30.05.2022 Views

Connecting Literacy Student Folio 1 Sample Pages

Connecting Literacy targets whole-school literacy improvement for Secondary students and teachers. What is Connecting Literacy? A developmental literacy program for Secondary schools, including: -3 student folios -3 teacher books -100s of video lessons hosted by literacy consultant, Hayley Harrison. Who is Connecting Literacy for? Secondary school students and teachers who: -are embarking on whole-school literacy improvement, OR -integrate literacy skills in the English classroom, OR -attend a timetabled literacy block. How does Connecting Literacy work? With cumulative skill development over three books where students: -Model: read and annotate an ‘anchor text’ – an authentic piece of student writing -Practise: complete units of work in class or as homework with video support from Hayley Harrison, literacy coach -Apply: draft their own text directly into the writing pages included in each student folio. Why do you need Connecting Literacy? -Flexibility: Use the series over three consecutive years or use the student folios in parallel to differentiate, support and extend. -Support: Video lessons, teacher books with answers and suggested programs, a literacy skills ‘toolkit’ and on-demand P.D. sessions will support experienced and out-of-discipline teachers alike. -Evidence: Student folios are designed as a learning pathway with built-in student reflection, metacognition and formative assessment (with developmental rubrics). -Whole-school: Use Connecting Literacy to underpin your whole school literacy plan and create a common metalanguage around literacy.

Connecting Literacy targets whole-school literacy improvement for Secondary students and teachers.

What is Connecting Literacy?

A developmental literacy program for Secondary schools, including:

-3 student folios
-3 teacher books
-100s of video lessons hosted by literacy consultant, Hayley Harrison.

Who is Connecting Literacy for?

Secondary school students and teachers who:

-are embarking on whole-school literacy improvement, OR
-integrate literacy skills in the English classroom, OR
-attend a timetabled literacy block.

How does Connecting Literacy work?

With cumulative skill development over three books where students:

-Model: read and annotate an ‘anchor text’ – an authentic piece of student writing
-Practise: complete units of work in class or as homework with video support from Hayley Harrison, literacy coach
-Apply: draft their own text directly into the writing pages included in each student folio.

Why do you need Connecting Literacy?

-Flexibility: Use the series over three consecutive years or use the student folios in parallel to differentiate, support and extend.
-Support: Video lessons, teacher books with answers and suggested programs, a literacy skills ‘toolkit’ and on-demand P.D. sessions will support experienced and out-of-discipline teachers alike.
-Evidence: Student folios are designed as a learning pathway with built-in student reflection, metacognition and formative assessment (with developmental rubrics).
-Whole-school: Use Connecting Literacy to underpin your whole school literacy plan and create a common metalanguage around literacy.

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

Connecting

Literacy

‘… eternal life gives time little meaning’

Authored by

Hayley

Harrison

and a team of students, just like you.

Student

Folio


Connecting

Literacy

Student

Folio

Authored by

Hayley

Harrison

and a team of students, just like you.

‘… eternal life gives time little meaning ’


Connecting Literacy

Student Folio 1

1st edition

Hayley Harrison

Publisher: Catherine Charles-Brown

Project editor: Naomi Saligari

Copy editor: Naomi Saligari

Proofreader: Kelly Robinson

Cover and text design: Ana Cosma (anacosma.com)

Typesetter: Paul Ryan

Illustrator: QBS Learning

The author and publisher are grateful to the following

for permission to reproduce copyright material:

Cover: Getty Images/ Yasser Chalid

Graph based on Australian Institute of Health and

Welfare material, 98; iStockphoto/Danylyukk, 71

(bottom), /darksite, 25 (bottom), /elenabs, 71 (top),

/Holy Polygon, 25 (top), /PALMIHELP, 95,

/Holy Polygon, 25 (top), Syntika, 25.

Every effort has been made to identify copyright

holders and obtain their permission for the use of

copyright material. We actively solicit copyright

holders or anyone with knowledge of copyright

holders to come forward.

Warning: It is recommended that Aboriginal and

Torres Strait Islander peoples exercise caution when

viewing this publication as it may contain images of

deceased persons.

Matilda Education Australia acknowledges all Aboriginal

and Torres Strait Islander Traditional Custodians of

Country and recognises their continuing connection to

land, sea, culture, and community. We pay our respects

to Elders past and present.

First published in 2023 by Matilda Education Australia,

an imprint of Meanwhile Education Pty Ltd

Melbourne, Australia

T: 1300 277 235

E: customersupport@matildaed.com.au

www.matildaeducation.com.au

Copyright © Hayley Harrison 2023

Copyright © Matilda Education 2023

The moral rights of the authors have been asserted.

All rights reserved. Except under the conditions

described in the Copyright Act 1968 of Australia

(the Act) and subsequent amendments, no part of

this publication may be reproduced, in any form or

by any means, without the prior written permission

of the copyright owner.

Educational institutions copying any part of this book

for educational purposes under the Act must be

covered by a Copyright Agency Limited (CAL) licence

for educational institutions and must have given

a remuneration notice to CAL.

These limitations include: restricting the copying

to a maximum of one chapter or 10% of this book,

whichever is greater. For details of the CAL licence

for educational institutions, please contact:

Copyright Agency Limited

Level 11, 66 Goulburn Street

Sydney, NSW 2000

Toll-free phone number (landlines only): 1800066844

Telephone: (02) 9394 7600

Fax (02) 9394 7601.

