Term 3 Persuasive Writing Plan - Revised

LA20 Lauren Taylor

Curriculum link: 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)
Columns removed from original copy for school and student confidentiality
Week
Week
7

Learning experiences and resources

Learning objective: for students to identify elements of a persuasive writing text.
Inform and Inspire
Inform/display the focus for the lesson. What we are going to learn today, Display this on the whiteboard.
Activity (in pairs): RallyRobin (Kagan). Pose discussion question: what are the elements we need to include
in a persuasive writing text? Students discuss with their shoulder partner for 30 seconds then with their
face partner for 30 seconds. Display visual timer on the interactive smart board (TimerTools). Using Kagan
Team Mats students numbered 3 and 5 stand up to share. Put ideas shared from students onto a poster
(visual display for classroom). Ask students to put their hand up if there are elements not mentioned. I
provide elements that are missed.
Show and share
Display a persuasive writing text on the interactive smart board and read out loud to the students. Ask
students if they can see the introduction, main body and conclusion. Pick elements in each to focus on.
Students complete a self assessment for each showing me thumbs up, to the side or down in response to
my question.
Activity: RallyRobin (Kagan) to check your answers. Timed for 20 seconds. Used Team Mats to identify
students to share on the board.
Try and Transfer
Each shoulder partner has a sample persuasive text.
Activity: RallyCoach (Kagan) to take turns with their partner (labelled A and B) to identify and underline all
the elements in the text. Student A underlines the different elements in the introduction (rhetorical
question, main ideas stated) and student B coaches then they swap completing the whole text.
Review and Revise
Refer back to the learning goal. As the students if they were able to identify the elements of a persuasive
text.
Self assessment: hands on head, shoulders or in lap. RallyRobin with the person next to them share one
thing about persuasive writing texts they leant today. Timed 20 seconds.

Week
8

Assessment on exit: students line up and say either - introduction, main body or conclusion (mix it up
between students) and the students needed to give me one element. If students were unsure they go
back to the line to think about a response and others in line are able to help them.
Alternative is mug of mystery.
Learning objective: for students to identify elements of a persuasive writing text.
Review and Revise
Activity (in groups): Numbered Heads Together (Kagan). Explain Numbered Heads Together for those
students who are unaware of structure. Each group has two sticky notes on their desk. Give each group a
focus: introduction, main body or conclusion. Students write an element on each sticky note. Once all
students agree they can place sticky notes on the board and sit down.
Assessment: overall observation to see if students understand.
Try and Transfer
Activity (whole class - pairs): RallyCoach (Kagan). Explain RallyCoach for those students who are unaware
of structure. Display and read a persuasive text on the interactive smart board (ICT). Altogether students
complete a blank plan deconstructing main elements from the text - see attached sheet. Complete
altogether as a class sharing elements for students to self correct work. Complete activity
Activity (in pairs): RallyCoach (Kagan). Display and read a persuasive text on the interactive whiteboard
(ICT). Following the same structure as previous activity. Students complete in pairs.
Review and Revise
Use mug of mystery to share findings from activity. Check for student understanding - verbal discussion
and visual self assessment (thumbs up, sideways or down) whether they are confident to create on
persuasive writing text.
Assessment: note students participation and engagement in lesson. Look at students sheets to check
understanding. Decide whether students need a follow up lesson or to begin to create own persuasive
writing text.

Week
9
and
Week
10

Learning objective: for students to identify elements of a persuasive writing text to organise ideas into
a persuasive writing plan and create a persuasive writing text.
Apply and Action
Activity: Pose statement to students - Transporting convicts to Australia was a good solution to England's
overcrowding prisons (display on interactive smart board for students to refer back to). Students move to
each side of the room showing whether they agree or disagree with the statement. Within the two groups

they discuss reason for their position and share to the rest of the class. Discuss responses.
Activity: Each student has two post it notes on their desk. On one post it note they write a reason
agreeing with the statement and on the other post it note and write a reason disagreeing with the
statement and stick one in each column on the whiteboard. Discuss the different responses for each
positions.
Activity: at their desks students complete a T chart with the headings agree and disagree at the top. In
each column students provide at least three reasons for each position. They can use ideas from
discussions in class and ones displayed on the whiteboard.
Activity: Students decide on their position and create a persuasive writing plan to organise their ideas.
Refer back to poster displayed on the wall and provide a layout for students to follow to ensure all
essential information is included in the plan.
Activity: Display rubric and discuss all the categories and expectations. Students begin drafting their
persuasive writing text.
Assessment: over the shoulder marking, working one on one with students and student achievement
according to the assessment rubric.