English Lesson Plan: 1
- Year 4’s
What do students
already know/
understand/can do?
Content descriptor/
elaboration/KU
- Create literary texts by developing
storylines, characters and
settings ACELT1794.
- Identify characteristic features
used in imaginative, informative
and persuasive texts to meet the
purpose of the text ACELY1690.
- Plan, draft and publish
imaginative, informative and
persuasive texts containing key
information and supporting details
for a widening range of audiences,
demonstrating increasing control
over text structures and language
features ACELY1694.
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features,
images and vocabulary choices are used for different effects. Students are capable of reading texts that contain varied sentence structures, a range of punctuation conventions, and
images that provide extra information. Students are able to use phonics and word knowledge to fluently read more complex words. They can identify literal and implied meaning
connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Students understand how language
features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express
and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to
class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and
punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency
words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
Focus Questions
Activities and Management Considerations Assessment
Introduction: Approx 5 - 10 mins Formative Assessment: Work
Greet students upon their arrival. Once students are quietly seated inside and I use a cue to let them on tasks as a class. Review
know I want to begin the lesson, I will explain what we will be learning in today’s lesson (WALT). Once which students engaged and
we have established the goals and lesson objectives, we will begin to discuss the definition and what which didn’t. Follow up with
people think about persuasive texts.
disengaged students over the
next 3 lessons.
“A persuasive text is a type of writing used to convince the reader to agree with the author about the
topic. The author will rely on facts and other strategies to express their opinion and use them in an
argumentative style.”
Main Body: Approx 20 – 25 mins
Go through PowerPoint with students and discuss the topic of persuasive texts. Allow different students
to read certain parts of the example persuasive texts.
- What is a Persuasive Text?, - What do we need in a Persuasive Text?, - What can/should be included in
a Persuasive Text?, - Example of a Persuasive Text?, - Persuasive Text Broken Up.
English Focus
WALT
- Re-establishing what a
creative/persuasive text is.
- Analyse persuasive texts and
get students to pinpoint
emotive words, phrases and
techniques.
English Lesson Plan: 2
What do students
already know/
understand/can do?
Content descriptor/
elaboration/KU
Upon completion of the PowerPoint, allow students to pinpoint emotive words, phrases and
techniques. Once I am satisfied the students have re-established their knowledge on persuasive texts, I
will discuss what is expected of them in the next lesson.
Conclusion: Approx 5 mins
Ask students what they have learned in today’s lesson. Review the WALT. Conclude by asking students if
they enjoyed the lesson and what was their new favourite thing that they have learned. Ask the
students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future. Thank and praise the students for participating and
engaging in today’s lesson.
- Year 4’s
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features,
images and vocabulary choices are used for different effects. Students are capable of reading texts that contain varied sentence structures, a range of punctuation conventions, and
images that provide extra information. Students are able to use phonics and word knowledge to fluently read more complex words. They can identify literal and implied meaning
connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Students understand how language
features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express
and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to
class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and
punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency
words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
Focus Questions
Activities and Management Considerations Assessment
- Create literary texts by developing
storylines, characters and
settings ACELT1794.
- Identify characteristic features
used in imaginative, informative
and persuasive texts to meet the
purpose of the text ACELY1690.
- Plan, draft and publish
imaginative, informative and
persuasive texts containing key
information and supporting details
for a widening range of audiences,
demonstrating increasing control
over text structures and language
features ACELY1694.
- Locate and collect information
and data from different sources,
including
observations ACHASSI074.
English Focus
WALT
- How to turn research into key
points and facts.
- Why research is important.
English Lesson Plan: 3
What do students
already know/
understand/can do?
Introduction: Approx 5 - 10 mins Formative Assessment: Watch
Greet students upon their arrival. Once students are quietly seated inside and I use a cue to let them and help scaffold student’s
know I want to begin the lesson, I will explain what we will be learning in today’s lesson (WALT). Once learning in regards to their
we have established the goals and lesson objectives, I will assign students groups. Each group will research.
consist of approximately 4 students. The groups will all be given books that focus on the continent of
South America.
Main Body: Approx 20 – 25 mins
Students are tasked to find out as much information on the country of Brazil. Things such as population,
currency, landmarks, weather, religion, sport, food and other cultural aspects should all be looked for.
After about 15 - 20 mins I will ask students to put down their books and as a group list what relevant
and important information they’ve found. I will begin to make a list on the board. Now this is done,
allow students to discuss in their groups if they would ever be interested in moving to Brazil, if so why?
