Lesson 3: Simple Persuasive Structure

 Lesson Plan

Tuning In

• Ask the students to think back to the Hey, Little Ant story, read in the previous lesson. Remind the students that the boy and the ant were trying to persuade each other to agree with their point of view. Ask the students to suggest situations where they might need to persuade others e.g. persuading a friend to play a certain game, persuading a parent to cook a particular meal, persuading a teacher to do a special activity.
• Watch the Persuasive Writing For Kids: What is It? video on YouTube. After watching, ask the students:
  • What is persuasive writing?
  • Why do people write persuasive texts?
  • What different types of persuasive texts are there?

Teacher Instruction

• Discuss the types of persuasive texts, as outlined on slide 14 of the Exploring Persuasive Texts PowerPoint. Encourage the students to suggest additional examples of persuasive texts to add to the list on the slide.
• Discuss the structure of persuasive texts, as outlined on slide 15. Discuss the first example text on slides 16-17, then encourage the students to label the second example text on slides 19-20.

Guided/Independent Learning

• Attach laminated copies of pages 11-15 from the Persuasive Text Structure Posters to the board in the incorrect order (this is a text about homework being unnecessary for students). Read each poster aloud to the class, or encourage more confident students to volunteer to read. After reading all of the posters, encourage the students to identify which poster contains the first paragraph of the persuasive text. When the correct poster has been identified, attach it to a separate section of the board. Repeat the process for the other posters until the persuasive text has been re-created in the correct order.
• Display and discuss the persuasive text structure review activity on slide 22. Monitor and support the students as they independently complete the activity.
• Display and discuss the answers to the review activity on slide 23. Discuss any techniques used by the students to help them sequence the text e.g. using connectives to order arguments.

Wrapping Up

• Select a range of goals for the unit from the Goals – Writing (Lower Primary) and discuss these with the students. Allow the students to ask questions about each goal and encourage them to suggest some simple success criteria for each. Display these goals in an obvious place in the classroom for the duration of the unit.

 Differentiation

Extending Students

• Encourage confident students to play a more active role during the class sorting activity.

Supporting Students

• Allow less confident students to participate in group work at a level at which they feel comfortable.

 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.

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