Year 5: Persuasive texts: Developing and expressing a point of view: It’s cruel to keep animals in cages The VELS provide for a broad range of Reading, Writing, Speaking and Listening activities that will enable students to gain understandings of how to develop ideas and express them persuasively in spoken, written and multimodal texts. In Year 5, English VELS Levels 3 and 4 will help develop the knowledge and skills for presenting persuasive texts in a range of forms.

This unit focuses on enabling students to create a range of written, spoken and multimodal persuasive texts, including texts such as those presented in the NAPLAN Writing test. Links in the activities below show how suggested teaching and learning activities address the NAPLAN Writing criteria and relate to Levels 3 and 4 of the English VELS.

Text-based teaching and learning Language focus Assessment ideas activities Getting started Reinforce active listening skills Students’ participation in the View or read aloud several simple print and multimodal These may include: text-based teaching and learning persuasive texts such as a taped excerpt of TV news or  maintaining eye contact activities may be used to assess a newspaper article presenting different points of view  showing interest in what is said progress towards the following on an issue involving keeping animals in cages. For  interrupting only when appropriate outcomes: example, cats roaming and disturbing neighbourhoods  rephrasing statements to clarify or threatening wildlife, animals kept in cages in pet ideas and information Reflective journals shops or zoos, or the benefits of protecting animals,  being sensitive to non-verbal Throughout this unit remind especially endangered species. communication students of the importance of  taking turns recording ideas in their reflective journals. You should: It may be appropriate to invite a guest speaker from the  engaging in exploratory talk to share local zoo, the RSPCA or another animal protection group and clarify ideas  set aside regular time for writing who can introduce students to different aspects of the  identifying opinions offered by topic. others and proposing other relevant  take time to read and reflect viewpoints  emphasise confidentiality  emphasise that the journal

1 Text-based teaching and learning Language focus Assessment ideas activities  extending ideas in a constructive should be an interactive manner document  sustaining a point of view.  allow students to monitor their progress. This process helps focus students as individual learners. Session 1: Sharing IDEAS: Concerns about Discuss point of view/argument Check if students can: animals in cages The purpose of persuasive texts is to:  select and use the Form into small groups to share and develop IDEAS on  express and justify a point of view appropriate TEXT the general topic: Animals in cages. For example: on an issue STRUCTURE for the group  What sort of cages are animals kept in?  change an AUDIENCE’s point of discussion  What are some of the reasons for keeping animals in view or attitudes  listen carefully to others in cages?  plead a case. the group and respond  When might keeping an animal in a cage be seen as appropriately cruel? Language to signal opinion  identify the facts and opinions  When might keeping an animal in a cage be seen as Discuss and demonstrate generated in the group’s not cruel? PERSUASIVE DEVICES used to discussion express opinions; for example, some  report briefly to the class on use of emotive language, making a the group discussion. Encourage students to listen carefully to each other so direct appeal to the reader, or that they can identify and respond to each other’s providing an anecdote that supports a ideas, opinions or points of view and reasons for them. point of view. Jot down key ideas. Set aside time to write about individual ideas in reflective journals. Discuss VOCABULARY used to persuade, such as possibly, definitely Revise precise VOCABULARY relating to persuasive and somewhat, and modal groups such

2 Text-based teaching and learning Language focus Assessment ideas activities writing, such as ‘persuade’, ‘issue’, ‘point of view’, fact, as It would seem that. ‘opinion’, ‘argument’, ‘supporting detail’, ‘reasons’, ‘justifying opinions’ and ‘evidence’. Compile topic-based word lists Choose precise words from discussions Discuss how to differentiate between fact and opinion and research and list on charts; for and how opinions may not be easily identifiable; for example, endangered, protected example, cages are cruel, or cages protect animals. species, habitat and duty of care.

Introduce the term generalisation in relation to the topic Use as SPELLING resources as well as and claim in relation to justifying argument. a basis for VOCABULARY extension exercises.

