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To support ideas presented in sequence to justify a particular stand or viewpoint that a writer is taking.
The writer's purpose is to take a position on some issue and justify it. Persuasive writing is intended to present a point of view on an issue being debated, or to market a particular product, process or line of thought. The author sets out to state their view in a way that will influence others.
Knowing the intended audience is important in selecting both the language and the ideas that will sway the reader. For example, if seeking to persuade a local government member the language would be quite formal, but if hoping to sell cakes at a school gala, the language needs to be much more emotive and invitational. In teaching persuasive writing it is important to include this defining of the audience and appropriate choice of language.
An argument usually consists of the following:
In addition to the writing, consideration should also be given to the inclusion of graphics and data that will support the idea or product to be promoted. Sound and video can also be added to support the written proposal, advertisement or argument. In meeting the needs of the today's learners, it is important to factor this into the persuasive writing process, so that student are aware of the impact that adding these forms of media will have on selling their product or point of view.
DebatesDebates, which are conducted orally, are a form of argument in which two opposing points of view are stated and both sides are argued. Supporting evidence for each side is put forward and finally an opinion is stated based on the two arguments.
Types of arguments
Brainstorming tools to develop the arguments/persuasive statements (free)
Poster/Website tools to capture the power of images
Graphing tools for making your own graphs
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.
There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
In a Traditional Narrative the focus of the text is on a series of actions:
Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.
Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).
Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.
To help students plan for writing of narratives, model, focusing on:
Planning the plotline
Character development
eBook tools
There are many web 2.0 tools and apps that provide the opportunity and scaffolding for writing a story. These may provide background scenes and a selection of characters and accessories that students can arrange to construct a story.
Illustrations
A narrative does not always require illustrations, but for some audiences or some formats, such as eBooks, illustrations could well enhance the story being told. Illustrations could be drawn freehand and then scanned or photographed for inclusion in a book or eBook, or they could be drawn on computer using free web 2.0 tools or apps.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
WHAT DO THE STUDENTS KNOW ALREADY?
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Tin Can Telephone
What You Need
The ideal is to have enough equipment for one between two students.
What You Do
Prepare by puncturing a small hole in the centre of the base of the tins. This hole needs to be just big enough for the string to pass through.
Push the string through the hole of one can and tie two large knots to stop the string being pulled back through the hole. Take the other end of the string and put it through the base of the other tin and tie two knots. The string must fit tightly into the holes on the inside of the each tin. When using the phones the string must be able to be pulled taut.
Explore what happens if you pluck the string harder.
Is there any connection between the volume and the size of the pluck?
What to Look For
(What do my students need to learn?)
Speaking Writing Presenting
Level 3 Select, form, and communicate ideas on a range of topic.Use language features appropriately, showing a developing understanding of the effects.
Level 4 Select, develop and communicate ideas on a range of topics.Use a range of language features appropriately, showing an increasing understanding of their effects.
Nature Of Science
Investigating in ScienceAsk questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. e.g. the students are observing and sharing their ideas like scientists do.
Physical World
Level 3 and 4Explore, describe and represent patterns and trends for everyday examples of physical phenomena. (Sound)
Literacy Learning Progressions
End of Year 6
generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been selected
with some care;
selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image);
End of Year 8
Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points;
Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic, or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone;
(What do I need to know and do to meet the range of identified learning needs of my students?)
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level.
An expectation that students understand and explain how scientists work.
An expectation that students can use science specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form
Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model Open ended investigative possibilities - posing questions to these ideas in the real world
Opportunities for new knowledge to be shared across the class by students based on experiences
Class use and understanding of scientific vocabulary in context with tasks
Multiple opportunities for learning and of reinforcement of conceptual understandings.
Tools or ideas which, for example, might be used to:
Oral, Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks
Students ability to comment on their own understandings in relation to the tasks
Students ability to share and justify their understanding with peers in relation to the tasks
Resources to complement this unit
Picture Books
MOE Teacher Resources
e-asTTle Writing Indicators
For each writing purpose, the writing indicators comprise:
e-asTTle Teacher Resources
Teacher Resource Support
Online Teacher and Student Writing
Other Websites
Ruby Sings the Blues book, postcard and science activities
If you are not able to access the zipped files, please download the following individual files.
