! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!FORWARD!PLANNING!DOCUMENT!!!!!!!

! !
! TERM/WEEKS:!Term%2,%Weeks%1,3%(2%lessons%a%week)! YEAR:!2!!!!!!!!!!!!!!!!!!!!!!!!!%
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!LEARNING!AREA/TOPIC:!ENGLISH%–%Writing!
!

!
!
AUSTRALIAN!CURRICULUM!
General!Capabilities:!!!!!
Literacy! Numeracy! ICT! Critical!and!creative! Ethical!Behaviour! Personal!and!social! Intercultural!Understanding!
! thinking! Competence!
CrossEcurriculum!priorities:!!
Aboriginal!and!Torres!Strait!Islander!histories!and!Cultures! Asia!and!Australia’s!engagement!with!Asia! Sustainability!
!
!

! AUSTRALIAN!
WEEK/! CURRICULUM!
LESSON! !LINKS!
!!
% !
LESSON! Year!2!English!
1!
Week$1$ curriculumX!
%
Familiarising! Language:!
‘Understand%that%
different%types%of%texts%
have%identifiable%text%
structures%and%
language%features%that%
help%the%text%serve%its%
purpose’%
% 2.%Identify%the%target%
Literacy:!
‘Identify%the%audience%
of%imaginative,%
informative%and%
! ! TEACHING!&!LEARNING!! !
SPECIFIC!LESSON! ASSESSMENT! EXPERIENCES! RESOURCES!
OBJECTIVE! (what!&!how)! (include!learner!diversity)!
! % ! %
!
As$a$result$of$this$ Diagnostic% This%lesson%is%designed%to%introduce%the%persuasive%text%form%to%a%
First!Steps!
Writing!
lesson,$the$students$ assessment%will%be% class%of%year%2%students,%by%supporting%them%in%becoming%familiar%
Resource!
Book!
will$be$able$to:$ conducted%at%the% with%the%structure%and%language%features%of%a%persuasive%text.%%
!
% beginning%of%the% ! %
%
1.%Identify%the%purpose% lesson,%as%the%teacher% Introduction:! %
%
of%a%persuasive%text,%as% creates%a%brainstorm%of% To%introduce%the%lesson,%the%students%will%sit%on%the%mat%with%the% %
%
arguing%a%particular% what%the%students% teacher,%who%will%ask%them%if%they%know%anything%about%persuasive% %
%
point%to%a%target% already%know%about% texts%–%what%they%are,%if%the%students%know%any%features%of%such%a% %
%
audience.% persuasive%texts.%This% text,%what%they%can%be%written%about.%The%teacher%will%write%the% %
%
% brainstorm%will%be% students’%ideas%on%the%board%and%the%class%will%have%a%brief% %
%
photographed%and% discussion%about%the%suggestions%made%(this%brainstorm%will%be% %
%
audience%of%the% stored%for% photographed%for%assessment%purposes).% %
%
persuasive%texts% documentation.% The%teacher%will%explain%that%the%class%will%be%exploring%different% %
%
provided%in%the%lesson.%% %% persuasive%texts%in%small%groups,%which%the%teacher%will%then% %
%
% Throughout%the%lesson,% divide%them%into.% %
%
persuasive%texts’% % the%teacher%will% ! %
%
% question%the%students% Lesson!Steps:! %
%
% as%they%work%in%small% 1.% The%students%will%be%in%small%groups%of%roughly%4%(mixed% %
Persuasive!
% groups,%to%gauge%their% ability%–%students%will%support%one%another%in%discussions),% texts:!!
•!Ads!on!
% levels%of% and%will%be%provided%with%a%variety%of%different%persuasive% iPads!
•!Persuasive!
understanding.% texts%with%their%groups:% letters!
•!Literature!
Through%this,%the% •% Television%advertisements%or%informercials%(prepared%on% •!Persuasive!
essay!or!
teacher%will%assess% an%iPad)% similar!text%