Email: memberservices@copyright.com.au

Website: https://www.copyright.com.au

Publication data

Author: Hayley Harrison

Title: Connecting Literacy Student Folio 1

ISBN: 9780655091417

A catalogue record for this

book is available from the

National Library of Australia

Printed in Malaysia by Vivar Printing

Oct-2022


Connecting

Literacy

Contents

Introduction to literacy .........................

iv

Unit 1: Persuasive literacy ..................... 2

Unit 2: Procedural literacy ..................... 24

Unit 3: Imaginative literacy .................... 48

Unit 4: Informative literacy .................... 70

Unit 5: Analytical literacy ...................... 94

Unit 6: Reflective literacy ...................... 118

Unit 7: Comparative literacy .................. 140

Literacy How-to .................................. 164

Comprehension ............................... 164

Planning and writing ......................... 167

Structures and features ...................... 174

Vocabulary ..................................... 181

Syntax ........................................... 183

Punctuation .................................... 188

Spelling ......................................... 191

Speaking and listening ....................... 200

Introduction to literacy

iii


Introduction to literacy

Literacy is a complex amalgamation of skills that interweave and are applied when

reading, writing, speaking, and listening. The goal of systematically and explicitly

teaching individual literacy skills is to increase the effectiveness and efficiency of

students’ communication. Mastering literacy skills requires a person to understand,

consolidate, and build automaticity in individual skills and then combine these skills

to develop as a critical reader, coherent writer, and confident speaker.

The literacy skills and strategies presented in this book are designed to be individually

taught, explored, consolidated, and built upon. This learning is then explicitly transferred

beyond the classroom to help students in every part of their school and everyday

lives. Teaching is supported by an instructional model that consists of prior knowledge

activation, explicit teaching, collaboration, independent practise, and reflection. There

are layers of teaching and learning support, including links to comprehension strategies,

writing organisers, and formative assessment opportunities at a lesson and unit level.

How to use Connecting Literacy: Model, practise, apply

This book is divided into seven units – which are based on the different text types that students

will encounter during school and beyond – and one Literacy How-to section, which is a complete

reference guide that can be referred to throughout the book:

• Unit 1: Persuasive literacy

• Unit 2: Procedural literacy

• Unit 3: Imaginative literacy

• Unit 4: Informative literacy

• Unit 5: Analytical literacy

• Unit 6: Reflective literacy

• Unit 7: Comparative literacy

Literacy How-to section.

In each unit, the students model, practise, and apply specific literacy skills to a different text type.

Model

Each of the seven units begins with an anchor text. Each anchor text is a model that is

designed to ‘anchor’ the students’ learning as they complete the activities in the unit.

The anchor texts in this series were all written by students in years 7–10, from schools

across Australia.

Practise

Each unit has eight lessons that focus on core literacy skills and strategies:

1 comprehension

5 syntax

2 planning and writing

6 punctuation

3 structures and features

7 spelling

4 vocabulary

8 speaking and listening.

At the end of the book, there is a Literacy How-to section. This is a comprehensive

literacy reference guide that is designed to support teachers and students by providing

content, skills, and strategies that can be applied across the units. This section is

designed to connect with prior knowledge activation, and to provide opportunities

for clarification and extension of understanding and skill development.

iv Connecting Literacy • Book 1


Apply

In each lesson, comprehension strategies are suggested to help the students to complete the

activities successfully. Each unit includes writing pages for students to use to draft and edit their

own original texts. By containing their learning and application in the same book, students can

build a comprehensive learning folio.

STRATEGY

Pause to

wonder and

connect.

Connecting Literacy

Model, practise, apply

Comparative texts

SPEAKING &

LISTENING

3 Apply

MY WRITING PAGES

2 Practise

COMPREHENSION

Persuasive texts

Refllective texts

SPELLING

PUNCTUATION

1 Model

ANCHOR TEXT

A model text written

by a student,

just like you

PLANNING &

WRITING

STRUCTURES &

FEATURES

Procedural texts

Analytical texts

SYNTAX

VOCABULARY

Imaginative texts

Informative texts

LITERACY HOW-TO

Your go-to literacy reference guide, to support your every step

Reflect

Unit confidence scores: At the start of each unit, students are invited to rate their confidence about

reading, writing, speaking, and listening to the particular text type. The intention is that students will

return at the end of the unit to score their learning confidence again and to celebrate their success.

Lesson confidence scores: Every lesson in the Connecting Literacy series culminates in students

giving themselves a score out of five: this self-assessment promotes students’ awareness of their

learning and understanding. This self-assessment also provides an opportunity for teachers to note

any areas that require further class time or clarification.

The students’ learning in each unit is brought together with a learning ladder. Using this chart,

the students can self-assess their final writing and speaking and listening task (these tasks have

a speaking and listening icon in the margin) and reflect on their learning throughout the unit.

Introduction to literacy

v


Persuasive literacy

http://mea.

digital/CL1_1_0

Being persuasive involves convincing another person, or a group of people, to do something

or to agree with you about something. Developing your literacy skills in this area will help

you to read, write, speak, and listen to texts that powerfully express an opinion or point of

view. Persuasive texts use various techniques to convince the audience; the author carefully

selects the techniques that will have the most impact on the audience. Persuasive texts are

non-fiction and can be written, spoken, or multimodal. Many different types of texts can be

persuasive, including speeches, presentations, flyers, blogs, and podcasts.

Why do we create persuasive texts?

Persuasive texts are created to cause action: they are written to inspire people to do something or

to actively agree with a point of view. These texts try to make the reader or audience agree with

what is being presented. Persuasive texts usually cover topics that the writer or speaker is passionate

about. Who a text is created for changes the type of language and persuasive devices used by the

author. A persuasive email written to a teacher should sound very different from a persuasive text

message written to a friend.

