Persuasive Writing
Don't feed the fill. Use Containers for Change.
YEAR LEVEL DESCRIPTION- Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Judging Standards
WRITE A PERSUASIVE PIECE WITH
THE SCHOOL AS YOUR AUDIENCE
'Don't feed the fill. Use Containers for Change'.
THE SCHOOL AS YOUR AUDIENCE
'Don't feed the fill. Use Containers for Change'.
WALT
Use the Seven Steps for Writing Success to write a persuasive piece.
Use the correct text structure to write a persuasive piece.
Write a persuasive piece using strong, specific and topic specific vocabulary.
Punctuate correctly.
WILF
A short and sharp persuasive piece to convince students to recycle containers for the school through Containers for Change.
Lesson 1 | STORYBOTS | Why do We Have to Recycle?
WALT
Understand what recycling is.
Understand why recycling is important.
WILF
Active listening during the show.
Participation in small group brainstorms about 'Why Recycle?'
Watch
While watching the show, think of the following:
What is recycling?
Why is it important?
Group Work- Brainstorm
In small groups write down all the reasons why we should recycle.
Be ready to share.
Lesson 2 | Pre-Test
Convince students of North Beach Primary of the following:
'Don't feed the fill. Use Containers for Change'.
WILF
Planning on a writing graph.
An attempt to write a persuasive piece.
Evidence of some editing.
Activate Prior Knowledge
What does it mean to persuade?
What is the purpose?
What are the reasons we came up with for why we need to recycle?
Is there anything new from the video you just watched?
Are there any interesting topic specific words you can use?
Checklist
Planning- 5 minutes to plot your argument on the graph as best you can.
Writing- 30 minutes to write as much as you can.
Editing- 5 minutes to edit what you have written.
Lesson 3 | Ideas | Notice and Name
WALT
Understand what ideas are.
Identify them in a model text.
Understand why they are important to writing.
WILF
Active participation in mat session.
Activate Prior Knowledge
Ideas- Persuasive
Ideas are the content of the writing piece. They are the “heart and soul” of good writing.
There is one main idea which is elaborated with supporting arguments.
Read
Notice and Name
While I am reading, what do you notice?
What is the main idea of the story?
What are the supporting arguments?
Do the arguments include lots of detail?
Wrap Up
What are the ideas that your persuasive writing need to include?
Lesson 4 | Ideas | Notice and Name | Try It
WALT
Identify ideas from a website.
Brainstorm ideas and arguments to use in our writing.
WILF
Active participation in mat session.
Completed worksheet.
Research- Notice and Name
Let's visit the Containers for Change website to see the impact of recycling.
Could these facts be used in your arguments?
Do they have strong details?
Why fundraise for the school?
Turn and Talk
Let's brainstorm some ideas for why we want to fundraise for the school.
What would you like to have in the school which we don't have right now?
Independent Activity
ideas.pdfChoose 4 reasons that you really like from our brainstorm and copy them onto your worksheet.
Wrap Up
Ideas
Do we have lots of different arguments for our writing?
Do these arguments have lots of detail?
Lesson 5 | Ideas | Try It
WALT
identify the main idea of our writing.
write a sizzling start.
WILF
Active participation in mat session.
Completed worksheet.
Main Idea
Don't feed the fill. Use Containers for Change.
Students and staff of NBPS need to recycle using Containers for Change.
Sizzling Start
What is a Sizzling Start?
Turn and Talk
A punchy and exciting opening within a text that grabs the readers attention.
We can use several techniques to help us start our persuasive writing in an interesting and engaging way.
Ask rhetorical questions
Asking a question without expecting an answer.
Rule of Three
List 3 things, or repeat words or sounds three times.
Interesting Facts
Include a fact the reader may not know.
Create pictures in the readers' mind
Describe how something looks/sounds/feels like.
Watch me write a sizzling start to my persuasive piece.
Don't forget the main idea!
Wrap Up
Does my sizzling start relate to the main idea?
What technique have I used to engage my reader?
Lesson 6 | Ideas | Apply It
WALT
write a sizzling start.
WILF
A completed worksheet and sizzling start.
Activate
What is a Sizzling Start?
Turn and Talk
A punchy and exciting opening within a text that grabs the readers attention.
What strategies can we use?
Ask rhetorical questions
Asking a question without expecting an answer.
Rule of Three
List 3 things, or repeat words or sounds three times.
Interesting Facts
Include a fact the reader may not know.
Create pictures in the readers' mind
Describe how something looks/sounds/feels like.
Remember My Example
Did you know that rubbish in the ocean, especially plastic is responsible for killing over 100,000 mammals and more than a million sea birds each year?
Have I included an interesting fact or fundraising idea?
Have I used one or more of the strategies?
Independent
Complete the worksheet to help you write your sizzling start.
Wrap Up
Share your sizzling start with the class.
Lesson 7 | Organisation | Notice and Name It
WALT
identify the structure of a persuasive piece.
WILF
Mat session participation
Activate
Organisation- Persuasive
Organisation is the structure of the text. The order it is written in.
It helps to make your ideas clear, guides the reader's understanding and can strengthen your arguments.
