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2.

Teaching plan outline


2 week Focus for Student Activities: Persuasive Texts (building awareness of purpose, audience, features and techniques within advertisements and letters)
KEY: Stage 1: Building knowledge of texts, Stage 2: Modelling the text, Stage 3: Joint construction
Week 1: Advertisements as persuasive texts
Outcomes Designing, Selecting and Sequencing Activities Resources Assessment
1. EN2-1A & EN2-8B
Ss by the end of
this lesson will
have informed
knowledge about
the purpose of
persuasive writing
and its features
and range of text
type.
Whole class collaborative group discussion, posing the question What is persuasive writing?
Create a semantic web about persuasive texts, prompting questions: Why do authors try to persuade
their readers? How do authors persuade their readers? What features are important in persuasive texts?
(Language/ modality, images, bold colours and font, incentives, rhetorical questions, passive, voice,
humour etc), What kinds of text types can be persuasive?
Ss in groups of four are provided with five different texts to read. Ss decipher which are persuasive texts
and which are not justifying their choices with the basis of knowledge developed with the semantic web.
Ss join together as a whole class and reflect on their findings continuously adding too and refining the
semantic web.
Appendix 1
- 12 text packs
each with 5
different texts
- IWB with
pre-prepared
semantic web.
T will observe and
listen to Ss responses
as they share their
understanding of
persuasive texts.
T will Record short
necessary anecdotal
jottings for Ss
responses of great
interest i.e. over/
under achievement.
2. EN2-1A & EN2-7B
Ss are able to
identify words of
modality/ emotive
language within
text and classify
them into word
groups and grading
(high, med, low)

Indicate to Ss the lesson focus (modality) and pose the question What is modality? and support a whole
class group discussion. Inform that modality is a persuasive text feature.
Display the KFC poster and ask Ss How does the language in this text make you feel? Does it persuade
you and why? upon Ss response indicate that the language used creates a low, medium or high
modality/ point of view and provide an example. Work with examples from the poster to compile a
range of words from low to high modality.
Display four phrases and as a class highlight the key modality words and classify as H, M, or L. Explain
that words of modality are also adjectives, verbs or adverbs and continue on to classify each word.
Working groups of 4 Ss select eight words from the modality word bank and identify them as adjectives,
verbs or adverbs and high, medium or low modality using the Our Modality Word Bank worksheet.
Ss join as a class to reflect on their learning adding to the semantic web
Appendix 2
- IWB & pre-
prepared
presentation
- 12 x Our
Modality
Word Bank
Worksheet
- Semantic
web
- Timer
T will conference with
each group to check
progress and
understanding
prompting Ss to
explain their learning.
T collects Ss work and
mark classifications of
modality.
3. EN2-4A
Ss effectively
decompose text
identifying the
purpose, audience,
visual and language
features of an
advertisement.
Indicate to Ss the learning intent: To deconstruct a persuasive advertisement to develop a thorough
understanding of the structure and features within it.
Using the Wave Splash Water Slide advertisement allow Ss to think pair share the feature that stood out
the most to them and why. Join in class discussion and share Ss thoughts.
Engage Ss (groups of 4) in a circuit brainstorm rotating around four stations (Text purpose, Text
audience, Visual features & Language features) documenting thoughts, ideas and finding in response to
their station question
Ss join together with to reflect on their findings in groups of 12 (three groups). T will guide the
discussion and prompt Ss to explain their findings.
Appendix 3
- IWB & Wave
Splash Advert
- 4 x A3 circuit
brainstorm
station
worksheets
T will observe and
listen to Ss as they
share their findings. T
will mark Ss work
specifically looking for
an understanding of
specific features and
structures and
explanations to
support them.
4. EN2-4A & EN2-7B
Ss collaboratively
edit
advertisements
Revisit content from past lessons (particularly lesson 2) and begin a discussion
Indicate the importance of modality in language and visual appeal in a persuasive texts
Engage in joint construction activity whereby T and Ss collaboratively edit an advertisement. Ss will
make grammatical, vocabulary and visual suggestions to enhance the modality of the text and provide
Appendix 4
- IWB & Pre-
prepared
Presentation
T will observe and
listen to Ss as they
make suggestions and
verbally justify their
suggesting
grammatical, visual
and vocabulary
changes to
enhance modality
reasoning. T will act as a scribe for the Ss.
Engage whole class reflection of learning. Ask Ss to silently write down one thing they have learned so
far and one thing they are still unsure about.
Ss join in think, pair, share and discus what they have written down aiming to peer teach and clarify
information.


