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ENGLISH UNIT PLAN

By Kelsey Williams

Topic or Theme: Persuasive Writing

Literature or text type/s: Persuasive Writing Year Level: 3/4

Relevant Achievement Standard/s:

Receptive Modes Productive Modes
Year 2 Year 2
By the end of Year 2, students understand how similar texts share characteristics by When discussing their ideas and experiences, students use everyday language features and
identifying text structures and language features used to describe characters and events, or topic-specific vocabulary. They explain their preferences for aspects of texts using other texts
to communicate factual information. as comparisons. They create texts that show how images support the meaning of the text.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a Students create texts, drawing on their own experiences, their imagination and information
significant number of high-frequency sight words and images that provide extra information. they have learnt. They use a variety of strategies to engage in group and class discussions
They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, and make presentations. They accurately spell words with regular spelling patterns and spell
semantics and context. They use knowledge of a wide variety of letter-sound relationships words with less common long vowel patterns. They use punctuation accurately,
to read words of one or more syllables with fluency. They identify literal and implied meaning, and write words and sentences legibly using unjoined upper- and lower-case letters.
main ideas and supporting detail. Students make connections between texts by comparing
content. They listen for particular purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns.
Year 3 Year 3
By the end of Year 3, students understand how content can be organised using different text Students understand how language features are used to link and sequence ideas. They
structures depending on the purpose of the text. They understand how language features, understand how language can be used to express feelings and opinions on topics. Their texts
images and vocabulary choices are used for different effects. include writing and images to express and develop, in some detail, experiences, events,
They read texts that contain varied sentence structures, a range of punctuation conventions, information, ideas and characters.
and images that provide extra information. They use phonics and word knowledge to
fluently read more complex words. They identify literal and implied meaning connecting ideas Students create a range of texts for familiar and unfamiliar audiences. They contribute
in different parts of a text. They select information, ideas and events in texts that relate to their actively to class and group discussions, asking questions, providing useful feedback and
own lives and to other texts. They listen to others’ views and respond appropriately using making presentations. They demonstrate understanding of grammar and choose vocabulary
interaction skills. and punctuation appropriate to the purpose and context of their writing. They use knowledge
of letter-sound relationships including consonant and vowel clusters and high-frequency
words to spell words accurately. They re-read and edit their writing, checking their work for
appropriate vocabulary, structure and meaning. They write using joined letters that are
accurately formed and consistent in size.
Year 4 Year 4
By the end of Year 4, students understand that texts have different text structures depending Students use language features to create coherence and add detail to their texts. They
on purpose and context. They explain how language features, images and vocabulary are understand how to express an opinion based on information in a text. They create texts that
used to engage the interest of audiences. They describe literal and implied meaning show understanding of how images and detail can be used to extend key ideas.
connecting ideas in different texts. Students create structured texts to explain ideas for different audiences. They make
They fluently read texts that include varied sentence structures, unfamiliar vocabulary presentations and contribute actively to class and group discussions, varying language
including multisyllabic words. They express preferences for particular types of texts, and according to context. They demonstrate understanding of grammar, select vocabulary from a
respond to others’ viewpoints. They listen for and share key points in discussions. range of resources and use accurate spelling and punctuation, re-reading and editing their
work to improve meaning.
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Learning intentions
Content Descriptors:
Year 2: Year 3: Year 4:
Text structure and organisation Text structure and organisation Interpreting, analysing, evaluating
Understand that different types of texts have Understand how different types of texts vary in use of Identify characteristic features used in imaginative,
identifiable text structures and language features that language choices, depending on their purpose informative and persuasive texts to meet the
help the text serve its purpose (ACELA1463) and context (for example, tense and types of purpose of the text (ACELY1690)
sentences) (ACELA1478)
Interpreting, analysing, evaluating Creating texts
Identify the audience of imaginative, informative and Texts in context Plan, draft and publish imaginative, informative and
persuasive texts (ACELY1668) Identify the point of view in a text and suggest alternative persuasive texts containing key information and
points of view (ACELY1675) supporting details for a widening range of audiences,
Creating texts demonstrating increasing control over text structures
Create short imaginative, informative and persuasive Interpreting, analysing, evaluating and language features (ACELY1694)
texts using growing knowledge of text structures Identify the audience and purpose of imaginative,
and language features for familiar and some less informative and persuasive texts (ACELY1678)
familiar audiences, selecting print and multimodal
elements appropriate to the audience and Creating texts
purpose (ACELY1671) Control over text structures and language features and
selecting print, and multimodal elements appropriate to
the audience and purpose (ACELY1682)
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SEQUENCING LESSONS
Lesson Focus and Activity Resources to be used AC: English LINKS: Feedback and Assessment
Week

