Lesson Three: English, Yr 7/9

Structure and Arguments of Persuasive Writing

Curriculum links: Year 7 – ACELT1625  Year 9 – ACELA1770

Resources you will need

Lesson structure

  1. Explain that as they now have an increased understanding of persuasive writing techniques, they will be working on constructing a piece of persuasive writing themselves, with a focus on structure and arguments.
  2. Explain that they will be using the Dolphins in Captivity Fact Sheet for this task (distribute the fact sheet to all students). Ask students to read the fact sheet.
  3. Run through the ‘Lesson 3 Persuasive Writing’ PowerPoint slides.
  4. The slides enable students to review some sample persuasive writing responses, and discuss the ways that these texts are structured, how arguments are presented and language is used.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

AUSTRALIAN CURRICULUM ALIGNMENT

Learning Area: English
Year Levels: Year 7/Year 9
General Capabilities: CCT, L, PSC, EU, IU
Strands: Creating Literature/Text Structure and Organisation
Content Descriptions: 

Year 7 (English Literature)

Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

Year 9 (English Language)

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Elaborations:

Year 7

Using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation.

Imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending.

Creating chapters for an autobiography, short story or diary.

Year 9

Sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’).
Cross-Curricular Priority:

Sustainability
Acknowledgments

This Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials, which are licensed under CC BY 4.0. The material has been modified from the Australian Curriculum website (accessed April 2019).

All activities have been created by educators for educators and are linked to the Australian Curriculum (Version 8.4). We advise teachers to consult the ACARA website for the most up-to-date curriculum outcomes.

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