubric
Element
A
B
C
Persuasive
techniques
 Alliteration
 Repetition
 Emotion
 Exaggeration
 Questions
 Humour
 Facts
 Groups of 3
Speaking
techniques
Uses at least 6 persuasive
techniques
Uses at least 4 persuasive
techniques
Uses
3
techniques
Uses:
 Appropriate voice
volume
 Variation in pitch to add
meaning and interest
 Eye contact
 Positive body language
 Facial expressions and
gestures to add interest
and emphasis
Uses:
 Appropriate voice
volume
 Eye contact
 Positive body language
 Facial expression and
gestures to add interest
and emphasis
Uses:
 Appropriate voice
volume
 Eye contact
 Positive body language
Name: ________________________________
persuasive
Date: ______________________
D
E
Uses 1 persuasive technique
Uses
no
techniques
Consistently uses one of the
following:
 Appropriate voice
volume
 Eye contact
 Positive body language
Does not consistently use
any of the following:
 Appropriate voice
volume
 Eye contact
Overall Mark: ____________________
Comment : _____________________________________________________________________________________________________________________
persuasive
Year 2 – Exposition
Working with the Year 2 example persuasive task
1.
What is the author’s opinion on this topic?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
2.
What words or phrases does the author use to tell you their point of view?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
3.
This exposition text does not have a title. What do you think would be a good title? Why do you think this is a good title?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
4.
In the introduction, the author used the word ‘we’. Why did the author do this?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
5.
Can you find some other examples in the text where the author has used pronouns in the same way? Highlight them.
6.
How has the author organised their ideas, arguments and reasons?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
© Blake Education, 2010
Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8 9
Year 2 – Exposition continued
7.
Expositions use emotive words to make an impact on the reader. Some of the emotive words used in this text are: fun,
friendship, cooperates. Can you find some more?
__________________________________________________________________________________________________________
____________________________________________________
8.
Expositions use words to persuade the reader to agree with their point of view. Some of the persuasive words used in this
text are: help, best, need. Can you find some more?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
9.
Expositions use words to link ideas in a paragraph and link ideas between paragraphs. Some of the linking words used in
the text are: so, and, which. Can you find some more?
__________________________________________________________________________________________________________
____________________________________________________
10.
Expositions use topic words through the text. These topic words relate to the title or heading. So in this text they would be
words that are about children and sport. Can you find some examples of these topic words in the text?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
11.
What is the purpose of the conclusion in this exposition?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
12.
What arguments in the body of the exposition are referred to in the conclusion?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
© Blake Education, 2010
Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8
10
Mr Wolf cloze activity
Name
Class
Date
This is Mr Wolf.
He has
always
fur which is
.
He has
ears which are
always listening.
His
eyes stare at you.
His teeth are
he looks
He makes me feel
and
.
.
© Education Services Australia Ltd, 2010, except where indicated otherwise
Who's afraid of the big, bad wolf? by Gretel Watson, Curl Curl North Public School, NSW
26
Analysing Adverts
What product
being sold?
Who is the
target
audience?
What strategies are being used to
sell the product?
Advert
1
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Advert
2
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Advert
3
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Advert
4
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Advert
5
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Advert
6
o Adults
o Children
o Both
o Repetition
o Emotion
o Exaggeration
o Questions
o Humour
o Alliteration
o Facts
o Groups of 3
Roleplay #1: Carlos & his Mother
Carlos
The living room is messy. Some of Carlos's comic books are lying around. He's going through them because he wants to
trade some of them with his friends. He also has a game on the floor that he started to play with his sister. He wants the
game to remain there so he and his sister can finish it later. He likes being in the living room because there are usually
other people around there. All the things that are scattered about are things he is using. The mess doesn't bother him.
Carlos's Mother
The living room is messy. Carlos's comic books and game are lying around. She wants to keep the room organized because
everyone in the family uses it and it is also the place where guests come. She thinks Carlos's things are in the way. She
thinks he should pick up after himself and keep his things in his own room.
Roleplay #2: Joanne & her Father
Joanne
Joanne's dad insists that she be in the house by 5:30p.m. on school nights. But the weather is getting warm, her friends are
staying out later in the street, and Joanne wants to be able to stay with her friends.
Joanne's Father
The rule is that Joanne must be in the house by 5:30p.m. on school nights. Joanne's father is concerned that it is not safe
for her to be out after 5:30p.m., and he worries about her. He also wants to be sure she gets enough sleep so she is not
tired at school.
Roleplay #3: Jason & the Teacher
Jason
Jason was talking to his friend about what they were going to do on the playground at lunchtime at the same time that the
teacher was talking. The teacher told him that she was going to contact his parents and discuss his behaviour with them.
Jason is mad because he thinks the teacher is always picking on him. Other kids talk, he says, and the teacher doesn't do
anything about it.
Teacher
When she was explaining the homework assignment, Jason was talking instead of listening. She sees him talking all the
time. When he doesn't have his homework, he says he didn't hear her give the assignment, and he didn't think there was
any." Jason needs to start listening in class.
Roleplay #4: Sarah & her Mom
Sarah
Sarah wants to wear jeans to school that have slashes cut in them and patches. She thinks it's a neat style. Her mother says
she's not leaving the house in those rags.
Sarah's Mother
Sarah's mother thinks students should be dressed neatly for school, and she worries that adults won't respect her daughter
as much if she dresses sloppily. Sarah's mother went to a parochial school where students wore uniforms, and she thinks
the discipline was much better there because of the dress rules.
Roleplay #5: Raymond & Thomas
Raymond
Raymond wants to soccer with his friend Thomas. Thomas, as usual, wants to play football. Raymond doesn't like to play
football. He's not very good at it, and he'd rather play something else. He feels as if all Thomas ever wants to do is play
football.
Thomas
Thomas would like to play with Raymond, who is a good friend. He's on a soccer team, and he wants to practise soccer. He
would also like Raymond to play soccer better, because then he might want to join the team, too. Then they could spend
more time together.
Adapted from http://www.teachablemoment.org/elementary/pointofview.html
Introduction: Today we are going to do a little experiment to see if everyone sees the same thing when we look at a
picture.

