Overview

Students learn to use Padlet to generate and organise arguments for persuasive writing. They plan collaboratively, then transform the best ideas into an individual paragraph plan.

Learning intentions

• Students will navigate a shared Padlet board and add posts in the correct column.
• Students will generate persuasive arguments and categorise them as “For” or “Against”.
• Students will give constructive feedback by using reactions/likes to identify strong ideas.
• Students will use Padlet ideas to draft a structured topic sentence and paragraph plan.

Success criteria

• I can add a post to Padlet with an argument relevant to the debate topic.
• I can read others’ posts and select the three strongest arguments using reactions/likes.
• I can explain why an argument is strong (claim plus support, or clear reasoning).
• I can write an individual paragraph plan using my chosen Padlet arguments.

Curriculum links

• EN4-ECB-01: Students use processes of planning, monitoring, revising and reflecting to support and develop composition of texts.
• ENLS-ECB-01: Students use processes of planning and revising to develop texts.
• English Stage 4: Expressing ideas and composing texts B (planning and structuring an argument for persuasive writing).

Lesson structure (50 minutes)

1. 0–5 min · Hook + purpose. Teacher displays the introduction slides and asks students to quick-write (in books) one reason either supporting or opposing the statement “Should homework be banned?” Students share one reason with a partner using “I think… because…”

2. 5–12 min · Padlet orientation. Teacher shows the live board on the whiteboard and models actions from the introduction slides (join link/QR, add a post, choose text, confirm it appears, and move/drag into the right column if applicable). Students join Padlet on their devices and complete a “test post” with their name and one fun fact (teacher monitors access).

3. 12–15 min · Digital citizenship and expectations. Teacher uses the introduction slides to explain classroom norms: no personal attacks, keep comments constructive, and only react/like ideas (no inappropriate replies). Students repeat the “how we respond” expectations and identify their partner/tech helper role.

4. 15–27 min · Collaborative brainstorming (For/Against). Teacher sets up (or confirms) two columns on the Padlet board: “For” and “Against”, then displays the introduction slides for the task checklist. Students work in pairs and post at least three persuasive arguments total (each pair contributes 3; teacher checks contributions are relevant and not duplicates).

5. 27–37 min · Strengthening through reactions. Teacher reminds students to use reactions/likes to upvote the three strongest arguments they did not write. Teacher shows the live board and prompts deeper thinking using the introduction slides (e.g., “Which argument has the clearest reasoning?” “Which has evidence you could explain?”). Students read across columns and add reactions/likes to three posts, then jot (briefly) in books the post number/author or a keyword cue for their top choices.

6. 37–45 min · From board to plan (teacher modelling). Teacher models turning one strong Padlet post into a paragraph plan using the introduction slides. Example structure: topic sentence → reasoning → example/evidence cue → link back to debate stance. Students choose their top 3 arguments from the board and write an individual paragraph plan in books.

7. 45–50 min · Plenary reflection + exit check. Teacher displays the introduction slides and runs a quick whole-class check: one student explains how Padlet changed their brainstorming compared to writing alone. Students complete an exit check: “My strongest argument is… because…” (one sentence). Teacher collects observations while walking.

Resources

• the introduction slides
• the argument-planning worksheet
• Padlet board link/QR code prepared and tested
• Class set of devices with internet access
• Projector/interactive whiteboard for live monitoring
• Backup: printed sticky notes and poster board for non-digital fallback
• Teacher moderation settings enabled to prevent anonymous inappropriate posts
• Sentence starters pinned in Padlet (as a teacher support post)

Assessment

• Formative during Padlet: teacher monitors contributions for relevance to the debate topic and presence of persuasive reasoning.
• Formative during reactions: teacher checks that likes target “strong” arguments (not just agreement).
• Exit check: teacher reviews each student’s sentence (“strongest argument… because…”) to confirm understanding of why an argument works.

Differentiation

• Support: Provide sentence starters (claim + reasoning + evidence cue) on Padlet and on the argument-planning worksheet; allow a partner or teacher to type for students who need assistance.
• Support: Offer dictation-to-peer for students who find typing difficult; permit audio/image posts if platform settings allow.
• Extension: Students add a rebuttal post responding to an opposing argument (e.g., “Against… because…” then counter-reasoning).
• Access/EAL: Use clear category labels (“For”/“Against”), model one example post, and provide visual cues (icons on the worksheet for claim/reason/example).