The PEEL Method
This worksheet set helps Years 5–6 students write structured persuasive paragraphs using the PEEL method—Point, Evidence, Explain and Link. It encourages deeper thinking, strong evidence use and effective paragraph structure for full persuasive pieces. Includes a planner and scaffolds for multi-paragraph writing.
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Learning goals
- We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
- We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner with appropriate features of voice and relevant facts from reliable sources.
- We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
- We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner, with appropriate features of voice and relevant information, arguments and facts from reliable sources.
- We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
- We are learning to re-read and edit work using knowledge of text structures and language features.
- We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
- We are learning to plan, rehearse and deliver presentations for specific audiences and purposes in an organised manner with multimodal elements and relevant facts from reliable sources.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
- We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
- We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.
- We are learning to plan, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.
Curriculum alignment
AC9E6LY07
9
Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
AC9E6LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
AC9E5LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
AC9E5LY07
9
Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
ACELY1705
8.4
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
ACELY1710
8.4
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
ACELY1717
8.4
Use a range of software, including word processing programs, learning new functions as required to create texts
ACELY1715
8.4
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
ACELY1714
8.4
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
ACELY1700
8.4
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
ACELY1707
8.4
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements
ACELY1704
8.4
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY332
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
VCELY338
Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
VCELY329
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create texts
VCELY367
Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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