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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

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.”


Session overview
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



  • 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


    Data Sources – What do the learners already know?

    • NTCF (BIC) and Classroom assessment

    • RAAD

    http://bic.ntschools.net




    Thinking Time

    What does this mean for my teaching?


    What does that mean for our teaching

    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



    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?


    Teaching Emphasis

    Variations will occur according to student needs and abilities.





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