Backward Design - UNIT PLAN TEMPLATE
Title: How to communicate in writing
Year Level: 4
Teacher: Miss Hogg
Focus Curriculum Area (s): English
Duration: Three weeks
STAGE 1: Curriculum Links
General
Capabilities
(GP)
Crosscurriculum
Priorities (CCP)
Year Level
Content
Descriptors
Literacy
Numeracy
ICT
Ethical Behaviour
Personal and Social
Intercultural Understanding
Aboriginal and TSI
Histories and Culture
Asia and Australias
Engagement with Asia
Sustainability
Create literary texts that explore students own experiences
and imagining (ACELT1607)
Plan, draft and publish imaginative, informative and
persuasive texts containing key information and supporting
details for a widening range of audiences, demonstrating
increasing control over text structures and language
features (ACELY1694)
Re-read and edit for meaning by adding, deleting or moving
words or word groups to improve content and
structure (ACELY1695)
Understand that the meaning of sentences can be enriched
through the use of noun groups/phrases and verb
groups/phrases and prepositional phrases (ACELA1493)
Year Level Achievement
Standards
Critical and Creative Thinking
By the end of Year 4,
students understand that texts
have different text structures
depending on purpose and
context. They explain how
language features, images and
vocabulary are used to engage the
interest of audiences. They
describe literal and implied
meaning connecting ideas in
different texts
They fluently read texts that
include varied sentence structures,
unfamiliar vocabulary including
multisyllabic words. They express
preferences for particular types of
texts, and respond to others
viewpoints. They listen for and
share key points in discussions.
Productive modes (speaking,
writing and creating)
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Students use language features to
create coherence and add detail to
their texts. They understand how to
express an opinion based on
information in a text. 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.
Knowledge (What are students expected to learn?)
Skills
(What are students expected to be able to do?)
Letter writing structure
Persuasive text structure
Use of different language formalities depending on audience
Construct a persuasive text
Identify language formality
Write formal and informal letters
Form an opinion and create an argument
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LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement
standards.
Students will be able to......
Explain the structure of and write letters
Explain the structure of and write a persuasive text
Identify and apply the difference in purpose between formal and informal language
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Students will produce a persuasive letter to a local government official. The final assessment will be addressing a change the student would like to see
in the community. This will be due at the end of the unit of work and completed individually.
Assessment Criteria: Letter format, persuasive writing techniques, grammar
Assessment recording template: Rubric
Feedback: Peer feedback, teacher feedback, rubric.
Self-assessment: Rubric, Two Stars and a Wish activity
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
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What
events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences
Introduction to letters:
Looking at examples and functions.
Students experience with letters eg. Who receives letters? Why do you
receive them? Do your caregivers receive letters? Do you know why
(Bills etc.)
Assessment For/As Learning
(Formative Assessment)
Diagnostic gauge students
experience with letters and letter
writing to indicate how much
scaffolding will be required in
teacher lead letter for next lesson
Structure of letters
- Write a letter to a celebrity/ imaginary figure/ students can choose; as
a class (teacher lead)
Letter to a friend plan:
- Who would you like to write a letter to?
- What do you want to tell them about?
- What questions do you want to ask them?
Complete good copy of email and send to classmate
Writing to a particular audience what makes formal language different
to language that we may use amongst our friends?
Practice using formal language, teacher lead writing a more formal letter
Review and practice what is already known about persuasive writing
(was studied at the beginning of term)
Plan and draft a letter to Miss Hogg, discussing why students should get
a day of free time every Friday.
Resources
Example letters;
-Letter to the editor
(Opinion)
- Bill (Services)
- Email (Functional
communication)
- Example letter from War
(Keeping in touch with
loved ones)
- Postcard (Sharing
experiences)
Writing books
Formative: To be assessed informally
as indicator of students
understanding so far; anecdotal
notes & checklist
Diagnostic what are students
identifying as formal and informal?
What are students identifying as
appropriate language between
friends as opposed to with a
teacher? Take anecdotal notes.
Computers/ IT room
Formal letter example
Casual letter example
Whiteboard
Persuasive writing
guideline
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Complete good copy of letter Miss Hogg.
Students complete Two Stars and a Wish on their work
Formative assessment - informally;
anecdotal notes & checklist
Two Stars and a Wish
resource
Show students the Power Point presentation and analyse the text on
sleep.
Complete Planning an Exposition task as a class
Diagnostic reviewing students prior
learning about persuasive writing
Begin to plan letter to Local Government official brainstorm ideas as a
class, plan three paragraphs.
Persuasive writing Power
Point
Planning an Exposition
online resource
Whiteboard
Prompts/suggestions for
local issues and
improvements that
students may like to see
changed or added.
Review learning so far; refine use of formal language, exposition
techniques and letter structure.
Ask students to complete draft, using formal language.
10
Complete good copy of letter to local government official.
Summative assessment, marked
against rubric.
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Checklist for Email to a friend
1. Greeting is appropriate to audience
2. Subject line is relevant to the content of the Email
3. Language is less formal, more like casual chatter
4. Email asks questions of the recipient
5. Email shares information with the recipient
6. Sign off is cheery and invites a response
7. Signature is included at the end
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Two Stars and A Wish resource (Retrieved from https://au.pinterest.com/jkrantz/two-stars-and-a-wish/)
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Marking Rubric for Persuasive Letter
Presentation
4 marks
No greeting, introduction,
body and conclusion
identifiable
0 marks
Greeting included.
Brief introduction and
conclusion, short body of
only one sentence
1 mark
Language appropriate for
the audience
3 marks
Language is very informal
and inappropriate for the
audience
0 marks
No reasons or evidence
included
0 marks
No persuasive writing
techniques used
0 marks
An attempt has been made
to use formal language
appropriate to the audience
1 mark
1-2 different reasons
included with brief
evidence
1 mark
1-2 persuasive writing
techniques used
1-2 marks
Consistent spelling and
grammatical errors
0 marks
Several spelling and
grammatical errors
1 mark
Reasons and evidence
4 marks
Persuasive writing
techniques
-Powerful verbs
- Strong adjectives
- Emotive language
- Rhetorical questions
- Powerful connectives
5 marks
Grammar
- Spelling
- Punctuation
3 marks
Greeting included.
Introduction, body
paragraphs and conclusion
all consist of at least two
sentences
2 marks
Appropriate formal
language has been used
2 marks
3 different reasons with
basic evidence
2 - 3 marks
3 or more persuasive
writing techniques used
3 - 4 marks
Few spelling and
grammatical errors
2 marks
Greeting included.
Introduction, body
paragraphs and conclusion
are clearly presented in full
3 marks
A diverse and engaging
range of formal language
has been used
3 marks
3 or more strong reasons
included with persuasive
and relevant evidence
4 marks
Range of persuasive writing
techniques used in various
and creative ways
5 marks
No spelling and
grammatical errors
3 marks
Total:
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