Purpose: This learning module incorporates blended learning where students interact face-to-face as well as in the online forum. It also involves two writing projects where students give and receive feedback using a structured rubric.

This initial activity is designed to engage students in writing camp through valuing their prior knowledge and linking to their lifeworlds, particularly recent experiences of learning from home. It also values students as active knowledge makers, contributing ideas to our "Live Wires" (years 5-6) and "Bright Sparks" (years 3-4) learning communities.

Teaching Tips:

As students come into the room, get them to log into CGScholar, update their avatars and send a positive message to a peer. While students are doing this, emphasise the importance of selecting non-racist, sexist or violent images, being safe in online environments, supporting each other and not bullying their peers.

Then invite them to the front of the room to read and respond to the mentor text.

Students can then write comments in the CGScholar discussion forum, referring to some of the points covered in their discussions.

"Which is better" Persuasive Writing Project

 

Which is better: ........... or ...........? Give reasons with evidence (examples, anecdotes, quotes, facts) in your arguments. Write 400-800 words. Include 1-2 images to make your writing even more interesting and persuasive.

In Publisher, start the writing project before the lesson in case students are ready to start it on Day 1. However, students may not start until day 2 of writing camp.  Once students have completed the comments in the second update, they can click on the "Work Request" in their Notifications. This will take them to Creator to start a new work.

They should add their title and then create an outline of:

P:

E1:

E2:

E3:

EO:

C:

They can record some dot points of their reasons and examples. This becomes their plan. Students should save this plan as a new version. Then they can expand on their dot points in the next version.

When students start their projects, get them to look around the Toolbar, especially "About this Work" and also the rubric in "Feedback".

They write their persuasive texts gradually over the next three lessons. Include some explicit teaching of text structure and language features in each lesson based on Updates 2 and 3. On day 4, they submit their works for peer review and give feedback. They complete this and revise their works for publication on day 5.

The Live Wires Project is in this Update. The Bright Sparks Writing project (with a modified rubric) is added to Update 2.

 

Purpose: This update explores the mentor text, a model of a persuasive text, in more depth so that students respond, discuss and identify the structure and a persuasive technique (reason and evidence).

Teaching Tips:

PERSUASIVE TEXT STRUCTURE

The structure of a persuasive texts supports its purpose.

A text is organised into paragraphs following a PEC structure. The length of a paragraph ranges from one sentence to many sentences (e.g. 3-10). 

After students have written their paragraphs and commented, go back to the mentor text and in the margins, students annotate the structure of the whole text.

Write P for the Point Paragraph, E for the E Paragraphs and C for the C paragraphs. Write an O for the E paragraph that has an opposing opinion. Check to see that each paragraph is doing its job - it should be annotated with an R, Es and Cs!

P  (Point)	Clearly states the opinion of the writer Has 3 main reasons Has one opposing reason
E1 (Evidence)	States reason Gives evidence (examples, anecdotes, quotes, facts, statistics)  Concluding sentence
E2 (Evidence)	States reason Gives evidence (examples, anecdotes, quotes, facts, statistics) Concluding sentence
E3 (Evidence)	States reason Gives evidence (examples, anecdotes, quotes, facts, statistics) Concluding sentence
EO (Evidence - Opposite)	States an opposing reason Gives evidence (examples, anecdotes, quotes, facts, statistics) to argue against the reason Concluding sentence - - says why it is not a good reason
C (Conclusion)	Summarises the reasons Has a concluding statement (e.g., comment on why the topic is important, ask a question, comment on the future, or have a call for action)

There is more information/activities on types of evidence in Update 3 - Persuasive Techniques.

Purpose: In this update, the teacher guides students to identify persuasive techniques in the mentor text and then to incorporate at least three techniques in their own texts. 

