1

KLA : English
EXTENSION

TOPIC : Persuasive Texts

SUPPORT

Stage : 2

TERM : 1
ICT

Rationale
This unit is designed to increase student understanding of how language is used in different media and how they can use language effectively themselves.
Through this unit students will further develop their ability to understand, enjoy and interact with texts whilst continuing to develop their knowledge of language
techniques. Students will be achieving this by examining and deconstructing various persuasive texts and then creating their own persuasive text. This unit will
also develop students proficiency and enjoyment in communicating verbally with others in different settings including in conversation and through prepared and
impromptu speeches.
Stage Statement
By the end of Stage 2 students communicate expressively and clearly with growing proficiency about ideas and information in classroom, school and social
situations for a range of purposes. They explore a variety of roles when interacting in pairs and groups, attending to different views and responding
appropriately. Students use various listening behaviours to gather general ideas and key points from conversations, reports or spoken presentations. They
identify the effect of purpose, audience and culture on spoken texts and shape and present ideas accordingly. Students identify common organisational patterns
and language features of predictable spoken texts. Students independently read, view and respond to familiar and challenging texts and justify interpretations of
ideas, information and events using a range of skills and strategies. They integrate a range of skills and strategies efficiently when reading, interpreting,
analysing and evaluating texts and visual images. Students identify literal information in texts and make inferences, integrating and linking ideas and asking
questions to clarify understandings. They recognise the representation of characters, settings and events in imaginative texts and start to evaluate point of view.
They explain some ways in which authors and illustrators engage the interests of audiences and achieve a range of purposes. Students explore the structural
and grammatical features and purposes for a range of written, visual and multimodal texts. Students create well-structured imaginative, informative and
persuasive texts in terms of topic, purpose, audience and language by drafting, proofreading and editing for familiar and unfamiliar audiences. They use simple
and complex sentences, paragraphing, punctuation and grammatical features characteristic of the various texts to support meaning. Students spell familiar and
unfamiliar words using knowledge of lettersound correspondence, regular and irregular spelling patterns, spelling rules and a range of other strategies. They
use increasing fluency when writing, applying NSW Foundation Style as appropriate, and develop digital publishing skills. Students explain and reflect on how
they structure their writing to achieve intended purposes.
NSW Syllabus Outcomes:
Speaking and Listening
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in
different situations EN1-1A
Writing and Representing
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-2A

KLA : English

TOPIC : Persuasive Texts

Stage : 2

TERM : 1

Handwriting and using digital technologies

A student uses effective handwriting and publishes texts using digital technologies EN2-3A
Reading and viewing
A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics
in different media and technologies EN2-4A
Science and Technology
A student describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features ST2-10LW
Differentiation:
The students are grouped according to general literacy ability in groups of around 4, this is referred to as their literacy group. The preassessment activity will be
collected and reviewed at the end of lesson 1 and adjustments to literacy groups made if required. Basic activities are shown in black. Activities for students
requiring more detailed learning and support are shown in green. Extension activities are shown in purple. Additional activities, images
Behaviour Management:
Focus of behaviour management will be on praising and thanking for good behaviour.
Minor issues will be tactically ignored and compliance of other students praised.
If issue persists non verbal cues will be given followed by a calm behaviour refocus direction if required.
Class rules will be reminded at start of session if students appear they may have forgotten them this or last session.
If students are off task they will be redirected to task calmly and positively.

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Outcomes

Lesso Differentiated Teaching and Learning

n
Experiences

Resources

Assessment

SPEAKING AND LISTENING 1 1

A student: communicates in a
range of informal and formal
contexts by adopting a range of
roles in group, classroom, school
and community contexts EN2-1A
interpret ideas and information
in spoken texts and listen for key
points in order to carry out tasks
and use information to share and
extend ideas and information
(ACELY1687)
understand that social
interactions influence the way
people engage with ideas and
2
respond to others for example
when exploring and clarifying the
ideas of others, summarising their
own views and reporting them to a
larger group (ACELA1488)
Understand and apply
knowledge of language forms and
features

