Focus: expositions

Stimulus: posters &

interactive notebooks

Learning intentions & success criteria:

To be able to plan, draft and publish an exposition.
| I can use the writing process to create a persuasive text.
| I can use the CUPS process to edit my writing.
| I can use language of modality, cause and effect and transitions in my writing to appeal to the reader.

Lesson
One

Two

Three

Learning Experiences

Assessment

| Discuss the difference between fact and opinion. Discuss what it means to persuade and the importance of
giving a reason to support their opinions.
| As a whole class, play the Would You Rather? game pass out a card to each student. Students are to pair up
with another classmate & answer their cards ensuring they provide at least one justification. They then pair up
with a different classmate in order to trade cards. Discuss answers.
| Brainstorm what students already know or remember about persuasive texts
| List examples of persuasive texts e.g expositions. Ask students where they may have seen them and when/
where might they need to write one eg. newspaper editorials, advertisements, debates etc.
| Explain to students that an easy way to remember the structure of a persuasive text is by using OREO. O
give your Opinion, R give the Reasons you have that opinion, E give Examples of your opinion, restate your
Opinion.
| Students complete the interactive notebook activity by filling in the sections for OREO writing.

| Were students able to

come up with reasons as
to why we write
persuasive texts?

| Revise the previous lesson on persuasive writing.

| Deconstruct the following exposition as a whole class - http://www.skwirk.com/p-c_s-6_u-281_t-698_c-2623/
exposition/nsw/exposition/text-types/text-types-2 - illustrate how each new argument is contained in a new
paragraph, explore key words that are used to indicate argument order and some emotive language. Create a word
bank of emotive language and connectives. Identify and highlight topical sentences for each paragraph and show
how to find and use key words that can tell what the paragraph is about.
| Explicitly teach the structure of an exposition using a range of examples discussing the features - title or
heading, the introductory statement (establishing the point of view), the body (typically 3 paragraphs used to
make different points called claims with supporting evidence) and the conclusion (short summary of arguments &
restating point of view). Visual elements can also be used to help support the point of view -charts, photos,
drawings or graphs.
| Students complete the interactive notebook activity by filling in the sections on the traffic light template.

| Were students able to

state the structure of an
exposition?

| Revise previous lessons.

| Hypothetically explain to students that the canteen is to sell only one flavour ice cream. Students are to
persuade the principal to have the canteen sell their favourite flavour. Discuss persuasive language examples
| Students are to complete the Persuasive Writing ice cream interactive notebook template include the title, 3
reasons why their flavour should be chosen (using OREO writing) and the concluding sentence.
| Discuss students writing as a whole class and the language used in order to persuade. Students are to provide
their classmates with feedback about how convincing their reasons were.

| Were students able to

write according to the
appropriate structure?

| Were students able to

discuss the relevance of
OREO writing?

| Were students able to

explain how visual
elements can help
support their point of
view?

| Were students able to

use persuasive language?

Focus: expositions

Stimulus: interactive
notebook & links

Learning intentions & success criteria:

To be able to plan, draft and publish an exposition.
| I can use the writing process to create a persuasive text.
| I can use the CUPS process to edit my writing.
| I can use language of modality, cause and effect and transitions in my writing to appeal to the reader.

Lesson
One

Two

Three

Learning Experiences

Assessment

| Ask students whether they believe that the Gold Rush positive or negative for Australia. Show
students this Prezi link and discuss points mentioned - https://prezi.com/tzaobkixzzaa/the-australiangold-rush-pip/
| Also use this website to discuss the impact of gold on Australia - http://www.sbs.com.au/gold/
story.php?storyid=70#
| Designate each group as affirmative or negative and have them bullet point their arguments. Have a
small debate with each side giving their opposing arguments.

| Were students able to

come up with good
arguments?

| Brainstorm the positive and negative effects of the Gold Rush on Australia with students.
| Revise the structure of an exposition students are to complete the interactive notebook according
to their point of view on the topic. Students define the Topic Sentence as a whole class.
| Using this interactive persuasive text writing link, jointly construct the topic sentence and one
argument with students http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html?
tab=4
| Discuss the details with the class. Remind students how each new argument is contained in a new
paragraph. Revise connectives/transition words and highlight the importance of topical sentences for
each new paragraph. Brainstorm examples of these and display on the IWB.
| Students complete the Details section in the interactive notebook template. Students write out a
brief argument on each strip. These go into the jeans pocket labelled Details support the topic
sentence

| Were students able to

come up with connectives/
transition words?

| Students are to work in their groups from the previous lesson.

| Students are to jointly construct an exposition with their group and present these to the class.

| Were students able to

work collaboratively?

| Were students able to

work collaboratively?

| Were students able to

come up with arguments for
their point of view?

| Were students able to

jointly construct an
exposition?

Focus: expositions

Stimulus: websites &

videos

Learning intentions & success criteria:

To be able to plan, draft and publish an exposition.
| I can use the writing process to create a persuasive text.
| I can use the CUPS process to edit my writing.
| I can use language of modality, cause and effect and transitions in my writing to appeal to the reader.

Lesson

Learning Experiences

One

| Revise the different methods of panning for gold look up sources on the internet eg videos and images to
determine the most effective mining techniques. http://earthsci.org/mineral/mindep/depfile/auplace.htm
| Discuss with students that they will be writing an exposition on what they believe to be is the best mining
method.
| Construct a title as a whole class. Students are to independently draft their introductory statement and 3
arguments for their point of view.
| Discuss language of modality, cause & effect and connectives in wrting and remind students to use these in
their own writing. Ensure students follow the OREO writing structure.
| Students are to follow the modelled process to plan, write and edit their expositions.

| Were students able to

discuss effective mining
techniques and justify
their reasoning?

| Students are to continue writing their expositions.

| Students add to their expositions by including a concluding statement summarising points and restating
their point of view.

| Were students able to

come up with 3 strong
arguments?

Two

Assessment

| Were students able to

use the OREO writing plan?

| Were students able to

summarise points and
include a concluding
statement?

Three

| Students may present their expositions to the class.

| EXTENSION ACTIVITY Students may create an advertisement poster to persuade other miners to
purchase/use their gold mining method.

| Were students able to

cater to a specific
audience?
| Were students able to
use persuasive language?