reasoning for doing so
ensuring the S draws
back to modality,
purpose and audience.
5. EN2-4A, EN2-7B &
EN2-9B
Ss effectively edit
advertisements
suggesting
grammatical, visual
and vocabulary
changes to
enhance modality
Displaying the final collaboratively edited advertisement and revisit important aspects
Indicate learning intent: to effectively edit advertisements to enhance modality
Ss use the Editor In Chief worksheet to edit advertisements independently. Ss will focus on correcting
or adjusting grammar, language and vocabulary and visual appeal to enhance the modality of the text
using skills and knowledge developed in past lessons.
Ss report back to their class and compile a table of suggestions for each of the two advertisements. Ss
showcase their work and peers provide feedback.
Appendix 5
- 52 x Editor In
Chief
worksheet
- Whiteboard
and markers

T conferences with Ss
during the activity.
T collects Ss work and
marks Ss responses
checking for reasoning
such as modality,
purpose and audience.
Prior to the commencement of week 2 students should engage in one to two independent writing (stage 4) lessons whereby the classroom teacher can assess the Ss learning
through the past 5 lessons to ensure an understanding of content and knowledge has been developed. This same process should be undertaken at the end of week 2.
Week 2: letters as persuasive texts
Outcomes Designing, Selecting and Sequencing Activities Resources Assessment
6. EN2-8B
Ss will develop an
understanding of
letters as a
persuasive text
type. Ss will also
gain awareness of
the basic structure,
features and
purpose.
Read aloud Click, Clack, Moo Cows That Type by Doreen Cronin & illustrated by Betsy Lewin using the
IWB
Engage Ss in a sticky note challenge. As Ss to silently return to their desks and document one aspect they
noticed about the letters. Aim for students to focus on just the letter writing not the book itself e.g.
format & structure, language and features.
Ss join with a partner to think, pair share their ideas.
Ss and T collaboratively discuss the Ss observations and learning and classify each of the sticky notes into
a graphic organiser on the whiteboard.
Appendix 6
- Interactive
book Click
Clack Moo
- IWB
- 56 Sticky
notes
- Whiteboard
and marker
T will observe and
listen to Ss responses
as they share their
observations from the
text, uncovering letters
as persuasive texts.
T will Record short
necessary anecdotal
jottings for Ss
responses of great
interest i.e. over/
under achievement.
7. EN2-4A
Ss will develop an
understanding of
the structure and
language features
within persuasive
letters.
Using the IWB T will display a persuasive letter and read it with the students
T will prompt Ss to state what they have noticed and T will record in a mind map encouraging Ss to give
examples of the language and features discovered
Will provide each S with a copy of the text. Ss in pairs will decipher the sections of the text and will
highlight key features that stand out or features that they want to discuss.
After an appropriate time T will stop all Ss and as a class T and Ss will deconstruct the text establishing a
fixed and final structure.
Appendix 7
- IWB &
presentation
- 52 x text
worksheets
- Highlighters
T will collect Ss work
and mark the structure
and highlighted
language whilst
recording descriptive
anecdotal jottings for
each student.
8. EN2-7B & EN2-2A
Ss effectively edit
persuasive texts to
include features
Revisit and discuss the structure of persuasive letters
Explicitly each Ss about techniques within persuasive letters including repetition, exaggeration, emotive
language/ modality, facts and statistics, rhetorical questions and personal pronouns and discuss and
provide examples completing a table on the IWB.
Appendix 8
- IWB &
presentation
- 52 x Editing
T will collect Ss work
and assess Ss editing
(particularly looking
for techniques)
and techniques
that enhance the
purpose.

