Drafting the Essay

Yes—I understand. I will align the Year 8 lesson to the Australian Curriculum (v9) Literacy expectations, focusing on planning, drafting, editing, and organising ideas in written texts for an appropriate purpose and audience, and I will incorporate processes that support Tier 2 students (NCCD) and dyslexia-friendly adjustments. I’ll also use the Literacy Progressions and include explicit drafting supports and focused feedback cycles.

Overview

This lesson continues the unit “Literacy Skills for Success” by drafting the introduction and body paragraphs of a historical essay. Students will organise and expand ideas using an appropriate structure, select language features for meaning, and produce a first full draft that can be edited later.

Learning intentions

Students will be able to:

• WALT: plan and write the introduction and body of a historical essay draft using evidence-based ideas
• WALT: organise paragraphs so each section develops the essay argument logically
• WALT: use suitable vocabulary, sentence structures, and historical language to clarify meaning
• WALT: complete a full draft for later editing and publication

Success criteria

Students can:

• I can write an introduction that states the topic and outlines the main argument or focus
• I can write body paragraphs with a clear topic sentence and supporting explanation
• I can include relevant evidence and explain how it supports my claims
• I can complete a readable draft with logical paragraph order

Curriculum links

• English Literacy: plan, create, edit and publish written texts by organising and expanding ideas and selecting text structures and language features
• English Literacy: experiment with and edit paragraph order and content to refine and clarify ideas during drafting
• English Literacy: use vocabulary and language choices to position and persuade the reader for the essay purpose
• English Literacy: edit for accuracy of grammar, spelling, and punctuation to support meaning (focus today on drafting; quick checks included)

Lesson structure (45 minutes)

1. 0–5 min · Retrieval + goal setting. Teacher displays the essay outline from the previous lesson (introduction + body paragraph plan) and models the purpose of each section; students restate the goal and tick what they will draft today.
2. 5–12 min · Explicit teach: introduction structure. Teacher models a strong Year 8 introduction using a sentence frame (context → focus → claim/argument) and highlights where evidence will appear in the body; students practise writing a 3–4 sentence introduction from their plan.
3. 12–20 min · Explicit teach: body paragraph template. Teacher models one body paragraph structure: topic sentence (claim) → explanation → evidence (source idea) → link back to argument; students highlight these parts on their own paragraph plan.
4. 20–35 min · Independent drafting (teacher circulates). Teacher conferences briefly with each student, using a checklist for paragraph order, clarity of claim, and evidence explanation; students draft the introduction and 1–2 body paragraphs into their essay document or workbook.
5. 35–42 min · Focused feedback (quick teacher or peer). Teacher runs a fast feedback round using “One strength + One next step” targeted to common issues (unclear topic sentence, evidence not explained, run-on sentences); students mark one “next step” and revise one section.
6. 42–45 min · Exit check. Teacher collects/records evidence of draft completion (intro + body started/finished) and students write a one-sentence reflection: “Next lesson I will improve…”

Resources

• Essay plan handout with introduction prompts and body paragraph template
• Sentence starters/frames for historical writing (topic sentence, evidence explanation, linking sentence)
• Student drafting sheets or printed lined paper
• Timer (visual) for drafting and feedback stages
• Personal word bank (historical terms from class) and linking word bank
• Highlighter pens (for paragraph part identification)
• Feedback checklist (topic sentence, evidence, explanation, link to argument, clarity)

Assessment

• Teacher formative observation during drafting using a short checklist (has an introduction + at least one body paragraph; clear paragraph focus)
• Conferencing notes during circulation (evidence used and explained; clarity of sentences)
• Exit ticket: completion status plus one specific “next improvement” goal

Differentiation

• Provide focused feedback sessions: teacher selects 1–2 targeted areas per student (e.g., “add a clearer topic sentence” or “explain evidence using ‘This shows… because…’”).
• Offer structured scaffolds: sentence frames, paragraph templates, and a reduced drafting target (e.g., introduction + one fully developed body paragraph if needed; second body paragraph for those ready).
• Tier 2 supports (NCCD-aligned): small group check-ins for planning clarity; reduce cognitive load by drafting only one paragraph at a time with guided prompts; provide a “must include” checklist.
• EAL support: pre-teach key historical vocabulary and linkers; allow oral rehearsal of each paragraph before writing; provide bilingual-friendly word bank where possible.

Dyslexia-friendly reading options

• Provide text in a dyslexia-friendly format: 12–14pt font, clear spacing, minimal visual clutter, and short lines.
• Use audio support where available (teacher reads the paragraph template and model introduction/body aloud).
• Offer cut-and-match cards: students match sentence frames to paragraph functions (topic sentence / explanation / evidence / link).
• Allow 1:1 assistance during writing: teacher or SLSO supports with sentence-by-sentence construction and checking meaning.