Lesson Plan

Day: M T W T F
10:00am

Date: 17/10/2016
Year: 2

Learning Area: English

Persuasive Text
Curriculum content descriptor/s:
Language
(ACELA1462)
(ACELA1464)
(ACELA1474)
(ACELA1823)

Literature
(ACELT1833)

Time:
Topic:

(from ACARA)
Literacy
(ACELY1665)
(ACELY1666)
(ACELY1789)
(ACELY1667)
(ACELY1668)
(ACELY1671)

Students prior knowledge and experience:

Students had previously completed 3 lessons covering persuasive text with myself
Including an introduction lesson and two attempts completing a small persuasive text on
popular topics.

Learning purpose:
Students engage with a variety of texts for enjoyment. They listen to, read, view and
interpret spoken, written and multimodal texts in which the primary purpose is to entertain,
as well as texts designed to inform and persuade.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

I will know the objective has been achieved

when the students
a) Read their completed letter aloud
b) Include WOW words throughout

To complete a persuasive letter by writing

ideas in a sensible order and include
persuasive adjectives.

Preparation and Resources:

PowerPoint presentation (IWB)
Letter template (x20)
Differentiated prompt sheets and vocabulary for lower level students

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
I have created a lower level vocabulary and prompt sheets designed for the 4x students.
This will allow them to still complete the task of writing a persuasive letter.

Timin
g:
10:00
am

Learning Experiences:
1. Introduction, motivation and teaching:

Power point
Slide (1): Today we are going to learn how to write a persuasive letter. Explain
what it means to persuade. Who has ever persuaded someone to do
something?
Slide (2): I introduce the context for writing: a persuasive letter to persuade the
friendly aliens to let the children return to school.
Slide (3)&(4) Shared reading of the aliens letter to the children. Ask individual
students to read aloud to the class.
Slide (5)&(6) Questions to think about in preparation for writing. Children share
some of their question ideas to the class.
Slide (7) Introduce WOW words and what students may think a WOW word
might be? Ask the children why will it help if to include WOW words?
Slide (8) Look at model of the letter introduction. Explain that the letter has
been started but Year 2 are responsible for finishing it.
Slide (9) Children need to order the sentence starters (using the IWB) in a
sensible way to complete the letter. Work in talking partners for 2 minutes and
then ask for children to come up to the board and select correct order of
sentence starters. When ordered correctly, ask the class how they might
complete the sentences to persuade? Collect ideas.
Slide (10) Revisit success criteria and explain how they are to complete the
writing frame (i.e date at top, complete sentences and sign their name at the
bottom)
Children are given a 20 minute time limit to complete the task.

10:10
am

2. Sequence of learning experiences

Independent writing task
Ask children to make their way to their tables quietly.
Use the vocabulary sheets to help them. They may work quietly with a partner.
Task differentiation to cater for abilities:

Ask TA to work with a small group: continue the discussion about being
persuasive and using prompt sheets provided, children need to decide how best
to complete the sentences to write the letter.
I will monitor class progress to check that the learning outcomes for each group
are being reached and support/guide where necessary.

10:30
am

3. Lesson conclusion
At the conclusion of each student reading out their letter I will be giving
feedback. 2 compliments in between something that they could possibly do
better next time.
Following completion, ask the children to stop and come back to the carpet and
mention we will be sharing some to the class. Students will come forward and
read their persuasive letters. At the conclusion of the readings I will ask
students how many WOW words they heard throughout.
Students will then completed the 2 ticks and a target revision sheet. This is
designed for the students to reflect on the task that was completed.
2 ticks = 2 things throughout the task they believe they have done well
1 target = something that they feel like the can do better next time, a target or
goal.

Lesson Evaluation:
My worksheets that were available for the lower level students worked really great! I was
extremely satisfied with the work they produced and how much they benefitted from having
the sheets with them to use.
I was happy (as was my mentor) with the PowerPoint I produced. The students were
engaged right away and gave me their full attention throughout.
Overall I was pleased with the way my lesson went. If I could think of anything to change it
would be to keep it on time. I did go over by a few minutes and this then effected the
teacher who came in for the next class. Also possibly read out some of the students ideas as
they developed.