Title School Uniforms: For and Against Duration of lesson 1 Hour Class Size 21

Topic and Focus English Persuasive Writing Year Level 1/2

Learning Intentions/Objectives: Students will be able to;
- Write a persuasive piece that illustrates each pupils arguments for either for or against school uniforms
- Use their writing to persuade others
- Identify three or four arguments to support their opinion (depending on year level)
Key Vocabulary List:
Persuasive writing, persuade, convince, argue
Curriculum: Victorian Curriculum
Level Content Content Descriptions Elaborations
Level 1:
Level 1:
- Applying new vocabulary
- Create short imaginative and informative texts
appropriately in creating text
that show emerging use of appropriate text
- Adding or deleting words on
structure, sentence-level grammar, word
page or screen to improve
choice, spelling, punctuation and appropriate
meaning, for example adding an
multimodal elements
adjective to a noun
- Reread student's own texts and discuss
- Writing different types of
possible changes to improve meaning, spelling
1/2 English Writing sentences, for example
and punctuation
statements and questions, and
- Recognise that different types of punctuation,
discussing appropriate
including full stops, question marks and
punctuation
exclamation marks, signal sentences that make
statements, ask questions, express emotion or
Level 2:
give commands
- Talking about how a comma can
be used to separate two or more
Level 2:
elements in a list
 - Recognise that capital letters signal proper - Learning how to plan spoken and
nouns and commas are used to separate items written communications so that
in lists listeners and readers might follow
- Create short imaginative, informative and the sequence of ideas or events
persuasive texts using growing knowledge of - Using vocabulary, including
text structures and language features for technical vocabulary, appropriate
familiar and some less familiar audiences, to text type and purpose
selecting print and multimodal elements - Using correct pencil grip and
appropriate to the audience and purpose posture
- Write words and sentences legibly using upper- - Writing sentences legibly and
and lower-case letters that are applied with fluently using unjoined print script
growing fluency using an appropriate of consistent size
pen/pencil grip and body position
Assessment Strategies:
Observation Correct students work after the lesson, monitor student progress, Share/Reflect Students share their work with others
Resources and Materials:
Whiteboard, Whiteboard markers, student workbooks, pencils, erasers
ICT Considerations:
No ICT used in this lesson
Stage of Student Action /Tasks Time Differentiated Teacher Action
lesson Learning
Considerations
Introduction Students are seated on the Some students - Begin the lesson by explaining to the students that they will be
colour mat on the floor can be seated doing more persuasive writing
on chairs. - State the learning intentions that they will use their writing to
Others have persuade others and provide arguments for either agreeing or
fiddle toys to disagreeing with school uniforms

Students stand up and
choose the for or against
side
Body of Students remain on the floor
lesson and watch demonstration
Students move to their desks
and begin their activity
Conclusion Students remain at their
desks to complete the task
not lose - Begin a discussion of who likes the school uniform and who would
concentration prefer to wear casual clothes, can be done with putting hands up
- Then split the room into a for side and against side, ask students
to choose if they like school uniforms or not
- Discuss reasons from each side
- Provide examples for the students, then ask them for their opinions
- Write some examples on the board to prompt students to think
about what they can write in their persuasive writing piece
Provide visual - Model an example of a persuasive piece that supports your
writing arguments for having/not having school uniforms
stimulus with - Begin with statement of opinion I believe that we should have
picture and school uniforms let me tell you why First, Second, Third, Last, then
sentence finish with based on these reasons I feel as though we should have
prompts for all school uniforms
students. This - Examples include school uniforms represent the school colours
will assist make it easier to get dressed in the morning dont have to
students who constantly buy clothes from the shops uniforms improve school
get stuck or unity
want help with - Explain to the students that grade 1s must write three arguments,
ideas/spelling. and grade 2s must write four arguments
- Ask the students if they have any questions about the activity and if
some students still need assistance you can write some more
examples on the whiteboard/ or work with a small group on the floor
or a table
- Students then can begin the activity
- Begin circulating the classroom and assist students who may be
finding this task challenging
- Prompt students to look at the whiteboard if they are struggling
 - Assign ES to work with the funded students, and others that may be
having trouble completing this task

- Give a time warning for the last 10 minutes of the lesson, and leave
another 5 minutes for sharing

- Early finishers Gratitude diary, quite reading, complete unfinished

work in their red folders
Closure Students who have not Extra time for - Allow time for students to share their work, so others can see
completed the activity students examples and learn from each other
remain at their desk. needing it. - Ask students how they felt about this lesson and if they enjoyed
Students who have can sit on Sharing allows completing the activity
the floor students that - Students that have not finished their work can remain working until
havent it is done
finished to see - All students who have not had their work corrected can place their
an example workbooks in Lollipop for correcting

Post Lesson Reflection:

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