LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7R Time: 1:20pm-2:10pm Date: 09/05/16
Learning Area: English
Strand/Topic from the Australian Curriculum
Plan, draft and publish imaginative, informative and
persuasive texts, selecting aspects of subject matter and
particular language, visual, and audio features to convey
information and ideas. (ACELY1725)

Students Prior Knowledge:

Persuasive essay structure: introduction, body
paragraph(s) and conclusion
Expanding on
The structure of the introduction: Grab, thesis
statement, three main points
The structure of body paragraphs: Topic,
explanation, evidence and tie-back
The structure of the conclusion: Restate thesis,
positive outcomes of change, call to action
Identifying ideas and arguments in a persuasive text
Planning, constructing, editing and completing a
persuasive essay
Strategies to persuade a person (such as questions,
facts, anecdotes, scenarios, emotional appeal,
celebrity endorsement, and the band wagon)
Persuasive language (such as furthermore, thus,
as a result and therefore)

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT
Critical and
competence
creative
thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait
Islander histories and cultures (N)

Asia and Australias engagement with Asia (N)

Sustainability (N)

Proficiencies: (Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify the elements of a persuasive essay including the structure, persuasive language, strategies to
persuade a person, editing and writing.
Construct a generic introduction in conjunction with teacher and peers taking into account learned introduction
structure (Leading/grabbing sentence, thesis statement and listing sentence)
Compose one or more body paragraph(s) individually.

Teachers Prior Preparation/Organisation:

Provision for students at educational risk:
Observation of prior English lessons (with specific
Students with learning difficulties (including but not
attention to NAPLAN revision sessions)
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
Liaise with Mentor approximately 2 days before
be provided with online task sheet which appears in
scheduled lesson to allow for editing and improvement
soft yellow colour and gives students the ability to
of lesson plan if necessary
zoom in if necessary. They will be given the option to
Photocopying of City or Country? task sheet (Appendix
type if writing proves too difficult and will be provided
1), A3 Essay planner (Appendix 2), and Persuasive
with a planning sheet (Appendix 2) to assist with
Essay Plan Notes (Appendix 3) allowing for one for
structure, organisation and comprehension of task.
each student: 22 students

Students who are gifted and/or talented will be

Interactive whiteboard is running and Note Pad
provided with the opportunity to exclude the use of
function is ready to be projected. Whiteboard is
the planning sheet (Appendix 2) and go straight on to
accurately configured.
writing their essay. They may write more than the
How to write a conclusion for an argument essay video
one required paragraph.
is ready to be played (via Edmodo)
Edmodo link: https://lwlcwarnbro.edmodo.com/home#/group?
id=19539393

Electronic copy of task sheet uploaded to the Year 7

English Edmodo page several days before lesson.
Task sheet link:
http://www.nap.edu.au/verve/_resources/samplewritingpromptcityorco
untry.pdf)

Appendix 4 (Objective Assessment Checklist) has been

created and printed

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
1:20pm

Motivation and Introduction:

Resources/Reference
s

Students enter class and teacher greets them with Good afternoon 7R
Teacher instructs students to get out their English writing books and a pen or pencil as
they will be participating in a class discussion/brainstorm on the interactive white
board. **Students should take notes**
Teacher poses question to class asking for hands-up responses: What comes to mind
when you think of Places to Live?
Teacher writes topic in the middle of brainstorm bubble on whiteboard. Answers such
as city, country, farm/rural, coastal, international or other should arise (if not, teacher
will allude to examples and/or provide examples entering them into brainstorm).
Teacher asks students for specific characteristics/traits/features of each place taking 12 answers for each place (emphasis on City or Country and verbal discussion rather
than writing notes for other places). Some characteristics could include:
Country (Rural/Farm)
Can enjoy activities that you might not be able to in city setting (such as horse
riding, looking after animals, dirt bike riding etc.)
Quiet (therefore more peaceful, less stressful)
Lower population (therefore ability to make close friends)
City (Coastal):
Close to the beach (therefore more opportunities to enjoy water sports/beach
activities such as snorkeling, sandcastle building, swimming, surfing etc.)
Higher population (therefore more opportunity to meet new people)
Easier to reach hospitals, schools, shops, universities etc.
Busy (therefore lots of traffic, noisy, hard to get places quickly)
Lesson Steps (Lesson content, structure, strategies & Key Questions):

1:30pm
Teacher asks for two volunteers: One to hand out the City or Country? task sheet
(Appendix 1) and one to hand out the A3 Essay planner (Appendix 2) to each
student.
Special instruction to be given to students who require electronic versions of task
sheet to allow for zoom in function see electronic task sheet
Teacher explains that the class will be revising persuasive essays and constructing a
practice one in class (and for homework if necessary).

