Connecting Literacy Teacher Book 3 Sample Pages

Connecting 

Literacy 

‘… splendid and spectacular like I have glimpsed in the movies’ 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

sed in the movies’ 

Teacher 

Book



Teacher 

Book 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

‘… splendid and spectacular like I have glimpsed in the movies’

Connecting Literacy 

Teacher Book 3 

1st edition 

Hayley Harrison 

Publisher: Catherine Charles-Brown 

Project editor: Naomi Saligari 

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Proofreader: Kelly Robinson 

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Publication data 

Author: Hayley Harrison 

Title: Connecting Literacy Teacher Book 3 

ISBN: 9780655091462 

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 3

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/CL3_1_0 

Persuasive writing is opinion writing that attempts to convince a reader of a particular 

point of view. It is non-fiction writing that intends to influence how the reader thinks, feels, 

acts, or makes decisions about a particular idea, issue, or proposal. These texts use various 

persuasive writing techniques to achieve their purpose; the techniques used are selected 

to have the most impact on the text’s particular audience. Many different text types can 

be persuasive, including speeches, advertisements, debates, essays, letters, reviews, flyers, 

and articles. 

Why do we create persuasive texts? 

The most important element of a persuasive text is that it is created to convince someone of the 

writer’s point of view. The text expresses how the writer thinks and feels about a topic, but its goal 

is to make the audience think and feel the same way as the author. People are inspired to write 

persuasive texts when they feel strongly about a topic, which is why persuasive writing is usually 

highly emotional. Authors of persuasive texts change the type of language and devices they use 

to persuade, depending on who they are addressing. This is why a persuasive text written for 

an organisation sounds very different from a persuasive text written for a friend. 

1 In your own words, explain why having good persuasive skills is important. 

Having good persuasive skills is important because these skills enable me to convince someone of 

my opinion. I can use different strategies and techniques depending on my audience and purpose. 

I also understand how to present my thoughts, beliefs, and ideas in a way where people will listen 

to me and understand what I’m saying. 

2 Where might you be asked to write persuasively in the future? 

In school, in English, I might be asked to write a persuasive oral presentation, or write persuasively 

about an issue. In other subjects, I might need to present in a debate, or present my opinion on 

a topic. Outside of school, I might need to write a letter to a company or organisation. 

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 3

Anchor text 

Persuasive speech 

Defend yourself 101 

Paragraph 1 

I’m hoping you all feel very safe, sitting here together today. But I’m sure you have all felt 

unsafe at some time in your life and I feel our school has a responsibility to help protect 

us, however possible. Hello, my fellow peers, you all know my name is Angela and I’m 

speaking with you today to try and protect you by explaining why I believe our school 

should offer self-defence classes. We need to know how to defend ourselves in school, 

on the streets, and at work – whether it be from physical, sexual, or other assault. So many 

people (especially us young people) feel hopeless when fighting against someone stronger, 

but we can change that feeling of hopelessness if only our school had self-defence classes. 

Exclusive language 

Generalisation 

Verb suffix 

Rule of three 

Adjective suffix 


Argument 1: 

Help to protect self 

Paragraph 5 

Paragraph 4 

Paragraph 3 

Paragraph 2 

Let me start by acknowledging that most people don’t feel like they have the strength or 

power to defend themselves properly. But the effect of self-defence classes is to give people 

the skills and confidence to protect themselves whenever necessary. Throughout history, 

sexual harassment rates have always been too high. In 2017, high schools in New South 

Wales collected survey results to discover that 30 per cent of boys and 32 per cent of girls 

experienced sexual harassment on school grounds! If we don’t start learning self-defence 

at a young age, how are we meant to defend ourselves in the very near and real future? 

But these vital classes are not just to protect the vulnerable victim. Dr Milkovic, head of 

psychology at the Royal Melbourne Hospital, explains how many concerned bystanders 

think of themselves as someone too weak and too powerless to make a change. 

Through participating in a life-changing self-defence class though, the next time we 

witness an innocent person being harassed, we will have the critical knowledge and 

confidence to step in. How can our school possibly say no to something that would 

benefit our life and the innumerable lives of those around us? 

I understand that some of you may fear you could get injured in this class. However, 

even in a normal PE class, there are chances of getting injured. In a PE class, our teachers 

support us in how to avoid getting injured, don’t they? Well, self-defence classes are 

literally a class about how NOT to get injured! Surely your parents would like you to be 

able to pre-empt and prevent an attack. They want you to be safe, don’t they? 

So, there seems no logical reason why our school shouldn’t start self-defence classes as 

soon as possible! Not only will these classes help students defend themselves against 

predators, but they will give us confidence to stop being bystanders and look after our 

friends in a safe and responsible way. At the end of the class, I encourage you to step up 

and sign the petition paper to bring self-defence classes on campus. With little effort, 

it can be your first step in knowing how to protect yourself properly. 

Noun suffix 

Verb suffix 


Statistics 

Alliteration 

Emotive language 

Argument 2: 

Help bystanders 

Repetition 

Emotive language 


Argument 3: 

Avoid injury 

Emphasis 

Rhetorical question 

Appeal to reason 



Student author: Angela (Wren) Truong 

Audience: Angela’s class 

http://mea.digital/ 

CL3_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 


CL3_1_1 

A great strategy to use with any text that you need to understand is to question the text: What is the 

text saying? How and why is this being said? 

Read the anchor text and then answer the following questions. 

Page 3 

1 How does Angela want to change her school? 

Angela wants her school to offer self-defence classes. 

F 

STRATEGY 

Ask questions 

to find answers. 

