Curriculum English Class 3/4 Teacher’s signature

Topic Persuasive Writing Date 5/6/18 Time

Learning Intention: Outcome(s) Content:

Students to express a point of view about a topic adopting a for or Identifies and uses language forms and features in  * Identify and analyse the purpose and
against stance. their own writing appropriate to a range of purposes, audience of imaginative, informative
Learn to make constructive statements that agree or disagree with the audiences and contexts EN2-7B and persuasive texts
topic  * Express a point of view for a
Success criteria: particular purpose in writing, with
supporting arguments
Students successfully present a point of view about a topic and give * Make constructive statements that
reasons to support their stance agree/disagree with an issue

Time Teaching strategies Learning strategies Grouping Space Resources

Intro Explain that people often have different points of view Students share their points of view about some Whole Sitting in IWB
15 mins about certain situations or issues. everyday issues that they can relate to: Sunny days class front of the
Ask the class if they can come up with a statement such are more fun than rainy days; Going to the IWB or
as movies is more than reading; Dogs are better than whiteboard
cats.
Write “Dogs are better than cats” OR a good statement
the class has come up with on the whiteboard and Students come up with for and against reasons
brainstorm for and against reasons with the class relating to the statement “Dogs are better than cats.”
NB: Break board up into for and against
Body  With the previous activity in mind, students will Choose a few students to stand and read their Whole Sitting in Post it
40 mins choose one of the arguments from for or against statement to the rest of the class. class front of the notes
argument just discussed IWB or
 Give each student a post-it note. Each student Once each statement has been read, encourage the whiteboard
thinks carefully about how they feel about the class to decide whether the student is for the topic or
statement “Dogs are better than cats.” against the topic.
 Once they have had some time to think, ask them
to write their point of view about the topic Attach each post-it note to the board on the
(either for or against) on the post-it note e.g. I appropriate side of the topic.
agree because… I disagree because
 On the board, break up the post it notes
responses into for and against and choose 3
 arguments for either FOR or AGAINST stance Students then need to choose 3 of their own
with the class. arguments to support or disagree with the statement
Dogs are better than cats
Conclusion Once all students have had their turn, encourage them to Students decide whether the class are for or against Whole Sitting in Post it
5 mins comment on the distribution of the post-it notes. Ask the the topic class front of the notes
students: IWB or
- As a class, do you think we are for or against this whiteboard
topic? How do you know this?
- Were any of the points of view on the board
repeated? Which ones?
- Did any of the points of view on the board
convince you to change your mind about the
topic?
Differentiation: Summative Evaluation

Emergent: Work with a peer to come up with reasons to support their

point of view.
Advanced: Challenge students to write additional points of view
statements

Teaching notes