Students in years 3-6 learn about writing narratives and persuasive texts, using mentor texts to explore narrative and persuasive techniques and language features. They complete two writing projects that are submitted for peer review, revision and publication.
Structure, Persuasive Devices, Narrative Techniques, Language Features
Australian Curriculum Achievement Standards
Productive Modes (speaking, writing and creating)
YEAR 3
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
YEAR 4
Students use language features to create coherence and add detail to their texts. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
YEAR 5
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
YEAR 6
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.
ARGUMENT
STAGE 2 : Years 3-4
Students understand that opinions should be supported by information and ideas presented in a structured way. They learn that:
STAGE 3 : Years 5-6
Students understand that an argument takes into account audience, form and purpose. They learn that:
GENRE
STAGE 2 : Years 3-4
Students understand that types of texts arise from similarity of purpose and vary according to the mode and medium of their delivery.
STAGE 3 : Years 5-6
Students understand that texts may be categorised into genres. They learn that:
NARRATIVE
STAGE 2 : Years 3-4
Students understand that narratives may be interpreted in various ways. They learn that:
STAGE 3 : Years 5-6
Students understand that there are conventions of the narrative form that combine to involve responders in the story. Students learn that narrative engages responders through:
CODE and CONVENTION
STAGE 2 : Years 3-4
Students appreciate that codes of communication are rules which provide access to information and ideas as well as opportunities for expression. Students learn that:
STAGE 3 : Years 5-6
Students understand that codes and conventions of each mode provide the foundation for innovation. They learn that:
Learning Intention: To explore ideas for my own narrative.
Success Criteria:
1. Think-Pair-Share: Discuss what you know about penguins.
Here are some facts:
2. Watch the video: HI BUDDY’: THE STORY OF ONE EMPEROR PENGUIN AND AN ANTARCTIC EXPEDITIONER
3. Think-Pair-Share: Discuss what else you learnt from the video.
2. After listening to a reading of Smudge to the Rescue, with a partner discuss the ideas in the video that you think inspired the narrative.
3. Think-Pair-Share: Is Smudge to the Rescue a good narrative? Why/why not?
4. Smudge to the Rescue is inspired by two real events and based on a five word narrative:
Blizzard. Trudging. Penguin. Chat. Track.
This narrative has a setting (where), characters (who) and action (what).
Inspired by Real Events
Using real life events or true stories can provide good ideas for your writing. Most authors draw on real life events to inspire their writing. Here are some real events with five word narratives that you could use or you can make up one based on your life or someone you know:
Teen farmer swims in dam and claims spot in Paralympic squad - Accident. Swimming. Milking Cows. Selected.
Bear back on duty for bushfire season - Bushfires. Danger. Search. Rescue Koalas.
Hank the cat worn out by mouse plague - Mousecatcher. Plague. Exhausted. Traps. Escape.
Here are some other five word narratives based on real life:
Anxious dog. Bite.Training. Calmness.
Computer frozen. No games. Solution.
COVID. Airports. Sniffer dogs. Quarantine.
Lost. No phone reception. Rescue.
First game. Smashed. One goal.
With a partner, discuss one of the five word narratives that interests you. Can you guess some of the information that is missing? Where is the setting? Who are the characters? What will the action be?
Comment: Now write your own five word narrative that is inspired by a real event. It must be exactly five words. You can use some of the words in the examples above or make up your own. Post it to Community. Then comment on 1-2 other students' 5 word narratives by asking them questions about their narratives. Respond to students who ask you questions.
After you have recorded ideas in the comment box, click on your "Work Request" in your Notifications in CGScholar. This will take you to Creator where you can start your narrative writing project.
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 update aims to engage students through listening to and responding to a mentor text narrative and then thinking about ideas in order to start their own writing project.
Mentor Texts
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. Experienced users of CGScholar can support the newbies.
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.
'Based on Real Events' Narrative Writing Project
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".
The Live Wires Project is in this Update. The Bright Sparks Writing project (with a modified rubric) is added to Update 2.
