Connecting Literacy Teacher Book 1 Sample Pages

Connecting 

Literacy 

‘… eternal life gives time little meaning ’ 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

Teacher 

Book



Teacher 

Book 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

‘… eternal life gives time little meaning ’

Connecting Literacy 

Teacher Book 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 Teacher Book 1 

ISBN: 9780655091448 

A catalogue record for this 

book is available from the 

National Library of Australia 

Printed in Australia by Courtney Brands 

Oct-2022



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


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. 


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. 

Persuasive writing is text that is trying to make someone agree with what you think about a topic. 

Sometimes, it is written so the reader will do something, and other times it wants the reader to 

agree with something. There are lots of different types of persuasive writing but they all are trying 

to persuade their audience. 

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

Oral presentations, media articles, letters, advertisements, videos, debates, posters, 

and campaigns 

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? 

Paragraph 1 

Paragraph 5 Paragraph 4 

Paragraph 3 

Paragraph 2 

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? 

The opening 

First-person 

perspective 

Prefix 

Speaking to 

the audience 

The body 

Evidence 

Argument: 

More affordable 

Shift in tone 

Prefix 

Pause for effect 

(punctuation) 

Signpost 

Present tense 

Prefix 

Evidence 

Argument: 

More flexible 

and convenient 

Prefix 

The rebuttal 

Argument: 

More inclusive 

Evidence 

Prefix 

Shift in tone 

Evidence 

The closing 

Emotive 

language 

Prefix 

Emotive 

language 

Prefix 

Emotive 

language 

Prefix 

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 


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? 

Will streaming services replace cinemas? 

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

She means that cinemas won’t close down but people will only visit the cinema on special 

occasions. 

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

The author described an $18 movie ticket as ‘a scam’ to make it sound as though cinemas 

are trying to rip you off, by charging you $18 to watch only one movie. 

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? 

This description makes the audience feel that the cinema is dirty, stinky and gross. 

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

The author chose to describe the cinema this way because she wants the audience to think 

badly about going to the cinema. 

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. 

Student answers will vary. Examples include: Why does the author give examples such as ‘whether 

it is midnight in bed, or during your morning bathroom routine’? How is the cinema a ‘nightmare’ 

for families? What will cinemas become in the future? When does the author want the audience 

to feel comfortable about streaming services replacing cinemas? 

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. 


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: Streaming services are more affordable than cinemas. 

Page 3 

STRATEGY 

Identify and 

understand 

the pieces 

of the text. 

b Argument two: 

c Argument three: 

Streaming services are more flexible and convenient than cinemas. 

Steaming services are more inclusive than cinemas. 

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

Contention (the main idea): Streaming services are … 

than cinemas. 

more affordable, flexible and inclusive 

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 … 

streaming services instead of going to the cinema. 

feel comfortable using 

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? 

The anchor text has given three arguments that show why streaming services are better than cinemas 

and why people should be comfortable that cinemas are being replaced with streaming services. 

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 



To understand how 

to plan and develop 

my persuasive speech 


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 

Technology could get better. 

Medicine could improve. 

There may be more equality among 

people. 

No 

The natural environment may be further 

damaged. 

People could continue to not learn from 

the past. 

The inequality among people could 

increase. 

Figure 1.1 

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

is better. 

Overall, I think that the future will be better than the past. 

3 Identify two arguments you will use in your speech. 

a Argument one 

Technology and medicine will improve and save lives. 

b Argument two 

There will be greater equality among people, which will make the world a better place. 

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 … 

we can learn from the past and continue to improve our lives and the lives of those around us. 


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): 

To learn from the past and make the future better for everyone. 

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?) 

Sport (football), social media, and getting good results at school 

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 

Argument one: 

Technology and medicine 

will improve and save lives. 

Evidence 

• There is now an app that helps people with type 

1 diabetes to monitor and manage their glucose levels. 

When a person’s glucose levels go too high, an alarm 

goes off so they can reduce the glucose before they 

experience serious health problems. 

• Think about how good social media is going to be 

as technology improves! 

Page 172 

Finding 

appropriate 

evidence 

Argument two: 

There will be greater 

equality among people, 

which will make the world 

a better place. 

