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Queensland Year 3 - English - Fortnight 2 Lesson Plan

Lesson Plan

Queensland Year 3 - English - Fortnight 2 Lesson PlanQLD-Y3-ENG-F2-LP-000

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Y03EngFN2_OV Page 1Department of EducationC2C Independent Learning Materials

Curriculum support for students unable to access a school

English Year 3 Fortnight 2This package of curriculum resources provides learning opportunities for students to continue their educational development and progress while not being able to access a school.

These resources provide students with learning experiences and activities that are intended to be used for approximately an hour each day for completion over a two-week period.

It is anticipated that the resources could be used in a variety of contexts, including teacher-directed, parent-supported or students working independently. However, students in Prep to Year 3 will require adult support to read and understand instructions and possibly scribe responses and answers to questions.

No assessment lessons or tasks are included in this package.

StructureThe English materials contained in this package include:• lessons including links to resources• answers.

LessonsThere are nine lessons contained in this package. Students will need to complete them in the following order:• Lesson 1 — Exploring persuasion• Lesson 2 — Exploring modal verbs• Lesson 3 — Understanding contractions• Lesson 4 — Exploring persuasion in narrative texts• Lesson 6 — Identifying persuasive language• Lesson 7 — Understanding modal adverbs• Lesson 8 — Developing evaluative language• Lesson 9 — Examining alternative points of view• Lesson 11 — Identifying persuasive language features and devices

ResourcesRequired resources are listed in the materials.

Students are required to access the following books:• Green eggs and ham by Dr Seuss• I wanna iguana by K. Kaufman Orloff• The true story of the 3 little pigs by J. Scieszka

If you don’t have a copy of these books at home, try some of the following ideas:• search online for a video of someone reading the books• join your local or state library to borrow a digital version.

Students:• will need access to everyday stationery supplies, such as pencils, pens, an eraser, colouring pencils, scissors, glue• may print the worksheets if they have access to a printer, or write responses in a notebook or on paper• may need access to an internet search engine to locate a particular resource or text, for example: video, eBook,

text, book cover and illustration.

Online safety warningsNote: Assess websites for suitability prior to displaying to your child.

Eng_Y3_U1_ILM16_L01 Page 1Department of Education and TrainingIndependent Learning Materials

�Topic:� Persuaspve language pn lpterature

ExolTrpng oersuaspTn

LessTn iTnieots

N Text and purpose — Context shapes language choices in different types of textsNM Texts and context — Text point of view

NM Text purpose and audience — Persuasive texts

LessTn Tbjeitpve/s

• Understand the purpose of a persuasive text• Understand how the purpose and the context of a persuasive text can affect language

choices

Today students will:

► find out what it means to persuade someone

ENGLISHYear 3

Lesson 1

ResourcesSheetSheet 1 — Being persuasive

Fpnd and oreoareEnglish exercise book

Key termsaudience, persuade, persuasion, persuasive, purpose

For definitions and explanations of terms, please see the Glossary.



ExolTrpng oersuaspTn

LessTn iTnieots

N Text and purpose — Context shapes language choices in different types of textsNM Texts and context — Text point of view

NM Text purpose and audience — Persuasive texts

LessTn Tbjeitpve/s

• Understand the purpose of a persuasive text• Understand how the purpose and the context of a persuasive text can affect language

choices


► find out what it means to persuade someone

ENGLISHYear 3

Lesson 1

ResourcesSheetSheet 1 — Being persuasive


Key termsaudience, persuade, persuasion, persuasive, purpose


Department of Education and TrainingIndependent Learning Materials

Page 2 Eng_Y3_U1_ILM16_L01

Year 3 English Lesson 1

Lesson

ExolTre the iTnieot Tf oersuaspTn

Discuss with studentsWhat does ‘to persuade’ mean? It means to convince or influence someone to your point of view by what you say, what you write and what you produce. It also means to change someone’s mind by using a convincing argument.

Wrpte and soeak oersuaspvely

• Read Sheet 1 — Being persuasive with students and ask them to complete each task. NTtec: Sheet 1 contains tasks over three pages.

a. Ask students to think of situations where they might want to persuade someone. For example: ◦ watching TV ◦ getting a new pet

◦ going swimming ◦ playing a computer or

electronic game

◦ going to a friend’s house to play.

b. Role-play with students one of the situations from Sheet 1 or from the situations listed above. For example:

Q. Can I go swimming?A. No, not today. It is too cold!

Q. Please, Mum! The pool is heated and I need to train for the swimming carnival next week.

A. Yes, you do need some practice. Let’s go!

c. Remind students to think carefully about the words they choose in order to be as persuasive as possible.

d. Ask students to tell you what it means to persuade someone.

Reading• Remind students to complete their daily reading.

Students can read:• texts of any type (for example, books, magazines, newspapers)• at any time (for example, when they first wake up, during free time, at bedtime).

Note

• At the end of each reading session, ask students to tell you: ◦ what they read ◦ what they enjoyed (or did not enjoy) ◦ any interesting points about the text.


ResourcesTextDr Seuss 1960, Green eggs and ham, Random House. Or search online for a video of someone reading the book.

SheetsSheet 2 — Modal verbs (cut-out)Sheet 3 — Modality chart

Find and prepareEnglish exercise bookScissorsGlue

Key termsmodal verb, modality, verb, verb group


TTpiic:� Persuasive language in literature

ExplTring mTdal verbs

LessTn iTnieptsNM Use of vocabulary — Expressing opinion using modal verbs

N Purpose and context — Collaborative situations: sharing information and ideas

LessTn Tbjeitive/s

• Understand that modal verbs can be more or less forceful


► learn about modal verbs

► identify modal verbs

► classify modal verbs according to how forceful they are

► reflect on learning about modal verbs.

Year 3Lesson 2ENGLISH


ResourcesTextDr Seuss 1960, Green eggs and ham, Random House. Or search online for a video of someone reading the book.

SheetsSheet 2 — Modal verbs (cut-out)Sheet 3 — Modality chart

Find and prepareEnglish exercise bookScissorsGlue

Key termsmodal verb, modality, verb, verb group



ExplTring mTdal verbs

LessTn iTnieptsNM Use of vocabulary — Expressing opinion using modal verbs

N Purpose and context — Collaborative situations: sharing information and ideas

LessTn Tbjeitive/s

• Understand that modal verbs can be more or less forceful


► learn about modal verbs

► identify modal verbs

► classify modal verbs according to how forceful they are

► reflect on learning about modal verbs.





Lesson

ExplTre mTdal verbs

Say to studentsIn today’s lesson, you will be introduced to modal verbs and the modality or forcefulness of words. Let’s start by reviewing what we know about verbs.

A verb tells us what is happening in a sentence or clause — She went to school.

There are different types of verbs:

AitiTn verbs show what someone is doing — He ran away.

Thinking verbs show thinking and feeling — He thought it was good.

Saying verbs show speech — She yelled to her friend.

Relating verbs show that there is a relationship between two things — The boy was small.

1. Read the following sentences aloud or write them in the English exercise book.• The dog ran on the path.• The boy spoke to his friend.

• She thinks a lot.• The snake is big.

a. Ask students to tell you the verbs (what is happening) in each sentence.

For example:The dog ran on the path.

The boy spoke to his friend.

She thinks a lot.

The snake is big.

Say to studentsSome words show how certain we are about something. For example: I will go to the shop sounds more certain than I might go to the shop.

Verbs that show different levels of iertainty, pTssibility or fTriefulness are called mTdal verbs.

Some examples of modal verbs are can, could, shall, should, will, would, may, might, must.

Modal verbs are part of the verb grTup in a clause. For example, the modal verb will is part of the verb grTup will go in the sentence I will go to the shop.

2. Read the first page of Sheet 2 — Modal verbs with students and explain that the modal verbs have been highlighted.



3. Ask students to:• cut out the sentences on the second page of Sheet 2• sort the sentences into two groups (more forceful or less forceful) on the third page of

Sheet 2, for example:

Column A — More forceful Column B — Less forceful

I will run very fast. I might run very fast.

• explain why the sentences that they have placed in Column A are more forceful than those in Column B (for example, the modal verb will sounds more forceful or certain than might).

Identify and ilassify mTdal verbs4. Introduce students to the book Green eggs and ham by Dr Seuss.

a. Look at the front cover (illustration and title) and discuss what they think the book might be about.

b. Ask students what clues they took from the front cover to make their prediction.

Say to studentsThis book is a narrative that has many mTdal verbs. As we read Green eggs and ham, look out for ways a character uses modal verbs to try to convince another character to do what they want.

5. Read the book Green eggs and ham to students.

Discuss with studentsQ. What is Sam’s opinion of green eggs and ham?A. He likes them.

Q. What is the other character’s opinion of green eggs and ham at the beginning of the story?

A. He doesn’t like them.

Q. What is his opinion at the end of the story?A. He likes them.

Q. What makes him change his mind?A. Sam persuades him.

Q. Have you ever tried to convince someone to do something like Sam does in this book?

Q. What would you say to try to convince someone to eat green eggs and ham?

Q. What language does Sam use to convince the other character to eat green eggs and ham?

A. Sam uses modal verbs — would, could, would not, could not, will not, may.



3. Ask students to:• cut out the sentences on the second page of Sheet 2• sort the sentences into two groups (more forceful or less forceful) on the third page of

Sheet 2, for example:

Column A — More forceful Column B — Less forceful

I will run very fast. I might run very fast.

