LESSON PLAN (3)

Pre-service Teacher ‘s name: Joshua Lowe Date: 05/09/2019

Year level/ age range & number of children: Year 6, ages Highlight planning process:
11-12, 30 students Planned collaboratively with Supervising Teacher
Planned collaboratively with peer
Planned independently based on ST lessons
Estimated duration of the learning experience: 40 Planned Independently
minutes Deconstruction of Supervising Teacher’s lesson

Prior learning and background of the children: Students have been writing persuasive texts. Their first text
was on the school’s homework policy. They have been exploring text structure, signposting, and the use of
connectives.

Learning intention (aim): To expand students’ vocabulary i.e. signposting, connectives and wow words.
They will then use this vocabulary and begin drafting up a persuasive text revolving around the use of
corporal punishment in their school. Students will write persuasive texts that are engaging and intrigue the
reader, attempting to sway them to their side of the argument. Arguments must be evidence-based.

Learning area: English

Specific Topic: Persuasive writing

Strand and sub-strand from the Australian Curriculum: Literacy - Creating texts

Australian Curriculum content description(s): Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text structures, language features, images and digital
resources appropriate to purpose and audience (ACELY1714)

Relevant parts of the achievement standard from the Australian Curriculum: Students understand how
language features and language patterns can be used for emphasis. They show how specific details can be
used to support a point of view. Students create detailed texts elaborating on key ideas for a range of
purposes and audiences.

Success criteria for children (objectives): Students begin highlighting the use of wow words (uplifted
vocabulary), they begin using uplifted vocabulary and emotive persuasive language in their arguments.
They develop a broader vocabulary that includes connectives i.e. however, furthermore, subsequently,
consequently etc.

Success criteria for the teacher: Students use an extended vocabulary to formulate a persuasive argument.
They highlight various wow words and utilise them within their texts.

Teaching strategies: Preparation/ organisation/ resources:

The lesson will follow the 4T model. I’ll start the ● English writing books
lesson by explicitly stating the learning intentions for
the lesson. The responsibility for learning will
gradually be released to students as they engage in
discussions about their texts with their peers. They
will then begin formulating the drafts for their
persuasive texts individually.

Differentiation (pre-core/core/extension/acceleration): Students will be creating persuasive texts based

upon their knowledge of the topic and will be using their own vocabulary. Students will have a choice to
write in their books or use laptops.

Opportunities to provide feedback: At the start of the lesson during the introduction. Throughout the
lesson I will be engaging with students discussing their reasoning behind their arguments and highlighting
their use of wow words.

LESSON RUNNING SCHEDULE: Time frames

(Approximate time frames
need to be flexible, tweak
these to match context)
Transition: Students will have their English writing books ready. 2-3 minutes

Introduction: At the start of the lesson I will select a few students to read a 5-10 minutes
paragraph from the drafts of their persuasive texts. I will discuss their reasoning (Adapt for younger
behind their arguments and use prompting questions to expand their thinking children (age + 2 mins as
an indicator))
where applicable. I will then make the learning intentions of the lesson clear to the
students.

Development: Students will then have an opportunity to discuss their work with 10-15 minutes
their peers, making comments on text structure and vocabulary use. (Adapt for younger
children (age + 2 mins as
an indicator))

Consolidation and practice: Students will then take what they have learned 20-30 minutes
through discussions with their peers and apply it as they work individually on their (If the work period is
texts. Students who still need to finish their plans from last lesson will be told to longer, ensure children are
engaged in learning by
complete them as soon as possible and then move on to their rough draft. Those using different types of
that are working on completing their rough draft will have this lesson to complete teaching strategies,
them. Those that have completed their rough drafts will need come to see me and moving between explicit
run through their drafts so that I can provide on how they can upskill before and guided teaching each
moving on to the final draft of their persuasive text. 10-15 minutes or for
younger children (age + 2
mins as an indicator))
Conclusion WWW reflection: At the end of the lesson I’ll base a discussion on 5-10 minutes
some of the students’ arguments and draw attention to their use of wow words. (Adapt for younger
children (age + 2 mins as
an indicator))