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Learning Experiences

Lesson 1 – Name: Getting to know the text

Estimated Timing: 60 minutes

Lesson Objectives: By the end of this lesson, students should be able to identify how the vocabulary, text structure, text organization and language within a text can determine the way a text is viewed or used. Students should be able to make comparisons between texts to establish similarities and differences.

Australian Curriculum:Understand how texts vary in purpose, structure and topic as well as the degree of formality(ACELA1504)

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Literacy Indicators: VR 5 (i), (viii)

Classroom Organisation: Whole class teacher led lesson and students working in pairs at the end

Resources: Convicts in Australia: A Workforce of Prisoners by Angela Crocombe & Surviving Sydney Cove by Goldie Alexander.

Learning Experiences:

1. The teacher introduces the focus text for this unit Convicts in Australia: A Workforce of Prisoners by Angela Crocombe. Before reading, question the students about what they can gather already from looking at the cover. Start to show students the pages and begin reading the first page.

2. Ask students to analyse and identify the textual features of this text. Discuss the language, text structure, vocabulary, text organisation and the audience appropriate for this text. Also identify any point of views being portrayed. Question if students can make any predictions or inferences from the textual features.

3. Create a concept map on the board with all the features of this text.

4. Introduce students to the second text Surviving Sydney Cover by Goldie Alexander. Ask students to analyse and evaluate this text, similarly to what they did with the previous text.

5. Create a second concept map with all the features of this second text

6. Compare the two texts and ask students to identify the similarities and differences.

7. As a class, students create their own class glossary full of the words they have come across throughout these two texts that relate to Australian Convicts.

8. The students and teacher are to create a list of words they want in their glossary, and in pairs, students will go and research the definitions of the words.

9. The class will come together at the end to collaborate their definitions to create their own glossary wall. Each student will write the class glossary in their English books and the teacher will display it on a poster in the room.

Lesson 2 – Name: Imaginative Texts Estimated Timing: 60 minutes

Lesson Objectives: By the end of this lesson students should be able to identify and explain the different aspects of imaginative texts. Students should be able to analyse texts and determine how the textual features can determine the text type and therefore determine the appropriate context.

Australian Curriculum: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)


Literacy Indicators: VR 5 (v) & WC 5 (i)

Classroom Organisation: Whole class teacher led lesson

Resources: ACARA imaginative text definition: http://www.australiancurriculum.edu.au/Glossary?a=E&t=types%20of%20texts

Learning Experience:

1. As a class, students will analyse the features of an imaginative text. To begin, teacher asks the class what is an imaginative text?

2. Show students the ACARA definition of imaginative texts – is that similar to the students’ ideas?

3. Teacher reads an imaginative text Vanilla Ice Cream by Bob Graham to the class

4. Teacher forms a reflective discussion about the text – what was imaginative about the text? Was any of the story true or realistic?

5. Focus discussion on literary aspects of the text – language, vocabulary, use of adjectives, nouns etc. Discuss the structure and link between the images and text. Discuss the points of view portrayed. Discuss any underlying messages or were they clear?

6. As a class, create a short imaginative text.

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types%20of%20texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types%20of%20texts

7. To begin, students must plan. The students and teacher must decipher a topic, create a story line, design characters and consider the target audience.

8. As a whole class, the students will create the text with the teacher writing what they create on the board and assisting where necessary. This is the drafting stage.

9. The students and teacher will go back and edit the original text – considering the vocabulary used and ensuring it is appropriate for the text type.

10.Students then begin writing the good copy in their books – this is no longer a group activity or teacher led, it is individual writing.

11.To finish the lesson, the teacher and students read the class imaginative text and reflect on what was written. Teacher asks students if the correct language was used, how could it be improved, was it imaginative enough?

Lesson 3 – Name: The Voyage


Lesson Objectives: By the end of this lesson, students should have an understanding of how to write a journal entry from another person’s point of view. Students should be able to confident research and select appropriate information relevant for their specific writing piece. Students should be able to identify language, text structure and vocabulary fitted for a journal entry written in a specific time, as well as use correct grammar.

Australian Curriculum: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced(ACELT1612)

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 (ACELY1704)

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Literacy Indicators: WC 5 (iii.) (vi.)

