LITERACY / UNIT PLANNER Topic: Discussing cultural perceptions GRAMMAR FOCUS: (levels) 1.

Whole text structure of a Persuasive Discussion

Statement of issue Topic sentences Body paragraph for each idea/argument Compares opposing arguments Supporting evidence for arguments Concluding statement

Year Level: 5
Text type and mode Discussion Listened to

Term:
Spoken

Week:
Read Written

Date:
Viewed Produced

Language features for the text-type: 2. Sentence level

Simple, compound and complex sentences. Personal and Impersonal voice. Active and passive voice used. Passive verbs. Action and mental process verbs. Timeless present tense. First, second and third personal pronouns. Signal words (outlining cause and effect).

3. Word level

X X X X X X Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1.Building topic knowledge 2.Building text knowledge/Model the genre 3.Guided activities to develop vocabulary and text knowledge 4.Joint construction of text 5.Independent construction of text 6.Reflecting on language choices Frequently used Literacy Instructional Strategies: Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze

(Wing Jan, 2009, pp. 170).

Topic-specific vocabulary for the unit of work:

Bushranger, tannery, troopers, stereotypes, social order, education, criminals, eras, decade, timeline, rights, expectations, formal, informal, history, equality, duties, routines, paragraphs, key words, closure, argument, evidence, proof, justify, support, reason, rebuttal.

Thinking Tools/techniques to support chns thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Role-play; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 166-182; EPISODE 18 | 1838: DAVEY English teaching resources downloaded on 17 Sept from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 18 (2+3); ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
Analysing Checking Classifying Cooperating Considering options Designing Elaborating Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying Listening Locating information Making choices Note taking Observing Ordering events Organising Performing Persuading Planning Predicting Presenting Providing feedback Questioning Reading Recognising bias Reflecting Reporting Responding Restating Revising Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising Testing Viewing Visually representing Working independently Working to a timetable

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TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and the literacy learning intention or sessions focus )

WHOLE CLASS Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)

MINI LESSON (Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to prepare students for successful completion of the set task. Reference to Wing Jan include page details)

INDEPENDENT LEARNING (Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students thinking or work with a small group for part of the time. Reference to Wing Jan include page details)

SHARE TIME AND TEACHER SUMMARY (Focused teacher questions and summary to draw out the knowledge, skills and processes used in the session)

ASSESSMENT STRATEGIES (Should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students attempt/work)

Session 1: Point of View.

Brainstorm
Show the Lesson starters Persuasive Text video on school uniforms (00:3002:45) -see Figure 1 Create a T-chart on the board with arguments for and against the use of school uniforms. Enquire into what the students think and discuss which side has the more compelling argument. Focus questions Why are school uniforms good to have? What are the disadvantages of uniforms?

Shared Reading
Explain that the next few lessons will focus on reading and writing discussion texts. Read through the print version of the videos dialogue with the students, noting the overall structure of Statement of issue Topic sentences Body paragraph for each idea/argument Compares opposing arguments Supporting evidence for arguments Concluding statement

Independent Writing
Students write 2 small paragraphs of writing giving their opinions on uniforms in schools. Each opinion should be backed up with a piece of evidence.

Think-Pair-Share
Students sit with their 2 paragraphs on the floor and sit knee-to-knee, eye-to-eye with a partner, the students discuss their opinions and what evidence they have to back it up. Ask a few students to share with the class what their Partner's opinion was and why they thought that. (Did they agree/disagree? Did anyone's opinion change after someone else presented their view?)

Anecdotal notes and worksheet analysis

Collect writing paragraphs from students and assess for strength of argument and proficiency in expressing it. Use results to inform individual student or group foci for next lesson.

EAL Teaching group:

Co-operative learning: Demonstrate to ESL group how the students can start their paragraphs using a given topic sentence to start each paragraph: Having uniforms at school is good/bad because

Focus questions
Which side; for or against, has the better overall case? Why? For each side, which is the strongest argument? Are they based on facts or opinion?

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Session 2: Planning for a DiscussionText

Shared Reading
Read and discuss the PowerPoint text: should mobile phones be banned in schools (figure 2) with students from the class taking turns to read each half of a paragraph of information. Between each slide, unpack the key arguments in each body paragraph (listed in point form after each section).

Interactive Writing
Brainstorming with the students, extract and record the facts about the topic using a concept map. Decide on a stance to take and list the pros and cons of the issue with a T-chart. With the students, rate the arguments supporting their position as either weak, average or strong (Why does this argument have more weight? Are there any points on the opposing side that nullify one of our points?) Demonstrate how to prioritise arguments, select supporting evidence and anticipate the opposing points. (Adapted from Wing Jan p.177)

Group Debate
Students are divided into 6 groups, with 2 groups being assigned to one of 3 questions: -Should mobile phones be allowed in primary school? -Should students do homework? -Are uniforms good or bad? Each group takes a stance on the issue that opposes their paired group's view. They list all the arguments for their case and rate them for which are the strongest arguments. When all the groups are finished, the class listens to the arguments and evidence. from each group ESL adjustment- assign ESL students to one of the groups working on the mobile phone issue and work closely with them to ensure understanding of the topic.

5 VIPs
Students form into pairs and decide on 5 important ideas about making discussion texts they have learned about that they can write as a list of dot-points. (Includes ESL students paired with nonESL students) Compile a list of each unique point made by student pairs about discussion texts on the class board. Maintain this information either on the board or through a poster that will remind students of what process to follow to plan for a discussion text.

Informal Observation
Monitor the quality/number of arguments listed by each group. There should be a minimum of 4 arguments (with supporting evidence) per stance and at least 2 strong points.