both%objectives,% •% Persuasive%letters%(E.g.%written%by%students%from%previous%

making%note%of% years,%with%varying%audiences%and%arguments)%

students’%answers%to% •% Children’s%literature%–%E.g.%Don’t%Let%the%Pigeon%Stay%Up%

the%questions%posed.%% Late%by%Mo%Willems,%and%I%Will%Not%Ever,%Never%Eat%a%

The%educator%will%ask% Tomato%by%Lauren%Child%

each%student%in%the% •% A%persuasive%essay%(or%similar%text)%written%on%a%particular%

small%groups%what%they% topic%that%is%easy%for%the%students%to%make%sense%of%

believe%the%purpose% 2.% The%students%will%be%encouraged%to%discuss%the%texts%with%

and%target%audience%of% one%another,%and%will%have%paper%upon%which%to%write%

a%particular%text%is.%% down%any%ideas%they%had%or%similar%elements%that%they%

% noticed%about%each%text.%%
At%the%end%of%the% 3.% The%teacher%will%go%around%to%each%group%and%discuss%the%

lesson,%further% texts%with%them,%asking%them%the%following%questions:%

questions%and%a%final% !% Who!do!you!think!wrote/made!this!text?!
brainstorm%will%be% !% Why!do!you!think!they!wrote/made!it?!
completed%with%the% !% Who!do!you!think!the!target!audience!is?!

class%to%gauge% !% What!do!you!think!the!purpose!of!the!text!is?!

understanding%relating% !% What!are!they!arguing?!

to%structure%and% !% What!do!the!texts!have!in!common/what!are!the!

language%features%in% similarities?!

advance%of%the%next% !% What!is!different!about!these!texts?!

lesson.% 4.% Students%will%be%encouraged%to%brainstorm%with%these%

questions%in%mind,%and%the%teacher%will%write%anecdotal%

notes%based%on%their%answers%and%the%discussion%

observed.%%

5.% When%the%students%have%finished%their%discussions%(they%

will%have%roughly%20%minutes%to%do%this),%they%will%be%called%

back%to%the%mat%with%their%brainstorms.%%

Conclusion:!

The%students%will%come%back%together%to%the%mat%and%sit%in%their%

groups.%The%teacher%will%ask%each%group%to%share%something%that%

they%noticed%about%the%texts%they%had%looked%at.%The%class%will%

brainstorm%(on%the%board)%any%ideas%or%thoughts%they%had%about%

the%texts%that%they%had%looked%at,%with%the%teacher%prompting%them%

to%consider%the%structure%and%language%features%(this%will%also%be%

photographed%for%assessment).%The%teacher%will%explain%to%the%

class%that%they%will%be%continuing%their%learning%about%persuasive%
 texts%in%future%lessons,%with%the%students%eventually%creating%their%

