Lesson Plan
Lesson 7: What Pet Should I Get? – Shared Writing
60 minutes | Suitable for Grades: 1 - 2A 60 minute lesson in which students will construct a simple persuasive text on a familiar situation in pairs.
This lesson plan includes the following resources:
Lesson Plan
Tuning In
- Remind the students of the persuasive text they wrote together as a class in the previous lesson. Explain to the students that they are now going to write a persuasive text in pairs, based on a different situation.
Teacher Instruction
- Read the narrative text, What Pet Should I Get? by Dr Suess,
- What types of pets do the boy and girl see in the pet shop?
- How many pets are the boy and the girl allowed to take home?
- Which pet do you think the boy chooses at the end of the story? Why do you think this?
- Draw 2 x 2 table (with four boxes) on the board. Label the boxes as ‘dog’, ‘rabbit’, ‘fish’ and ‘cat’. As a class, brainstorm and record advantages for each type of pet. Ask the students which pet they would choose to buy. Encourage them to justify and explain their opinions.
Guided/Independent Learning
- Place students who have chosen the same type of pet together in writing pairs. Provide each pair with an enlarged copy of the Simple Persuasive Texts – Writing Scaffold. Encourage each pair to discuss and select three arguments from the class brainstorm to use in their writing.
- Monitor and support the students as they 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 e.g for spelling and sentence punctuation.
- Allow each pair to swap their persuasive texts with another pair. After reading the text, each pair is to provide one positive comment and one suggestion for improvement.
Differentiation
Extending Students
- Allow more confident writers to work individually, rather than in pairs (if they wish to do so).
Supporting Students
- Allow students who find writing challenging to work in a small group with a teacher or teacher aide during the pair activity.
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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