Persuasive Writing
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
'Save the bees, save the planet'.
THE SCHOOL AS YOUR AUDIENCE
'Save the bees, save the planet'.
Learning Intention
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.
Success Criteria
A short and sharp persuasive piece to convince the community to help save bees and other pollinator insects.
MUST
Write a persuasive with an introduction, 2 arguments and a conclusion.
Attempt to use correct boundary punctuation and basic persuasive language.
SHOULD
Write a persuasive with an introduction, 3 arguments and a call to action using persuasive language.
Write sentences with evidence of correct boundary punctuation and possible attempts other punctuation.
COULD
Write a cohesive persuasive with an introduction, 3 detailed arguments and a call to action using varied persuasive language.
Write varied sentences with correct boundary punctuation and possible attempts at other punctuation.
COULD (WOW)
Write a cohesive persuasive with an introduction, 3 detailed arguments and a call to action using varied persuasive language.
Write varied sentences with correct boundary punctuation and attempts at other punctuation. Writing includes correct use of figurative language- simile, rule of three, alliteration or exaggeration.
Lesson 1 | Investigate | Getting the buzz on bees
Learning Intention
Understand why insects are important to the planet.
Success Criteria
Completed worksheet- I see, I think, I wonder.
Watch
While watching the show, think of the following:
why are insects important?
how did Costa help the insects?
Walk
Let's go for a walk through Star Swamp.
While walking, investigate and spot as many insects as possible.
Watch what they do and where they go.
Where did you see them?
What do you notice?
Getting-the-buzz-on-bees-activity-sheet.pdfLesson 2 | Ideas | Notice and Name
Learning Intentions
Understand what ideas are.
Identify them in a model text.
Understand why they are important to writing.
Success Criteria
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.
KWL Chart
Create a KWL chart. Under K, write two facts you already know about bees.
Read
Notice and Name
While I am reading, what do you notice?
What is the main idea of the story?
What are the supporting details (reasons)?
Do the reasons include lots of detail?
KWL Chart
Under W, write two facts you that you have learned from reading the book.
Under L, write one thing you would like to learn about. Share your thoughts with the class.
Wrap Up
Why do we need to save the bees?
Lesson 3 | Excellent Word Choice | Notice and name it
Learning Intentions
Identify unknown words.
Define the meaning of topic specific vocabulary.
Success Criteria
Active participation in a learning session.
Excellent Word Choice
Excellent Word Choice- Persuasive
You want to always pick the best possible words and phrases to convince the reader that your opinion is right.
So your reader believes you know what you're talking about, you need to use topic specific words in your writing.
Let's Read
Notice and Name
While I am reading, on your whiteboard, write down the words you don't know the meaning of.
Do your best with spelling!
Activity
On an iPad, open up the dictionary website using the QR code on the left.
Let's go through the words we wrote down
to create a word wall in the class room.
Wrap Up
Turn to your partner and tell them a sentence using a new word correctly.
Write a sentence on your whiteboard using a new word correctly.
Lesson 4 | Pre-Test
Convince the community to:
'Save the bees, save the planet'.
Success Criteria
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?
Arguments / Reasons
Why do we need to save the bees?
Is there anything new from this video?
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 5 | Ideas | Notice and Name | Try It
Learning Intention
Identify ideas (arguments) from a non fiction book.
Identify interesting facts about bees.
Success Criteria
Completed classroom arguments poster.
Research- Notice and Name
Let's read a section of a non fiction book.
Could these facts be used in your arguments?
Do they have strong details?
Why do we need to save the bees?
Turn and Talk
Let's brainstorm some ideas for why we need to save the bees.
Class Activity
Let's create a poster prompt to help us when we write our own persuasive piece of writing.
Wrap Up
Ideas
Do we have at least three different arguments for our writing?
Do these arguments have lots of detail?
Lesson 6 | Ideas | Apply it | Sizzling Start
Learning Intentions
identify the main idea of our writing.
write a sizzling start.
