1.4.+Persuasive+Writing+-+Week+3

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= __ Scaffolding - Week 3 (lesson 7) __ =

====Since the students are now well in to their writing' phase of the assignment, the teacher would take a step back to allow the students to take responsibility for their learning. The teacher would be available for guidance, and to look at drafts, but the primary focus is that the students complete their work. ====

====Considering it is the start of the week and that the students are now required to write their persuasive pieces, it would be necessary to refresh their memory on the task requirements (appendix 3) and take part in a hands on activity for those that may learn in different ways. ====

====**__//The teacher would instruct the students to make a pair with the person sitting next to them. The task is as follows: //__**====

====//"You and your partner will each be given a different lolly. Your job is to convince, or persuade them that your lolly is better than theirs and that they should eat yours instead." You will be given a scaffold sheet for this task (appendix 4) and you are to come up with 3 supporting claims with evidence to support each claim. You must not eat your lolly until the activity is completed! //====

Adapted from (Butler et al, 2005).
====This activity is exactly the same as what the students are required to do for their final persuasive piece. If this task is completed in class, then students are to continue working on their persuasive pieces. The teacher is willing to take drafts and hand them back next lesson. ====

__**DRAFTS MUST BE COMPLETED FOR HOMEWORK!**__
= __ Finalising - Week 3 (lesson 8) __ = ==== This lesson will be spent in the computer room for students to type up their final persuasive pieces. This is the last opportunity students will have to work on them, so the students will need to be encouraged to be productive with their time. The teacher would simply move around the computer room to ensure that students are on task, and to look over the students' work. ====

==== Students are to print off and hand the assignment to the teacher by the end of the lesson. If there are students who finish early, they will be allowed to spend some quiet free time on the computers, or encouraged to help other students. ====

==== If in the situation that 1 or more students missed classes, or are struggling, extensions will be negotiated with the teacher. ==== = __ Presenting - Week 3 (lesson 9) __ =

====It is very important that students gain some feedback, so the teacher would begin the lesson by highlighting what students did well (in a general sense) and what needed more work (in a general sense). It is important that the students hear this feedback, as it allows them to critically reflect upon their work. By giving general feedback without mentioning names, students are sure to know what areas apply to them. By identifying themselves in a situation like this, they are in a sense critically reflecting on their work. ====

====The students in the class would certainly have spent many hours developing their skills to finally produce their persuasive pieces. It is only fair that they be shared with the class. Every students name would go in to a hat and every student would pull one name from the hat. The person whose name is pulled out would receive feedback from the person who pulled it out. Every student will be encouraged to share their persuasive piece with the class, but they do not have to. The students who are giving feedback will be advised of what constructive feedback is. Negative and/or nasty feedback will not be tolerated. ====