Persuasive Writing Fun

Overview

Year Level: Year 3
Subject: English
Duration: 45 Minutes
Lesson Focus: Writing an exposition (persuasive text) with emphasis on basic structure.
Curriculum Link:
This lesson aligns with the Australian Curriculum (Version 9):

• AC9E3C05 - Plan and write texts to persuade others, developing a sequenced argument with supporting evidence.

Objectives

By the end of the lesson, students will:

1. Understand the basic structure of an exposition (persuasive writing).
2. Identify the purpose of an introduction, body, and conclusion.
3. Begin to write their own exposition using a simple example topic.

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Resources Required

• Large chart paper or whiteboard for brainstorming
• “Persuasive Writing Checklist” handouts (1 per student)
• A selection of topic cards (e.g., “Pets are the best companions,” “School uniforms should be banned”)
• Coloured markers for group activities
• Sticky notes and writing journals

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Lesson Structure

Hook (5 Minutes): “What's Your Favourite?”

1. Begin by asking a fun, open-ended question to engage students:
   • “What's your favourite treat – ice cream or chocolate? Why?”
2. Call on a few students to share their answers and briefly explain their reasons.
3. Explain how these reasons are what we use when we try to persuade someone to agree with us.

Transition: “Today, we’re going to learn how to write persuasively and structure our ideas like professional writers.”

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Explicit Teaching (10 Minutes): The Structure of an Exposition

Using the whiteboard or chart paper:

1. Draw a large hamburger to represent an exposition:
   • Top Bun = Introduction (state your opinion clearly).
   • Filling = Body (reasons supporting your opinion, one by one).
   • Bottom Bun = Conclusion (restate your opinion and summarise).
2. Break it down:
   • Introduction: One sentence about your opinion (e.g., “Chocolate is better than ice cream because it has more flavours.”)
   • Body paragraphs: 2-3 reasons to back up your opinion.
   • Conclusion: Restate your opinion simply.
3. Add in fun visuals, like drawing toppings to represent reasons (e.g., lettuce = facts, tomato = examples).

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Guided Practice (15 Minutes): Group Brainstorm Activity

1. Divide students into small groups (4 students per group).
2. Hand each group a topic card:
   • “Homework is unnecessary.”
   • “Playing outside is better than playing video games.”
   • “Dogs are better pets than cats.”
3. Each group uses a large sheet of paper to brainstorm ideas for their “hamburger”:
   • Write an opinion (top bun).
   • Add 2-3 reasons (fillings).
   • Craft a conclusion (bottom bun).
4. Groups share their work with the class to practise speaking skills and see diverse ideas.

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Individual Writing Time (10 Minutes): My Turn to Write!

1. Distribute the “Persuasive Writing Checklist”:
   • Did I clearly state my opinion?
   • Do I have reasons that explain my opinion?
   • Did I restate my opinion at the end?
2. Students write their own mini-exposition in their journals using the topic: “Dogs make the best pets.”
   • Encourage them to write at least five sentences (intro, 3 reasons, conclusion).
3. Teacher walks around, scaffolding and helping as needed.

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Plenary/Reflection (5 Minutes): Sticky Note Exit Ticket

1. Ask students to reflect by writing one thing they’ve learnt about persuasive writing or the structure of an exposition on a sticky note.
2. Stick all notes on the “Class Writing Wall.”

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Assessment and Reflection

• Formative assessment through group work and individual writing.
• Use the sticky notes to gauge understanding and identify gaps for future lessons.