Teacher Jacqui Lucas
Year
Level
Duration
Achievement Objective being assessed
Learning outcomes
Processes
Supporting achievement objective
NCEA Link
Assessment:
Achievement Standard:
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
Learning task 4
Learning task 5
NB - teachers may decide that they only need to use of 1-2 of the following assessments to best meet the needs of their programme.
Once familiar with the language, types, rhyme and metre used in poetry, students then write their own. They are given a selection of types to write, and from these they can select their best three to put forward for assessment. The overall topic is conflict or war, but the students can treat this however they wish.
types (RTF 6KB) assessment (RTF 23KB)
Taking a line from the poem Dulce et Decorum Est by Wilfred Owen students create their own story. This might be based on war or conflict, but needn't be strictly focused on this alone. The quote may appear at the beginning of the story, in the middle or at the end. It also might be repeated. The quote might be more than one line or less, but must fit in to the overall story.
See War Poetry Online for the text of some Wilfred Owen poems, and World War One Poetry for some other war poets such as Sigfried Sassoon and Herbert Read.
Students should have already been introduced to story writing as a skill, they should be aware of the drafting and editing process and be able to take the story through to publishing (see stylistic suggestions, notes on characterisation, structural suggestions and sentence patterns from the Writing for Publication unit). assessment (RTF 23KB)
Having learnt the necessary verbal and visual features of a film, the students need to take all the information provided, and having taken the time to look through the film (stopped by the teacher to indicate important shots, music, sound and effects), write an essay based on this question:
Students are required to think about:
Students should have been previously taught the skills of transactional writing. They need to understand the use of formal language, paragraphing and sentence structure, introductions, topic sentences, statement, explanation and example, and conclusions. They should be aware of linking between paragraphs and how to quote when relevant.
See:
assessment (RTF 23KB)
Passage-based Tasks
Open Questions
Students study the socio-historical contexts in which this play was written, set and is read today. They then actively engage with the language, themes and characters prior to presenting their interpretation of a scene from the play and developing essays.
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Ideas
Select, develop, and communicate sustained and insightful ideas on a range of topics.
Language features
Select, integrate and sustain a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, coherent, and effective structures.
AS 90725 Construct and deliver an oral presentation
AS 90723 Respond critically to oral or visual text studied,
(What do I need to know and do?)
Planning Using Inquiry
English Teaching and Learning Guide [available from February 2011]
NCEA Rules and Procedures
Learning intention(s)
Establishing prior learning and linking it to the text
KCs:
Thinking – explore texts
Relate to others – peer discussion
Engaging with the issues
Examine the consequences of personal conscience in conflict with rigid societal perceptions of what is "right" in human behaviour.
Examining text background
Background; About the Author
Prior to engaging with the play, use the research topics resource to explore the background of the play and its author, specifically:
Allocate each topic to different groups. Report back findings in two minute mini seminars.
Teachers and students will also find useful the notes on the literary background to the play, which includes sections on Social Drama and Tragedy.
Also: refer to this list of related quotations which have a philosophical link to Miller's themes:
Exploring the text through performance
KCs: Use language, symbols and texts – structure and express understandings about texts
Participating and Contributing – contribute to a group performance
Bringing the text to life
Reading through the play can be most rewarding and useful when a variety of approaches are used. Hence the class could be engaged in:
Examining key text aspects
Understanding characters and their conflicts
There are a variety of approaches to help understand characters and their conflicts.
Exploring the language of The Crucible
The dialogue has a quality that could not easily be achieved in a naturalistic play of the present time. The characters are given a certain dignity and distance by quaint turns of phrase and peculiarities of grammar (mainly survivals in America of early usages in English). The use of ‘Mister’ as a form of address and 'Goody' as a title suggests a relationship strangely remote; and such verb-forms as seen in 'Cain were an upright man', 'there be no road between', 'I am thirty-three time in court in my life', a dialect used by judge as well as peasant, draw attention to another age and environment than ours. It is perhaps natural that people whose daily reading was confined to the Bible should use language with a fine sense of metaphor. it does not sound inappropriate when Hale says, 'If Rebecca Nurse be tainted, then nothing's left to stop the whole green world from burning', or Proctor, 'I have made a bell of my honour, I have rung the doom of my good name'. This heightened language is in tune with the symbolic nature of the characters, the deep emotions they seek to express and the importance of the themes of the play.