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Session 3: Structure and language features of a written discussion text. (derived from Davey 1838: Justice activity)

Brainstorm
Watch the video clips: The Bushranger and The shooting. As a class, list the main events in this part of the story. Ask students to think about what happened, why and to whom. Have them share their responses and discuss them, listing the main ideas and key characters involved. Ask students the following questions: -How does Davey see the bushranger in the first clip? -Why do Davey and Alice direct the soldiers, who are chasing the bushranger, in a different direction? -Who are the 'goodies' and 'baddies' in this clip? How do you know? -What laws do you think have been broken and who has broken them in this clip? -How do Australians typically view bushrangers? As heroes or as villains?

Modelled Writing
Model the structure of a short written Discussion based on the issue of Bushrangers. Verbalise the decisions you make as you write the text and the following processes: -Opening statement of issue -Topic sentences -Body paragraph for each idea/argument -Compares opposing arguments -Supporting evidence for arguments -Concluding statement

Independent writing
Students write an opening statement for their point of view on bushrangers and justify their opinion with 2 paragraphs (each one with a supporting piece of evidence)

Whole class reflection

Ask students to pair up with a partner that took the opposing view to their argument. Each student explains their reasoning and they discuss which evidence is strongest. (If not enough students on each side of issue, divide the larger side into small groups containing at least one member of the opposing argument.)

Anecdotal notes and worksheet analysis

Use a checklist to assess the strength of student written arguments by the quality of the supporting evidence and the successful application of the text structure.

EAL Teaching group:

Have students work with a partner to conduct a hot seat role-play, where each student takes turns to be in the hot seat. Have students take turns to question each other about their opinion of bushrangers. Students should justify their statements using evidence. When students have a clear idea of their POV, they proceed to write their statement of intention and one body paragraph of supporting evidence.

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Session 4: Planning for the writing of discussion texts.

Group Deconstruction
Distribute copies of arguments to small groups of students and have them identify the text structure and features including: -simple, compound and complex sentences. -impersonal voice. -mixes of active and passive language to describe 'doers' of verbs -timeless present tense -signal words Share the findings of the class and create a chart that records their developing knowledge about discussion texts.

Joint construction
Using a whiteboard, jointly construct an opening statement for an issue (i.e. Are video games a waste of time?) and one against the issue. Propose the creation of a set of criteria that the class' texts will be judged by- based on figure 3 Explain that students will be selfassessing their discussion texts as they are completed. Focus questions: -What would the audience need to know about this issue? -what are the opposing viewpoints? -What are the arguments and reasons for one viewpoint? -What are the arguments and reasons for the other viewpoint? -What do you think of the issue? What is your opinion? Why do you think this? (focus question's taken from Wing Jan 172)

Independent Writing
Students select a topic that has been explored previously or from a list of suitable issues and begin construction of a discussion text. They will be expected to complete an opening statement, take a position on the issue and write their first body paragraph (one argument and at least one piece of supporting evidence.) Teaching group with small group of EAL: Outline examples of appropriate expressions when they are needed. Providing sentence beginnings and a list of connectives to help link ideas (figure 4) note down a few students to share their work with the whole class after think-pair-share.

Think-Pair-Share
Students sit with their 2 paragraphs on the floor and sit knee-to-knee, eye-to-eye with a partner, the students take turns to describe the issue they have chosen and the position they have taken. Call upon a few students to describe their partner's issue and position.

Roving conferences and Student SelfAssessment

Make a point of seeing as many students during the independent writing period as possible. Take note of any student inconsistencies and provide feedback, referring students to the criteria if they are unsure of what is expected.

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Session 5: Language features of a discussion text.

Class Debate
Using a local issue from the community e.g. should the canteen be open every day instead of Friday only? conduct a physical debate in which the students respond to questions on their opinion of the issue by moving into a section of the room for their answer (agree, strongly agree, disagree and strongly disagree corners) Record student responses on the board and brainstorm some arguments for both sides of the debate.

Group Deconstruction
Use the jointly constructed discussion from the last session OR an effective example made by one of the student's previously to highlight some of the following text aspects: -The use of a passive voice -Identifying signal words -locating and discussing the use of action and mental verbs -rewording sentences to make them stronger. -the use of personal pronouns.

Independent and group writing

Students work to finish off their text drafts started from the last session. Once completed, students must find another student who has finished and critique each other's work in terms of the criteria sheet. Students use this feedback to edit and refine their published version of the text. EAL adjustment: conduct roving conferences with each student in this stream and provide direct instruction and feedback as required.

Group Reflection
Gather students on the floor and discuss what they have learned about discussion texts overall: -What do we use discussion texts for? How are they useful? -Who found themselves persuaded by another person's text? What were some of the arguments they used? -why is it important to have a rebuttal in a discussion text? -do you feel confident in writing a discussion?

Written work analysis and peer assessment

Collect completed discussion texts from students and check to see that they display the following structure: Statement of issue Topic sentences Body paragraph for each idea/argument Compares opposing arguments Supporting evidence for arguments Concluding statement Give written feedback for each student's writing piece. Students also assess each others drafts- using both the jointly constructed criteria sheet and the discussion text concept chart.

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Appendix: Figure 1: Lesson starters video (persuasive texts) linkFigure 2:PowerPoint presentation on mobile phones: Figure 3: discussion text criteria. Figure 4: list of connectives.

Activity references:

http://www.tes.co.uk/teaching-resource/Discussion-Text-3006395/ http://www.tes.co.uk/teaching-resource/Discussion-checklist-6192951/ http://www.tes.co.uk/teaching-resource/Discussion-Text-Useful-Words-and-Phrases-6076864/ http://www.educationoasis.com/curriculum/graphic_organizers.htm

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