• explain why the sentences that they have placed in Column A are more forceful than those in Column B (for example, the modal verb will sounds more forceful or certain than might).

Identify and ilassify mTdal verbs4. Introduce students to the book Green eggs and ham by Dr Seuss.

a. Look at the front cover (illustration and title) and discuss what they think the book might be about.

b. Ask students what clues they took from the front cover to make their prediction.

Say to studentsThis book is a narrative that has many mTdal verbs. As we read Green eggs and ham, look out for ways a character uses modal verbs to try to convince another character to do what they want.

5. Read the book Green eggs and ham to students.

Discuss with studentsQ. What is Sam’s opinion of green eggs and ham?A. He likes them.

Q. What is the other character’s opinion of green eggs and ham at the beginning of the story?

A. He doesn’t like them.

Q. What is his opinion at the end of the story?A. He likes them.

Q. What makes him change his mind?A. Sam persuades him.

Q. Have you ever tried to convince someone to do something like Sam does in this book?

Q. What would you say to try to convince someone to eat green eggs and ham?

Q. What language does Sam use to convince the other character to eat green eggs and ham?

A. Sam uses modal verbs — would, could, would not, could not, will not, may.




Say to studentsSome sentences sound more forceful than other sentences because of the modal verbs that are used.

If they sTund very fTrieful (for example, I must help), we say that the level of forcefulness is high.

If they dTn’t sTund very fTrieful (for example, I might help), we say the level of forcefulness is lTw.

This fTriefulness is also called the mTdality of the sentence. The higher mTdality (forcefulness) in a sentence, the more persuasive it is.

6. Read Sheet 3 — Modality chart with students and discuss the words that have a low, medium or high modality.

After the lesson keep Sheet 3 in a safe place to be used in future lessons.

Note

7. Ask students to:• find two sentences from the story that have a modal verb• tell you the modal verb in each sentence (for example, will, may, can)• discuss the level of modality (forcefulness) of each word using Sheet 3

Remind students that mTdality measures the forcefulness of the mTdal verb in a sentence: low (for example, You may help), medium (for example, You can help), high (for example, You will help).

Note

• discuss how the modality (forcefulness) of the text Green eggs and ham by Dr Seuss changes as Sam becomes more persuasive

• write sentences in the English exercise book about something they do not like, changing the level of forcefulness by changing the modal verb. For example: ◦ I may not like fishing. (I will not like fishing.) ◦ I will not eat fish. (I may not eat fish. I might not eat fish.)

8. Ask students to:• read the sentences they have written• explain whether they have made them more or less forceful• explain the modality (forcefulness) of their sentences using Sheet 3• tell you what they have learned about modal verbs (for example, they are verbs that show

how certain you are about something)• discuss when they might use modal verbs with a high level of modality (forcefulness,

such as must or will).


Year 3 English Lesson 2Reading• Remind students to complete their daily reading.

Students can read:• texts of any type (for example, books, magazines, newspapers)• at any time (for example, when they first wake up, during free time, at

bedtime).

Note

• At the end of each reading session, ask students to tell you: ◦ what they read today ◦ what they enjoyed (or did not enjoy) ◦ any interesting points about the text.


Year 3 English Lesson 2Reading• Remind students to complete their daily reading.


bedtime).

Note




Understandpng iTntraitpTns

LessTn iTnieots

O Text and purpose — Context shapes language choices in different types of texts

N Punctuation — Apostrophes for contractionsOM Use of vocabulary — Expressing opinion using modal verbs

O Purpose and context — Collaborative situations: sharing information and ideas

LessTn Tbjeitpve/s

• Understand that apostrophes are used for contractions


► revise modal verbs

► learn about contractions

► write contractions

► compare everyday ways of writing and talking with more formal language.


Resources�extDr Seuss 1960, Green eggs and ham, Random House. Or search online for a video of someone reading the book.

DpgptalVideo — Positive and negative modal verbs (4:09)Video — Using contractions (4:24)

SheetsSheet 3 — Modality chartSheet 4 — Contractions

Fpnd and oreoareEngish exercise book

Key termscontraction, formal language, informal language, modal verb, modality, negative modal verb, positive modal verb





Lesson

1. Revisit the book Green eggs and ham.

Ask studentsQ. Do you remember the name of the story that was read in the last lesson?A. Green eggs and ham

Q. Do you remember some of the things that Sam’s friend said about green eggs and ham at the beginning of the story?

A. Find sentences from the beginning of the story. (Examples cannot be provided due to copyright restrictions.)

Q. Do you remember some of the things that Sam’s friend said about green eggs and ham at the end of the story?

A. Find sentences from the end of the story. (Examples cannot be provided due to copyright restrictions.)

Q. Tell me about a food you do not like.

Revpew mTdal verbs

Remind studentsMTdal verbs show how certain things are. Some examples of modal verbs are can, could, shall, should, will, would, may, might, must.

MTdal verbs can be described as having a lTw, medpum or hpgh level of mTdalpty or fTriefulness and can be used when describing an opinion or feeling about an event, action or thing.

2. Ask students:• if they used modal verbs when they were talking about a food they do not like• to read the sentence they wrote in the English exercise book (in the previous lesson) and

point out the modal verbs• to find some modal verbs in the story Green eggs and ham.

3. Revisit Sheet 3 — Modality chart and discuss where the modal verbs found in the story would be on the chart.

4. Discuss how modal verbs can be used to show opinions and can have a low, medium or high level of modality (forcefulness).

Focus questionsQ. What is Sam’s friend’s opinion about green eggs and ham?A. He does not like them at first, but when he eventually tries them, he

changes his opinion and does like them.

Q. How do we know what his opinion is?A. He tells us. His opinion is shown by the modal verbs. (Examples cannot be

provided due to copyright restrictions.)




Lesson

1. Revisit the book Green eggs and ham.

Ask studentsQ. Do you remember the name of the story that was read in the last lesson?A. Green eggs and ham

Q. Do you remember some of the things that Sam’s friend said about green eggs and ham at the beginning of the story?

A. Find sentences from the beginning of the story. (Examples cannot be provided due to copyright restrictions.)

Q. Do you remember some of the things that Sam’s friend said about green eggs and ham at the end of the story?

A. Find sentences from the end of the story. (Examples cannot be provided due to copyright restrictions.)

Q. Tell me about a food you do not like.

Revpew mTdal verbs

Remind studentsMTdal verbs show how certain things are. Some examples of modal verbs are can, could, shall, should, will, would, may, might, must.

MTdal verbs can be described as having a lTw, medpum or hpgh level of mTdalpty or fTriefulness and can be used when describing an opinion or feeling about an event, action or thing.

2. Ask students:• if they used modal verbs when they were talking about a food they do not like• to read the sentence they wrote in the English exercise book (in the previous lesson) and

point out the modal verbs• to find some modal verbs in the story Green eggs and ham.

3. Revisit Sheet 3 — Modality chart and discuss where the modal verbs found in the story would be on the chart.

4. Discuss how modal verbs can be used to show opinions and can have a low, medium or high level of modality (forcefulness).

Focus questionsQ. What is Sam’s friend’s opinion about green eggs and ham?A. He does not like them at first, but when he eventually tries them, he

changes his opinion and does like them.

Q. How do we know what his opinion is?A. He tells us. His opinion is shown by the modal verbs. (Examples cannot be




Focus questions (continued)Q. At the beginning of the story, what level of modality does Sam’s friend use

to describe green eggs and ham?A. Sam’s friend is using a very high level of modality. (Examples cannot be


Q. What words make his statements so forceful?A. the modal verbs (Examples cannot be provided due to copyright restrictions.)

ExolTre iTntraitpTns wpth mTdal verbs5. Ask students to view the VpdeT — PTsptpve and negatpve

mTdal verbs.

This video explores oTsptpve and negatpve mTdal verbs.

PTsptpve mTdal verbs are verbs that express a oTsptpvedegree Tf oTsspbplpty. For example: would, will, do, canand could.

Negatpve mTdal verbs are verbs that express a degree Tf uniertapnty. For example: would not, could not, do not,will not and cannot.

It explores how the negative form of modal words (for example: would not, could notand do not) can be written as contractions (wouldn’t, couldn’t and don’t).

6. Discuss positive and negative modal verbs and contractions with students.

Ask studentsQ. What opinion does Sam’s friend have of green eggs and ham at the

beginning of the story?A. Negative — he doesn’t like them.

Q. What words does Sam’s friend use to show this?A. He uses negative modal verbs, for example, would not, could not.

Q. What opinion does Sam’s friend have of green eggs and ham at the endof the story?

A. Positive — he does like them.

Q. What words does Sam’s friend use to show this?A. He uses positive modal verbs, for example, will, would.

Q. What is the word found in every negative verb group?A. not

Q. What happens when this word is removed from the verb group?A. It changes to a positive verb group.

Q. What are some other contractions you know?A. For example: can’t, haven’t, she’ll, I’m, couldn’t, he’d, aren’t, didn’t

Q. Are there any contractions in the story Green eggs and ham?A. No.

4c:09VpdeT




Wrpte iTntraitpTns7. Ask students to make a list in the English exercise book of the negatpve forms of the modal

verbs found in Green eggs and ham.

