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Persuasive Genre Whole School Plan

Persuasive Genre Whole School Plan. “ I’ve hired this musician to play a sad melody while I give you a sob story about why I didn’t do my homework. Its actually quite effective.”. Session Overview. Data Sources Unpacking the NAPLAN persuasive Rubric

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Persuasive Genre Whole School Plan

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  1. Persuasive GenreWhole School Plan “I’ve hired this musician to play a sad melody while I give you a sob story about why I didn’t do my homework. Its actually quite effective.”

  2. Session Overview • Data Sources • Unpacking the NAPLAN persuasive Rubric • Identifying and developing classroom assessment • Teaching emphasis across school • How will this look in your school • Content and Pedagogy • Who and when teaching and assessing will occur. • Moderation and teacher reflection

  3. Quality Learning

  4. Planning looks like... • What do learners already know? • Where do the learners need or want to be? • What evidence of learning will best match the intended learning? • How do learners best learn? • Referenced from: Assessment Guidelines Quality Assurance Cycle pg 9

  5. Data Sources – What do the learners already know? • NTCF (BIC) and Classroom assessment • RAAD http://bic.ntschools.net

  6. NAPLAN Rubric – where do the learners need/want to be? Description of the Writing Rubrics

  7. What should the Evidence of Learning show?

  8. Thinking Time What does this mean for my teaching?

  9. Purpose Persuasive Writing Audience To argue a case for or against a particular position or point of view. To inform, entertain, persuade. Need to consider target audience: peers, distant, general, specialised. What does that mean for our teaching? Teaching Ideas/ Approaches Format Language features Text Structure Advertisements Letters Pamphlets Speech Debate Newspaper Article Cartoons Oral discussion – reading and talking about the genre Oral games Use models Deconstruct/reconstruct text Use writing frameworks Adapting /analysing models Group/ shared work Practice sequencing Ideas Alternative points of view Formal/informal Nominalise Emphatic language Punctuation Rhetoric Questions Ethical language Connectives Statement of opinion Reasons Repetition A hook. Thesis Opening statement Identify argument/position Body Opinions supported with reasons Paragraphs organised around ideas Conclusion Summary and restatement of opening statement. Leave reader with clear picture of view point

  10. Writing for all genres

  11. Identifying classroom assessment What is the key criteria that you will need in your assessment of students prior to this learning? How will you implement this assessment?

  12. Teaching Emphasis Variations will occur according to student needs and abilities.

  13. What will this look like in your school?

  14. Confirming, and reflection

  15. Josh’s messy bedroom

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