2 What are self-defence classes designed to do? 

F 

Self-defence classes are designed to give people the skills and confidence to protect themselves 

whenever necessary. 

3 Why does Angela think that sexual harassment rates ‘have always been too high’? 

There shouldn’t be any sexual harassment at all, so any rate of sexual harassment is ‘too high’. 

I 

4 What does Angela mean when she says, ‘… defend ourselves in the very near and real future’? I 

This phrase is referring to the fact that the possibility of students being sexually harassed is quite 

high so the students may need self-defence skills very soon. 

5 Why does Angela acknowledge ‘some’ people might not agree with her proposal? 

I 

Angela has considered the alternative perspective and is giving a reason why she thinks that point 

of view is inaccurate. 

6 Why would some people fear getting injured in the self-defence class? 

I 

Some people might think that they could get injured pretending to fight off someone; they don’t 

realise how safe the class would be. 

7 How can signing a petition be the first step in the students being able to protect themselves? I 

Signing Angela’s petition may lead to self-defence classes being offered at the school, which will 

teach the students how to protect themselves. 

8 a Answer the two questions in the table below. 

Questions 

Factual questions: 

The answers to factual questions 

are explicitly stated in the text. 

Interpretive questions: 

Interpretive questions can have 

more than one correct answer. 

To find the answer/s to an 

interpretive question, you need 

to ‘read between the lines’ 

of the text. 

1 How does answering a factual question about a text help 

you understand that text? 

Answering a factual question about a text helps you 

understand exactly what the text said. 

1 How does answering an interpretive question about 

a text help you understand that text? 

Answering an interpretive question about a text helps you 

understand what the text implies; it helps you understand 

the text at a deeper level. Answering interpretive 

questions can also help you to connect the text to your 

learning outside of the text. 


Re-read Questions 1 to 7 opposite. Which questions are factual questions (F)? Which questions 

are interpretive questions (I)? Write the letter ‘F’ or ‘I’ next to each question. 

Part B: Contention and intention 

To fully understand a persuasive text, you need to consider the text’s overall purpose: Why was it 

written? What does the author want you to think after reading the text (the contention or main idea)? 

What does the author want you to do after reading the text (the intention or call to action)? 

Page 164 

Comprehension 

strategies 

9 Annotate the anchor text by numbering the paragraphs and labelling the three main arguments. 

10 In the table below: 

a write the three arguments you identified in the anchor text in Question 9. 

b summarise the evidence the author used to support each argument. 

c identify what type of evidence the author used (anecdote, statistics, expert opinion, etc.). 

Page 3 

STRATEGY 

Identify and 

understand 

the pieces 

of the text. 

Argument Evidence Type of evidence 

Argument one: 

Self-defence classes are needed 

because there is a very real threat 

of students being sexually harassed. 

‘… 30 per cent of boys and 32 per 

cent of girls experienced sexual 

harassment on school grounds’ 

Statistics 

Argument two: 

Self-defence classes give bystanders 

the skills and confidence to do the 

right and safe thing in this situation. 

‘Dr Milkovic, head of psychology 

at the Royal Melbourne Hospital, 

explains how many concerned 

bystanders …’ 

Expert opinion 

Argument three: 

Self-defence classes give people 

the skills to help them avoid getting 

injured. 

‘In a PE class, our teachers 

support us in how to avoid getting 

injured …’ 

Anecdote 

11 These three arguments work together to build one overall argument or main idea. What is the 

anchor text’s contention? 

Contention: That Angela’s school should offer self-defence classes because these classes are 

a safe and vital way to ensure future victims and bystanders have the skills and confidence to 

protect themselves and others. 

Page 3 

12 What is the anchor text asking the audience to do? What is the text’s intention? 

The anchor text is asking the audience to sign a petition about starting self-defence classes 

at the school; the text’s intention is to convince the audience members to sign this petition. 

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

Next time you work with a long text in any subject, number and label the paragraphs. 

Challenge yourself to question the text and question your interpretation of the text. 

TAKE IT 

WITH YOU 

1.1 Persuasive comprehension 5

1.2 



Persuasive planning and writing 

To understand how to 

plan and develop my 

persuasive speech 

Part A: Develop your arguments 


CL3_1_2 

Page 20 

Writing a persuasive text is more than expressing how strongly you feel about a topic. You need to 

spend some time thinking about why the topic is important, what other people might think about 

the topic, and how you can be as convincing as possible in the time you have allocated. 

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

in purpose, audience and length. In this speech, you will try to convince your classmates to 

sign a petition about making a particular change at your school. 

1 Use the concept map in Figure 1.1 below to brainstorm all the things you think should be changed 

at your school. 

Curriculum or classes or learning 

Classes in: 

• sign language 

• life skills 

• social media 

Other 

• No exams 

• Students get to choose 

their teachers 

Things that 

could be 

changed in 

my school 

Figure 1.1 

Resources or facilities 

• Coffee vending machines 

• Phone charging stations 

• A smash room 

Activities or events 

• Fashion show 

• School play 

2 Using the ideas you came up with in your brainstorm, decide which change you feel most passionate 

about. Next, write down three arguments or reasons why this change should happen. 

We should have a smash room at school: 

• so we have a safe space to let out our frustrations 

• for staff members and students 

• because this will promote recycling and expressing emotions safely. 

3 What could be a counter argument to your idea for a change at your school? Which of your 

arguments proves why the counter argument is invalid? 

A counter argument is that smashing things promotes violence and destruction. However, a smash 

room shows people when and how to let out their frustrations safely. 

