Teaching Sequence

20 minutes – Part A: Lesson Introduction
30 minutes – Part B: Persuasive Writing Plan
20 minutes – Part D: Elaborating on Ideas
30 minutes – Part E: Persuasive Writing
5 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Lesson Introduction

Step 1. Write the learning intentions and success criteria on the whiteboard for the class to see. They have intentionally been written in the first person perspective to help students internalise them as their own goals for the lesson. Invite students to read them aloud.

Step 2. Explain to students that you will be showing a clip demonstrating uses for a Faber-Castell product and that they will ultimately be developing a persuasive piece of writing about the cup.

Share the following clip with students:

Watercolour Click & Go Water Cup by Faber-Castell (https://vimeo.com/231976064)

Once complete, discuss with the class what the product is and its uses.

Step 3. Explain to the class that the clip will be shown again and that this time they are to look out for features and uses that could be used to convince someone of the usefulness of purchasing the product. They could note their ideas in the space provided on the Student Worksheet.

Show the Click and Go Cup clip again.

Ask students to give examples of the reasons (or arguments) they thought of. Guide a discussion about the way that the advertiser selects features that are useful/desirable to show in the clip.

Part B: Persuasive Writing Plan

Step 1. Display the Student Worksheet for the class to see. Explain to students that they are going to develop a persuasive writing piece to show the value of a product that they find useful and encourage others to try it out. This could be any type of product e.g. wireless mouse, mechanical pencil, activity tracker, reusable coffee cup, etc. Emphasise to students that they will need to consider the demographic (or audience) they will advertise the product to and then think about its useful and desirable features that they should promote.

Step 2. Provide students with time to plan their persuasive piece in the table on the Student Worksheet.

Step 3. Place students in mixed-ability pairs. Invite them to share and discuss their audience and arguments, using the following structure:

Read your partner’s plan.
Consider if all of the features they have listed are relevant to the intended audience.
Think about any other relevant features they have not listed.
Provide your partner with at least two positive comments as well as the suggestions you have thought of.

Part C: Elaborating on Ideas

Step 1. Refer back to the learning intentions and success criteria and read again, emphasising the focus of the lesson.

Project the Idea Elaboration Examples document. Explain that you are going to show how arguments can be elaborated on by referring to some examples.

Read aloud the simple example for argument 1, then read aloud the elaborated example. Invite students to point out the differences between the two. Refer to the final column and emphasise that the author elaborated by including facts and examples and appealing to the audience’s emotions.

Step 2. Repeat for the 2nd and 3rd arguments.

Part D: Persuasive Writing

Step 1. Explain to students that they will now have time to write a persuasive piece. They are to focus on the positive features of their product, elaborating to emphasise the value of each feature.

Below are some examples of questions you could ask:

Can you provide an example of that?
Can you add some detail so I can understand what you mean?
Why is that a good thing? Can you explain that in your writing?
What would happen if..?

Reflection

Explain to students that they will have some time to reflect on their writing. If they have not yet completed it, they can reflect on what they have already done.

Students should work independently to complete the self-reflection table on the Student Worksheet.

Invite students to share their reflection with a partner, explaining to them what they did well and what they are going to work on improving.

Differentiated Learning

Extension – Space for additional arguments has been included in the planning template. This will allow students to develop additional arguments when they are capable.

Provisions for Learning Support – Roam during writing time to support any students who may be having difficulty elaborating on their ideas when writing.

Teacher Reflection

Using Persuasive Devices (Persuasive Writing NAPLAN)

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson