Persuasive Writing Program
Persuasive Writing Program
Australian Curriculum Version 9
Year 5
Level Descriptions
In Year 5, students interact with audiences for different purposes.
Year 5 students create a range of imaginative, informative and
persuasive types of texts that may include narratives, procedures,
performances, reports, reviews, poetry, arguments and explanations
for particular purposes and audiences.
From Year 5 onwards, students continue to develop legible
handwriting.
Achievement Standards
By the end of Year 5, students interact with others, and listen to and
create spoken and/or multimodal texts including literary texts. For
particular purposes and audiences, they share, develop and expand
on ideas and opinions, using supporting details from topics or texts.
They use different text structures to organise, develop and link ideas.
They use language features including topic-specific vocabulary and
literary devices, and/or multimodal features and features of voice.
They create written and/or multimodal texts, including literary texts,
for particular purposes and audiences, developing and expanding on
ideas with supporting details from topics or texts. They use
paragraphs to organise, develop and link ideas. They use language
features including complex sentences, tenses, topic-specific
vocabulary and literary devices, and/or multimodal features. They
spell using phonic, morphemic and grammatical knowledge.
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Year 6
Level Descriptions
In Year 6, students interact with audiences for different purposes.
Year 6 students create a range of imaginative, informative and
persuasive types of texts that may include narratives, procedures,
performances, reports, reviews, poetry, expositions, explanations and
discussions for particular purposes and audiences.
Achievement Standards
By the end of Year 6, students interact with others, and listen to and
create spoken and/or multimodal texts including literary texts. For
particular purposes and audiences, they share, develop, explain and
elaborate on ideas from topics or texts. They use and vary text
structures to organise, develop and link ideas. They use and vary
language features including topic-specific vocabulary and literary
devices, and/or multimodal features and features of voice.
They create written and/or multimodal texts, including literary texts,
for particular purposes and audiences, developing, explaining and
elaborating on relevant ideas from topics or texts. They use text
structures and vary paragraphs to organise, develop and link ideas.
They use and vary language features including sentence structures,
topic-specific vocabulary and literary devices, and/or multimodal
features. They spell using phonic, morphemic and grammatical
knowledge.
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Content Descriptions
Language
Text structure and organisation
AC9E5LA03
describe how spoken, written and multimodal texts use language
features and are typically organised into characteristic stages and
phases, depending on purposes in texts
AC9E5LA04
understand how texts can be made cohesive by using the starting
point of a sentence or paragraph to give prominence to the message
and to guide the reader through the text
Literacy
Creating texts
AC9E5LY06
plan, create, edit and publish written and multimodal texts whose
purposes may be imaginative, informative and persuasive,
developing ideas using visual features, text structure appropriate to
the topic and purpose, text connectives, expanded noun groups,
specialist and technical vocabulary, and punctuation including
dialogue punctuation
AC9E5LY07
plan, create, rehearse and deliver spoken and multimodal
presentations that include relevant, elaborated ideas, sequencing
ideas and using complex sentences, specialist and technical
vocabulary, pitch, tone, pace, volume, and visual and digital features
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Content Descriptions
Language
Text structure and organisation
AC9E6LA03
explain how texts across the curriculum are typically organised into
characteristic stages and phases depending on purposes,
recognising how authors often adapt text structures and language
features
AC9E6LA04
understand that cohesion can be created by the intentional use of
repetition, and the use of word associations
Literacy
Creating texts
AC9E6LY06
plan, create, edit and publish written and multimodal texts whose
purposes may be imaginative, informative and persuasive, using
paragraphs, a variety of complex sentences, expanded verb groups,
tense, topic-specific and vivid vocabulary, punctuation, spelling and
visual features
AC9E6LY07
plan, create, rehearse and deliver spoken and multimodal
presentations that include information, arguments and details that
develop a theme or idea, organising ideas using precise topic-specific
and technical vocabulary, pitch, tone, pace, volume, and visual and
digital features
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Literacy Progression Version 3
CrT8
Crafting ideas
● creates persuasive texts for a broader range of learning area
purposes (e.g. designs a healthy food campaign)
● includes structural features appropriate to the type of text and
task such as an introduction with a statement of position,
body paragraphs and simple conclusion
● presents a position and supports it with one or a few simply
stated arguments
● includes arguments and ideas which are relevant to the
purpose of the text
● organises arguments into paragraphs to support the reader
concludes by restating
Text forms and features
● uses cohesive devices to link points in an argument (e.g. uses
text connectives such as however, on the other hand)
● uses some rhetorical devices such as repetition
● uses adjectives to persuade (e.g. dangerous behaviour)
● uses simple modal verbs and adverbs (e.g. should, will, quickly)
● selects visual and audio features to expand argument in
written texts (e.g. images, music)
● uses inclusive language (e.g. we cannot allow this to happen)
Vocabulary
● uses a range of learnt topic words to add credibility to
arguments
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CrT9
Crafting ideas
● creates persuasive texts that take a position and supports it
with arguments (e.g. examines the benefits of physical activity
to health and wellbeing)
● selects structural elements to suit the purpose (e.g. introduces
an argument with a clearly articulated statement of position)
includes two or more elaborated arguments
● develops a clear persuasive line through inclusion of a number
of arguments with supporting points
● orients the reader to the persuasive premise of the text
● concludes by synthesising the arguments
Text forms and features
● uses cohesive devices to link arguments, evidence and reasons
(e.g. uses text connectives such as therefore, furthermore)
● includes salient visual and audio features to complement
written ideas
● uses vocabulary to position the reader (e.g. precise nouns and
adjectives)
● uses a broader range of modal verbs and adverbs (e.g.
definitely)
Vocabulary
● uses words to express cause and effect (e.g. consequently,
thus)
● selects vocabulary to persuade (e.g. uses words to introduce
an argument such as obviously)
● uses technical and topic specific words to add authority (e.g.
innovative design, solution)
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CrT10
Crafting ideas
● creates persuasive texts to discuss, evaluate and review (e.g.
evaluates and reviews design ideas)
● includes persuasive points with effective elaborations and
supporting evidence
● intentionally selects structural elements for effect (e.g.
includes an appropriate conclusion that sums up,
recommends or reiterates)
● includes counter argument or refutation if appropriate
● uses evidence and research including digital resources to
expand upon information and elaborate concepts
Text forms and features
● uses rhetorical devices such as rhetorical questions
● varies sentence structure for effect (see Grammar)
● judiciously uses language, visual and audio features to
emotionally or intellectually affect the audience
● skilfully uses a range of cohesive devices to make connections
between arguments (e.g. foreshadows key points in
introduction and reinforces key points in topic sentences)
● judiciously selects evidence and language to strengthen
arguments
● uses passive voice and nominalisation strategically to avoid
stating the actor in the sentence (e.g. an expectation of failure
became common)
Vocabulary
● uses a range of synonyms for frequently occurring words, in a
longer text
● uses topic-specific vocabulary to add credibility and weight to
arguments
● uses language that evokes an emotional response
● uses words that create connotations
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CrT11
Crafting ideas
● creates sustained, robust arguments on complex learning area
topics (e.g. should bushrangers be afforded hero status?)
● uses structural features flexibly to organise ideas strategically
(e.g. includes a defined, cogent summation or call to action)
● uses citation and referencing from authoritative sources
● anticipates reader knowledge and possible bias and
accommodates these in development of arguments (e.g. you
may have thought that …)
● positions the reader effectively by providing a clear thesis and
relevant context (e.g. by previewing the arguments)
● strategically selects visual and audio resources to position the
reader/viewer (e.g. a video clip of an authoritative source)
Text forms and features
● uses sophisticated evaluative language devices such as
allusion, evocative vocabulary and extended metaphor
Vocabulary
● uses vocabulary for precision (e.g. the underwhelming
performance of the opening batsmen)
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NSW English Syllabus 2022