1 Use your own words to describe persuasive writing.

2 List some persuasive texts you might be asked to read, listen to, or write in different school subjects.

Page 3

3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you

complete the activities in this unit. It will also assist you to draft your own persuasive speech.

The anchor text was written by a student, just like you.

Rate my

confidence

At the end of each lesson, you will rate how confident you are about your

progress through the unit. Be as honest as you can; it’s your learning!

4 How confident do you currently feel about reading, writing, speaking, and listening to persuasive

texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your

learning confidence again.

Start of the unit: DD \ MM \ YYYY

End of the unit: DD \ MM \ YYYY

1 2 3 4 5

1 2 3 4 5

Not very

confident

Somewhat

confident

Confident

Highly

confident

Super

confident

Not very

confident

Somewhat

confident

Confident

Highly

confident

Super

confident

2 Connecting Literacy • Book 1


Anchor text

Persuasive speech

Will streaming services replace cinemas?

Netflix. Disney+. Amazon Prime. A few years ago, no-one even knew that these services

were possible! Yet now our future seems to be overflowing with options. So, what does this

mean for the humble cinema? Hello friends, as you know, my name is Kathleen and I’m here

today to show you that, while cinemas will stay a luxury, streaming platforms should be,

and ultimately will be, the unrivalled way to watch movies. ‘Why?’ you may ask.

Well, for starters, it is way more affordable. The average price of a student movie ticket is

around $18. A basic Netflix subscription is $11 per month – almost half the price for a wider

catalogue of movies for a whole month. What a scam! Why would we spend double the

amount of money to watch one movie, when we could watch as many movies as we want

from the comfort of our own home? It just doesn’t make any sense …

Adding to this, the cinema experience is not as lenient or flexible as the streaming

experience. It can be hard to find time for entertainment in our busy lives. The limited

showing times in movie theatres can be an annoying and unnecessary problem for people

to work around. But with Disney+ or Binge, we can watch movies whenever and wherever

we please. We can also stop and start the film, or re-watch parts again – none of which

you can do in a cinema! So, whether it is midnight in bed, or during your morning bathroom

routine, online streaming provides the convenience and comfort that cinemas simply cannot!

But some think that cinemas provide the ‘irreplaceable’ experience of a popcornstenched

room. And sure, getting dressed up and going out with friends and having

a shared experience is always fun. However, most people know this is not always a

reality. For families, it can be a nightmare – spilled snacks, untimely toilet trips, and short

attention spans. Not to fear! Streaming at home can prevent this, and it also allows people

with disabilities to accommodate their needs through subtitles and appropriate seating.

Its inclusivity allows everyone to be able to enjoy films the way that suits them best,

and we all want that, don’t we?

Streaming services have given everyone a better way to indulge in the art of film.

The cinema, in contrast, is an expensive and restrictive luxury that only suits a small

percentage of the population. I don’t believe the debate is whether streaming services

will replace cinemas – we’ve already embraced the change from theatres to our TVs and

laptops – today I want you to feel comfortable in accepting these services as a positive

replacement to the antiquated cinema. So, the only question left is: who’s ready for another

binge session?

Student author: Kathleen Pham

Audience: Kathleen’s class

http://mea.digital/

CL1_1_A

Persuasive literacy ~ Unit  1 3


1.1

L E A R N I N G

I N T E N T I O N :

Persuasive comprehension

To understand the overall

purpose of a persuasive text

Part A: Question the text

http://mea.digital/

CL1_1_1

Page 3

One way to deeply explore any text is to question the text. Asking questions can help you to uncover

parts of the text that might not have made sense, or to notice things you might have missed, when

reading or hearing the text for the first time.

Read the anchor text and then answer the following questions.

1 What question is the anchor text answering?

2 What does the author mean when she says that ‘cinemas will stay a luxury’?

3 Why did the author say that a movie ticket costing $18 is ‘a scam’?

STRATEGY

Re-read the

text at a slower

pace to search

for specific

information.

4 The author describes the cinema as a ‘popcorn-stenched room’.

a How does this description make the audience feel about the cinema?

b Why do you think the author chose to describe a cinema this way?

5 What other questions could you ask to better understand the anchor text? Try to think of three

questions. Start each question with a different question word.

Part B: Contention and intention

Page 164

Comprehension

strategies

A persuasive text tries to convince the reader or audience to think something or to do something.

Every persuasive text contains a contention and an intention:

• a text’s contention is the overall thing the author wants you to think (the main idea)

• a text’s intention is what the author wants you to do (the call to action).

One way to identify a text’s contention is to pick out the arguments. This is because all the

arguments in a text combine to make the text’s contention. Evidence is used to support

the arguments.

4 Connecting Literacy • Book 1


For example, imagine a persuasive speech that answers the question, ‘Are books better than

television?’; this speech argues that books are superior to television. The contention and intention

of this speech are:

Contention

(the main idea)

Intention

(the call to action)

Books are more detailed, use imagination, and do not need electricity,

which makes them far superior to television.

Turn off the television and read more books.

6 Annotate the anchor text by numbering the paragraphs.

7 Identify the three main arguments presented in paragraphs two, three and four of the anchor text.

Give each argument a short label (use one to four words) to explain what the argument is trying to

make us think.

a Argument one:

Page 3

STRATEGY

Identify and

understand

the pieces

of the text.

b Argument two:

c Argument three:

8 Combine all the arguments into one overall idea. What is the anchor text’s contention?

Contention (the main idea): Streaming services are …

9 Search the anchor text to find out what the author is directly asking the audience to do. What is the

text’s intention?