Learn
Summer Is the Best Season Persuasive Text Example.pdfI DO
Watch as I group and label the different areas of the text.
Exit ticket
Lesson 8 | Organisation | Try It
WALT
demonstrate the structure of a persuasive piece.
WILF
Completed cut and past activity.
Activate
What is the text structure of a persuasive text?
Turn and Talk
Activity
Persuasive Text Sequencing Task.pdfHave a look at yesterday's text we read.
It is no longer in the right order!
Have a go putting it back in the correct order.
Cut the boxes out, arrange them in the correct sequence and paste it into your writing book.
Before you paste it, get me to check it!
Wrap Up
Let's read the text in the correct order.
Why is it important your writing is in this order?
Lesson 9 | Organisation | Apply It
WALT
write our text structure on the writing graph in the correct order.
WILF
A completed writing graph.
Activate
What is the text structure of a persuasive text?
Watch Me
Watch as I plan my writing onto my writing graph.
Your turn
Write your sizzling start onto your writing graph.
Decide the three arguments you would like to use for your writing. Write them into your plan. Don't forget to put them in the correct order!
See if you can think of an ending with impact.
If you can't, don't worry! We will work on that later.
Wrap Up
Share your ideas with the class.
Lesson 10 | Excellent Word Choice | Notice and Name It
WALT
find strong words in a persuasive text which demonstrate certainty (something needs to definitely happen).
WILF
Participation in mat session.
Activate
Excellent Word Choice- Persuasive
You want to always pick the best possible words and phrases to convince the reader that your opinion is right.
To convince your reader you want to use words which mean certain.
What are some other words that mean certain?
Turn and Talk
Modal words
Modal verbs are words which show possibility, intent, ability, or necessity.
In persuasive writing you are trying to convince the readers to do, or believe something. So you need to include words which mean certain, definitely or necessary. They are strong words which are more convincing than others.
au-t2-e-3827-low-medium-and-high-modality-word-mat-english_ver_1.pdfNotice and Name
Summer Is the Best Season Persuasive Text Example.pdfI DO
Watch as I highlight the different high modality words as I read.
Wrap Up
On your whiteboard, write 3 strong (high modality) words.
Lesson 11 | Excellent Word Choice | Try it & Apply it
WALT
use modal words to make sentences sound more convincing.
WILF
completed worksheet.
Activate
What are some strong modal words we learned in the last lesson?
Turn and Talk
What is the purpose of using these words?
Activity
Complete the worksheet
We will do We Do together.
Then you will have a go on your own- You Do.
Wrap Up
Let's check your answers.
Lesson 12 | Voice
WALT
understand what voice means in persuasive writing.
recognise voice in examples.
WILF
completed worksheet.
Activate
Voice- Persuasive
A writer's voice is his or her attitude toward a subject. Write directly to audience; give reasons that support your ideas, and write with emotion to engage your reader.
Learn
My writing is my own.
Does it sound like what Ed Sheeran is saying is really coming from him?
My reader can
tell I care about the topic.
tell I care about the topic.
What does Ed Sheeran say or do to show you that he cares about the topic?
I match my voice to my audience.
Who is the audience of this advert? Is Ed Sheeran speaking in a way which matches the audience?
Do
comparison.pdfWrap Up
Who is the target audience of your writing?
How are you going to talk to them in your writing?
Lesson 13 | Sentence Fluency | Notice and Name It
WALT
understand what sentence fluency is and the parts of a sentence.
recognise and demonstrate correct sentence fluency.
WILF
Mat session participation.
Activate
Sentence Fluency
Is the rhythm and flow of the language and the sound of word patterns.
How does it sound when read aloud?
Sentence Structure
Sentences usually have three main components.
Subject
Is either a noun or pronoun and answers the question "Who?" or “What?"
Verb
Tells you if the subject performs action, receives action or is in a state of being.
The bus stopped for us.
Max was paid for his work.
The shopping list is on the table.
Complement
Many sentences also contain a complement, which completes the meaning of the sentence and can answer the 5 W's:
Who | What | When | Where | Why
or
How.
I Do
Simple sentence:
The ninja is sneaking.
What is the noun and verb?
Add an adjective to describe the noun.
Add and adverb to describe how they are sneaking.
Choose a joining word: after, although, since, while, until, when, before
Finish the sentence with the complement to add more detail to answer one of the 5 W's.
We Do
Simple sentence:
The snake slithered
What is the noun and verb?
Add an adjective to describe the noun.
Add and adverb to describe how they are sneaking.
Choose a joining word: after, although, since, while, until, when, before
Finish the sentence with the complement to add more detail to answer one of the 5 W's.
You Do- Whiteboards
Simple sentence:
The bear roared.
What is the noun and verb?
Add an adjective to describe the noun.
Add and adverb to describe how they are sneaking.
Choose a joining word: after, although, since, while, until, when, before
Finish the sentence with the complement to add more detail to answer one of the 5 W's.
Wrap Up
Share your sentences with the class.
Lesson 14 | Sentence Fluency | try It | Introduction
WALT
write an introduction with at least 3 sentences.
