Persuasive Writing

YEAR LEVEL DESCRIPTION- Students create written and/or multimodal texts, including texts to tell stories, inform, express opinions, explain and present arguments, for purposes and audiences, developing ideas using details from learnt topics, topics of interest or texts. They use language features, including paragraphs, to create coherence and add detail to their texts. They use language features, complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They spell words, including multisyllabic and multimorphemic words with more complex spelling patterns using phonic, morphemic and grammatical knowledge.

Learning Intention

• Recall what makes a good persuasive idea.

• Recognise reasons for ideal room temperatures.

Success Criteria

• .Write succinct sentences stating good persuasive ideas.

We’re going to write a persuasive piece about why our classroom needs new air conditioning. But before we write, we need powerful ideas. 

We need to make sure our ideas are:

Use the below headings to think of some ideas/arguments.

Health | Learning | Fairness | Technology/Equipment | Energy Efficiency

Practise writing sentences using these ideas.

Use the below sentence starters.

When the temperature in classrooms gets too high, students…

Without proper air conditioning, learning becomes…

Modern air conditioning systems would help because…

Learning Intentions

• Recall high modality words and their purpose.

Success Criteria

• Apply high modality words to sentences.

What are some other words that mean certain? 

Turn and Talk

Modal verbs are words which show possibility, intent, ability, or necessity.

Are the modal verbs sung in this song referring to being certain?

In persuasive writing you are trying to convince the readers to do, or believe something. So you need to include words which mean certain, definitely or necessary. They are strong words which are more convincing than others.

Were the modal verbs in the song low, medium or high modal words?

In persuasive writing, what type of modal verbs do we want to use?

1️⃣ In your writing books, write a new title, High Modality (Strong) Verbs

2️⃣ Underneath, let's brainstorm and write a list of 10 strong verbs. 

3️⃣ Pick a sentence from the last lesson. Write it again, but add in a high modality word.

Example

It is certain when the temperature in classrooms gets too high, students are unable to concentrate.

Share your sentence.

What modality word has been used?

Does it make sense?

Does it make their writing more convincing?

Learning Intentions

• Identify high modality words in a mentor text.

Success Criteria

• Highlighted high modality words in a mentor text.

• Use high modality words in a sentence.

High Modality Words

Let's remember some high modality words.

Turn and talk and be ready to share.

Highlight

With your desk partner, read through the text and highlight the high modality words you can find. 

Use your brainstorms in your writing books to remind you of what high modality words are.

Check

Let's go through your answers.

In your writing books, write a sentence to convince me that we should have a classroom robot. Make sure to include a high modality word.

Learning Intentions

• Identify adjectives and categorise their types.

• Understand the order to write adjectives.

Success Criteria

• Writing expanded sentences using adjectives.

Learning Intention

• Identify adjectives to describe heat using the five senses.

• Apply adjectives to sentences.

Success Criteria

• Written descriptive sentences using the five senses.

What is an adjective?

What are the different categories for adjectives?

See if you can list the 7 main categories.

In your writing books, rule up your page with the following criteria.

🎯 Rule a red line across the top and today's date on the right.

🎯 Write a title: Heat

🎯 Rule a horizontal line roughly half way down your page.

🎯 Fold your page into four columns and rule the columns in red.

🎯 Title each column: Temperature, Environment, People/Animals, Feelings/Reactions.

Brainstorm

Look at the below collage. 

Write as many describing words for what you see.
Think about your senses: sight, sound, taste, touch, smell 

Put them in the correct columns. 

Be ready to share your words.

Code

Using colouring pencils, create a key.

Observation  Size  Shape  Age  Colour  Origin  Material

Now go through each word you brainstormed.
Circle the word with the corresponding key colour.

Write

Look at the picture of the classroom.
Using your brainstormed words, write a detailed description of what you see.
Make sure any noun phrases are written in the correct order from your colour coding.

Share your sentences with the class.

Learning Intentions

• identify the structure of a persuasive.

Success Criteria

• analyse and distinguish text structure in a model text.

• write a plan using a writing graph.

What is the text structure of a persuasive text?
Think about what you have learned in the Seven Steps for Writing.

Turn and Talk

Using our brainstorm for arguments, plan out your persuasive piece.

Have you got your:

🎯 main idea

🎯 supporting detail

🎯 arguments in the correct order

Learning Intentions

• identify facts and details in a text.

Success Criteria

• highlighted facts and statistics in a mentor text.

• highlighted facts and statistics to include for each argument.

What are facts and statistics? What do they look like in a text?

With a partner, check each other's highlighting.

Have they colour coded their information correctly for each paragraph?

Learning Intention

• identify the structure of a persuasive paragraph.

Success Criteria

• analyse and distinguish paragraph structure in model text.