own.%

! ! ! % % !
LESSON! Year!2!English! As$a$result$of$this$ Assessment%of%this% In%this%lesson,%students%will%further%their%understanding%of%the%
First!Steps!
Writing!
2! Resource!
Week$1$ curriculumX! lesson,$the$students$ lesson%will%be% structure%and%language%features%of%a%persuasive%text,%through% Book!
%
Analysing! Language:! will$be$able$to:$ conducted%through%the% deeper%analysis%of%a%single%text%of%this%form.%% !
! !
‘Understand%that% % collection%and% !
! !
! different%types%of%texts% 1.%Describe%the%structure% annotation%of%work% Introduction! !
! !
! have%identifiable%text% of%a%persuasive%text% samples%from%the% The%teacher%will%sit%with%the%students%on%the%mat,%and%will%activate%
!
!
structures%and% (clear%target%audience% students.%% prior%knowledge%by%asking%the%students%what%they%remember% !
language%features%that% and%thesis%evident%in% The%educator%will% about%persuasive%texts.%The%teacher%will%prompt%for%answers%
!
!
help%the%text%serve%its% introduction,%body%of% question%students%as% relating%to%the%purpose%and%structure%of%these%texts%(to%argue%a% !
purpose’% argument%exploring% they%work,%to%gauge% point,%to%persuade%an%audience%to%take%your%side,%a%clear%thesis,% !
!
% several%key%points,% understandings% several%main%points%to%support%the%overall%argument).%The%teacher%
!
Literacy:! conclusion%of%argument).%% throughout%the% will%explain%that%the%class%will%be%continuing%to%analyse%persuasive% !
!
‘Identify%the%audience% % analysis.% texts.%%
!
of%imaginative,% 2.%Identify%some%of%the% To%record%assessment% ! !
informative%and% key%language%features%of% of%the%objectives,%the% Lesson!Steps:!
!
!
persuasive%texts’% a%persuasive%text%(use%of% educator%will%mark%on% 1.% The%students%will%be%placed%in%the%same%groups%from%the% !
! technical%terms%and% a%checklist%whether%the% previous%lesson,%and%will%have%a%large%A3%copy%of%a% !
!
research/evidence,% students%were%able%to% persuasive%letter%that%follows%a%clear%structure%and% !
A!persuasive!
persuasive%language% identify%key%elements% employs%relevant%language%features.%% letter!sample!
%
%
E.g.%‘I%strongly%believe’,% of%structure%in% 2.% The%students%will%be%provided%with%sticky%notes%(one%colour% %
objective%style%of%writing,% sequence,%and% for%structural%elements,%and%another%colour%for%language% %
%
clear%and%concise% language%features%in% features),%and%coloured%pens.%%%
%
writing).%% the%text%they%were% 3.% The%students%will%write%down%on%the%sticky%notes%what%they%

! provided%with.% notice%about%the%texts%(E.g.%‘What%is%the%structure?%What%

% do%you%notice%about%the%language%used?’),%and%place%the%

notes%on%either%side%of%the%text%itself.%%

4.% The%teacher%will%move%around%the%room%to%each%group%to%

discuss%their%analysis%with%them,%scaffolding%learning%and%

prompting%them%with%specific%questions%to%guide%focus.%

Conclusion:!

For%the%lesson%conclusion,%the%students%will%return%to%the%mat%with%

the%teacher.%The%groups%will%have%an%opportunity%to%share%anything%

interesting%that%they%found%as%they%analysed%their%text.%Together,%

the%class%will%construct%a%persuasive%text%checklist,%with%the%

teacher%asking%the%students%to%contribute%suggestions%for%use%in%

the%checklist.%The%teacher%will%prompt%the%students%to%outline%the%

structure%of%a%persuasive%text%(Introduction%outlining%audience%and%

thesis,%body%of%argument%with%several%points%discussed,%

conclusion/concluding%statement).%The%structure%will%be%written%out%

to%form%a%checklist,%which%the%students%will%use%in%future%lessons%as%

they%write%out%and%edit%their%work%(smaller%copies%will%be%made%for%
 their%desks).%The%educator%will%explain%that%in%the%next%lesson,%the%