Creating written texts
EN3-CWT-01
plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar,
punctuation and word-level language

Persuasive purposes
● Choose text formats with appropriate text structures, features and language to persuade a target audience
● Group ideas to develop a statement of position, and clear, logical lines of argument that synthesise points, and structure a rhetorically
effective conclusion
● Create objective, impersonal arguments
● Combine personal and objective arguments for persuasive effect
● Present arguments from one or multiple viewpoints to persuade target audiences
● Use rhetorical devices targeted to the audience
● Use modality to qualify or strengthen arguments

Text features for multiple purposes

● Control tense across a text according to purpose, shifting between past, present and future tense if required
● Maintain correct noun–pronoun referencing, subject–verb agreement and use temporal, conditional and causal connectives to build
cohesive links across a text
● Use word repetition and word associations as cohesive devices across texts
● Substitute specific nouns with all-purpose words as a cohesive device to replace verb groups, noun groups or whole clauses
● Experiment with figurative language for effect and to engage the reader, including metaphor, hyperbole, oxymoron and allusion
● Create written texts that include multiple paragraphs with clear, coherent transition of ideas
● Choose multimodal features suited to a target audience and purpose, to reinforce and extend ideas
● Acknowledge sources of information to add credibility and authority to arguments and information

Sentence-level grammar
● Experiment with the use of non-finite verbs in adverbial clauses
● Make choices about verbs and verb groups to achieve precision and add detail
● Experiment with embedding adjectival clauses with the subject and/or object of other clauses, to modify the meaning or to add detail
to a noun or noun group
● Experiment with the placement of adverbial clauses, to modify the meaning or to add detail to a verb or verb group
● Include appositives to provide details to nouns and to vary sentence structures suited to text purpose
● Create nominalisations to convey abstract ideas and concepts succinctly and authoritatively
● Make choices about the use of declarative, exclamatory, interrogative and imperative sentences to suit text purpose, and for meaning
and effect
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● Vary sentence structures or lengths when using simple, compound and complex sentences, with a focus on achieving clarity and
effect suited to text purpose

Punctuation
● Use capital letters at the beginning of a sentence, to indicate proper nouns, for headings and subheadings, to indicate the beginning
of a poetry line, for emphasis, and when using acronyms
● Use a comma to separate a subordinate clause or a phrase from the main clause, or to separate information within a sentence, or to
separate items in a list
● Use quotation marks consistently across a text to distinguish words that are spoken by characters in dialogue or words authored by
others
● Understand that texts, such as poetry, may include innovative use of punctuation, and experiment with punctuation to suit purpose
and for effect
● Use parentheses in the first instance when abbreviating names using acronyms, and when acknowledging a source
● Experiment with dashes and parentheses for humorous or ironic effect
● Understand and use simple hyphenation generalisations

Word-level language
● Use topic-specific Tier 2 and Tier 3 vocabulary intentionally to add credibility and enhance authority
● Experiment with word choices to create humour, for clarity or emphasis, to suit audience and purpose
● Control modality related to probability, occurrence, obligation or inclination for precision
● Select and use a range of synonyms in a longer text, for precision and to create variety for reader engagement

Planning, monitoring and revising

● Select text formats for combined purposes, creating hybrid texts for target audiences
● Use print or digital tools to plan, sequence, create, revise, edit and publish texts
● Research and summarise information from several sources to plan for writing
● Create texts using digital technologies suited to a target audience and purpose, to support and enhance the development of ideas
● Assess the reliability and authority of sources, including digital sources, when researching and acknowledging texts
● Reflect on own writing by explaining and justifying authorial decisions regarding text-level features, sentence-level grammar,
punctuation and word-level language
● Re-read, proofread and edit own and other’s writing, and use criteria and goals in response to feedback