Teaching Tips

PersuasiveTechnique	Years 3-4 Text	Years 5-6 Text
Connectives	13	15
Anecdotes	1	1
Direct Quotes	2	4
Statistics	0	1
Rhetorical Questions	1	3
Repetition (at end of paragraphs)	6	6
Triples	3	3
High Modal Words (certainly, definitely)	2	3
Low Modal Words (may, might - EO and C)	3	5
High Modal Words (must, should - EO and C)	5	2
Exclamations	4	4
Emotive Words	4	4
Speak directly to reader (You)	4 paragraphs	4 paragraphs
Direct verb/Command	0	3
Exaggerations	0	0
Similes and metaphors	0	1 metaphor

Connectives

Firstly, circle the connectives. You may have to read parts of the text a couple of times, telling students what to annotate. The connectives are underlined in the years 3-4 text.

Types of Evidence:

This activity explores types of evidence - facts/ information, examples, statistics, graphs, anecdotes and quotes (direct only)

1. Examples. Facts and Information

There are examples in E1, E2, E3 and E4. There are never examples in the P and C paragraphs. These examples also provide information.

The main fact is in E3 in the year 5-6 text re research.

2. Anecdotes

An anecdote is a short amusing or interesting story about a real incident or person. They can be used to expand on examples. There is one personal anecdote in Learning at Home is Better than Learning at School in E2.

I remember the best times were when my parents helped me in science and maths through gardening and cooking and I think we both learnt a lot. They also felt very proud of me.

3. Quotes 

There are two direct quotes in E1 and EO.

As Charlotte Reynolds, a student at Gordon Primary School, pointed out, “I feel as though I can learn the material at my own pace and on my own time, with breaks when I need them.

4. There is one statistic in the years 5-6 text in E3.

Through his research with students in years 4-6, Tosco (2015) found that when technology is included in lessons, there is higher student engagement and a 16% increase in remembering information compared to lessons without technology.

LANGUAGE FEATURES

1. Rhetorical Questions

Students highlight the rhetorical question (one in years 3-4 and 3 in years 5-6 text). Then, they add at least one rhetorical question to their writing project (if they don't already have one).

2. Repetition and Triples

Repetition is a way that you can emphasise a point. Repetition is a word or a phrase used two or more times close together or following a pattern such as the repetition in the C sentence for each E paragraph. Students find the examples of triples in the mentor text, Learning at Home is Better than Learning at School. such as:

• "If you......If you.......If you." 
• The three last sentences in the C paragraph.
• The sentence at the end of each paragraph.
•  "sad, glum and lonely" (EO in years 3-4 text)
• "worrying, distressing and nerve-wracking" (EO in years 5-6 text)

Then, students  add repetition to their writing projects for emphasis.

3. Modality

Another persuasive technique is modality. Mode means "method" or "the way something is done". Modal verbs are verbs that tell us the mode in which something should be done. Strong modal verbs are should, ought, must need, would, have while low modal verbs are can could, may, might.

There are also connectives and adverbs such as definitely, certainly or probably which indicate high and low modality. These words show whether you are certain or unsure about your opinion. To be really persuasive, you need to show certainty and that you really believe in your opinion.

Note that  strong and weak modal verbs are mainly used in the EO and C paragraphs. In the EO paragraph, you can make opposing arguments weaker and easier to dismiss with weak modal verbs. 

Students circle all the modal verbs, connectives and adverbs. Then, they add some modal verbs to their writing projects.

4. Exclamations

The texts use 4 exclamation marks. This is another persuasive technique to influence the reader by bringing attention or emphasising an idea . Students add an exclamation mark to their writing projects. Be careful not to overuse them - no more than 4 or 5.

5. Emotional Language

Another way to persuade readers is to appeal to their emotions so they empathise with your arguments. Ask students to find any emotional words in the mentor text.

"sad, glum and lonely" (EO in years 3-4 text)
"worrying, distressing and nerve-wracking" (EO in years 5-6 text)

"proud" in E2 in both texts

6. Speak directly to the reader (personal pronouns, especially "you")

Using "you" is persuasive as it involves the reader of the text directly. Note that in the P, E1, E2, and E3 paragraphs the writer uses "you" to involve the reader.

• In E1, the writer is addressing students.
• In E2, the writer is addressing parents.
• In E3, the writer is addressing teachers.

Because the writer does not want to engage the reader too much in the EO opinion, "you' is not used.