• The Beijing Declaration and Platform for Action (1995) 

states that gender equality by 2045 is possible. 

• The gap in life expectancy between non-Indigenous 

Australians and Aboriginal and Torres Strait Islander 

peoples has narrowed. 

• Perhaps sportswomen will finally be paid equally 

to sportsmen in the future! 

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 



To understand the key structural 

elements and language features 

of persuasive speeches 

Part A: Persuasive speeches 


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 

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) 

How are these elements and features similar or different 

in a persuasive speech and essay? 

Both a persuasive speech and a persuasive essay have 

an introduction, body, and conclusion. 

An essay follows all the formal rules of language features, 

while a speech can drastically depart from these rules, 

depending on the audience. 

An essay uses direct quotes and formal evidence, while 

a speech can use anecdotes and is less likely to use direct 

quotes because it is difficult for the audience to see that 

these are quotes. 


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: ‘Who’s ready for another binge session?’ 

b Inclusive language: ‘… we can watch movies whenever and wherever we please.’ 

Page 3 

c Emotive language: 

‘For families, it can be a nightmare …’ 

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? 

It makes it sound like the 

majority of people agree 

and, if you don’t agree, 

you are in the minority. 

It makes the words starting 

with the same letter (‘c’) stand 

out, and the final ‘cannot’ 

becomes even more important 

and noticeable. 

It creates a list to make it seem 

like there are many reasons 

why going to the cinema is a 

nightmare; however, as there 

are only three arguments, it 

is easy for the audience to 

remember them. 

STRATEGY 

Pause to 

wonder and 

connect. 

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

Hyperbole, connotation, appeals, reason and logic, facts, and exclusive language 

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 


Persuasive vocabulary 


To understand emotive language, 

denotation, and connotation 

in persuasive writing 

Part A: Emotive language 


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 

Pity 

Embarrassed 

Distrust 

Fear 

Hurt 

Confident 

Disgust 

Confused 

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 ____________________________________ restricted and scammed 

about cinemas. 

b The writer made me feel ____________________________________ accommodated and comfortable 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. 


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

Negative 

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

Positive 

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 

Something expensive and pleasurable but unnecessary 

Having no competitor as it is the best 

Not strict, bending the rules, being flexible 

Done in a way that is useful and that makes your life easier 

Something that cannot be replaced; it is unique 

Something that is old or out-of-date 

Positive 

Positive 

Positive 

Positive 

Positive 

Negative 

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. 

The thoughtful teacher presented his new policy to the grateful students of the school. 

Page 181 

Word meanings 

b Vulnerable children continue to be trapped in despicable conditions. 

Sheltered children continue to be living in beautiful conditions. 

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

The beneficial decision to relocate the school’s statue pleased students. 

7 a How is a word’s connotation powerful? 

A word’s connotation is powerful as it can make a person feel something, rather than just 

thinking about the meaning of the word. 

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

The importance of a word’s connotation in persuasive writing is that an author can use 

connotation to influence how their reader or audience feels. 

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 



To understand the differences between 

spoken and written language, including 

maintaining the subject–verb agreement 

Part A: Spoken versus written language 


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. 

Spoken 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 

Written language 

• 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? 

Spoken and written language both use the same words and grammar to express ideas. 

Spoken language and written language are different in many ways. For example, spoken language 

is make up on the spot and, if our audience doesn’t understand us, we can explain our meaning 

straight away; whereas, written language is expressed correctly before someone can read it. 

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? 

The language used in a speech might be less formal, or you may speak directly to the audience, 

or use shorter sentences. 

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.’ 

This sentence speaks directly to the audience. 

b ‘Not to fear!’ 

This is a short sentence that uses an exclamation mark to show the speaker’s tone of voice. 

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. 

I’m terrified of the future we are facing, aren’t you? 

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

If we can learn from our mistakes, then our future can be awesome! 


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 

writer 

child 

he 

woman 

Plural subject 

writers 

children 

they 

women 

Singular verb 

has 

is 

argue 

was 

Plural verb 

have 

are 

argues 

were 

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? 