4 Taking into consideration all your points, what are you arguing overall? What is the contention of 

your speech? 

My school should set up a smash room for staff members and students so they can safely let out 

their frustrations. 


Part B: Revise your text for your audience and purpose 

Keep in mind that your speech will be presented to your class; this will change the way you approach 

drafting your speech. The more clearly you can predict how your speech will make your classmates 

think and feel, the better you will be able to specifically and purposefully write your speech to 

achieve your intention. 

5 After listening to your speech, what do you want your audience to do? What is the intention 

of your speech? 

I want the people in my audience to sign a petition that asks for a smash room to be set up 

at school. 

STRATEGY 

Understand 

the purpose 

of the text 

or feature. 

6 How does your audience currently feel about your topic? 

The people in my audience have probably never thought about having a smash room at school. 

7 What else interests your audience? What do they care about? How can you use your audience’s 

interests in your speech? 

People in my audience care about their social lives, sport, fashion, school grades, and their safety. 

Their interest in their personal safety may make them interested in my speech. 

8 Using the information from Questions 5, 6, and 7, decide what evidence will connect to your 

audience most successfully, while supporting your arguments. 

Arguments 

Argument one: 

A smash room will provide 

people with a safe space 

to let out their frustrations. 

Argument two: 

The room will be for staff 

members and students. 

Argument three: 

The smash room will promote 

recycling and expressing 

emotions safely. 

Evidence 

• Expressing negative energy in the smash room burns 

emotions like anger and frustration in a way that is 

not harmful. 

• Adults and students both experience stress and can 

feel frustrated. 

• The whole school community would benefit from 

the school having a smash room. 

• Goods would be reused and recycled in the smash room 

rather than being thrown out. 

• Protective clothing must be worn in the smash room. 

Page 172 

Finding 

appropriate 

evidence 

Page 3 

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

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 20 

Page 172 

Turning a plan 

into a draft 

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

Next time you are asked to write a specific text type in another class, first consider the 

text’s audience and purpose. Then, directly match your writing to the audience and 

purpose you have identified. This is particularly useful in assessments and exams. 

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 


CL3_1_3 

Page 3 

STRATEGY 

Identify and 

understand 

the pieces of 

the text. 

The structural elements and language features of a persuasive speech require the speech to be 

planned in a similar way to an essay but written quite differently. This is because the text is being 

written to be spoken and this is not a common way to write. 

1 In the table below, using the anchor text as a guide, identify the key structural elements and 

language features of the different parts of a persuasive speech. 

The structural elements of a persuasive speech 

Introduction Body paragraphs Conclusion 

• An engaging hook 

• Introduction of the topic 

• Introduction of 

the speaker 

• Introduction of the 

contention 

The language features of a persuasive speech 

• Introduction of the 

key arguments 

• Evidence to support the 

key arguments 

• Explanation of how 

the arguments prove 

the contention 

• A rebuttal of an 

alternative perspective 

• Synthesis of the arguments 

and the contention overall 

• The intention is made clear 

• A final, memorable 

statement 

• First-person perspective 

• Pause for effect 

• Present tense 

• Speaking directly to 

the audience 

• Signposts and transitions 

• Shifts in tone 

• Persuasive devices 

2 Considering the structural elements and the language features you identified in Question 1, what 

are the similarities and differences between a persuasive speech and a persuasive essay? 

Page 174 

Text forms 

Similarities 

• They both have paragraphs. 

They both: 

• have arguments 

• use evidence to support the arguments 

• use precise and persuasive language 

• have an introduction, a body, and 

a conclusion 

• have a contention (a main idea) 

• have an intention (a call to action) 

• use repetition 

• are written in the present tense. 

Differences 

• Speeches use personal pronouns (I, you, me); 

essays do not. 

• Speeches speak directly to the audience; 

essays usually do not. 

• Speeches use different persuasive devices 

that are more appropriate to spoken texts 

(for example: sarcasm, rhetorical questions, 

and inclusive language). 

• Speeches are written to be spoken, while 

essays are written to be read. 

Part B: Persuasive devices 

Persuasive devices are essentially rhetoric, which is the use and manipulation of language to 

convey a message. Strong persuasive texts use of a variety of rhetorical devices to sway or convince 

the audience or reader. Combined, these persuasive devices can make a text very convincing. 


One of the most powerful, yet subtle, uses of rhetoric is the appeal. Appeals use a variety of other 

persuasive devices to help achieve their goal: to connect to the intellectual, moral, or emotional 

responses of the audience. A persuasive text can appeal to anything. Aristotle categorised appeals 

into three main categories: ethos, pathos, and logos. 

Type of appeal 

Ethos: appeal to ethics 

Pathos: appeal to emotions 

Logos: appeal to logic 

What the appeal does 

The author builds credibility, so the audience trusts what they 

are saying. 

The author makes the audience feel certain emotions about specific 

people and things. 

The author uses reason and logic, facts, and experts to validate 

the arguments they are presenting. 

3 Match each example from the anchor text below to the type of appeal it is using. 

Example from the anchor text 

‘Hello, my fellow peers, you all know my name is Angela and 

I’m speaking with you today to try and protect you’ 

‘… most people don’t feel like they have the strength or power 

to defend themselves properly’ 

‘How can our school possibly say no to something that would benefit 

our life and the innumerable lives of those around us?’ 

Type of appeal 

(ethos, pathos, or logos) 

Ethos 

Logos 

Pathos 

Page 3 

4 In the anchor text, highlight and label one example of each of the following persuasive devices: 

rule of three, statistics, generalisation, rhetorical question, emotive language, and alliteration. 