Stage 1 | Building the field Electronic

1 Learning intention: This stage intends to assess students prior knowledge of persasive whiteboard
texts and for students to understand how persuasive texts are used and represented.
Youtube video:
Class discussion: Persuasive Writing
The opening of the topic will be a class discussion. This gathering the student’s prior for Kids: What is it?
knowledge and understanding of how and why we use persuasive texts. The student’s https://www.youtube.
knowledge will be added on the electronic whiteboard through a mind map. By using a mind com/watch?v=hD9ar
map, students will be able to go back to it as a class and add any additional words or WXIddM
statements at the end of the unit to see how they have developed their knowledge of a
persuasive text. Text: The Day the
Guiding questions: Crayons Quit
What do we use persuasive texts for (mind map created on the board)?
How can persuasive texts be represented (added to the mind map in a different colour)? Plain A4 paper

Students will then watch: https://www.youtube.com/watch?v=hD9arWXIddM Coloured crayons

Video explains what makes up an Exposition/pursaive text, this video is used due to
students make a deeper connection to the topic if they can see it visually as many of the
students are visual learners.

Listen to the text: The day the Crayons Quit

Class discussion: A page of the text will be pulled and shown on the smart board. Students
will underline the important features/words that make it a persuasive text.
Guiding questions:
- How was it structured/organisational features (letter)?
- What made it a persuasive text (emotive)?
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- Use of the language of each crayon/vocabulary.

Students will create:

Students will respond to the text by creating a picture using crayons and think about how
they would draw it differently after what they have read. This task allowing students to
respond to how the persuasive text makes them feel, and understand how the audience can
respond to the text.
Stage 2 | Building the Field, Modelling the Genre Electronic
2 Learning intention: This stage intends for students to understand what is a paraph and whiteboard
why are they used. They also will understand the type of sentences and language choices.
Paragraph example
Class discussion: from a text.
The topic of paragraphs will be discussed as a class as paragraphs are an essential
understanding for students when writing persuasive texts. Sticky Notes
Guiding Questions:
What is a paragraph? Paragraph blanks
What do we use paragraphs for? (This will be written on the board) worksheet (see
• A new character enters the story. Appendix 1).
• A new event happens
• A new idea is introduced Videos:
• The setting changes Paragraph Song |
• A new person is speaking Kids Hip Hop | Taylor
Dee Kids TV
Students are to watch: https://www.youtube.com/watch?v=5DrxfXXyiNQ https://www.youtube.
The video is a song that goes through the structure of a paragraph. com/watch?v=5DrxfX
XyiNQ
Students will engage: Students will engage in class discussions by talking about the
structure of a paragraph. On the board will be displayed the structure of a paragraph and Paragraph structure
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what it involves (see Appendix 2) PowerPoint.

Students read and respond: as a class, we will the read a book with a paragraph
structure, students are to place a sticky note on the main idea, example/explanation and the
closing sentence. Thus, allowing students to identify the structure within everyday books.

Students will fill in the blanks. This worksheet will write their own word in the given area and
in the end, will end up with a descriptive paragraph. Before students begin, the task will be
modelled as a class (see Appendix 1).

