Lesson Plan

Day: M T W T F Date: 10th October 2018 Time: 9:50 – 10: 50 am

Year: 6 Lesson number 1 of 5 (if the lesson is one in a sequence of
lessons)

Learning Area: English Topic: Persuasive Writing

Australian Curriculum Content Description:

• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions (ACELY1709)
• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting
with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)

Cross-
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement
curriculum Sustainability
and cultures with Asia
priorities:

Critical and
General Ethical Personal and
Literacy Numeracy ICT creative Intercultural understanding
capabilities: behaviour social capability
thinking

Students’ prior knowledge and experience:

The students have been exposed to the 7 steps program for narrative writing, however this is the first lesson for
persuasive writing using the new program. The narrative and persuasive program have similar steps, so the
students would have this as previous knowledge. The students have has slight experience with persuasive writing.

Teaching purpose:
The purpose of this lesson is for students to demonstrate their understanding of the first step which is to
‘plan for success’.

Learning objectives: On completion of this lesson, Assessment:

students will be able to:
1. Understand: Identify ideas for and
1. Teacher observation of student participation
against the statement ‘Books are
through ‘group circle discussion’.
better than TV’s’.
2. Apply: Implement the ‘strong, 2. Teacher observation and marking of students
medium, weak’ model to organise comprehension in the brainstorm of ‘strong,
ideas into a brainstorm. medium and weak’ ideas.
3. Analyse: Experiment writing a 3. Teacher marking of the paragraph.
persuasive paragraph using one of the
strongest ideas.
Preparation and Resources: The teacher will follow the ‘7 steps of writing’ program, but the teacher will
need use the white board to write the activities and brainstorm on. The students will also need large
brainstorming paper, writing paper and their writing utensils.

Catering for diversity: All students will be able to participate in this activity as they will be brainstorming in
mixed ability groups. This writing task is more about putting the ideas into a paragraph rather than marking them
on other aspects of writing such as grammar, sentences or spelling.

Timing Learning experiences

Introduction:
* Teacher introduces students to the lesson *
9: 50 am Teacher Statement:
 “Good morning D3, who remembers the 7 steps module from Term 3 when we practiced narrative writing?”.
“We are going to be working with the first step regarding persuasive writing, *plan for success* ”. Can everyone
face their eyes and ears to the front, and follow along with the activities”.

Sequence of learning experiences:

9: 55 am Activity 1:
Teacher Statement:
“First off can we all discuss in our groups ideas both for and against the statement ‘Books are better than TV’s’.
• Give 5 minutes for group discussions.

10: 00 am “Can each group please give me an example idea either for or against the statement ’.
• Allow each group to take turns in giving examples, until there are a reasonable amount of examples on
the white board. [record students ideas on the board].

Formative Assessment: (Questioning):

1. What about new technology? Does this create any other ideas?
2. Think about how much time each one takes?
3. Think about statistics, facts and education?

Activity 2:
Teacher Statement:
10: 10 am “Now can we arrange ourselves into groups of four depending on which side we support. Then please get out a
piece of large brainstorming paper and separate the page into three sections”.
• Give students a few minutes to organise their brainstorm.

“Now can we organise the ideas off the board into the three sections. Make sure you only do either for or
10: 12 am
against the statement. You will have 8 minutes to do so.
• Implement the ‘strong, medium, weak’ model to organise ideas into a brainstorm.
• Give students 8 minutes to complete brainstorm.

Formative Assessment: (Questioning):

1. Why did you organise your ideas this way?
2. What evidence do you have to back up your ideas?
10: 20 am 3. Would doing research help you organise your ideas better?

Activity 3:
Teacher Statement:
10: 45 am
“Using your strongest ideas, each member of the group needs to write a persuasive paragraph supporting this
idea. You will have 25 minutes to do so”.
• Experiment writing a persuasive paragraph using one of the strongest ideas.

10:50 am Lesson conclusion:

Teacher Statement: “Once you have finished, staple the paragraphs to your brainstorm and place them up the
front for teacher marking”. “These will be pinned around the room to help you for future planning”.
End of lesson: