Teaching Sequence

20 minutes

Part A: Watch, Read and Discuss

20 minutes

Part B: What is the Persuasive Text Type?

50 minutes

Part C: Writing Persuasively

Part A: What is “Closing the Paper Recycling Loop”?

Step 1

Watch the following video. It includes details about the process of manufacturing Australian-made recycled paper.

GOING BUSH SPECIAL EDITION The Recycled Paper Journey: Closing the Loop (https://vimeo.com/245474142)

Step 2

Introduce the concept of closing the recycling loop to students by projecting this image at the front of the classroom:

Ask students to observe the three different sections of the diagram. Explain that the diagram illustrates that paper production can be different from the traditional approach, in that pulped wood from trees is no longer required in the production of high quality paper products. Invite students to review the ‘recycling loop’ diagram on the Student Worksheet, and respond in 25 words or less to the prompt:

What would happen if Step 10 (purchasing recycled paper) was removed from the loop?

Review responses as a class, and encourage students to use their classmates’ ideas as inspiration to add to and improve their own responses.

Part B: What is the Persuasive Text Type?

Use this presentation to share some key information about the persuasive writing style with your students:

Cool Australia Presents - How to be Persuasive - Year 5 & 6

Part C: Writing Persuasively

Step 1

Introduce the persuasive writing task by reading the instructions on the Student Worksheet as a class. Encourage students to ask any clarifying questions.

Step 2

Assign 40 minutes for students to complete the writing activity detailed on the Student Worksheet. They could do so on paper or on a personal device.

Step 3

Once complete, ask students to exchange their writing with a partner (more than once if time allows) and read for 10 minutes. Guide students to provide feedback in a positive way. Encourage students to structure their feedback in this way:

Give three compliments
Make three suggestions
Recommend three improvements

Alternatively, use your preferred method to share students’ work.

*This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – the ACARA body – but is designed to provide practise for the Australian Curriculum’s compulsory NAPLAN testing scheme.

Additional teacher information about NAPLAN

The following information about persuasive writing has been extracted from the National Assessment Program website which is designed to support the teaching of literacy in schools. To view this text in its original form, please click here.

“A persuasive text is any text where the main purpose is to present a point of view and seeks to persuade a reader. Persuasive text types include, for example, arguments, expositions, discussions, and letters to the editor, debates, reviews and advertisements.
A NAPLAN persuasive writing test requires students to write a continuous text. A continuous persuasive text has the structural components of an introduction, a body and a conclusion. Each structural component serves a function.
The purpose of the introduction is to introduce the reader to the main idea of the text. It should provide some context associated with the topic and present the writer's opinion on the topic. It should capture the interest of the reader and say why the topic is important. The style of the introduction may change according to the style of the writing and the opinion being presented and might include, for example, a definition of the topic, generalisations about the topic, a list of the main points of argument or a short anecdote.

The body of the persuasive text should develop the intentions stated in the introduction and may make use of the structures typical of non-fictional essays. For example, listing and describing parts, comparing and contrasting, and showing cause and effect are some ways students can present their opinions.

The conclusion should bring closure to the text and the writer's point of view in a way that reinforces the writer's position on the topic. A conclusion should do more than simply repeat what has already been said. Conclusions may summarise the writer's position, reflect on the topic and draw conclusions by synthesising ideas presented in the body. The conclusion should not present new information.

Please note: Anecdote can be a very powerful way of presenting an opinion, and may be used to develop an argument. However, for the purpose of the persuasive writing test, it is not appropriate to write a story or narrative in response to the test topic.”

For further information about text structure, please refer to pages 84-85 in the Persuasive writing marking guide.

The table below summarises marking criterion for the persuasive writing task:

Marking criterion	Description of narrative writing marking criterion
Audience	The writer’s capacity to orient, engage and persuade the reader
Text structure	The organisation of the structural components of a persuasive text (introduction, body and conclusion) into an appropriate and effective text structure
Ideas	The selection, relevance and elaboration of ideas for a persuasive argument
Persuasive devices	The use of a range of persuasive devices to enhance the writer’s position and persuade the reader
Vocabulary	The range and precision of contextually appropriate language choices
Cohesion	The control of multiple threads and relationships across the text, achieved through the use of grammatical elements (referring words, text connectives, conjunctions) and lexical elements (substitutions, repetitions, word associations)
Paragraphing	The segmenting of text into paragraphs that assists the reader to follow the line of argument
Sentence structure	The production of grammatically correct, structurally sound and meaningful sentences
Punctuation	The use of correct and appropriate punctuation to aid the reading of the text
Spelling	The accuracy of spelling and the difficulty of the words used

Differentiated activities

Provisions for Learning Support:

Students may require a reader/writer to assist them. They may also find it easier to write in a more specific style: e.g. diary entry or letter.

Extension activity:

Students could try writing in a particular persuasive style, such as a speech or newspaper opinion piece.

Homework

Students could take their persuasive piece home to share with their family and use it as a starting point to discuss how to close the paper recycling loop.

National Recycling Week - Short Story Writing

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