YEAR LEVEL DESCRIPTION- Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

WALT

• Understand what recycling is.

• Understand why recycling is important.

WILF

• Active listening during the show.

• Participation in small group brainstorms about 'Why Recycle?'

In small groups write down all the reasons why we should recycle. 

Be ready to share.

WILF

• Planning on a writing graph.

• An attempt to write a persuasive piece.

• Evidence of some editing.

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?

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.

WALT

• Understand what ideas are.

• Identify them in a model text.

• Understand why they are important to writing.

WILF

• Active participation in mat session.

What are the ideas that your persuasive writing need to include?

WALT

• Identify ideas from a website.

• Brainstorm ideas and arguments to use in our writing.

WILF

• Active participation in mat session.

• Completed worksheet.

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?

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?

Ideas

Do we have lots of different arguments for our writing?

Do these arguments have lots of detail?

WALT

• identify the main idea of our writing.

• write a sizzling start.

WILF

• Active participation in mat session.

• Completed worksheet.

Don't feed the fill. Use Containers for Change.

Students and staff of NBPS need to recycle using Containers for Change.

What is a Sizzling Start?

Turn and Talk

A punchy and exciting opening within a text that grabs the readers attention.

Watch me write a sizzling start to my persuasive piece.

Don't forget the main idea!

Does my sizzling start relate to the main idea?

What technique have I used to engage my reader?

WALT

• write a sizzling start.

WILF

• A completed worksheet and sizzling start.

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?

Share your sizzling start with the class.

WALT

• identify the structure of a persuasive piece.

WILF

• Mat session participation 

WALT

• demonstrate the structure of a persuasive piece.

WILF

• Completed cut and past activity.

What is the text structure of a persuasive text?

Turn and Talk

Let's read the text in the correct order.

Why is it important your writing is in this order?

WALT

• write our text structure on the writing graph in the correct order.

WILF

• A completed writing graph.

What is the text structure of a persuasive text?

Watch as I plan my writing onto my writing graph.

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.

Share your ideas with the class.

WALT

• find strong words in a persuasive text which demonstrate certainty (something needs to definitely happen).

WILF

• Participation in mat session.

What are some other words that mean certain? 

Turn and Talk

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.

On your whiteboard, write 3 strong (high modality) words.

WALT

• use modal words to make sentences sound more convincing.

WILF

• completed worksheet.

What are some strong modal words we learned in the last lesson?

Turn and Talk

What is the purpose of using these words?

Let's check your answers.

WALT

• understand what voice means in persuasive writing.

• recognise voice in examples.

WILF

• completed worksheet.

Who is the target audience of your writing?

How are you going to talk to them in your writing?

WALT

• understand what sentence fluency is and the parts of a sentence.

• recognise and demonstrate correct sentence fluency.

WILF

• Mat session participation.

Sentence  Structure

Sentences usually have three main components.

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.

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.

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.

Share your sentences with the class.

WALT

• write an introduction with at least 3 sentences.

WILF

• Completed worksheet.

Have we:

read our writing to hear if it flows smoothly?

used different words?

used different types of sentences?

used varied sentence lengths?

WALT

• write an introduction for our persuasive piece.

WILF

• A completed introduction.

What does the introduction need to include?

First is our sizzling start, then....

Have a go at writing your introduction.

Make sure you read your sentences out loud to hear if they make sense.

Share your writing

WALT

• write an argument paragraph.

WILF

• Completed worksheet.

What does an argument paragraph include?

Have we:

read our writing to hear if it flows smoothly?

used different words?

used different types of sentences?

used varied sentence lengths?

WALT

• write the first argument paragraph using the second strongest idea.

WILF

• Completed paragraph.

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.

Share your arguments with the class.

WALT

• understand what is included in a conclusion.

WILF

• Participation

A conclusion must contain three things:

Read the below conclusion and highlight the three items that must be included.

What three things does a conclusion need?

WALT

• write a conclusion.

WILF

• a completed worksheet.

What three things does a conclusion need?

Let's read the paragraph together.

What must a conclusion include?

WALT

• write a conclusion for the topic, Students and staff of NBPS need to recycle using Containers for Change.

WILF

• a completed worksheet.

What three things does a conclusion need?

Share your conclusion with the class.

WALT

• understand what conventions are.

WILF

• Participation.

Why is it important to edit our work?

WALT

• read incorrect texts and edit them so they make sense.

WILF

• A completed worksheet.

What are conventions?

Conventions in writing is the editing process. 

This includes spelling, punctuation, grammar, capitalisation and paragraphing.

When should you be editing?

Let's check the answers.

Why are conventions and editing so important in our writing?