Intention (the call to action): The author wants the audience to …

10 For each of the three arguments you identified in the anchor text, underline the specific evidence

the author uses to support that argument.

For example: Underline ‘The average price of a student movie ticket is around $18. A basic Netflix

subscription is $11 per month’.

11 Overall, how has the anchor text answered the question it was responding to?

I understand the overall purpose of a persuasive text: ______ / 5

How many times this week can you question a text you are reading? Keep this strategy

at the front of your mind in other subjects and you will be amazed how many times you

use it.

TAKE IT

WITH YOU

1.1 Persuasive comprehension 5


1.2

Persuasive planning and writing

Part A: Develop your arguments

L E A R N I N G

I N T E N T I O N :

To understand how

to plan and develop

my persuasive speech

http://mea.digital/

CL1_1_2

Page 20

Authors use multiple arguments to build towards their contention. It is important when you are

planning your own persuasive texts to not just think about separate arguments but how you can

connect the arguments to build your contention.

Your writing task for this unit is to write a short speech, which will be similar to the

anchor text in purpose, audience and length. In this speech, you will present your opinion

on the following question:

Will the future be better than the past?

1 Use the network tree in Figure 1.1 below to brainstorm different ways the future could, and could

not, be better than the past.

Will the FUTURE be better than the PAST?

Page 167

Brainstorming,

researching,

and planning

Yes

No

Figure 1.1

2 Using your filled-in network tree as a guide, decide whether you think the future or the past

is better.

3 Identify two arguments you will use in your speech.

a Argument one

b Argument two

4 Using your arguments, determine the contention of your speech.

Contention (the main idea): The future will be/The past is better than the past/future because …

6 Connecting Literacy • Book 1


Part B: Revise your text for your audience and purpose

You are writing a speech to present to your class, so you want to make sure that it is persuasive and

engaging. Try to connect your thinking with their thinking so your speech means as much as possible

to your audience.

5 What do you want your classmates to do after listening to your speech? What is your intention

(call to action)?

Intention (call to action):

STRATEGY

Understand

the purpose

of the text

or feature.

6 What kinds of things are your classmates currently interested in? (Think about your class overall:

Which big topics are the most important to your classmates? What are they most passionate about?)

7 What evidence could you use to support the two arguments you identified in Question 3? Think

about what evidence will mean the most to your classmates and will connect to your classmates

most effectively. (You might be able to use some of the ideas you brainstormed in Question 6 if

they support your arguments.)

Arguments

Evidence

Argument one:

Page 172

Finding

appropriate

evidence

Argument two:

Page 20

8 Using the anchor text as a model and the arguments and evidence you identified in Question 7,

write a draft of your speech. You can write your draft in the writing pages at the end of this unit.

We will continue to revise your speech throughout the unit, so for now, write the first draft, knowing

it doesn’t have to be perfect, but it is enough to start experimenting with.

Page 172

Turning a plan

into a draft

I understand how to plan and develop my persuasive speech: ______ / 5

Beyond the English classroom, where else is it important to keep the audience and

purpose of your writing in mind? Note the impact this has on your planning and writing

in other subjects.

TAKE IT

WITH YOU

1.2 Persuasive planning and writing 7


1.3

Persuasive structures

and features

L E A R N I N G

I N T E N T I O N :

To understand the key structural

elements and language features

of persuasive speeches

Part A: Persuasive speeches

http://mea.digital/

CL1_1_3

One of the most powerful forms of persuasion is to present your ideas orally, which means speaking

persuasively. Often, we plan a persuasive speech in a similar way to an essay or a report: we brainstorm

our key ideas, identify our overall intention, and ensure we have specific evidence to support each

idea. However, while the planning process is similar, writing a speech is different to writing an essay.

1 Identify and label the following structural elements of a speech in the anchor text.

Page 3

STRATEGY

Annotate and

make notes.

a The opening or introduction (paragraph one):

• an engaging hook (a question, fact, anecdote, or statement to interest the audience)

• an introduction of the topic (the question or issue being addressed)

• an introduction of the speaker

• an introduction of the contention

b The body (paragraphs two and three):

• an introduction of the key arguments

• evidence to support the arguments

• an explanation of how the arguments prove the contention

c The rebuttal (paragraph four):

• the alternative perspective

d The closing or conclusion (paragraph five):

• a synthesis of the arguments in the contention

• the intention is made clear

• the alternative perspective disproven

• a final, memorable statement.

Page 174

Text forms

2 Highlight and label one example of each of the following language features of a speech

in the anchor text:

• first-person perspective

• shift in tone

• present tense

• signposts and transitions

• speaking directly • persuasive devices

• pause for effect (punctuation) to the audience

(see Part B).

3 Explain how the following structural elements and language features are either similar or different

in a persuasive speech and a persuasive essay.

Structural elements and

language features

How are these elements and features similar or different

in a persuasive speech and essay?

The overall structure (introduction,

body, and conclusion)

The language features (tense,

vocabulary, tone, narrative

perspective, and devices)

How the evidence is used (quotes,

types of evidence, and where and

how the evidence is used)

8 Connecting Literacy • Book 1


Part B: Persuasive devices

A persuasive device is a language technique that helps to sway the reader or audience to agree with

the author. The key persuasive devices that work best in spoken language include:

• rhetorical questions: asking a question with an implied answer (look for a question mark)

• inclusive language: using words that imply the audience members agree (look for words such as

‘we’, ‘us’ and ‘together’)

• emotive language: using words with strong connotations that make the audience feel something

(look for descriptive words).