students%will%begin%to%plan%for%their%own%persuasive%texts.%%

% ! % % % !
LESSON! Year!2!English! As$a$result$of$this$ Assessment%of%the% In%this%lesson,%the%teacher%will%model%a%persuasive%letter%plan,%and%
First!Steps!
Writing!
3! Resource!
Week$2$ curriculumX! lesson,$the$students$ objectives%will%be% the%students%will%then%create%their%own%following%the%guided%writing% Book!
%
Modelled! Language:! will$be$able$to:$ conducted%through% process.% !
% !
‘Understand%that% ! questioning%after%the% %
% !
% different%types%of%texts% 1.%Articulate%the% teacher%has%modelled% Introduction:! !
% !
have%identifiable%text% importance%of%having%a% planning%a%persuasive% For%the%lesson%introduction,%the%students%will%gather%on%the%mat.%
!
structures%and% clear%target%audience% text.%The%teacher%will% The%teacher%will%activate%students’%prior%knowledge%by%discussing% !
language%features%that% when%writing%a% ask%direct%questions%of% with%them%the%text%type%that%they%have%recently%been%learning%
!
!
help%the%text%serve%its% persuasive%text.% the%students%to% about.%The%teacher%will%ask%the%students%about%the%different%types% !
purpose’% % determine%their%levels% of%persuasive%texts%that%they%have%looked%at,%and%what%the% !
!
% 2.%Create%a%persuasive% of%understanding% students%learnt%about%the%structure%and%language%features%of%these%
!
Literacy:! letter%plan%that%follows% during%and%at%the% texts.%% !
!
‘Identify%the%audience% the%structure%of%a% conclusion%of%the% Following%the%discussion,%the%teacher%will%introduce%and%read%the%
!
of%imaginative,% persuasive%text.% lesson.%The%questions% text!The!Pigeon!Wants!a!Puppy!by%Mo%Willems.%Whilst%reading% The!Pigeon!
Wants!a!
informative%and% % will%address%each% the%text,%the%teacher%will%pause%to%talk%to%the%children%about%the% Puppy!by!Mo!
Willems!
persuasive%texts’! % objective,%and%the% persuasive%techniques%used%by%the%pigeon%–%E.g.%‘He%is%providing%

students%will%be%asked% us%with%some%evidence%to%support%his%argument’.%

to%describe%the% %

structure%to%the% Lesson!Steps:!
teacher,%as%well%as% 1.% When%the%teacher%has%finished%reading%the%text,%they%will%

explain%the%importance% explain%to%the%students%that%they%are%going%to%model%

of%a%clear%target% writing%a%persuasive%letter.%The%modelled%writing%session%

audience.%% will%be%conducted%using%clear%think%aloud%statements,%and%

See!questions!in! will%focus%primarily%on%the%structure%of%the%text.%The%

lesson.% teacher%will%model%writing%a%persuasive%letter%plan,%arguing%

% to%their%parents%that%they%should%be%allowed%to%have%a%

The%second%objective% puppy%for%a%pet.%

will%be%assessed%with% 2.% At%the%end,%the%teacher%will%use%a%copy%of%the%checklist%

the%collection%of%the% created%in%the%previous%lesson%to%model%going%over%the%

student’s%plans.%The% plan%to%ensure%all%elements%are%present.%

teacher%will%mark%on%a% 3.% Following%the%modelled%writing%session,%the%teacher%will%

checklist%whether%each% gauge%students’%understandings%through%questioning:%

student%was%able%to% !% Why!is!it!important!that!we!know!who!our!audience!is!

put%information%in%all%of% when!we!are!writing!a!persuasive!text?!

the%sections%of%the% !% What!do!we!need!to!include!in!a!persuasive!text?!

template%to%plan%for% 4.% The%teacher%will%then%explain%to%the%students%that%they%will%

their%persuasive%letter.% be%creating%a%similar%plan%themselves.%The%teacher%will%

ask%the%students%to%think%of%the%animal%that%they%would%

most%like%to%have%as%a%classroom%pet,%and%plan%a%

persuasive%letter%to%the%teacher%to%convince%them%that%this%

would%be%the%best%pet%to%get.%The%teacher%will%explain%that%

this%will%form%the%argument%in%their%letter%plan%–%E.g.%
 ‘Maybe%you’d%really%like%to%have%a%giraffe%as%a%class%pet,%so%

