Lesson plan includes...
Lesson Plan
Lesson 8: Eat Your Peas – Independent Writing
60 minutes | Suitable for Grades: 1 - 2A 60 minute lesson in which students will independently construct a simple persuasive text about a familiar situation.
This lesson plan includes the following resources:
Lesson Plan
Tuning In
- Explain to the students that they are now going to write a persuasive text independently, based on a different situation.
Teacher Instruction
- Read the narrative text, Eat Your Peas by Kes Grey,
- What is Daisy’s mother trying to convince her to do?
- What is Daisy’s opinion about the situation?
- At the end of the story, does Daisy end up doing what her mother wanted?
- Explain to the students that they are now going to plan and write a persuasive text to convince children to eat their vegetables. They must brainstorm reasons to support their opinion in their workbooks, then choose the strongest three arguments to include in their text. Alternatively, the class could brainstorm ideas together, then the students could choose three arguments that they wish to include in their text.
- Remind the students to apply their knowledge of persuasive text structure, strong words and language features when writing their text.
Guided/Independent Learning
- Provide the students with an enlarged copy of the Simple Persuasive Texts – Writing Scaffold. Explain to the students that although brainstorming is an important part of the writing process, they should not spend too much time on their brainstorm.
- Monitor and support the students as they plan and write their persuasive texts. Teachers may wish to set a time limit for writing, or they may allow the students to take as much time as they need to complete the task. Ensure that the students know exactly how much time they have and provide regular reminders of how much time is remaining.
Wrapping Up
- Once the students have finished writing their persuasive texts, encourage them to proofread and edit their work.
- Teachers may wish to collect this piece of writing and use it to assess the students’ understanding of the unit objectives. The Persuasive Writing – Assessment Rubric may be a helpful tool for teachers during this process.
Differentiation
Extending Students
- Encourage strong writers to write their persuasive texts directly into their workbooks so they are not restricted by the scaffold.
Supporting Students
- Support weaker writers through the planning process, so they have a clear direction for writing.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- EN1-5A
Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
- EN1-7B
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
- EN1-9B
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
- VCELY230
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
- VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Australian Curriculum alignment
- ACELY1671
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
- ACELY1662
Re-read studentâs own texts and discuss possible changes to improve meaning, spelling and punctuationElaborationsadding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun (Skills: Literacy, Critical...
- ACELY1672
Re-read and edit text for spelling, sentence-boundary punctuation and text structureElaborationsreading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun w...
Find more resources for these topics
EnglishWritingText TypesPersuasive WritingPersuasive Prompts
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Lesson 8 is the exact same as Lesson 1 is it suppose to be different? Never mind it has been fixed!
Rachael Jacks · Apr 6th, 2020
Glad to hear that, Rachael! Have a wonderful day.
Stephanie (Teach Starter) · Apr 7th, 2020
This is a fabulous unit for Year One. My class loved the modelled texts, and the lessons were engaging.
Alexis Malinowski · Sep 6th, 2018
Thank you so much for the positive feedback, Alexis! I’m so glad your students were deeply engaged by the learning experiences in this unit.
Stephanie (Teach Starter) · Sep 7th, 2018