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Topic- Why there should be no homework.

Audience- Teacher, Principal, Parents.

Purpose- To persuade teachers and schools not to give homework.

Text structure-

1. Introduction

State your opinion.

Introduce the topic.

2. Reasons (supporting paragraphs)

Give 2-3 reasons that support your opinion.

3. Conclusion

Restate your opinion

Language features-

Opinion statements e.g I believe

Persuasive/emotive words

Connectives e.g firstly

Modal verbs

Content descriptors

AC9E3LY06

plan, create, edit and publish imaginative, informative and persuasive written and multimodaltexts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

AC9E3LY01

recognise how texts can be created for similar purposes but different audiences

AC9E3LY03

identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

AC9E3LA02

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA07

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

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Step 1 Pick a text type

Advertisement

Create context: identity audience, purpose, structure and language features

Audience is fellow peers

Advertising book week: primary social purpose is to persuade the reader or viewer to take a specific point of view or take action (Take Action: dress up as your favourite character for book week)

Structure - Opening statement or thesis, Assertions, evidence and relevant information (when, where, what, why), Conclusion - A call for action

Language features - Slogans or catch phrases, excessive adjectives and repetition of words, hyperbole, emotional appears, direct questions, testimonies, visual cues and images

Pick a year level and check the curriculum

Year 2

AC9E2LA03

identify how texts across the curriculum are organised differently and use language features depending on purposes

AC9E2LA08

understand that images add to or multiply the meanings of a text
AC9E2LA09

experiment with and begin to make conscious choices of vocabulary to suit the topic
AC9E2LA10

recognise that capital letters are used in titles and commas are used to separate items in lists

AC9E2LY01

identify how similar topics and information are presented in different types of texts

AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

AC9E2LY06

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

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(AC9E4LY06) and (AC9E4LY08)

Field (topic): Describing a fantasy holiday to a magical or fantastical place.

Tenor (audience): Friends/ peers.

The purpose is to inform peers of a fantasy holiday.

Mode (text structure): descriptive and imaginative.

Language features: paragraph grouping, punctuation, multisyllabic words and sentence structure.

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Year level: 2

Content descriptors:  AC9E2LY06, AC9E2LA08

Post it notes:

What is the field?

The text is about how to grow a sunflower. It informs and instructs readers on readers on how to grow a sunflower effectively.

What is the tenor?

The purpose is to instruct the audience, using casual, informal language

Audience - gardeners

What is the mode?

Text structure: the text structure is in steps.

title, materials, method/ steps, underlining for emphasis

Language features:

commands, capital letters, full stops, dot points, exclamation marks, colon, underlining for emphasis

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PERSUASIVE TEXT: Cheeky Choc Chip Cookie ad

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PERSUASIVE TEXT: Cheeky Choc Chip Cookie ad

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Birthday party invite (transactional text)

AC9E1LA03 and AC9E1LA07

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AC9EFLA04

understand conventions of print and screen, including how books and simple digital texts are usually organised

AC9EFLA06

recognise that sentences are made up of groups of words that work together in particular ways to make meaning+

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Audience - Children's parents

Purpose - to inform parents of the characteristics and behaviour of their class pet (Guinea Pig example, real one is fish)

Structure - Title, opening statement introducing the topic - and name, main body - description of characteristics of the animal, behaviours of the animal, visual text (picture of/with pet), concluding information - why they think the pet is important in their classroom.

Language features - written in third person, specialised vocabulary, formal/casual - fewer personal pronouns, descriptive and factual language (precise adjectives, verbs, and adverbs).

Curriculum links:

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words (AC9E2LY06)

identify the purpose and audience of imaginative, informative and persuasive texts (AC9E2LY03)

understand that images add to or multiply the meanings of a text (AC9E2LA08)

experiment with and begin to make conscious choices of vocabulary to suit the topic (AC9E2LA09)

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Informative text- How to make a paper plane!

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Informative text- How to make a paper plane!

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Persuasive advertisement to join the after school run club

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AC9E3LY06

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AC9E4LA03

identify how texts have different language features and are typically organised into characteristic stages depending on purposes

AC9E4Y06

Plan, create, edit and publish written multimodal informative and persuasive texts using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and sumple punctuation

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Write a recount on your favourite day of your holidays

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Write a recount on your favourite day of your holidays

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Genre: Invitation, Transactional text

Year Level: 4

Purpose: To inform Year 6 students and parents about a school dance.

AC9E4LA01: Explore language used to develop relationships in formal and informal situations.

AC9E4LA10: Explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts.

AC9E4LY08: Write words using clearly formed joined letters, with developing fluency and automaticity.

AC9E4LA05: Identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout.

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Yr Level: 1

Genre: Recount

Text Type: Personal Recount

AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA07

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

AC9E1LA10

understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

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Recount: What I did on the Holidays (holiday snapshot) 

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Recount: What I did on the Holidays (holiday snapshot) 

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Audience: Year 1

Genre: Recount

Text Type: Personal recount

Australian Curriculum Link:

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

(AC9E1LA03)

understand that a simple sentence consists of a single independent clause representing a single event or idea

(AC9E1LA06)

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

(AC9E1LA07)

compare how images in different types of texts contribute to meaning

(AC9E1LA08)

understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

(AC9E1LA10)

Language Features:

Nouns (with capital letters - Hawaii, Mum, Dad and Ellie)

Verbs (hiked, surf, dance)

Adjectives (tired, sore, fun)

Past tense (On the holidays I ..)