I%want%you%to%persuade%me%that%I%should%get%a%giraffe%for%

our%class,%and%to%tell%me%exactly%why.’%%

5.% The%students%will%return%to%their%desks%or%work%spaces,%and%

will%be%encouraged%to%begin%making%their%plan%using%the%

template%provided.%The%students%can%be%encouraged%to%

discuss%their%ideas%with%one%another,%so%long%as%they%

remain%focussed%on%the%task.%

6.% The%teacher%will%move%around%the%room%to%sit%with%

students%and%discuss%their%work,%paying%close%attention%to%

those%more%likely%to%have%difficulty%with%the%task.%Clear%and%

simple%prompts%can%be%used%to%support%those%that%are%

struggling%–%E.g.%‘You%are%writing%your%letter%to%me,%and%

you%would%really%like%a%pet%cat%in%the%classroom.%Why%

would%you%like%a%cat?%Is%there%anything%special%about%them%

that%you%can%write%about?%What%would%you%tell%me%to%

convince%me%that%a%cat%would%be%better%than%any%other%

pet?’%

7.% Students%in%need%of%extension%can%be%prompted%to%include%

more%detailed%arguments,%or%to%add%another%point%to%their%

argument%–%E.g.%‘Instead%of%telling%me%that%you%would%like%

a%dog%because%they%are%cute,%why%not%give%me%a%stronger%

argument?%I%can%see%that%a%dog%would%be%cute,%but%what%
 could%you%tell%me%that%would%really%persuade%me?’%

Conclusion:!

When%the%students%have%completed%their%plans,%they%will%return%to%

the%mat,%and%give%their%plans%to%the%teacher%before%sitting%down.%

The%class%will%briefly%revisit%the%structure%and%features%of%

persuasive%texts,%with%the%teacher%calling%on%students%who%have%

not%yet%contributed%suggestions%in%class%discussions.%The%teacher%

will%explain%that%in%the%next%lesson%the%students%will%be%using%their%

plans%to%write%out%their%persuasive%letters.%

% ! % % ! !
LESSON! Year!2!English! As$a$result$of$this$ The%students’% In%this%lesson,%the%teacher%and%students%will%engage%in%shared%
First!Steps!
Writing!
4! Resource!
Week$2$ curriculumX! lesson,$the$students$ persuasive%texts%will% writing,%using%the%letter%plan%from%the%previous%lesson%to%create%a% Book!
%
Shared/! Literacy:! will$be$able$to:$ be%collected%for% persuasive%text.%The%students%will%then%engage%in%guided%writing%to% !
Guided!
‘Create%short% % assessment%against% create%their%own%persuasive%letters%using%their%own%plans%from%the%
%
% imaginative,% 1.%Create%a%persuasive% the%objectives% previous%lesson.%
%
% informative%and% text%that%employs% following%the%lesson.%% !
%
persuasive%texts%using% language%features%of%the% The%teacher%will%use%a% Introduction!

growing%knowledge%of% text%form,%using%their% checklist%to%mark% The%teacher%and%students%will%sit%on%the%mat%for%the%start%of%the%

text%structures%and% persuasive%letter%plan.%% whether%each%student% lesson.%The%teacher%will%conduct%a%shared%writing%lesson,%using%the%

language%features%for% % was%able%to%create%a% plan%created%in%the%previous%modelled%writing%lesson.%The%letter%

familiar%and%some%less% 2.%Edit%each%other’s%work% persuasive%text%that% will%be%written%with%contributions%from%the%students,%based%on%the%

familiar%audiences,% to%correct%any%errors%in% correctly%employed%the% teacher’s%questions%–%E.g.%‘How%should%I%start%my%letter?%Do%you%

selecting%print%and% spelling%and%grammar.%% structure%and%language% know%Rosie?’,%‘How%can%I%make%this%sentence%from%my%plan%longer%

multimodal%elements% features%explored%in% and%more%interesting?%What%words%could%I%use?’%%

appropriate%to%the% previous%lessons.%% When%the%letter%has%been%written,%the%class%will%read%over%it%

audience%and%purpose’% Corrections%made%to% together%and%use%the%checklist%created%in%the%analysing%lesson%to%

% spelling%and%grammar% ensure%all%elements%of%the%structure%are%present.%

‘Re,read%and%edit%text% during%the%editing% The%students%will%then%be%split%into%groups%for%the%guided%writing%

for%spelling,%sentence,% process%will%also%be% session.%The%students%will%be%in%groups%with%similar%abilities%(as%

boundary%punctuation% noted`%though%the% determined%through%previous%lessons%and%assessment).%%

and%text%structure’% students%will%be%editing% !