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NSW English Syllabus 2012

NSW Syllabus Outcomes:
EN3-2A
composes, edits and presents well-structured and coherent texts

Content
Students:

Engage personally with texts

● understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
● experiment and use aspects of composing that enhance learning and enjoyment
● recognise and discuss issues related to the responsible use of digital communicationEthical understanding Information and
communication technology capability

Develop and apply contextual knowledge

● identify and explore underlying themes and central storylines in imaginative texts
● explore and analyse the effectiveness of informative and persuasive devices in textsCritical and creative thinking
● understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of
topic, audience and languageWork and enterprise
● Understand and apply knowledge of language forms and features
● 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(ACELY1704, ACELY1714)Critical and creative thinking
Information and communication technology capability
● understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors,
metaphors, personification and sound devices such as alliteration
● understand that cohesive links can be made in texts by omitting or replacing words(ACELA1520)
● investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas(ACELA1522)Critical and
creative thinking
Respond to and compose texts

● compose imaginative and informative texts that show evidence of developed ideas
● compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issuesSustainability
● present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of
others(ACELT1609)Critical and creative thinking Personal and social capability
● create literary texts that experiment with structures, ideas and stylistic features of selected authors(ACELT1798)Critical and creative

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thinking
● experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence
variation, metaphor and word choice(ACELT1800)Critical and creative thinking
● compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and
graphicsInformation and communication technology capability
● use increasingly complex research data from print and digital sources to compose short and sustained textsCritical and creative
thinking Information and communication technology capability
● assess the reliability of resources, including digital resources, when researching topicsCritical and creative thinking Information and
communication technology capability
● reread and edit students' own and others' work using agreed criteria and explaining editing choices(ACELY1705, ACELY1715)Critical
and creative thinking
● develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose(ACELY1706,
ACELY1716)
● use a range of software, including word processing programs, learning new functions as required to create texts(ACELY1707,
ACELY1717)Information and communication technology capability

National Literacy Learning Progression links to this English outcome.

When working towards achieving the outcome EN3-2A the sub-elements (and levels) of Understanding texts (UnT8–UnT9), Creating texts
(CrT8–CrT10), Grammar (GrA5), Spelling (SpG14) and Handwriting and keyboarding (HwK7–HwK8) describe observable behaviours that can
assist teachers in making evidence-based decisions about student development and future learning.

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Victorian Curriculum
English Level Description
In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and
groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts
in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts
including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances.

Literary texts that support and extend students in Levels 5 and 6 as independent readers describe complex sequences, a range of
non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal
relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about
a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings
and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary,
figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports,
reviews, explanations and discussions.

Level 5 Level 6

Level 5 Content Descriptions Level 6 Content Descriptions

Language Language
Text structure and organisation
Understand that the starting point of a sentence gives prominence Text structure and organisation
to the message in the text and allows for prediction of how the text
will unfold (VCELA321) Understand that cohesive links can be made in texts by omitting or
replacing words (VCELA348)
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with Understand the uses of commas to separate clauses (VCELA349)
common and proper nouns (VCELA322)
Literature
Literature Creating literature
Creating literature
Create literary texts that experiment with structures, ideas and Experiment with text structures and language features and their
stylistic features of selected authors (VCELT327) effects in creating literary texts (VCELT355)

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Create literary texts using realistic and fantasy settings and
characters that draw on the worlds represented in texts students
have experienced (VCELT328)
Literacy
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 (VCELY329)
Reread and edit own and others’ work using agreed criteria for text
structures and language features (VCELY330)
Develop a handwriting style that is becoming legible, fluent and
automatic (VCELY331)
Use a range of software including word processing programs to
construct, edit and publish written text, and select, edit and place
visual, print and audio elements (VCELY332)
Achievement Standard
Writing
Students use language features to show how ideas can be extended.
They develop and explain a point of view about a text. They create
imaginative, informative and persuasive texts for different purposes
and audiences. When writing, they demonstrate understanding of
grammar and sentence types, and they select specific vocabulary
and use accurate spelling and punctuation. They edit their work for
cohesive structure and meaning.
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Create literary texts that adapt or combine aspects of texts students
have experienced in innovative ways (VCELT356)
Literacy
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
(VCELY358)
Reread and edit own and others’ work using agreed criteria and
explaining editing choices (VCELY359)
Develop a handwriting style that is legible, fluent and that can vary
depending on context (VCELY360)
Use a range of software, including word processing programs,
learning new functions as required to create texts (VCELY361)
Achievement Standard
Writing
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. They use banks of known
words and the less familiar words they encounter to create detailed
texts elaborating upon key ideas for a range of purposes and
audiences. They demonstrate understanding of grammar and make
considered choices from an expanding vocabulary to enhance
cohesion and structure in their writing. They also use accurate
spelling and punctuation for clarity, provide feedback on the work of
their peers and can make and explain editorial choices based on
agreed criteria.
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ASSESSMENT
Assessments to check for student understanding so learning experiences can be adapted to student needs
EVEN Year - Pre-tests and Post-Tests

ODD Year - Pre-tests and Post-Tests

Assessment, rubric, report comment bank, PowerPoint slides and editable program an be found in the Complete Year 5 and 6
Persuasive Writing Unit: https://www.mswinnytang.com/product-page/complete-year-5-and-6-persuasive-writing-unit

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Classroom Display Idea

Display students pre-tests and work samples along the way! Students will be able to see their progress and be proud of their growth! A great
opportunity to involve students in reflective conversations about their learning, progress and where to next. Students can also practise
talking about this when guests come to visit in the classroom! Perfect for Parent-Teacher Interviews and meetings with parents.