Ask students to find a partner or divide them into pairs.

Distribute copies of the drawing above to each pair.

Give pairs a few minutes to figure out how they would describe the appearance of the person in the picture. Is this
someone they would like to get to know? What does she seem to be wearing?

Ask volunteers for their descriptions.

Ask students to describe their process in looking at the picture. What did they see first? Why did some people see
an old woman at first and some a young girl? Can everyone now see both figures? Is there a "wrong" way to see
the picture?
Summarize: People have different ways of looking at things. We call that having different "points of view." It happens
because we have different bodies, different kinds of families and different kinds of experiences.
http://www.teachablemoment.org/elementary/pointofview.html
Year 3 Exposition - Student Checklist
Name:..................................................................
Date:......................................
Use the checklist below to edit your writing so that it is clear for a reader.
Does my exposition have:

An interesting title relating to your topic.

An introduction – Have you stated:


What the topic is; and
What you think about it.

Your opinions (arguments) – with reasons or evidence that explain them.

A conclusion – Have you got a summary of the main points of your topic.
Have I remembered to:

Re-read my writing aloud (to see if my sentences make sense).

Write in sentences.

Use a new paragraph for each new idea.

Use at least 3-5 emotive words (to convince a reader of my opinions).

Use capital letters:


At the start of every sentence; and
For the names of people and places.

Use full stops at the end of every sentence.

Use commas:



When listing things; or
When my sentences are too long
Fix up all my spelling mistakes by:


Asking a friend for help; or
Using a dictionary
Written Persuasive Criteria
Topic:
Grammar & Punctuation
Text Structure, Ideas, Paragraphing
Persuasive
Devices,
Audience
A
Spelling
Processes
Language conventions & elements
Use of Texts
Contextual
Understanding
Major
Teaching
Emphasis
Student:
B
Date:
C
Result:
______
D
E
Uses more than 3 emotive words in each
paragraph
Uses 2 to 3 emotive words in each
paragraph
Uses one emotive word in
each paragraph
Does not include emotive words in each
paragraph
Does not include emotive words
Poses more than 2 questions to engage
audience
Poses 2 questions to engage
audience
Poses a question to engage
audience
Does not pose a question to engage
audience
Does not pose a question
Identifies both sides of the topic and clearly
outlines a position
Clearly demonstrates a position on
the topic e.g. I believe…here are my
reasons
Introduction states position
on topic
Introduction states vague position on
topic
No position stated
Includes and expands on all connected
examples to justify a point of view
Elaborates on some supporting
examples to justify position e.g. I
believe…here is my reason…this is
good/bad because….
Text is written in paragraphs with
topic sentences
Each paragraph uses
supporting examples to
justify position
Supporting examples used in some
paragraphs
No examples used
Text is written in paragraphs
Has attempted to include paragraphs but
little understanding of the structure
No paragraphs evident
Includes a summary of the topic
and main ideas
Restates position in final
paragraph
Includes a concluding paragraph, but
does not restate position
No concluding paragraph
Uses connectives / conjunctions
e.g. Makes one reference to, or one
link to points made in previous
paragraphs
Uses connectives in each
paragraph
Limited use of connectives / conjunctions
Has not included connectives /
conjunctions
Most complex sentences are
punctuated correctly
Punctuates simple sentences
correctly
Most simple sentences punctuated
correctly - e.g. most sentences begin with
a capital letter and end with a full stop
Simple sentences are not
punctuated correctly – no evidence
of punctuation
Text is written in paragraphs containing
topic sentences which are clearly
connected
Includes a summary of the topic, main ideas
and restates position.
Uses connectives / conjunctions to show
where the current point fits into the
argument - e.g. Makes more than one reference
to, or makes more than one link to points made
in previous paragraphs
Uses complex sentences which are
grammatically correct
e.g. capital letters at the
beginning of all sentences; full
stops at the end of all sentences
Punctuates more sophisticated sentences
correctly
Attempts to punctuate more
sophisticated sentences.
Punctuates simple sentences
correctly
Attempts to punctuate simple sentences
correctly
Simple sentences are not
punctuated correctly
Spells all topic and genre specific words
correctly
Spells most topic and genre specific
words correctly
Spells common words
(including genre specific)
correctly
Spells some common words (including
genre specific) correctly
Spelling does not assist the reader.
Diocese of Cairns, Catholic Education Services