Success Criteria
Active participation in learning session.
Completed sizzling start.
Main Idea
Save the bees, save the planet.
The community needs to do more to save the bees.
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!
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
Learning Intention
identify the structure of a persuasive piece.
Success Criteria
learning 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
Learning Intention
demonstrate the structure of a persuasive piece.
Success Criteria
Completed writing graph.
Activate
What is the text structure of a persuasive text?
Turn and Talk
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 9 | Excellent Word Choice | Notice and Name It
Learning Intention
find strong words in a persuasive text which demonstrate certainty (something needs to definitely happen).
Success Criteria
Participation in mat session.
List at least 3 strong words that are used in persuasive texts.
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 10 | Excellent Word Choice | Try it & Apply it
Learning Intention
use modal words to make sentences sound more convincing.
Success Criteria
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
L9_excellent_word_choice.pdfComplete 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.
Wrap Up
Lesson 11 | Sentence Fluency | Introduction
Learning Intention
write an introduction with at least 3 sentences.
Success Criteria
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
L11_intro_we_do.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 12a | Sentence Fluency | Apply It | Introduction
Learning Intention
write sentence 1 and 2 of your introduction.
Success Criteria
Ideas for where and what (first sentence).
A sentence stating your position.
Learn
What does the introduction need to include?
First is our sizzling start, then....
Where and What
In your Writing Project book rule up a new page and title it, Introduction.
Underneath, write a heading:
Where?
For our topic, Save the bees, save the planet, where is this happening?
think | pair | share
Whilst sharing write down the class ideas for where, underneath your heading, Where?
Underneath, write a heading:
What?
What is happening now with bees? What is the problem?
think | pair | share
Whilst sharing write down the class ideas for what, underneath your heading, What?
Opinion
Start a new page. Write a heading:
Position
What is your position (opinion)?
You must (high modality word) agree we need to .
Turn to your partner and say your position.
Write your opinion sentence under the heading Position.
Wrap Up
Share your opinion sentences with the class.
Let's review.
The first sentence includes? Give an example.
The second sentence is?
Lesson 12b | Sentence Fluency | Apply It | Introduction
Learning Intention
Write sentence 3 and 4 of your introduction.
Put it all together to write you introduction.
Success Criteria
Choose a relevant interesting fact different from your sizzling start.
Completed written introduction.
Interesting Fact
Underneath your position sentence write a heading, Interesting Fact.
Have a look at the interesting fact you used in your sizzling start.
Find another relevant interesting fact you can use.
Write it under your heading Interesting Fact.
You have 10 minutes.
Put It All Together
Start a new page. Write a Title (Save the Bees, Save the Planet)
DO NOT USE HEADINGS IN YOUR INTRODUCTION
Sizzling Start
Copy your sizzling start from your worksheet.
Sentence 2
Write a first sentence including where and what.
Look at your ideas from the last lesson.
Sentence 3
Copy your position sentence.
Sentence 4
Copy a relevant interesting fact.
Sentence 5
Write the sentence.
Read on to discover more.
Edit
C
CAPITAL LETTERS
U
UNDERSTANDING
P
PUNCTUATION
S
SPELLING
Lesson 13 | Sentence Fluency | try It | Arguments
Learning Intention
write an argument paragraph.
Success Criteria
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
Wrap 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 14 | Sentence Fluency | Apply It | Arguments
Learning Intention
write the first argument paragraph using the second strongest idea.
Success Criteria
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, it is amazing to be able to eat all sorts of delicious foods like honey, fruit salad and fries.
Second Sentence
Your second sentence needs to give supporting detail to entice the reader.
For example:
Without a doubt we need to save the bees as bees are the main pollinators who support plants to produce the food we eat.
Third Sentence
Your third sentence needs to give more supporting detail to entice the reader.
For example:
Imagine what it would be like if we couldn't eat a variety of foods? Life would be boring,
You Do
Worksheet
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?