Persuasive Burger - Poster
A clear visual poster that uses the burger model to support students in organising persuasive texts. It helps learners understand introduction, reasons and conclusion in a simple, memorable way, making it ideal for building structure in middle primary writing lessons.
Learning goals
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to recognise how texts can be created for similar purposes but different audiences, e.g. different language choices for children and adults.
- We are learning to identify the point of view in a text and suggest alternative points of view.
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
- We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
Curriculum alignment
AC9E3LY06
9
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
AC9E3LY01
9
Recognise how texts can be created for similar purposes but different audiences
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
ACELY1792
8.4
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
ACELY1676
8.4
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
ACELY1675
8.4
Identify the point of view in a text and suggest alternative points of view
ACELY1682
8.4
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
ACELY1683
8.4
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
ACELY1685
8.4
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
EN2-3A
old
Uses effective handwriting and publishes texts using digital technologies
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-11D
old
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-1A
old
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-CWT-03
new
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02
new
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-01
new
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
VCELY275
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications
VCELY255
Identify the point of view in a text and suggest alternative points of view
VCELY266
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose
VCELY267
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
VCELY269
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Provide simplified labels, add visuals or icons for support, use as a small desk reference, model each section explicitly, scaffold with sentence starters.
Extensions
Have students create their own burger plans, expand each section into full paragraphs, compare with other writing structures, use as a checklist for editing.
Teach it your way
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