Classroom Organisation: Whole class teacher led activity at the beginning then individual work at the end

Resources: Surviving Sydney Cove by Goldie Alexander Text: Yates, D. (2009). Kids Writing Journal. Memory Joggers: California,

USA. Text: Feldus, E., & Cardonick, I. (1999). Kid Writing: A Systematic Approach

to Phonics, Journals and Writing Workshop. Wright Group: McGraw Hill. Text: Briggs, C. (2104). Creative Writing Journal for Kids. Createspace

Independent Publishing Platform BtN Video http://www.abc.net.au/btn/story/s3934600.htm


1. Students watch a BtN story video on the convicts from the first fleet.

2. Teacher forms a discussion on the video – did the students notice the language used? What was the setting? What were some words used? How did the children feel?

3. Teacher explains to students they will be putting themselves in the mind set of a convict. Students are to pretend they were one of the many children sent over to Australia to work for seven year. They will be asked to write a journal entry of the long voyage they experienced and what it

http://www.abc.net.au/btn/story/s3934600.htm

was like for them, similar to the main character in the text from the previous lesson, Surviving Sydney Cove by Goldie Alexander.

4. Students will be asked to research this using a selection of provided information texts as well a list of reliable websites.

5. Teacher must explain to students their journal entry needs to be as realistic and truthful as possible, hence the researching. Students are finding information that depicts what actually happened during the transportation and therefore students should base their journal entry on the actually events or emotions that were experienced by real convicts.

6. Teacher reminds students to consider their use of language and vocabulary to ensure they are appropriate for a journal entry; students will be able to implement some of the imaginative text features into their journal writing. Students also need to be mindful of spelling and punctuation. Teacher may also like to remind students that they are writing about an event that took place in 1788, so they may like to research any slang or language choices that were commonly used back then.

7. Students will be responsible for editing their own work. There is no need for students to draft and publish this work. This writing activity is a practice for lessons further on in the unit.

Lesson 4 – Name: Role Play


Lesson Objectives: By the end of this lesson, students should have a thorough understanding of imaginative texts and be able to identify where features of the text type can be relevant in other areas of literacy.

Australian Curriculum: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Literacy Indicators: LS 5 (i.) (ii.)

Classroom Organisation: Begin lesson as whole class teacher led activity, then lead into a group activity

Resources: Costumes Surviving Sydney Cove by Goldie Alexander Convicts in Australia: A Workforce of Prisoners by Angela Crocombe Hyde Park Barracks Museum Website

http://sydneylivingmuseums.com.au/stories/day-life-convict


1. As a class, teacher begins a discussion about role-play and what students would need to consider. Discuss body language, vocabulary, individual and group presentation, target audience, messages or points of view to portray and costumes.

2. Ask students what text type would be most related to role-play – could any features of imaginative texts be used in role-play? Why is that?

3. Teacher explains to students - in groups of 4 or 5, using a laptop or iPad, students are to visit the Hyde Park Barracks Museum Website. This website provides students with an insight into the daily life as a convict. Students will be able to see the types of clothing, food, punishments, work and routines convicts had to experience.

4. Students will be able to use this information to help them get into character and perform a short 5-minute role play. In assigned groups, students will have to create and present a short role-play on convicts. Students can reenact an event or experience that took place or use the information they know about the topic, to create their own episode they think could have happened.

http://sydneylivingmuseums.com.au/stories/day-life-convict

5. Students can refer back to the focus text and other texts used in previous lessons for inspiration.

6. As groups are planning, teacher visits each group to ensure all members are contributing and groups are on track.

7. Each group presents to whole class at the end of lesson.

Lesson 4 – Name: Creative Writing


Lesson Objectives: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Australian Curriculum: 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 (ACELY1704) Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced(ACELT1612)

Literacy Indicators: LS 5 (i.)& WC 5 (i.), (iii.), (x.)

Classroom Organization: Whole class teacher led activity, group work, individual writing.

Resources: William Buckley’s story:

http://ergo.slv.vic.gov.au/explore-history/colonial-melbourne/convicts/william-buckleys-escape

Convicts in Australia: A Workforce of Prisoners by Angela Crocombe Scottle: http://www.scootle.edu.au/ec/search?

q=super+stories&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&v=text

Photocopies of focus text pages and William Buckley’s story for each group


1. As a class, the teachers and students investigate the topic of convicts escaping from their colonies. The teacher reads pages 24-25 of the focus text; ‘Escape’. Teacher forms a group reflection on what was read. Teacher also reads to the children William Buckley’s escape story from the internet. Teacher also forms a group discussion.