Engage Ss in the Editing Persuasive Letters activity, rewriting statements to enhance or include
techniques of persuasive writing.
To conclude the lesson Ss pair with a friend and share one of their editorials and one thing they have
learnt from engaging in the activity.
Persuasive
Letters
worksheet
continuing to record
descriptive anecdotal
jottings for each
student.
9. EN2-1A & EN2-2A
Ss will learn how to
use a graphic
organiser to plan
and develop
persuasive writing
T presents two different topics (familiar with the Ss) and Ss debate with supporting reasons which topic
they should write about within their persuasive writing. T will document Ss reasons on the IWB for
further discussion.
T introduces a persuasive text graphic organiser including topic, purpose, audience, argument &
supporting evidence and persuasive words. T and Ss collaboratively complete the web.
Indicate that the next lesson will be about writing the letter using the organiser preparing Ss.
Appendix 9
- IWB &
presentation
- Graphic
organiser
T will observe and
listen to Ss verbal
responses as they
discuss topics, justify
reasons and engage in
the explicit planning
and development of
the text.
10. EN2-7B & EN2-9B
Ss will contribute
to the cohesive
development of a
persuasive letter
utilising content
taught in previous
lesson including
structure, features
and techniques
including language.
Indicate the learning intent: to develop a persuasive letter in joint construction
Revisit the graphic organiser and indicate it as a basis for writing.
Collaboratively engage in a joint construction (modelled writing session) to develop a persuasive letter
using the graphic organiser as a guide. T acts as a scribe and Ss contribute sentences toward the letter.
Pay close attention to the structure and features and prompt Ss to use persuasive techniques (modality,
emotive language, repetition, personal pronouns, etc)
Read through the whole text as a class and check for cohesiveness.
Ss think, pair, share their suggestions or possible edits to the text. T and Ss discuss this and make
adjustments where necessary.
Appendix 10
- IWB &
presentation
- Whiteboard
and markers

T will explicitly listen
for Ss suggestions to
the text, making note
of the techniques and
strategies considered.
T will make anecdotal
jottings where
possible.










4. Further detail
Present further detail from your teaching plan outline and provide detailed planning for two of the key lessons in your unit.
LESSON 2: PERSUASIVE ADVERTISEMENTS (Week 1)
Class: 4G & 4W Date: 25/6/2014 Time: 35 min duration
Key Learning Area: English Lesson Topic: Modality within persuasive texts (advertisements)
Recent Prior Experience: This lesson is the second of ten sequential lessons. It focuses primarily on the language of modality and how it is utalised within
persuasive texts. Students prior to this lesson have engage in a What is persuasive writing lesson whereby the learning intent was to develop an
understanding of what persuasive writing is by uncovering the purpose, features and range of text types included. Students at this point have developed
knowledge that persuasive texts vary among advertisements (commercials, poster, radio), letters, expositions and more. Students are aware that
persuasive texts are written from a singular point of view in order to persuade an audience to do or believe something. The previous lesson also introduced
students to some persuasive text features including but not limited to: passive language (modality or emotive language), images, bold colours and font,
incentives, rhetorical questions, passive, voice, humor and personal pronouns.
Syllabus Outcome(s):
EN2-1A
- Communicate in a range of
informal and formal context
by adopting a range of roles in
a group, classroom, school
and community contexts

EN2-7B
- Identifies and uses language
forms and features in their
own writing appropriate to a
range of purposes, audiences
and contexts
Indicators of Learning for this lesson:
EN2-1A
- Understand that social interactions influence the way people
engage with ideas and respond to others
- Understand that successful cooperation with others depends on
shared use of social conventions, including turn-taking patterns,
and forms of address that vary according to the degree of
formality in social situations
- Interact effectively in groups or pairs, adopting a range of roles

EN2-7B
- Understand how a range of language features can shape readers'
and viewers' understanding of subject matter
- Describe how audience and purpose impact on language forms
and features in imaginative, informative and persuasive texts
- Examine how evaluative language can be varied to be more or less
forceful
- Understand how audience and purpose influence the choice of
vocabulary
Assessment:
- T will conference with each group to
check progress and understanding. T
will prompt Ss to explain their
learning providing justification for
their answers EN2-1A & EN2-7B
- T will listen for verbal responses that
include associated vocabulary EN27B
- T collects Ss work and mark
classifications of modality making
anecdotal jottings and providing
written feedback to Ss EN2-7B
- T will observe Ss interactions in
groups ensuring an ability to turn
take, cooperate and work
collaboratively EN2-1A
Resources:
- IWB & per prepared PowerPoint presentation
- 12 copies of the Our Modality Word Bank Worksheet
Safety considerations:
- Ensure Ss are within safe distance of the IWB to avoid strain to eyes or neck
- Ensure Ss group members are compatible to avoid arguments or isolation
LESSON SEQUENCE
Lesson Content / Indicators of
Learning
Timing

Teaching Strategies / Learning Experiences:

Resources and
Organisation:
INTRODUCTION
Collaborative whole class group
discussion:
Engage Ss in whole class
discussion providing Ss with an
opportunity to discuss and share
pre-requisite knowledge and
ideas and thoughts about
modality within persuasive texts
EN2-1A