Learning Intention: To understand how to write great orientations.
Success Criteria:
| Orientation | Introduces who, where and when and hooks the reader. |
| Complication | A problem - there can be more than one complication. |
| Resolution | The problem is solved. |
| Coda (optional) | The moral, lesson or message of the story. |
Look at Smudge to the Rescue again. In the margins of the handout, write down what part of the narrative it is. How many complications are there? Number them C1, C2 etc. You can work with a partner.
The Hook
Now look at the first three sentences in the first paragraph.
The temperature was close to zero. The wind was gusting ferociously. We were lost.
Think-Pair-Share:
Showing, Not Telling
Look at the interactions between the narrator and her fellow ranger, Joe.
“I can’t go on,” my fellow ranger, Joe, called out above the howling wind. “My fingers and toes are ice blocks and my pack feels like it is full of heavy bricks.”
“Let’s stop and have something to eat,” I shouted back. As Joe devoured his food, I said, “Slow down, Joe, and save some of that food for later. We don’t know how long we will be out here.”
After our short break, we loaded our packs and continued on. The wind was at our backs, pushing us along, rather than blasting into our faces. At times, the wind was so strong, we felt like windsurfers, being blown along the water.
“Can you see that black shape ahead?” I yelled.
“Is it …..? Is it a hut?” asked Joe, hopefully. “That could mean we’re close to a walking track.”
“I don’t think so; it’s too small,” I replied.
What do you learn about the two main characters in these paragraphs? Let's make a list of all the words that you think of to describe the narrator and Joe.
Comment: QUICK WRITE: Look at your Five Word story. How will you start it? Write it here. Introduce your main character by showing, not telling. Make sure you include 1-2 interesting "wow" words. Read other students' orientations and comment on 1-2 that you like, explaining why.
Purpose: Students identify the structure of the narrative of the mentor text 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 1. 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.
Learning Intention: To understand how to write a great narrative.
Success Criteria:
Identify language features such as connectives, conjunctions, and single, double and multi-pronged sentences.
Comment: What is your favourite narrative technique? Give an example of that narrative technique. Read other students' comments and comment on 1-2 that you think are good. You can write, "That is an excellent idea!"
Similes and Metaphors
Examples of Metaphors
Think-Pair-Share: Which metaphor is your favourite? What picture can you imagine?
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
my pack feels like it is full of heavy bricks
we felt like windsurfers, being blown along the water
My fingers and toes are icicles
The penguin.......tobogganed towards us.
Showing, Not Telling
Triples (Repetition)
Triple 1
The temperature was close to zero. The wind was gusting ferociously. We were lost.
Triple 2
The penguin flopped hard on his belly, kicked off with his hind feet and tobogganed towards us.
Triple 3
......he stopped, tilted his head to the sky and squawked loudly.
Triple 4
Were we imagining things? Had he really understood us? Or was it just luck that he turned towards the track?
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. Connectives
Highlight (in a different colour) any words or phrases that connect ideas between and within paragraphs.
5. 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
The temperature was close to zero. The wind was gusting ferociously. We were lost. We only had one rookery of King Emperor penguins left to photograph in our annual penguin census, but now we were caught in a blizzard. Although our GPS was not working, we had to continue onwards, trudging across the rugged terrain, and hoping that we were heading in the right direction.
Single Pronged Sentences (Simple Sentence - 1 idea, 1 verb)
The temperature was close to zero. The wind was gusting ferociously. We were lost.
Double Pronged Sentences (Compound Sentences - 2 ideas, 2 verbs and a conjunction (and, but, or, because, as).
We only had one rookery of King Emperor penguins left to photograph in our annual penguin census, but now we were caught in a blizzard.
Multi-Pronged Sentences (Complex Sentences - 2+ ideas, 2+ verbs, participles ("ing" words") and relative pronouns (who,when, which/that).
Although our GPS was not working, we had to continue onwards, trudging across the rugged terrain, and hoping that we were heading in the right direction.