Appendix 1
Appendix 2
Electronic Task
Sheet:
http://www.nap.edu.
au/verve/_resources/
samplewritingprompt
cityorcountry.pdf

Teacher asks for a volunteer to read the task aloud (top 4 lines of task sheet) and
encourages students identify the topic/argument they will be debating in their practice
essays (answer: Where is the best place to live?)
Teacher and students revise structure of persuasive essays: Introduction, body
paragraphs and conclusion.
Introduction: Introducing the topic, sets the scene for whats to come.

Body Paragraphs: Deeper explanation of three points brought up in introduction

Conclusion: Sum up points, restate thesis

1:35pm

Introduction:
Teacher instructs students that the whole class (in conjunction with the teacher) will be
creating a generic introduction (using A3 Essay planner Appendix 2) that all
students can use in the practice essays.

A show of hands will be used to determine whether generic introduction will be

City or Country

Appendix 2

Appendix 2

As a class, teacher and students move through the sections of introduction

structure
Grab:
How to catch the attention of your audience: Strategies to persuade a person
Strong statement or fact Shocks audience into agreeing with you
Pose a question Makes your readers think
Anecdote A short story related to the point
Create a scenario
Celebrity endorsement
Band-wagon Everyone does it!
Emotional appeal
Examples:
City More and more people are making the move to the big city. Band-wagon
Country Have you ever longed to be close to nature and away from the hustle and
bustle of everyday suburban life? Me too. Question
Thesis:
Re-word the topic question into a clearly stated statement.
ie. Where is the best to live Without a doubt the best place to live is the country.
Three Main Points:
Let the audience know exactly what you are going to talk about (gives a preview
of whats to come)
**Students to refer back to brainstorm of characteristics of City vs Country**

Body Paragraphs:
In reference to Appendix 2, teacher refers to Body paragraph section which details
structure of paragraphs to be: Topic, Explanation, Evidence and Tie-back.
T Main idea/argument (introduce your paragraph)
E Explain your argument
E Back up your argument with evidence
T Link it back to the original argument (using words like therefore, due to this,
thus)
Students work independently to plan and write paragraph 1 of their essay.

**Teacher to make point that even though TEET is only 4 sentences, they should
be aiming for 5-6 as they move through middle school and up to senior**

1:40pm
Students are given time to transfer their introduction and body paragraph planning into
written sentences in their work book.
**Teacher to stress that this is a quick activity and shouldnt take ages to
complete, just like in NAPLAN**
Teacher asks for volunteers to read their introduction and/or body paragraph 1 aloud to
the class (2-3 volunteers)
2:00pm
Conclusion:
Teacher plays video: How to write a conclusion for an argument essay via Edmodo
2:05pm

Reviews main points:

Restate your thesis in a different way using strong words (to reinforce argument)
Using words such as under no circumstances, absolutely no way or
definitely not
Ask yourself: What positive changes would happen when this change is made?
Make a call to action: What do you want your reader to do now that they have read
your essay?
Lesson Closure: (Review lesson objectives with students)

Edmodo Video
https://lwlcwarnbro.
edmodo.com/home#
/group?id=19539393

Appendix 3

Teacher will hand out Persuasive Essay Plan Notes (Appendix 3).
*Conclusion section is different*
Transition: (What needs to happen prior to the next lesson?)

2:10pm

Teacher instructs students that any incomplete essays (intro and para 1) must be
completed for homework to be collected next lesson. All other sheets to be placed into
a plastic sleeve.
Students are transited back to Mrs. Murugan to continue with English lesson (double
period time table).
Assessment: (Were the lesson objectives met? How will these be judged?)

Identify the elements of a persuasive essay including the structure, persuasive

language, strategies to persuade a person, editing and writing.
To meet objective, students must participate in class discussions and show
understanding of above elements through verbal assessment.

Construct a generic introduction in conjunction with teacher and peers taking into
account learned introduction structure (Leading/grabbing sentence, thesis

statement and listing sentence)

To meet objective, students will have completed the introduction section of the
planning sheet and produced a written (or typed) introduction.
Compose one or more body paragraph(s) individually
See class list (Appendix 4) for verification

Appendix 4

Appendix 4
Learning Area: English
Year Level: 7R
Date: 09/05/2016
Time: 1:20pm-2:10pm
Objective Assessment: Compose one or more body paragraph(s) individually
Mrs. Muruganss 7R
Student Name

Objective Objective
Met
Not Met

Comments

Nyankiir Ader
Cayden Baldwin
Billy Blake
Imogen Bullock
Miriyana Choujaa
Miya Cleary
Megan Crowe
Benjamin Dean
Caitlin Fogwill
Natalie Furamera
Jade Fussell
Joshua Ide
Cameron Irving
Cooper James
Thomas Marsden
Matt Mills
Dylan Muganda
Candice Parker
Jjordyn Scott
Carmeron Shaw-Reid
Gianni Spadoni
Jack Wasley