These words should be listed in their expanded form. For example:• would not• could not• will not• do not

Note

Tell studentsThese words can be rewritten as iTntraitpTns. To write them as contractions, an apostrophe (’) is used to show the missing letters.

a. Ask students to write the contracted form (using apostrophes) next to the expanded form in the English exercise book. For example:

wTuld nTt wTuldn’t iTuld nTt iTuldn’t wpll nTt wTn’t dT nTt dTn’t

b. Ask students to underline the letters in the expanded form of the word that are missing in the contractions (would not, could not, do not, will not).

Will not is changed to won’t so the missing letters are ‘ill’ and ‘o’.

Note

CTmoare fTrmal and pnfTrmal language

Say to studentsContractions can also be described as being pnfTrmal language. InfTrmal language is everyday language we use with our friends and family.

FTrmal language is used when we don’t know the audience, we want our message to be very clear or we want to emphasise what we are saying or writing. We use whTle wTrds (exoanded wTrds) when using formal language.




Wrpte iTntraitpTns7. Ask students to make a list in the English exercise book of the negatpve forms of the modal

verbs found in Green eggs and ham.

These words should be listed in their expanded form. For example:• would not• could not• will not• do not

Note

Tell studentsThese words can be rewritten as iTntraitpTns. To write them as contractions, an apostrophe (’) is used to show the missing letters.

a. Ask students to write the contracted form (using apostrophes) next to the expanded form in the English exercise book. For example:

wTuld nTt wTuldn’t iTuld nTt iTuldn’t wpll nTt wTn’t dT nTt dTn’t

b. Ask students to underline the letters in the expanded form of the word that are missing in the contractions (would not, could not, do not, will not).

Will not is changed to won’t so the missing letters are ‘ill’ and ‘o’.

Note

CTmoare fTrmal and pnfTrmal language

Say to studentsContractions can also be described as being pnfTrmal language. InfTrmal language is everyday language we use with our friends and family.

FTrmal language is used when we don’t know the audience, we want our message to be very clear or we want to emphasise what we are saying or writing. We use whTle wTrds (exoanded wTrds) when using formal language.



Ask studentsQ. Why do you think that Dr Seuss didn’t use contractions in his story?A. It sounds more forceful not using contractions. Using the expanded forms of

the verbs emphasises the opinions of the characters more.

8. Ask students to view the VpdeT — Uspng iTntraitpTns.

This video explores situations where contractions or words in their expanded form are more likely to be used.

Contractions like can’t are more informal, everyday language choices compared to the formal, expanded form cannot. They are often used in speaking, especially in everyday situations because people tend to take shortcuts.

Authors make choices when writing about whether to use words in their expanded form or in their contracted form. Dr Seuss chose not to use contractions because he wanted his writing to be forceful.

9. Ask students to:• complete Sheet 4 — Contractions• think of some situations where they would use contractions (informal language)• share an example of a time when they have or would use the expanded form of words

(formal language).



bedtime).

Note


4c:24VpdeT


ResourcesTextKaufman Orloff, K 2004, I wanna iguana, Penguin, USA. Or search online for a video of someone reading the book.

SheetSheet 5 — I wanna iguana

Find and prepareEnglish exercise book

Key termsalternative point of view, evaluate, point of view



ExplTring persuasiTn in narrative texts

LessTn iTniepts

O Punctuation — Apostrophes for contractionsOM Texts and context — Text point of view and alternative points of viewOM Text purpose and audience — Imaginative and persuasive texts

N Comprehension strategies — Evaluating texts

LessTn Tbjeitive/s

• Understand point of view and identify alternative points of view

• Understand how to evaluate information when comprehending persuasion in a narrative text


► read a story

► evaluate reasons

► explore other points of view

► draw connections to the story.

ENGLISHYear 3

Lesson 4


ResourcesTextKaufman Orloff, K 2004, I wanna iguana, Penguin, USA. Or search online for a video of someone reading the book.

SheetSheet 5 — I wanna iguana

Find and prepareEnglish exercise book

Key termsalternative point of view, evaluate, point of view



ExplTring persuasiTn in narrative texts

LessTn iTniepts

O Punctuation — Apostrophes for contractionsOM Texts and context — Text point of view and alternative points of viewOM Text purpose and audience — Imaginative and persuasive texts

N Comprehension strategies — Evaluating texts

LessTn Tbjeitive/s

• Understand point of view and identify alternative points of view

• Understand how to evaluate information when comprehending persuasion in a narrative text


► read a story

► evaluate reasons

► explore other points of view

► draw connections to the story.

ENGLISHYear 3

Lesson 4




Lesson

1. Discuss with students the ways in which people can be persuaded that have been explored so far in the unit.

Focus questionsQ. What does it mean to persuade?

A. to influence, convince, change someone’s mind

Q. How does the advertisement ‘Healthy me, healthy you’ (from Lesson 1), persuade people to wash their hands and cover their mouths?

A. For example: by showing pictures that make them think about germs being spread

Q. In the book ‘Green eggs and ham’ (from previous lesson), how does Sam persuade his friend to try some green eggs and ham?

A. For example: by asking questions and being persistent (not giving up)

Read I wanna iguana2. Show students the cover of the book I wanna iguana.

Ask studentsQ. What do you think the story is about?

Q. What do you think the little boy might want?

A. For example: a pet iguana

Q. What do you think he will do about it?

A. For example: ask or ‘nag’ his mum

3. Read the picture book I wanna iguana to students.

Ask studentsQ. What is the story about?

A. It’s about a little boy who wants an iguana and he tries to persuade his mother to let him have one.

Q. Who would read this book?

A. For example: children — especially children who want a pet

Q. Why was the book written?

A. For example: to entertain — for children to read and enjoy

Q. Are there any contractions in this story?

A. Yes — I’m, don’t, you’re, I’ll, let’s.



Ask students (continued)Q. What are the expanded forms of these words?

A. I am, do not, you are, I will, let us

Q. Why do you think the author used informal language (contractions) in this book?

A. For example: This book is written in the way a child would speak and write. Children use more informal language than formal language.

Evaluate pTint Tf view in I wanna iguana

Say to studentsPTint Tf view is the TpiniTn of an authTr, audienie or iharaiter/s. In the story I wanna iguana, Alex is trying to persuade his mother to agree with his pTint Tf view. He wants the iguana as his pet.

Focus questionsQ. Who are the two main characters in this story?

A. Alex and his mother.

Q. What is Alex’s point of view expressed in this story?

A. Alex thinks he should be allowed to get a pet iguana.

Q. Does Alex’s mother want to do this? Why/Why not?

A. No, she is not convinced it is a good idea.

Q. What is some of the persuasive language Alex used to support his point of view?

A. He will pay for the pet food. He will train his pet. (Further examples cannot be provided due to copyright restrictions.)

Q. Do you think Alex was successful in persuading his mother?

A. Yes, because at the end of the story, his mother let him have the iguana.



Ask students (continued)Q. What are the expanded forms of these words?

A. I am, do not, you are, I will, let us

Q. Why do you think the author used informal language (contractions) in this book?

A. For example: This book is written in the way a child would speak and write. Children use more informal language than formal language.

Evaluate pTint Tf view in I wanna iguana

Say to studentsPTint Tf view is the TpiniTn of an authTr, audienie or iharaiter/s. In the story I wanna iguana, Alex is trying to persuade his mother to agree with his pTint Tf view. He wants the iguana as his pet.

Focus questionsQ. Who are the two main characters in this story?

A. Alex and his mother.

Q. What is Alex’s point of view expressed in this story?

A. Alex thinks he should be allowed to get a pet iguana.

Q. Does Alex’s mother want to do this? Why/Why not?

A. No, she is not convinced it is a good idea.

Q. What is some of the persuasive language Alex used to support his point of view?

A. He will pay for the pet food. He will train his pet. (Further examples cannot be provided due to copyright restrictions.)

Q. Do you think Alex was successful in persuading his mother?

A. Yes, because at the end of the story, his mother let him have the iguana.




Say to studentsIn I wanna iguana, the character Alex has many reasons (persuasive arguments) why he should have an iguana as a pet. You will be asked to evaluate these arguments and think about whether they are convincing. Are these arguments likely to persuade Alex’s mother that he should have a pet iguana?

Evaluate means to work out how important the ideas are in order to judge them.

When you evaluate an argument, you need to think:

• Is it likely tT happen?For example: Is the iguana likely to be eaten by Stinky’s dog?

• Is it impTrtant?For example: Is it important that children are responsible? Would looking after a pet help someone to be more responsible?

• Is it relevant?Does the fact that iguanas do not eat spaghetti have much to do with why Alex should have one?

