DEC Scan Journal : February 2011
Scan Vol 30 No 1 February 2011 23 Resources: All links and documents named in this proforma have been accessed from the webpage below, except for the Glogster EDU link and glog samples below. [The IBET poster needs a font change -- highlight text symbols] • Exposition ,Queensland Education portal page with persuasive writing links <www.learningplace.com.au/deliver/content.asp?pid=48220>. • Glogster EDU, <edu.glogster.com/>. [Remind students not to use their family names] • Glog samples -- explore these beforehand to check appropriateness for your class: -- Child labour, <rachelharris.edu.glogster.com/child-labor/> -- Childhood obesity: call to action, <fade12.edu.glogster.com/childhood-obesity-call-to-action/>. -- I have a dream, <tgun25.edu.glogster.com/i-have-a-dream/>. • See References and further reading. Topic: Stage 3 English -- persuasive writing: Are cats better pets than dogs? Quality Teaching elements: Substantive communication • Students engage in sustained discussion and writing in order to persuade an audience. Communication is focused on the substance of the lesson and peer feedback allows students to gauge the persuasive impacts of their arguments. Metalanguage • Students discuss how types of texts, discourses and other symbolic representations actually work, showing how language and symbols can be used to construct texts, knowledge and power. Information literacy: programming ideas for teacher librarians when collaborating with teachers: organising Table 1 programming proforma for Stage 3 English -- persuasive writing: Are cats better pets than dogs? Post unit assessment to determine progress towards stated outcomes e.g. post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment Post-test writing task: Are cats better than dogs as pets? Persuade your classmates, giving four reasons. Teachers may wish to use the Persuasive marking writing guide <www.naplan.edu.au/verve/_resources/Marking_Guide_2011.pdf> and descriptions of the writing criteria available at 'Writing 2011', National Assessment Program: Literacy and Numeracy <www.naplan.edu.au/writing_2011_-_domains.html> to assess student learning. Syllabus outcomes: English K--6 WS3.14 Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers' and viewers' understanding of texts. • learns about how persuasive texts have been structured in order to convince the reader about a point of view. Related computer competencies focus: Students will: • use Glogster EDU to create a glog (multimedia online poster) to summarise their main points in planning for their persuasive writing task. Related information skills focus area: organising and synthesising Students will: • organise their ideas and make their own notes • plan an exposition • create a glog (online multimedia poster) • write an exposition to express and synthesise their views. Suggested teaching and learning activities/strategies Topic preparation: Are cats better pets than dogs? • students have already written an exposition as a pre-test, before explicit teaching has begun • wall posters display the VCOP resources, IBET poster and power genre -- exposition chart <learningplace.com.au/deliver/content.asp?pid=48220>. Introduction: • define and discuss the concept of persuasion with students • on an IWB, view together the animation, Writing to argue, persuade and advise <http://tiny.cc/x7cu4> for its 7 techniques for persuasion • distribute vocabulary sheets (from Exposition site) • to consolidate, students find the persuasive items in advertisements in Admongo.gov <http://tiny.cc/etzwa>. Are cats better pets than dogs? Write to persuade your friends • class vote: students vote, choosing cats or dogs as their preferred pet • class brainstorms on IWB in 2 columns -- cats and dogs • record reasons and linked evidence [examples, anecdotes, quotations, adjectives]. Discuss models of persuasive techniques: • discuss with students the persuasive techniques used in Dog diary vs. cat diary and Cats v dogs persuasive argument • annotate texts together (same text structure and language techniques will be used in the assessment) • add new words to the class brainstorm map. Plan main arguments: • teacher shows students samples of persuasive glogs • teacher demonstrates how to use Glogster EDU [No identifying information should be used in the login or in the glog.] • students plan their own main arguments • each student creates a glog, featuring these key ideas, to persuade • students write exposition using one main argument per body paragraph. Pre-unit assessment to gauge current level of understanding: (in terms of unit/topic/focus) eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study Evidence based practice: As a pre-test, before any explicit teaching is done, students have written a brief response to the question: Are cats better pets than dogs? This will also be the assessment task question at the end of the sequence of lessons. Compare the pre-test and assess- ment task work samples, in order to see which text structure, vocabulary or persuasive writing techniques students have learned about, to see which gaps or misunderstandings remain, and to set teaching directions for the future.