Learning Intention

Today, you will write your own persuasive text using the OREO structure to share your ideas clearly and convince your reader.

NSW Curriculum Links

• EN4-3B: Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language.
• EN4-8B: Uses interaction skills including listening, clarifying, questioning and discussing to communicate effectively.
• EN4-2A: Effectively uses a range of language features and vocabulary to create specific effects in a range of texts.

This lesson focuses on developing and applying persuasive writing skills using the OREO structure, aligned to Year 4 English outcomes from the NSW Syllabus.

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Success Criteria

• Below Standard: I can write a short opinion with one reason.
• At Standard: I can write a persuasive text using the OREO structure (Opinion, Reason, Example, Opinion).
• Above Standard: I can include persuasive language techniques (e.g., emotive words, rhetorical questions) and check my writing against the success criteria.

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Differentiation Strategies

• Learning Support: Provide sentence starters and an OREO graphic organiser to structure ideas. Use dyslexia-friendly fonts and coloured overlays if needed.
• On Standard: Use the OREO planner independently to draft their persuasive text. Receive targeted feedback during writing.
• Advanced Learners: Challenge to include additional persuasive devices such as repetition, exaggeration, or alliteration and to peer-assess a partner’s text using the success criteria.

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Dyslexia-Friendly Reading Options

• Use large, clear fonts (e.g., Arial, Comic Sans) and spacing for worksheets and texts.
• Short, simple sentences with highlighted key persuasive words.
• Use audio versions of modelled texts or provide text-to-speech assistance during writing.

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Lesson Plan (30 minutes)

Materials Needed

• Interactive PowerPoint or Google Slides with vibrant graphics showing the OREO structure
• OREO graphic organiser worksheet (with prompts)
• Sample persuasive text example
• Whiteboard and markers
• Writing paper and pencils

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Lesson Structure: Gradual Release Model (I Do, We Do, You Do)

Introduction (I Do) — 7 minutes

Teacher Script: "Today, we will be writing our very own persuasive texts, using a powerful tool called the OREO structure. OREO stands for Opinion, Reason, Example, and Opinion again. This helps your writing to be clear and convincing!"

1. Display the OREO structure visually — a big colourful graphic showing each part of the acronym.
2. Model writing a persuasive sentence:

• Opinion: "I think lunchtime should be longer."
• Reason: "Because we need more time to relax and eat."
• Example: "For example, sometimes we feel rushed and can't finish our food."
• Opinion (restated): "So, lunchtime should be longer to help all students."

3. Highlight how each part fits into the persuasive text. Use clear, age-appropriate language and point to the sections on your graphic organiser.
4. Use a think-aloud to show how you plan what to write next.

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Guided Practice (We Do) — 10 minutes

Teacher Script: "Now, let's work together to write a persuasive text using OREO. I will guide you through each step, and we will create it as a class."

1. Choose a simple topic familiar to students, e.g., "Why we should have more playtime."
2. Invite ideas from students about opinions, reasons, and examples. Write key points on the board.
3. Together, structure the text using OREO with their contributions.
4. Model checking the text against the success criteria, including using persuasive words ("must," "important," "best").
5. Invite student participation for the final Opinion restatement sentence.

Use bright, engaging images related to the topic on your slides to maintain focus and interest.

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Independent Practice (You Do) — 10 minutes

Teacher Script: "Now it is your turn! Use the OREO graphic organiser to write your own persuasive text about a topic you care about. Remember to use your opinion, reasons, and examples to convince your reader. Then, finish by restating your opinion."

1. Circulate around the room to support students, provide short prompts or sentence starters as needed.
2. Encourage students to use persuasive language—underline or highlight words that convince.
3. For students who finish early or need a challenge, invite them to add an extra persuasive technique like a question or emotive language.

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Reflection and Feedback (3 minutes)

Teacher Script: "Let’s reflect on our writing. Think about how well you used the OREO structure. Did you include your opinion clearly? Did your reasons and examples help convince your reader? If you can, share with a partner and give each other feedback based on our success criteria."

• Use thumbs up/down or a quick checklist for self-assessment.
• Collect and review some texts to provide written or verbal targeted feedback for next steps.

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Extension Activities for Advanced Learners

• Write a second persuasive text on a different topic using more complex persuasive techniques like exaggeration, statistics, or strong emotional language.
• Peer assess a classmate’s text using the success criteria and provide written feedback.
• Create a multimodal persuasive presentation (slide or poster) to present their argument visually and orally.

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Teacher Notes Summary

• Use the Gradual Release Model always: model writing (I Do), write together (We Do), then independent writing (You Do).
• Explicitly teach persuasive language features with examples.
• Use colourful, engaging visuals to maintain attention.
• Provide scaffolded OREO templates and differentiated supports for diverse learners.
• Encourage reflection and peer feedback for metacognition and growth.
• Keep instructions clear and scripted for substitute or casual teachers.

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This comprehensive plan supports Year 4 students to confidently compose persuasive texts aligned with the NSW syllabus, meets diverse learning needs, and fosters both independent and collaborative writing skills.