2. Teacher focuses on the noun groups/phrases and adjective groups/phrases used throughout both Williams story and the focus text. This will be performed in 4 steps. This is teacher led.

3. Step 1 Look at grammatical elements – to orientate this step, revise the single grammatical elements (nouns and adjectives) prior to exploring the grammatical groups or phrases. Using the Super stories from Scootle, read The Abandoned House with the class. Firstly, the teacher needs to model how to spot the nouns and adjectives and then lead the activity into a

http://www.scootle.edu.au/ec/search?q=super+stories&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&v=text





group response.

4. Step 2 Examining Grammatical Groups and Phrases – Using the focus text and William Buckley’s story, explore the language choices used to build up meaning. In groups of 3, students will be given a photocopy of the two pages from the focus text and a photocopy of William Buckley’s story. In their groups, students are to identify the grammatical forms and colours code them. Noun groups/phrases will be highlighted red and adjective groups/phrases will be blue.

5. Step 3 Simple Sentences - The class will come back together as group for a teacher led activity. Teacher asks selected students to show what grammatical forms they found in both texts and provide examples. After the texts have been deconstructed and reflected on, teacher undertakes a joint construction of writing simple sentences using noun and adjective groups/phrases. This allows students to explore how detailed information can be added to create greater meaning and improve their writing. As a class, decide on a general topic, write a very simple sentence and ask students suggest information that can be added to make the sentence more interesting and detailed.

6. Step 4 Characters - Referring back to the text, students and teacher analyse how to noun and adjective groups/phrases have positioned us, the reader, to feel about the characters. Identify which language features or phrases in particular that mostly construct the characters and how that makes us feel.

7. From what the students can gather from the two resources and understanding how to language and grammatical features of a text can improve the meaning of a text, they will be asked to write a creative story about an escape. Students are to pretend they were one of the convicts eager to escape from their colony.

8. Firstly, teacher explains to students that this is the students’ last imaginative writing piece for the unit. Teacher leads a short briefing about what needs to be included in this type of writing – language, vocabulary, structure, organization etc.

9. Students begin writing.

Lesson 5 – Name: Persuasive Texts


Lesson Objectives: By the end of this lesson, students should have a clear understanding of the language features, text structure and different forms of persuasive texts. Students should have an understanding of how to plan and construct a persuasive speech.

Australian Curriculum: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Literacy indicators WC 5 (i), (iii.), (x.)

Classroom Organization: Whole class teacher led lesson

Resources: NAPLAN* Persuasive Text Sample Work Sheets – Primary by Merryn

Whitfield https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf (This contains the text structure samples and text structure outline).

Interactive Whiteboard


1. Teacher begin a discussion about persuasive texts – what are they? Discuss the two most significant forms of persuasive texts (expository and discussion) – characteristics of each. Show the text structure of both texts from the NAPLAN sample sheets print out.

2. Discuss the language features of a persuasive text – audience, persuasive devices, ideas, vocabulary, and cohesion. What features are used in persuasive texts – tenses, action verbs, thinking and feeling words, emotive words, evaluative language and degree of certainty.

3. Discuss with students the importance of beginning a persuasive text well - what are some good strategies to gain audiences attention?

4. Begin a class discussion about friends and family – what is more important. Ask students to have a think and hare their thoughts. Ask the students to think about how they would persuade someone to agree with you. As students share their responses, teachers asks students questions such as; what is your point of view, how would you clearly introduce your topic, what are your arguments, do you have reasons to back up your arguments, what words would you use to persuade, how would you conclude?

5. On the interactive whiteboard, teacher shows students a persuasive text structure outline. As a class, the students will write a persuasive speech on food verse water Firstly, majority rules – students’ votes to see which

https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf

https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf

side of the argument they are writing about. The students will be writing about which supplement is more important to survive.

6. Firstly, the class needs to plan. Students and teacher need to decide on three main arguments for their case, an introducing statement that will catch the attention of the readers, what kind of persuasive language they will use and a summary to end. The teacher will lead the discussion and write on the board as the students make suggestions. Students need to form full sentences.

7. Once the class has finished their persuasive speech, teacher and students need to edit their work. Teacher asks students what else they could add to the written text to make it more appealing and possibly meaningful?

8. To conclude the lesson, the teacher creates a refection time with the students, discussing what they can recall from the lesson and the key features of a persuasive text.