WILF
Completed worksheet.
Activate
Sentence Fluency
Is the rhythm and flow of the language and the sound of word patterns.
How does it sound when read aloud?
Learn
Do
Lesson_14.pdfWrap Up
Have we:
read our writing to hear if it flows smoothly?
used different words?
used different types of sentences?
used varied sentence lengths?
Lesson 15 | Sentence Fluency | Apply It | Introduction
WALT
write an introduction for our persuasive piece.
WILF
A completed introduction.
Learn
What does the introduction need to include?
First is our sizzling start, then....
Activity
Have a go at writing your introduction.
Make sure you read your sentences out loud to hear if they make sense.
introduction.pdfWrap Up
Share your writing
Lesson 16 | Sentence Fluency | try It | Arguments
WALT
write an argument paragraph.
WILF
Completed worksheet.
Learn
What does an argument paragraph include?
Topic Sentence
What is the main idea of the paragraph?
Supporting Details
Extra detail or examples to support your idea. Include facts and rhetorical questions.
We Do
argument.pdfWrap Up
Have we:
read our writing to hear if it flows smoothly?
used different words?
used different types of sentences?
used varied sentence lengths?
Lesson 17 | Sentence Fluency | Apply It | Arguments
WALT
write the first argument paragraph using the second strongest idea.
WILF
Completed paragraph.
Learn
Topic Sentence
What is the main idea of the paragraph?
Supporting Details
Extra detail or examples to support your idea. Include facts and rhetorical questions.
First Sentence
Your first sentence needs to state the main idea.
For example:
You must agree, fundraising through Containers for Change is a fantastic idea.
Using Containers for Change is vital to helping North Beach Primary School fundraise.
Second Sentence
Your second sentence needs to give supporting detail to entice the reader.
For example:
Imagine what it would be like to be able to upgrade the canteen to have delicious and healthy food every day. That would definitely save your parents some time in the morning.
You must agree North Beach Primary School needs another hard court for our amazing basketballers and netballers. Fundraising will accomplish this.
Third Sentence
Your third sentence needs to state an interesting fact.
For example:
Did you know a balanced diet helps growing bodies and minds to focus, stay alert and is linked to higher grades?
It is a fact that increased physical activity can help students improve academically.
You Do
arguments.pdfWorksheet
Use the worksheet to help you write your three arguments.
Wrap Up
Share your arguments with the class.
Lesson 18 | Sentence Fluency | Notice and Name it | Conclusion
WALT
understand what is included in a conclusion.
WILF
Participation
Learn
A conclusion must contain three things:
1. A recap of your point of view
2. Review of your arguments
3. Call to action
(Ending with impact)
Read the below conclusion and highlight the three items that must be included.
Topic: Should we wear hats at school?
In conclusion, I urge you to consider the importance of wearing your school hat whilst playing. It will keep you protected from the harmful sun, respectfully follows the school policy of wearing a uniform and shows encouragement for our faction. The time has come to do the right thing, wear your hat when out in the sun.
Wrap Up
What three things does a conclusion need?
Lesson 19 | Sentence Fluency | Try It | Conclusion
WALT
write a conclusion.
WILF
a completed worksheet.
Activate
What three things does a conclusion need?
We Do
Conclusion_we_do.pdfWrap Up
Let's read the paragraph together.
What must a conclusion include?
Lesson 20 | Sentence Fluency | Apply It | Conclusion
WALT
write a conclusion for the topic, Students and staff of NBPS need to recycle using Containers for Change.
WILF
a completed worksheet.
Activate
What three things does a conclusion need?
You Do
conclusion_you_do.pdfWrap Up
Share your conclusion with the class.
Lesson 21 | Conventions | Notice and Name it
WALT
understand what conventions are.
WILF
Participation.
Learn
Conventions
Conventions in writing is the editing process.
This includes spelling, punctuation, grammar, capitalisation and paragraphing.
I use capital letters at the beginning of sentences and for people and place names.
I use grammar correctly so my writing makes sense.
I use punctuation correctly.
.,!? ““:;
I leave space between words and my best handwriting so my writing is easy to read.
Activate
Let's read, 'The Smartest Giant in Town'.
Have a look at the different conventions.
Capital letters
Punctuation
Grammar- word choice, sentence fluency, tense
Wrap Up
Why is it important to edit our work?
Lesson 21 | Conventions | Try It
WALT
read incorrect texts and edit them so they make sense.
WILF
A completed worksheet.
Activate
What are conventions?
Conventions in writing is the editing process.
This includes spelling, punctuation, grammar, capitalisation and paragraphing.
When should you be editing?
I use capital letters at the beginning of sentences and for people and place names.
I use grammar correctly so my writing makes sense.
I use punctuation correctly.
.,!? ““:;
I leave space between words and my best handwriting so my writing is easy to read.
Activity
conventions.pdfListen to me read the introduction. See if you can spot the errors as I read.
Let's work together to edit the introduction.
Listen to me read the first argument. See if you can spot the errors as I read.
Independently have a go at editing the first argument.
Wrap Up
Let's check the answers.
Why are conventions and editing so important in our writing?