Class: KPS Years 5/6

Date: 6 March 2015

Time: Start: _9.15am__________________

Finish: _11.00am_________________

Key Learning Area: English / PDHPE

Lesson Topic: Persuasive Writing / Self Organised Learning Environment (SOLE) Should social media
be banned? Why?

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss have been working on writing persuasive texts and have an understanding of the structure of this text type. Ss have previously participated in a SOLE
lesson and understand the format of this lesson type. Ss have experience working with PowerPoint to create presentations. Ss are able to log on to the internet
and use search engines to research topics. Ss recently visited the Life Education Van and participated in a lesson about cyber safety.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

- Communicates effectively for a variety

of audiences and purposes using
increasingly challenging topics, ideas,
issues and language forms and features.
(EN3-1A)
- uses knowledge of sentence structure,
grammar, punctuation and vocabulary to

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- communicate through speaking, listening, reading, writing,
viewing and representing.
(EN3-1A)

- create a multimedia presentation using persuasive writing to

respond to a topic question.
(EN3-1A)

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

- Strategic observation of student

participation and engagement as well as
productivity as they carry out their research
and prepare their presentation.

- Informal assessment of research and

presentation quality.

respond to and compose clear and

cohesive texts in different media and
technologies (EN3-6B)
Any safety issues to be considered:
Laptops are not to be moved at any time.
Ss are to be reminded to be careful when moving

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

SOLE Cards

SOLE question written clearly on white board

around the room NO running, crawling etc

12 laptops
USB thumb drives

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

DEVELOPMENT
Ss will draw on their personal opinions to
decide on their answer to the inquiry
question posed. This opinion will form the
basis for the research they will carry out in
order to create a presentation that not only
puts forward this opinion but also supports

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

15mins

T will ask Ss if anyone can remind the class what SOLE

stands for (Self Organised Learning Environment). T will
remind Ss that during SOLE lessons, Ss get to make lots of
decisions about what they are learning and how they are
learning it. T will go through each of the rules relating to SOLE
and remind Ss that SOLE lessons only work when Ss follow
these rules.
T will direct Ss attention to the rules of SOLE. T will explain
each of the rules to ensure that all Ss understand the structure
of the lesson as well as the expectations.
T will let Ss know that the SOLE rule cards will be displayed on
the whiteboard should anyone need to check them.

Ss seated at their desks

50mins

T will display the topic of the SOLE lesson on the whiteboard

and instruct Ss that they will be working in groups of 2-3 and
using the laptops to research information that will help them to
delevop an informed response to the following question:
Should social media be banned?

SOLE rule cards

Laptops charged
Ensure internet is working

it.
Ss will use the persuasive writing skills that
they have been working on during previous
lessons to create group presentations that
are aimed at persuading the audience to
agree with the ideas they are putting

Ss will work collaboratively to create their

presentation. This will help to develop team
work and a sense of belonging in Ss.
Ss

will

structure,

uses

knowledge

grammar,

of

sentence

punctuation

and

vocabulary to respond to and compose clear

and cohesive texts in different media and
technologies (EN3-6B)
Ss will gather information that will support
their viewpoint and will use this information
to create a persuasive text whilst working in
a group to create a presentation outlining
the views of the group.

T will ask Ss to put their hand up is they know what social

media is. T will prompt Ss by naming some of the more
popular sites such as Facebook and instagram
T will instruct Ss that they will have around 50 minutes in
which the members of each group are to work together to
create a PowerPoint presentation that puts forward the groups
opinion and aims to persuade the audience to agree with the
groups answer to the topic question Should social media
be banned?
T will explain that each group will then present their
PowerPoint to the rest of the class. (reminding Ss that all
group members must play an active role in not only the
creation of the PowerPoint presentation, but also in the
presentation itself.)
T will instruct Ss to move into their groups of 2-3. T will remind
Ss of the importance of choosing group members that have
the same or similar opinions on the topic as themselves as
well as people with whom they can work well, explaining that
although Ss can change groups if they want, they need to be
mindful of the fact that every S must play an active role in the
presentations.

Ss break into their chosen groups of

2-3.

T will remind students of timing so

that they are aware of how long they
have
left
working
on
their
presentations.

T will then direct one S from each group to take a laptop to the
area in which their group wants to work and begin working on
their research and presentations.
Whilst Ss are working in their groups, T will purposefully rove
around the classroom observing engagement and productivity.
T will give Ss 10 minutes warning before it is time to pack up
and prepare to present their PowerPoints.

T will ask Ss to put up their hand if

their group needs to borrow a USB
Flash Drive to save their
presentation on and will hand out
USBs to the groups that need them

When the 5 minutes is nearly up T will have the Ss save their

work on to their USB flash drive, shutdown the laptop they
were using, return it to the table at the front of the room and
come and sit on the floor in front of the IWB.
CLOSURE
Communicates effectively for a variety of
audiences and purposes using increasingly
challenging topics, ideas, issues and
language forms and features. (EN3-1A)

30 mins

Group Presentations
T will ask for a group to volunteer to go first at presenting their
PowerPoint.
Each group will then take a turn at delivering their presentation
to the class.
At the end of each presentation, Ss in the audience will be
provided with the opportunity to ask questions and provide
feedback.

(add further pages as required)

Ss seated on the floor in front of the

IWB ensuring enough room is
provided for the presenters.