5 What other persuasive devices can you find in the anchor text? Highlight and label these devices. 

6 Persuasive devices rarely work in isolation, as shown by this sentence from the anchor text: 

‘How can our school possibly say no to something that would benefit our life and the innumerable 

lives of those around us?’ 

Page 178 

Literary and 

persuasive 

devices 

STRATEGY 

Pause to 

wonder and 

connect. 

a How many devices can you identify in this sentence? 

Rhetorical question, emotive language, appeal to safety, positive and negative connotation, 

inclusive language, modality, generalisation, and hyperbole 

b Describe the effect of the persuasive devices working together in this sentence. 

By using emotive and hyperbolised language within a rhetorical question, the sentence appeals 

to the audience’s safety; this is also achieved through the use of inclusive language and the juxtaposition 

of the negative connotations of ‘innumerable’ with the positive connotation of ‘benefit.’ 

7 Identify the structural elements and language features in your speech. What persuasive devices have 

you used in your speech? How could you make your speech more persuasive? Revise your draft. 

Page 20 

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

Persuasive devices are not just for persuasive texts. Can you use the ‘rule of three’ or 

emotive language in another piece of writing this week? 

TAKE IT 

WITH YOU 

1.3 Persuasive structures and features 9

1.4 


CL3_1_4 

Persuasive vocabulary 

Part A: Emotive language 


A text that makes someone feel something is far more likely to convince its reader or audience to 

think something or to do something. By using language that evokes emotion, writers connect to 

their readers in a way that is memorable and persuasive. 


To understand emotive 

language, denotation, and 

connotation in persuasive 

writing 

1 In the following sentences, highlight the emotive words and identify what emotion is being 

expressed by these words. 

a The innocent bystander stood frozen, unable to tear his eyes away. 

Fear, terror, shock 

b The vicious thug saw red and snapped as she lunged closer. 

Anger, frustration, rage, fury 

c The underestimated victim took a deep breath and concentrated on what they had learnt. 

Determined, assertive, firm, hardened, fierce 

2 Consider the three people in Question 1. What judgements did you make about these people? 

How did you interpret their situations? How are they feeling? 

a The bystander The bystander is too scared to do anything. 

b The thug 

 

The thug is so filled with rage that they have completely lost control. 

c The victim 

The victim knows they can’t escape the situation, so they are trying to calm 

themselves down and remember the techniques they can use to protect themselves. 

3 Underline the emotive words in paragraph three of the anchor text. 

Page 3 

4 The text below claims that selling junk food in a cafeteria is a terrible thing. Change the bolded 

emotive words so the text claims that selling junk food in a cafeteria is a great thing. 

delicious smell 

wafts 

I walk into the cafeteria and the stench of deep-fried oil slams into my face. I look across the bainmarie 

and all I can see are the greasy towers of processed food. It all looks like an oil factory ready 

gleaming 

pristine 

a paradise 

be experienced 

responsible 

to explode. I can’t understand why, in this day and age, we are still putting the lives of vulnerable 

villanising 

joy 

children at risk by normalising such rubbish as ‘food’ that is fit for consumption. 

Part B: Denotation and connotation 

Every word has a standard definition or a literal meaning, which is called a word’s denotation. 

Many words also have a connotation, which is the feeling evoked by the word; a connotation 

is a suggested or implied meaning. 

For example: The sandpaper is gritty. That side of town is gritty. 

(Denotation: having (Connotation: that side of town is rough; it’s a tough 

a rough texture) 

neighbourhood with high incidences of crime) 


A word’s connotation can be further classified as being either negative or positive. 

5 From the anchor text, choose a word with a negative connotation and a word with a positive 

connotation, then complete the following table. 

Word 

from the 

anchor text 

Positive or 

negative 

connotation 

Denotation (definition 

or literal meaning) 

Connotation (implied meaning) 

Page 3 

Vital Positive Something that is 

necessary 

Most important thing that will help 

your life 

Concerned 

Negative 

To worry about a situation 

Caring about a problem a lot 

Predators 

Negative 

Animals that kill other 

animals to survive 

People who try to use other people’s 

suffering to their own advantage 

6 For each of the words in the table below, identify a synonym that has a different connotation. 

Positive connotation Neutral connotation Negative connotation 

Infatuated Highly interested Obsessed 

Page 181 

Word meanings 

Assertive 

Reserved 

Mature 

Driven 

Generous 

Insistent or clear 

Quiet or shy 

Senior 

Focused 

Giving 

Aggressive or pushy 

Timid 

Elderly 

Pushy 

Extravagant 

7 Decide whether each of the following words shows someone is not very determined, or determined, 

or very determined. 

wavering, adamant, headstrong, faltering, inflexible, persistent, 

rigid, stubborn, tenacious, hesitant, unrelenting 

Not very determined: 

wavering, faltering, hesitant 

Determined: 

headstrong, inflexible, persistent, stubborn 

Very determined: 

adamant, rigid, tenacious, unrelenting 

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

Page 20 

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. 

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

Challenge yourself to find and use emotive language, with both positive and negative 

connotations, in other subjects. 

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 


CL3_1_5 

Page 202 

Spoken versus 

written language 

Page 3 

The differences between spoken and written language go beyond the different words and syntax 

(sentence structure) used in these two types of language. In written texts, we use punctuation to help 

convey the meaning of the words; whereas, in spoken texts, we use our voice and body language to 

assist us to convey our meaning to our audience. However, these differences become blurred when 

we write a text that is going to be spoken. 