Let's go through the answers to see how you did.

What needs to be included in your argument? What are the 4 elements?

Learning Intention

• demonstrate the structure of a persuasive piece.

Success Criteria

• Completed writing graph.

Watch as I plan my writing onto my writing graph.

Write your sizzling start onto your writing graph.

Decide the three arguments you would like to use for your writing. Write them into your plan. Don't forget to put them in the correct order!

See if you can think of an ending with impact. 

If you can't, don't worry! We will work on that later.

Share your ideas with the class.

Learning Intention

• find strong words in a persuasive text which demonstrate certainty (something needs to definitely happen).

Success Criteria

• Participation in mat session.

• List at least 3 strong words that are used in persuasive texts.

What are some other words that mean certain? 

Turn and Talk

Modal verbs are words which show possibility, intent, ability, or necessity.

In persuasive writing you are trying to convince the readers to do, or believe something. So you need to include words which mean certain, definitely or necessary. They are strong words which are more convincing than others.

On your whiteboard, write 3 strong (high modality) words.

Learning Intention

• use modal words to make sentences sound more convincing.

Success Criteria

• completed worksheet.

What are some strong modal words we learned in the last lesson?

Turn and Talk

What is the purpose of using these words?

Let's check your answers.

Learning Intention

• write an introduction with at least 3 sentences.

Success Criteria

• Completed worksheet.

Have we:

read our writing to hear if it flows smoothly?

used different words?

used different types of sentences?

used varied sentence lengths?

Learning Intention

• write sentence 1 and 2 of your introduction.

Success Criteria

• Ideas for where and what (first sentence).

• A sentence stating your position.

What does the introduction need to include?

First is our sizzling start, then....

In your Writing Project book rule up a new page and title it, Introduction.

Underneath, write a heading:

Where?

For our topic, Save the bees, save the planet, where is this happening?

think | pair | share

Whilst sharing write down the class ideas for where, underneath your heading, Where?

Underneath, write a heading:

What?

What is happening now with bees? What is the problem?

think | pair | share

Whilst sharing write down the class ideas for what, underneath your heading, What?

Start a new page. Write a heading:

Position

What is your position (opinion)?

You must (high modality word) agree we need to                                              .

Turn to your partner and say your position.

Write your opinion sentence under the heading Position.

Share your opinion sentences with the class.

Let's review.

The first sentence includes? Give an example.

The second sentence is?

Learning Intention

• Write sentence 3 and 4 of your introduction.

• Put it all together to write you introduction.

Success Criteria

• Choose a relevant interesting fact different from your sizzling start.

• Completed written introduction.

Underneath your position sentence write a heading, Interesting Fact.

Have a look at the interesting fact you used in your sizzling start.

Find another relevant interesting fact you can use.

Write it under your heading Interesting Fact.

You have 10 minutes.

Start a new page. Write a Title (Save the Bees, Save the Planet)

DO NOT USE HEADINGS IN YOUR INTRODUCTION

Learning Intention

• write an argument paragraph.

Success Criteria

• Completed worksheet.

What does an argument paragraph include?

Have we:

read our writing to hear if it flows smoothly?

used different words?

used different types of sentences?

used varied sentence lengths?

Learning Intention

• write the first argument paragraph using the second strongest idea.

Success Criteria

• Completed paragraph.

First Sentence

Your first sentence needs to state the main idea.

For example:

You must agree, it is amazing to be able to eat all sorts of delicious foods like honey, fruit salad and fries. 

Second Sentence

Your second sentence needs to give supporting detail to entice the reader.

For example:

Without a doubt we need to save the bees as bees are the main pollinators who support plants to produce the food we eat. 

Third Sentence

Your third sentence needs to give more supporting detail to entice the reader.

For example:

Imagine what it would be like if we couldn't eat a variety of foods? Life would be boring,

Share your arguments with the class.

WALT

• understand what is included in a conclusion.

WILF

• Participation

A conclusion must contain three things:

Read the below conclusion and highlight the three items that must be included.

What three things does a conclusion need?

WALT

• write a conclusion.

WILF

• a completed worksheet.

What three things does a conclusion need?

Let's read the paragraph together.

What must a conclusion include?

WALT

• write a conclusion for the topic, Students and staff of NBPS need to recycle using Containers for Change.

WILF

• a completed worksheet.

What three things does a conclusion need?

Share your conclusion with the class.

WALT

• understand what conventions are.

WILF

• Participation.

Why is it important to edit our work?

WALT

• read incorrect texts and edit them so they make sense.

WILF

• A completed worksheet.

What are conventions?

Conventions in writing is the editing process. 

This includes spelling, punctuation, grammar, capitalisation and paragraphing.

When should you be editing?

Let's check the answers.

Why are conventions and editing so important in our writing?