4 Identify an example of each of the following in the anchor text.

a Rhetorical question:

b Inclusive language:

Page 3

c Emotive language:

5 Read the following examples of other persuasive devices used in the anchor text. Explain what

effect each device has on the speech.

Persuasive

device

Generalisation

Alliteration

Rule of three

How to find it

in a text

Look for

words such as

most, every,

all, everyone,

nobody.

Look for more

than two words

that start with

the same letter

in the same

sentence.

Look for

commas

separating

three words or

phrases in the

same sentence.

Example from the

anchor text

‘However, most people

know this is not always

a reality.’

‘… online streaming

provides the

convenience and

comfort that cinemas

simply cannot!’

‘For families, it can be

a nightmare – spilled

snacks, untimely

toilet trips, and short

attention spans.’

What effect does the

device have?

STRATEGY

Pause to

wonder and

connect.

6 What other persuasive devices can you find in the anchor text?

7 Identify the structural elements and language features in your speech. How could you make your

speech more persuasive? What other persuasive devices could you use? Revise your draft.

I understand the key structural elements and language features of persuasive speeches: ______ / 5

All kinds of texts have identifiable structural elements and language features.

See how many you can spot in other classes and different texts!

TAKE IT

WITH YOU

1.3 Persuasive structures and features 9


1.4

L E A R N I N G

Persuasive vocabulary

I N T E N T I O N :

To understand emotive language,

denotation, and connotation

in persuasive writing

Part A: Emotive language

http://mea.digital/

CL1_1_4

STRATEGY

Connect to

the feeling

of the word.

Persuasive people are passionate people who care enough about a topic that they want other

people to agree with them. Writers use emotive language to express their feelings. Emotive

language makes a person feel something. Emotive words build sensory imagery and appeal to

people emotionally (rather than rationally). If you can identify the emotion connected to a word,

you can ‘hear’ the tone in a piece of writing and ‘see’ the writer’s emotional perspective.

1 Match each of the words in the table below with the emotion it best evokes.

disgust, pity, distrust, confident, embarrassed, hurt, confused, fear

Word

Victims

Ashamed

Disillusioned

Dangerous

Betrayed

Successful

Pathetic

Perplexed

Emotion

2 Highlight the emotive language used in the conclusion of the anchor text.

Page 3

3 Identify two words to describe how the anchor text made you feel.

a The writer made me feel ____________________________________ about cinemas.

b The writer made me feel ____________________________________ about streaming services.

Part B: Denotation and connotation

The meaning of every word can be specifically defined. This is called the denotation of a word

(the literal meaning). The connotation of a word is very closely linked to emotive language,

because it is the feeling a word evokes in a person.

Denotation

Connotation

The standard definition of a word; its literal meaning

The feeling evoked by a word

Every word either has a positive, negative, or neutral connotation. If you find identifying the emotion

of a word difficult, the first step is to think about whether it is positive or negative.

10 Connecting Literacy • Book 1


4 a Does ‘victim’ make a person sound positive, negative, or neutral?

b Does ‘champion’ make a person sound positive, negative, or neutral?

5 In the table below, provide a simple denotation (definition) for each emotive word from the

anchor text. Then decide if the connotation of each word is positive or negative.

Emotive word Denotation (definition) Connotation

Page 3

Luxury

Unrivalled

Lenient

Convenience

Irreplaceable

Antiquated

6 In the sentences below, the bolded words have negative connotations. Replace each bolded term

with a word that has a positive connotation.

a The manipulative teacher forced his new policy on the victims of the school.

Page 181

Word meanings

b Vulnerable children continue to be trapped in despicable conditions.

c The unjustified decision to destroy the school’s statue repulsed students.

7 a How is a word’s connotation powerful?

b What is the importance of a word’s connotation in persuasive writing?

8 How do you want your audience to feel during your speech?

9 Revise your speech to appeal to your audience’s feelings. Experiment with your language choices

to make them more emotive. Include more descriptive words so your audience knows how to feel

about what you are talking about.

Page 20

I understand emotive language, denotation, and connotation in persuasive writing: ______ / 5

How is emotive language used in texts other than persuasive speeches? Challenge

yourself to identify positive or negative language in every text you read this week.

TAKE IT

WITH YOU

1.4 Persuasive vocabulary 11


1.5

Persuasive syntax

L E A R N I N G

I N T E N T I O N :

To understand the differences between

spoken and written language, including

maintaining the subject–verb agreement

Part A: Spoken versus written language

http://mea.digital/

CL1_1_5

Page 202

Spoken versus

written language

STRATEGY

Connect with

the language

choices.

We know that our language changes depending on our audience and purpose. We also use different

language (particularly syntax or sentence structure) when we speak and when we write. However,

speeches are different because they are written texts that are created to be spoken.

1 Read the descriptions in the table below and decide which column is describing spoken language

and which column is describing written language.

• Is older, more informal, and simple

• Is mostly used between people in the

same place

• Uses tone, pitch, volume, and intonation to

express emotions and ideas

• Is often temporary (unless recorded)

• Is often improvised and formulated on the spot

• Is not always clear or succinct; it often

includes repetitions, incomplete sentences,

interruptions, and self-corrections

• Is younger, more formal, and complex

• Can communicate across time and space

• Uses headings, punctuation, layout, and

symbols to express emotions and ideas

• Is often permanent (unless deleted)

• Is often organised and formulated; it is

edited for clarity

• Is as clear and succinct as possible; it is

often grammatically correct

2 How would you describe the similarities and differences between spoken and written language?

3 Think about when you are writing a text that is intended to be read aloud or spoken (a speech).

How is your writing different to when you are writing a text that is not intended to be spoken?