5 min - Gather Ss on the floor in front of the IWB and ensue Ss are sitting in a space where they
can see clearly. Provide Ss with an opportunity to move away from anything or anyone
that might distract them during the lesson and gain all Ss attention to begin the lesson.
- Ask Ss if they can and what they remember from the previous lesson and clarify any
questions or misunderstandings.
- Using the IWB T begins the PowerPoint (PP) presentation and indicate the lesson focus:
Modality within persuasive texts.
- Pose the question what is modality and allow Ss to think, pair share. Countdown from
five to gain Ss attention and begin a collaborative group discussion prompting and
sourcing Ss prior knowledge. Indicate that modality is a persuasive text feature.
- IWB
- PowerPoint
presentation
slide 1
DEVELOPMENT
Power point
Ss continue to develop
knowledge of modality and how
it effects text collaboratively
through class discussion and
problem solving tasks EN2-1 &
EN2-7B




Our modality word bank:
Ss work in groups of 4 to compile
a list of selected modal words
and classify the language into
word groups and varying degrees
of effect. Ss are required to
communicate and discuss their
leaning and justification of
answers with their group
members EN2-1 & EN2-7B


10 min










15 min
- Display the KFC advertisement, read through it as a class and ask Ss how it makes them
feel and what they believe this advertisement is trying to persuade them to do?
- Follow through the questions on the PP and indicate to Ss that the particular language
used to make the audience feel something is called modality.
- Indicate that modality can be high, medium or low using examples on the PP and
collaboratively complete the table.
- Display 4 phrases from the poser and ask Ss to bold the key modal word and indicate
its degree of effect, classifying it as high, medium or low.
- T indicates that words of modality are also adjectives, verbs or adverbs. Ask Ss to
define these terms and then continue on to classify the selected words in the text.

- T indicates the class activity providing explicit instructions for Ss to work collaboratively
in groups of four and select eight of the modal words displayed on the IWB and classify
them into word groups and select their degree of effect.
- T will explain that Ss are expected to work collaboratively and discuss their answers
with group members
- Ss move back to their desks and begin working on the task with their group members.
- T roams the room with a pen and paper conferencing with Ss. T will prompt and
question Ss understanding whilst making anecdotal jottings.
- IWB
- Slide 2


- Slide 3

- Slide 4

- Slide 5


- Slide 6
- Our modality
word bank
worksheets
CLOSURE
Reflection and semantic web
Ss reflect on their learning
clarifying misunderstandings and
providing feedback. Using the
semantic web assists T in
developing and showcasing Ss
their development of knowledge
EN2-1 & EN2-7B
5 min


- T uses a countdown timer providing Ss with 2 min to pack up their desks and sit on the
floor in front of the whiteboard. T remind Ss to write names on their work and selects a
student to collect the worksheets.
- Ss join together and reflect on their learning.
- T and Ss collaborate new information and add/ refine the semantic web developed in
the previous lesson.

- Count down
timer
- Semantic web
poster from
lesson 1
















LESSON 9: PERSUASIVE LETTERS (Week 2)
Class: 4G & 4W Date: 5/7/2014 Time: 30 min duration
Key Learning Area: English Lesson Topic: using graphic organisers to plan and develop persuasive text (letters)
Recent Prior Experience: Ss prior to this lesson have engaged in a 5 sequential lessons focusing on the purpose, audience and features of persuasive
advertisements. The following 3 lessons leading to this particular lesson have focused on developing concepts such as structure, purpose, audience,
techniques and features of persuasive writing particular to persuasive letters. Students have been involved in the explicit teaching of the structure and
techniques of persuasive letters and have been encouraged throughout to relate and link knowledge to that developed in the first 5 lessons.
Syllabus Outcome(s):
EN2-1A
- Communicates in a range of
informal and formal contexts by
adopting a range of roles in group,
classroom, school and community
contexts


EN2-2A
- Plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language
Indicators of Learning for this lesson:
EN2-1A
- Understand that social interactions influence the way
people engage with ideas and respond to others
- Understand that successful cooperation with others
depends on shared use of social conventions, including turn-
taking patterns, and forms of address that vary according to
the degree of formality in social situations

