Lesson Plan

Day: M T W T F Date: 18/10/2017 Time: 10:45 – 11:30_

Year: _4C__ Lesson number _5 (2)_ of _6 (3) (if the lesson is one in a sequence of
lessons)

Learning Area: Literacy

Topic: Persuasive Writing

Australian Curriculum Content Description: (see ACARA or SCASA)

Understand that social interactions influence the way people engage with ideas and respond to others
for example when exploring and clarifying the ideas of others, summarising their own views and
reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and feeling and the language of factual
reporting or recording (ACELA1489)
Understand how texts vary in complexity and technicality depending on the approach to the topic, the
purpose and the intended audience (ACELA1490)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary
encountered in research (ACELA1498)
Make connections between the ways different authors may represent similar storylines, ideas and
relationships (ACELT1602)
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and
other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Plan, draft and publish imaginative, informative and persuasive texts containing key information and
supporting details for a widening range of audiences, demonstrating increasing control over text
structures and language features (ACELY1694)
Use a range of software including word processing programs to construct, edit and publish
written text, and select, edit and place visual, print and audio elements (ACELY1697)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement
Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Intercultura
Critical and Ethical Personal and l
General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understandi
ng

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular
skills needed.)
Students have prior knowledge of persuasive texts, social conventions and different methods of language for interaction,
being aware that they can increase or decrease both formality and forcefulness. They have a knowledge of text structure
and understand that different types of texts are structured in varying ways including, language choices depending on their
purpose and context. In addition to this they will understand the concept of point of view and the implications of this in
literature and literacy.

They will have knowledge that authors and media choose to portray different characters, events and settings in certain
ways to influence the audience and mood of the narrative. They will have studied language devices used to shape an
audience’s reaction and will have varying degrees of experience in creating literature, including public speaking.

Students will have been introduced to the concept of a good audience and the behaviours expected of them when
participating in an audience. This is lesson four in a series of six lessons on the topic persuasive language. The first lesson
introduced and explored techniques used in persuasive texts (evidence, attacks, rhetorical questions, connotation,
analogy, humour, formal vs colloquial language, repetition and analogy) and persuasive language in advertising and the
media (bandwagon, celebrity, everyday people, emotional appeal and humour). Students were asked to examine movie
posters and describe the persuasive techniques which they observed. The students were then given different types of
persuasive texts and were asked to create brainstorms on the types of techniques used in these texts to persuade the
audience.

The second lesson in the series introduced further techniques (images, slogans, alliteration, emotive language,
punctuation, deals and promises, conditional tense and interesting fonts) and required the students to compare two film
trailers, considering which was persuasive and which was non-persuasive. Students were asked to explain the reasons for
their decisions and discuss the persuasive techniques observed. Additionally, the students were presented with some
examples of actual print advertisements and examined the persuasive techniques used. The students then completed an
activity where they created their own print advertisement trying to persuade somebody to choose their partner to be a
friend.

The third lesson examined modality, this was an additional lesson created as an extension to the previous activity. High,
Medium and Low modality words were explained and discussed as a class group. The students were then asked to work
independently and create a t-chart of the arguments for and against banning peanut butter from schools. To assist, the
students were given a document which presented persuasive arguments for both sides. Once the t-chart had been
completed, the students were required to pick which side they most agreed with and fill in a worksheet with three
discussion points, as they would be read in a debate.

The fourth lesson in this series introduced song lyrics as another form of persuasive text. Students also examined the role
of an audience in listening to a speech and agreed to some social conventions to follow as an audience member. The
activity from lesson three was finished off and the students got experience presenting their arguments in front of the
class.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to encourage the students to use their creativity and recall the persuasive language and
techniques that have been taught over this series of lessons, to create an interesting and persuasive argument that has no
factual base. The students will be required to work in teams to argue why their team should be awarded the “prize” (the
first to go to lunch), they can offer humour or serious reasons. Students need to plan their arguments in their groups using
a method of their choice and agree upon the reasons they will present to the class, either as a group, or by selecting
speaker. This lesson will develop the students planning competencies, improve their groupwork skills and practice their use
of persuasive language and public speaking proficiencies.
Learning objectives: (What will students know and be able Assessment: (For each learning objective, state how
to do at the completion of the lesson – specific, concise and you will assess the degree to which the objective has
attainable objectives. Use relevant taxonomies.) been achieved. What will be the evidence of the learning?
Consider formative and, if appropriate, summative
On completion of this lesson, students will be able
assessment strategies)
to:
 Create a persuasive text utilising different planning tools  Anecdotal notes and observation of planning
such as a t-chart. methods during the process. (Formative)

 Make decisions on what key points are persuasive in an  Anecdotal notes and observation during the creating
argument. of the class contract. (Formative & Summative)

 Recognise different methods for being an effective and

persuasive public speaker.
 Understand how to present an argument using persuasive
language.
 Work in a group effectively and respectfully.
 Observation and anecdotal notes during the
presentations. (Formative)
 Anecdotal notes and observation during the
presentations. (Formative)
 Informal observation and assessment of t-charts.
(Formative and Summative)

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

 Laptops x 5 Laptops x 10
 Whiteboard
 Whiteboard marker
 Literacy workbooks
 T-Charts from previous lesson
 A3 paper (sketchpads)
 A4 paper
 Scissors
 Pens
Classroom is currently laid out in groups of six tables with an area at the front which will be sufficient for the students to
present their arguments and to gather for class discussion. Students will be seated in their table groups and asked to plan
their arguments at their desks. Students will be allowed to shift around the classroom to work in their groups of three.
During presentations the desks will be moved to the side to offer a larger area for the class to sit in a group on the floor.

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
This class consists of varying degrees of abilities, there is a small group of students who will require additional support in
this activity. I will walk around the classroom during the planning stage to ensure that all students who need the additional
assistance are receiving it. There is one student who will require direct assistance and further explanation in this lesson,
this will be facilitated by an education assistant who will work directly with this student and his group. Students are seated
in groups of similar abilities; therefore, the education assistant will have the ability to assist some of the other students
who need additional support.

Additionally, there is a new student who started at the school in term four, in week one she has shown herself to be
capable and in line with the current curriculum at the new school, however this will need to be considered and assessed as
the lesson progresses to ensure that she is not left behind. Close observation of her progress and participation in the
lesson will be required.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

5 mins 1. Review the debate topic that the students planned in the previous lesson.

Sequence of learning experiences: (What learning experiences will help the students achieve the learning
objectives? What instructional strategies will be used?)

5 mins 2. Not all the groups managed to complete their arguments in the previous lesson, therefore they will
need to complete these in this lesson.

15 mins 3. Students to work in groups and finish planning their arguments as to why their group should win this
competition.
a. Students to finish writing their drafts into the read write think websites persuasion map.
i. http://www.readwritethink.org/files/resources/interactives/persuasion_map/

4. If students have completed their arguments, they can write their discussion points on que cards and
decide who will be talking.

5. Students to practice their speeches.

20 mins 6. Students to present their speeches in front of the class.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

7. If there is time, revisit the key points to remember about presenting and public speaking.
a. Head up
b. Make eye contact with the audience
c. Speak at a good pace (not too fast)
d. Say “thank you” when you are done
e. Make your speech relevant to your audience (appeal)
f. Use rhetorical questions to emphasise a point
g. Turn your nerves into excitement
h. Speak clearly
i. Use facts
j. Remember the aim of your speech is to persuade the audience
k. Don’t speak for too long (3 – 5 minutes)
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you
actually taught the lesson)