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Lesson Plan

Day: M T W T F Date: 4/8/2017 Time: 1:45- 1:55 Year: 2

Learning Area: English Topic: Persuasive techniques

Curriculum content description:

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Students prior knowledge and experience:

Students will have not studied persuasive techniques in previous years, although they have experience
in using persuasive techniques regularly without students knowing. For example, students will have
experience with trying to persuade someone to buy an item through repetition and rhetorical
questions.

Learning purpose: The purpose of this task is to ensure students are comfortable with various devices
and persuasive techniques.

Learning objectives: Evaluation:

On completion of this lesson, students will be able My lesson objective will be achieved once I ask the
to demonstrate an understanding of the various students at the end to summarise each of the
persuasive devices and be able to apply them to persuasive techniques for me. Although I cant
their daily lives and learning content. assess or mark their work, I will ensure every
student understands the meaning behind each
Over the span of 10 minutes of the micro lesson,
device and how to implement it.
students will understand rhetorical questions,
repetition and anecdotes.

Preparation and Resources:

Whiteboard
Books
Pencils
Erasers
Catering for diversity

For students that are academically advanced and understand the content well, I will challenge them to
understand more persuasive devices, such as alliteration and clichs. I will allow these students to write
sentences in their books using alliteration or a clich.

For the students that are struggling to grasp onto the concept of persuasive techniques, I will provide
them with examples of each. For example, if a student is struggling to understand what a rhetorical
question is, I will provide them with many examples of rhetorical questions. Similarly, if students dont
understand anecdotes or reputation, I will provide them with various examples of a personal story that
could be incorporated into persuasive writing.

Timing: Learning Experiences:

4 1. Introduction:

Begin with a rhetorical question, an anecdote and repetition.


Ask: Why are we all here today?
Give a personal story of a student who never does their homework
Repeat: It is a lovely day today, it is a lovely day today, it is a lovely day
today.
Explain to students the meaning behind each concept
Ask: Does anyone know what persuasive techniques are?
Explain how rhetorical questions, repetition and anecdotes are used in
persuasive writing.

4
2. Sequence of learning experiences:

Allow students to write or say sentences using rhetorical questions,


repetition and anecdotes.
Monitor them to ensure everyone understands the content
Regularly ask questions: Does anyone need help? Is anyone stuck on a
certain technique?
Give an example using an anecdote, then allow students to complete the
task individually

3. Lesson conclusion:
2
Summarise by allowing some students to explain what each of the three
persuasive techniques means
Elaborate on what the students said and further explain these techniques
Allow every student to share one sentence theyve formed
This will allow students who did not fully understand the concept to
understand
Ask: Is anyone still struggling and still feels they need more help?

Lesson Evaluation:

Overall, I felt I stumbled in my lesson. I had forgotten what I was saying to the students and as a result, I
started to lose the class. I did not practice my lesson plan or think it through properly. However, at the
start, the students were able to give me responses and understood some concepts.

With more practice, I feel like I could have done a better job.