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

6U Stage 3 Emilie Usien

Topic: Constructing a Persuasive text Date and Time: 03/06/2021
Curriculum Outcomes: uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in
different media and technologies EN3-6B.

Content:
experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation
Respond to and compose texts
• select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an
audience
• experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
• use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts
• select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts
• use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts

Learning Intention WALT write a persuasive text using our knowledge of sentence structure, grammar, punctuation and vocabulary.
Success Criteria  WILF Students are able to write a persuasive text that includes correct and appropriate sentence structure, grammar,
punctuation, and vocabulary.

Differentiation Emergent Given scaffolded planning document and writing frame.

Expected Given freedom for peer discussion and encouraged to work independently.
Advanced Given additional task to write complete persuasive text in time given.
Classroom organisation  Students will be seated on the floor at the front of the classroom for power point presentation and discussion/analysis of
marking rubric. They will then move to their seating arrangement for assessment task.

Procedure Engagement/ Introduction: Write the lesson WALT & WILF on the board.
Play Power point on persuasive writing ‘Grammar Links’ to engage students and allow them to recall prior knowledge of
persuasive writing techniques and discuss each technique with students. Tell the class that in today’s lesson they will work in
groups to construct a persuasive text using the features we have learnt in the previous lessons.

Learning experiences:. Use the writing process of drafting, composing, recording, revising, editing and publishing to write a
persuasive text. Provide students with the marking rubric and discuss all different points with the class, use thumbs up thumbs
down questioning to assess student confidence before moving on. Tell students they have 10 minutes planning time and hand out
the planning sheet. Emergent learners use a writing frame to scaffold their writing and utilise the content and support structures in
their writing books. Students however can choose the level of support required. Tell students they will use this sheet to generate
ideas and consider the purpose and audience of their writing. Once 10 minutes is up students move on to the Drafting Phase.
Students begin recording their ideas and draw attention to grammar, punctuation, spelling, meaning and handwriting.
After drafting students are allocated 5 minutes to swap their book with the person next to them for two stars and a wish feedback.
Once students have completed swap books back and finalise editing. And proof reading, looking at text layout/structure,
punctuation, grammar, and spelling, as well as checklist and rubric. Finalise with publishing, where students will have 15 minutes
to publish their text.

Closure: Students whom would like to share their persuasive argument can present to the class. All students then write their name
on their text and place these out the front of the room. Tell them that they will be bound and presented to Miss Usiean in an
attempt to persuade her for a class party (this idea was pre-discussed and party approved prior to creating this lesson plan).

Resources  Planning sheet- 32 copies

 Lined writing paper for drafting and publishing 62 Pages
 Marking Rubric
 18 Copies of writing frame
 Writing Books
Questions What needs to be included in a persuasive text? How do we give effective peer feedback? How can we examine our writing and
make adjustments based on feedback?
Reflection Reflection during editing phase- reflecting on writing and peer feedback comments.
Assessment  Observational assessment
 Peer assessment
 Summative assessment of persuasive writing via marking rubric