FPD - Lesson Planning-Final

Alana Parker
20162082
English 3 EDUC3651
Forward Planning Document on Persuasive Writing
FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 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
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
1 Students will be able Observation Introduction: The children’s
TEXT STRUCTURE AND to: anecdotal notes. The teacher will introduce the lesson by reading a children’s literature ‘The
ORGANISATION The teacher will literature ‘The Day the Crayons Quit’ by Drew Daywalt and Day the Crayon
Understand that write comments on Oliver Jeffers. This literature focuses on persuasive language Quit’ by Drew
Familiarising
different types of texts have Objective 1: student’s and the text form through the use of letters. Daywalk and
identifiable text structures Identify the language progression during Oliver Jeffers.
and language features that features the activities to The teacher will set the scene of familiarising students to what
help the text serve its (Metalanguage-verbs, document if they persuasive writing/ texts look like and sound like. The teacher
purpose (ACELA1463) adverbs, nouns/ were able to will inform the students on what persuasive writing means
pronouns) of identify the (ways to convince the reader that one’s own opinion is
What is some of
persuasive texts such as audience for the correct).
the language
letters, posters, persuasive texts,
used in the
INTERPRETING, advertisements and what they were The teacher will ask students to create a poster of their likes
provided texts?
ANALYSING, expositions. trying to persuade and dislikes. Once students create a poster, the teacher will
EVALUATING the audience with ask them to orally present it to the class expressing their likes
Identify the audience of Objective 2: and what language and dislikes, using language such as I like… because; I don’t What is being Sample for the
persuasive Express their opinions features were used like… because. sold / display task of
texts (ACELY1668) if public transport is the in the samples. promoted? advertisements,
way to go appropriately Body: What sorts of posters, slogans,
Understand that different Checklist The teacher will provide a sample display of persuasive text to things are we children’s
in pairs.
types of texts have The teacher will grasp the language features used, the forms or texts that are being told about literature, letters
identifiable text structures and create a checklist to categorised as persuasive through a variety of examples such this product / and expositions.
Objective 3:
language features that help the document if as advertisements, posters, slogans, children’s literature, event?
Identify the intended
text serve its purpose students were able letters and expositions. What words are
audience for the
(ACELA1463) to express their Students will discuss and compare the samples to build being used (to
persuasive texts used
for the sample display, opinion in pairs on awareness of the common features by: persuade you)?
such as ‘if transport is the - Talking about the purpose What images
advertisements, way to go’ and if - Identifying the intended audience are being used?
posters, slogans, students were able - Highlighting the type of language used.
children’s literature, to work effectively - Stating the topic and stance, argument and concluding
letters and expositions. together. The statement.
checklist will assess - The language used such as metalanguage, verbs, adverbs and
if the students were nouns/pronouns.
competent, if the
students needed a Conclusion:
little bit or The teacher will conclude with a speaking and listening
assistance, if the activity which students will think pair share. Students will turn
students needed full to their partner and express an opinion on a particular issue (Is
teacher assistance. public Transport the way to go). The students will then present
their findings to the class.
The teacher will prompt the discussion by giving an example

before students begin the concluding task. “I think public
transport is the way to go because anyone can use it no matter
their age.” You have to be 17 to be able to drive with
supervision.
thinking Competence
2 INTERPRETING, Students will be able Checklists with Introduction: Sorting activity
ANALYSING, to: additional The teacher will introduce the lesson by providing the students resources;
EVALUATING comments with a sorting activity. Students will receive an envelope that envelope and
Identify the audience of Label the text features specifying what the contains a discussion topic. This activity will be completed in sorting cards.
Analysing
persuasive of a persuasive writing students had small groups.