7. Direct verbs/Command (also called the imperative)

This is in the c paragraph of the years 5-6 text only.

Keep home learning for the children! Keep it for the parents! Keep it for the teachers!

8. Similes and metaphors

These are more common in narratives but can be used to effect in persuasive texts. There is only one metaphor in the years 5-6 text in E3.

"it (online learning) opens many doors"

9. Multi-Pronged Sentences (years 5-6 only)

Identifying simple, compound and complex sentences can be tedious, although still important to do. While analysing the mentor text, use the idea of multi-pronged sentences to get students to write more varied sentences. If necessary, hand out a new copy of the mentor text. 

Firstly, identify an example of each sentence in E1. Then students can focus on another paragraph, highlighting examples with different colours.

Single Pronged Sentences (Simple Sentence - 1 idea, 1 verb)

• For starters, students can all learn at their own pace.

• This all together makes home learning the best way to learn.

Double Pronged Sentences (Compound Sentences - 2 ideas, 2 verbs and a conjunction (and, or, because, as, if)

• For example, if you need more time to finish maths, you can take it.
• If you haven’t finished your persuasive text, you can keep writing.

Multi-Pronged Sentences (Complex Sentences - 2+ ideas, 2+ verbs, participles ("ing" words") and relative pronouns (who,when, which/that).

• It is stressful at school when you fall behind but with home learning this can't happen.
• If you are enjoying an art activity, you don’t have to stop to clean up because it’s 3pm.

A survey is included for the year 5-6 students to revise persuasive techniques further.

Purpose: This update aims to engage students through listening to and responding to a narrative. It enables students to think critically about what they have learnt about narrative and persuasive texts, and how they are the same and different, and developing conceptual understanding of genre - argument and narrative. This supports them to transfer learning from one set of learning activities to another set of learning activities.It also helps students to generate their own ideas for a narrative.

The narrative mentor text is central to learning about narratives.

Teaching Tips:

• Engage students through a prediction based on the five word story - Tadpoles. Bushwalk. Lost. Emergency. Rescue. of the narrative My Brother Will.
• After reading the narrative, students discuss their reactions - prompt students to discuss their emotional reaction to the story (identification, empathy, antipathy). 
• Next, students should focus on what makes this narrative a good/great one. Key ideas can then be shared with the whole class by recording ideas on the Venn Diagram. This will enable students to connect what they are learning about narratives to what they already know about persuasive texts. 
• Print out the Venn Diagram (below) template and enlarge to A3. Ideas can be recorded on the A3 sheet as a whole class.
• In completing the Venn Diagram, prompt students to focus on how the author hooks the reader, variety in sentences, description (triples, similes, action verbs and wow words) and dialogue.  Cameron, S. & Dempsey, L. (2013). The Writing Book: A Practical Guide for Teachers. Auckland: S&L publishing, p. 70).

The "Inspired by a Real Event" Narrative Writing Project

Write a narrative that is inspired by a real event. You don't have to stick to the facts! Create a five word story for your narrative. This is your plan. Write 400-600 words. Include 2 images to add interest to your narrative.

(600-800 words for Live Wires)

• Start the writing project before the lesson. Students can then log into CGScholar and click on the "Work Request" in their Notifications. This will take them to Creator to start their work.

• They should add their five word story and add dot points with more ideas. This becomes their plan. Students should save this plan as a new version. Then they can expand on their dot points in the next version.

• When students start their projects, get them to look around the Toolbar, especially "About this Work" and also the rubric in "Feedback".

• They write their narrative texts gradually over the next three lessons. Include some explicit teaching of text structure and language features in each lesson based on Updates 4 and 5. On day 4, they submit their works for peer review and give feedback. They complete this and revise their works for publication in the fifth lesson.

 

Purpose: Students identify the structure of the narrative of the text they read in the initial activity and use it as a model for their own narratives.

By analysing the mentor text, students develop their understanding of how to hook the reader and introduce the complication and the main character/s.  

Students also start writing orientations based on their Five Word Stories in update 4. They can use these when they start their writing projects. By sharing these in the Community discussion forum, they are seeing other student models of orientations which they can use to improve their own.