The groups meet together as a class and report on the Provide a range of activities which range of opinions. These can be summarised on a class develop skills in correctly spelling table for use throughout the unit. Make explicit the simple and common words and some purpose and features of summaries. The table could be difficult words: arranged as follows.  develop a multi-strategy approach to spelling, including applying Opinion Reasons morphemic knowledge and an It is cruel to keep understanding of visual and phonic animals in cages patterns It is not cruel to  use resources such as dictionaries, keep animals in thesauruses and spellcheckers. cages Sometimes it’s Revise and model summary skills cruel and for note-taking

3 Text-based teaching and learning Language focus Assessment ideas activities sometimes it isn’t Note the use of: cruel to keep  key points, key words or phrases animals in cages  abbreviations.

4 Text-based teaching and learning Language focus Assessment ideas activities Session 2: Building up knowledge of the Defining the topic Ask students to collect samples topic Assist students to develop research of a range of persuasive text- Encourage students to set their own questions about skills. types related to the issue. File whether it’s cruel to keep animals in cages. Revise how these within their journals to be to find, gather and present ideas and information. Establish the following checklist. referred to at a later date.  What does the topic ask? List and discuss students’ questions about the topic and  What do I already know? Check if students can: possible print and multimodal sources of information  What do I need to know?  use appropriate books and (newspapers, magazines, journals, TV documentaries,  What resources could I use? resources to develop ideas or fiction and factual texts, brochures, posters, pamphlets, locate relevant information radio news items, letters to the editor, web pages). Gathering ideas and points of view Revise the following skills:  identify the main IDEAS and Ask students to collect and share any new IDEAS and  locating resources supporting details information about the topic.  locating ideas and relevant  give possible reasons why Add them to the class table. information IDEAS and information may  extracting answers be included in texts Students should be reminded to continue to refer to this  recording answers.  discuss the structure, features table as well as other resources when attempting to and purpose(s) of the texts. develop new ideas.

Building up knowledge about persuasive writing Distribute copies of some of the texts explored in ‘Getting Started’.

Assist students to identify the souce/writer of the text.

5 Text-based teaching and learning Language focus Assessment ideas activities Talk about the author’s purpose in creating the text.

Identify different points of view in the texts and assist students, through questioning, to identify them and the Assessment task reasons given to support the different points of view. Presenting IDEAS and information Working in pairs, students use Discuss the influence of the AUDIENCE relevant persuasive and factual and purpose(s) on the style chosen for texts. Taking turns, each one presenting ideas and information. For selects relevant ideas and example, consider how best to create information to be reported to the an appropriate relationship with a rest of the class. Each records nominated audience (such as formal or the page on which the idea or personal). information is to be found.

For oral presentations, consider:  time limit  use of visual elements  use of cue cards and written or multimodal format (poster, letter, article, PowerPoint, campaign poster created in Publisher).

6 Text-based teaching and learning Language focus Assessment ideas activities Session 3: Stating a point of view Discuss oral argument Observe students during the Role-play may be used to develop and express a point The purpose of the role play is to: role-play and check if they use of view on the topic: It is cruel to keep animals in cages.  represent one point of view on an appropriate actions and dialogue issue to attempt to persuade others to Before students participate in role-play, discuss the  change people’s points of view or a particular point of view or aspects they will have to consider as performers; for attitudes. action related to the topic. example, varying tone, volume and pace, ways of presenting a sustained point of view, listening and Point of view Check if students: identifying other participants’ ideas and evidence. (The Encourage students to:  draw on their experience in judge makes a decision based on the ideas presented  consider a range of IDEAS and role-play to discuss the by other participants.) possible points of view that different purpose and some of the people might hold distinguishing features of oral Divide students into groups of five and allocate the  develop an opinion/thought web with argument following roles within each group: a focus question: ‘What would  express their thoughts in a  a conservationist who believes animals sometimes different people say?’ logical manner in both the need to be caged, either for their own protection or role-play and the related the protection of other species Prepare a list of PERSUASIVE discussions.  a cat owner who believes it is cruel to restrict their VOCABULARY – words and phrases cat’s movements which influence the point of view from  a member of an animal rights organisation who the perspective of individuals such as believes all animals should be allowed to roam free people who work in pet shops, zoos or  an animal refuge worker who believes cages are children’s farms, animal rights sometimes, but not always necessary organisations or pet owners. For  one person as the impartial judge who has to decide example: whether it’s cruel to keep animals in cages.  ‘We must protect endangered