Form groups with each being allocated one of the following aspects of the language of the play. Find examples of your allocated language feature and report back to the class. In your report you should provide the context for your example and, briefly comment on:
Language Features:
Close reading
Use a text extract from the final lines of Act 3 for close reading.
Learning task 6
Thinking – close reading
Themes
Use the questions about themes to select from one of these approaches. Write answers to the questions about themes individually.
Questions about themes
Learning task 7
Preparing and delivering an oral presentation
Performance assessment
As a group, read through the text. Pause to discuss and annotate photocopies of individual scripts to suggest possible ways you could use tone of voice, pace, pitch, volume, contrasts, emphasis, rhythm and actions to reflect the ideas you identified.
Annotate photocopies of individual scripts to suggest possible ways you could use gesture, facial expression, stance, eye contact, movement, use of props, use of costume to reflect the ideas you identified.
Rehearsal
As a group rehearse your performance, adding in costumes and props (where practical) once everyone is confident with using voice, body, movement to interpret the script.
Keep referring each other back to the ideas you recorded to ensure whatever you do adds to the atmosphere or conveys the meaning of your extract.
You will be assessed on how well you:
Look at the ‘speaking standards clarification’ for information expectation regarding a Level 3 oral presentation.
Performance
Developing an essay
Preparing for AS90723 at the end of the year
Learning task 8
Extending learning
Learning task 8 – Additional Resources
Print
Electronic
AS 90723 Respond critically to oral or visual text studied
This piece of writing should be an integrated part of the year’s writing programme. Refer to
for more details.
Tools or ideas which, for example might be used to evaluate:
leading to :
Waves – teacher notes for the waves DVD (PDF 271KB)
These resources assist teachers to plan learning for specific learning outcomes related to ELLP and the NZC
English
Maths
Science
Social Sciences
The Arts
Primary and secondary schools can apply for nationally funded teacher professional learning and development for English language learning and literacy (primary schools) and English language learning and home school partnerships (secondary schools).
The system of support on New Zealand Curriculum Online provides links to funding, Ministry of Education resources, and professional associations of interest to teachers of English language learners.
These professional groups provide collegial support and opportunities for teachers of ELLs to develop their professional knowledge and work together collaboratively.
To find out where your closest PLC is and whom to contact email [email protected]
or contact Kirsty MacDiarmid
[email protected] Phone 09-6329368
These six self-access modules use the English language learning progressions to provide professional support for leaders and teachers.
These forums provide facilitated collegial email support for teachers and leaders, a place to share ideas, request help and resources, and establish professional relationships.
Having teachers with a Teaching English in Schools for Speakers of Other Languages (TESSOL) qualification in your school will improve the outcomes for English language learners.
The Ministry of Education offer tuition fees scholarships.
A range of Ministry of Education resources of particular value to English language learners can be accessed from Down the Back of the Chair and a list of links to ESOL resources can be found on the MOE website.
Some key resources are:
Other Resources
Paul Nation’s Vocabulary lists
Expected time frame: 1-2 lessons
These learning activities are designed to activate the prior lexical knowledge of students and to build knowledge of the key vocabulary. See activating prior knowledge for more information. A number of vocabulary activities are included to give students many opportunities to use key vocabulary in different ways. Teachers should choose from these activities to suit different learner needs.
Ensuring learners know the content and language learning outcomes
Ask students to complete the ‘start of the unit’ column in the learning grid (Word 2007 17KB) . This will also help you identify students who may need increased challenge.
Finding out about learners’ prior knowledge
1. Pre-teaching key vocabulary
Ask students to put these words into the Eat or be Eaten - Structured Overview (Word 133KB) :
See structured overviews for more information.
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