LESSON PLAN

50 MINUTES

( Jessie Young 2013)

TOPIC: Persuasive Writing KEY LEARNING AREAS: English

DATE YEAR LEVEL: 3

Resources and References: http://www.nap.edu.au/naplan/about-each-domain/writing/writing.html Marzano, R. J., Pickering, D. J., Arrendo, D. E., Blackburn, G. J. Brandt, R. S. and Moffett, C. A. (1992a) Dimensions of Learning teacher's manual Alexandria Va.: Association for Supervision and Curriculum Development. CURRICULUM OUTCOMES: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language feature and selecting print, and multimodal elements appropriate to the audience and purpose (ACELA 1682) Lesson Structure
TIME INTRODUCTION Introduce the idea of persuasive texts to the students. Explain what it means to write a persuasive text. ( 5 min) TEACHING APPROACHES DOL (Dimension of Learning)

20 MINUTES

Dimension 1 Positive Attitudes and Perceptions Divide the class into two groups, choose Making critical thinking a an argument such as wearing shoes or fun learning experience. not wearing shoes and assign each Dimension 2 Acquiring and group a side. Integrating Knowledge Providing introductory Allow the students time to discuss their tasks to ease students argument as a team i.e. why is it into larger concepts. better to wear shoes than not wear Dimension 4 Using Knowledge shoes (5 min) Meaningfully Using debate as a way of Draw a score board on the board and creating an event where assign each team a team name. the students have to use Mediate a debate between the two their knowledge and sides guiding and assisting in the develop their formation of their ideas. Give points to understanding in a way each side for every individual idea that that they find personally they come up with i.e shoes are better meaningful. because they protect your feet. Allow students to be passionate and noisy (within reason)

TIME 25 MINUTES

MAIN CONTENT Have students sitting together on the floor and write out a basic persuasive writing piece structure on the board.

TEACHING APPROACHES

Introduction Macro sentence Micro sentence Linking sentence First Argument Back up Second Argument Back up Third Argument Back up Conclusion
(My mentor teacher used this structure when going through NAPLAN preparation with his year 3/4 students)

Dimension 3 Extending and Refining Knowledge Students are able to connect the debate with the wider concept of persuasive writing. This refines the concepts of persuasive writing. Dimension 5 Productive Habits of the Mind Students learn to apply their knowledge into a piece of writing and are able to think critically and effectively on their own.

Briefly re explain what a persuasive text is and ask the students to create their own using the same argument they worked on during the debate. Students are to work individually and quietly to complete this task.

TIME 5 MINUTES

CONCLUSION Bring class back together Ask if anyone came up with any new arguments while they were writing on their own Revise the idea of persuasive writing. Ask students what parts of the task they found easy and which they found difficult (note this for later reflection)

TEACHING APPROACHES

Dimension 1 Positive Attitudes and Perceptions By giving students the role of offering reflection on their own learning in a positive and encouraging way. Dimension 3 Extending and Refining Knowledge Ensuring concepts have been understood. And issues have been identified.