Page 3

4 How have the following sentences in the anchor text been written to make them sound more like

the way a person speaks?

a ‘ “Why?” you may ask.’

b ‘Not to fear!’

5 Turn each of the following sentences into a sentence that sounds more like the way a person speaks.

a The future being faced is bleak.

b By learning from past mistakes, the future looks bright.

12 Connecting Literacy • Book 1


Part B: Subject–verb agreement

Every sentence needs a subject (someone or something doing something) and a predicate (which

includes a main verb to show what the subject is doing).

In English sentences, the subject and the verb must ‘agree’ with each other. What this means is:

• if a subject is singular (one), the verb must also be singular

• if a subject is a plural (more than one), the verb must also be plural.

For example: Singular subject and verb: The writer argues the point.

Plural subject and verb: The writers argue their point.

Page 186

Subject and

predicate

6 Sort the following subjects and verbs into singular and plural.

writers

writer

child

children

they

he

woman

women

has

have

is

are

argue

argues

was

were

Singular subject

Plural subject

Singular verb

Plural verb

STRATEGY

Connect the

subject and

predicate.

7 Underline the subjects in the following sentence and circle the verbs.

When the subject disagree with the verb it confuse the reader.

8 What revisions would you make in the sentence above to make the subjects and verbs agree?

9 Does your speech read like a text that is intended to be spoken? How can you find the balance

between writing formally and writing a text that is intended to be spoken to your class? Make sure

your subjects and verbs all agree!

Page 20

I understand the differences between spoken and written language,

including maintaining the subject–verb agreement: ______ / 5

Spoken and written language are quite different, but the subjects and verbs should

always agree. How often do you stop and check if your subjects and verbs agree when

writing in other subjects? Pay attention to subject–verb agreement in Science, Maths,

Geography or History this week and notice how your writing improves.

TAKE IT

WITH YOU

1.5 Persuasive syntax 13


1.6

L E A R N I N G

Persuasive punctuation

I N T E N T I O N :

To understand the impact

exclamation and question

marks have on a written text

Part A: Exclamation marks!

http://mea.digital/

CL1_1_6

Page 188

Types of

punctuation

An exclamation mark lets a reader know they should add emphasis to a sentence; this punctuation

mark generally shows shock or surprise. An exclamation mark can also indicate a strong command

or an emphasised show of emotion:

• a strong command shows a firm and direct order

For example: Swim at your own risk! Don’t touch! Watch out!

• an emphasised show of emotion makes the emotion clearer.

For example: That’s horrible! That’s awesome!

1 Match each statement below with the emotion it is emphasising.

excitement, astonishment, shock, vehemence, urgency

What a terrible accident!

This is a fantastic idea!

Watch out! This is not going to last!

That company is pure evil!

Look at what has been achieved!

STRATEGY

Connect the

punctuation

to what is

being said.

2 Read the exclamations from the anchor text below. What is the exclamation mark showing?

a ‘A few years ago, no-one even knew that these services were possible!’

b ‘What a scam!’

Page 3

c ‘Not to fear!’

3 Write a sentence, using an exclamation mark, to show each of the following emotions.

a Anger:

b Excitement:

c Confusion:

Part B: Question marks?

A question mark is used to show that a direct question has been asked. It allows you to show doubt

and it lets you know that something needs an answer. When you speak, your voice naturally rises in

pitch at the end of a question. This is a signal to the person you are talking with that you’re looking

for an answer. When it comes to the written word, the question mark does the same thing as your

tone of voice: it sends the same signal.

14 Connecting Literacy • Book 1


4 Write sentences to show your understanding of the following uses of the question mark.

a A question mark can be used to express doubt.

b A question mark can be used to show that a sentence is a direct question.

c A question mark is placed at the end of a sentence.

d A question mark should not be used for an indirect question.

5 Match each of the following rhetorical questions from the anchor text to the impact the question

has on the audience.

Rhetorical questions from the

anchor text

‘So, what does this mean for the

humble cinema?’

Impact of the questions on the audience

Page 3

‘… and we all want that, don’t we?’

‘… who’s ready for another binge

session?’

A question mark should be placed inside the quotation marks if it is a part of the quote and outside

the quotation marks if it is part of the sentence.

6 Decide whether the question mark goes inside or outside the quotation marks in the following

sentences.

a People are always asking, ‘What will the future be like’

b What does anyone mean when they say, ‘The future is doomed’

c So then she asked, ‘Why look back or forward when you can see the present’

7 a Revise your speech to use exclamation marks to evoke different emotions. Although the audience

won’t see them, they will help you use the right tone when speaking.

b Rhetorical questions are compelling in persuasive writing. Have you used any rhetorical questions

in your speech? Revise your speech to include at least one.

Page 20

I understand the impact exclamation and question marks have on a written text: ______ / 5

How many exclamation marks and question marks did you use today? Remember to be

consistent, clear, and purposeful when using any punctuation.

TAKE IT

WITH YOU

1.6 Persuasive punctuation 15


1.7

Persuasive spelling

L E A R N I N G

I N T E N T I O N :

To understand how prefixes

and suffixes impact words

Part A: Prefixes

http://mea.digital/

CL1_1_7

A prefix is a group of letters that is added to the beginning of a word. By adding a prefix to a word,

we make a new word with a different meaning. Each prefix has its own meaning.

Prefixes can:

• create a new word that is opposite in meaning (stop – nonstop)

• make a word negative (even – uneven)

• express relations of time (pay – prepay), manner (power – overpower), or amount (cycle – tricycle).