% each%other’s%work% Lesson!Steps:!

rather%than%their%own.%% 1.% The%students%will%sit%at%their%desks%and%work%spaces%in%

Clear%and%concise% their%groups%and%with%their%letter%plans%from%the%previous%

feedback%should%be% lesson.%The%teacher%will%start%work%with%the%group%in%need%

given%to%the%students% of%most%support%first.%%

as%they%write%their% 2.% The%nature%of%support%required%will%be%identified%from%the%

texts,%in%order%to% previous%lessons’%assessments.%The%teacher%will%sit%with%

strengthen%their% the%group%and%discuss%with%them%the%expectations%of%the%

understandings%and% task.%%

support%them%to%meet% 3.% The%students%will%work%mostly%independently,%with%the%

the%objectives.%% teacher%acting%as%a%guide%to%support%them%as%they%write%

% out%their%plan%in%letter%form.%%

4.% The%teacher%will%move%around%to%each%group%as%they%work%
 to%provide%individualised%support%to%the%students%and%

groups.%E.g.%Groups%in%need%of%enabling%will%receive%a%

higher%degree%of%scaffolding%from%the%teacher,%with%more%

of%a%focus%on%achieving%correct%structure.%Groups%in%need%

of%extension%will%be%encouraged%to%focus%more%on%

language%features,%and%to%consider%different%words%or%

phrases%they%could%use%to%strengthen%their%argument.%

5.% When%students%within%a%group%have%finished,%they%can%

swap%letters,%and%use%a%red%pencil%to%edit%one%another’s%

work.%The%teacher%will%prompt%for%editing%of%spelling%and%

grammar%errors,%and%can%encourage%students%to%provide%

feedback%to%one%another%on%sentence%structure%and%

coherence%of%the%letters.%%

Conclusion:!

The%students%and%teacher%will%gather%on%the%mat,%and%the%teacher%

will%ask%if%any%of%the%students%would%like%to%read%out%their%letter%to%

the%class.%This%gives%the%students%an%opportunity%to%share%their%

work,%and%receive%feedback%from%their%peers%(author’s%chair).%%

The%teacher%will%then%explain%that%the%students%will%begin%working%

on%another%persuasive%letter%in%the%next%couple%of%lessons,%but%that%

it%will%be%entirely%up%to%them%what%they%choose%to%write%about,%and%

who%to.%The%teacher%will%encourage%the%students%to%begin%thinking%
 of%what%they%might%like%to%write%their%independent%text%about.%%

% ! % % ! !
LESSON! Year!2!English! As$a$result$of$this$ Throughout%this% For%this%lesson,%the%students%will%follow%the%guided%writing%process%
First!Steps!
Writing!
5! Resource!
Week$3$ curriculumX! lesson,$the$students$ lesson,%the%teacher%will% to%create%their%own%persuasive%letter%plans%on%a%topic%of%interest%to% Book!
%
Guided/! Language:! will$be$able$to:$ engage%in%writing% them.%They%will%work%in%groups%and%confer%with%one%another%as% !
Independent!
‘Understand%that% % conferences%with%as% they%research%and%plan%their%texts,%with%support%from%the%teacher.%
%
% different%types%of%texts% 1.%Using%available% many%of%the%students% %
%
% have%identifiable%text% resources,%research%a% in%the%class%as% Introduction!
%
structures%and% topic%of%interest%and% possible.%This%will% The%teacher%and%students%will%begin%the%lesson%on%the%mat.%The%
%
language%features%that% identify%a%related%thesis% allow%for%assessment% teacher%will%explain%that%the%students%will%be%using%what%they%have%

help%the%text%serve%its% they%wish%to%argue%to%an% and%discussion,%and% previously%learnt%about%the%structure%and%features%of%persuasive%

purpose’% identified%target% will%provide%the% texts%to%create%their%own.%The%teacher%will%explain%that%this%lesson%

% audience.% students%with%support% will%focus%on%the%preparing%and%planning%aspect%of%the%writing%