1 What are the key similarities and differences between spoken language and written language? 

Similarities: Spoken and written language are both used to communicate ideas and feelings. 

Differences: Spoken language uses speaking and listening skills, it is less grammatically correct, 

and uses voice and body language to show expression and control pace. Written language, in 

contrast, uses reading and writing skills, is more grammatically correct, and uses punctuation 

and formatting to show expression and control pace. 

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

like the way a person speaks? 

a ‘I’m hoping you all feel very safe, sitting here together today.’ 

This sentence speaks directly to the audience; it connects the speaker to the audience 

as though they are having a conversation. 

b ‘So many people (especially us young people) feel hopeless when fighting against someone …’ 

The use of brackets breaks up the sentence in a similar way to how we interject ideas in our 

spoken sentences. 

STRATEGY 

Connect with 

the language 

choices. 

3 a Record yourself speaking naturally about aliens for 10 seconds. Transcribe what you said exactly, 

and then revise it to fix the grammatical errors, repetitions, etc. 

b Reflect on your spoken and written texts about aliens. What are the differences between your 

spoken and written syntax? 

There are more pauses, repetition, and incomplete sentences in my speech than in my writing. 

This is maybe because I can speak much faster than I can write. 

A spoken text is not always informal. Although the structural elements and language features of 

a formal speech are similar to those used in a formal written text, there are still key differences 

between these two text types. 

4 What are the differences between a formal speech and a formal written text? 

Formal speech 

A formal speech: 

• has short sentences 

• repeats phrases, words, and ideas 

• uses signposting and transitions to help 

the audience through the speech 

Formal written text 

A formal written text: 

• has long, complex sentences 

• repeats phrases and ideas less frequently 

than spoken texts 

• uses simple transitions and paragraphing 

to break up ideas 


Formal speech (cont.) 

• uses tone of voice and pace to control 

emotion and present the ideas clearly 

• is less likely to use nominalisation than 

a formal written text 

• uses pictures and graphics to support 

the ideas in the speech 

• uses specific devices (such as rhetorical 

questions and inclusive language) to 

connect the audience to the speech. 

Formal written text (cont.) 

• uses punctuation to control the tone of 

the text and to present ideas clearly 

• is more likely to use nominalisation than 

a speech 

• is less likely to use pictures and graphics 

to support the ideas in the text 

• uses specific devices (expert opinion, logic 

and reason, statistics, etc.) to present ideas. 

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 For example: He suggests 

• if a subject is plural (more than one), the verb must also be plural. For example: They suggest 

Page 186 

Subject and 

predicate 

The exception is the first-person pronoun ‘I’, which uses a plural verb. For example: I suggest 

In the past tense, the subject–verb agreement stays the same regardless of whether the subject 

is singular or plural. For example: The teacher suggested we should sign the petition. 

The teachers suggested we should sign the petition. 

The further apart the subject is to the verb, the more difficult it can be to make sure they agree. 

Watch out for prepositional phrases, brackets, and appositives trying to distract you! 

Page 187 

Tense 

When there are multiple subjects in a sentence, you need to concentrate very specifically on the 

subject–verb agreement. To make sure the subjects and verbs agree, look at the subjects in the 

sentence and consider: Are the subjects all singular? Are the subjects joined with a conjunction 

(for, and, nor, but, or, yet, so)? 

5 In each sentence, underline the subject/s and circle the verb. Do the subjects and verbs agree? 

a The room of empty chairs waits for the bell to ring. Yes 

b The instructor, a specialist in self-defence, speak from experience. No 

STRATEGY 

Connect the 

subject and 

the predicate. 

c Either Elijah or Emilia is the class assistant today. 

Yes 

d The task and the resources is waiting for submission. 

No 

6 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 

Hearing and seeing the differences between formal spoken and written texts can help 

you build sophistication in your writing. Be courageous and experiment with writing in 

a way that is very different to the way you speak. And, as your sentences become more 

complex, don’t forget to check that your subjects and verbs still agree! 

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! 


CL3_1_6 

Exclamation marks show emphasis and emotion in writing. They are powerful punctuation marks – 

particularly in persuasive texts – but they need to be controlled to ensure the exclamation marks 

used have the greatest impact. The exclamation mark is often considered to be an informal 

punctuation mark, particularly when it is used repeatedly in a text. 

Page 188 

Types of 

punctuation 

Page 3 

1 Consider the following sentences from the anchor text that use exclamation marks. What impact 

does each exclamation mark have on the sentence? 

a ‘… high schools in New South Wales collected survey results to discover that 30 per cent of boys 

and 32 per cent of girls experienced sexual harassment on school grounds!’ 

The exclamation mark emphasises how shocking it is that so many students had experienced 

sexual harassment at school. 

b ‘Well, self-defence classes are literally a class about how NOT to get injured!’ 

The exclamation mark emphasises the ridiculousness of being scared about injuring yourself 

in a class that is teaching you how to protect yourself from being injured. 

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

a Frustration 

This isn’t working! 

b Passion 

Football is life! 

c Determination 

I can do this! 

3 Why is it beneficial to use exclamation marks in a written speech, considering that the audience 

will hear the speech and not read it (that is, the audience won’t ‘see’ the exclamation marks)? 

Using exclamation marks in a written speech makes it easier for the speaker to remember what 

tone, emphasis, and expression to use when they read the speech. Just like all punctuation, 

exclamation marks make texts, such as speeches, easier to read and interpret. 

Part B: Question marks? 

