Stage 1 English Unit Not So Far Away 2

Stage 1 English Unit: “Not So Far, Far Away”

Persuasion

Term: 4 Weeks 1-5

Scope and Sequence Summary
Focus: Persuasive and Imaginative Texts
Students will:
●Identify and express a point of view
●Persuade audience
●Engage in conversations
●Discuss an author’s point of view
Unit Overview
This unit hasbeen designed to support students to build a field of knowledge around persuasive texts. Activities cover the key features and structure of persuasive texts as well as a range of persuasive language devices. It provides studentswith an opportunity tofurther develop their understanding of persuasive texts and toexplore how a range of ICTs can be used to respond to and compose a range of texts.
Students will use graphic organisers and digital tools to help them organise their ideas and structure writing.
Key Concept
Persuasive textsaretexts whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. Persuasive texts seek to convince the responder of the strength of an argument or point of view through information, judicious use of evidence, construction of argument, critical analysis and the use of rhetorical, figurative and emotive language. It may also entertain or inform. Persuasive texts may be written, spoken, visual or multimodal.

Structure

Persuasive texts are organised to include a ‘statement of position’, ‘arguments’ and a ‘reinforcement of position statement’. The statement of position stage usually includes a ‘preview of arguments’. Each argument stage consists of a ‘point’ and ‘elaboration’. In the elaboration, the argument is supported by evidence. Arguments are ordered according to the writer’s choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented.
Texts and Resources
●Earrings! by Judith Voirst (PT)
●Hey Little Ant Trailer (DT)
●Hey Little Ant by Phillip Hoose. (PT)
●I Wanna New Room by Karen Orloff - (DT)
●Click Clack Moo, Cows That Type by Doreen Cronin (PT)
●Don't Let the Pigeon Drive the Bus! by Mo Willems(PT)
●The True Story of the 3 Little Pigs! By Jon Scieszka(PT)
●Brave – Witch Away (Trailer) - (DT)
●The True Story of Little Red Riding Hood by Agnese Baruzzi & Sandro Natalini (PT)
●The Wolf’s Story by Toby Forward & Izhar Cohen (PT)
●Three Little Pigs – Silly Symphony - (DT)
●Hobgoblin Supplies poster from The Jolly Postman by Janet and Allan Ahlberg (VT)
●Room on the Broom by Julia Donaldson, (DT)
Not So Far, Far Away Kit - (DT)
KEY:
ST – Spoken Texts
PT – Print Texts
VT – Visual Texts
DT – Digital Texts (including film, media, multimedia)
KEY 2:
IM – Imaginative Texts
IN – Informative Texts
PE – Persuasive Texts
Teaching and Learning Experiences
Learning Sequence 1: / Lesson Focus
●Pre Test – To assess prior learning of persuasive texts. This writing sample will determine the focus points for further teaching and discussion. Provide a scaffold for student’s writing and picture stimulus to orient students to the character of the ‘Big, Bad Wolf’.
( Graphic Organiser 1)
●What is persuasion? Discuss the purpose of persuasive texts; examine the structure and features – the position statement and supporting arguments, restating the position after supporting arguments. (IWB)
●Activate prior knowledge of Fairy Tales (Term 1 narrative focus). Discuss ‘point of view/perspective’. Characters are created by authors. Talk about good versus evil characters paying attention to the portrayal of the wolf in Fairy Tales.
●Discuss the story of the Three Little Pigs. View Silly Symphony
●Read ‘The True Story of the Three Little Pigs’.
●Compare the wolf in the two texts.
●Read/view other ‘fractured’ fairy tales throughout the week and discuss perspective.
(see resource list) / Literacy Continuum – Comprehension
●Prior Knowledge
●Making Connections
C4 – Analyses and evaluates a character’s actions or events in a story through discussion
C5 – Responds to questions about a character’s actions, qualities, characteristics and motives by expressing an opinion.
C6 – Builds understanding of media texts by discussing different interpretations of the one text.
C7 – Responds to and analyses a text by discussing a point of view presented in a text.
C8 – Refers to prior knowledge and experiences to build understanding of a text.
C8- Identifies more than one perspective or point of view when responding to questions about a text.
C8 - Justifies predictions about sections of a text.
C8 - Draws conclusions by using clues in a text.
Learning Sequence 2: / Lesson Focus
●View “I Wanna New Room” by Karen Kaufman Orloff. Using thinking partners, predict the story from the front cover paying attention to details. During reading, discuss student’s predictions and ‘wonderings’.After reading, students change their wonderings statements into questions.
●Discuss the techniques the main character uses to try to persuade.