Literacy:! % and%guidance%as%they% process.%

‘Identify%the%audience% 2.%Create%a%persuasive% make%their%plans.%% The%teacher%will%ask%the%students%to%sit%quietly%for%a%few%minutes%

of%imaginative,% text%plan%on%a%topic%of% The%plans%will%be% and%think%of%something%important%to%them,%something%that%they%

informative%and% interest%to%them,%with% collected%by%the% may%wish%to%write%a%persuasive%letter%about.%The%students%will%then%

persuasive%texts’% minimal%educator% teacher%for% turn%to%whoever%is%sitting%next%to%them%to%discuss%their%ideas,%

! support.%% assessment%against% before%having%an%opportunity%to%share%with%the%class%(think,pair,

% the%objectives,%using%a% share).%The%class%can%discuss%the%ideas%suggested,%and%the%

checklist.%The%students% teacher%can%add%some%example%suggestions%also%–%E.g.%‘Maybe%
will%be%required%to% you%would%like%to%write%to%the%government%to%persuade%them%to%

create%a%persuasive% change%their%climate%policies.%Or%maybe%you%would%like%to%write%to%

letter%plan,%with%clear% the%school%to%persuade%them%to%get%rid%of%uniforms.%Maybe%you%

target%audience%and% would%like%to%write%to%your%parents%to%persuade%them%to%let%you%

argument,%and%clear% have%a%later%bed%time.’%%

information%in%each% The%teacher%will%then%give%the%students%planning%templates%similar%

section%of%the%planning% to%those%that%they%used%to%plan%their%pet%persuasive%letters.%The%

template,%that%reflects% students%will%move%into%their%guided%writing%groups%for%the%lesson.%

the%research%they%have% !

completed%on%a%topic% Lesson!Steps:!

of%interest%to%them.%% 1.% The%groups%will%find%a%space%to%work%in%the%classroom,%with%

% their%plans.%They%can%be%encouraged%by%the%teacher%to%

use%the%blank%space%on%the%back%of%the%sheet%to%

brainstorm%any%ideas%before%they%fill%out%the%template.%

2.% The%students%will%be%given%access%to%iPads%to%use%the%

internet%for%research,%and%will%be%encouraged%to%discuss%

some%of%their%ideas%with%peers%for%feedback.%

3.% The%teacher%will%go%around%to%the%students%in%each%group%

to%discuss%their%work%with%them.%The%teacher%will%work%

one,on,one%in%writing%conferences%with%students%in%need%

of%more%support.%

4.% Students%in%need%of%enabling%and%support%will%receive%

clear%feedback%from%the%teacher%when%working%one,on,
 one%with%them.%Students%in%need%of%extension%will%be%

encouraged%to%include%more%points%in%their%argument,%and%

can%be%encouraged%to%quote%research%if%necessary.%

Conclusion:!

In%the%conclusion%of%the%lesson,%the%students%will%have%an%

opportunity%to%share%with%the%class%what%they%are%choosing%to%write%

their%letter%about%(similar%to%author’s%chair,%the%students%will%share%

their%plan).%Any%student%who%wishes%to%talk%about%their%text%plan%

will%have%the%opportunity%to%stand%at%the%front%of%the%class%and%

share%their%topic%and%argument.%Other%students%can%be%invited%to%

pose%questions%(allowing%the%student%to%consider%aspects%of%their%

argument)%and%deliver%feedback.%The%teacher%will%explain%that%in%

the%next%lesson,%the%students%will%be%using%their%plans%to%write%out%a%

letter%as%they%have%done%before%in%previous%lessons.%

%%

% ! % % ! !
LESSON! Year!2!English! As$a$result$of$this$ Assessment%of%the% In%the%final%lesson,%the%students%will%apply%what%they%have%learned%
First!Steps!
Writing!
6! Resource!
Week$3$ curriculumX! lesson,$the$students$ independent%work% by%using%their%plans%from%the%previous%lesson%to%independently% Book!
%
Independent! Literacy:! will$be$able$to:$ completed%by%the% write%their%persuasive%letter%on%a%topic%of%interest%to%them.% !
(Applying)!
‘Create%short% % students%will%be% !
%
% imaginative,% 1.!Independently%create% summative,%and%is% Introduction!
%
informative%and% a%persuasive%letter%that% designed%to%gauge% The%students%will%sit%on%the%mat%with%the%teacher,%who%will%explain%
persuasive%texts%using% clearly%employs%the% their%understandings.%% that%the%class%will%be%independently%writing%their%persuasive%letters%

