Save My Home

Lesson Duration

30 minutes
Year Level: Year 2
Number of Students: 11
Subject: English
Focus Area: Writing, Reading, Persuasive Texts
Curriculum Alignment:
NSW English K–10 Syllabus

• EN2-2A: Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
• EN2-10C: Thinks imaginatively, creatively and interpretively about information, ideas and texts
• EN2-4A: Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics

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WALT (We Are Learning To)

• WALT plan and write a persuasive letter
• WALT use emotive language to express feelings
• WALT understand how animals are affected by habitat loss
• WALT write from a character’s perspective

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Success Criteria

By the end of this lesson, students will be able to:

• ✅ Identify emotive words used for persuasion
• ✅ Include at least 3 reasons in a letter to protect animal habitats
• ✅ Stay in character while writing from the bilby’s point of view
• ✅ Organise their ideas in the structure of a letter (greeting, introduction, reasons, conclusion)

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Resources Needed

• A3 printed “Bilby Fact Poster” (dyslexia-friendly font: OpenDyslexic, high-contrast layout)
• Sample persuasive letter from a bilby (teacher-read aloud; audio version available)
• Persuasive writing word bank on display (including words such as "please", "help", "protect", "scared", "destroying", "home", "danger")
• Writing templates with letter structure (visual supports and sentence starters)
• Visual Emotions Chart (to support vocabulary for feeling words)
• Blu Tack, whiteboard markers, pencils, coloured pencils
• Quiet reading corner with additional animal conservation picture books available

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Hook (5 Minutes)

Stimulus:
Teacher-roleplay as “Bindi the Bilby” (simple bilby mask or puppet).
Narrate the problem: “You won't believe what’s happening! My home is being damaged... and I need help!”

Ask students:

• How do you think Bindi feels right now?
• What could we do to help Bindi and her friends?

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Explicit Teaching (7 Minutes)

Model Whole-Class Reading:
Read aloud a model persuasive letter written from Bindi the Bilby's perspective. Display text on board or big book with visual aids.
Highlight and discuss:

• The opening: How does the bilby introduce herself?
• Emotive language: Which words make you want to help?
• Structure: Greeting, introduction, reasons, request, closing

Example Extract for Teacher-Use:

Dear Class 2,

I am Bindi the Bilby. I live in the bush, but... my home is being destroyed. Trees are gone. Dogs chase me. I am scared.

I need your help! Please protect my habitat by learning more about bilbies and sharing what you learn. If my home disappears, I won’t be safe anymore. Please don’t forget us.

Yours truly,
Bindi the Bilby 🐾

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Guided Practice (10 Minutes)

Think-Pair-Share Activity:
In pairs, students brainstorm reasons why bilbies’ habitats should be protected. Use bilby facts poster and sentence starter prompts like:

• “Bilbies need their homes because…”
• “If we don’t help, then…”
• “I feel… because…”

Teacher scaffolds with thinking bubbles on the board:

• How does Bindi feel?
• What is happening to her home?
• What does she want from us?

Students then share ideas to the class. Teacher notes key ideas onto the board for shared display.

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Independent Writing (8 Minutes)

Task: Students write their own persuasive letter from the bilby’s perspective, using:

• Writing template (with paragraph guides and illustration box)
• Word bank and emotion chart
• Letter scaffold:
  1. Greeting
  2. Introduction of the bilby
  3. Three persuasive reasons
  4. Plea for help & thank you
  5. Sign-off

Students are encouraged to draw a picture of Bindi beside their letter.

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Extension Activities

For advanced learners:

• Add a persuasive poster alongside their letter using slogans like “Save My Burrow!” or “Protect Our Bushland!”
• Write a second text from another animal affected by habitat loss (e.g. koala, platypus)
• Research and share a short speech to the class from Bindi

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Differentiation Strategies

• Visual Supports: Use picture cues and colour-coded sentence starters
• Oral Dictation: Students with writing difficulties may dictate ideas to teacher/aide
• Peer Buddies: Pair lower literacy students with confident writers for brainstorming
• Chunking: Letter writing broken down into steps with teacher check-ins after each part
• Scribing: Teacher or aide scribes for students who struggle with motor skills

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Dyslexia-Friendly Approaches

• Reading materials in OpenDyslexic font
• High contrast printable handouts with pale yellow background
• Audio recording of the model bilby letter
• Limit to 4–6 words per line in reading resources
• Sentence starters and visual prompts with pictures

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Share and Reflect (Closing – Last 2 Minutes)

Invite 2–3 students to read their letters aloud or display them on the whiteboard. Praise the use of emotions and powerful messages.

Reflection Questions:

• How did Bindi feel in your letter?
• What change does she want to see?
• As a class, what can we do to help protect our wildlife?

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Optional Follow-Up

• Create a class book titled “Letters to Help Bindi”
• Partner with a local environmental centre or Indigenous community group to learn about bushland protection
• Investigate and present more Australian endangered animals in future persuasive texts

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Teacher’s Note:
This lesson connects persuasive writing to real-world environmental citizenship, empathy, and Australian fauna. It encourages cross-curricular links with Geography and Science, and provides a meaningful social context for students' learning.