End of the Term

Students create their own Writing Portfolio in a manila folder! They can pick their favourite piece of writing to stick on the front. Inside the
folder on the left will be their pre-test and on the right is their post-test. Before students take this home, they reflect and evaluate their
pre-test and post-test using the success criteria. They will then be able to identify: what they have learnt and how they were successful! To
deepen their learning experience and celebrate their successes, you can encourage students to also have this conversation with their parents
when they take it home!

FREE Download here: https://www.mswinnytang.com/post/watch-me-grow-wall

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Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: use

and apply our persuasive
Ms Tang Challenge Ms Tang Challenge
Download posters:
writing skills in a Applying persuasive writing skills to a real-world situation https://www.mswinnytang.co
real-world situation m/post/ms-tang-challenge
Introduce the Learning Intention (We Are Learning To…), the lesson purpose
This Is Because:
(This Is Because…) and the Success Criteria. Present students with the Ms Tang
knowing how to
persuade could help you
Challenge.
influence change and
make this world a better The Ms Tang Challenge: After learning how to write a persuasive text, students
place. apply their skills in a real-world situation.

Success Criteria Students think of a person or a group of people they would like to persuade.
Use and apply what They then use their learnt skills to write a persuasive letter, speech, brochure,
you have learnt in a
news article, advertisement etc.
real-world situation
(in the form of a
persuasive letter, Ms Tang Challenge Reward: send an example of how your students have
speech, brochure, applied their persuasive skills into a real-world situation. I will film a special
news article, YouTube video for your class with positive feedback and encourage them to
advertisement etc.) keep up the great writing!
Include language
features to Include a description of: who your students were trying to persuade and how it
strengthen your
arguments
went!
Include a description
of who you were If you’d like to participate in this
trying to persuade challenge, you can share the
and how it went! slides/PDF of this challenge with
Bonus: use digital your class so they have a fun
technologies to culminating task to work towards!
create texts and You can submit your Ms Tang
include visual, print
Challenges here.
and/or audio
elements

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Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Brainstorming Instructional Videos

brainstorm for a Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to brainstorm!
need to know what we
Persuasive Writing for Kids 1 | Brainstorming
are writing about!

Success Criteria
Brainstorm 10 ideas
Highlight ideas - 3
groups
3 main arguments
Evidence
Explanation

Practice brainstorming throughout the week. Brainstorm topics as a class. Put a Essential Persuasive Writing
timer on and see how fast you can jot down ten ideas!! Students complete Bundle
brainstorming templates with a partner and/or independently. ● Editable Program
● PowerPoint Slides
Task:
1. 5 minutes: to brainstorm 10 ideas
2. 5 minutes: to finish brainstorming, using 3 colours to highlight similar ideas,
group ideas and give examples, number 1 to 3 weakest to strongest reasons
3. AIM: beat your personal best

Extension:
1. Brainstorm 10 ideas Complete Year 5 and 6
Persuasive Writing Unit
2. Group your ideas into 3 Big Ideas using three different coloured highlighters
● Editable Program
3. Draw three boxes ● PowerPoint Slides
4. Write 1 Big Reason in each box ● Year 5 and 6 Assessment
5. Write a list of evidence/examples under each idea ● Report Comment Bank
6. Number your ideas from weakest to strongest ● Persuasive Writing Criteria
● Rubric and Data Analysis

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Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Introduction Instructional Videos

write an introduction Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
for a persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to write a persuasive introduction!
need to capture the
Persuasive Writing for Kids 2 | Introduction
audience's attention
and give them a
preview of our
arguments.

Success Criteria
Sizzling Start
Point of View
Preview of Ideas
Essential Persuasive Writing
Bundle
Whole Class ● Editable Program
Brainstorm a topic with the class. ● PowerPoint Slides

Draft a persuasive introduction. Display the example (What A Good One Looks Like)
on the board.

1. Pick a Sizzling Start

➢ Imagine…
➢ How would you feel if…
➢ What if you could… Complete Year 5 and 6
2. Pick your best idea from your brainstorm Persuasive Writing Unit
3. Add it to your Sizzling Start Sentence ● Editable Program
4. Include your Point of View by starting with a strong sentence starter and ● PowerPoint Slides
including the persuasive topic. ● Year 5 and 6 Assessment
5. Preview Your Ideas by: ● Report Comment Bank
● Persuasive Writing
➢ Starting with a strong sentence starter
Criteria
➢ Including a comma , “and” and a full stop . ● Rubric and Data Analysis
➢ Including: This is because (argument 1), (argument 2) and (argument
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3). Watch Me Grow

➢ OR Including: This is vital/clear/obvious because (argument 1), Classroom Display
(argument 2) and (argument 3).

Self-Assess
Model: Use the criteria to check you have included what you need in your writing.

