ENGLISH UNIT PLAN
Topic: Persuasive writing Year level: 5/6
Unit Description:
Students will explore what is persuasive text and the elements of it. They will construct and edit their own persuasive texts of a
given topic.
Content descriptors:
YEAR 5
Language: Language:
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well
as the degree of formality (ACELA1504)
Literacy:
Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language
features used in imaginative, informative and persuasive texts to
meet the purpose of the text (ACELY1701 )
Creating texts
Plan, draft and publish imaginative, informative and persuasive
print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose and audience
(ACELY1704)
Re-read and edit student’s own and others’ work using agreed
criteria for text structures and language features (ACELY1705)
General Capabilities:
Critical and creative thinking
Numeracy
Literacy
Achievement standard:
YEAR 5
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in
understanding the text. They understand how language features, images and
vocabulary influence interpretations of characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic,
grammatical, semantic and contextual knowledge. They analyse and explain
literal and implied information from a variety of texts. They describe how
events, characters and settings in texts are depicted and explain their own
responses to them. They listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They
develop and explain a point of view about a text, selecting information, ideas
and images from a range of resources.
Students create imaginative, informative and persuasive texts for different
purposes and audiences. They make presentations which include multimodal
elements for defined purposes. They contribute actively to class and group
discussions, taking into account other perspectives. When writing, they
demonstrate understanding of grammar using a variety of sentence types.
They select specific vocabulary and use accurate spelling and punctuation.
They edit their work for cohesive structure and meaning.
LEARNING SEQUENCE
DIAGNOSTIC ASSESSMENT AND INTRODUCTION
LESSON 1
Introduce: (10 mins)
1. Watch Toy Story 1 - This is the perfect time to panic! Video on YouTube. After watching,
students will discuss the following in their groups. Students will share their findings back to
the class.
Duration: 2 weeks; 4 lessons x 45 mins
YEAR 6
Text structure and organisation
Understand how authors often innovate on text structures and
play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects (ACELA1518)
Literacy:
Interpreting, analysing, evaluating
Analyse how text structures and language features work together
to meet the purpose of a text (ACELY1711)
Creating texts
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)
Re-read and edit students’ own and others’ work using agreed
criteria and explaining editing choices (ACELY1715)
Cross Curricular priority
n/a
YEAR 6
Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of text structures can
achieve particular effects. They analyse and explain how language features,
images and vocabulary are used by different authors to represent ideas,
characters and events.
Students compare and analyse information in different and complex texts,
explaining literal and implied meaning. They select and use evidence from a
text to explain their response to it. They listen to discussions, clarifying
content and challenging others’ ideas.
Productive modes (speaking, writing and creating)
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. They explain how their choices of language features and
images are used.
Students create detailed texts elaborating on key ideas for a range of purposes
and audiences. They make presentations and contribute actively to class and
group discussions, using a variety of strategies for effect. They demonstrate
an understanding of grammar, and make considered vocabulary choices to
enhance cohesion and structure in their writing. They use accurate spelling
and punctuation for clarity and make and explain editorial choices based on
criteria.
RESOURCES
YouTube clip
Post it notes
Box
 STRUCTURE OF A PERSUASIVE TEXT Sequencing
LESSON 2 Introduce: (5 mins) persuasive texts
1. Recall what was learnt in the previous lesson. Ask students what is the purpose of worksheet x 29
persuasive texts. Make connections with the paragraphs that students wrote in the first
lesson. Persuasive text
Develop: (25 mins) PowerPoint
1. Display ‘Persuasive Text’ PowerPoint. Discuss the persuasive text structure as outline on
PERSUASIVE LANGUAGE FEATURES Persuasive text
Introduce: (5 mins) PowerPoint
LESSON 3

1. Revise what a persuasive text is and what was covered in lesson 2.

Develop: (30 mins) Students’
1. Go through language features on slide 16. Encourage students to suggest some examples for workbooks
each persuasive language feature.
2. Invite a students to read out paragraph on slide 17. Highlight the different examples of each Identifying
persuasive language feature. persuasive
3. In groups, students will findPERSUASIVE
at least one example of a present text thinking verb, connecting
DEVICES language
Students’
Introduce: (5 mins) workbooks
LESSON 4

1. Revise what was learnt in the previous lesson.

Develop: (30 mins) Persuasive
1. Explain what persuasive devices are and what they are used for, as outlined on slide 5 of the devices
PowerPoint. Students will take notes in their books worksheet
2. Go through each persuasive device (11 in total). In between each one, students will write
down examples and discussMODALITY
with their groups
ROLEon other
PLAY examples of each persuasive device. Modality role
Introduce: (5 mins) play on
LESSON 5

1. Revise what was learnt in the previous lesson. See if students can name all 11 persuasive PowerPoint?
devices that they covered from previous lesson.
Develop: (35 mins)
1. Focus on modality. Discuss the difference of high modality words and love modality words
and the impact it has when we’re trying to persuade someone.
2. Invite 3 students to role play scenario 1. Ask students which child is more convincing and
PEEL STRUCTURE PEER
Introduce: (5 mins) paragraph
LESSON 6

1. Revise what was learnt in the previous lesson. Emphasising on the purpose and different structure
persuasive devices.
Develop: (35 mins) PowerPoint
1. Discuss the PEEL technique structure when writing a persuasive paragraph. Jumble up the
paragraph on page 3 and ask students if it make sense. Students are to discuss in the groups Students’ book
the what the paragraph should sound PERSUASIVE
IMPROVING like in accordance to the peel structure. Have a class
TEXTS Improving
Introduce: (5 mins) persuasive text
LESSON 7

1. Revisit the peel structure that was explored in the previous lesson. work sheet (one
Develop” (35 mins) per pair)
1. Get students up and moving again and ask, ‘should adults stop telling children that they
should never eat chocolate?’ Students to move and discuss their reasonings. PowerPoint
2. Read out the improving persuasive text on chocolate and discuss what persuasive devices
are missing. SCAFFOLDING THEIR TEXT Persuasive text
Introduce: (5 mins) plan
LESSON 8

1. Revise on everything that was learnt so far.

Develop” (35 mins)
1. Students to begin planning their persuasive text and researching some facts.
2. Teacher to circulate and provide assistance.
Conclude (5 mins)
1. Check in where students are at. Pack up
WRITING UP
Introduce: (10 mins)
LESSON 9..

1. Go through the rubric together as the class.

Develop” (35 mins)
1. Students to write their persuasive text.
Conclude (5 mins)
1. Check in where students are at. Pack up