| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Persuasive text |
| What length (min) | 30 |
| What age group | Year or Grade 2 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Persuasive Text
Year 2
English
20 students
This lesson aligns with the Australian Curriculum: English, specifically focusing on writing, reading, and comprehension skills related to persuasive texts.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Persuasive Text | 5 | Introduce the topic by asking students what they think persuasive text is. Share examples and discuss features. |
| 2 | Identifying Features | 10 | Using the whiteboard, collaboratively identify key features of persuasive texts. Discuss persuasive language and structure. |
| 3 | Activity: Printable Cards | 10 | Hand out printable cards to each student. Explain the task: they will fill in their own persuasive statements based on prompts provided. |
| 4 | Collect and Check | 5 | Collect the filled cards or perform a random check of some cards to review the students' work without requiring presentations. Provide quick feedback. |
| 5 | Wrap Up and Review | 5 | Summarize what was learned about persuasive texts. Discuss how they will use these skills in future writing tasks. |
Students will create a short persuasive text at home on a topic of their choice. This will be submitted in the next class for assessment.
"Good morning, class! Today, we are going to explore an exciting topic: persuasive text. Can anyone tell me what they think a persuasive text is? You can raise your hand to share your thoughts."
(Wait for students to respond and encourage discussion.)
"Great answers! A persuasive text is something that tries to convince someone of something. It can be used in ads, opinion pieces, and even speeches. Let’s look at a few examples."
(Show examples of persuasive texts, such as short advertisements or opinion pieces.)
"Can anyone point out some features of these texts? What language do they use to persuade people? Let’s remember this as we go through today's lesson!"
"Now, let’s work together to identify the key features of persuasive texts. I’m going to write these features on the whiteboard."
(Begin to write down points as students share.)
"First, we have an opening statement that grabs attention. What else do you think is important? Yes, persuasive language! And lastly, we need a strong conclusion. Let’s write down some examples of persuasive language. Can anyone give me a phrase they think might convince someone?"
(Write down examples provided by students and discuss their effectiveness.)
"Now it’s time for an activity! I am going to hand out printable cards to each of you. Each card has prompts to help you create your own persuasive statements."
(Hand out cards and provide guidance.)
"Your task is to fill in your card using the prompts. Think about what you want to persuade someone about. It can be anything from why ice cream is the best dessert to why we should have more recess. You will have 10 minutes. Remember to use persuasive language!"
(Set the timer and circulate around the room to assist students as needed.)
"Time is up! Please pass your cards to the front. I will collect them, but I might also come around and check a few of them randomly for feedback."
(Collect cards from students.)
"Let’s take a moment to look at some of the cards. I’m very proud of your efforts! I’ll highlight a few strong persuasive statements as examples."
(Choose a few cards to share and provide quick, positive feedback.)
"To wrap up, let’s summarize what we learned today about persuasive texts. Can anyone remind us of the key features we identified?"
(Encourage students to recall the features.)
"Fantastic! You all have done wonderfully today. Remember, the skills you practiced today will be important for future writing tasks, including the homework I will give you. For your homework, I want you to create a short persuasive text about a topic of your choice. Please bring it to the next class for assessment. Does anyone have any questions before we finish?"
(Address any questions and conclude the lesson.)
"Great job, class! I look forward to reading your persuasive texts in our next lesson!"
| Question | Answer |
|---|---|
| What is a persuasive text trying to achieve? | |
| Can you name some common places where persuasive texts can be found? | |
| What are some key features of persuasive texts? | |
| How does an opening statement contribute to the effectiveness of a persuasive text? | |
| What role does persuasive language play in convincing an audience? | |
| Can you give an example of a strong persuasive phrase? | |
| Why is a strong conclusion important in a persuasive text? | |
| How can we utilize persuasive texts in our everyday lives? | |
| What topics could you choose for your own persuasive text homework assignment? | |
| How did you feel about the activity we did with the printable cards? |