Stage 3 | Building the field, Modelling the Genre and Joint Construction Electronic
3 Learning intention: This stage intends for studnets to understand the structure of a whiteboard
persuasive text and importance of this structure when writng thier own persuasive texts.
Students also understand how to write detailed and thoughtful introductions, reasons and Youtube videos:
conclusions. Informational Writing
for Kids- Episode 3:
Class discussion: Making a Plan
Class discussion will be held around the prior knowledge they have learnt from the previous https://www.youtube.
lesson. This will give the students the chance to refresh their memory and get students on com/watch?v=ehzBz
task. Ao3h44
From here students are to understand the structure of a persuasive text. Persuasive Writing
for Kids: Writing an
Students will then watch: https://www.youtube.com/watch?v=ehzBzAo3h44 Introduction
Video describes the structure of a persuasive text and what each part of the text entails. https://www.youtube.
com/watch?v=1O2Fj
Students will analyse: A persuasive text will be placed on the board. As the class reads J4EoIg
through the text they will identify the structure of the text by labelling each structure. This
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actively involving students as they stand and label each part of the text. Discussion will be Persuasive Writing
held around what is required in each structure e.g. Title, opening statement, sub- for Kids: Developing
headings/reasons, conclusion and concluding statement. Reasons
https://www.youtube.
Students will structure: Students will watch the teacher model the “Persuasive Burger” com/watch?v=6bbWJ

(Introduction (bun etc.), Argument 1, 2 and 3, conclusion and concluding statement). This KIvl2c

will be something that students will refer themselves to help them to structure their texts
correctly. Persuasive text
example.
Students will create: Students will create their own burger from a template created (see
Appendix 3). They will label and colour each part of the burger. This will be pasted in their Large Persuasive
book to refer to when creating their own texts. Burger Example for
display.
Students will then watch:
https://www.youtube.com/watch?v=1O2FjJ4EoIg Persuasive Burger
Video explains the structure of a introduction. worksheet (see
From here students are discuss the features and language used in an introduction. A Appendix 3).
PowerPoint slide on introductions will be shown with examples.
Guiding Questions Coloured pencils
What makes a good introduction?
What should it include? Book: What Pet
Students will then watch: Should I get? – Dr
https://www.youtube.com/watch?v=6bbWJKIvl2c Seuss
Video explains the structure and importance of reasons.
Discussion will be had around the importance of reasons and how they are structured within Coloured paper
the text. A PowerPoint slide on arguments will be shown with examples.
Listen to the text: What Pet Should I get? – Dr Seuss Markers
Guiding Questions:
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Why are reasons important? Jumbled up

What should we include in the reasons we give? persuasive text
worksheet (see
Students will construct: Students will use the worksheet “For and Against” to use their Appendix 5).
own opinions about a particular topic (see Appendix 6).
From here students will create a small poster on a topic listed on the board (sourced from Worksheet “For and
the book). Students write the topic and list five reason as to why they believe or do not Against” (see
believe the statement is true to them, for example: “Summer is better than Winter” or “Dogs Appendix 6).
are better than Cats”. Students must create a poster that will help in persuading the
audience. PowerPoint with
examples.
Students will then watch:
https://www.youtube.com/watch?v=TY5GLGeOFs8&t=32s
Video explains the importance and structure of a closing statement.
Discussion on the structure of a closing statement. A PowerPoint slide on conclusions will
be shown with examples.

Students will deconstruct: Students will deconstruct a jumbled-up text with a partner.
They will cut and paste the text in order of how a persuasive text is structured. Thus
allowing students to problem solve and show that they understand how the structure of a
persuasive text should follow (see Appendix 5).