7 Text-based teaching and learning Language focus Assessment ideas activities species’  ‘I hate the thought of putting my cat in a cage, but doing so keeps her safe in the car’. Students are given a few minutes to read their role-play Observe students in group cards (which contain more related ideas to assist in the discussion and identify if role-play) and prepare their parts. They may wish to students understand: refer to the class table to locate specific information to  the points of view being use in the role-play. presented  how to effectively present At the conclusion of the role-play session ask the points of view groups of students to identify, list and discuss:  why particular positions were  the points of view of each of the participants adopted  how effectively they presented these points of view  what the recommendations  the participants’ purposes in putting forward these for action were points of view  how the judge came to the  other points of view that could have been considered final decision.  the manner of presentation, matter presented and method of presentation  the final decision and reasons why the judge came to this decision.

Discuss the outcome of the role-play and revise the term ‘argument’. Discuss what is known about presenting an oral point of view. Record this information on a retrieval chart to be

8 Text-based teaching and learning Language focus Assessment ideas activities revisited at the end of the unit.

9 Text-based teaching and learning Language focus Assessment ideas activities Session 4: Planning and modelling PERSUASIVE DEVICES Assessment task persuasive writing Examine: Select an aspect of the issue and Create a class text to demonstrate how to plan and  use of modality such as: it could be prepare a written or multimodal develop written texts to persuade a known AUDIENCE; said or on the other hand text to present a point of view on for example, another class, a neighbour or school  use of emotive words and phrases; it. magazine readers. for example, a distressed hamster  use simple figurative language; for Assessment task Talk about the importance of selecting issues of example, free as the wind SENTENCE STRUCTURE/ concern, relevant IDEAS, forming an opinion and  the concept of cause and effect PUNCTUATION selecting possible points or examples to support this (Factor A leads to or results in Factor Use the modelled written opinion or point of view. Remind students that for any B). persuasive text, including a issue there may be many points of view. variety of sentence structures, TEXT STRUCTURE/PARAGRAPHING some of them complex Negotiate with students the point of view they wish to Develop skills in writing short texts sentences with dependent present in their class text. For example, they may appropriately organised in paragraphs clauses. Copy and cut into decide to focus on whether it’s cruel to keep wild or to orient, engage and persuade an jumbled sentences for students farm animals in cages, or on whether domestic pets AUDIENCE, including the following. to reconstruct the sequence of should be kept in cages. the points using different Introduction COHESIVE language. Students work in groups to list all the possible points  statement of issue or concern that could be used to support the point of view. Remind  statement of opinion Note if students can: them to refer to the class table for ideas and supporting  consider what background  identify the main points reasons. information could be included to  recognise supporting points support the audience’s  write a variety of simple, The groups share their list and a master list can be understanding compound and complex sentences

10 Text-based teaching and learning Language focus Assessment ideas activities compiled. The class votes on three or four of the Body  use punctuation accurately, strongest points to be included in the jointly  several points to support opinion including apostrophes. constructed argument. Conclusion  sum up, reaffirm the general point of Encourage students to listen carefully and respond to view each group’s list. Check if students: Identify and record points for  examine and discuss the argument. Note that: purpose, features and Use PowerPoint slides to jointly construct the argument  the strongest point will have the AUDIENCE of the modelled with students. (Students will need support in this most evidence to support it argument (with teacher activity as they develop skills in this writing genre.)  points are ordered so they logically guidance) follow each other  select and organise the Guide students to discover and discuss different stages  students should attempt to support group’s findings and ideas of an argument and the way these are organised in a opinions with supporting detail or before sharing with the class persuasive TEXT STRUCTURE; for example, how to reasons.  listen and respond to the sequence ideas in several logically ordered speaker. PARAGRAPHS, such as an introduction, body and Discuss body of written text conclusion.  purpose, structure and features Observe students as they write  points to support opinions are and during conferences. Study Talk about the importance of setting the scene for the developed in PARAGRAPHS their writing to check if they can: AUDIENCE. Identify the strengths and weaknesses of  evidence or examples to support  present a written point of particular text types and their ability to influence the IDEAS view that includes some of reader.  use of simple connectives to provide the modelled TEXT COHESION, linking aspects of the STRUCTURES, Write the beginning of the argument which outlines the PARAGRAPHING, features topic and presents an opinion. argument or points; for example, in saying this, just as, as a result, and VOCABULARY