A prefix that can be spelled in more than one way – but keeps the same meaning – is called

an assimilated prefix.

For example: ‘in’ and ‘im’ both mean ‘not’: inconvenient (not convenient) and impossible

(not possible)

STRATEGY

Consider the

meaning and

pronunciation

of familiar

parts of

the word.

1 Complete the following table and note the impact of adding prefixes to different words.

Prefix

un

Prefix

meaning

not, opposite,

reverse

Base word

certain

comfortable

New word

created

Other words that use

that prefix

forgiven

re again, back act

ignite

organise

Page 195

Bases and affixes

Prefixes placed before freebase words (words that can stand on their own) generally make a lot

of sense. However, prefixes can be placed before bound bases (these cannot stand on their own);

these are not as easy to spot as we often see the whole word and miss the prefix.

A general rule: ‘con’ is used before c, d, j, n, q, s, t, and v; ‘com’ is used before b, p, l, m, or r.

2 Decide whether the following bound bases are spelled with ‘con’ or ‘com’.

a ________cur

b ________vey

c ________done

d ________pose

e ________mend

f ________sume

3 Look at the assimilated prefixes ‘con’ and ‘com’, which mean ‘together, with’. Explain how the

meaning of the prefix connects with the overall meaning of each of the following words.

a Consult

b Convince

c Compel

16 Connecting Literacy • Book 1


4 Write the meaning of the following words from the anchor text.

a Unnecessary

b Re-watch

5 Highlight any other words you can identify in the anchor text that use the prefixes un, re, con, or com.

Page 3

Part B: Suffixes

A suffix is a letter or group of letters added to the end of a word to create a new word. Unlike a

prefix, which changes the meaning of a word, a suffix changes the grammatical function of a word.

Suffixes can create a plural, or change the tense:

For example: argue + s = argues argue + ed = argued argue + ing = arguing

Suffixes can also completely change how a word can grammatically be used.

For example: argue + er = arguer (changes to a noun: a person)

argue + ment = argument (changes to a noun: a process)

argue + ment + ative = argumentative (changes to an adjective: describing a noun)

6 Change ‘persuade’ by adding appropriate suffixes.

Original word Change to … New word

persuade

persuade

persuade

past tense

adjective (describing a noun)

noun (a thing)

7 Using the spelling generalisations in the Literacy How-to section (page 197), answer the following

questions.

a Why does ultimately keep the ‘e’ when adding ‘ly’?

STRATEGY

Connect the

word to its

function.

b Why does families change the ‘y’ to an ‘i’ when adding ‘es’?

c Why does irreplaceable keep the ‘e’ when adding ‘able’?

Page 197

Spelling

generalisations

8 Work out the correct spelling for the following words and their suffixes.

a refer + ed

b approve + al

c greedy + ly

d notice + able

9 Have you accurately used prefixes and suffixes? How many have you used? Check the spelling

in your speech (use the spelling rules in the Literacy How-to).

Page 20

I understand how prefixes and suffixes impact words: ______ / 5

What common prefixes and suffixes can you find in words from other subjects?

Notice numerical prefixes such as ‘bi’, ‘tri’, and ‘quad’ in Maths, and suffixes such

as ‘ology’ and ‘ist’ in Science.

TAKE IT

WITH YOU

1.7 Persuasive spelling 17


1.8

Persuasive speaking and listening

Part A: Voice and body language

L E A R N I N G

I N T E N T I O N :

To understand

how people speak

persuasively for

different audiences

and purposes

http://mea.digital/

CL1_1_8

You can have the most powerful speech ever written, but if it is not presented effectively, it will not

convince anyone of anything! How a spoken text is expressed has a lot to do with its persuasiveness

and this comes down to two things: how the speaker uses their voice, and how the speaker uses

their body.

1 Categorise the following skills into how a speaker can use their voice or their body.

Page 200

Voice and body

language

tone, eye contact, pitch, facial expressions, pause, gestures, pace, emphasis, posture, expression

How a speaker can use their voice

How a speaker can use their body

2 a Practice saying the following sentence: ‘The future is what we make it.’ Each time you say the

sentence, use your voice and body differently, for example:

• use a rising intonation at the end, like you are asking a question

• increase the volume of your voice throughout the sentence

• speak with a huge smile on your face

• use a different gesture when you say each word

• speak slumped over, with your eyes to the floor.

b How did the meaning of the sentence change depending on how you spoke or moved your body?

Page 3

STRATEGY

Identify and

understand

the pieces

of the text.

3 Watch the video of the anchor text by scanning the QR code on page 3.

4 In the video of the anchor text, how did the speaker use her voice and body to make her speech

as persuasive as possible?

Part B: The active audience

Our lives are filled with persuasive texts. People are constantly trying to convince us to buy something,

do something, think something, or feel a certain way about something. In many cases, the intention of

the persuasive text is obvious (for example, a video advertisement on social media is trying to get you

to buy a product). However, there are plenty of other situations where someone speaks persuasively.

Being an active listener, or an active audience member, is not only about paying attention to

the speaker, being polite, making eye contact, and asking clarifying questions where appropriate.

Being an active listener is also about understanding what the speaker is trying to say and knowing

how to respond appropriately in the moment. When should you clap? Or laugh? Or ask questions?

18 Connecting Literacy • Book 1


5 When you watched the video of the anchor text, did you find the text easier to understand than

when you read it? Why or why not?

Page 3

6 When you watched the video of the anchor text, what did you notice about the speech that you

didn’t notice when you read it?

7 If you were watching the anchor text speech live:

a When would it be appropriate to clap?