Edit, Revise and Publish

Reread the writing out loud and check to see what words could be deleted, added,
rearranged and exchanged. Re-read again to check for spelling, punctuation, A classroom display that
vocabulary and handwriting. Publish and present the paragraph by printing or celebrates students' growth
displaying it in the classroom. by displaying writing samples
throughout the term next to
their first piece of writing!
Display the Writing Process on the board and FREE Download here:
give students their name label so they can track https://www.mswinnytang.co
where they are up to! Save time by displaying The m/post/watch-me-grow-wall
Writing Process! Students will move their names
through the cycle. They will know exactly what to
do and where to go next so you can spend more The Writing Process
time on giving feedback and moving students
forward. Printable Posters:
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom

DIFFERENTIATION
★ Show what a Level 1, Level 2 and Level 3 Introduction Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall. FREE Download here:
★ Give students their name label so they can identify what level they are https://www.mswinnytang.co
working at and see where they can head towards next! m/post/developing-independ
ent-writers-in-the-classroom

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Essential Persuasive Writing

In partners or groups Bundle
Students complete brainstorming templates with a partner or group. ● Editable Program
● PowerPoint Slides
Draft a persuasive introduction. Display the example (What A Good One Looks Like)
on the board to support students. Show what a Level 1, Level 2 and Level 3
Introduction Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using Complete Year 5 and 6
the success criteria. Persuasive Writing Unit
● Editable Program
Edit, Revise and Publish ● PowerPoint Slides
● Year 5 and 6 Assessment
Students reread their work and check to see what words they could delete, add,
● Report Comment Bank
rearrange and exchange. Re-read again to check for spelling, punctuation, ● Persuasive Writing Criteria
vocabulary and handwriting. Students publish and present their writing on a piece ● Rubric and Data Analysis
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Independently
Students complete brainstorming templates with a partner or independently.

Draft a persuasive introduction. Display the example (What A Good One Looks Like)
on the board to support students. Show what a Level 1, Level 2 and Level 3
Introduction Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria.

Edit, Revise and Publish

Students reread their work and check to see what words they could delete, add,
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Argument 1 Instructional Videos

write an argument for Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
a persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to write a persuasive argument!
need to persuade our
Persuasive Writing for Kids 3 | Arguments
audience with
examples and explain
why they should agree
with our point of view!

Success Criteria
Point
Evidence
Explanation
Link Essential Persuasive Writing
Bundle
Whole Class ● Editable Program
Brainstorm a topic with the class or use a brainstorm from the previous week. ● PowerPoint Slides

Introduce the PEEL method for writing argument 1, 2 and 3.

Draft persuasive argument 1. Display the example (What A Good One Looks Like) on
the board.

Include:
Point (Start with a strong sentence starter, answer the persuasive topic and include Complete Year 5 and 6
Argument 1) Persuasive Writing Unit
Evidence (Examples include: For example, …. For instance, …) ● Editable Program
Explanation (Examples include: This means that …. Because of this, …) ● PowerPoint Slides
● Year 5 and 6 Assessment
Link (Examples include: It is clear that … As a result, … We can therefore see that …)
● Report Comment Bank
● Persuasive Writing Criteria
● Rubric and Data Analysis

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Self-Assess Watch Me Grow

Model: Use the criteria to check you have included what you need in your writing. Classroom Display
Edit, Revise and Publish
Reread the writing out loud and check to see what words could be deleted, added,
rearranged and exchanged. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Publish and present the paragraph by printing or
displaying it in the classroom.

A classroom display that

Display the Writing Process on the celebrates students' growth
board and give students their name label by displaying writing samples
so they can track where they are up to! throughout the term next to
their first piece of writing!
FREE Download here:
https://www.mswinnytang.co
m/post/watch-me-grow-wall
Printable Posters:
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom The Writing Process

DIFFERENTIATION
★ Show what a Level 1, Level 2 and Level 3 Argument Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are
working at and see where they can head towards next!

FREE Download here:

https://www.mswinnytang.co
m/post/developing-independ
ent-writers-in-the-classroom

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

In partners or groups Essential Persuasive Writing

Students complete brainstorming templates with a partner or group. Bundle
● Editable Program
Draft persuasive argument 1. Display the example (What A Good One Looks Like) on ● PowerPoint Slides
the board to support students. Show what a Level 1, Level 2 and Level 3 Argument
Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria. Complete Year 5 and 6
Persuasive Writing Unit
Edit, Revise and Publish ● Editable Program
Students reread their work and check to see what words they could delete, add, ● PowerPoint Slides
● Year 5 and 6 Assessment
rearrange and exchange. Re-read again to check for spelling, punctuation,
● Report Comment Bank
vocabulary and handwriting. Students publish and present their writing on a piece ● Persuasive Writing Criteria
of paper, colour paper, on a Google Slide or PowerPoint Presentation. ● Rubric and Data Analysis

Independently
Students complete brainstorming templates with a partner or independently.

Draft persuasive argument 1. Display the example (What A Good One Looks Like) on
the board to support students. Show what a Level 1, Level 2 and Level 3 Argument
Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria.

Edit, Revise and Publish

Students reread their work and check to see what words they could delete, add,
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Argument 2 Instructional Videos

write an argument for Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
a persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to write a persuasive argument!
need to persuade our
Persuasive Writing for Kids 3 | Arguments
audience with
examples and explain
why they should agree
with our point of view!

Success Criteria
Point
Evidence
Explanation
Link Essential Persuasive Writing
Bundle
Whole Class ● Editable Program
Brainstorm a topic with the class or use a brainstorm from the previous week. ● PowerPoint Slides

Introduce the PEEL method for writing argument 1, 2 and 3.

Draft persuasive argument 2. Display the example (What A Good One Looks Like)
on the board.

Include:
Point (Start with a strong sentence starter, answer the persuasive topic and include Complete Year 5 and 6
Argument 2) Persuasive Writing Unit
Evidence (Examples include: For example, …. For instance, …) ● Editable Program
Explanation (Examples include: This means that …. Because of this, …) ● PowerPoint Slides
Link (Examples include: It is clear that … As a result, … We can therefore see that …) ● Year 5 and 6 Assessment
● Report Comment Bank
● Persuasive Writing Criteria
● Rubric and Data Analysis

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Self-Assess Watch Me Grow

Model: Use the criteria to check you have included what you need in your writing. Classroom Display
Edit, Revise and Publish
Reread the writing out loud and check to see what words could be deleted, added,
rearranged and exchanged. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Publish and present the paragraph by printing or
displaying it in the classroom.