●Complete (Graphic Organiser 2) to identify what the character wants and the persuasive techniques/devices the character uses to convince.
●Create a list of topics students might choose to write their own persuasive texts. Model “I wanna ……” text.
●Read/view other persuasive texts throughout the week. Discuss persuasive devices used (see resource list) / Literacy Continuum - Writing
C6 - Begins to use text features such as headings and paragraphs to organise information.
C8- Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.
C8 - Writing shows evidence of revision editing and proof-reading.
C9 – Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.
Teaching and Learning Experiences
Learning Sequence 3: / Lesson Focus
●View Hey Little Ant trailer. Discuss the impact of the music on the audience. What mood does it create? How effective is the text and word choice used in the trailer, to persuade?
●Use the information in the trailer to predict what the text will be about.
●Read ‘Hey Little Ant!’by Phillip Hoose
●Complete (Graphic Organiser 2) for this text.
●Discuss letter writing as a form of persuasion. Look at structure of how to write a letter.
●Create a list of topics students might choose to write their own persuasive letters.
●Model persuasive letter based on student suggestions. “Dear…”
●Read/view other examples of books that has persuasive letters within them e.g. Dear Mrs La Rue: Letters From Obedience School or Click, Clack, Moo: Cows That Type / Literacy Continuum - Writing
C6 - Begins to use text features such as headings and paragraphs to organise information.
C8- Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.
C8 - Writing shows evidence of revision editing and proof-reading.
C9 – Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.
Learning Sequence 4: / Lesson Focus
●View Brave – Witch Away (Trailer). Discuss the impact of the music on the audience. What mood does it create? How effective is the text and word choice to persuade?
●Investigate the humour within the trailer. (Ewe, free bear, side effects)
●Examine ‘Hobgoblin Supplies’ poster from ‘The Jolly Postman’ book. Discuss persuasive devices used. Talk about how commercials/brochures are used to convince people to purchase products. Discuss the use of colour, word choice and bold print. Look at other examples of brochures and posters.
●Read/View ‘Room on the Broom’ by Julia Donaldson
●Design a Digital text to sell the witches new broom/spell/potion etc. (ICT)
●Read/View other examples of texts that feature witches e.g. Meg and Mog, Hansel and Gretel / Literacy Continuum – Comprehension
C6 - Retells and responds to incidents from a story book or film with attention to plot elements such as setting, character, conflict and resolution.
C6 - Builds understanding of media texts by discussing different interpretations of the one text.
C6 -Shows awareness that information about one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites.
C7 – Responds to and analyses a text by discussing a point of view presented in a text.
C8- Identifies more than one perspective or point of view when responding to questions about a text.
C8 - Justifies predictions about sections of a text.
C8 - Draws conclusions by using clues in a text.
Literacy Continuum – Writing
C7- Uses a computer to produce texts with graphics.
C8- Experiments with producing/publishing texts using an increasing range of mediums and modes.
Teaching and Learning Experiences
Learning Sequence 5: / Lesson Focus
●Activate prior knowledge on Red Riding Hood.
●View
●Discuss the characterization of Red Riding Hood. Is she good or bad?
●Complete a concept map.
●Discuss personal safety. Should Red Riding Hood go into woods? Did she follow instructions?
●Students plan and write letter to persuade Red Riding Hood not to go into the woods. Students should have at least 3 arguments.
●Read/View ‘fractured’ Red Riding Hood tales eg ‘The True Story of Little Red Riding Hood’ by Agnese Baruzzi & Sandro Natalini and ‘The Wolf’s Story’ by Toby Forward & Izhar Cohen / Literacy Continuum – Comprehension
●Prior Knowledge
●Making Connections
●Questioning
C4 – Analyses and evaluates a character’s actions or events in a story through discussion
C5 – Responds to questions about a character’s actions, qualities, characteristics and motives by expressing an opinion.
C6 – Builds understanding of media texts by discussing different interpretations of the one text.
C7 – Responds to and analyses a text by discussing a point of view presented in a text.
C8 – Refers to prior knowledge and experiences to build understanding of a text.
C8- Identifies more than one perspective or point of view when responding to questions about a text.
Literacy Continuum – Writing
C9 – Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.