texts (ACELY1668) texts; (title, main difficulty with etc. The envelope will have topics such as ‘chocolate is good for
points, topic, type of The teacher will you, school break times should be longer, there should be no
Understand that different persuasive writing i.e mark the students homework.’
types of texts have slogan, letter, passage accordingly ‘if they The teacher will also provide strips containing arguments for
identifiable text structures and etc.) were competent and against each topic. The students as a group will read the
language features that help the (tick), if they topic and all the arguments, to decide if they support the given
text serve its purpose Highlight the needed a little bit of topic or convey points that go against it.
(ACELA1463) appropriate language assistance (dot),
features of the and if the student The teacher will ask students to form an opinion based on the
photocopied passage. could not achieve arguments presented. Students will share their findings to the
the task (cross). whole group to form a class discussion.
Work effectively and
collaborate in small Body:
groups. Students will be given a passage to explore. Students will
label the text features of persuasive writing located in the What does this
passage provided by the teacher. Students will explore the Photocopied
paragraph tell us?
passage to label the purpose of each paragraph, highlighting passage.
What information
the main points, and the examples used to support the has been
argument. Students will also use sticky notes to label each of included?
the features (the teacher will already have the labels written Why has the
prior to the activity). Students will look for what the paragraph Students
author included
is telling the audience, what information has been included to stationary i.e.
this?
convince the reader? Why has it been used? highlighters
The teacher will then form a whole class discussion to what
students have observed about the passage.
What nouns have
The teacher will look if students had found an introduction been used?,
that states the position, sentence structures that include Which words
justification of opinions, and if the concluding points are have been used to
summarising the position taken. link ideas together
in the passage?,
The teacher will then get students to identify the language Which words has
features by highlighting the photocopied passage. This will the author used to
inform students on what persuasive writing features are and persuade the
the type of language used to assist for future planning. audience to
The teacher will use questions such as ‘What nouns have been believe the topic?.
used?’, ‘Which words have been used to link ideas together in
the passage?’, ‘Which words has the author used to persuade
the audience to believe the topic?’.
This will form discussion on the type of vocabulary used to
create a particular intention e.g. descriptive language and or
emotive words.
Conclusion:
The teacher will conclude the lesson by recapping the
language features of the passage used throughout the lesson,
and the elements used to structure a persuasive writing
process. To allow students to become confident in
understanding the requirements and process of writing a
persuasive text, as well as help the students understand the
next lessons modelled demonstration by the teacher as a whole
class.
thinking Competence
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
3 LANGUAGE Students will be able Observation- The Introduction: Children’s
Understand that different to: teacher will observe The teacher will introduce the lesson’s topic by reading the literature:
types of texts have the student’s children’s literature, ‘The Perfect Pet’ by Margie Palatini. ‘The Perfect Pet’
identifiable text structures and Independently write a progression when by Margie Palatini
Modelled/ Shared
language features that help the draft piece of modelling the The teacher will then set the scene for the lesson by giving
text serve its purpose persuasive writing on hamburger model each student a puzzle piece. The students are to all collaborate
(ACELA1463) why dogs/cats are the and during their to form the puzzle of the dog (this will set the topic for the
best pet using independent time to modelled lesson presented by the teacher).
LITERACY persuasive language. complete their own Hamburger model
Re-read and edit text for simple hamburger The teacher will then do a hands on persuasive task as an Why do you to persuade
spelling, sentence- boundary Verbally express model, to see if introductory before going into the modelled lesson think pass ball is printed out or
punctuation and text structure descriptive language to they are able to presentation. Students will choose a side of a persuasive better than drawn on
(ACELY1672). convince the reader. grasp argument they agree on. By this, the teacher will pose a few tunnel ball? butcher’s paper.
understandings of scenarios such as chocolate or lollies, fruit or vegetable, pass Why do you
Grasp basic editing persuasive written ball or tunnel ball, cats or dogs. Students will be asked to think dogs are
skills of re-reading the skills. move to the side they agree is better (this will be done in the better than cats?
sentence, capital letters classroom, where the teacher will inform which side is which Or vice versa?
and full stops. before students move accordingly). Once they have made their Whiteboard.
Anecdotal decision the teacher will choose students to say their reasoning
checklists-. If on why chocolate is better than lollies, etc. Once the teacher Whiteboard
students can gets to cats or dogs as the persuasive decision. Students will markers (blue or
independently write say their reasoning and then the teacher will notify the black and red).
a simple draft students that that is the topic for the modelled lesson.
hamburger model Whiteboard eraser
using 2 main points Body:
and 1 elaboration The teacher will write the success criteria and lesson
point for each for objective for the lesson on the board.
persuasive writing. Success criteria:
The teacher will - Independently write a draft hamburger model on why
create a checklist
dogs/cats are the better pet.
of: 1. Competent, 2.
Needed teacher’s - Use descriptive language to convince the reader.
assistance, or 3. - Re-read my sentence to make sure it makes sense,
Had difficulty to capital letter at the start of my sentence and a full
complete it as a stop at the end. What is
marking guide. persuasive
The teacher will introduce the lessons intention so the students writing?
are aware of what is intended in the lesson.
“We are going to be doing some writing today superstars”.
The teacher will then cover the focuses of the writing lesson.
“In today’s writing lesson the focus is on persuasive writing.
We are going to be using descriptive language to convince the
reader of our opinion.
We know that we always need to put our name and date on