EN2-2A
- Plan, compose and review imaginative and persuasive texts
- Discuss aspects of planning prior to writing, eg knowledge of
topic, specific vocabulary and language features
- Plan and organise ideas using headings, graphic organisers,
questions and mind map
- Plan, draft and publish imaginative, informative
and persuasive texts containing key information and
supporting details for a widening range of audiences,
demonstrating increasing control over text structures and
language features

Assessment:
- T will observe and listen to Ss verbal
responses as they discuss topics,
justify reasons and engage in the
explicit planning and development of
the text EN2-1A & EN2-2A
- Ss verbal responses contain explicit
justification and key terminology
specific to the planning including
purpose, audience, argument,
modality, language etc EN2-2A
- Engages confidently in group
discussion and understands and uses
shared socal conventions such as turn
taking EN2-1A

Resources:
- IWB & per prepared PowerPoint presentation
- Graphic organiser on IWB
Safety Considerations:
- Ensure Ss are within safe distance of the IWB to avoid strain to eyes or neck
- Ensure Ss are provided equal opportunities within the lesson to avoid
distress and student frustration


LESSON SEQUENCE
Lesson Content / Indicators of
Learning
Timing

Teaching Strategies / Learning Experiences:

Resources and
Organisation:
INTRODUCTION
Collaborative whole class
group discussion:
Engage Ss in whole class
discussion providing Ss with
an opportunity to discuss and
share knowledge, ideas and
thoughts about graphic
organisers EN2-1A

5 min

- Gather Ss on the floor in front of the IWB and ensue Ss are sitting in a space where they can
see clearly. Provide Ss with an opportunity to move away from anything or anyone that
might distract them during the lesson and gain all Ss attention to begin the lesson.
- Ask Ss if they can and what they remember from the previous lesson and clarify any
questions or misunderstandings.
- Using the IWB T begins the PowerPoint (PP) presentation and indicates the learning intent:
Learn how to use a graphic organizer to plan and develop writing.
- T asks Ss to share what they think a graphic organizer might be and what it might look like.
Discuss the words graphic and organizer and explain the purpose.
- IWB
- Slide 1
DEVELOPMENT
Debate:
Opportunity for Ss to
collaboratively begin critically
thinking about supporting
arguments for the
development of persuasive
text EN2-1A & EN2-2A

Graphic organiser:
Ss collaboratively engage in an
activity to learn how to utilise
a graphic organiser in planning
and developing ideas and text
cohesiveness EN2-2A
10 min








10 min
- Using the PP, present to Ss two topics and ask Ss to provide reasonable arguments detailing
why they should write about either topic. Format this activity like a debate showcasing to Ss
that when writing a persuasive letter it is much like debating an argument or point of view.
- T Select a S to collaboratively assist in typing Ss responses on the IWB.
- Prompt Ss to provide justifications and to use modality and emotive language.




- Introduce the graphic organizer to the Ss and explain that graphic organisers can appear in
different ways i.e. mind map or circuit etc
- Read out each of the headings and discuss what they mean and the information required.
- Follow through the sequence collaboratively filling in the graphic organiser (T types in Ss
responses). Prompt Ss to provide justifications within the supporting reasons and persuasive
words sections in an effort to make the argument clearly understood.
- IWB
- Slide 2







- Slide 3


CLOSURE
Discussion and feedback:
Ss reflect on their learning
clarifying misunderstandings
and providing feedback.
Opportunity for Ss to revisit
their work and begin thinking
about what comes next EN2-
1A & EN2-2A
5 min



- Re-read and re-visit each section of the graphic organiser and check for Ss understanding,
clarifying and responding to Ss questions.
- Ask Ss to provide feedback about the usefulness of the graphic organiser and what they
think they will do next.
- Indicate that in the next lesson Ss will engage in join construction of text using this organiser
as a guide. Thank and recognize Ss engagement within the lesson.
- IWB with
graphic
organiser
completed
5. Australian Curriculum English:
Outline how your teaching plan might be adapted to fit the requirements of the English Australian curriculum.
Activities Language Literature Literacy
1. Lesson1: Developing the field What is
a persuasive writing?
ACELA1478

ACELT1603 ACELY1688
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2 Lesson 2: Modality and its importance
within persuasive texts
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3.


Lesson 3: Attention to detail
structures and features of persuasive
advertisements
ACELA1483 ACELY1678
4.


Lesson 4: editing advertisements 1
focusing on suggesting grammatical,
visual and vocabulary changes
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5.


Lesson 5: editing advertisements 2
focusing on suggesting grammatical,
visual and vocabulary changes
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6.