Teaching Tips:

In brainstorming a list of words to describe the main characters, point out that there are no words to describe the colour of their hair or their eyes or what they are wearing, but yet the reader can already visualise the characters.

As students are writing, give them verbal feedback on their orientations. Younger students may still fall back into their default ways of opening their narratives such as "Once....." or "My name is ... and I  am going to tell you about...."

A simple strategy is to look for their first complication (typically in their second paragraph) and move it to the narrative opening and then adjust.

Purpose:  As students work on their narratives, they learn more about language and narrative techniques, including description and dialogue. The focus on description through verbs shifts the emphasis away from adjectives.

Teaching Tips:

Print a copy of the mentor text for each student before the lesson and provide highlighters and coloured pencils.​ Work through the following activities gradually, allowing students to incorporate what they have learnt in their writing.

1. Narrative Techniques

Narrative Technique: Description

• Highlight 10 "Wow" words and share them with your partner. Count how many you had that were the same.
• There are two similes in the story. Circle them. Similes create exciting pictures in your mind.

eucalypts, standing like tall sentinels

he (Will) is as strong as a lion

Showing, Not Telling

• Verbs and adverbs, adjectives and similes are tools to include description in narrative writing. Verbs are the tools that really do the "heavy lifting" in description!

Triples (Repetition)

• There are 5 triples in the story. Highlight them too. "Wow words," triples and similes can make your writing more exciting and descriptive. Further, the repetition in triples builds lexical cohesion.

Triple 1

Will picked up the bucket and net in the garage, winked at me and we were off.

Triple 2

When we looked up, we saw birds and shapes of animals in the clouds. When we looked sideways, we saw the eucalypts, standing like tall sentinels along the track. When we looked down, we saw the zigzagging tracks of wombats, wallabies and sometimes snakes.

Triple 3

“Will,” I called out, “are you hiding?”

Silence.

“Come out, Will. Don’t play tricks!” I yelled.

Silence.

“Come on, Will,” I implored. I was becoming anxious.

Silence.

Triple 4 (year 5-6 text only)

Lights were flashing. Police sirens were blaring. We were becoming more and more anxious.

Triple 5

Will was cold, hungry and confused.

2. Narrative Technique: Pacing

Note the verbs and short sentences here that build suspense. Long descriptive passages slow down the pacing.

3. Narrative Technique: ​Dialogue

Focus on the narrative technique of using dialogue as a tool to show character and to advance the sequence of events. Then ask students to look at the dialogue in the handout and work out the punctuation rules - capital letters, speech marks, full stops, commas, and new lines/paragraphs.

Instructions for students:

Look at the dialogue. What are three rules that you notice for writing dialogue? Dialogue is a narrative technique.

4.  Multi-Pronged Sentences (Year 5-6 only)

Again, while analysing the mentor text, use the idea of multi-pronged sentences to get students to write more varied sentences. 

Firstly, identify an example of each sentence and then students find more examples in other paragraphs

We trudged along towards the summit. Suddenly, Will raced ahead. Will is very fit and bigger than me so I knew I would have to run fast to catch him. We quickly became separated and when I couldn’t see him ahead, I thought he might have darted into the bush.

Single Pronged Sentences (Simple Sentence - 1 idea, 1 verb)

We trudged along towards the summit. Suddenly, Will raced ahead.

Double Pronged Sentences (Compound Sentences - 2 ideas, 2 verbs and a conjunction (and, or, because, as). Check the conjunctions which are underlined.

Will is very fit and bigger than me so I knew I would have to run fast to catch him.

Multi-Pronged Sentences (Complex Sentences - 2+ ideas, 2+ verbs, participles ("ing" words") and relative pronouns (who,when, which/that). See yellow highlighting.

We quickly became separated and when I couldn’t see him ahead, I thought he might have darted into the bush

5. Best Written Sentence

Put a double line under what you think is the best written sentence in the story. Explain to your partner why you think it is good.

Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.

Teaching Tips:

• Refer to the Analytics to see how students have performed.