Sequencing Persuasive Texts Level 2
Students cut and rearrange examples of persuasive texts to help cement their understanding of the structure of persuasive texts.
Learning goals
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to draw connections between personal experiences and the worlds of texts and share responses with others.
- We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
- We are learning to recognise how texts can be created for similar purposes but different audiences, e.g. different language choices for children and adults.
Curriculum alignment
AC9E3LY01
9
Recognise how texts can be created for similar purposes but different audiences
AC9E3LA04
9
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
AC9E3LY07
9
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
AC9E3LY06
9
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E3LE02
9
Discuss connections between personal experiences and character experiences in literary texts and share personal preferences
ACELY1678
8.4
Identify the audience and purpose of imaginative, informative and persuasive texts
ACELT1596
8.4
Draw connections between personal experiences and the worlds of texts, and share responses with others
ACELA1479
8.4
Understand that paragraphs are a key organisational feature of written texts
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-11D
old
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-12E
old
Recognises and uses an increasing range of strategies to reflect on their own and others’ learning
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Look for the other level of sequencing texts for simpler examples.
Extensions
Look for the other level of sequencing texts for more advanced examples.
Teach it your way
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