Persuasive Writing Unit :

Lesson Plan One

Lesson
Information
Unit Topic

Lesson One

Band and year

Lower Primary year 3

Strand

English

Students

29

Persuasive Writing: The Lorax

C URRICULUM C ONNECTIONS
Curriculum Connections
English

AND

O UTCOMES :

Curriculum outcomes

Identify the audience and purpose of

imaginative, informative and persuasive texts
(ACELY1678)

Plan, draft and publish imaginative,

informative and persuasive texts demonstrating
increasing control over text structures and language
features and selecting print, and multimodal
elements appropriate to the audience and purpose
(ACELY1682)

Write using joined letters that are clearly

formed and consistent in size (ACELY1684)

Lesson Overview
This lesson focus is on developing students awareness of an exposition and its
structure through the reading of the stimulis book The Lorax and teacher modelled
examples using sampled text.

Explain an exposition
Discuss the basic structure (Introduction, body, conclusion)
Model and display examples (My favourite animal and The worlds best
animal is)
Look for more examples from local newspaper
Students to cut up MY Favourite animal exposition and place under the
heading Introduction, body and conclusion.
Students write a few points describing the stance of the exposition

It is recommended that the facilitating teacher review the 8 Ways of Learning

pedagogical model before delivering this unit. Please click this link
http://8ways.wikispaces.com/ and or familiarize yourself with the information
provided in the Teacher resource section below.

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Outcomes

Students will have an understanding of an expositions basic structure. That of

introduction, body and conclusion
Students will have an understanding of what an exposition is used for
Students will understand that the introduction of a persuasive text is to appeal to the
reader and grab their attention
Students can locate the writers view point or opinion and stance on the topic in the
introduction

L ESSON S TRUCTURE :
Topics

Teachin
g
Method

Introduction
5 min

Explaining

Questions/activity/Actions

Describe classroom expectations, rules and

standards (Classroom management) See
attached sheet
Give students and overview of the lesson. Focus
on learning about persuasive writing and purpose
develop a learning map and display

Collaborative

Accessing Prior Knowledge using KWL chart

http://www.teachnology.com/worksheets/graphic/kwl/
Students knowledge of expositions

Modelling

Activity

10 min
Guiding

Activity
10 min

As a class students will sit on floor

Before teacher reads the book The Lorax class to
discuss and activate prior knowledge of the book.
Who has read it, who has seen the movie,
audience?
Teacher to read the text with students focusing
on intro, body and conclusion
Students to be mindful of audience and
persuasion with the teacher pausing,
discussing(scaffolding) and reviewing for student
comprehension
Teacher discusses what an exposition is, what it
looks like in text and the intended audience.
Discuss the basic structure and highlight for
students on Interactive white board(IWB) Use My
Favourite animal and exposition resource

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Guiding

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Activity
10 min

Collaborative

As a class discuss and explore We Agree

YouTube video and what ends up in your garden.
Make sure to think aloud when discussing,
planning and developing ideas. Tease out and
table students ideas using symbols/picture/text
https://www.youtube.com/watch?v=gBYFBaRIJ8&list=PLF405D3AFFE9DE818

Activity
10 min

Individual

Activity
Extension
Conclusion
5 min

As a class with teacher scribing and scaffolding

have class develop a persuasive argument for and
against: Should we pay for plastic bags?, utilizing
the correct persuasive format discussed and
modelled earlier, using a T graph.

Have students dissect the collaborate persuasive

text constructed and The world best animal is
text, into introduction , body and conclusion
Paste into resource document
Introduction/body/conclusion (Summative ass)

Student to write a few points describing the

purpose of the piece.

Guiding

Activity
10 min

Activity
Extension

Individual

Students to re-read book themselves noting any

new connections within the story.

Diverse learners can access the narrated

storybook online The Lorax (EBook )
(http://www.youtube.com/watch?v=soRbNlPbHEo)
Start to reread book individually

Individual

Revisit outcomes with informal discussion and

clarify any misconceptions or further questions
as a class. Remind students to complete reading
and or video for homework

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Homework

Students are to reread book or watch video

taking note of the contrasting sides within the
story.

A SSESSMENT :
Summative
Assessment

Activity sheets will be added to working persuasive writing portfolio

- Teacher to check the student understands the structure of an
exposition(Introduction, body, conclusion) and purpose

Participation

Teacher to note students participation and engagement levels

Formative
Assessment

Gather evidence of student learning, idea depth, progression and

provide feedback during lesson.
Activity sheets will be used to form a formative assessment of
students connection to content

Resources

Butchers Paper
Whiteboard
Rulers
Interactive whiteboard
Pencils
Erasers
Activity sheets

Safety

General Classroom OH&S

Watch for cords on ground from electrical equipment
Locate any tripping hazard and remove
Make sure sharp objects ie scissors or Stanley knives are put away in cupboard
Make sure students seating arrangements are appropriate ie no one seated behind
doors

Notes

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The pedagogical methodology in delivering this lesson is based on the 8 Aboriginal

Ways of Learning

The approached used will be a student centred approach with the teacher scaffolding
class and individual students where needed.
The classroom will be an inclusive environment with all students to feel safe and
valued in participating in all classroom activities with the high expectation .