A classroom display that

Display the Writing Process on the celebrates students' growth
board and give students their name label by displaying writing samples
so they can track where they are up to! throughout the term next to
their first piece of writing!
FREE Download here:
https://www.mswinnytang.co
m/post/watch-me-grow-wall
Printable Posters:
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom The Writing Process

DIFFERENTIATION
★ Show what a Level 1, Level 2 and Level 3 Argument Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are
working at and see where they can head towards next!

FREE Download here:

https://www.mswinnytang.co
m/post/developing-independ
ent-writers-in-the-classroom

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

In partners or groups Essential Persuasive Writing

Students complete brainstorming templates with a partner or group. Bundle
● Editable Program
Draft persuasive argument 2. Display the example (What A Good One Looks Like) ● PowerPoint Slides
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria. Complete Year 5 and 6
Persuasive Writing Unit
Edit, Revise and Publish ● Editable Program
Students reread their work and check to see what words they could delete, add, ● PowerPoint Slides
● Year 5 and 6 Assessment
rearrange and exchange. Re-read again to check for spelling, punctuation,
● Report Comment Bank
vocabulary and handwriting. Students publish and present their writing on a piece ● Persuasive Writing Criteria
of paper, colour paper, on a Google Slide or PowerPoint Presentation. ● Rubric and Data Analysis

Independently
Students complete brainstorming templates with a partner or independently.

Draft persuasive argument 2. Display the example (What A Good One Looks Like)
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria.

Edit, Revise and Publish

Students reread their work and check to see what words they could delete, add,
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Argument 3 Instructional Videos

write an argument for Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
a persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to write a persuasive argument!
need to persuade our
Persuasive Writing for Kids 3 | Arguments
audience with
examples and explain
why they should agree
with our point of view!

Success Criteria
Point
Evidence
Explanation
Link Essential Persuasive Writing
Whole Class Bundle
● Editable Program
Brainstorm a topic with the class or use a brainstorm from the previous week.
● PowerPoint Slides

Introduce the PEEL method for writing argument 1, 2 and 3.

Draft persuasive argument 3. Display the example (What A Good One Looks Like)
on the board.

Include:
Point (Start with a strong sentence starter, answer the persuasive topic and include
Complete Year 5 and 6
Argument 3)
Persuasive Writing Unit
Evidence (Examples include: For example, …. For instance, …) ● Editable Program
Explanation (Examples include: This means that …. Because of this, …) ● PowerPoint Slides
Link (Examples include: It is clear that … As a result, … We can therefore see that …) ● Year 5 and 6 Assessment
● Report Comment Bank
● Persuasive Writing Criteria
● Rubric and Data Analysis

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Self-Assess Watch Me Grow

Model: Use the criteria to check you have included what you need in your writing. Classroom Display
Edit, Revise and Publish
Reread the writing out loud and check to see what words could be deleted, added,
rearranged and exchanged. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Publish and present the paragraph by printing or
displaying it in the classroom.

A classroom display that

Display the Writing Process on the celebrates students' growth
board and give students their name label by displaying writing samples
so they can track where they are up to! throughout the term next to
their first piece of writing!
FREE Download here:
https://www.mswinnytang.co
m/post/watch-me-grow-wall
Printable Posters:
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom The Writing Process

DIFFERENTIATION
★ Show what a Level 1, Level 2 and Level 3 Argument Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are
working at and see where they can head towards next!

FREE Download here:

https://www.mswinnytang.co
m/post/developing-independ
ent-writers-in-the-classroom

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

In partners or groups Essential Persuasive Writing

Students complete brainstorming templates with a partner or group. Bundle
● Editable Program
Draft persuasive argument 3. Display the example (What A Good One Looks Like) ● PowerPoint Slides
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria. Complete Year 5 and 6
Persuasive Writing Unit
Edit, Revise and Publish ● Editable Program
Students reread their work and check to see what words they could delete, add, ● PowerPoint Slides
● Year 5 and 6 Assessment
rearrange and exchange. Re-read again to check for spelling, punctuation,
● Report Comment Bank
vocabulary and handwriting. Students publish and present their writing on a piece ● Persuasive Writing Criteria
of paper, colour paper, on a Google Slide or PowerPoint Presentation. ● Rubric and Data Analysis

Independently
Students complete brainstorming templates with a partner or independently.

Draft persuasive argument 3. Display the example (What A Good One Looks Like)
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria.

Edit, Revise and Publish

Students reread their work and check to see what words they could delete, add,
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Conclusion Instructional Videos

write a conclusion for a Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
persuasive text Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to write a persuasive conclusion!
need to remind our
Persuasive Writing for Kids 4 | Conclusion
audience of our point
of view, reasons and
exciting ending!

Success Criteria
Recap Point of
View
Review of Ideas
Exciting Ending
Essential Persuasive Writing
Bundle
Whole Class ● Editable Program
Brainstorm a topic with the class or use a brainstorm from a previous week. ● PowerPoint Slides

Introduce the RREE method for writing the conclusion.

Draft a persuasive conclusion. Display the example (What A Good One Looks Like)
on the board.

Include:
Recap Point of View (Start with a strong sentence starter and answer the Complete Year 5 and 6
persuasive topic) Persuasive Writing Unit
● Editable Program
Review of Ideas (Start with a strong sentence starter and restate three arguments.)
● PowerPoint Slides
E.g This is vital/clear/obvious as (argument 1), (argument 2) and (argument 3). ● Year 5 and 6 Assessment
Exciting Ending (Rhetorical ? or Call to Action) Examples: ● Report Comment Bank
● Wouldn’t you want to…? ● Persuasive Writing Criteria
● Don’t you think it would be great if… ? ● Rubric and Data Analysis
● The time has come to…
● We must … now!
Was this resource helpful? Subscribe: Ms Winny Tang
Persuasive Writing Program ©MsWinnyTang

Watch Me Grow
Self-Assess Classroom Display
Model: Use the criteria to check you have included what you need in your writing.

