This English unit has been designed to introduce the persuasive genre to younger students; specifically, the purpose, structure and language features of persuasive texts.
It consists of 8 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
This unit plan includes the following resources:
- Exploring Opinion Pieces PowerPoint – Grade 1 and Grade 2
- ‘For’ and ‘Against’ Sorting Activity (Complete Set)
- Opinion Text Structure Posters
- Goals – Writing (Lower Elementary)
- Opinion Topic Cards – Set 1
- OREO Opinion Writing Poster
- Simple Opinion Pieces – Writing Scaffold
- Assessment Rubric – Opinion Writing
- To investigate point of view in relation to a situation or topic.
- To investigate reasons for and against a situation or topic.
- To identify and explore the basic organizational structure of opinion pieces.
- To identify and explore the language features of opinion pieces.
- To explore how word choice can be used to strengthen an opinion.
- To jointly construct a simple opinion piece on a familiar topic.
- To construct a simple opinion piece on a familiar situation in pairs.
- To independently construct a simple opinion piece about a familiar situation.
Persuasive writing provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate persuasive writing with other learning areas.
Prior to commencing the unit, develop a persuasive writing wall in the classroom. Display texts, vocabulary and posters that will stimulate the students’ interest and assist in their learning throughout the unit. For examples of teaching resources to display in your classroom, browse the Persuasive Writing category on the Teach Starter website.
Expose the students to a variety of persuasive texts before and during the unit. Read and view persuasive texts such as letters to the editor, advertisements and conversations. Provide the students with opportunities to read and respond to short persuasive texts. For examples of persuasive comprehension teaching resources, browse the Comprehension Texts category on the Teach Starter website.
NSW Curriculum alignment
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Uses a variety of strategies, including knowledge of sight words and letterâ€“sound correspondences, to spell familiar words
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable ways
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
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
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Australian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Describe some differences between imaginative informative and persuasive textsElaborationscomparing and discussing texts identifying some features that distinguish those that âtell storiesâ from those that âgive opinionsâ (Skills...
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
Discuss different texts on a similar topic, identifying similarities and differences between the textsElaborationsidentifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres ...
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
Identify the audience of imaginative, informative and persuasive textsElaborationsidentifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts ...
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...
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...
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...
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purposeElaborationsinterpreting new terminology drawing on prior knowledge, analogies and connec...