STRATEGY

Pause to

wonder and

connect.

b Would it be appropriate to answer the questions Kathleen asked throughout her speech?

Why or why not?

c Would it be appropriate to laugh at any stage during Kathleen’s speech? Why or why not?

8 How can you be an active listener during your classmates’ presentations?

9 You have spent this unit revising your speech into a quality piece of writing. Now you need to

rehearse your speech. You should practise your speech until you know it well enough so you don’t

have to read every word and you can make eye contact with members of your audience. Rehearsing

your speech will also help you to find a good pace, know where the pauses are, what words need

emphasis, and what tone of voice works best in which parts.

Page 20

10 Think about presenting your speech.

a What are you feeling most confident about?

b What are you feeling most nervous about? How might you overcome these nerves?

I understand how people speak persuasively for different audiences and purposes: ______ / 5

How can you use your understanding of voice and body language to improve your

speaking skills in other subjects?

TAKE IT

WITH YOU

1.8 Persuasive speaking and listening 19


1.9

My persuasive speech draft

20 Connecting Literacy • Book 1


M Y P E R S U A S I V E S P E E C H D R A F T

1.9 My persuasive speech draft 21


1.9

My persuasive speech draft

22 Connecting Literacy • Book 1


Persuasive literacy learning ladder

Writing task: Write a persuasive speech about whether the future will be better

than the past.

1.5 I am confident

I can effectively

question a

persuasive text

to identify the

main contention,

intention, and key

arguments.

2.5 I am confident

I can develop

arguments to

build towards a

contention and

to use evidence

to support these

ideas when writing

persuasive texts.

3.5 I am confident I

can use appropriate

structural elements

and features

(including a variety of

persuasive devices)

when writing

persuasive texts.

4.5 I am confident

I can control my

use of language

to evoke specific

feelings in my

audience when

writing persuasive

texts.

5.5 I am

confident I can

control a variety

of appropriate

language features

(including subject–

verb agreement)

when writing

persuasive texts.

6.5 I am

confident I can

make informed

and conscious

decisions when

using punctuation

for effect when

writing persuasive

texts.

7.5 I am confident

I can use different

strategies to spell

unfamiliar words

(particularly those

using prefixes and

suffixes) when

writing persuasive

texts.

8.5 I am confident

I can rehearse and

present persuasive

texts that show my

understanding of a

variety of persuasive

and presentation

techniques.

1.4 I have

questioned my

speech to ensure

my contention,

intention, and

arguments

are clear.

2.4 I have

effectively

connected my

arguments with

my contention and

used evidence with

purpose to support

these ideas.

3.4 I have effectively

used appropriate

structural elements

and features

(including a variety of

persuasive devices)

for persuasive effect.

4.4 I have

effectively used

language to

evoke specific and

desired feelings in

my audience.

5.4 I have

effectively used

appropriate

language features

to write a text that

will be spoken.

6.4 I have

effectively used

punctuation to

improve the tone

of my speech

and add to its

persuasiveness.

7.4 I have used

different spelling

strategies to

accurately spell

unfamiliar words,

including those

with prefixes and

suffixes.

8.4 I have presented

a well-rehearsed

speech that showed

my understanding

and application

of persuasive

and presentation

techniques.

1.3 I have

experimented

with different

ways to make

my contention,

intention, and

arguments clear

in my speech.

2.3 I have

experimented –

during my

revisions – with

ways to connect

my evidence to my

arguments, and my

arguments to my

contention.

3.3 I have

experimented –

during my revisions –

with how best to

use the structural

elements and

language features of

persuasive writing

for effect.

4.3 I have

experimented –

during my

revisions – with

different ways to

use language for

emotional effect.

5.3 I have

experimented –

during my

revisions – with

ways to use

language features

to create a spoken

text.

6.3 I have

experimented –

during my

revisions – with

ways to use

punctuation to

enhance my

writing.

7.3 I have tried

spelling unfamiliar

words that use

prefixes and

suffixes.

8.3 I have

experimented –

during my

rehearsals – with

different ways to

present my speech

so it could be

as persuasive

as possible.

1.2 I have

explained my

contention,

intention, and

arguments

throughout

my speech.

2.2 I have used

appropriate

arguments

and evidence

to support my

contention overall.

3.2 I have followed

the structural

elements of a

persuasive speech

and included several

persuasive devices.

4.2 I have included

some words that

show a positive or

negative feeling

towards my topic.

5.2 I have shown

an understanding

of the difference

between written

and spoken texts

when creating

my speech.

6.2 I have

accurately used

a variety of

punctuation

independently.

7.2 I have

independently

edited my spelling

errors.

8.2 I have presented

my speech using

different voice and

body language

strategies.

1.1 I have

directly stated

my contention,

intention, and

arguments.

2.1 I have included

arguments and

evidence in

my speech.

3.1 I have followed

the structural

elements of a

persuasive speech

with support and

included a few

persuasive devices.

4.1 I have included

some emotive

words with

support.

5.1 I have written

a text that is

intended to be

spoken.

6.1 I have

accurately used

punctuation with

support.

7.1 I have edited

my spelling errors

with support.

8.1 I have presented

my persuasive

speech.

1.0 Not shown 2.0 Not shown 3.0 Not shown 4.0 Not shown 5.0 Not shown 6.0 Not shown 7.0 Not shown 8.0 Not shown

1 Comprehension 2 Planning and

writing

3 Structures and

features

4 Vocabulary 5 Syntax 6 Punctuation 7 Spelling 8 Speaking and

listening

Persuasive literacy learning ladder 23

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!