Introduction to topic PIE and Persuasive

Selection of picture Pre-assessment of
Pre-assessment students individually create a mindmap of what books such as:
features of
Persuasive texts are and their features.
The Grandma Poss
persuasive text.
Explain summative assessment 3 min speech on Why we
Cookbook, Belinda
should / should not kill ants.
by Pamela Allen, The
Lost World of
In literacy groups with defined roles of reporter, note taker and
Possum creek, How
discussion leader sort sample picture books into Persuasive,
to catch a Star, The
Inform and Entertain and discuss why.
Gruffalo, Guess How
Reporter share 1 from each category (or from 1 category if time much I love you.
is limited) (ACELA1488)
Selection of
Show cover of Hey, Little Ant. Do a 10 by 2 thinking routine.
newspaper opinion
In pairs do a think-pair-share.
entertaining and
information pieces.
In literature circles Read Hey, Little Ant
Hey, Little Ant
Vote on what the boy should do, discuss why and how you were
copies for each
convinced. (ACELY1788, ACELY1789) (ACELA1476)
group.
As a group record what the boy should do and why group to
Ant and Insect
determine how to present their work.
reference books.
In your group research and compile ant facts, sort facts into
Computers start at
groups eg. how ants help, how ants are bad, interesting facts
http://anic.ento.csiro
.au/ants/
Poster Paper

understand that successful

3
cooperation with others depends
on shared use of social
conventions, including turn-taking
patterns, and forms of address that
vary according to the degree of
formality in social situations
(ACELA1476)

Groups to share their decision on what to do from previous

lesson.
What questions would you like to ask the ant and why?
Review PIE through questioning.
TQ what do all pieces of the PIE have in common?
Class review of the features of Introduction, body and a
conclusion.
Create the outline of a persuasive text on any topic. Include
introduction, joining sentences and basic conclusion. Write the
introduction as a group on the smart board.

SMART Board

Formative
assessment

Group discussion Who uses persuasive texts?

Show Disneyland Resort Advertisement.
In pairs discuss what the ad did to convince you.

Computers
IPADs

Formative
assessment

Respond to and compose texts

interact effectively in groups or
pairs, adopting a range of roles

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Outcomes

Lesso Differentiated Teaching and Learning

n
Experiences

Resources

use interaction skills, including

active listening behaviours and
communicate in a clear, coherent
manner using a variety of
everyday and learned vocabulary
and appropriate tone, pace, pitch
and volume (ACELY1688,
ACELY1792)
use information to support and
elaborate on a point of view

Breakdown the ad as a group on smart board, include

introduction/ audience/ evidence / conclusion.
In pairs work out how what you would do to convince each of the
following that you should go to a theme park your parents, Your
friend, The principal (as an excursion), your ant colony. Discuss
how your evidence would change for the different audiences.
Each choose 1 audience and spend 1 minute telling them why
you should go to a fun park, partner record it with the IPAD.
(ACELY1788, ACELY1789) ACELY1661, ACELY1671
Create your own advertising for a fun park. ACELY1661, ACELY1671

WRITING AND
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REPRESENTING 1
A student: plans, composes and
reviews a range of texts that are
more demanding in terms of topic,
audience and language EN2-2A
plan, compose and review
imaginative and persuasive texts
reread and edit texts for
meaning, appropriate structure,
grammatical choices and
punctuation (ACELY1683)
HANDWRITING AND USING
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DIGITAL TECHNOLOGIES
OUTCOME
A student: uses effective
handwriting and publishes texts
using digital technologies EN23A
write using clearly-formed
joined letters, and develop
increased fluency and
automaticity (ACELY1684,
ACELY1696)

Coloured squares of
Show Dont let the pigeon drive the bus.
paper
Class discussion on language including emotive language and
Smart board
inclusive language record notes and examples from the discussion
on the Weebly page for students to reference later.
Create a warning about the pigeon written / pictorial
Class discussion on what rhetorical questions are create a
rhetorical question board using colour squares.
Plan the structure for your speech, should or should not kill ants?
Who is your audience? Eg children or parents? What evidence are
you going to use?

READING AND VIEWING 1

A student: uses an increasing

Re-read Hey, Little Ant and Dont Let the pigeon drive the bus.
Rotate through activities if computers limited.
In literacy groups do a Venn Diagram comparing the pigeon and
the ant.

Adjectives activity on abc splash

abc splash editorial activity
In groups brainstorm adjectives to describe ants.
Create a crossword of adjectives for ants.
Create a word finder puzzle of 10 adjectives for ants.

Add adjectives that you want to use in your speech to your speech
structure.
Create an advertisement for or write a book review on the book
Hey, Little Ant
Complete a crossword or word finder from someone in your
literacy group.

Assessment

Hey, Little Ant

Formative
(book)
assessment
Dont let the pigeon
drive the bus. (book)
Computers for at
least 1/3 class
Butchers/ poster
paper
Dictionaries

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Outcomes

Lesso Differentiated Teaching and Learning

n
Experiences

range of skills, strategies and

knowledge to fluently read, view
and comprehend a range of texts
on increasingly challenging topics
in different media and
8
technologies EN2-4A
skim a text for overall message
and scan for particular
information, eg headings, key
9 and
words
10
use strategies to confirm
predictions about author intent in
imaginative, informative and
persuasive texts

Resources

Assessment

Palm cards

Summative
assessment

Rubric (appendix 1)

Summative
assessment

Individual work on speech.

