Description
Teaching to the Australian Curriculum does not need to be stressful! With our easy to use and implement Writing Unit your students will be writing interesting Persuasive arguments aligned with the Year 3 curriculum in no time!
By the end of this unit students will have had the opportunity to:
– Write their own persuasive argument and present it to the class as an oral speech.
This helpful pack includes:
✔ Unit plans and lesson guides aligned to the Australian Curriculum.
✔ Printable writing activities to support the exploration of the format of a persuasive argument and to guide your students in writing their own.
✔ Classroom Posters
✔ Rubrics
✔ Student writing and speaking checklists
This unit has the following Australian Curriculum Year 3 English content descriptors covered:
– understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful AC9E3LA02
– understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together AC9E3LA04
– identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images AC9E3LY03
– 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 AC9E3LY06
– plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume AC9E3LY07
– write words using joined letters that are clearly formed and consistent in size AC9E3LY08
– understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E3LY09
– understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words AC9E3LY10
– use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words AC9E3LY11
– recognise and know how to write most high-frequency words including some homophones AC9E3LY12
– understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together AC9E3LA04
– identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images AC9E3LY03
– 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 AC9E3LY06
– plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume AC9E3LY07
– write words using joined letters that are clearly formed and consistent in size AC9E3LY08
– understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E3LY09
– understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words AC9E3LY10
– use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words AC9E3LY11
– recognise and know how to write most high-frequency words including some homophones AC9E3LY12
FAQ
Is there a rubric included in this resource?
Yes. A rubric is included for both writing and speaking and listening elements of this unit.
How long should it take to complete this unit?
This Unit is designed to be implemented over a 10 week term.
If are looking for more ways to overcome the Australian Curriculum overwhelm, check out these resources:
If you want to connect with me further, check out Ridgy Didge on these social media platforms:
– Facebook
Please feel free to contact me with any questions.
Thank you so much,
Mel
Disclaimer:
While careful consideration has been made in the design of this Unit Plan it is a guide only. Teachers should use their own discretion when implementing. Some questions have been given to help guide student thinking but more specific questions should be added to develop conversation and deeper learning. Students should be encouraged to ask questions themselves as well.
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