Assessment

/ Evaluation
●Formative Assessment of the ‘Big, Bad Wolf’
●Anecdotal Observations
●Work completed on graphic organisers
●Summative Assessment -Tagged Work sample: Learning Sequence 5
Speaking and Listening 1 - Stage One / EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
❖Develop and apply contextual knowledge
❏understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)
❏listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666) / ✔
❏understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
❖Understand and apply knowledge of language forms and features
❏understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
❏use turn-taking, questioning and other behaviours related to class discussions / ✔
❏identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
❏explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
❖Respond to and compose texts
❏Communicate with increasing confidence in a range of contexts
❏Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) / ✔
❏Describe in detail familiar places and things
❏Use role-play and drama to represent familiar events and characters in texts
❏Use intonation to emphasise the need to seek further clarification of a question
❏Formulate open and closed questions appropriate to the context / ✔
❏Use a comment or a question to expand on an idea in a discussion / ✔
❏Use some persuasive language to express a point of view / ✔
❏Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1788, ACELY1789) / ✔
❏Demonstrate attentive listening across a range of school contexts, eg assemblies, welcome to and acknowledgement of country, and school performances
❏Contribute appropriately to class discussions / ✔
❏Carry out complex instructions involving more than one step
YEAR 1 / YEAR 1 / YEAR 2 / YEAR 2
Cluster 5 / Cluster 6 / Cluster 7 / Cluster 8
❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
❏Phonemic Awareness
❏Concepts About Prints / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
❏Phonemic Awareness / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
Speaking and Listening 2 - Stage One / EN1-6B
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
❖Develop and apply contextual knowledge
❏understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
❏understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to theaudience,purpose, context and cultural background (ACELA1460) / ✔
❏make connections between different methods of communication, egStandard Australian English,Aboriginal English,home language, sign language andbody language
❏recognise a range of purposes and audiences for spoken language with increasing independence
❏recognise different oral texts, eg conversations at home, in the classroom and playground
❏develop an understanding of different forms of communication technologies available for hearing and visually impaired people and people with other disabilities
❖Understand and apply knowledge of language forms and features
❏identify organisational patterns and features ofpredictable spoken texts
❏understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
❏identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
❖Respond to and compose texts
❏make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) / ✔
❏rehearse and deliver short presentations on familiar and new topics (ACELY1667)
❏retell familiar stories and events in logical sequence, including in home language / ✔
❏rephrase questions to seek clarification / ✔
❏listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
❏explain personal opinions orally using supporting reasons, simple inferences and reasonableprediction / ✔
❏demonstrate active listening behaviours and respond appropriately to class discussions / ✔
❏recognise and respond to instructions from teachers and peers
YEAR 1 / YEAR 1 / YEAR 2 / YEAR 2
Cluster 5 / Cluster 6 / Cluster 7 / Cluster 8
❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
❏Phonemic Awareness
❏Concepts About Prints / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
❏Phonemic Awareness / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics / ❏Reading Texts
❏Comprehension
❏Vocabulary Knowledge
❏Aspects of Writing
❏Aspects of Speaking
❏Phonics
Writing and Representing 1 - Stage One / EN1-2A
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.
Develop and apply contextual knowledge
❏Understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts / ✔
❏Experiment in all aspects of composing to enhance learning and enjoyment
❏Develop an awareness of issues relating to the responsible use of digital communication / ✔
Understand and apply knowledge of language forms and features
❏create 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 (ACELY1661, ACELY1671) / ✔
❏Understand the process of planning, drafting and publishing imaginative, informative and persuasive texts / ✔
Respond to and compose texts
❏Plan, compose and review simple imaginative, informative and persuasive texts on familiar topics / ✔
❏Compose texts supported by visual information (eg diagrams and maps) on familiar topics
❏Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
❏Compose a range of written forms of communication, including emails, greeting cards and letters / ✔
❏Use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information / ✔
❏Draw on personal experience and topic knowledge to express opinions in writing / ✔
❏Experiment with publishing using different modes and media to enhance planned presentations / ✔
❏Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672) / ✔
YEAR 1 / YEAR 1 / YEAR 2 / YEAR 2
Cluster 5 / Cluster 6 / Cluster 7 / Cluster 8
Reading Texts
Comprehension
Vocabulary Knowledge
Aspects of Writing
Aspects of Speaking
Phonics
Phonemic Awareness
Concepts About Prints / Reading Texts
Comprehension
Vocabulary Knowledge
Aspects of Writing
Aspects of Speaking
Phonics
Phonemic Awareness / Reading Texts
Comprehension
Vocabulary Knowledge
Aspects of Writing
Aspects of Speaking
Phonics / Reading Texts
Comprehension
Vocabulary Knowledge
Aspects of Writing
Aspects of Speaking
Phonics
Writing and Representing 2 - Stage One / EN1-7B
Identifies how language use in their own writing differs according to their purpose, audience and subject matter.
Develop and apply contextual knowledge
❏Identify the audience of imaginative, informative and persuasive texts (ACELY1668) / ✔
❏Discuss some of the different purposes for written and visual texts / ✔