Lesson Plan

Day: M T W T F Date: 11/02/2020 Time: 9:00am Year: 3

Lesson number 2 of 2 (if the lesson is one in a sequence of lessons)

Learning Area: English

Topic: Persuasive Writing

Australian Curriculum Content Description: (see ACARA or SCASA)

1. Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
2. Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control
over text structures and language features and selecting print, and multimodal elements appropriate to
the audience and purpose (ACELY1682)

Aboriginal and Torres Strait Islander Asia and Australia’s

Cross-curriculum priorities: Sustainability
histories and cultures engagement with Asia

Personal and
General Critical and Ethical Intercultural
Literacy Numeracy ICT social
capabilities: creative thinking behaviour understanding
capability

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 some prior knowledge of persuasive writing
- When the complete the ‘Cold Task’ it was obvious that they struggled to understand how to persuade people

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
- The purpose of this lesson is to extend on the children’s knowledge of persuasive writing, as well as look into
their creative side

Learning objectives: (What will students know and be able to
do at the completion of the lesson – specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able to:
- Understand the conventions of a persuasive text, and
put them into a real-life situation
Assessment: (For each learning objective, state how
you will assess the degree to which the objective has
been achieved. What will be the evidence of the
learning? Consider formative and, if appropriate,
summative assessment strategies)
- Completed Design a Donut sheet

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)
- Supplied PowerPoint
- Design a Donut sheet
Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
- Some students will stay on the mat with the teacher to complete the task

Timing Learning experiences

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

9:00 Recap what they did when they wrote their ‘cold task’ about whether tv or books are better.
Open the PowerPoint presentation and begin.

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

Go through the PowerPoint and follow the prompts.

9:05
Watch the TED video of student, Simon Link.
https://www.youtube.com/watch?v=Kh9GbYugA1Y

Go through the conventions of a persuasive text.

Explain Design a Donut task and complete example on the board.

Get students to go back to their desks and complete the design a donut task.

10:00 Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

Share some of the Design a Donut tasks so students can see each other’s.
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)

If I taught this lesson, I would reflect in some of the following ways;

- How did the students work collaboratively?

- Was the activity engaging?
- Was the activity motivating?
- Did the students enjoy the text ‘The no-good, rotten, run-on sentence’?
- Were students capable of completing the task?
- Was there sufficient time to complete the activity
- Was additional scaffolding required?
- Did students understand all instructions?