Bakewell English Planner.

Year level: 1 Term: 4 Week: 3

Names: Marion, Kaira, Nia, Gemma & Mel

Vocabulary: Whole School Programs/ Resources Assessments / Student Understanding: Text Focus: Persuasive

Persuasive, opening statement, Literacy Whole school Whole school Pre: Pre Text - Persuasive Assessment Spelling Focus – SA Spelling Test B
paragraphs, closing sentence, warmups literacy Spelling and
arguments, for, against, point of view, planner grammar Monitoring:
time connectives Post:
Spelling for Sheena Jolly
Life Cameron Grammar
Feedback:

Australia Curriculum Focus Outcomes

Language Literature Literacy

Understand that people use different systems of communication to cater to different needs Recreate texts imaginatively using drawing, Engage in conversations and discussions, using active
and purposes and that many people may use sign systems to communicate with others writing, performance and digital forms of listening behaviours, showing interest, and contributing
(ACELA1443) communication (ACELT1586 - Scootle) ideas, information and questions (ACELY1656)

Understand that the purposes texts serve shape their structure in predictable ways Make short presentations using some introduced text
(ACELA1447) structures and language, for example opening statements
(ACELY1657)
Recognise that different types of punctuation, including full stops, question marks and
exclamation marks, signal sentences that make statements, ask questions, express emotion Create short imaginative and informative texts that show
or give commands (ACELA1449) emerging use of appropriate text structure, sentence-level
grammar, word choice, spelling, punctuation and
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is appropriate multimodal elements, for example illustrations
being described?’, ‘Who or what is involved?’ and the surrounding circumstances and diagrams (ACELY1661)
(ACELA1451)

Explore differences in words that represent people, places and things (nouns, including
pronouns), happenings and states (verbs), qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452)

Understand concepts about print and screen, including how different types of texts are
organised using page numbering, tables of content, headings and titles, navigation buttons,
bars and links (ACELA1450)

U:\Teacher Public\English\Planning Template 2022

Lesson Tuning In Focus Questions Learning Class Lessons Summary/
Intentions/Success
Numbe English – Genre (Narrative) Differentiation Reflection
Criteria
r
WICOR Raising student’s awareness and activating prior knowledge about the text. Above/At/Below

1 Haggerty What is a persuasive LI: We are learning Modelling and sharing – Students actively participate in composing model At/Above – list three HOTSEAT
text? to write an texts with the teacher by working collaboratively to contribute ideas. reasons
introduction.
What is the purpose Focus: teacher model – point of view prior to writing, write introduction
of a persuasive text? SC: stating the position (Big book  exposition) Below – students can
I can: only write the topic
What types of points I can list arguments I do/We do: Review the text structure of a persuasive text. Display the and not reasons and
of views can we have? for a topic. Persuasive Text template on the TV or print in A3. Introduce the topic, sit with CT
I give reasons for my Should the canteen sell soft drinks? Use think alouds to identify your point
opinion. of view on the topic and verbally brainstorm reasons for and against as a
I explain these using class. Model writing the introduction including the three reasons “I strongly
facts and detail. believe the canteen should sell soft drinks because (reason 1), (reason 2)
I use ‘persuasive and (reason 3).” Explain that the introduction provides an overview and we .
language’ expand on the reasons in the three paragraphs.
I can use a rhetorical
question. You do: Inside/outside circles – inside circle moves after 1 minute  with
Emotive language. partners students explain their point of view and three reasons for the topic.
Firstly, Also, etc Students write their own introduction using the template.

2 Haggerty What is a persuasive LI: We are learning Modelling and sharing – Students actively participate in composing model
text? to elaborate on our texts with the teacher by working collaboratively to contribute ideas.
reasons. Focus: model structured sentence with justification for your point of view,
What is the purpose SC: students work in pairs to write sentences together
of a persuasive text? I can:
Elaborate on I do: Review what we wrote yesterday. Explain we are expanding on our
What types of points reasons. three reasons in our paragraphs. Model using think alouds to expand on the
of views can we have? I explain these using first reason for the first paragraph.
facts and detail.
I use ‘persuasive We do: Students turn to a partner to discuss the second reason. As a class
language’ write a paragraph on the second reason. Repeat with third reason, discuss
I can use a rhetorical and model write.
question.
Emotive language. You do: Students independently write second and third reason.
Firstly, Also, etc

U:\Teacher Public\English\Planning Template 2022

3 Haggerty What is a persuasive LI: We are learning Modelling and sharing – Students actively participate in composing model LA: Work with
text? to write a texts with the teacher by working collaboratively to contribute ideas. support to write
conclusion. conclusion.
What is the purpose Focus: model writing a conclusion
of a persuasive text? SC: I can list
arguments for a I do: Review what we wrote yesterday. Model writing the conclusion and
What types of points topic. recapping the main three reasons.
of views can we have?
You do: Students independently writes their conclusion.

4 Haggerty b What is a persuasive LI: We are learning Modelling and sharing – Students actively participate in composing model
text? to texts with the teacher by working collaboratively to contribute ideas.

What is the purpose SC: I can explain my Focus: show/explain how to select vocabulary to create a particular effect (I
of a persuasive text? point of view using strongly, without a doubt in my mind, it is clear that, rhetorical questions
different reasons.
What types of points I do: Reread the persuasive text we wrote yesterday. Review the vocabulary
of views can we have? we used to persuade the reading in the text - I strongly believe…. Brainstorm
on a paper different ways to persuade the reader  without a doubt in my
mind…, it is clear that…., rhetorical questions. Teacher to keep paper to
continue referring about.

We do: As a class, choose a paragraph from the Should the canteen sell soft
drinks? text and rewrite it to include more persuasive devices.

You do: Students pick one of their paragraphs and rewrite it in their books.

5 Haggerty b What is a persuasive LI: Craft Sticky note

text? reflection.
SC: Resources: paper plate, string, PVA glue, brown paint/crayon
What is the purpose
of a persuasive text? Review spelling rule from Week 3 (er makes the er sound). Gingerbread craft.

What types of points Paper Plate Gingerbread - YouTube

of views can we have?

U:\Teacher Public\English\Planning Template 2022