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The Stories They Couldn't Tell - Persuasive Writing Assessment
4 5 6 Standard Membership Remembrance Day ANZAC Day Presentations English HASS Analysing, Interpreting & Evaluating Creating Texts History 21 Pages

The Stories They Couldn't Tell - Persuasive Writing Assessment

Develop persuasive writing skills through two remarkable true stories from Australian history with The Stories They Couldn't Tell – Persuasive Writing Assessment. Designed as both a persuasive writing consolidation lesson and formal assessment, this engaging PowerPoint revises persuasive text structure and language features before challenging students to write an evidence-based persuasive response using authentic historical events.

Students begin by revising persuasive text structure and exploring powerful persuasive devices, including emotive language, rhetorical questions, repetition, alliteration, personal pronouns, facts and statistics, the rule of three, exaggeration and high modality. They then investigate two fascinating historical case studies: convict letters that unintentionally encouraged transportation to Australia, and censored First World War postcards that limited what soldiers could tell families back home. Students compare the two situations before responding to the question: Was the government right to control what people could write home?

Ideal for Remembrance Day, ANZAC Day, Australian History units and Year 4–6 persuasive writing programs, this resource also provides excellent preparation for NAPLAN by strengthening students' ability to construct well-supported arguments using evidence from historical sources.

Learning goals

  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to use and expand on our knowledge to analyse and evaluate texts.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to use comprehension strategies to build literal and inferred meaning and to connect and compare content from a variety of sources.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to understand the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including First Nations Australians) and how the environment changed.
  • We are learning to understand the changes in Australian democracy and citizenship after Federation, including the impact on First Nations Australians, migrants, women and children.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to understand the impact of a significant development or event on an Australian colony.
  • We are learning to understand the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed.
  • We are learning to use comprehension strategies to interpret and analyse information, comparing content from a variety of print and digital sources.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.
  • We are learning to understand the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children.
  • We are learning to understand the contribution of individuals and groups to the development of Australian society since Federation.

Curriculum alignment

AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E4LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts AC9E5LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E6LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9HS6K02 9 Changes in Australia’s political system and to Australian citizenship after Federation and throughout the 20th century that impacted on First Nations Australians, migrants, women and children  AC9HS5K02 9 The impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1713 8.4 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACHASSK107 8.4 The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed ACHASSK108 8.4 The impact of a significant development or event on an Australian colony ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1692 8.4 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts ACELY1694 8.4 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 ACHASSK135 8.4 Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACHASSK137 8.4 The contribution of individuals and groups to the development of Australian society since Federation ACELY1703 8.4 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
HT3-5 old Applies a variety of skills of historical inquiry and communication 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 EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN3-2A old Composes, edits and presents well-structured and coherent texts HT3-1 old Describes and explains the significance of people, groups, places and events to the development of Australia HT3-2 old Describes and explains different experiences of people living in Australia over time HT3-4 old Describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples HT3-3 old Identifies change and continuity and describes the causes and effects of change on Australian society EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension 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-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-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-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience 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-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style
VCHHK096 Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCHHK094 The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children VCELY347 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts VCHHC083 Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation VCHHC085 Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies VCHHC086 Explain the causes of significant events that shaped the Australian colonies, contributed to Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants VCHHK089 The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples VCHHK090 The effects of a significant development or event on a colony VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY288 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts VCELY299 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 VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY319 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

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

Differentiation

Modifications

  • Revise persuasive devices over several lessons before completing the assessment.
  • Discuss each historical case study as a class before students begin writing.
  • Provide paragraph scaffolds or sentence starters for students requiring additional support.
  • Allow students to verbally rehearse their arguments with a partner before writing.
  • Use the assessment as a guided writing activity before independent completion.

Extensions

  • Ask students to write the opposing viewpoint after completing their first response.
  • Hold a class debate before students begin writing.
  • Invite students to identify persuasive devices in historical speeches or newspaper articles.
  • Research additional examples of wartime censorship or convict life in Australia.
  • Use completed responses for peer assessment using the success criteria provided.

Teach it your way

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