Edit, Revise and Publish

Reread the writing out loud and check to see what words could be deleted, added,
rearranged and exchanged. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Publish and present the paragraph by printing or
displaying it in the classroom.
A classroom display that
celebrates students' growth
Display the Writing Process on the by displaying writing samples
board and give students their name label throughout the term next to
so they can track where they are up to! their first piece of writing!
FREE Download here:
https://www.mswinnytang.co
m/post/watch-me-grow-wall

Printable Posters: The Writing Process

https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom

DIFFERENTIATION
★ Show what a Level 1, Level 2 and Level 3 Argument Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are
working at and see where they can head towards next! FREE Download here:
https://www.mswinnytang.co
m/post/developing-independ
ent-writers-in-the-classroom

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

In partners or groups Essential Persuasive Writing

Students complete brainstorming templates with a partner or group. Bundle
● Editable Program
Draft persuasive argument 3. Display the example (What A Good One Looks Like) ● PowerPoint Slides
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria. Complete Year 5 and 6
Persuasive Writing Unit
Edit, Revise and Publish ● Editable Program
Students reread their work and check to see what words they could delete, add, ● PowerPoint Slides
● Year 5 and 6 Assessment
rearrange and exchange. Re-read again to check for spelling, punctuation,
● Report Comment Bank
vocabulary and handwriting. Students publish and present their writing on a piece ● Persuasive Writing Criteria
of paper, colour paper, on a Google Slide or PowerPoint Presentation. ● Rubric and Data Analysis

Independently
Students complete brainstorming templates with a partner or independently.

Draft persuasive argument 3. Display the example (What A Good One Looks Like)
on the board to support students. Show what a Level 1, Level 2 and Level 3
Argument Looks Like.

Self-Assess / Peer-Assess
Students use the criteria to check they have included what they need in their
writing. Students share their work with a peer and give two stars (two positive
things they have included) and one wish (one thing they could improve on) using
the success criteria.

Edit, Revise and Publish

Students reread their work and check to see what words they could delete, add,
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Language Features Instructional Videos

include language Introduce the Learning Intention (We Are Learning To…), the lesson purpose (This Is https://www.youtube.com/pla
features Because…) and the Success Criteria. ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
This Is Because: we Watch: How to include language features!
need to strengthen our
Persuasive Writing for Kids 5 | Language Features
arguments to convince
our audience!

Success Criteria
Rhetorical
questions
Exaggeration
Modality
Strong, emotive
words Essential Persuasive Writing
Personal pronouns Bundle
Whole Class ● Editable Program
Alliteration ● PowerPoint Slides
Re-read a previous persuasive paragraph (e.g introduction, argument or
conclusion). Discuss as a class how you could include some language features to
strengthen your point or argument.

Display the examples (What A Good One Looks Like) on the board.

Complete Year 5 and 6

Persuasive Writing Unit
● Editable Program
● PowerPoint Slides
● Year 5 and 6 Assessment
● Report Comment Bank
● Persuasive Writing Criteria
● Rubric and Data Analysis

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

In partners or groups
Students re-read a previous persuasive paragraph written with a partner or group
(e.g introduction, argument or conclusion). Students discuss with that partner or
group how they could include some language features to strengthen their point or
argument.

Students share their work with a peer and give two stars (two positive things they
have included) and one wish (one thing they could improve on) using the success
criteria.

Students can re-publish and present their writing on a piece of paper, colour paper,
on a Google Slide or PowerPoint Presentation.

Independently
Students re-read a previous persuasive paragraph written independently (e.g
introduction, argument or conclusion). Students identify how they could include
some language features to strengthen their point or argument.

Students share their work with a peer and give two stars (two positive things they
have included) and one wish (one thing they could improve on) using the success
criteria.

Students can re-publish and present their writing on a piece of paper, colour paper,
on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Structure

structure a persuasive Introduction
text Introduce the Learning Intention (We Are Learning To…), the lesson purpose
(This Is Because…) and the Success Criteria.
This Is Because: We
want our reader to
Brainstorming
clearly understand our
Brainstorm a topic as a class. Students can also complete brainstorming templates
arguments and point
with a partner or independently.
of view
Draft
Success Criteria
Write a persuasive text as a class or with a small group using the brainstorm.
Introduction Students can write a whole persuasive text with the teacher, a partner or
Argument 1 independently.
Argument 2
Argument 3 Include: Introduction, Argument 1, Argument 2, Argument 3 and Conclusion
Conclusion Essential Persuasive Writing
Use Persuasive Writing RUBRIC to check for student understanding. Students can Bundle
use the criteria to mark their writing, self-assess and identify where to next. ● Editable Program
● PowerPoint Slides
To support: share instructional videos through Google Classroom or other medium
so students can refer and listen back.

DIFFERENTIATION
★ Display what a Level 1, Level 2 and Level 3 Persuasive Text Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are Complete Year 5 and 6
working at and see where they can head towards next! Persuasive Writing Unit
● Editable Program
● PowerPoint Slides
Display the Writing Process on the board and give students their name label so ● Year 5 and 6 Assessment
they can track where they are up to! ● Report Comment Bank
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr ● Persuasive Writing Criteria
oom ● Rubric and Data Analysis

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Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Self-Assess, Revise and Edit Instructional Videos

self-assess, revise and Introduction https://www.youtube.com/pla
edit Introduce the Learning Intention (We Are Learning To…), the lesson purpose ylist?list=PLRZmb2xYEg_HYl-
oz3cw0GMe2izD2FLfs
(This Is Because…) and the Success Criteria.
This Is Because: We
can always improve
Watch:
our writing and ensure
it makes sense so our Persuasive Writing for Kids 6 | Self assess, revise and edit
reader can clearly
understand what we
are communicating.

