EDN305 Task 6: Margaret Camporeale 32934984

Lesson Plan

Day: M T W T F Date: - Time: - Year: 9

Learning Area: English Topic: Persuasive Writing

Curriculum content description:
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate
arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Students’ prior knowledge and experience:

Students have watched a film about Malala Yousafzaiand have developed opinions on the film and the themes and
stories portrayed within it. Students are aware that they have an assessment on a persuasive speech coming up in
class.

Learning purpose:
 Presenting arguments that advance opinions, justify positions, and make judgments in order to persuade
others about issues such the importance of maintaining balance in the biosphere.
 Creating informative and argumentative texts with explanations, details and evidence.
 Following the structure of an argument which has a series of sequenced and linked paragraphs, beginning
with an outline of the stance to be taken, a series of supported points that develop a line of argument, and
a conclusion which summarises the main line of argument.
Learning objectives: Evaluation:
On completion of this lesson, students will be  Brainstorm
able to:  Questioning
 For students to understand the purpose of a  Student discussion
persuasive text.  Students picking out verbal and non-verbal
 For students to be developing an understanding techniques from within a YouTube video
of verbal and non-verbal techniques.
 For students to identify appropriate verbal and
non-verbal techniques to be used in a
persuasive speech.
Preparation and Resources:
 Projector or Smartboard

 YouTube video- https://www.youtube.com/watch?v=yjvg2tYJCQQ
 Laptop 

 Whiteboard 

 Whiteboard markers 

 Student books 

  Pens for Students 


Catering for diversity

Struggling students are supported through partner work and class work as it allows them to bounce their ideas off
of another person and see if they are headed in the right direction.
Capable students are able to be extended by being able to help extend others knowledge as well as getting them to
explain why they would choose different techniques within their speech rewrite.
The class is scaffolded carefully to ensure that students that are struggling understand all the information that
they need to.

Timing: Learning Experiences:

Introduction:
1 min Welcome students into the classroom and allow them to sit down and get themselves ready for the
lesson.
1 min Give students a signal to begin, use wait time until students are quiet and looking towards me and do
an active scan while doing so.

Sequence of learning experiences:

2 min Ask students to think about persuasive writing and what makes up a persuasive text by themselves for
a moment, then allow students, in pairs, to discuss their ideas among themselves for a minute.

1 min Direct student attention back to the board after a minute, or if they get off topic sooner, by using a
countdown from 5 to 0 to get students attention and to get them to look back at me.

3 mins Ask students to volunteer their ideas or a brainstorm on the whiteboard on their topics. Allow time for
students to copy brainstorm into their books/files.

2 mins Write a definition of persuasive writing with students onto the whiteboard for them to write down as
well. Something along the lines of: ‘A persuasive text is a text where the main purpose is to present
a point of view and persuade a reader’.

5 mins Discuss assignment with students, focussing on the element of it being a speech so the verbal and non-
verbal techniques they may want to include. Have a class discussion on what verbal and non-verbal
techniques may be used in a persuasive speech.

5 mins List different techniques on the board and discuss their definitions (pitch, tone, repetition, pause, pace,
emphasis, eye-contact, posture, gesture and facial expression)

4 mins Have students write the techniques and definitions down in their books underneath their brainstorm
and definition. Ask students to consider as they are writing how these techniques may help to persuade
the audience.
6 mins Play a YouTube video for the students of a persuasive speech, ask students to take note of when verbal
and non-verbal techniques are used.

3 mins Again, as a class discuss what techniques were used and how they affected you as an audience.

5 mins Ask students how had she not used these techniques or used different techniques how it may have
changed part of her speech. Give students, in pairs a piece of paper with a few lines of the persuasive
speech on it. Ask students how they would use techniques to persuade an audience. Give students 5
minutes to work on this. During this time walk around the class to pick a few out to show the class as
an example.

Show the class the examples, if students do not want to demonstrate themselves how the speech
3 mins could be changed, read it with the verbal and non-verbal techniques annotated by students on the
page.

Give students the rest of the class to work on their persuasive speeches, allowing them to put the
15 mins information they have learned into action.

Lesson conclusion:
Ask students to write on a lined piece of paper a verbal and a non-verbal technique they would use in
3 mins their speech and why to be handed to me with their name on it.

Allow students to pack away their belongings and thank them for their attention throughout the
1 min lesson.

Management of behaviour:
To manage off-task behaviour I will be using proximity, walking around the class to encourage students
to remain on task. If this does not work and the student is talking and encouraging other students to
go off task they will be moved. If this continues their name is to go on the board and if they do not stay
on task for the rest of the class their name will stay up and they will owe time at recess or lunch, to
talk to me about why they are unable to pay attention in class. If the class is becoming off task when
working on something I will call everyone’s attention back to the front of the class and wait until
everyone is quiet. I will then tell the students why I stopped them and tell them that if they cannot be
on task then the whole class can stay behind until they can act accordingly. Praise will also be used on
students who do the right thing to encourage this within the classroom.