ExplTre alternative pTints Tf view

Say to studentsThere are two points of view in the text I wanna iguana. The main pTint Tf view is from Alex, who wants an iguana as a pet, but there is also an alternative pTint Tf view in this text. An alternative pTint Tf view is anTther TpiniTn that is different to or disagrees with the first point of view. Alex’s mother dTes nTt want a pet iguana and this makes her feelings the alternative point of view.

Focus questionsQ. How do we know that Alex’s mother has an alternative (or different) point

of view to Alex?

A. When Alex gives a reason why he should have an iguana as a pet, his mother gives a reason why he should not.

Q. Can you think of a time when you had a point of view and a member of your family or a friend had an alternative point of view? Did you try to persuade them?



4. Show students Sheet 5 — I wanna iguana and ask them to:• re-read or listen again online to the main reasons or arguments in the book I wanna

iguana that Alex uses to try to persuade his mother to let him have a pet iguana• tell you which of Alex’s arguments are the most persuasive and why

For example: I think the argument that Alex would be very responsible and look after the iguana is the most persuasive because Alex is saying that he will care for the iguana and his mother won’t have to do anything. He uses the word ‘very’, which is forceful and backs up his argument.

• list the arguments given by Alex to his mother• list his mother’s arguments.

5. Ask students to evaluate the effectiveness of his mother’s arguments by explaining how good they are in dealing with Alex’s points.

For example:

• I don’t think that his mother’s thinking that the iguana isn’t cute is a very effective argument because it’s not going to be her pet, so it doesn’t matter if she thinks the iguana is cute. Alex does, and I don’t think he’ll change his mind about that, no matter what his mother says.

• If iguanas can really grow to be that big, then his mother would have a really good argument because the iguana would be too hard to look after. But maybe they don’t really grow that big and she was just exaggerating.

Draw iTnneitiTns with text

Ask studentsQ. Why do you think that Alex’s mother didn’t want him to have an iguana?

A. For example: She might have thought that it would be too difficult to look after or that iguanas aren’t proper pets.

Q. Which characters point of view do you agree with? Why?

Q. Would your family like to have a pet iguana? Why/why not?

6. Ask students to write a sentence in the English exercise book about why they think Alex’s mother was finally persuaded to let Alex have a pet iguana.

Write a sentence starter for students (if necessary), for example:I think Alex’s mother was persuaded to let Alex have an iguana because …

Note



4. Show students Sheet 5 — I wanna iguana and ask them to:• re-read or listen again online to the main reasons or arguments in the book I wanna

iguana that Alex uses to try to persuade his mother to let him have a pet iguana• tell you which of Alex’s arguments are the most persuasive and why

For example: I think the argument that Alex would be very responsible and look after the iguana is the most persuasive because Alex is saying that he will care for the iguana and his mother won’t have to do anything. He uses the word ‘very’, which is forceful and backs up his argument.

• list the arguments given by Alex to his mother• list his mother’s arguments.

5. Ask students to evaluate the effectiveness of his mother’s arguments by explaining how good they are in dealing with Alex’s points.

For example:

• I don’t think that his mother’s thinking that the iguana isn’t cute is a very effective argument because it’s not going to be her pet, so it doesn’t matter if she thinks the iguana is cute. Alex does, and I don’t think he’ll change his mind about that, no matter what his mother says.

• If iguanas can really grow to be that big, then his mother would have a really good argument because the iguana would be too hard to look after. But maybe they don’t really grow that big and she was just exaggerating.

Draw iTnneitiTns with text

Ask studentsQ. Why do you think that Alex’s mother didn’t want him to have an iguana?

A. For example: She might have thought that it would be too difficult to look after or that iguanas aren’t proper pets.

Q. Which characters point of view do you agree with? Why?

Q. Would your family like to have a pet iguana? Why/why not?

6. Ask students to write a sentence in the English exercise book about why they think Alex’s mother was finally persuaded to let Alex have a pet iguana.

Write a sentence starter for students (if necessary), for example:I think Alex’s mother was persuaded to let Alex have an iguana because …

Note





Students can read:• texts of any type (for example: books, magazines, newspapers)• at any time (for example: when they first wake up, during free time,

at bedtime).

Note




Identpfypng oersuaspve language

LessTn iTnieotsNM Evaluative language — Graduation (more or less forceful)

OM Use of vocabulary — Expressing opinion using modal verbs


LessTn Tbjeitpve/s

• Understand that adjectives can be used to evaluate nouns and that evaluative language affects the persuasiveness of a text

• Understand that modal verbs make statements more or less forceful


► re-read the story I wanna iguana

► find evaluative language

► find modal verbs.

ENGLISH Lesson 6

Resources�extKaufman Orloff, K 2004, I wanna iguana, Penguin, USA. Or search online for a video of someone reading the book.

SheetsSheet 3 — Modality chart (from Lesson 2)Sheet 6 — Persuasive language in I wanna iguana


Key termsadjective, evaluative language, modal verb, persuasive language feature, point of view, verb


Year 3



Identpfypng oersuaspve language

LessTn iTnieotsNM Evaluative language — Graduation (more or less forceful)

OM Use of vocabulary — Expressing opinion using modal verbs


LessTn Tbjeitpve/s

• Understand that adjectives can be used to evaluate nouns and that evaluative language affects the persuasiveness of a text

• Understand that modal verbs make statements more or less forceful


► re-read the story I wanna iguana

► find evaluative language

► find modal verbs.

ENGLISH Lesson 6


SheetsSheet 3 — Modality chart (from Lesson 2)Sheet 6 — Persuasive language in I wanna iguana


Key termsadjective, evaluative language, modal verb, persuasive language feature, point of view, verb


Year 3

Lesson




Lesson1. Revise with students the way that Alex persuaded his mother in I wanna iguana.

Ask studentsQ. What were some of the arguments that Alex gave his mother to persuade

her to let him have a pet iguana?

A. For example: that he’d look after it; that his friend’s dog might eat it if he didn’t take it; that it would help him not be lonely

Q. What did you think was Alex’s most persuasive argument? Explain your answer.

Q. Have you ever been able to persuade a family member to give you or allow you to do something? Can you remember what persuasive language you used?

Re-read Tr lpsten tT I wanna iguana2. Re-read or listen again to the picture book I wanna iguana with students.

Look at the word wanna in the title.

Discuss with studentsQ. What does the word ‘wanna’ mean?

A. It stands for ‘want an’.

Q. Why has the author used this word?

A. It sounds just like what kids say, and this story is about a boy who wants something.

Ask studentsQ. Have you ever said, ‘I wanna …’?

Q. Have you ever tried to be extra nice like Alex does when he signs his letter to his mum ‘a zillion and one kisses’ in order to get your way about something?

Identpfy evaluatpve language3. Remind students that adjectives are words that describe a noun or pronoun.

a. Point out to students the adjectives in the closing of Alex’s letters (for example, Your _(adjective)_ son).

b. Choose three adjectives that Alex used to describe himself at the end of his letters in the story I wanna iguana. Find these words in a dictionary and discuss their meaning.

c. Discuss the effect of using these adjectives on the persuasiveness of Alex’s arguments.



Focus questionsQ. Why do you think Alex wants his mother to see him as sensitive?

A. For example: If you are sensitive, your feelings can be easily hurt and mothers don’t usually want to hurt their children’s feelings; so she will allow him to have the iguana.

Q. Why do you think that Alex wants his mother to see him as adorable?

A. For example: It reminds her of how much she loves him and it’s hard to be mean to anyone who is adorable.

Q. Why do you think that Alex wants his mother to see him as smart and mature?

A. For example: He wants his mother to know that he is clever and smart enough to have thought of everything, so there won’t be any problems when he has the iguana as a pet.

Q. Why do you think that Alex wants his mother to see him as lonely?

A. For example: He wants his mother to feel sorry for him so she will let him have the iguana as a friend.

Q. Why do you think that Alex wants his mother to see him as responsible?

A. For example: He wants his mother to know that he is going to be able to look after a pet iguana.

Q. Why do you think that Alex uses these adjectives when he signs his name?

A. For example: When he signs his letters with an adjective before his name, he is trying to persuade his mother and emphasise his point of view.

Say to studentsThese adjectives give evaluations of Alex. These evaluations help him to appeal to his mother in order to persuade her.

Some of these evaluations are exaggerations to create more of an effect on his mother and to entertain the reader.

Have you ever exaggerated to get something you want?

4. Read the first page of Sheet 6 — Persuasive language in I wanna iguana. Ask students to use the story I wanna iguana to complete Task 1 on page 1 of Sheet 6.



Focus questionsQ. Why do you think Alex wants his mother to see him as sensitive?

A. For example: If you are sensitive, your feelings can be easily hurt and mothers don’t usually want to hurt their children’s feelings; so she will allow him to have the iguana.

Q. Why do you think that Alex wants his mother to see him as adorable?

A. For example: It reminds her of how much she loves him and it’s hard to be mean to anyone who is adorable.

Q. Why do you think that Alex wants his mother to see him as smart and mature?

A. For example: He wants his mother to know that he is clever and smart enough to have thought of everything, so there won’t be any problems when he has the iguana as a pet.