If the subject disagrees with the verb it confuses the reader. 

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 


Persuasive punctuation 


To understand the impact 

exclamation and question 

marks have on a written text 

Part A: Exclamation marks! 


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! 

Shock 

Excitement 

Urgency 

Vehemence 

Astonishment 

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!’ 

The exclamation mark shows emphasis and surprise at the rapid change. 

b ‘What a scam!’ 

The exclamation mark shows emphasis and outrage at the scam. 

Page 3 

c ‘Not to fear!’ 

The exclamation mark shows emphasis and reassures the audience that the speaker has 

the answer. 

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

a Anger: 

We can’t keep destroying our own future! 

b Excitement: 

c Confusion: 

I can’t wait to see what the future brings! 

I don’t know where I am! 

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. 


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. 

Are you sure about that? 

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

What time does the movie start? 

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

How many episodes did you binge-watch last night? 

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

My mum asked if I knew the password. 

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 

This flags to the audience that the speaker is going 

to answer this question throughout their speech. 

Page 3 

‘… and we all want that, don’t we?’ 

This question makes the audience feel bad if they 

don’t agree with the speaker. 

‘… who’s ready for another binge 

session?’ 

This question connects directly with the audience 

and uses humour to show that any argument is over 

and the debate is settled. 

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 



To understand how prefixes 

and suffixes impact words 

Part A: Prefixes 


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 

forgiven 

New word 

created 

uncertain 

uncomfortable 

unforgiven 

Other words that use 

that prefix 

unworn 

unkept 

unmask 

unreal 

unmoved 

re again, back act 

ignite 

organise 

react 

reignite 

reorganise 

reset 

reborn 

remake 

remind 

refresh 

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 con 

b ________vey con 

c ________done con 

d ________pose com 

e ________mend com 

f ________sume con 

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 

Bring people together 

Bring a person’s thoughts together with your own 

Make someone want to come together with your thinking 


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

a Unnecessary Not needed 

b Re-watch Watch again 

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) 

persuaded 

persuasive 

persuasion 

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’? 

Because the word ends in a silent ‘e’ and we are not adding a vowel suffix 

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

Because the word ends in a ‘y’ and the suffix begins with a letter other than ‘i’ 

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

Because the word ends in an ‘e’ that is needed to make the ‘s’ sound with the ‘c’ even though 

the suffix begins with a vowel 

STRATEGY 

Connect the 

word to its 

function. 

Page 197 

Spelling 

generalisations 

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

a refer + ed 

referred 

c greedy + ly 

greedily 

b approve + al 

approval 

d notice + able 

noticeable 

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 



To understand 

how people speak 

persuasively for 

different audiences 

and purposes 


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 

Tone, pitch, volume, pause, pace, emphasis, 

expression 

How a speaker can use their body 

Eye contact, facial expressions, gestures, 

posture 

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? 

The meaning completely changed each time I said the sentence: it became a question, or was 

a good thing, or was a bad thing depending on how I used my voice and 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? 

The speaker spoke with a lot of expression. She also delivered her speech at a good pace, so 

the audience understood everything she was saying. The speaker made eye contact and used 

different facial expressions to show her emotions. 

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? 


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? 

I found the speech easier to understand because I could hear Kathleen’s tone of voice and see her 

expressions; these helped me to more easily understand what she was feeling, and which parts of 

the speech were the most important. 

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? 

When I watched Kathleen give her speech, I noticed her emotion a lot more. For example, she was 

really outraged about cinemas being a rip off; this emotion came across more strongly in the video. 

7 If you were watching the anchor text speech live: 

a When would it be appropriate to clap? 

At the end 

STRATEGY 

Pause to 

wonder and 

connect. 

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

Why or why not? 

No. The speech was a presentation, not a conversation, so the questions were rhetorical. 

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

Kathleen didn’t make any jokes, so it wouldn’t be appropriate to laugh because she would think 

the audience was laughing at her. 

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

I can look at the person who is speaking and not talk to anyone around me. I can also not distract 

the speaker, and I can try to encourage them by having positive facial expressions. 

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? 

