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Sequencing Persuasive Texts Level 4
5 Pre & Primary Essentials Worksheets English Text Structure & Organisation Examining Literature Literature & Contexts Engaging With & Responding to Literature Texts in Context Analysing, Interpreting & Evaluating Language for Interacting With Others 2 Pages

Sequencing Persuasive Texts Level 4

Students cut and rearrange examples of persuasive texts to help cement their understanding of the structure of persuasive texts.

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Learning goals

  • We are learning that bare assertions (a claim of fact without supporting evidence) must take into account different points of view.
  • We are learning to understand the structures and language features of text types, such as narratives, procedures, explanations, discussions, persuasive texts and information reports.
  • We are learning to present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
  • We are learning to present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
  • We are learning to recognise that the point of view in a literary text influences how readers interpret and respond to events and characters.
  • We are learning to identify the narrative voice, discuss the impact of first person narration on engagement and examine texts written from different narrative points of view.
  • We are learning to describe the ways in which a text reflects the time and place in which it was created.
  • We are learning to show how ideas and points of view in texts are conveyed through the use of vocabulary, including idioms, objective and subjective language, e.g. points of view.
  • We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.

Curriculum alignment

AC9E5LA02 9 Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources AC9E5LA03 9 Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts AC9E5LE03 9 Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E5LY01 9 Describe the ways in which a text reflects the time and place in which it was created AC9E5LY03 9 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E5LE02 9 Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others ACELY1698 8.4 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context ACELA1502 8.4 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1701 8.4 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELT1610 8.4 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELT1609 8.4 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELA1504 8.4 Understand how texts vary in purpose, structure and topic as well as the degree of formality
EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY317 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context VCELA310 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation VCELY320 Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text VCELT315 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning VCELA309 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others VCELA335 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

Look for the other level of sequencing texts for simpler examples.

Extensions

The class can be split into groups to present these arguments, with each taking a different position.

Teach it your way

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