Q. Why do you think that Alex wants his mother to see him as lonely?

A. For example: He wants his mother to feel sorry for him so she will let him have the iguana as a friend.

Q. Why do you think that Alex wants his mother to see him as responsible?

A. For example: He wants his mother to know that he is going to be able to look after a pet iguana.

Q. Why do you think that Alex uses these adjectives when he signs his name?

A. For example: When he signs his letters with an adjective before his name, he is trying to persuade his mother and emphasise his point of view.

Say to studentsThese adjectives give evaluations of Alex. These evaluations help him to appeal to his mother in order to persuade her.

Some of these evaluations are exaggerations to create more of an effect on his mother and to entertain the reader.

Have you ever exaggerated to get something you want?

4. Read the first page of Sheet 6 — Persuasive language in I wanna iguana. Ask students to use the story I wanna iguana to complete Task 1 on page 1 of Sheet 6.



Year 3 English Unit 1 Lesson 6

Exampne mTdal verbs

Say to studentsThere are a lot of verbs in this story. Verbs can be thpnkpng, dTpng (aitpTn), saypng or relatpng wTrds.

Alex is trying to persuade his mother to let him have a pet iguana (dTpng). He is thinking about all the ways he can look after his pet iguana (thpnkpng). He is pleading with his mother (saypng) and he is comparing his hamsters with an iguana (relatpng).

Alex is also using mTdal verbs to persuade his mother. He is using the mTdal verbs will, would, can and could which all show a medium level of fTriefulness when oersuadpng his mother to agree with his oTpnt Tf vpew.

5. Explain to students that there are many modal verbs in I wanna iguana and ask them to:• read or listen to the first page of I wanna iguana• find the modal verbs (don’t, should)• discuss the effect of these verbs (the statements are generally very forceful or certain

because they are trying to be persuasive)• look through the remainder of the story and find at least three examples of modal verbs• record the mTdal verbs and effects for Task 2 on the second page of Sheet 6.

After the lesson keep Sheet 6 in a safe place to be used in future lessons.Note

6. Ask students to:• find a sentence in I wanna iguana that has a modal verb (for example, don’t, should)• rewrite the sentence in the English exercise book• using Sheet 3, make the sentence more or less forceful by changing the modal verb (for

example, change don’t to might, or should to will)• explain whether you should try to be more or less forceful in what you say when you are

trying to persuade someone (for example, usually you try to be more forceful).

Reading

• Remind students to complete their daily reading.

Students can read: • texts of any type (for example, books, magazines, newspapers)• at any time (for example, when they first wake up, during free time, at bedtime).

Note



Year 3 ENGLISH�Topic:� Persuaspve language pn lpterature

Understandpng mTdal adverbs

LessTn iTnieotsOM Evaluative language — Graduation (more or less forceful)OM Use of vocabulary — Expressing opinion using modal verbs and adverbs

O Purpose and context — Collaborative situations: Sharing information and ideasNM Text structures and language features that create texts — Drafting texts

LessTn Tbjeitpve/s

• Understand that modal adverbs can be more or less forceful


► review modality

► learn about modal adverbs

► find modal adverbs

► write a persuasive paragraph.

Lesson 7


SheetsSheet 3 — Modality chartSheet 6 — Persuasive language in I wanna iguana (saved copy from Lesson 6)Sheet 7 — Modal adverbsSheet 8 — Letter to Alex’s mum


Key termsadverb, modal adverb, modal verb, modality



Year 3 ENGLISH�Topic:� Persuaspve language pn lpterature

Understandpng mTdal adverbs

LessTn iTnieotsOM Evaluative language — Graduation (more or less forceful)OM Use of vocabulary — Expressing opinion using modal verbs and adverbs

O Purpose and context — Collaborative situations: Sharing information and ideasNM Text structures and language features that create texts — Drafting texts

LessTn Tbjeitpve/s

• Understand that modal adverbs can be more or less forceful


► review modality

► learn about modal adverbs

► find modal adverbs

► write a persuasive paragraph.

Lesson 7


SheetsSheet 3 — Modality chartSheet 6 — Persuasive language in I wanna iguana (saved copy from Lesson 6)Sheet 7 — Modal adverbsSheet 8 — Letter to Alex’s mum


Key termsadverb, modal adverb, modal verb, modality





Lesson

Say to studentsIn today’s lesson, you will be learning more about mTdalpty.

MTdalpty means how certain something is. Sometimes what you say or write can sound very certain or forceful. Sometimes it can sound a lot less certain, like it probably won’t happen. Modality is the word that is used when we talk about how oTsspble, how lpkely or how iertapn it is that something will happen.

1. Discuss with students that there were a lot of modal verbs in the story I wanna iguana. (Refer to the story if needed.)

2. Revisit Sheet 3 — Modality chart with students to discuss the level of modality used by Alex’s mother.

Focus questionsQ. What did Alex’s mother say at the beginning of the story?

A. For example: She said she doubted the iguana would be hurt and there wouldn’t be enough space to have one as a pet.

Q. What level of modality is the language being used by Alex’s mother?

A. medium

Q. Why is Alex’s mother using this level of modality?

A. For example: She is not certain that Alex should have a pet iguana.

ExolTre mTdal adverbs

3. Tell students that in today’s lesson they will also be learning about mTdal adverbs.

Say to studentsAn adverb adds meaning to a verb, for example, really lpke.

Modal verbs change the degree of forcefulness, for example, really lpke, definitely lpke, certainly lpke.

I definitely thpnk that ihpldren shTuld have mTre hTmewTrk is more fTrieful and iertapn because of the modal adverb definitely. Changing the modal adverb can change the degree of forcefulness and persuasiveness about what is being said or written.

4. Read the sentences below to students.• I definitely think that children should have more homework.

• I possibly think that children should have more homework.



a. Explain that definitely and possibly are modal adverbs that change the degree of forcefulness about what is being said.

Support students learning and understanding of the level of modality (forcefulness) by referring to Sheet 3.

Note

5. Ask students to complete Sheet 7 — Modal adverbs.

Analyse mTdal adverbs pn a narratpve6. Re-read or listen again to the story I wanna iguana with students and find the modal adverbs

in the story. For example:• really• probably• always• exactly.

Say to studentsThe modal adverbs add certainty and forcefulness to these letters, which makes the letters more persuasive.

7. Ask students to copy modal adverbs from I wanna iguana, then write the effect of this type of language on how persuasive the text is, for Task 3 on the seiTnd oage of Sheet 6 — Persuaspve language pn I wanna iguana.

Wrpte a oersuaspve oaragraoh

Ask studentsQ. What would happen if you pretended that you have a pet dog and you

wanted another (different) pet to keep your dog company while you are at school?

Q. What kind of pet would you ask for?

Q. What type of persuasive language would you use to convince your family to agree with your point of view?

8. Explain to students that they are going to finish writing a letter from Alex to his mum, persuading her to let him have another pet.



a. Explain that definitely and possibly are modal adverbs that change the degree of forcefulness about what is being said.

Support students learning and understanding of the level of modality (forcefulness) by referring to Sheet 3.

Note

5. Ask students to complete Sheet 7 — Modal adverbs.

Analyse mTdal adverbs pn a narratpve6. Re-read or listen again to the story I wanna iguana with students and find the modal adverbs

in the story. For example:• really• probably• always• exactly.

Say to studentsThe modal adverbs add certainty and forcefulness to these letters, which makes the letters more persuasive.

7. Ask students to copy modal adverbs from I wanna iguana, then write the effect of this type of language on how persuasive the text is, for Task 3 on the seiTnd oage of Sheet 6 — Persuaspve language pn I wanna iguana.

Wrpte a oersuaspve oaragraoh

Ask studentsQ. What would happen if you pretended that you have a pet dog and you

wanted another (different) pet to keep your dog company while you are at school?

Q. What kind of pet would you ask for?

Q. What type of persuasive language would you use to convince your family to agree with your point of view?

8. Explain to students that they are going to finish writing a letter from Alex to his mum, persuading her to let him have another pet.




9. Look at Sheet 8 — Letter to Alex’s mum with students and:

• point out the modal verb (would) and modal adverb (really) in the introduction of the letter

• discuss the words they might include in the body of the letter to be more persuasive

• discuss the adjectives they could use in the closing of their letter

• ask them to write one or two sentences on Sheet 8 to complete the letter, reminding them to use: ◦ modal verbs (for example, must, will) ◦ modal adverbs (for example, certainly, definitely). ◦ their chosen evaluative adjectives in the closing of their letter.

10. Ask students to:

• read the letter they have completed on Sheet 8

• underline the modal verbs, modal adverbs and adjectives they have used.

Ask studentsQ. How persuasive do you think your letter is?

Q. What makes it persuasive?

A. modal verbs, modal adverbs, the evaluative adjectives

Q. Explain how this makes it more persuasive.

A. For example: The modal verbs and modal adverbs make what is being said sound very forceful and certain. It is persuasive. The evaluative adjectives used show Alex in a way (present an evaluation of Alex) that is likely to persuade his mother.



bedtime).

Note




DevelTopng evaluatpve language

LessTn iTnieotsOM Evaluative language — Graduation (more or less forceful)OM Use of vocabulary — Expressing opinion using modal verbs and adverbsOM Text structures and language features that create texts — Drafting texts

LessTn Tbjeitpve/s

• Understand that evaluative language can be graduated in terms of forcefulness


► explore clines

► investigate the impact of vocabulary choices

► write a paragraph using evaluative language

► reflect on effectiveness of persuasive language.