Punctuation (commas and full stops)

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Procedural Text: How to make a 'monster' pizza

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Procedural Text: How to make a 'monster' pizza

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I work as a TA in a Year 1 class so I thought it would be useful to relate the activity to our current topic of procedures (and the students' interest in monsters).

Context: There will be a friendly monster visiting the school. Monsters are hungry, so our guest will need some food!

Purpose: To instruct the students how to make a pizza for the visiting monster.

Audience: Year 1 class/es, Year 1 teachers.

Language and structural features:

Verbs (at the beginning of a command/instruction)

Numbered lists

Title and headings

AC:E Content Desctriptors:

AC9E1LA03: explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LY06: create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

AC9E1LA08: compare how images in different types of texts contribute to meaning

AC9E1LY03: describe some similarities and differences between imaginative, informative and persuasive texts

AC9E1LY01: discuss different texts and identify some features that indicate their purposes

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Persuasive text - Fiona M. Sorry it's sideways😱😜

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Persuasive text - Fiona M. Sorry it's sideways😱😜

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Purpose: promote Fiji as a holiday destination.

Audience : families

Year level: 6

Content descriptor: AC9E6LY06

Creating texts: plan, create, edit and publish written and multimodal texts whose purpose is to persuade...using topic specific and vivid vocabulary.

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(AC9E3LY06)

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

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content descriptors used:

-          AC9E3LY06

o   plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

o   AC9E3LA04

§  understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

o   AC9E3LA02

§  understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

o   AC9E3LY03

§  identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

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AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA09

recognise the vocabulary of learning area topics

AC9E1LY01

discuss different texts and identify some features that indicate their purposes

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Genre: To transact

Text type: Birthday invitation

Text structure: date, time, location, address to invitee, explanation of who, what, when, where and why, rsvp date, closing message, illustrations

Language features: interpersonal language, use of second and first person, exclamation points, themed-related language, descriptive language

Purpose: To invite people to join birthday celebration and give them necessary information/details

Curriculum links:

AC9E2LA01

investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

AC9E2LA09

experiment with and begin to make conscious choices of vocabulary to suit the topic

AC9E2LE05

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

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Purpose - To retell a science excursion

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AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA08

compare how images in different types of texts contribute to meaning

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To persuade - social commentary/political cartoon

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To persuade - social commentary/political cartoon

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Purpose: Convey a message the cartoonist wants their audience to think, feel, or do.

Structure and language features: Multimodal text designed to convey a message quickly using techniques such as symbolism, exaggeration, labelling, analogy, and irony.

AC9E5LA03

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts

AC9E5LA07

explain how the sequence of images in print, digital and film texts has an effect on meaning

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Text structure: title, diagram and labels. Language features: identifying, describing and vocabulary.

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Audience: Year 1

Genre: Recount

Text Type: Personal recount

AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA07

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

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purpose and audience: Relaying current events to inform grade 5 students.

language features: adjectives, imperative sentences

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AC9E5LA04: understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

AC9E5LA01: understand that language is selected for social contexts and that it helps to signal social roles and relationships

Genre: Informative

Text type: Letter to teacher of school

Text Structure: Greeting, paragraphs to structure importance of information (setting up context of letter, providing information to reason the context). formal sign off.

Language features: Formal language as it is a letter to the teacher, using a fun-fact to represent how info would be appealing to year 4 class.

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context: students in year 6 are learning about climate change and changes in habitat in science (investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions (AC9S6U01)). Due to this learning in another subject area, it has been decided to overlap this learning into English through the creation of an infographic on the effects of climate change- utilizing student's learning on changes in natural landscapes as a result of climate change and their knowledge of persuasive texts, structures, and features.

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AC9EFLA04

understand conventions of print and screen, including how books and simple digital texts are usually organised

AC9EFLA07

explore the contribution of images and words to meaning in stories and informative texts

AC9EFLE05

retell and adapt familiar literary texts through play, performance, images or writing

AC9EFLY06

create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly

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AC9E3LA03 - describe how texts across the currciculum use different language features and structures relevant to their purpose.

AC9E3LA04 - understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA09 - identify how images extend the meaning of a text

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Year 1

sequencing

organising text

Retelling a story

express an opinion

Correct spelling

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AC9E3LA07

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E3LA03

describe how texts across the curriculum use different language features and structures relevant to their purpose

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA09

identify how images extend the meaning of a text

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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 - Scootle )

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504 - Scootle )

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610 - Scootle )

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Text type: Imaginative text, Narrative. Year level: 2

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Text type: Imaginative text, Narrative. Year level: 2

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CD: Language variation and change

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460 - Scootle )

Elaboration: Recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness.

CD: Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463 - Scootle )

Elaboration: Becoming familiar with the typical stages of text types, for example simple narratives, instructions, and expositions.

CD: Language for interaction

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462 - Scootle )

Elaboration: Exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, joyful’, pleased, ‘contented’.

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Text type: information report
Purpose: to display outside zoo enclosures
Audience: other students/public visiting the zoo
Content Description: Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478 - Scootle )

Understand that paragraphs are a key organisational feature of written texts (ACELA1479 - Scootle )

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Text type: formal letter (informative)
Purpose: letter request to student council
Audience - primary school students
Content descriptor Year 3 English

- Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)