1. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Persuasive Genre Whole School Plan “I’ve hired this musician to play a sad melody while I give you a sob story about why I didn’t do my homework. Its actually quite effective.”

2. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Session Overview Data Sources Unpacking the NAPLAN persuasive Rubric Identifying and developing classroom assessment Teaching emphasis across school  How will this look in your school Content and Pedagogy Who and when teaching and assessing will occur. Moderation and teacher reflection

3. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Quality Learning

4. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Planning looks like... What do learners already know? Where do the learners need or want to be? What evidence of learning will best match the intended learning? How do learners best learn? Referenced from: Assessment Guidelines Quality Assurance Cycle pg 9

5. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Data Sources – What do the learners already know? NTCF (BIC) and Classroom assessment RAAD http://bic.ntschools.net

6. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au NAPLAN Rubric – where do the learners need/want to be? Description of the Writing Rubrics

7. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au What should the Evidence of Learning show?

8. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au What does this mean for my teaching? Knowledge and Understandings Activities Thinking Time

9. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au What does that mean for our teaching? Purpose Persuasive Writing Audience Teaching Ideas/ Approaches Language featuresText Structure To argue a case for or against a particular position or point of view. To inform, entertain, persuade. Need to consider target audience: peers, distant, general, specialised. Oral discussion – reading and talking about the genre Oral games Use models Deconstruct/reconstruct text Use writing frameworks Adapting /analysing models Group/ shared work Practice sequencing Ideas Alternative points of view Formal/informal Nominalise Emphatic language Punctuation Rhetoric Questions Ethical language Connectives Statement of opinion Reasons Repetition A hook. Thesis Opening statement Identify argument/position Body Opinions supported with reasons Paragraphs organised around ideas Conclusion Summary and restatement of opening statement. Leave reader with clear picture of view point Advertisements Letters Pamphlets Speech Debate Newspaper Article Cartoons Format

10. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Writing for all genres Audience Text Structure Ideas Cohesion Vocabulary Sentence Structure Punctuation Spelling Big Picture of writing Finer details of writing Purpose for writing Reader writer relationship Who the writing is for Structure and elaboration Reasons and elaboration Personal - impersonal Grammatical structure of sentence – simple compound and complex Connectives and variety Wide range of words – synonym activities, action verbs, emotive words Pronoun referencing Tense Sentence boundaries, boundaries of phrases and clauses, direct speech, etc. Spelling knowledge – morphemic, phonological, etymological, visual knowledge

11. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Identifying classroom assessment What is the key criteria that you will need in your assessment of students prior to this learning? How will you implement this assessment?

12. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Teaching Emphasis Variations will occur according to student needs and abilities.

13. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au What will this look like in your school?

14. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Confirming, and reflection

15. DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au Josh’s messy bedroom