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EN3-2A composes, edits and presents well-structured and coherent texts Ongoing assessment – observation and teacher’s anecdotal
notes and records, along with evaluation of work samples
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view
and analysis of contribution to class discussions.
and comprehend
a wide range of texts in different media and technologies Student work samples of independent persuasive
paragraphs will also be graded as a formal summative
EN3-5Bdiscusses how language is used to achieve a widening range of purposes for a
assessment.
widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary
to respond to and compose clear and cohesive texts in different media and
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technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information
and ideas and identifies connections between texts when responding to and
composing texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
Learning
sequence Content Teaching, learning and assessment
Persuasive Writing
Watch the Toy Story 1 – This is the perfect time to panic! video on YouTube. After
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watching, ask the students:
use comprehension strategies to interpret and
analyse information and ideas, comparing What type of conversation are Buzz and Woody having? How do you
content from a variety of textual sources know?
including media and digital texts. What are the different viewpoints Buzz and Woody are trying to express?
What do you notice about Buzz and Woody’s voices and hand gestures?
As a class, brainstorm some topics that family and friends might argue about e.g.
how to spend leisure time, what television shows to watch, where to go on
holidays. List these as a mind map on the board.
Choose one of the topics from the class brainstorm. Ask two students to
volunteer to have an argument; one arguing ‘for’ the statement, the other
arguing ‘against’ the statement. While the conversation is taking place,
encourage the rest of the class to take note of the language, tone of voice,
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Learning
sequence Content Teaching, learning and assessment
o What language and gestures did you notice during the argument?
Ask the students to form pairs. Provide each pair with a topic. Whichever
student is the oldest must take the ‘for’ side of the topic, while the other
student must take the ‘against’ side of the topic. Designate a set amount
of time for students to conduct their argument e.g. ten minutes.
Ask each pair to report back to the class about how their argument
unfolded. Ask questions, such as:
o What tone of voice did you use when you were presenting your
view?
o What information did you present to try and make your partner
agree with you?
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Learning
sequence Content Teaching, learning and assessment
Independent
As a class, discuss the correct sequence for each of the persuasive texts.
Discuss any techniques used by the students to help them sequence the
texts e.g. using connectives to order arguments.
Revise the structure of persuasive texts with the students. Discuss the
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features of the title, opening statement, series of arguments and
plan, draft and publish persuasive texts, choosing concluding statement.
and experimenting with text structures, language
features, images and digital resources appropriate Discuss the language features of persuasive texts, as outlined on slide 14
to purpose and audience . of the Writing Persuasive Texts PowerPoint. Encourage the students to
suggest some examples of each persuasive language feature.
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Learning
sequence Content Teaching, learning and assessment
Discuss the first example text on slide 15, then encourage the students to
label the second example text on slide 16.
As a class, discuss the answers for each of the worksheets. Allow the
students to self-correct their work so they can monitor how well they have
understood the lesson’s objective.
Watch the Persuasive Devices video on YouTube. After watching, ask the
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students:
understand how texts vary in purpose, structure
and topic o What are some examples of persuasive devices?
as well as the degree of formality (ACELA1504)
o What is the purpose of persuasive devices?
Explain what persuasive devices are and what they are used for, as
outlined on slide 5 of the Persuasive Devices PowerPoint.
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Learning
sequence Content Teaching, learning and assessment
Read through the instructions for each of the tasks and answer any
questions the students may have.
As a class, discuss the answers for each of the worksheets. Allow the
students to self-correct their work so they can monitor how well they have
understood the lesson’s objective.
Revise the content of the unit so far. Remind the students that persuasive
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texts follow a specific structure, have specific language features and
identify and discuss how own texts have been include specific devices to help the author present his or her viewpoint.
structured
to achieve their purpose and discuss ways of Project a persuasive paragraph on the board where the sentences are in
using conventions of language to shape readers’ the incorrect. Ask a student to read the paragraph aloud. Ask the class:
and viewers’ understanding of texts
o Do you think this paragraph flows smoothly? Why or why not?
Project the TEEL Your Paragraphs Poster on the board. Discuss what each
letter of the acronym stands for. Using the PEEL technique, see if the class
can correctly sequence the paragraph from the previous activity.
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Learning
sequence Content Teaching, learning and assessment
Choose a topic.
As a class, brainstorm arguments for and against the topic. Record these
on the board using a t-chart (this is a great technique for students to use
when they are planning their own persuasive texts). After the brainstorm,
select the viewpoint with strongest arguments.
Select an argument from the t-chart. Using the TEEL technique, write a
paragraph for this argument as a whole class activity. Encourage the
students to build upon and develop each other’s ideas as the paragraph
takes shape. If possible, research facts and statistics to be included as
evidence. When the students are happy with what they have written
together, allow them time to write the paragraph in their workbooks.
Provide the students with a copy of the TEEL Your Paragraphs Planning
Template.
Working in pairs, ask the students to choose another argument from the
class brainstorm which supports the same viewpoint. Allow the students
to work together to plan and write a persuasive paragraph for this
argument. Monitor and support the students as required.
Remind the students of the TEEL paragraph structure and revisit what each
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letter of the acronym stands for.
use comprehension strategies to interpret and
analyse information and ideas, comparing Provide the students with a copy of the Improving Persuasive Texts
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Learning
sequence Content Teaching, learning and assessment
content from a variety of textual sources Worksheets and read through the first text about chocolate. As a class,
including media and digital texts (ACELY1703, brainstorm all the persuasive elements that are missing from the text e.g.
ACELY1713) rhetorical questions, emotive language, connecting words and phrases.
Ask the students to suggest what could be added to the text to make it
EN3-5B
more persuasive.
recognise the techniques used by writers to
position a reader and influence their point of As a class, rewrite the text about chocolate together. Encourage the
view students to build upon and develop each other’s ideas as the text takes
shape. If possible, research facts and statistics about the benefits of
EN3-6B chocolate to be included as evidence. When students are happy with what
understand that language is structured to create they have written together, ask one student to read the whole text aloud
meaning according to audience, purpose and to the class.
context
understand that choices in grammar, punctuation Allow the students to work in pairs to rewrite the second text about
and vocabulary contribute to the effectiveness of making school lunchtime longer. Monitor and support the students as
texts required.
identify and explain how choices in language, eg
If time permits, allow the students to work independently to rewrite the
modality, emphasis, repetition and metaphor,
third text about how to spend leisure time. Monitor and support the
influence personal response to different texts
students as required.
(ACELT1615)
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Unit evaluation
At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to inform planning for
subsequent learning experiences. Teachers could consider assessment records and results and student feedback to help them ascertain the
quality of teaching and learning experiences.
Questions to guide reflection
1. To what level did students achieve the learning outcomes?
2. How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
3. Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
4. How could the unit be improved to enhance student engagement and learning?
Main resources
Powerpoint: persuasive devices
Teach Starter worksheets
Youtube- hyperlinked in weeks needed
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Lesson 5: TEEL your paragraphs sheet
file:///C:/Users/Emily/Documents/Stage%203/Persuasive
%20Writing/TeachStarter_TEELParagraphStructurePosterandWorksheets_67943%20(1).pdf
T-chart worksheet
file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_GraphicOrganiserWorksheets_67943.pdf
Further resources
https://www.smore.com/a78kv-persuasive-writing-in-stage-3
file:///C:/Users/Emily/Downloads/TeachStarter_PersuasiveTopicCardsUpperPrimary_67943.pdf
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