Curriculum Area: English / HASS Year Level: 6 Lesson 15

Title: Comparing persuasive text Duration: 50 minutes

Learning Objectives

By the end of this lesson, students will be able to

Examine a persuasive written argument as well as identify the key features of a text structure including.

Paragraph openers: topic sciences, text connectives and option words.

WALT

- Understanding how text structures contributes to a well written cohesive argument.

WILF

- Identify and explain how an argument structure contributes to coherent arguments.

Content descriptors: General capabilities and cross curricula

priorities

Language Literature Literature

Text structure and Examining literature Interpreting, analysing, Literacy

organisation evaluating
Investigate how
Analyse how text Comprehending text through listening,
Understand how complex sentences can reading and viewing.
authors often be used in a variety of structures and
ways to elaborate, language features Composing text through speaking,
innovate on text
structures and play extend and explain work together to writing and creating.
with language ideas (ACELA1522) meet the purpose of Text knowledge
features to achieve a text (ACELY1711) Grammar knowledge.
particular aesthetic, Understand how ideas Word knowledge.
humorous and Analyse strategies
can be expanded and
persuasive purposes authors use to
sharpened through
influence readers Critical and creative Thinking
and effects careful choice of verbs,
(ACELA1518) (ACELY1801)
elaborated tenses and Inquiring identifying, exploring and
a range of adverb
organising information and ideas.
groups/phrases
(ACELA1523) Reflecting on thinking and processes.
Analysing. Synthesising and vaulting
reasoning and procedures.

Ethical behaviour

Reasoning in decision making and

actions.

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Content Covered

How to write and persuasive essay

- Topic sentence: Introduction of topic and stance of argument.

- The body paragraph: Argument, each paragraph is one idea or thought. Use evidence to support argument.

Discredit evidence that doesnt. Use quotes. Comment on the evidence and how it supports the claim.

Notes

- Clear concise and simple.

- No rambling sentences.

- Strong vocabulary.

Students background information

- The difference between text can create different emotions.

- The use of words can cause different emotions and position the reader in different ways.
- Text have certain features which will specify the text type.
Differentiation for Learners

1. Dyslexia

2. English as an additional language.

3. Other non-specified learning disorder: still being determined. Require more support with literacy than

others areas.

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Learning Sequence: Explicit learning

Differentiation for Assessment of, for

Explicit Teaching: I Do first phase Learners and as

Learning experiences and teaching strategies:

Time: 50 Learning sequence: Was adapted by the

mins Curriculum into the classroom English Comparing

text.

review Engage phase: lesson introduction - Brief overview of Formative

students past assessment.
Review: Review the previous lesson which was understanding.
explored from reading both text that will be used as part - Verbal
of the assessment. reinforcement of
students learning.
Lesson Engage task: Video: Monty python debate. - Visual support
into

Enhance Examining the purpose of an argument Whole class discussion Feedback through
phase - Verbal language.
Teaching strategy: Questioning - Visual aid support.
- Highlighted
- What is the purpose of an argument? examples.
- Why do we write persuasive arguments? - Whole class
- What sort of persuasive arguments do you engage discussion.
with daily?
- What does a persuasive argument force the reader to
do?

Teaching strategy: Examples

Engage Power point with examples while questioning

phase students at each stage of the power point.

- See slides for more information.

- Go through slides proving good examples and bad
examples.
- Ask question at each slide.
- Try to build discussion.

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We do Activity

Teaching strategy: Planning

Building a hamburger

- Working with the student Plan a persuasive

argument based around a hamburger model.
- Students draw a hamburger with room to label and - Students uses
write content within. images to link to
- Pick an argument that student can relate with. words.
- Move through each section of the burger and fill in
the arguments.

You do Teaching stratagem: Student Planning Building a - Lesson scaffolled d

hamburger. so thay can do the
activity by
- Students draw another hamburger themsekves.
- Write two opposing arguments on the board. - Teachers walks
- Have one half of the class fill in one side. around and
- There other half of the class fill in the other. provides support to
- Come together at the end of the class to discuss
induviduals who
whose argument was more effective and why.
require it.
Conclusio Teaching strategy : Pass out the door task - Verbal recording of
n - Students tell me one thing they Learnt during the imformtion.
lesson before leaving the classroom.

Feedback to Students:
Informal feedback to students through group discussion and progression around the groups as they explore
the materials.
and encouragement to students on their strengths and areas for improvement.
Students reflect on and discuss with their teacher/peers what they can do well and what they need to
improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and
provide multiple opportunities for children to experience, practise and improve.
Red light Green light activity.
List of Resources needed to complete lesson

Example text.

Interactive white board.

Monty python Skit: what is an argument

Hamburger example

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