Learning Area: English Class /Stage: Mentor Teacher Signature:

6U Stage 3 Emilie Usien

Topic: The Deconstruction of a Persuasive Text Date and Time: Tuesday 01/06/2021
Curriculum Outcomes: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and
technologies EN3-3A. 
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to
and composing texts.

Content:
analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their
purposes.
recognise evaluative language, including emotive language and modality.
recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning.
understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and
effects (ACELA1518).

Learning Intention  WALT become an expert detective on the different features that make a good persuasive text.

Success Criteria  Success Criteria: show understanding of the different types of language and the structure that are needed to create a text that
will persuade the reader.

Procedure Engagement/ Introduction: Ask all students to come into the room and take a seat on the floor. Set clear behaviour expectations
for the session and remind students of the 5Ps and below the line behaviour. Play slideshow and provide students with the WALT
and WILF for todays lesson and recall that a persuasive text is used to persuade an audience to agree with a certain point of view.
Next enhance student engagement by playing the game gone in 60 seconds. Students have 60 seconds to persuade the class and
argue for or against the topic students should get paid to go to school. After each student presentation analyse the key language
features and structures used and write these on the board. Especially Rhetorical questions emotive language, modality, PEEL
paragraph structure, text structure of introduction, 3 main arguments and conclusion that reaffirms the argument, and then add
these into a checklist and have students copy them into their books. This will connect students to their prior learning experiences
on the structure and language features of persuasive texts and be used later during the lesson sequence.

Learning experiences: As a class read the mentor text and discuss the purpose and audience of the text via questioning the class.
Tell students that we are going to look closer at the text and detect some persuasive devices. Annotate the text structure of the text
together- text structure of introduction, 3 main arguments and conclusion that reaffirms the argument. Tell students that today
they will be splitting into groups of 3 or 4 and becoming expert detectives in a part of the text. Each group will have a copy of the
MT work together to annotate it and find their assigned part of the text. Once they are expert detectives, the group will present
their findings to the class, with one group member putting on the detective costume to present, whilst another is the director, and
another adds their findings into the google doc on the IWB. Students are split into ability groups (of 3 or 4). Each group is then
given the task of deconstructing an element of the text;.
Group 1 identifying Rhetorical Questions.
Group 2 deconstructing the text into PEEL paragraph structure.
Group 3 modality/modal verbs.
Group 4 emotive language
Group 5 will focus on connectives/ conjunctions as well as spelling.
Group 6 is looking for all noun/verb groups and punctuation.

Ring the class bell and give students a 5-minute warning before they need to pack away and come back to the floor. Once 5
minutes is up, tell students the floor is Lava and begin to count down from 10 to have students packed away and seated on the
floor.

Closure: As closure, have groups come to the front of the room and present their findings on the assigned feature of persuasive
text. After each group has presented, ask students to complete two stars and a wish feedback- 1 star for what they have enjoyed, 1
star for what they have learnt and 1 star for a question they still have.
Resources  Detective outfit
 33 Copies of MT
 IWB
 Google Docs
 Exit slip
Questions Who is the audience of a persuasive text? What is the text structure of a persuasive text? What are the language features of a
persuasive text?
Reflection Exit slip (post it note) for student reflection
Assessment  Diagnostic assessment via questioning.
 Summative assessment- presentation and Exit slip- post it note.