Success Criteria
Self-assess
Revise
Edit Essential Persuasive Writing
Brainstorming Bundle
● Editable Program
Students complete brainstorming templates with a partner or independently.
● PowerPoint Slides

Draft
Students write a whole persuasive text with a partner or independently.

Include:
● Introduction
● Argument 1
● Argument 2
Complete Year 5 and 6
● Argument 3
Persuasive Writing Unit
● Conclusion ● Editable Program
● PowerPoint Slides
To support: share instructional videos through Google Classroom or other medium ● Year 5 and 6 Assessment
so students can refer and listen back. ● Report Comment Bank
● Persuasive Writing Criteria
● Rubric and Data Analysis

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

DIFFERENTIATION
★ Display what a Level 1, Level 2 and Level 3 Persuasive Text Looks Like.
★ Discuss differences and similarities.
★ Create a Writing Bump It Up Wall.
★ Give students their name label so they can identify what level they are
working at and see where they can head towards next!

Display the Writing Process on the board and give students their name label so
they can track where they are up to!

Printable Posters:
https://www.mswinnytang.com/post/developing-independent-writers-in-the-classr
oom

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Self-Assess / Peer-Assess Essential Persuasive Writing

Students use the criteria to check they have included what they need in their Bundle
poem. Students share their work with a peer and give two stars (two positive things ● Editable Program
they have included) and one wish (one thing they could improve on) using the ● PowerPoint Slides
success criteria.

Complete Year 5 and 6

Persuasive Writing Unit
● Editable Program
● PowerPoint Slides
● Year 5 and 6 Assessment
Edit, Revise and Publish ● Report Comment Bank
Students reread their work and check to see what words they could delete, add, ● Persuasive Writing Criteria
rearrange and exchange. Re-read again to check for spelling, punctuation, ● Rubric and Data Analysis
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

Was this resource helpful? Subscribe: Ms Winny Tang

Persuasive Writing Program ©MsWinnyTang

Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: Structure and Persuasive Language Features Essential Persuasive Writing
include the structure Bundle
and language features Introduce the Learning Intention (We Are Learning To…), the lesson purpose
● Editable Program
in our persuasive ● PowerPoint Slides
(This Is Because…) and the Success Criteria.
writing.
Provide students with a Persuasive Writing criteria and rubric:
This Is Because: We
want our reader to be
persuaded with our
arguments and point
of view.
Complete Year 5 and 6
Success Criteria Persuasive Writing Unit
Structure ● Editable Program
● PowerPoint Slides
Persuasive ● Year 5 and 6 Assessment
Language Features ● Report Comment Bank
Self-assess ● Persuasive Writing Criteria
Revise ● Rubric and Data Analysis
Edit

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Persuasive Writing Program ©MsWinnyTang

Brainstorming Watch Me Grow

Students complete brainstorming templates with a partner or independently. Classroom Display
Draft
Students write a whole persuasive text with a partner or independently.

Include:
● Introduction
● Argument 1
● Argument 2 A classroom display that
● Argument 3 celebrates students' growth
● Conclusion by displaying writing samples
throughout the term next to
To support: share instructional videos through Google Classroom or other medium their first piece of writing!
so students can refer and listen back. FREE Download here:
https://www.mswinnytang.co
Self-Assess / Peer-Assess m/post/watch-me-grow-wall
Students use the criteria to check they have included what they need in their
poem. Students share their work with a peer and give two stars (two positive things
they have included) and one wish (one thing they could improve on) using the The Writing Process
success criteria.

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Edit, Revise and Publish m/post/developing-independ
Students reread their work and check to see what words they could delete, add, ent-writers-in-the-classroom
rearrange and exchange. Re-read again to check for spelling, punctuation,
vocabulary and handwriting. Students publish and present their writing on a piece
of paper, colour paper, on a Google Slide or PowerPoint Presentation.

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Learning Intentions Learning Experiences Resources

and Success Criteria

We Are Learning To: use Application into a real-world situation Ms Tang Challenge
and apply our persuasive Download posters:
writing skills in a https://www.mswinnytang.co
real-world situation Introduce the Learning Intention (We Are Learning To…), the lesson purpose
m/post/ms-tang-challenge
(This Is Because…) and the Success Criteria. Present students with the Ms Tang
This Is Because: Challenge.
knowing how to
persuade could help you The Ms Tang Challenge: After learning how to write a persuasive text, students
influence change and
apply their skills in a real-world situation.
make this world a better
place.
Students think of a person or a group of people they would like to persuade.
Success Criteria They then use their learnt skills to write a persuasive letter, speech, brochure,
Use and apply what news article, advertisement etc.
you have learnt in a
real-world situation Ms Tang Challenge Reward: send an example of how your students have
(in the form of a applied their persuasive skills into a real-world situation. I will film a special
persuasive letter,
speech, brochure,
YouTube video for your class with positive feedback and encourage them to
news article, keep up the great writing!
advertisement etc.)
Include language Include a description of: who your students were trying to persuade and how it
features to went!
strengthen your
arguments If you’d like to participate in this
Include a description challenge, you can share the slides/PDF
of who you were
of this challenge with your class so they
trying to persuade
and how it went! have a fun culminating task to work
Bonus: use digital towards! You can submit your Ms Tang
technologies to Challenges here.
create texts and
include visual, print
and/or audio
elements

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https://www.youtube.com/channel/UCDrFFdGLDJ3ifWBFQ8sjU4g

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