growing%knowledge%of% structure%and%language% Assessment%of%this% using%their%plans%from%the%previous%lesson.%The%class%will%revise%

text%structures%and% features%of%the% final%lesson%will%be% the%structure%using%the%checklist,%before%the%students%go%to%work%

language%features%for% persuasive%text%form.%% completed%using%a% on%their%letters.%%

familiar%and%some%less% % rubric%to%determine% !

familiar%audiences,% 2.%Edit%own%work%to% how%effectively% Lesson!Steps:!

selecting%print%and% correct%any%errors%in% students%were%able%to% 1.% The%students%will%return%to%their%desks%and%work%spaces%

multimodal%elements% spelling%and%grammar.%% complete%the% with%their%letter%plan%and%blank%paper.%

appropriate%to%the% % persuasive%writing%task% 2.% The%students%will%independently%write%out%their%letter.%

audience%and%purpose’% 3.%Publish%their% independently%of%any% 3.% When%they%have%finished,%they%will%be%asked%to%carefully%

% persuasive%letter`% educator%support.% re,read%and%edit%their%work%to%correct%any%errors%in%spelling%

‘Re,read%and%edit%text% preparing%to%mail%it,% Students%will%be% and%grammar%(students%should%be%encouraged%to%cross%

for%spelling,%sentence,% displaying%it%in%the% assessed%on%their% out%and%correct,%rather%than%erase%mistakes,%so%that%the%

boundary%punctuation% classroom,%and/or% spelling%and%grammar,% teacher%will%be%able%to%see%their%editing).%%

and%text%structure’% reading%it%aloud%to%the% their%application%of%the% 4.% When%students%have%finished,%they%can%be%asked%to%think%

% class.%% structure%of%a% about%how%they%would%like%to%publish%their%text.%

% persuasive%text,%their% !

use%of%the%language% Conclusion:!

features%of%the%text% At%the%conclusion%of%the%lesson,%the%students%will%have%an%

type,%and%the%overall% opportunity%to%share%and%publish%their%texts.%Students%who%would%

quality%of%their%writing% like%to%read%their%text%aloud%(author’s%chair)%can%be%invited%to%come%

(Is%it%engaging?%Does%it% up%to%the%front%of%the%class%for%this.%Feedback%can%be%provided%to%

make%a%strong% them%by%their%peers.%Students%who%wish%for%their%target%audience%
argument?%Does%it% to%receive%their%letter%will%have%support%from%the%teacher%to%achieve%

appeal%to%the%target% this.%Students%who%wish%to%display%their%letter%in%the%classroom%for%

audience% others%to%read%will%also%be%supported%in%this.%%

specifically?).% The%lesson%will%be%concluded%with%a%brief%discussion%to%reiterate%

% main%points%of%importance%–%text%purpose,%structure,%language%

features,%target%audience.%%

%
 !
!
References:!

Australian*Government*Department*of*Education.*(2013).*First&steps:*Writing&map&of&
development.*WA,*Australia:*Department*of*Education.*

Australian*Government*Department*of*Education.*(2013).*First&steps:*Writing&resource&book.*
WA,*Australia:*Department*of*Education.*
*
School*Curriculum*and*Standards*Authority.*(2014).*English*v8.1.*Retrieved*from*
https://k10outline.scsa.wa.edu.au/home/teaching/curriculumKbrowser/englishKv8

Willems,*M.*(2008).*The&pigeon&wants&a&puppy.*UK:*Walker*Books.*
*