Lesson Plan Format

Class: Year 5 (Stage 3)

Date:

/11/15

Time: Start: 900am

Finish: 1000am

Key Learning Area: English/HSIE

Lesson Topic: Persuasive Writing (letters)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
This is the final lesson of the unit and students have a sound understanding of the concepts of the studied texts. They have also been taught previously about
letter writing and the functions and features of persuasive texts and have written their own persuasive texts in prior units.

Syllabus Outcome(s):

EN3-2Acomposes, edits and

presents well-structured and
coherent texts

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

use increasingly complex research data from print and
digital sources to compose short and sustained texts
compose texts that include sustained and effective use of
persuasive devices, eg texts dealing with environmental
issues

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.

Informal assessment of students

understanding during discussions and
presentations.
Formal assessment of students work
(persuasive letters) for higher order
thinking and understanding of concepts.

use a range of software, including word processing

programs, learning new functions as required to create texts
(ACELY1707, ACELY1717)
Any safety issues to be considered:

Resources:

Nil

Computers, HSIE books, English books, Class drive

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

5mins

As Ss are sitting at their tables, T facilitates a class

discussion reviewing components of persuasive
texts. These ideas and aspects of the discussion
are written on smart board. T reminds Ss of
previous persuasive texts hat were produced by Ss
to link prior learning to this lesson.

T at front of room

INTRODUCTION
Ability to reflect on previous lessons

Ss at their tables
Smart board setup for note taking
File of previous persuasive texts

DEVELOPMENT
50mins
(total)
5mins

T advises Ss to think about the importance of

reusing and recycling, how the old man reused and
recycled in the book and how we can reuse and
recycle individually for a minute.

T at front of room
Ss at their tables

T then tells Ss to discuss their ideas with their table

partner, indicating their similarities and differences

in opinion and combining their ideas.

use increasingly complex research data

from print and digital sources to

Ss work with table partner

T facilitates chosen pairs to share their ideas and

findings with the class.

compose short and sustained texts

compose texts that include sustained and

effective use of persuasive devices, eg
texts dealing with environmental issues
45mins

use a range of software, including word

processing programs, learning new
functions as required to create texts

T explains to the class that they will be creating a

letter addressed to the school principal to persuade
him/her of ways that the school could reuse and
recycle and the benefits of it, linking to their current
HSIE studies.
T chooses students (one pair at a time) to be
distributed with their laptops and begin their
researching and letter writing (students use
computers to research and create a persuasive
letter to the school principal).

(ACELY1707, ACELY1717)

Five minutes prior to the closure of the lesson, T

prompts Ss to save their documents in the class
save folder for formal marking by the teacher.

T facilitates group presentations of

ideas and knowledge
T explains task to class

Ss collect laptops when directed by

T and sits at desk to start task
T roams room to assist Ss who
require help or guidance

T stops lesson and shows Ss where

work should be saved
CLOSURE
5mins

T gather class to sit on floor and view some examples Ss on floor

that some chosen Ss created. Ss give feedback to the
T directing feedback session
work presented as a class, referring to the components of
persuasive writing.

(add further pages as required)