our work (teacher writes name and date)
What does
“My title I remember starts with a capital letter, my title has to introductions
tell the reader what my writing is going to be about. tell the reader?
My persuasive writing today is going to be about ‘why dogs
are better pets then cats’.” (Teacher sound talks the title when
writing).
“In today’s lesson I am going to be modelling the hamburger

plan to you. The first part of my hamburger plan for a
persuasive text is my introduction. We know that
introductions tell the reader what our writing is going to be
about and who is going to be persuading the reader. This
extends a little broader than the title.”
“My introduction of the hamburger says, ‘Who is persuading?
Hmmmm I know that I am the author in modelling persuasive
writing today, so I am the person persuading my audience ‘all What makes
of you my superstars’. So I need to write ‘I’ next to who is dogs better than
persuading.” cats?
“It then says what is the argument? I know from my title that What do dogs
dogs are better than cats, so my argument will be (teacher do that is
goes silent), oh dogs are better than cats. I know in my different from
hamburger model I am going to be giving reasons and cats?
elaborating them on why I think dogs are better than cats.
So I am persuading the audience that dogs are better than
cats.”
“I then have to think of 3 main points on how I can persuade

the reader/ audience on why dogs are better than cats. How
can I persuade my audience that dogs are better?”
“Oh I know; dogs are good for fitness. So I know that I have
to write that dogs are good for fitness in the first paragraph:
main point box.” (Teacher points to the box where she will
begin writing, the teacher will read her writing as she goes, “I
know that to start my sentence I need a capital letter ‘They are Why are dogs
good for fitness’ and I know when I finish my sentence I need good for
a full stop. fitness?
I am then going to choose another main point of why I think
dogs are better. Hmmm! oh I know, they are better company.”
(Teacher will misspell company on the hamburger model
(cumpani). (Teacher touches her face) “I don’t know if I have
spelt that word correctly, but that is okay I know good writers
underline words that they are unsure about and go back to
them at the end of their draft writing.” (taken from the writers
textbook, p166).
“And my last paragraph my main point will be. Hmmm, oh
dogs are very protective so I am going to put ‘dogs protect
your home.’”
Why are dogs
“Now after we have thought of 3 main points we then have to better company?
elaborate and or explain our main points to convince our
reader that dogs are better pets than cats. On our hamburger
there are 2 dot points. This is where we need to write 2
examples to explain each main point. For my first main point
‘dogs are good for fitness’. I know that when you have a dog,
they are very energetic so they need walking daily. So I am
going to write for my first dot point, ‘dogs promote health and
fitness as daily walking is achieeved. I don’t know if I have
spelt achieeved correctly but that is okay, I know that I
underline it with red and then at the end I can come back to it.
For my second example I know that dogs are very playful, so I What makes
am going to write that ‘dogs love to join in with interactive dogs protective?
play.” (Teacher sounds out interactive whilst writing it on the What are some
hamburger model) of the actions
dogs may do to
“My second main point is that dogs are better company. For protect the
my first dot point I am going to write that dogs are extremely home?
afectionet animals as they shadow their owners. I am not sure
if I have spelt afectionet properly, so I am going to underline it
so that I can come back when I have finished writing. I know
that dogs feel our emotions so for my second dot point I am
going to write that dogs provide us with a sense of emotional
wellbeing with the love they give.” (The teacher will continue
to sound talk the sentence when writing).
“My third main point is that dogs protect your home. So I am

going to use some descriptive language here and write that
dogs bark and growl to alurt their owners to the presence of
strangers. I am not sure if I have spelt alurt correctly so I am
going to underline it so that I can come back when I have
completed my draft writing. And for the final dot point I am
going to write that dogs sense their owners feer and respond if
they think we feel thretened. I am not sure if I have spelt feer
or thretened correctly, so I will underline them both.”
“And then I need to conclude/ summarise my argument so I

can convince the reader that I think dogs are the better pet. So
I am going to write here that dogs are the better pet to own. I
am going to end my writing convincing the reader that dogs
are better than cats. “
“After we have finished writing our draft, we know that good