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.
Learning Intention: To read and respond to a persuasive text.
Success Criteria:
Think-Pair-Share
After reading Canberra: The Best City in the World discuss:
Comment: Write a comment where you write about all the things that you think make this text persuasive. Include as many things as possible. Then read the comments of other students and comment on 1-2 by suggesting other things that make the text persuasive.
Possible comment starters:
English Textual Concepts: Engaging personally and Connecting
Purpose: This activity is designed to engage students through valuing their prior knowledge and linking to their lifeworlds, particularly about Canberra, the city where they live. They draw on their prior knowledge of persuasive writing by responding to the mentor text. 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:
Invite them to the front of the room to read and respond to the mentor text.
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 5.
"Which city is the best in the world?" Persuasive Writing Project
Which city do you think is the best city in the world? Give reasons with evidence (examples, anecdotes, quotes, facts, information) in your opinions Write 400-800 words. Include 1-2 images to make your writing even more interesting and persuasive.
Learning Intention: To understand that persuasive texts have PEC paragraphs with reasons (P), evidence (E) and EO, and a concluding (C) sentence.
Success Criteria:
Read Canberra: The Best City in the World for a second time.
Let's annotate the text together and identify the P, E1, E2, E3, EO and C paragraphs.
Note that each E paragraph has a reason and evidence.
Now it's your turn to choose a city for your persuasive text. Look at the map of the world. Will you choose a city in Australia or a city in another country in the world?
Comment: Write down the city that you will write about and one thing that makes it a great city. You could write:
.............. is the best city in the world because ..............................................................
Read other students' paragraphs and comment on 1-2 by adding another fact that you now about that city.
Possible Sentence Starters
You could write:
Once you have commented, let's look at Things to do and see in Amsterdam.
Now start the research on your city. In the Google search, type Things to do and see in ............
English Textual Concepts: Understanding
Purpose: This update focuses initially on exploring the mentor text, a model of a persuasive text, in more depth so that students understand the types of evidence to research for their persuasive texts.
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.
"Which city is the best in the world?" Persuasive Writing Project
Which city do you think is the best city in the world? Give reasons with evidence (examples, anecdotes, quotes, facts, information) in your opinions 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 2. Once students have completed the comments in the second update, they can start their research.
Then when their research is completed, they 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 then refer to their research sheet to start writing.
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 two 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 3.
Learning Intention: To understand language choices that can make my opinion more persuasive.
Success Criteria:
We are going to annotate the persuasive techniques that are used in Canberra: The Best City in the World
1. Rhetorical Questions
2. Repetition and Triples
Repetition is the repeating of a word or phrase. It is a common persuasive technique to add emphasis and stress in writing and speech.
Underline any examples of repetition, especially triples (repeated three times).
3. Emotive Words
4. Modality
Look at the 2 lists below. Which list shows high modality (certainty) and which list shows low modality (uncertainty ).
| Low Modality | High Modality |
|
may could might sometimes perhaps maybe probably possibly occasionally rarely |
must would will can should always without a doubt positively certainly definitely |
Extension: Watch this short video if you want to find out more.
Comment: What is your favourite persuasive technique? Give an example of that persuasive technique. Read other students' comments and comment on 1-2 that you think are good. You can write, "That is an excellent idea!"
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 | 16 | 17 |
| Anecdotes | 1 | 1 |
| Direct Quotes | 1 | 1 |
| Statistics | 3 | 3 |
| Rhetorical Questions | 2 | 2 |
| Repetition (at end of paragraphs) | 6 | 6 |
| Triples | 1 | 1 |
| High Modal Words (certainly, definitely, without a doubt) | 3 | 3 |
| Low Modal Words (may, might - EO and C) | 3 | 5 |
| High Modal Words (must, should, can - EO and C) | 5 | 2 |
| Exclamations | 5 | 6 |
| Emotive Words | 15 | 7 |
| Speak directly to reader (You)/Direct command | 15 +3 | 17 +7 |
| Exaggerations | 0 | 0 |
| Similes and metaphors | 0 | 0 |
Connectives
Firstly, highlight 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 facts/information.