C LASSROOM M ANAGEMENT :
Topics

Teaching
Method

Introduction
Of acceptable
behavior

Explaining

Actions

Please listen without talking while I am

talking or a student is asking or answering
a question, please show them the respect
they deserve to be heard
Not to distract others, they have the right
to learn
If you have a question raise your and I will
respond to you when I can
Lastly by showing me that you can
respect others it shows me that you have
respect for yourself.

R EFLECTION :
Topics

Teaching
Method

Actions

See Attached reflection sheet to fill in

post lesson

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Resources:

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We Agree: Oil Companies Should Support Renewable Energy video:

https://www.youtube.com/watch?v=gBYFB-aRIJ8&list=PLF405D3AFFE9DE818
The Lorax (EBook)
http://www.youtube.com/watch?v=soRbNlPbHEo

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Introduction/body/conclusion
Introduction:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________

Body:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________

Conclusion:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
Assessment Rubric:
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TEACHER RESOURCE
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8 Aboriginal Ways of Learning

Factshe
et
This academic
factsheet explains 8 Aboriginal Ways of Learning as
one view of Indigenous cultural competence and why it is important
for those working with Aboriginal and non- Aboriginal students.
How can teachers (lecturers and tutors) use Aboriginal knowledge
authentically and
productively
with
students?
The 8 Aboriginal Ways of Learning is a pedagogy framework that
allows teachers to
include Aboriginal perspectives by using Aboriginal learning
techniques.
Teaching through Aboriginal processes and protocols, not just
Aboriginal content validates
and teaches through Aboriginal culture and may enhance the learning
all students.
Common

ground between mainstream and Aboriginal pedagogies:

Learning through narrative.
Planning and visualising explicit processes.
Working non-verbally with self-reflective, hands-on
methods.
Learning through images, symbols and metaphors.
Learning through place-responsive, environmental
practice.
Using indirect, innovative and interdisciplinary
approaches.
Modelling and scaffolding by working from wholes to
parts.
Connecting learning to local values, needs and
knowledge

What is 8 ways to develop Indigenous Cultural Competence?

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for

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You can see here the common ground between western and Aboriginal
pedagogy:

We connect through the stories we share.

Story Sharing: Approaching learning through
narrative. Personal narratives (stories) are central

We picture our pathways of knowledge.

Learning Maps: Explicitly mapping/visualising processes.

Images or visuals are used to map out processes for learners to follow.

We see, think, act, make and share without words.

Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and
learning.

Kinaesthetic, hands-on, non-verbal learning is characteristic

We keep and share knowledge with art and objects.

Symbols and Images: Using images and metaphors to understand
and content.

concepts

Symbol, image and metaphor are central to pedagogy

Land

We work with lessons from land and nature.

Links: Place-based learning, linking content to local land and place.

Ecological and place-based, drawn from the living landscape within a

framework of profound ancestral and personal relationships with place

We put different ideas together and create new knowledge.

Non-linear: Producing innovations and understanding by thinking laterally.

Nonlinear ways of learning are complementary, not oppositional

We work from wholes to parts, watching and then doing.
Deconstruct/Reconstruct: Modelling and scaffolding, working from
wholes to parts. Begin with the whole structure, rather than a series of sequenced
steps.

Holistic, global, scaffolded and independent learning orientations of students.

We bring new knowledge home to help our mob.

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Community Links: Centring local viewpoints, applying learning for community

benefit.

Connections to real-life purposes, contexts & communities, teams.

References:
8 Aboriginal Ways of Learning Factsheet. (2012) (1st ed., p. 3). Retrieved from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-oflearning-factsheet.pdf
8ways.wikispaces.com,. (2015). 8ways - home. Retrieved from
https://8ways.wikispaces.com/
Chevron. (2010, October 15) We Agree: Oil Companies Should Support Renewable
Energy [Video file]. Retrieved from http://www.youtube.com/watch?v=ujR9K0cFNBE
My Favourite Animal. (2011) (1st ed., p. 1). Retrieved from
http://www.qsa.qld.edu.au/downloads/p_10/naplan_lit_sample_favouriteanimal.pdf
NSW Government Education & Communities,. (2011). What you do in your
garden ends up in our waterways. Retrieved from
http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2011/index.php?
id=literacy/reading/lr_cold/lr_cold_s4b_11
The worlds best animal is. (2011) (1st ed., p. 1). Retrieved from
http://www.qsa.qld.edu.au/downloads/early_middle/naplan_lit_sample_bestanimal.pdf
Rasaviharii. (2011, November 11) The Lorax (ebook) [Video file]. Retrieved from
http://www.youtube.com/watch?v=soRbNlPbHEo
Schools.nsw.edu.au,. (2011). NAPLAN 2011 Teaching Strategies. Retrieved 2
June 2014, from http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2011/index.php?
id=literacy/reading/lr_evld/lr_evld_s3a_11
Whitfield, M. (2010). NAPLAN* Persuasive Text sample work sheets - Primary (1st ed.,
pp. 3-16). Blake Education,. Retrieved from
https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_d
ownload.pdf

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