Reference to weebly page on language, rhetorical question board
etc
Edit own speech, edit a friends speech. (ACELY1684, ACELY1696)
Write speech on palm cards or type and print out. (ACELY1661,
ACELY1671)
Write a story about your life as an ant.
Present speeches to class. (ACELY1788, ACELY1789)
Students take turns to mark speeches using the Rubric, 3
students at a time, each marker provides sandwich feedback to
speaker. (ACELY1788, ACELY1789)

RESOURCES:
All resources and additional activities are located at www.persuasivetexts.weebly.com

Curriculum Links:
Science - ST2-10LW

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Appendix 1 - Marking Rubric
Introduction

Body

Vocabulary, sentence structure and

grammar

Developing -1
Topic and position introduced.

Accomplished - 2
Topic and position of topic introduced
clearly.
Outline of points was given.

Points were made with minimal detail.

Some linkage and connections were
made.
Information was relevant.
Supporting evidence was provided.
Basic vocabulary with simple
sentence structure and grammar.

Points were made with sufficient

detail with good supporting evidence
explained sufficiently.
Linkages and connections between
ideas were clear.
Vocabulary appropriate to the topic
with good use of adjectives, some
emotive language and rhetorical
questions.
Presentation was obviously
persuasive.
Content was somewhat tailored to the
audience.
Presenter spoke clearly and fluently.
Some intonation.

Suitability for purpose and audience

Presentation attempted to persuade

audience. Content was not
specifically tailored for audience.

Voice
Audience engagement

Presenter spoke relatively clearly.

Pace was mostly good. Little
intonation.
Some eye contact was made

Conclusion

Basic conclusion made to the topic.

Presentation summed up clearly.

Overall

The speech was somewhat

convincing.

The speech was convincing.

Good eye contact

Exceeded - 3
Topic and position introduced clearly
and in an engaging way.
Outline of points was given in an
interesting way.
Points were expanded well and
supported with good evidence
explained well.
Linkages and connections were clear.
Points were well organised.
Vocabulary appropriate to the topic
with good use of adjectives, emotive
language and rhetorical questions.
Presentation was very persuasive.
Content was clearly tailored to the
intended audience.
Presenter was expressive and fluent.
Good intonation.
Excellent eye contact and audience
engagement through speech and
gestures.
Presentation summed up clearly with
key points emphasised.
The speech was very convincing.

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Appendix 2

Sample lesson Plan 1

Time Content
5 mins

15 mins

Resource

Introduction to topic.
TQ. What is PIE when we are talking about literature?
For the next 2 weeks we are going to be looking at some persuasive texts
and looking at the elements. During this unit you will create your own
persuasive text in the form of a 3 minute speech which you will then present
to the class. The main persuasive text we will be looking at is Hey, Little
Ant and your speech will be about ants.
Pre-assessment individually create a mindmap of what Persuasive texts are
and their features. Tell me everything you can in 10 minutes.

30 mins In literacy groups you will have 8 texts to sort into Persuasive, Informative

Selection of picture books such as: The

Grandma Poss Cookbook, Belinda by Pamela
Allen, The Lost World of Possum creek, How to
catch a Star, The Gruffalo. Selection of
newspaper opinion, entertaining and
information pieces.

10 mins Show cover of Hey, Little Ant. Do a 10 by 2 thinking routine.

Copies of Hey, Little Ant enough for 1 between

2.

and Entertaining texts and discuss why you put them in the category you did.
Each group has the roles of Reporter, Note taker and Discussion leader. After
20 minutes the reporter will share 2 books from 2 categories using the notes
the Note Taker has taken and explain why they fit there.

In pairs do a think-pair-share.

Sample lesson Plan 2

Time Content
5 mins

10
mins
30
mins
15
mins

Outline literacy group tasks and advise class of any changes to groups
following the pre-assessment. Remind students that roles in literacy group
need to change again today with a different Discussion Leader, Note taker,
Reporter.
In literacy circles Read Hey, Little Ant
Vote on what the boy should do, discuss why you think that and what
influenced your decision. (ACELY1788, ACELY1789)
As a group record what the boy should do and why the group can decide the
format of the report eg poster, play, written report.
What questions would you like to ask the ant?
In your group research and compile ant facts. Classify facts eg. how ants help,
how ants are bad, interesting facts

Resource

Copies of Hey, Little Ant enough for 1

between 2.
IPADS
Computers
Poster Paper
Ant and Insect reference books.
Computers start at
http://anic.ento.csiro.au/ants/