writers go back and edit their work. Using my editing fan, I
am going to go back over my draft and fix any mistakes.”
“This is where we use our success criteria to help us”
- Independently write a draft hamburger model on why
dogs/cats are the better pet.
- Use descriptive language to convince the reader.
- Re-read my sentence to make sure it makes sense,
capital letter at the start of my sentence and a full
stop at the end.
The teacher will read aloud the editing steps to model the
process. “The first part of editing is to underline my not so
sure words. I have already done that while I was writing so I
don’t need to go back and do that. I can move onto the next
editing stage of my fan. (Teacher turns the fan to the next
editing stage). “Put spaces between words.” Teacher checks
by raising her finger to the paper to check for finger spaces.
“Check that my writing make sense. Well in today’s lesson
that was one of our selection criteria’s, to re-read my writing
to make sure it makes sense.” (The teacher will point to the
selection criteria when reading aloud).” Use full stops and
capital letters. That was another focus for our writing in
today’s lesson so I know that I have done that already.”
Conclusion:
To conclude the lesson, the teacher will recap the structure of
persuasive writing once again to allow students to become
familiar with each part, so that they feel confident in
completing their own independently with teacher assistance
where necessary.
The teacher will provide students with a template hamburger

model from ‘The Writing Book’ on page 225 to have a go at
completing their own. The teacher will keep the same topic for
the students to write their own plan on. The topic being dogs
are better pets the cats or vice versa. Students will only have
to write 2 main points and only 1 elaboration for each one.
thinking Competence
4 INTERACTING WITH Students will be able to: Observation: Introduction: https://www.youtu
OTHER The teacher will The teacher will introduce the shared/guided persuasive writing be.com/watch?
Use interaction skills Present their brainstorms observe students lesson by playing a YouTube video that tells the audience what v=hD9arWXIddM
including initiating topics, to the whole class using during group persuasive writing is. And the techniques of brainstorming ideas (What is
making positive statements appropriate tone, eye presentations if throughout the planning stages. persuasive
and voicing disagreement in contact, body language they are using writing).
an appropriate manner, and appropriate pace. appropriate tone, The teacher will prompt a discussion about the two clips viewed What is
speaking clearly and varying pace, eye contact, to test students understanding on what persuasive writing entails, persuasive https://www.youtu
tone, volume and pace Create a small persuasive body language before students work in small groups to complete a brainstorm on writing? be.com/watch?
appropriately (ACELY1789) passage using main and persuasive the chosen topic. What can we v=yiexHnX0xZY
points and elaborations language. use (Brainstorming)
Rehearse and deliver short from the small group Body: persuasive
presentations on familiar and brainstorming task. Work sample: The teacher will model brainstorming to the class by creating a writing for? paper for students
new topics (ACELY1667) The teacher will whole class discussion on ‘should all children play sport?’. The What are the to complete their
Use persuasive language collect all groups teacher will model a brainstorming chart to the class, asking for types of brainstorms.
TEXT STRUCTURE AND to help present their topic brainstorms and their involvement in placing opinions. The teacher will write all persuasive
ORGANISATION such as we think, we feel persuasive opinions on the brainstorm as a whole class discussion. Then pieces? Pencils to write
Understand that different that, firstly, secondly and passages to read/ students will be placed into small groups to create a brainstorm on Who can be with.
types of texts have for example. mark to visualise ‘Is Maths better than English or vice versa’. The teacher will convinced?
identifiable text structures and if students were group students according to which side of the argument their wish What is Students
language features that help the able to state main to take. Students will brainstorm ideas to support their opinion on brainstormin independent
text serve its purpose points and the chosen topic. g? writing books.
(ACELA1463) elaborate them What do you
within their Students will then have a go at writing their main points and need to be
groups. elaborating their opinions/ ideas of why maths is better than able to write
English or vice versa. This will be completed in their small a persuasive
groups. piece of
writing?
The teacher will walk around to assist groups and observe their
group work, and conversations being made on the topic.
Conclusion:
To conclude the lesson, the teacher will ask all groups to share
their brainstorm to the class. The teacher will ask students to use
persuasive language when presenting, such as we think..., we feel
that, firstly, secondly, for example etc.
thinking Competence
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
5 LITERACY Students will be able Work samples and Introduction: What is wrong Smartboard.
Re-read and edit text for to: checklist The teacher will begin the lesson by giving students a spelling with my Sentences with
spelling, sentence- boundary The teacher will activity ‘Stop your full stops crying’ from the writing resource sentences on the mistakes.
punctuation and text structure Self-edit their own assess student’s book (p.88). The teacher will start the activity off on the board?
