This content description is applicable to Lesson One (1 hour) Student verbal responses and the unit as a whole. discussion and short written Persuasive text Our identity responses. framework. Literature Explain to students they are about to engage Literature and context Students select a new symbol Task sheet and in a type of a guessing game as an Plan, draft and publish imaginative, for their classroom or Marking guide. introduction to their learning over the next informative and persuasive texts school and create a short few weeks. containing key information and supporting persuasive text to present details for a widening range of audiences, to the principal justifying Provide students with the Yes/No list of fruit demonstrating increasing control over text their choice. and vegetables and explain the structures and language features ‘Yes’ examples all come under the group of food we call a vegetable: Text structure and Organisation Understand how texts vary in complexity Yes carrots and technically depending on the – No apples approach to the topic, the purpose and – Yes cauliflower the intended audience – No banana – Language for interaction Provide students with a Yes/No list of Understand that social interactions animals, including native animals from influence the way people engage with Australia and WA. Put Yes or No next to ideas and respond to others, for example each animal to create a clearly defined when exploring and clarifying the ideas of grouping for example: those native to others, summarising their own views and Australia. reporting them to a larger group The group’s challenge is to come up with Literacy what all the yes examples have in common. Identify the characteristic features used in They may come up with: persuasive texts to meet the purpose of the texts
This content description is applicable to the unit as a whole. Literature Literature and context Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Text structure and Organisation Understand how texts vary in complexity and technically depending on the approach to the topic, the purpose and the intended audience Language for interaction Understand that social interactions influence the way people engage with ideas and respond to others, for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group Literacy Identify the characteristic features used in persuasive texts to meet the purpose of the texts Lesson One (1 hour) Our identity Explain to students they are about to engage in a type of a guessing game as an introduction to their learning over the next few weeks. Provide students with the Yes/No list of fruit and vegetables and explain the ‘Yes’ examples all come under the group of food we call a vegetable: Yes – carrots No – apples Yes – cauliflower No – banana Provide students with a Yes/No list of animals, including native animals from Australia and WA. Put Yes or No next to each animal to create a clearly defined grouping for example: those native to Australia. The group’s challenge is to come up with what all the yes examples have in common. They may come up with: Student verbal responses and discussion and short written responses. Students select a new symbol for their classroom or school and create a short persuasive text to present to the principal justifying their choice. Persuasive text framework. Task sheet and Marking guide.
Year-4_English_Emblem-of-choice_Outline.docx