ENGLISH Lesson 8Year 3


DpgptalVideo — The language of persuasion (3:35)

SheetsSheet 6 — Persuasive language in I wanna iguana (saved copy from Lesson 7)Sheet 9 — Tom’s party

Fpnd and oreoareBlank paper (cut into five rectangular cards)English exercise book

Key termscline, evaluative language




DevelTopng evaluatpve language

LessTn iTnieotsOM Evaluative language — Graduation (more or less forceful)OM Use of vocabulary — Expressing opinion using modal verbs and adverbsOM Text structures and language features that create texts — Drafting texts

LessTn Tbjeitpve/s

• Understand that evaluative language can be graduated in terms of forcefulness


► explore clines

► investigate the impact of vocabulary choices

► write a paragraph using evaluative language

► reflect on effectiveness of persuasive language.

ENGLISH Lesson 8Year 3


DpgptalVideo — The language of persuasion (3:35)

SheetsSheet 6 — Persuasive language in I wanna iguana (saved copy from Lesson 7)Sheet 9 — Tom’s party

Fpnd and oreoareBlank paper (cut into five rectangular cards)English exercise book

Key termscline, evaluative language





Lesson

Tell studentsIn today’s lesson, you will learn about evaluative language.

Evaluatpve language refers to words that show a judgment or an opinion or point of view about a person, place or thing.

For example: Someone could be described as clever, silly, kind or interesting.

Clever, silly, kind or interesting are examples of evaluative words because they give a judgment about what someone is like.

Sometimes evaluative words are adjectives but they can also be nouns, verbs or adverbs.

Evaluative language or words can be positive or negative.

ExolTre evaluatpve language uspng ilpnes1. Ask students to view the VpdeT — �he language Tf

oersuaspTn.

This video introduces students to the concept of a ilpne,which shows the change in the strength or forcefulnessof meaning of words along a sliding scale.

This video provides two practical examples of how themeaning of a sentence can change with stronger and moreforceful positive or negative words. These two examples are:

‘I feel alrpght today’ could be changed to ‘I feel exipted today’ (more positive) or ‘I feel mpserable today’ (more negative). Exipted and mpserable are much more forceful words.

‘We had a really gTTd breakfast’ could be changed to ‘We had a really awful breakfast’ (negative) or ‘We had a really delpipTus breakfast’ (positive). Awful and delpipTus are much more forceful words.

2. Discuss how evaluative language can be more or less forceful using examples from�he language Tf oersuaspTn video.

a. Draw the following cline in the English exercise book.

overjoyed excited happy glad alright sad gloomy miserable distraught

3c:35VpdeT



Focus questionsQ. What words on the cline could you use to make the sentence I feel alright

today more forceful (in either a more positive or negative way)?

A. For example: overjoyed, excited, happy, glad, sad, gloomy, miserable or distraught

Q. How did these evaluative words change the meaning?

A. For example: Some of the words are more positive, for example, excited, and some were more negative, for example, miserable. It made what was being said more forceful in either a positive way or a negative way.

3. Ask students to complete the following tasks:

a. Choose a row of words from the list below and write them onto the blank rectangular cards.

• brainy, gifted, clever, brilliant, smart• enormous, big, massive, large• fun, exhilarating, exciting, thrilling

b. Order the chosen words from least forceful to most forceful.

Remind students that there are no right or wrong answers because it will depend on which words they think are stronger, and people may have different ideas about this.

Note

c. Write the words in order in the English exercise book (for example: clever, smart, brainy, brilliant, gifted).

d. Explain the order in which they placed the words (for example: I put gifted at the end because I think that people who are gifted are more clever than people who are smart, brainy or brilliant. I think that lots of people can be clever, but if you are smart, you are a bit more than clever.)

e. Discuss if they think that someone else would have put the words in exactly the same order, giving reasons for their ideas (for example: The order would be similar but there may be some slight differences because different people have different ideas about the strength of some words, such as smart compared with clever, or big compared with large).



Focus questionsQ. What words on the cline could you use to make the sentence I feel alright

today more forceful (in either a more positive or negative way)?

A. For example: overjoyed, excited, happy, glad, sad, gloomy, miserable or distraught

Q. How did these evaluative words change the meaning?

A. For example: Some of the words are more positive, for example, excited, and some were more negative, for example, miserable. It made what was being said more forceful in either a positive way or a negative way.

3. Ask students to complete the following tasks:

a. Choose a row of words from the list below and write them onto the blank rectangular cards.

• brainy, gifted, clever, brilliant, smart• enormous, big, massive, large• fun, exhilarating, exciting, thrilling

b. Order the chosen words from least forceful to most forceful.

Remind students that there are no right or wrong answers because it will depend on which words they think are stronger, and people may have different ideas about this.

Note

c. Write the words in order in the English exercise book (for example: clever, smart, brainy, brilliant, gifted).

d. Explain the order in which they placed the words (for example: I put gifted at the end because I think that people who are gifted are more clever than people who are smart, brainy or brilliant. I think that lots of people can be clever, but if you are smart, you are a bit more than clever.)

e. Discuss if they think that someone else would have put the words in exactly the same order, giving reasons for their ideas (for example: The order would be similar but there may be some slight differences because different people have different ideas about the strength of some words, such as smart compared with clever, or big compared with large).




Analyse vTiabulary

4. Revisit the story I wanna iguana with students.

Ask studentsQ. What is this story about?

A. a boy who wants a pet iguana

Q. How does Alex try to persuade his mother to let him have an iguana?

A. He writes letters to his mother.

Q. What persuasive language features or devices did Alex use to convince his mother to agree to let him have an iguana as a pet?

A. Examples cannot be provided due to copyright restrictions. Students may identify examples of modal verbs, modal adverbs, evaluative language, rhetorical questions, direct address to the audience or exaggeration.

5. Ask students to:• find some of the ways in which Alex signed his letters in the book (Your … Alex)• point out the evaluative adjectives (the words after Your and before Alex) (Due to

copyright restrictions, examples cannot be provided.)• look at Sheet 6 — Persuaspve language pn I wanna iguana (completed in Lessons 6

and 7)• read the list of evaluative adjectives they wrote to decide if they would place these words

on the ‘more forceful’ or ‘less forceful’ section of a cline.

Ask studentsQ. What did you notice about the evaluative adjectives from the story?

A. That all the words would be placed at the end or towards the end of the cline because they are all positive forceful words

Q. Why do you think they are all forceful words?

A. In the story, Alex is trying to persuade his mother and forceful words are more persuasive.

Say to studentsEvaluative words are a form of oersuaspTn. They are forceful words and can be used to convince someone that an opinion or point of view is correct.



Wrpte a oaragraoh uspng evaluatpve language6. Look at Sheet 9 — Tom’s party with students and explain that the persuasiveness of the story

Tom’s party can be improved by adding evaluative words.

7. Discuss strong evaluative words that could be added to the story. For example:• adjectives such as fabulous (party), exciting (presents)• adverbs such as enthusiastically or happily (played games).

Students can remove or replace words from the existing story Tom’s party.

Note

8. Ask students to:• rewrite the story on Sheet 9• re-read the completed story• discuss the evaluative verbs, adjectives and adverbs that were added• discuss how the persuasive effect has changed.

Focus questionsQ. Do you think the edited version of the story is more interesting?

Why/why not?

A. Yes, because evaluative verbs, adjectives and adverbs have been added that are strong and forceful.

Q. Would the story be as interesting or persuasive if less forceful evaluative words had been used? Why/why not?

A. No, because more forceful words are more persuasive. The opinion of the writer is clearer and more convincing.

Q. Are the evaluative words positive (hopeful) or negative (downbeat)?

A. For example: The evaluative words have made this story more positive. Positive writing will persuade the audience to agree that Tom’s party was very enjoyable.



Wrpte a oaragraoh uspng evaluatpve language6. Look at Sheet 9 — Tom’s party with students and explain that the persuasiveness of the story

Tom’s party can be improved by adding evaluative words.

7. Discuss strong evaluative words that could be added to the story. For example:• adjectives such as fabulous (party), exciting (presents)• adverbs such as enthusiastically or happily (played games).

Students can remove or replace words from the existing story Tom’s party.

Note

8. Ask students to:• rewrite the story on Sheet 9• re-read the completed story• discuss the evaluative verbs, adjectives and adverbs that were added• discuss how the persuasive effect has changed.

Focus questionsQ. Do you think the edited version of the story is more interesting?

Why/why not?

A. Yes, because evaluative verbs, adjectives and adverbs have been added that are strong and forceful.

Q. Would the story be as interesting or persuasive if less forceful evaluative words had been used? Why/why not?

A. No, because more forceful words are more persuasive. The opinion of the writer is clearer and more convincing.

Q. Are the evaluative words positive (hopeful) or negative (downbeat)?

A. For example: The evaluative words have made this story more positive. Positive writing will persuade the audience to agree that Tom’s party was very enjoyable.




