Lesson Plan

Day: Wednesday Date: 22/03 Time: Period 1 Year: 8 enrichment stream.

Learning Area: Language and Conventions Topic: Persuasive texts.

Curriculum content description: (from ACARA)

Analyse how the text structures and language features of persuasive texts, including media texts,
vary according to the medium and mode of communication (ACELA1543)

Analyse and evaluate the ways that text structures and language features vary according to the
purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)

Apply increasing knowledge of vocabulary, text structures and language features to understand
the content of texts (ACELY1733)

Investigate how visual and multimodal texts allude to or draw on other texts or images to
enhance and layer meaning (ACELA1548)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Last week students completed activities in which they defined the AFORREST techniques and
tried to identify them within a text to varied success. Some students successfully applied a
technique in response to a stimulus question. The class has a ranging ability to define and
recognise techniques.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
To bring students to a higher understanding of persuasive texts and the devices commonly used
in them. The purpose of this lesson is to take their understanding from low level remembering
and understanding of techniques to being able to analyse and evaluate them.

Learning objectives: Evaluation:

On completion of this lesson, students will
be able to:
(What will students know and be able to do at
the completion of the lesson specific, concise
and attainable objectives)
1. Recognise and define persuasive
devices.
2. Define the effects of different
persuasive devices.Hopefully recognise
that persuasive texts have purpose and
intent behind them/begin critically
analysing persuasive texts.
(Explain how you will know that lesson
objective have been achieved / monitor student
learning)
1. Students will demonstrate
understanding by completing and peer
marking a definition activity.
2. Students will demonstrate
understanding by completing
incomplete table activity and
engaging in discussions while working
through it.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will
be required)

16xdefinition match-up sheet,.

16X incomplete table activities.
16x Extra Image comprehension activity.
Whiteboard markers.
Spare copies of activities
Spare definition sheets from last week.
Spare pens/paper.

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Group discussion while completing worksheets to include all students and identify common
issues.

Low level literacy and dyslexic students within class. All worksheets will be well spaced, written
in large font and printed on light blue paper. Passages of writing will be kept short and simple to
assist dyslexic/low literacy students without isolating them.

Content to be provided in a number of ways, spoken word and written word. Multiple
opportunities for success during discussions/completion of activities.

Prepared to be flexible with time and reinforce content, but also have extra image
comprehension activities prepared for fast working students.
Timing: Learning Experiences:

5mins Welcome class, use cue to begin, changing tone and addressing class, narrow in on
any unfocused students until have full class attention.
Outline my expectations:
1. When I am giving instruction/showing you content I expect you to be
respectful and pay attention. No swinging on chairs feet on desk
(disrespectful to school property). No playing with other peoples property,
private conversations etc.
2. When other members of the class are speaking we all pay attention and be
polite, If we dont agree with someone we raise our hand and make our point
without being mean or rude.
3. I expect you to respect everyone else in the classrooms right to learn. dont
distract others.

5mins Begin lesson:

Ask question can anyone remember what types of texts we were looking at last
week?
Write persuasive texts on the board. Ask second question so last week when I asked
what persuasive texts were a lot of you knew examples of people that use them and
why, working around the room I want you to give me any examples of people that
use persuasive texts and why. Write examples on board.

20mins Disseminate new definition match-up sheet. Give class ten minutes to complete their
sheets unaided, swap with person next to them and peer mark. Going through the
effects of each device as we mark, defining uncertain techniques on board and
encouraging to write down.

30mins Disseminate new semi-completed table activity and definition sheets from last week
(to those that have lost theirs). Explain task, fill out blank columns, you can use your
definition sheet, I will be walking around the class, put hand up for help. Manage
classroom and provide guidance while students complete, address whole class for
common problems.
Collect sheets (even if uncompleted) at end of class, use to scan and find common
gaps in answers/areas of comprehension.

4mins Sit students down if they begin leaving before the bell, inform five minutes to be
back for next period or will start without them. Formally dismiss class.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

This week I had prepared a cue to begin and practised modulating my voice. Both of which
worked well and made my instructions far more explicit.

From the beginning I asserted my expectations and pulled students up when they did not meet
them. I gave students multiple non-verbal cues and warnings, then a choice, followed by a
punishment if students continued to misbehave. This approach worked really well and while I
had to move a student early in the lesson this helped prevent misbehaviour from other students
and helped distinguish myself as the authority figure in the classroom.

My positive praise, paraphrasing and guiding of student responses worked well in this lesson. I
had a variety of students keen to engage in the discussions and was able to get a number of
relevant and insightful responses from many of them.

While my lesson opening and classroom management was far more effective this week I still
have a number of areas to improve on. My time management was not ideal. I allowed too much
time for the first activity and while some students used this time to work, most rushed the
activity and used it as free time. I should have set a shorter completion time and begun going
through each answer/peer marking earlier to keep students focused at the beginning of the
lesson/prevent students wasting class time.

I need to practice writing on a whiteboard. The way I presented information was not clear or
well formatted enough. I need to practice dividing the board into a table and consider how I will
synthesis information in the clearest way possible for students. For example using different
coloured markers for different topics, mind maps etc. I must also practice keeping my writing
level and at a legible size and consider my positioning to prevent having my back to the class for
prolonged periods of time.

I formally concluded this lesson, dismissing the class myself and setting consequences for
students who returned late. This conclusion was far more effective than my previous two lessons
and prevented students returning late for the next period and gave me a greater sense of authority
over the learning space.