Lesson 6 – Name: Class Debate


Lesson Objectives: By the end of this lesson students should have an understanding of the language features and vocabulary suitable for a persuasive speech. Students should be able to identify the importance of those elements within persuasive speaking and writing. Students will experience what it is like to present a persuasive speech and understand how good use of language can affect the overall presentation.

Australian Curriculum: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)


Literacy Indicators: LS 5 (iii.), (v.)

Classroom Organisation: Whole class teacher led lesson

Resources: Laptops Convicts in Australia: A Workforce of Prisoners by Angela Crocombe Debate outline


1. To begin the lesson, teacher explains to class they will be participating in a class debate. Form discussion about what was spoken about in previous lesson in relation to persuasive texts – language features, vocabulary, opening statement, arguments and concluding statement.

2. Teacher divides class into 2 groups – for and against.

3. Explain to students the topic of the debate it convicts – is it fair that children under 16 years of age were forced into a new colony and work under extremely hard conditions?

4. Teacher explains that each party must have an opening statement to introduce their topic, three main arguments and some points for rebuttal, as well as a concluding statement or points. The teacher will lead the debate and tells the students when it is there turn to speak. Easch party will be given a paper with the outline for them to write the corresponding notes/ideas in.

5. Students will be given time to further research their arguments – the focus text will be available and laptops. Within each team, the students

should divide into groups of 3 or 4 to research. During this time, the teacher must visit each party and discuss what arguments they are going to present and provide any advice or guidance.

6. Once students have the information they need, let the debate begin.

OUR CLASS DEBATE

Introduction

Opening statement -_____________________________________________________________________________________________________________________________________________________________________

Body Argument 1: -_______________________________________________________________________________________________________________________________________

Argument 2: -_______________________________________________________________________________________________________________________________________

Argument 3: -_______________________________________________________________________________________________________________________________________

Conclusion

Concluding Statement -_________________________________________________________________________________________________________________________________________________________

Lesson 7 – Name: Why I should be free!


Lesson Objectives: The purpose of this activity is to ensure students understand what makes up a persuasive text. Students will be marked on how well they covered all features within a persuasive piece of writing. Students will not be solely marked on the content, but more so how well they attended to the requirements of each sections of the text structure.

Australian Curriculum: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold(ACELA1505)

Literacy Indicators: WC 5 (i.), (iii.), (x.)

Classroom Organisation: Begin as a whole class teacher led activity, then into individual writing

Resources: Students own glossaries Convict Record Website http://www.convictrecords.com.au/ Structure outline Convicts in Australia: A Workforce of Prisoners by Angela Crocombe


1. Following on from previous lesson, students will be asked to write their own persuasive speech.

2. Teacher explains to students that this is to be independent work and will be used as assessment. Students are to be writing their persuasive text from a convict’s perspective. The students will pretend to be a convict that has 1 year left of their sentenced, however, the convict believes he/she has learnt their lesson and worked hard enough, and therefore should be let free. The students are to write a persuasive speech convincing the leaders of the colony to grant them freedom.

http://www.convictrecords.com.au/

3. Firstly, in order to do this, students need to have arguments to persuade the reader. Therefore, the teacher will read the students pages 6-7, 12-13, 14-15, and 22-23 to provide students with some background knowledge. The teacher should encourage students to take notes.

4. Before students begin their planning stage, they need to pick a convict. Using a laptop, students visit the Convict Records webpage. On the home page, students are to scroll down to the ‘Browse by Year of Transportation’ section and select a year between 1787-1799, as this was the time of the first and second fleet. AS students select as year, they will be able to see what ship the convicts of that year travelled on. A list of the convicts will be displayed and the students can select a convict to base their persuasive speech on. Majority of the convicts’ portfolios have their crime, conviction place, sentence term and other important information the students can use.

5. Students will be provided with the outline of a persuasive text structure to plan their work. Teacher will need to remind students to also focus on their writing – language, grammar and spelling.

6. Also, the teacher should ask the students to use their glossary they created at the beginning of the unit to refer back to.

7. Writing time!

8. Students will be required to draft, edit and publish their own work, ready to hand in.

PERSUASIVE WRITING

Introduction

Opening statement -_____________________________________________________________________________________________________________________________________________________________________

Body Argument 1: -_______________________________________________________________________________________________________________________________________

Argument 2: -_______________________________________________________________________________________________________________________________________

Argument 3: -_______________________________________________________________________________________________________________________________________

Conclusion

Concluding Statement -_________________________________________________________________________________________________________________________________________________________

Lesson 8 – Name: Information Texts


Lesson Objectives: By the end of this lesson students should have a general understanding on non-fiction, information texts. Students should be able to identify the text structure and key features of this specific text type.

