Persuasive


 * Double lesson on persuasive writing:** Students will look at a student written persuasive writing piece and write their own.

Explain teacher expectations.


 * Lesson One:**


 * Learning Intention:** Students will learn about the structure of persuasive writing
 * Success criteria:** Students will be able to identify a contention, evidence and know some of the criteria persuasive writing is assessed on.

Hand out one copy per student of "It's cruel to keep animals in cages". Ask students to begin reading the piece while you mark the roll.

Call the roll and learn student names. Ask one thing they like to the students I didn't record something for in the first lesson.

Give five minutes silence to finish reading after the roll is done.

Ask students to make a summary of the piece. They should do it in the style of paraphrasing the writer ie. The writers' contention is..., The writer begins the intro expressing the view that..., Para1 - The main point the writer makes is ... The evidence used by the writer was that ... Give ten minutes. Go around and help students and give examples.

Ask students what criteria they would mark this essay with. Write up on the board. Then project or write up "The Marking Criteria" and ask students to write it out in their books. It might be useful to do one at a time and discuss each one in between. Tick the ones that are on the Marking Guide.The marking criteria can be found on page 6 of the marking guide. The marking guide is huge (104 pages) so just print the one page []

Get students to write out "The Marking Criteria" in their books. It has definitions of the criteria. Explain these are the NAPLAN criteria and we will learn them more deeply over the term.

Ask students to mark the work using the criteria.

Then go through the comments made against the criteria that came with the student sample - show them the more detailed rubric for each criteria on projector if you like.


 * Lesson two:**


 * Learning Intention:** Students will learn how to form a contention and brainstorm evidence and draft a persuasive piece of writing.
 * Success Criteria:** Students will brainstorm and plan their writing. Student will structure their work into introduction (with a contention), body (with evidence) and conclusion.

As a class we will talk about how to approach this using the topic: "Shire rules on the amount of pets people should have" The view point we would take is that the Shire should not limit the number of pets people have. Example evidence, pets make people happy, can use the case of the girl with three guinea pigs who wouldn't want to chose one that she has to give away from front page of Hearld Sun on Tues 7 Feb 2012. Teach students how to plan out the writing ie. brainstorm then set out each paragraph in an outline. Explain that they should show this in their NAPLAN.

Students are then given three topic choices to write a piece on. The topics are "Homework should be banned", "School Holidays" (found here [|VCAA sample topics]  ) or "Books or TV" found here [|ACARA sample topic].

Student could spend spare time looking up the homework words if they have time at the end of the lesson (pages 3 and 4 of skills works). .