Students will create: In small groups, students will be given ONE structural element of a
persuasive text e.g. Title, opening statement, sub-headings/reasons, conclusion, concluding
statement and create a poster about each element. Student can write what is required in
each sentence form, use words or draw small pictures as to what each structure must
include. For example: reasons must include why, a counter argument and facts.
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Stage 4 | Building the Field, Modelling the Genre, Joint Construction Electronic
4 Learning intention: This lesson intends for students to understand the use of language whiteboard
features and how these are used within persuasive texts.
Persuasive text
Class discussion: example.
Class discussion will be held around the words/vocabulary used within persuasive texts
such as emotive, conjunctions, present tense verbs, and ordinals. These will be discussed Emotive worksheet
and clarified for those students who may not be familiar with these terms. Throughout the (see Appendix 7).
development of their own texts they will become familiar with the vocabulary.
Guiding Questions: Conjunction power
What type of words do we use in a persuasive text? point (see Appendix
8).
Students will investigate: Students will analyse a persuasive text and underline the
emotive, conjunctions, present tense verbs, and ordinals in the text with different colour Poster Paper
markers. This enabling student to identify the frequency of the vocabulary and where they
present though out the text. Students will then complete a worksheet on the use of emotive Strips of paper
words. Underline the emotive language in the sentences and rewrite sentences, adding in
emotive words (see Appendix 7). Black markers

Students will interact: Students will use an interactive program on the board about
conjunctions. This interactive experience takes students through the use of conjunctions
and how they make up a sentence and what role they play in persuasive writing (see
Appendix 8).

Create a class poster: Students will be broken up into four groups and given one
persuasive text vocabulary. Students will be given coloured paper strips to add words under
the heading of emotive, conjunctions, present tense verbs, and ordinals. Their group must
come up with as many as they can think of as a group and place them on the poster. This
poster will be displayed in the classroom with the title “Our Persuasive Text Vocabulary”.
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Stage 5 | Building the Field, Modelling the Genre, Joint Construction, Individual Electronic
5 Construction whiteboard
Learning intention: This lesson intends for students to understand other forms of
persuasive texts and how they are used to persuade their audience, this enabling them to Advert
idenitify them within todays society. Catalogue
Page from a
Class discussion: Magazine
Students will be asked if they know of any other forms of persuasive tests other than a letter A speech
etc. Students will discuss other forms of persuasive texts and what makes them persuasive,
and how are they similar or different to those we have discussed? From this student’s will Poster Paper
understand that persuasive texts are within society everywhere and understanding how they
are written will help them to understand what makes them persuasive to their audience. Coloured markers

Student investigation: Students will be divided into small groups and given a different from Led pencils
of persuasive text e.g. Students will watch an advert, view a catalogue, a page from a
magazine, or listen to a speech. Students will paste the text onto a poster paper and “Flavour of the
brainstorm as a group what makes it persuasive around the outside of the text. Month.” Worksheets
(see Appendix 10).

Stage 6 | Individual Construction: Create your own

6 Learning intention: This stage intends for students to demonstrate their understanding of persuasive text
the overall learning intention through the form of a letter. booklet (see
Appendix 9).
Class discussion:
Discussion around forms of texts from prior lesson and refresh on what has been learnt in Led pencil
prior lessons. This leading into a fun activity for students prior to final assessment. This
allowing students will some feedback on their work before final assessment.
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Persuasive text
Student construction: Students will design new and unique donuts and use persuasive writing checklist (see
to explain why their donuts should be chosen for the featured “Flavour of the Month” (see Appendix 11).
Appendix 10). Once students have completed their letter they can create a final piece that will
be folded and put into an envelope ready to place in the post box (post box will be created Post box

by the students).

Class discussion:
In this time, students will be explained the task of creating their own persuasive letter. They
will be given the time to refresh themselves on what they have learnt about persuasive texts
and what they must include in their letter.

Final assessment of understanding: Students will be given a booklet that outlines the five
statements/perspectives that students can select, for example: Recess should be extended
by 5 minutes etc. Students will write to whom they are trying to convince, the letter
addressed too. Students will then use the space provided to brainstorm reasons or ideas
before they write their letter. Space will be given for students to outline how they are going
to write their text e.g. Title, statement, argument one, argument two, argument three,
conclusion, concluding statement. Students will have a checklist as they write their texts,
they will tick off each component as they go. Once completed their letter draft, students will
post their letter in the post box.