ABSTRACT
The chapter presents three scenarios from primary and secondary contexts related to teaching of persuasion. Each scenario is adapted from work in real classrooms by teachers in The Grammatics Project as they adapted functional grammatics to meet the needs and interests of their students and the demands of the curriculum for Foundation to Year 10. Because Australian teachers must generate goals for learning in line with curriculum requirements, content descriptions from the Australian curriculum for English (AC:E) are inserted in each unit to and show how a functional grammatics is oriented to these goals. Teaching scenarios illustrate how the grammatics toolkit might be implemented in the primary and secondary contexts involve the work of a primary teacher working with a composite Year 5/6 group and a secondary teacher working with a mixed ability year group. They outline ways in which a functional grammatics might be implemented to support students' interpretation and composition of persuasive texts in primary and secondary classrooms.