I’m confident about what my speech says. I’m also confident that I know my speech well enough 

so I will be able to make some eye contact with members of my audience. 

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

I’m feeling nervous about standing up in front of my whole class and them all looking at me. 

I’ll focus on a friend as I speak and pretend I’m just speaking to them. 

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 

Teacher connections: Persuasive literacy 

A sample lesson sequence for a 50-minute class 

Timing Focus Actions Implementation guide 

5 minutes Establish 

the learning 

intention and 

connect to 

the students’ 

prior 

knowledge 

5 minutes Explicit 

teaching 

5 minutes Collaborative 

learning 

10 minutes Independent 

learning 

• Read the learning 

intention and 

clarify the key 

terms. 

• Draw connections 

to prior lessons, 

class learning, 

and life. 

• Students 

document current 

and future 

learning. 

• Watch the video. 

• Read the 

workbook notes 

and clarify terms 

for Part A. 

• Connect to the 

students’ prior 

learning. 

• Students ask any 

questions they 

have. 

• Complete the 

first part of each 

activity as a class. 

• Students to 

complete the rest 

of each activity 

in pairs. 

• Students 

complete the 

activities in 

Part A. 

• Check their 

answers. 

Before you teach 

• Denotation, connotation, prefixes, and suffixes are 

likely to be the main words that will need deeper 

clarification; check the students’ prior knowledge 

of, and experience using, these terms. 

• Check the Literacy How-to links prior to teaching to 

familiarise yourself with the supporting information. 

Prior knowledge activation 

• Use a ‘know, want to know, and learned’ table 

to check the students’ understanding of key 

vocabulary and content prior to the lesson overview. 

• 1.0 Introduction: 

– The class can highlight the keywords in the 

introductory paragraphs and use these to help 

them respond to Q1. 

– Q2 can be completed as a class or in small groups 

and the results documented. 

• 1.1 Comprehension: 

– Extend the students to consider which questions 

they prefer or find most useful. 

– Ask the students to share their responses to Q5 

(and potentially answer some of the questions 

if you have the time!). 

• 1.2 Planning and writing: 

– To complete Q1, you can begin with a class 

brainstorm or students can share their individual 

ideas with the class. 

– Connect the students’ responses to Q1 to their 

answers to Q3. 

• 1.3 Structures and features: 

– To answer Q1, the students can label the anchor 

text using the bolded words in the question text. 

– Q3 can be brainstormed as a class or in small 

groups before the students complete the table. 

• 1.4 Vocabulary: 

– Before the students respond to Q1, ensure they 

know the meanings of all the words; some of 

these words could be unfamiliar. 

– Ask the students to compare their responses 

to Q2. 

– To scaffold Q3, provide students with a list of 

four or five words to select from. 

• 1.5 Syntax: 

– To help the students complete Q2 and Q3, read 

the table in Q1 to the class and discuss. 

– The sentences in Q5 may need to be explained 

before the students can complete this question. 



• 1.6 Punctuation: 

– For Q1, ensure the students understand the 

sentences and the vocabulary before they tackle 

the question. 

– Q2 may need to be modelled before the students 

answer this question. 


with the class. 

• 1.7 Spelling: 

– Get the students to share their responses to Q1 

and celebrate diverse answers. 

– For Q3 and Q4, the dictionary definitions can 

be compared with the students’ answers and 

discussed as a class. 

• 1.8 Speaking and listening: 

– For Q1, the students can be directed to the 

Literacy How-to section for support. 

– For Q2, the students can explore the sentence 

in pairs or small groups. Or, individual students 

can present different options to the class to 

compare and discuss. 

5 minutes Explicit 

teaching 

5 minutes Collaborative 

learning 

10 minutes Independent 

learning 

• Read the 

workbook notes 

and clarify terms 

for Part B. 

• Connect to the 

students’ prior 

learning. 

• Students ask 

any questions 

they have. 

• Complete the 

first part of each 

activity as a class. 

• Students to 

complete the rest 

of each activity 

in pairs. 

• Students 

complete the 

activities in 

Part B. 

• Check their 

answers. 