Questions in speeches are called rhetorical questions because the question is a statement; the 

answer is implied, and the speaker is not expecting an answer from the audience. Asking a rhetorical 

question is a powerful persuasive device that can be used in both written and spoken persuasive 

writing. However, they have to be controlled: asking a few rhetorical questions can be persuasive; 

asking too many can be overwhelming! 

Page 3 

STRATEGY 

4 In the anchor text, why did Angela choose to finish each body paragraph with a rhetorical question? 

By finishing each paragraph with a rhetorical question, Angela engaged the audience and prompted 

them to consider the key point she had just made in that section (paragraph) of her speech. 

Connect the 

punctuation 

to what is 

being said. 


When using question marks alongside quotation marks: 

• if the question relates to the quote, then the question mark stays inside the quotation marks 

• if the question is part of the sentence, then the question mark goes outside the quotation marks. 

For example: Then he asked, ‘Why are we doing this?’ Why did he say, ‘This has been done’? 

5 In the following sentences, decide whether the question mark should go inside or outside 

the quotation marks. 

a Has anyone ever asked, ‘Why haven’t we done this already’ 

Has anyone ever asked, ‘Why haven’t we done this already?’ 

b What do you do when someone says, ‘I can’t help you right now’ 

What do you do when someone says, ‘I can’t help you right now’? 

c We need to ask each other, ‘Do you feel safe today’ 

We need to ask each other, ‘Do you feel safe today?’ 

Part C: The interrobang?! 

The interrobang is the combination of an exclamation mark with a question mark (for example, 

?! or !?! or any other combination). This punctuation mark is used to show that a question is being 

asked with significant emphasis or emotion. The interrobang is a non-standard form of punctuation 

that is becoming more acceptable in informal texts. 

6 List the different types of text where it would be appropriate to use an interrobang. 

An informal email, advertisements, a speech, creative writing, social media, gaming chats, 

sale materials, and text messages. 

7 The following sentences do not use an interrobang correctly. Explain why. 

a I think self-defence classes are a great idea!?! 

This sentence is not a question, so an exclamation mark on its own is all that is needed. 

b Dear Principal Le, why don’t we have self-defence classes already!?! 

This is a formal text, so it’s not appropriate to use an informal punctuation mark. Also, the 

interrobang makes the question sound too aggressive. 

8 a Revise your speech to use at least one exclamation mark for effect. Although the audience won’t 

see the exclamation mark, it will help you use the right tone when you deliver your speech. 

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 

c Check you have used punctuation accurately in your speech. While the audience won’t see 

your punctuation, it will help you find the right pace, tone, and when to pause as you deliver 

your speech. 

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

It is easy to overlook punctuation. Challenge yourself to notice punctuation such as 

exclamation and question marks in other subjects, and to observe how they are used. 

TAKE IT 

WITH YOU 

1.6 Persuasive punctuation 15

1.7 

Persuasive spelling 



To understand how prefixes 

and suffixes impact words 

Part A: Prefixes 


CL3_1_7 

A prefix is a group of letters that is added to the beginning of a word. Each prefix has its own 

meaning; this meaning does not change, regardless of what word the prefix is attached to. 

Adding a prefix to a word can make the word opposite (nonfiction) or negative (uncooked). 

Prefixes can be used to show time (preservice), manner (overpopulated), or an amount (biannual). 

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

Page 195 

Bases and affixes 

Prefix Prefix meaning Base 

word 

New word 

created 

Other words that use 

the prefix 

STRATEGY 

Consider the 

meaning and 

pronunciation 

of familiar 

parts of 

the word. 

pre 

e 

ex 

ec 

ef 

(These are all 

assimilated 

prefixes.) 

before 

(for example: 

‘preview’ means 

‘before viewing’) 

out of, from within, 

beyond 

(for example: ‘exit’ 

means ‘out of it’) 

arrange 

fabricated 

destined 

motion 

change 

centric 

fort 

prearrange 

prefabricated 

predestined 

emotion 

exchange 

eccentric 

effort 

predetermine 

presoaked 

preowned 

preseason 

premature 

exclaim 

excessive 

erode 

eject 

ectomorphic 

effusive 

effervescence 

Page 3 

2 Consider the following words from the anchor text. Explain how the prefix in each word impacts 

the overall meaning of the word. 

a Prevent: To stop something happening ‘before’ it even happens 

b Effect: 

To change one thing by going ‘beyond’ another 

c Pre-empt: 

To prevent something from happening ‘before’ it is even possible 

3 ‘Predator’ starts with ‘pre’ but does not mean ‘before’. Why does predator start with ‘pre’? 

The word ‘predator’ comes from the word ‘prey’, which originally meant ‘something seized before’. 

4 The assimilated prefix ‘ob, op, of, oc’ means ‘against, in the way’. Decide which prefix is used 

to spell the following words. 

Note that we use ‘op’ before p, ‘of’ before f, ‘oc’ before c, and ‘ob’ before all other letters. 

e, ex, ec, ef ob, op, of, oc 

____tend ex 

____cur oc 

____ject e 

____ject ob 

____static ec 

____pose op 

____fective ef 

____fend of 

____ist ex 

____casion oc 


Part B: Suffixes 

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

changing a word’s meaning, a suffix changes the word’s function in a sentence. Just by noticing 

a word’s suffix, we know what the word is doing in the sentence. 