Say to studentsRemember, if we add modal adverbs we can change how certain things are in Tom’s party (modality).

Let’s see what happens when we add some modal adverbs to the sentence:

It was Tom’s birthday.

We can say: It was certainly Tom’s birthday. That sounds very certain, doesn’t it?

Or we could say: It was possibly Tom’s birthday. That doesn’t sound so certain. In fact, it sounds like there’s a chance that it’s not Tom’s birthday after all.

Adding modal adverbs has changed the modality of the story Tom’s party.

9. Ask students to think of less forceful evaluative words (adjectives) to describe the presents at Tom’s party (for example: good presents, suitable presents).


Students can read:• texts of any type (for example, books, magazines, newspapers)• at any time (for example, when they first wake up, during free time,

at bedtime).

Note




Exampnpng alternatpve oTpnts Tf vpew

LessTn iTnieots

O Text and purpose — Context shapes language choices in different types of textsOM Texts and context — Text point of view and alternative points of view

O Purpose and context — Collaborative situations: sharing information and ideasOM Text purpose and audience — Imaginative and persuasive texts

O Comprehension strategies — Evaluating texts (for understanding)

LessTn Tbjeitpve/s

• Understand alternative points of view


► listen to the story of ‘The three little pigs’

► identify the point of view in the story

► listen to the story from a different point of view

► reflect on the different points of view.

Year 3 Unit 1ENGLISH Lesson 9

Resources�extScieszka, J 1989, The true story of the 3 little pigs! Puffin, USA. Or search online for a video of someone reading the book.

DpgptalAudio — The three little pigs (2:45)Slideshow — Point of view


Key termspoint of view




Exampnpng alternatpve oTpnts Tf vpew

LessTn iTnieots

O Text and purpose — Context shapes language choices in different types of textsOM Texts and context — Text point of view and alternative points of view

O Purpose and context — Collaborative situations: sharing information and ideasOM Text purpose and audience — Imaginative and persuasive texts

O Comprehension strategies — Evaluating texts (for understanding)

LessTn Tbjeitpve/s

• Understand alternative points of view


► listen to the story of ‘The three little pigs’

► identify the point of view in the story

► listen to the story from a different point of view

► reflect on the different points of view.

Year 3 Unit 1ENGLISH Lesson 9

Resources�extScieszka, J 1989, The true story of the 3 little pigs! Puffin, USA. Or search online for a video of someone reading the book.

DpgptalAudio — The three little pigs (2:45)Slideshow — Point of view


Key termspoint of view





Lesson1. Explain to students that in this lesson they will look at different points of view.

a. Discuss the different points of view in the story I wanna iguana.

Ask studentsQ. Do you remember the title of the story we read in the last lesson that had

two different points of view?A. I wanna iguana

Q. What were the two different points of view?A. Alex’s point of view that an iguana would make a great pet and his

mother’s opposite point of view that it wouldn’t be a great pet.

Lpsten tT the tradptpTnal tale Tf ‘�he three lpttle opgs’2. Ask students if they know the story of ‘The three little pigs’ and discuss what they remember

about the story.

Explain to students that they will be listening to ‘The three little pigs’ and as they listen, theyare to think about whose point of view the story is told from.

3. Listen to the AudpT — The three little pigs (2:45).

Exampne oTpnt Tf vpew

Ask studentsQ. Whose side were you on in the story?A. For example: the pigs

Q. Why?A. For example: The pigs were the good guys in the story and the wolf was

the bad guy; I felt sorry for the pigs; the pigs were excited leaving home andhad built their houses and the wolf was mean and knocked them down.

Q. Were you happy when the wolf was caught?A. For example: Yes.

Q. Why?A. For example: I was on the side of the pigs; the wolf was mean.

Q. Whose point of view was the story told from?A. the pigs

Q. How do we know that the story is told from the point of view of the pigs?A. The story focuses on the pigs and follows them through the story as they

leave home, build their houses and then meet the wolf.



Ask students (continued)Q. How has the author made connections between the pig characters and

the reader?A. In the story, we know a lot more about the pigs than the wolf. We connect

with the pigs because, even though they are pigs, they seem like people just trying to do what normal people do. They are excited when they leave home and go to seek their fortune. It is easy to sympathise with these characters, to be on their side, because the story is told from their point of view.

Q. What other points of view could be taken?A. For example: the wolf’s, the pigs’ mother’s

Lpsten tT Tr read a stTry wpth an alternatpve oTpnt Tf vpew4. Look at the front cover of The true story of the 3 little pigs! as told by A Wolf (Jon Scieszka)

and ask students to tell you what they think the story will be about.

Focus questionsQ. What can you see on the front cover? Look at the illustration and title.A. For example: There is a wolf blowing away three pigs. It looks like this

picture is on the front of a newspaper.

Q. What do you think this story might be about? Whose point of view will the story be told from?

A. For example: It might look at the story of the three little pigs from the wolf’s point of view.

Q. What clues did you take from the front cover to make this prediction?A. For example: The title says ‘the true story of the 3 little pigs’ and the

largest illustration is of the wolf. The newspaper also looks like it is called the Daily Wolf. I think the wolf will be the main character in this version of the story and will tell the story from his point of view.

Read, view, or listen to the story with students.

Ask studentsQ. What is the purpose of this story? Why was it written?A. For example: The purpose is to show that there is another point of view

in this story. Everyone just assumes that the wolf is bad but really it might have just been a misunderstanding.

Q. Who do you think the audience is for this story?A. The story is a picture book, so I think it is for children.

Q. How is this story the same as the original story of the three little pigs?A. The main events in the story are the same (plot). It has the same

characters and setting.



Ask students (continued)Q. How has the author made connections between the pig characters and

the reader?A. In the story, we know a lot more about the pigs than the wolf. We connect

with the pigs because, even though they are pigs, they seem like people just trying to do what normal people do. They are excited when they leave home and go to seek their fortune. It is easy to sympathise with these characters, to be on their side, because the story is told from their point of view.

Q. What other points of view could be taken?A. For example: the wolf’s, the pigs’ mother’s

Lpsten tT Tr read a stTry wpth an alternatpve oTpnt Tf vpew4. Look at the front cover of The true story of the 3 little pigs! as told by A Wolf (Jon Scieszka)

and ask students to tell you what they think the story will be about.

Focus questionsQ. What can you see on the front cover? Look at the illustration and title.A. For example: There is a wolf blowing away three pigs. It looks like this

picture is on the front of a newspaper.

Q. What do you think this story might be about? Whose point of view will the story be told from?

A. For example: It might look at the story of the three little pigs from the wolf’s point of view.

Q. What clues did you take from the front cover to make this prediction?A. For example: The title says ‘the true story of the 3 little pigs’ and the

largest illustration is of the wolf. The newspaper also looks like it is called the Daily Wolf. I think the wolf will be the main character in this version of the story and will tell the story from his point of view.

Read, view, or listen to the story with students.

Ask studentsQ. What is the purpose of this story? Why was it written?A. For example: The purpose is to show that there is another point of view

in this story. Everyone just assumes that the wolf is bad but really it might have just been a misunderstanding.

Q. Who do you think the audience is for this story?A. The story is a picture book, so I think it is for children.

Q. How is this story the same as the original story of the three little pigs?A. The main events in the story are the same (plot). It has the same

characters and setting.




Ask students (continued)Q. What is different?A. the point of view

Q. Whose point of view is this story told from?A. the wolf’s point of view

Q. Did you think of the wolf differently? Why/why not? Could his side of the story be true? Why/why not?

A. Yes, because things could have happened as he said. The reasons he gives are possible.

Q. Could his side of the story be false?A. Yes, because although what he said is possible, it’s not certain. Some of

the things that he says don’t seem very likely to happen.

Q. If it’s not true, why would he lie?A. He doesn’t want to go to jail; he wants people to see him as innocent.

5. Ask students to view the SlpdeshTw — PTpnt Tf vpew.

This slideshow tells us the point of view of the three little pigs from the story The true story of the 3 little pigs!

6. Discuss with students the persuasive language features used by the wolf in The true story of the 3 little pigs!

Ask studentsQ. How did the wolf persuade us to believe his point of view? What were

some of the persuasive language features he used?A. For example: He appealed to our understanding of what foods they eat

compared to what we eat. He asked the audience direct questions such as, ‘Who in their right mind would build a house of straw?’ He uses evaluative language to describe himself as ‘calm’. He also uses modal adverbs like ‘perfectly good ham dinner’ and ‘usually pretty calm’.

Q. Why did the wolf use these persuasive language features?A. For example: It made his point of view sound far more convincing to the

audience.

Q. Thinking about the two points of view from this story and slideshow, which do you think is more persuasive? Why?

SlpdeshTw



7. Ask students to write a sentence in the English exercise book that explains which point of view they think is more convincing and why. For example:The pigs’ point of view is more convincing because they don’t have any reason to lie about what happened.The wolf’s point of view is more convincing because the things that he said could be true and it would be hard to make things up like that.

Reflect on alternative point of view8. Tell students that:

• different points of view can be found in other stories and everyday situations (for example, wanting to play with a friend who doesn’t want to play)

• understanding different points of view can help you to be more persuasive.