2. Anecdotes
An anecdote is a short amusing or interesting story or a memory about a real incident or person. They can be used to expand on examples. There is one personal anecdote in E1
I remember a friend told me how she really enjoyed feeding a giraffe by hand.
3. Quotes
There is one direct quote in E3.
As one visitor to Floriade in 2019 said, “If you like flowers, you will love Floriade! So many beautiful flowerbeds with incredible designs and lovely flowers. A superb treat for photographers and flower lovers alike. Also, there are plenty of other food stalls and diversions to keep you captivated for an entire day.”
4. There are three statistics:
P: ...more than 5.5 million tourists visited Canberra in 2019...
E2: There are 180 bicycle routes .....
E3: ... over a million flowers on display ......
LANGUAGE FEATURES
1. Rhetorical Questions
Students highlight the 2 rhetorical questions in P and E1. Both also provide facts/information. 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 also find the example of the triple in the final three sentences. Then, students add repetition to their writing projects for emphasis.
3. Exclamations
The years 5-6 text has 6 exclamation marks while the years 3-4 text has 5. 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 6.
5. Emotional Language of Feeling Words
Speakers and writers wanting to persuade us to agree with them often try to engage our emotions. They can do this by including words that carry emotional weight. This can be persuasive because it encourages the reader to respond on an emotional level, rather than considering the facts, or it may subtly affect the way the reader views the topic. Show students the poster and then ask students to find any emotional words in the mentor text.
E1: really enjoyed
E2: feel great; can enjoy playing
E3: like; love; captivated
6. Speak directly to the reader (personal pronouns, especially "you")
Using "you" is persuasive as it involves the reader of the text directly. Except for the P paragraph, all the rest use "you". In the EO paragraph, "you" is only used to refute the opposite arguments.
7. Direct verbs/Command (also called the imperative)
Used in the conclusion in both texts : "Come to....."
In the years 5-6 text it is used in E2 -: "Walk to... stroll around" and "Walk through..."
8. 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, can, have, while low modal verbs are 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 such as certainly, definitely, certain, without a doubt.. Then, they add some modal verbs to their writing projects.
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.
On the other hand, some people might say that other cities are better than Canberra. Canberra may be very hot in the summer and cold in the winter. However, most places have efficient heating and cooling. Maybe, people could argue that Canberra doesn’t have a beach. Nevertheless, it has lakes, swimming pools and the Murrumbidgee River where you can cool off. Plus, it’s only a two-hour drive to the coast! Canberra is definitely the best city in the world!
Firstly, identify an example of each sentence. Then students can focus on another paragraph, highlighting examples with different colours.
Single Pronged Sentences (Simple Sentence - 1 idea, 1 verb)
Canberra is definitely the best city in the world!
Double Pronged Sentences (Compound Sentences - 2 ideas, 2 verbs and a conjunction (and, or, because, as, if)
Multi-Pronged Sentences (Complex Sentences - 2+ ideas, 2+ verbs, participles ("ing" words") and relative pronouns (who,when, which/that).
A survey is included for the years 5-6 students to revise persuasive techniques further.
Learning Intention: To reflect on what you have learnt about persuasive and narrative writing.
Success Criteria:
Comment: What have you learnt about writing persuasive and narrative texts? Keep adding comments until you run out of ideas. Then read other people’s published persuasive and narrative texts. Comment on 1-2 that you like, explaining why.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.
Teaching Tips:
Title: Writing Online (Source); Fig. 1.1: Smudge (Source); Fig. 1.2: Animals of Antartica (Source); Fig. 2: Narrative Structure by Jo Kay (used with permission); Fig. 4: Map of Australia (Source); Fig. 5: Cities of the World (Source); Fig. 6.1: Feeling Words (Source; Fig. 7: Share and Publish (Source).