Conclusion: Approx 5 mins
Ask students what they have learned in today’s lesson. Review the WALT. Conclude by asking students if
they enjoyed the lesson and what was their new favourite thing that they have learned. Ask the
students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future. Thank and praise the students for participating and
engaging in today’s lesson.
- Year 4’s
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features,
images and vocabulary choices are used for different effects. Students are capable of reading texts that contain varied sentence structures, a range of punctuation conventions, and
images that provide extra information. Students are able to use phonics and word knowledge to fluently read more complex words. They can identify literal and implied meaning
connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Students understand how language
features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express
and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to
class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and
punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency

Content descriptor/
elaboration/KU
- Create literary texts by developing
storylines, characters and
settings ACELT1794.
- Identify characteristic features
used in imaginative, informative
and persuasive texts to meet the
purpose of the text ACELY1690.
- Plan, draft and publish
imaginative, informative and
persuasive texts containing key
information and supporting details
for a widening range of audiences,
demonstrating increasing control
over text structures and language
features ACELY1694.
- Locate and collect information
and data from different sources,
including
observations ACHASSI074.
English Focus
WALT
- How to turn facts and data into a
written persuasive text.
- How to make a persuasive text
extremely convincing.
English Lesson Plan: 4
What do students
already know/
words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
Focus Questions
Activities and Management Considerations Assessment
Introduction: Approx 5 - 10 mins Formative Assessment: Watch
Greet students upon their arrival. Once students are quietly seated inside and I use a cue to let them and help scaffold student’s
know I want to begin the lesson, I will explain what we will be learning in today’s lesson (WALT). Once learning.
we have established the goals and lesson objectives, I will rediscuss parts of lesson 1 and what should
be used in order to make a persuasive text as convincing as possible. Students will need to get out their
Summative Assessment: Mark
fact sheets from lesson 2.
students work against the
ACARA criteria.
Main Body: Approx 30 - 35mins
The main part of the lesson will require students to read a story I have created but have purposely not
finished. They will then finish the story trying to convince the person to move to Brazil and take the job
using strategies and facts obtained from the previous lesson. If time permits, the class can read a few
aloud once everyone has finished.
I will then take a class vote on their favourite super power. I will write all the suggestions on the board
and at the end take a class vote to narrow it down to 2 super powers. These will be vital for the next
lesson.
Conclusion: Approx 5 mins
Ask students what they have learned in today’s lesson. Review the WALT. Conclude by asking students if
they enjoyed the lesson and what was their new favourite thing that they have learned. Ask the
students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future. Thank and praise the students for participating and
engaging in today’s lesson.
- Year 4’s
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features,
images and vocabulary choices are used for different effects. Students are capable of reading texts that contain varied sentence structures, a range of punctuation conventions, and

understand/can do?
Content descriptor/
elaboration/KU
- Create literary texts by developing
storylines, characters and
settings ACELT1794.
- Identify characteristic features
used in imaginative, informative
and persuasive texts to meet the
purpose of the text ACELY1690.
- Plan, draft and publish
imaginative, informative and
persuasive texts containing key
information and supporting details
for a widening range of audiences,
demonstrating increasing control
over text structures and language
features ACELY1694.
- Locate and collect information
and data from different sources,
including
observations ACHASSI074.
English Focus
WALT
- How to write our own persuasive
text using techniques
- How to provide reasoning behind
a decision
images that provide extra information. Students are able to use phonics and word knowledge to fluently read more complex words. They can identify literal and implied meaning
connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Students understand how language
features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express
and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to
class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and
punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency
words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
Focus Questions
Activities and Management Considerations Assessment
Introduction: Approx 5 - 10 mins Formative Assessment: Watch
Greet students upon their arrival. Once students are quietly seated inside and I use a cue to let them and help scaffold student’s
know I want to begin the lesson, I will explain what we will be learning in today’s lesson (WALT). Once learning.
we have established the goals and lesson objectives, I will allow students to have a think about which
super power they prefer. They can do this alone or with a partner.
Summative Assessment: Mark
students work against the
Main Body: Approx 30 - 35mins
ACARA criteria.
Write a persuasive text using all the conventions and strategies discussed in previous lessons. The
persuasive text must be on which of the 2 super powers you prefer. Try and convince someone who
prefers the other super power.
Once the persuasive text has been written, draw/create your own super hero using the super power.
Conclusion: Approx 5 mins
Ask students what they have learned in today’s lesson. Review the WALT. Conclude by asking students if
they enjoyed the lesson and what was their new favourite thing that they have learned. Ask the
students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future. Thank and praise the students for participating and
engaging in today’s lesson.