Australian Curriculum: 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 (ACELY1704)

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)


Literacy Indicators: VR 5 (i.) & WC 5 (i.), (iii.), (vii.), (viii.)

Classroom Organisation: Whole class teacher led activity

Resources: Text Structures:

http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/r/reading_bestpractices_nonfiction_nonFictionTools.pdf

Non Fiction Text: http://www.scholastic.com/teachers/lesson-plan/teaching-nonfiction-text-structures

Convicts in Australia: A Workforce of Prisoners by Angela Crocombe


1. Using the Scholastics Non Fiction, information text resource, explain to students that in this lesson they will be investigating information texts. Read the ‘Reading Tools’ section to the students a form a discussion – what do we know already about information texts?

2. Teacher writes on board what students know about the text type and asks students to keep an eye out for those features as they read the Scholastics information text ‘Stopping A Toppling Tower’. As they read, ask students to come up and highlight parts of the text that they were looking out for (headings, bold words etc.).

3. Discuss with the students some types of information texts – what makes them an information text?

4. Bring students attention to the focus text – what type of text is this? Point out particular features of the text that are fitting for an information text

http://www.scholastic.com/teachers/lesson-plan/teaching-nonfiction-text-structures





5. Reflecting back on the other types of text the class has learnt about; persuasive and imaginative, the teacher forms a discussion about language. They know the types of language features within those other text types, but ask the students to identify, using the focus text, what language features are evident throughout this text? How is it different from a persuasive and imaginative text? What type of words or phrases are used (expressive, descriptive or emotive language) and why. Teach/revise impersonal language, present tense, types of connectives used and how are they different from other text types discussed.

6. As a class, they will deconstruct a news article from a newspaper. This activity is teacher led. Earlier in the lesson students identified the structure outline and key features of the Scholastics information text, whereas in this text, they will be looking for words or phrases, connectives, the present tense, as well as the organisation of the text.

Lesson 9 – Name: Creating information texts


Lesson Objectives: By the end of this lesson students should have an understanding of how to construct an information text. They should know the types of information texts and be able to identify them. By the end of this lesson, students should feel confident enough to write their own information text and be able to include all features; including, language features, vocabulary and structure elements.



Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Literacy Indicators: WC 5 (i), (vii.), (viii.)

Classroom Organising: Whole class teacher led lesson

Resources: Whiteboard Information Text structure outline


1. As a class, the students will be creating their own information text. This activity is to be teacher led. The students will be asked to create an information text on their school. They will need to write about important information parents would need to know about their school, including daily routines, important event, number of classes, number of staff and resources available to students.

2. Students will need to follow the text structure, use appropriate vocabulary and focus on their language features. The teacher will guide the students responses, however, all the content will be up to the students.

3. Students will need to plan their work before writing. Teacher must ensure all children are contributing.

4. Similar to the persuasive writing activity, the teacher will write on the board the students suggestions and the class will all have to agree on what is being written.

Lesson 10 – Name: Creating a Website


Lesson Objectives: By the end of this lesson students should have a thorough understanding of information texts and be able to confidently create their own. Students will be able to experience creating an information text in a different view and learn that all texts have to written in every structure. Students will be able to gain an understanding of using a website creator and learn through a hands on approach.

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(ACELY1707)


Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Literacy Indicators: Writing and Creating 5 (i., ii., iii., vi., vii., viii., ix., x.)

Classroom Organisation: Whole class teacher led activity and individual activity

Resources: Website creator – www.weebly.com Convicts in Australia: A Workforce of Prisoners by Angela Crocombe Laptops


1. Students are to create their very own information text – but using a website creator. Students will be asked to create an information text on convicts, discussing all there is to know about Australia’s Convicts and what happened in the past.

2. Students information text will need to include everything they have learnt so far about convicts – the aim of the website is to contain all information about Australian Convicts in one place. The teacher will explain to the student that when he/she was sourcing information about convicts, they had to search various websites. The teacher believes it would have saved he/she so much time if all the important information was simple on one website – which is what the students have been asked to do.