11 Text-based teaching and learning Language focus Assessment ideas activities Write the body of the argument. This will include each however and therefore  revise the purpose(s) of point and supporting evidence to make these points  begin to use word associations to persuasive text. more powerful. Focus students’ attention on how to use avoid repetition PERSUASIVE DEVICES and carefully selected  use appropriate prepositions and VOCABULARY to persuade. conjunctions.

Write the final section of the argument. Discuss the conclusion of the argument (purpose)  to sum up the position taken (to conclude the argument).

The writing process Observe and support students as The completed argument could be sent to the intended Remind students of the need to plan for they write and conduct regular audience. The published argument may also be all writing tasks and to: group and individual conferences displayed and used for:  consider a range of possible points to monitor their progress.  repeated readings of view  text schema activity  locate appropriate resources Check if students:  cloze activities (omit the COHESIVE language, such  scan for relevant ideas and  identify the AUDIENCE for as verbs (linking or action), simple text connectives, information their writing ordinal numbers and conjunctions), and  use a recording sheet to organise  select appropriate PERSUSASIVE DEVICES, such as emotive words) ideas and information PERSUASIVE DEVICES  text analysis  plan the TEXT STRUCTURE for  SPELL most simple and  development of spelling, PUNCTUATION and appropriate ordering of points commonly used words, and grammar knowledge.  try to use precise formal some more difficult words VOCABULARY suitable for the topic accurately Individual presentation of arguments and COHESIVE language for linking  develop a multi-strategy

12 Text-based teaching and learning Language focus Assessment ideas activities Small groups of students or individual students use the ideas approach to spelling. above as a model to:  consider how to use appropriate  plan and construct alternative written arguments PERSUASIVE DEVICES to position related to this topic or other issues of concern; for AUDIENCE. example, It is wrong to put people in prison  create a text that puts forward the opposite point of view to the one modelled.

Conduct mini lessons and guided writing sessions as required to demonstrate aspects of the writing process. This could include sessions on:  planning, reviewing and editing writing  spelling and punctuation  proofreading strategies  handwriting.

13 Text-based teaching and learning Language focus Assessment ideas activities Reflection on learning Provide a list of questions to At the conclusion of the unit, students reflect on what guide statements in this they have learned about writing and creating reflection. persuasive texts.  What can you say about the purpose of persuasive texts? Encourage students to include their personal  If you had to explain one observations in their reflective journals. feature about writing a They may choose to share these conclusions with persuasive text what would others in their group. you say?  What question do you now The class may revisit the table developed earlier in the have about learning about unit and add or alter this to reflect their current persuasive texts? knowledge.  What/who helped you to learn about persuasive? Why? How?  How do you think you have improved?  What do you still need help with?

Check if students:  can explain the purpose and AUDIENCE for this writing  use PERSUASIVE and COHESIVE language associated with the topic and

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15 Text-based teaching and learning Language focus Assessment ideas activities Students may:  prepare for and conduct a class discussion on the topic: It’s cruel to keep animals in cages  explore the use of PERSUASIVE language in multimodal texts (such as advertisements, pamphlets, websites or documentaries)  look at issues from different perspectives and create arguments from these perspectives.

Suggest to students that they create a story book for younger readers, presenting the point of view either that:  it is cruel to keep animals in cages or  it is not cruel to keep animals in cages or  it is sometimes cruel to keep animals in cages.

Invite students to create a cartoon from the point of view of a lion in an animal reserve, or a domestic cat who is allowed to roam free.

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