(ACELY1672). hamburger model hamburger models smartboard with 2 sentences that have errors with capital What are some Photocopied
using their editing as well as how well letters and full stops. Then, the teacher will print of a passage of the mistakes passages for
CREATING TEXTS fans. they self-edited of writing with some missing capital letters and full stops. in the passage? students to self-
Create short persuasive texts their models. The Students will use their highlighters to notify where the error is edit for the
using growing knowledge of Create their own teacher will create a and then correct it with their pencil. This will be completed activity ‘stop your
text structures and language hamburger draft checklist with the individually. full stops crying’.
features for familiar and some model using language features
less familiar audiences persuasive language and persuasive The teacher will introduce the lesson by recapping the Whiteboard.
(ACELY1671) features. processes to mark structure of the hamburger model so students are confident to Whiteboard
the student’s complete their own hamburger model independently. marker and eraser.
TEXT STRUCTURE AND progression. Why do you
ORGANISATION The teacher will tell students the topic for their hamburger think swimming
Understand that different types model. The teacher will begin by brainstorm on the is better than Hamburger model
of texts have identifiable text whiteboard as a whole class, to prepare the students to running? Why photocopies from
structures and language features complete their own models. The topic is ‘Swimming is better do you think writer’s resource
that help the text serve its than running’. running is better book p. 225.
purpose (ACELA1463) than swimming?
Body: Editing fans.
The teacher will give students their own hamburger model. To
complete their draft persuasive writing piece.
The teacher will walk around whilst students are completing
their draft to make sure all students are completing the model
confidently and correctly. Students should be completing the
following features:
Title
Who is persuading?
What is being persuaded?
3 main points/paragraphs
1-2 elaboration points to explain the point.
Conclusion of the what is being persuaded.
Conclusion:
The teacher will conclude the lesson by getting students to
edit their hamburger model by using the editing fan from the
writing resource book (located on the resource CD).
Words that students are unaware of, the teacher will go around
and help students one-on-one with the spelling mistakes that
they cannot find on the wow wall located in the classroom.
This hamburger model and topic will be used for the next
lesson ‘apply’ for students to write their persuasive writing
piece.
The teacher will collect the students draft models to read
before students complete the apply lesson.
thinking Competence
6 LITERACY Students will be able Anecdotal Introduction: What are the Whiteboard,
Re-read and edit text for to: checklist: The teacher will introduce the lesson by allocating a spelling missing whiteboard
spelling, sentence- boundary The teacher will use activity to students prior to the lessons commencement. letters? marker and eraser.
punctuation and text structure Write their own an anecdotal
(ACELY1672). persuasive text using checklist for all The teacher will choose common words for students to A bank of words
Apply
describing words and objectives to assess complete hangman as a whole class on the whiteboard. The for the spelling
CREATING TEXTS inclusive language to the criteria of teacher will be the scriber on the whiteboard whilst students activity.
Create short persuasive texts make the reader feel a student’s verbally express the letters/ words chosen. The words chosen
using growing knowledge of particular way about progression. The will be high frequency words, and vocabulary that students will
text structures and language the topic. teacher will mark a be using to persuade.
features for familiar and some tick if the students
less familiar audiences Apply information for were competent, or
(ACELY1671) a realistic purpose. a dot if student’s Body: Students
had a few The teacher will begin the lesson by giving students their independent
TEXT STRUCTURE AND Independently write a difficulties. The hamburger models back that was completed in the previous writing notebooks.
ORGANSISATION persuasive passage teacher will lesson.
Understand that different using the appropriate specifically
types of texts have features (title, document what the Students will be writing a persuasive passage using Pencils to write
identifiable text structures and introduction, 3 main students found paragraphing, descriptive words and inclusive language to make with.
language features that help points, supporting difficult, to future the reader react to the topic. They will be using their models to
the text serve its purpose reasons/ evidence, assist their learning. assist in their writing to follow the correct persuasive structure.
(ACELA1463) conclusion).
Students will work independently and apply the writing process
of persuasive writing.
The teacher will be making sure that students’ writing has the
following features:
Title
Introduction
3 main points
Supporting reasons and evidence for each main point
Conclusion.
Once students finish their draft passage, they will use their
editing fans from the writer’s resource book to self-edit their
work. Did (students
name) go with
Conclusion: or against the
The teacher will conclude the lesson by inviting all students that topic of
wish to share their piece of writing. swimming is
better than
The teacher will allow students to orally present their passage to running?
the whole class.
Students as a whole class will then be involved by stating if the