3. Therefore, this lesson will begin by the teacher showing the students the website creator ‘Weebly’. The teacher needs to run the students through all features of the webpage and show them how to manager their site and create their text.

http://www.weebly.com/

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1798

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=stylistic+features

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=stylistic+features

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1704

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+features

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=text



4. Students will be able to source any information as they go using the Internet and other texts, including the focus text.

5. The teacher should encourage students to write their information text in Microsoft word first, simply so they can focus on language features, grammar, spelling and text structure. The students will also be able to refer back to their convict glossary and aim to include some of those words too.

6. The students are able to design their website and text however they desire. The teacher should explain he/she is looking for originality. The main focus of this activity is to ensure their text is information and includes all important aspects of an information text.

Lesson 11 – Name: Letter from a Convict


Lesson Objectives: Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Literacy Indicators: Viewing and Reading Year 5 (iii., v., vi.) Writing and Creating (viii., ix., x., xi.)

Classroom Organisation: Whole class teacher led activity and individual activity

Resources: Margaret Catchpole’s letter

http://www.sl.nsw.gov.au/discover_collections/history_nation/justice/convict/MargaretCatchpole/catchpole.html

Transcript of the letter Print out of the transcript for each student Laptop Interactive whiteboard


1. Using the interactive whiteboard, the teacher is to visit the New South Wales State Library website and show students an Australian Convict’s letter that was written in 1802. Margaret Catchpole in Sydney wrote this letter on the 21 January.

2. Firstly, the teacher is to show students the picture of the hand written letter and ask students to analyse this piece of text. Ask students to look at the handwriting, language used if they can read it, the paper and the length of the letter. Ask students why these elements of the letter are they way they are.

3. Show students, on the interactive whiteboard, the transcript of the letter. Before reading, ask students what the can see? Spelling errors, language etc. Knowing when this letter was written, ask students whether they think she could have been involved in the first or second fleet.




http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1500




4. As there are many spelling errors throughout the text, ask students if they would like to have a go at reading – if not, the teacher will read the letter to the students and they will be able to follow on the screen.

5. Once the class has finished reading, each student will be given a print out of the transcript. Working independently, each student is to read through the letter again and grammatically correct Margaret Catchpole’s letter.

6. Students can add, remove or change what they think is necessary, however, the content in the letter must remain the same.

7. Once students have corrected the letter, they are to use a laptop and type up the good copy on the computer. Students will be required to edit their work and publish it – taking full responsibility for their efforts. Students may like to consider the type of font they use and if they would like to design their paper to try to keep it as original as possible.

Lesson 12 – Name: Brochure Task


Lesson Objectives: The purpose of this lesson is briefly revisit the topics covered throughout the unit and sum up what was learnt. This activity is to enhance students’ knowledge and to take their prior knowledge to the next, final level. By the end of this lesson students should understand all characteristics of both persuasive and information texts. Students should be able to use their literacy skills and implement them into different subject areas.

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)



Literacy Indicators: Writing and Creating Year 5 (i., ii., iii., vi., vii., viii., ix., x.)

Classroom Organisation: Whole class teacher led activity, then into individual activities

Resources: Convicts in Australia: A Workforce of Prisoners by Angela Crocombe Laptop – Publisher Surviving Sydney Cove by Goldie Alexander


1. Teacher revises what students have learnt throughout the unit – reflect on imaginative, persuasive and informative texts. Discuss the language features, vocabulary, structures, noun and adjective groups/ phrases and any other aspects of the unit students remember.

2. Refer back to the text the students read at the beginning of the unit ‘ Surviving Sydney Cove by Goldie Alexander. Knowing what the students know now, ask the students to briefly analyse that text.

3. Teacher explains to the students to finish off the unit, they will be creating a brochure. The students will need to choose between persuasive or informative writing.

4. If students choose persuasive writing, they will be asked to create a brochure that is selling Australia to the convicts. Students are to pretend they are in 1788 and they have heard there are people coming over to Australia to work as punishment for their crimes. It is the students job to create a persuasive brochure that convinces the convicts to happily move over here and work.


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience



http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1512


5. However, if students select the informative text option, students are to create a brochure to simply inform the convicts of where they will be living. Students are to assume the convicts already know that they are coming over to Australia, and it is the students’ responsibility to inform them what our country is like.

6. Both options require students to ensure they use the correct language features, structure and vocabulary to make their brochure stand out. Students will have to design their brochure and include as much text as possible.

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