Suffixes can create a plural, or change the tense: 

For example: persuade + s = persuades; persuade + ed = persuaded; persuade + ing = persuading 

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

For example: persuade + er = persuader (changes to a noun: a person) 

persuade + sion = persuasion (changes to a noun: a process) 

persuade + ive = persuasive (changes to an adjective: describing a noun) 

5 Change the verb ‘offend’ by adding appropriate suffixes. 

Original word Change to … New word 

offend 

past tense 

offended 

offend 

adjective 

offending, offensive 

offend 

noun 

offender 

Over 95 per cent of all suffixes used are ‘ed’ (past-tense verb), ‘ing’ (present-participle verb), 

‘ly’ (adverb), or ‘s/es’ (plural). 

STRATEGY 

Connect 

the word to 

its function. 

Page 195 

Bases and 

affixes 

6 Categorise these suffixes into the part of speech they indicate. 

age, ify, ful, dom, ise, al, ous, ate, ance/ence, y, ic, en, er, ment, ist, ion, ing, ish 

Noun Verb Adjective 

age, dom, ance/ence, ment, 

ist, ion 

ify, ise, ate, en, er, ing 

ful, al, ous, y, ic, ish 

7 In the anchor text, circle one noun suffix, one verb suffix, and one adjective suffix. 

8 Using the spelling rules outlined in the Literacy How-to section (page 191), work out the correct 

spelling for the following words and their suffixes. Explain why each word is spelled this way. 

a Control + er Controller: the final consonant is doubled when adding a vowel suffix 

b State + ing Stating: the ‘e’ is removed when adding a vowel suffix 

Page 3 

Page 197 

Spelling 

generalisations 

c Testify + ed 

Testified: the ‘y’ turns into a ‘i’ when adding a vowel suffix 

9 Check the spelling in your speech. Have you accurately used prefixes and suffixes? How many have 

you used? Are they positive or negative? Consider some synonyms and experiment with alliteration, 

puns, rhyme, or repetition in your speech. 

Page 20 

I understand how prefixes and suffixes impact words: / 5 

By changing a word’s suffix, you can use the word in a different context. You can 

change a word’s meaning by adding a prefix. See how powerful word choice can 

be by experimenting with different words in different subjects. 

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 


CL3_1_8 

Page 200 

Voice and body 

language 

Page 3 

There are two main things to focus on when giving a speech: your voice and your body language. 

This expression of your text can be supported with multimedia or images. 

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

2 Complete the following table by identifying how the speaker used her voice and body to 

be persuasive. 

Voice 

• Clear articulation and volume 

• Controlled pace 

• Purposeful intonation and expression 

Body 

• Eye contact with audience 

• Open posture, chest proud 

• Open and expressive hand gestures 

• Feet planted 

STRATEGY 

Identify and 

understand 

the pieces of 

the text. 

3 a Practise reading the first paragraph of your speech out loud. Each time you read the paragraph, 

focus on a different element of your voice or body: 

• Pace: How slow do you need to speak so your audience can follow what you’re saying? 

• Expression: Try speaking as if you are really happy or really frustrated. 

• Gestures: Put down your speech and experiment with what you can do with your hands. 

• Emphasis: Experiment with putting different levels of emphasis on different words. 

• Facial expressions: What happens if you smile as you speak? Or if you frown? 

• Volume: Try speaking quietly, and then loudly. Where do you project from? 

• Body positions: What does it feel like to cross your legs or lean against something? 

What position makes you feel the most confident? 

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

I didn’t think the paragraph would change much, but I discovered some words work well when 

I emphasised them and I came up with some hand gestures I can use. 

Part B: The active audience 

Our lives are filled with persuasive texts. We are constantly being told we should buy something, 

do something, think something, or feel a certain way about something. In some situations, it is 

obvious that someone is being persuasive (for example, if they are trying to sell us something); 

however, in other situations, it may not be so clear (for example, if someone is presenting an idea 

or belief). It is in these situations that we need to be not just an active listener, but a critical one. 

4 For each audience response in the table, identify a situation where the response is appropriate. 

Situation 

Someone giving a speech 

At a music festival 

At a comedy show 

At a protest march 

At a golf tournament 

Appropriate audience response 

Listening quietly, eyes focused on the speaker, clapping at the end 

Yelling, singing, talking, dancing, and clapping 

Laughing at appropriate sections, cheering at the end 

Talking, chanting, and clapping 

Being quiet during play, and then clapping and yelling after a shot 


5 How can you be an active listener during your classmates’ presentations? What is an appropriate 

audience in this situation? 

I can be an active listener during my classmates’ presentations by responding and paying attention 

with my ears, eyes, and body. The main thing is to not distract the person giving the speech. 

An appropriate response it to stay quiet while my classmate is speaking and then clap at the 

end to congratulate them. 

6 Imagine one of your classmates is giving their speech. You notice they are shaking, sweating, 

and losing control of their voice. As an audience member, how can you be even more supportive 

of a particularly nervous speaker? 

I can support the speaker by smiling at them, particularly if they look at me during their speech. 

I can laugh if they tell a joke or react if they want the audience to react; this will help them feel 

more confident about what they are saying. I can make sure I stay quiet during their speech, so 

I don’t distract them. I can also congratulate the speaker afterwards, which will help build their 

confidence so they will be less nervous next time they give a speech. 

STRATEGY 

Pause to 

wonder and 

connect. 

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

rehearse your speech so it is ready to be presented to your class. You should rehearse or 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 

8 Think about presenting your speech. What are you feeling most confident about? 

I’m confident about my topic; I’m confident that people will find my speech interesting. I’ve used 

some good examples and evidence that I think my audience will like. 

9 Think about presenting your speech. What are you most nervous about? How might you overcome 

these nerves? 