• 1.0 Introduction: 

– Q3 involves reading and engaging with the 

anchor text. This can be read aloud, or you can 

listen to the audio version as a class. 

– Ideally, save the video of the anchor text for 

the speaking and listening lesson. 

• 1.1 Comprehension: 

– The example at the top of page 5 can be 

elaborated on by discussing the speaker’s point 

of view, identifying different arguments, and 

determining what the intention means for the 

audience. 

– Q7a may need to be modelled as an example 

before the students try to identify the other 

arguments. 


and Q9 and discuss why there may be variations 

in the contention and intention identified by the 

students. 

• 1.2 Planning and writing: 

– Don’t let the students get too caught up in Q6; 

it may not be relevant depending on the students’ 

arguments. 

– Make sure the students complete the table in Q7 

before they start to draft their speech. 

– The students are likely to need another lesson to 

complete their draft speeches before continuing 

with the unit. 

• 1.3 Structures and features: 

– For Q5, the effects of the persuasive devices can 

be brainstormed as a class or in small groups. 


with the class; see how many persuasive devices 

the class can identify. 

1.9 Teacher connections: Persuasive literacy 21


• 1.4 Vocabulary: 

– Before the students complete Q5, ensure they 

understand the denotation of the words. 

– Q6a may need to be modelled or completed as 

a class before the students answer Q6b and Q6c. 

– To scaffold Q6, the students can be given some 

words to select from 

• 1.5 Syntax: 

– Q6 can be completed in small groups. 

– Ensure the students’ responses to Q6 are accurate 

before moving on. 

• 1.6 Punctuation: 

– Ensure the students’ responses to Q5 and Q6 are 

correct before they revise their draft speeches. 

• 1.7 Spelling: 

– To help the students to independently complete 

Q6, go over the examples (in the Part B 

introduction) as a class. 

• 1.8 Speaking and listening: 

– Ask the students to share their answers to Q5 

and Q6; as a class, discuss the similarities and 

differences in the responses. 

– Connect this lesson to the task ahead: presenting 

the speeches. 

– The students will need at least one other lesson to 

rehearse and present their speeches to the class. 

5 minutes Reflection • Connect the 

learning back 

to the learning 

intention. 

• Were the 

students’ initial 

questions 

answered? 

• What scores do 

the students give 

for their success 

and confidence in 

the lesson? 

• Read ‘Take it 

with you’; can 

the students add 

other situations 

to which they 

might be able 

to apply their 

learning and 

understanding? 

• Don’t sacrifice the reflection time to enable 

the students to complete the activities. Instead, 

prioritise the reflection as it can help the students 

to connect and transfer the skills covered to 

other areas. 

• Establish and support the routine of students 

scoring their learning confidence at the end 

of each lesson. 

• Allow the students to see and speak about 

the connections to other classes and situations; 

this will allow you to discover their interests 

and make future connections to other learning. 


Variation A: Two 20-minute sessions to teach one lesson 

Teach only Part A or Part B in one class and follow the sequence below. You will need to allow 

writing time between each lesson, so allocate an extra 20-minute block to complete each individual 

lesson. 

Variation B: One 20-minute session to teach one lesson 

The students could be asked to complete the writing revisions as homework or at another 

time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent 

work. There would be little time for collaboration and sharing of results, but learning could be 

connected to mainstream teaching and learning to consolidate and extend. 

A sample lesson sequence for a 20-minute class 

Timing Focus Implementation guide 

2 minutes Establish the learning 

intention and connect 

to the students’ 

prior knowledge 

• Read the learning intention and clarify the key terms. 

• Draw connections to prior units, class learning, and life. 

5 minutes Explicit teaching • Watch the video. 

• Read the workbook notes and clarify the key terms. 

• Connect the students’ prior learning to the expectations 

of the current activity. 

10 minutes Independent learning • Students complete the activities. 

• Check their answers. 

3 minutes Reflection • Connect the learning back to the learning intention. 

• What scores do the students give for their success 

and confidence in the lesson? 

• Read ‘Take it with you’. 

1.9 Teacher connections: Persuasive literacy 23

Connecting Literacy Teacher Book 1 Sample Pages

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

Delete template?

Save as template?