Teacher Alice Bushaway No.

of Students 25
Subject English Ability (High, Low, Mixed) Mixed
Date 3/06/2019 Grade 3
Lesson Duration 35 minutes Time 10:50-11:25
National Curriculum

LESSON AIMS
 Collate and refine supporting arguments with their group
 Break text into OREO format
 Write and display group’s persuasive text on poster paper
 Each group present their persuasive text to the class

LESSON OBJECTIVES
Group Work:
Students analyse their groups homework
- Group members work together to create one collective persuasive text using the supporting arguments
from each student
- Present persuasive text using OREO structure on Poster Card
- Each group presents their work to the class- each student within the group must say something

Class Presentation
After each group has presented the teacher will ask students:
- What was this groups persuasive text about?
- In what way were they trying to persuade you?
- Can you identify any language features they used in their text?
- Did they use the OREO text structure?
- Do you strongly agree or strongly disagree with their answer?

Whiteboard Vote
Once all groups have presented the class will to a vote for the one, they liked the best.
- Understand from students why they think this was the best one?

S3.1: Speak clearly and confidently where pronunciation does not impede understanding
S3.7: Describe, people, places, things and events with relevant details
S3.8: Begin to express ideas and feelings
S3.13: Use some new vocabulary and some precise vocabulary e.g. topic related
S3.19: Participate in simple collaborative conversations during everyday speech
S3.20: Actively listen and take part in discussion
S3.21: Speak English during lessons and seek opportunities to practice e.g. interact with peers; join class discussions
R3.15: Read out loud with good pace, volume and fluency
W3.1: Plan by writing down ideas and/or key words, including new vocabulary
W3.2: Develop and extend ideas logically in sequenced sentences
W3.3: Begin to use paragraphs to organise ideas
W3.8: Match language style and structure to genre
W3.12: Usually structure basic sentences correctly, including capitals, full stops, exclamation marks and question
marks in a longer piece
W3.13: Reread to check that their writing makes sense
W3.15: Share and discuss their own and others’ writing and suggest improvements
Materials
 PowerPoint- Persuasive Writing
 Collins Pupil Book 4- Page 82-83
 Sticky Notes
 Coloured Pens/Highlighters

Timings Activity
10:50 The teacher will begin class by reviewing with students their homework reading from Collins page 81-
82 about ‘Paper’. Through asking initial CCQs, the teacher will gain an informal understanding of
students’ prior knowledge.

10:52 CCQs:
 What is the text about?
 What is the purpose of the text?

As students translated unfamiliar vocabulary for homework, the teacher will ask questions and clarify
terms with students. The teacher will encourage students to share their understanding of the term
before giving them the definition.

Using the PowerPoint to support, the teacher will begin leading the reading and discussion of the text.
10:55 The paragraphs will be showed on separate slides. The teacher will read the introduction and use the
popcorn method (popstick nametags) to select students to read. After each point, the teacher will ask
CCQs to support and build understanding of the text type. During this time, the students will follow the
reading in their Collins books and will highlight and record notes for text comprehension. For specific
notes, the teacher will record on the whiteboard for students to copy.

CCQs related to the text

1. What are raw materials? Does the author agree with cutting down trees to make paper? What do
they say to make you think this?
2. What does this tell us about the transportation used? What evidence tells you that it may harm the
environment?
3. Can you identify the cause the author gives for machines harming the environment?
4. Are we wasting trees? What evidence does the author give to make us think this?
5. What is the main environmental issue about making paper? What words does the author use to
make us know she does not agree with this?
6. How does transporting wood to other factories have an effect on the environment? What did we
notice on our excursion? Do you think big ships transporting wood, are good for water quality?
7. Is the author making you think making paper is good for the environment? Why/ why not?

The teacher leads towards an open class discussion/ brainstorm on the whiteboard by
11:05
discovering/classifying with students the concluding arguments and persuasive stance by the author in
the text. The teacher will ask students to:

 Identify the text type?

 The purpose of the text type?
 During this time, the teacher will record simplified notes on the whiteboard for students to record in
11:08 their blue books.

To engage student curiosity and interest in persuasive writing, the teacher will ask students to consider
their personal views on what they have read. Do they agree or disagree? Using sticky notes, the
students will write an answer and give ONE REASON for their opinion. The table leaders will collect their
tables sticky notes and will stick them on the whiteboard under strongly agree or strongly disagree.
When sharing results with the class, the teacher will read some responses. If students haven’t finished
writing a response, they may continue to do this as the teacher is sharing. They will also make aware
to students that in many topics people often hold different opinions and it is important to consider
11:15 both sides of an argument.

CCQs to ask students:

- How does having an opinion on a topic relate to persuasive writing?

- Did the author use certain types of language to persuade us to think a certain way?

The teacher will open up a class discussion about the language features evident within persuasive
writing. The students will provide their initial responses and the teacher will provide explicit features on
the PowerPoint. When going through each language feature, the teacher will ask students to provide
word examples, before showing the ones on the PowerPoint. This allows the teacher to identify
students prior understanding. During this time, the students will record notes in their blue books and
the teacher will write specific notes on the whiteboard.

11:18
Students will have two minutes to work individually to highlight/identify some of the language features
evident within the introduction paragraph of the text. The teacher will monitor and support students
when needed. The teacher will ask students to provide examples of language features in the text
before showing a completed example on the PowerPoint. Students will be able to add or modify their
11:23 text analysis as the class reviews.

Introduce Homework:

The teacher will record on the whiteboard specific instructions for student homework:

 Highlight/ identify language features in text.

 Red Triangle Questions: PAGE 84

HOW ARE THE OBJECTIVES ASSESSED?

Ability to understand what the text is about and its purpose
Contribute to class discussion in response to CCQ questions
Identify that the text type is persuasive, and the author has a certain intent in their writing
Discover language features utilised in the text type to persuade their readers
Analyse the use of persuasive language in the modelled text

RESOURCES
Collins Pupil Book 4
PowerPoint: Persuasive Writing

DIFFERENTIATION
 For students who are struggling, provide more class time for the teacher to model examples and explain
ideas/ terms more deeply
 Provide one-on-one help to particular students
 Open ended task- students are supported throughout the lesson- the teacher is guiding them through the
learning process, and they are able to ask questions to clarify

HOMEWORK / INDEPENDENT STUDY

 Highlight/ identify language features in text.

 Red Triangle Questions: PAGE 84

EVALUATION