Lesson 6: Introducing Letters as
persuasive texts
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7.


Lesson 7: attention to detail structure
of letters as a persuasive text type
ACELA1491 ACELT1604
8.


Lesson 8: attention to detail
persuasive writing techniques
ACELA1477
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ACELT1600


9.


Lesson 9: utilising graphic organisers to
plan and develop persuasive writing
ACELA1477
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10.


Lesson 10: developing a persuasive
letter through joint construction
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3. Language Demands
Present the specific language demands of each of the 10 lessons in the unit. Adapt from Gibbon p.122
What spoken language
demands will there be?
What listening tasks will
there be?
What texts will students
be reading?
What are the written text
types tht will occur, or
what text types could be
included?
What aspects of
grammar does it require
the students to use?
What specific vocabulary does the
topic require students to know?
- During brainstorming,
whole class
collaborative group
discussion and feedback
Ss will be required to
verbally communicate
their thoughts, ideas
and responses to
questions
- During joint
construction of text,
semantic webs, graphic
organisers and
collaborative IWB
activities (such as that in
lesson 2) Ss will engage
verbally sharing their
responses, reactions,
thoughts, ideas and
questions for
clarification.
- When working in groups
or pairs students are
expected to
communicate with
group members in order
to effectively negotiate
and complete tasks
- During conferencing Ss
have an opportunity to
verbally discuss their
learning and provide
explanations for set
tasks
- Ss will be required to
listen to T one way
direct speech during
explicit teaching and
task instructions (e.g.
lessons 3 & 8) in
order to respond to
tasks.
- Ss will have
opportunities to ask
questions and
therefore need to
listen to
transactional
responses from both
peers and teachers
- Ss will use
intrapersonal skills
as they listen,
engage in, add too or
facilitate discussion
with the whole class
(transactional), small
group or pairs (two
way).
- Ss will listen to the
storybook Click,
Clack Moo, Cows
That Type and the
Persuasive letter
during a one way
whole class read
aloud.
- Students will
predominately be
viewing, reading and
responding to
persuasive
advertisements and
letters.
- Ss will read and view
PowerPoints and
worksheets with
content,
explanations, and
instructions aiming
to introduce and
encourage the use of
relative vocabulary.
- Ss follow along
silently reading Click
Clack Moo on the
IWB as T reads
aloud.
- Ss will view
advertisements with
visual features that
require them to
understand inferred
meanings. This may
be a barrier for some
Ss.
- All reading
opportunities aim to
develop skills and
knowledge of
persuasive texts.
- Interactive and
collaborative IWB
activities allow Ss to
engage with writing
technologies (typing)
and ICT skills.
- Ss write words to
classify, reword
sentences to enhance
meanings and
techniques and edit
advertisements to
increase messages of
inferred persuasion.
- Ss engage in joint
construction of letter
writing suggesting
sentences to develop
arguments.
- Persuasive
advertisements
- Persuasive letters
- Ss use emotive
language, modality,
rhetorical questions,
personal pronouns,
text connectives and
conjunctions within
worksheet activities
- Further opportunities
for writing whole texts
can be included in the
independent writing of
stage 4
- Ss learn the
structure of
persuasive letters,
effectively develop
arguments
- Persuasive and
emotive language
- Ss indicate and
classify modality
(high, medium or
low and Verbs,
adverbs or
Adjectives)
- Use of a passive
voice to enhance
information and
meanings
- Ss learn about lexical
cohesion through
planning and
developing texts
- Abstraction/
exaggeration to
indicate a point of
view
- Ss learn that the use
of personal
pronouns makes the
argument personal
and enhances
feelings
- Rhetorical questions
- Persuasive/ persuade
- Authors/ writers
- Reader/ audience
- Reason/ argument
- Features/ techniques
- Format/ structure/
Introduction/ body/ greeting/
address
- Text type
- Language/ emotive
- Modality
- Colour / font/ text / bold
- Headings/ Layout
- Incentive
- Feeling/ emotion
- Rhetorical question
- Verb/ Adverb/ adjective
- Personal pronoun: I/ You/
our/ we
- Graphic organiser
- Plan/ develop/ extend
- Suggestions/ edit
- Enhance
- Strongly/ believe
- However/ therefore/
Consequently
- Firstly/ secondly
- Personal opinion
- Might/ may/ should
- Better/ best/ ok
- Extremely/ completely/
exceptionally
- Awesome/ alright/
- Probably/ rarely
- May/ will/ shall