Discuss with studentsQ. Have you ever wanted to play with someone who didn’t want to play

with you? What happened?Q. What was the other point of view or reason given as to why your friend

didn’t want to play?A. For example: They might be too tired; they might not like the game; they

might be too busy; they might want to play another game instead.

Q. How would you persuade your friend if he or she wanted to play another game instead?

A. For example: suggest both games are played by taking turns; persuade your friend that your game is more fun

Q. How would you persuade your friend if he or she was too busy?A. For example: Tell your friend that you will help them finish their work or

that the game you want to play won’t take very long.

9. Ask students to look out for different points of view when they are completing their daily reading.



Note




7. Ask students to write a sentence in the English exercise book that explains which point of view they think is more convincing and why. For example:The pigs’ point of view is more convincing because they don’t have any reason to lie about what happened.The wolf’s point of view is more convincing because the things that he said could be true and it would be hard to make things up like that.

Reflect on alternative point of view8. Tell students that:

• different points of view can be found in other stories and everyday situations (for example, wanting to play with a friend who doesn’t want to play)

• understanding different points of view can help you to be more persuasive.

Discuss with studentsQ. Have you ever wanted to play with someone who didn’t want to play

with you? What happened?Q. What was the other point of view or reason given as to why your friend

didn’t want to play?A. For example: They might be too tired; they might not like the game; they

might be too busy; they might want to play another game instead.

Q. How would you persuade your friend if he or she wanted to play another game instead?

A. For example: suggest both games are played by taking turns; persuade your friend that your game is more fun

Q. How would you persuade your friend if he or she was too busy?A. For example: Tell your friend that you will help them finish their work or

that the game you want to play won’t take very long.

9. Ask students to look out for different points of view when they are completing their daily reading.



Note



�Topic:� CTmorehenspTn Tf oersuaspve texts

Identpfypng oersuaspve language features and devpies

LessTn iTnieotsOM Evaluative language — Graduation (more or less forceful)

O Text and purpose — Context shapes language choices in different types of textsOM Use of vocabulary — Expressing opinion using modal verbs and adverbsOM Texts and context — Text point of view and alternative points of view

LessTn Tbjeitpve/s

• Understand persuasive language features and devices.


► review the story of ‘The three little pigs’

► look at ways of persuading

► find persuasive language and persuasive devices

Year 3 ENGLISH Lesson 11

Resources�extScieszka, J 1989, The true story of the 3 little pigs! Puffin, USA Or search online for a video of someone reading the book.

SheetSheet 10 — Language features and devices

Fpnd and oreoareColoured highlightersEnglish exercise book

Key termsappeals to the audience, evaluative language, modal adverb, modal verb, persuasive language device, persuasive language feature, rhetorical question





Lesson

Revpew stTry wpth an alternatpve oTpnt Tf vpew1. Ask students to:

• tell you what The true story of the 3 little pigs! by Jon Scieszka (read in Lesson 9) was about (for example: the story of the three little pigs told from the wolf’s point of view)

• tell you about the pigs’ point of view from this version of the story (for example: In this version of the story, the pigs are rude to the wolf.)

• read the sentences they wrote in the English exercise book (in Lesson 9) about which point of view was more convincing.

DiscussQ. Do you still believe that the point of view you wrote about in Lesson 9 is

the most convincing? Or have you changed your mind?

Q. Do you think other people would agree with you? Why/why not?

ExolTre oersuaspve language features and devpies

Say to studentsNow let’s look at how authors use persuasive language features and devices to persuade readers.

Persuaspve language features and devpies are the language and teihnpques that convince others to accept a point of view.

Persuaspve language features include words such as mTdal verbs, adverbs and evaluatpve language.

Language devpies are the way things are said or written (for example: rhetTrpial questpTns and aooeals tT the audpenie).

Remember, authors and speakers use language features and devices to be oersuaspve!

RhetTrpial questpTns are questions that are asked to emphasise a point rather than receive an answer. They make the audience think.

RhetTrpial questpTns are part of the oersuaspve language devpies and can be used to promote one point of view and persuade an audience.

Aooeals tT the audpenie is when the speaker makes links to the audience’s needs or wants. Appealing to the audience is a oersuaspve language devpie used to involve the audience and emphasise a point of view.




Lesson

Revpew stTry wpth an alternatpve oTpnt Tf vpew1. Ask students to:

• tell you what The true story of the 3 little pigs! by Jon Scieszka (read in Lesson 9) was about (for example: the story of the three little pigs told from the wolf’s point of view)

• tell you about the pigs’ point of view from this version of the story (for example: In this version of the story, the pigs are rude to the wolf.)

• read the sentences they wrote in the English exercise book (in Lesson 9) about which point of view was more convincing.

DiscussQ. Do you still believe that the point of view you wrote about in Lesson 9 is

the most convincing? Or have you changed your mind?

Q. Do you think other people would agree with you? Why/why not?

ExolTre oersuaspve language features and devpies

Say to studentsNow let’s look at how authors use persuasive language features and devices to persuade readers.

Persuaspve language features and devpies are the language and teihnpques that convince others to accept a point of view.

Persuaspve language features include words such as mTdal verbs, adverbs and evaluatpve language.

Language devpies are the way things are said or written (for example: rhetTrpial questpTns and aooeals tT the audpenie).

Remember, authors and speakers use language features and devices to be oersuaspve!

RhetTrpial questpTns are questions that are asked to emphasise a point rather than receive an answer. They make the audience think.

RhetTrpial questpTns are part of the oersuaspve language devpies and can be used to promote one point of view and persuade an audience.

Aooeals tT the audpenie is when the speaker makes links to the audience’s needs or wants. Appealing to the audience is a oersuaspve language devpie used to involve the audience and emphasise a point of view.



Identpfy oersuaspve language features and devpies pn text

2. Ask students to complete Sheet 10 — Language features and devices

Students may be supported to complete this sheet.

Note

The following is an annoted version of the text from Sheet 10 indentifying examples of the language features and devices used to perusade the audience.

I must go and get more bricks for my house today!

I am nearly finished building my house but I still need more bricks.

I should have gone to the shop yesterday but my lovely sister needed help with the sticks for her house. What could I do? Obviously I helped her.

Now if I don’t get to the shop today, I will most certainly run out of bricks.

Persuaspve language devpies (addressing the audience directly)

MTdal adverbs(emphasises

the point)

Persuaspve language devpies

(rhetorical questions, appeal to the audience)

MTdal verbs(appealing to the audience — high

modality)

Evaluatpve adjeitpves

(appeals to our emotions)

MTdal verbs(emphasising

the point — high modality)






at bedtime).

Note







at bedtime).

Note


Eng_Y3_Answers Page 1Department of Education and TrainingIndependent Learning Materials

1Sheet

Being persuasive

1. – 5. No Answers required

6. Write what you would say if you were the boy.

For example:

Please, Mum, could I have the toy?If you buy me the toy, I'll never ask for anything ever again.I'd be the happiest boy in the whole world if I had this toy!

1Sheet

Answers

Department of Education and TrainingC2C Independent Learning Materials

Page 2 Eng_Y3_Answers

1Sheet

Mod

al v

erbs

Col

umn

A —

Mor

e fo

rcef

ulC

olum

n B

— L

ess

forc

eful

I will

run

very

fast

.I m

ight

run

very

fast

.

I will

skip

on

the

path

.I m

ight

ski

p on

the

path

.

I can

pla

y ou

tsid

e.I c

ould

pla

y ou

tsid

e.

I will

eat m

ore

ice-

crea

m.

I may

eat

mor

e ic

e-cr

eam

.

I mus

t do

my

hom

ewor

k.I o

ught

to d

o m

y ho

mew

ork.

Mod

al c

hart

2Sheet

Answ

ers

Department of Education and TrainingC2C Independent Learning Materials

Page 2 Eng_Y3_Answers

1Sheet

Mod

al v

erbs

Col

umn

A —

Mor

e fo

rcef

ulC

olum

n B

— L

ess

forc

eful

I will

run

very

fast

.I m

ight

run

very

fast

.

I will

skip

on

the

path

.I m

ight

ski

p on

the

path

.

I can

pla

y ou

tsid

e.I c

ould

pla

y ou

tsid

e.

I will

eat m

ore

ice-

crea

m.

I may

eat

mor

e ic

e-cr

eam

.

I mus

t do

my

hom

ewor

k.I o

ught

to d

o m

y ho

mew

ork.

Mod

al c

hart

2Sheet

Answ

ers

Eng_Y3_Answers Page 3Department of Education and TrainingIndependent Learning Materials

1Sheet

1. Match these words with their contractions:

was not

you are

cannot

can’t

wasn’t

you’re

2. Rewrite the three contractions here:

was not =

you are =

cannot =

3. Write the following contractions in sentences.

I’ll

mustn’t

4. Write the following expanded form (formal language) as a contraction (informal language) in a sentence.

we will =

wasn't

you're

can't

(For example: I’ll go and get my shoes; I’ll call you tonight.)

(For example: You mustn’t forget to do your reading.)

(For example: We’ll go and buy the bread from the shop.)

Contractions 4Sheet

Answers

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