author (student presenting) went with or against the topic to
form discussion.
Rationale
This unit of lessons is designed to allow students to become aware and confident with the text type of persuasive writing as well as the process of writing to persuade the
audience. Students will look at the different types of persuasive text forms to have the opportunity to become familiar with the intentions. This I have chosen to be placed at
the very start of the lesson to broaden students understanding and set the skills of language features as such. Throughout the lessons, there is opportunities for partner work,
small group work, in which I have planned to support learner’s diversity/ difficulties to be reinforced through ongoing peer sustenance. I have incorporated such pedagogical
understandings to support the act of teaching intentions. By this, I have chosen to model, and engage students through hands on activities, so that they are able to express their
ideas individually and use their peers to discuss the writing processes, to broaden their understanding on chosen topics or the text type as a whole. Within this also, I have
included spelling and grammar activities later on for students to improve in areas needed.
To create my lessons, I followed the gradual release model (DRRM) to provide the best pedagogical and learning opportunities for students to succeed. I have laid out my
lessons accordingly so students become confident in what persuasive writing includes and the specific language features used. The structure of my lessons have been
structured to support the process. For example, for ‘familiarising’, I have chosen activities that allows students to become aware of what persuasive texts look like in context.
‘Analysing’, so students can become familiar by using hands on activities to examine the features. ‘Modelled/shared’. So that students are aware of what the planning
processes involve and what the layout entails. ‘Shared/guided’, so students can collaborate with their peers to work together to think of main points that enhance the argument
of such topic. ‘Modelled/ Independent’, so students can become confident in planning their own hamburger model to be able to progress their understandings. And ‘apply’,
students are able to use all their learning, knowledge and understandings, to write their own persuasive writing passage.
Throughout my lessons I have chosen to allow students to present their knowledge to the class to broaden their confidence, speaking in front of their peers, and improving
their oral language, eye contact and body language.
For assessment, I have chosen strategies and content to assess to cater for fairness, to make sure that it is purposeful and valid, by linking it to content that has been taught
instead of anything new. As well as the types of assessment strategies that I have chosen, all relate to the topics, and are a good source for the teacher to be able to observe the
students’ progression throughout the content taught and to be able to use it for informative reporting aspects as well as self-evaluating processes.
Reference List:
Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (2005). First Steps: Writing map of development (2nd ed.). Melbourne: Rigby Heinemann. Retrieved
from det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (2004). First Steps: Writing resource book (2nd ed.). Melbourne: Rigby Heinemann.
Retrieved from det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Australian Curriculum, Assessment and Reporting Authority. (2016). Home - The Australian Curriculum v8.2. Retrieved from:
http://www.australiancurriculum.edu.au/
Cameron, S., & Dempsey, L. (2015). The writing book. A practical guide for teachers. Auckland. NZ: S&L Publishing.
Daywalt, D., & Jeffers, O. (2016). The Day the Crayons Quit. GB: HarperCollins Publishers
Department of Education, Employment and Workplace Relations. (2009). Belonging, being

& becoming: The early years learning framework for Australia. Retrieved from:
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Palatini, M. (2009). The Perfect Pet. New York: Harper Trophy.
School Curriculum and Standards Authority (2010). Western Australian Curriculum English. Retrieved from http://k10outline.scsa.wa.edu.au/
Teaching Without Frills. (2016). Persuasive Writing for Kids: What is it? [YouTube Video]. Retrieved from
https://www.youtube.com/watch?v=hD9arWXIddM
Teaching Without Frills. (2016). Persuasive Writing for kids: Brainstorming Topics. [YouTube Video]. Retrieved from
https://www.youtube.com/watch?v=yiexHnX0xZY

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FPD - Lesson Planning-Final

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Alana Parker

The teacher will prompt the discussion by giving an example

persuasive of a persuasive writing students had small groups.

We know that we always need to put our name and date on

“In today’s lesson I am going to be modelling the hamburger

“I then have to think of 3 main points on how I can persuade

“My third main point is that dogs protect your home. So I am

“And then I need to conclude/ summarise my argument so I

“After we have finished writing our draft, we know that good

The teacher will provide students with a template hamburger

Students as a whole class will then be involved by stating if the

their oral language, eye contact and body language.

Department of Education, Employment and Workplace Relations. (2009). Belonging, being

Palatini, M. (2009). The Perfect Pet. New York: Harper Trophy.

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