I’m most nervous about presenting my speech to the whole class. When I get nervous, I speak 

really fast, my knees shake, and I go really red, so it is obvious to the audience that I’m nervous; 

there is no way I can hide it. I might be able to focus on a friend as I speak and pretend I am 

speaking to them rather than to the whole class. 

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

Consider how you can use general class discussions and group work to improve both 

your speaking and listening skills. These are vital life skills, and you can use them in 

every subject, so noticing what someone is doing when they are speaking or listening 

really well (or badly!) can help reinforce your own speaking and listening development. 

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 units, 

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, 

so check the students’ prior knowledge and experience. 

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

to teaching to familiarise yourself with the supporting 

information. 

Prior knowledge activation 

• Use the ‘known and unknown’ strategy to question 

the students’ key vocabulary and content knowledge 

prior to them completing the activities. 

• 1.0 Introduction: 

– Before the students start Q1 and Q2, brainstorm how 

persuasive skills can be used in different ways and the 

different places persuasive writing is required. 

• 1.1 Comprehension: 

– Extend the students to consider Q1–Q7: What types of 

questions are being asked to elicit particular responses? 

The students consolidate this thinking in Q8. 

• 1.2 Planning and writing: 

– Give the class time to brainstorm ideas for the topic 

of their writing task (changes that could be made at 

their school). 

– Make sure each student has a clear topic for their 

writing task before moving forward. 

• 1.3 Structures and features: 

– Ensure you activate the students’ prior knowledge 

about structural elements and language features before 

this lesson and connect Q1 back to this learning. 

– Q2 can be completed as a class brainstorm or a team 

competition (which team can come up with the most 

similarities or differences). 

• 1.4 Vocabulary: 

– Focus on Q1 to build the students’ vocabulary and 

understanding of the subtle differences between 

word meanings. 

– Ask the students to share their responses to Q4 

with the class and extend the students to consider 

alternate responses. 

• 1.5 Syntax: 

– Allow time to activate the students’ prior knowledge 

about spoken and written language. 

– Q1 can be completed as a class brainstorm. 

– For Q3, if the students can’t easily record themselves 

speaking, they can give a single sentence answer 

to a simple question and have a friend attempt to 

transcribe exactly what they said. 



• 1.6 Punctuation: 

– For an extension activity, ask the students to find 

examples of exclamation marks in different texts. 

– There are three sections to this lesson, so balance 

the class time so you can work through each section 

properly. 

• 1.7 Spelling: 

– Allow time for the students to share their responses 

to Q1 and add to their list of other words. 

– Ask the students to compare their answers to Q2 to 

definitions in a dictionary. 

– Q4 can be extended by asking the students to 

brainstorm other words with the same spelling patterns. 

• 1.8 Speaking and listening: 

– Ask the students to share and compare their answers 

to Q2 or complete this question as a class brainstorm. 

– Depending on the time available, Q3 can be consolidated 

for students to focus on a few, rather than all, 

of the dot points. The responses to Q3b can be shared 

in small groups. 

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 of the first lesson involves reading and engaging 

with the anchor text. This can be read aloud, or the 

class can listen to the audio version. 

– Save the video of the anchor text for the speaking 

and listening lesson. 

• 1.1 Comprehension: 

– Support the students to label the arguments in the 

anchor text succinctly but effectively (Q9). 

– Make sure the students have accurately identified three 

arguments in the anchor text before they start Q10. 

– Allow time for the students to compare their answers 

to Q11 and Q12. 

• 1.2 Planning and writing: 

– Make sure the students don’t get caught up in Q7; 

connect this question to how they can speak directly 

to their audience. 

– Leave as much time as possible for the students 

to work on their draft speeches (Q9). 

– Realistically, you might need to allocate a separate 

period for the students to complete their draft 

speeches before moving to the next lesson. 

• 1.3 Structures and features: 

– Try not to get too caught up with ethos, pathos, 

and logos; focus on using these categories to classify 

persuasive devices. 

– Q5 can be completed as a class; link this to Q6 so 

the students can see the connection. 

• 1.4 Vocabulary: 

– Make it clear that a single word can have a literal and 

implied meaning, be positive or negative, and express 

a specific emotion. 

– Students may need help with the connotations in Q5, 

or they can work in pairs or small groups to complete 

this question. 

– There are obviously alternative options for Q6 and Q7 

and these can be debated to a degree. 

1.9 Teacher connections: Persuasive literacy 21


• 1.5 Syntax: 

– Depending on how confident they are, the students 

can be extended to compare how tense impacts 

subject–verb agreement. 

– To extend this lesson, you can ask the students to find 

other examples of extended subject–verb agreement 

in textbooks. 

• 1.6 Punctuation: 

– Discuss the use of capital letters alongside Q5. 

– See if the students can find examples of quoted 

questions in other texts (these can be compared). 

– Allow time to discuss the development of new 

punctuation (such as the interrobang). Are there any 

other new symbols that have been introduced into 

contemporary written language? 

• 1.7 Spelling: 

– Ensure the students understand the different parts of 

speech (or refer to the Literacy How‐to section) before 

working through this lesson. 

– The students will spend more time with the spelling 

generalisations from Q8 throughout the units; for now, 

explain enough about the topic so they can complete 

the activity (knowing the students will have time to 

consolidate later). 

• 1.8 Speaking and listening: 

– For Q4, the situations can vary, so these answers are 

interesting to share. 

– There is an opportunity for the students to share their 

own experiences, fears, and anxiety about speaking 

in public alongside Q6. They can also share what has 

helped (or not helped!) them to overcome their fear. 

– At least one other lesson will need to be allocated for 

the students to practise 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 

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 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 3 Sample Pages

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