Arguments and Vlogs

Overview

Students learn what an argument is and how vlog presentations can communicate an argument persuasively. They plan the key components of a 1–3 minute vlog to convince a government official to take action on a significant community issue.

Learning intentions

Students will:

• explain the purpose of an argument and distinguish claims from reasons
• describe what a vlog is and identify features that help a message persuade an audience
• plan a vlog structure (hook, argument, evidence/examples, call to action)
• practise formal speaking choices (tone, pace, volume) to suit a persuasive presentation

Success criteria

Students can:

• state a clear claim about a community issue
• give at least two reasons supported by specific evidence or examples
• organise vlog ideas logically and use topic-specific vocabulary accurately
• deliver a short practice segment using appropriate voice (tone, volume, pace) and visual supports

Curriculum links

• Literacy: plan, create, rehearse and deliver spoken and multimodal presentations using precise topic-specific vocabulary and voice/visual features
• Literacy: use interaction skills and awareness of formality when clarifying and developing arguments
• Language: identify objective and subjective language and recognise bias in persuasive messages
• Literacy: analyse how text structures and language features work together to meet a text’s purpose and influence an audience

Lesson structure (45 minutes)

1. 0–5 min · Activate knowledge (Argument Quick Sort). Teacher displays short statements on the board; students decide if each is a claim, a reason/evidence, or an opinion by holding up a card labelled Claim/Reason/Opinion.

2. 5–12 min · Direct teach: What is an argument? Teacher explains: an argument is a set of statements that tries to convince someone; a claim is the position, and reasons/evidence support it; students copy a simple model: Claim → Reason (Evidence/Example) → Reason (Evidence/Example) → Call to action.

3. 12–20 min · Teach: What is a vlog? Teacher shows 2–3 sample vlog clips (or teacher script excerpts) and leads a class discussion on features: direct-to-camera address, clear structure, text on screen, voice tone, and pacing. Students record a checklist of vlog features that help persuasion.

4. 20–28 min · Guided planning: Choose the issue + audience goal. Teacher prompts students to pick a significant community issue (age-appropriate examples: safety around crossings, littering/clean parks, bullying support, upgrades to local playgrounds, access to sports facilities, mental health supports). Students complete a planning sheet:

• Issue (what’s happening?)
• Government official (who needs to act?)
• Claim (what do you want them to do?)
• Two reasons with evidence/examples

5. 28–35 min · Language focus: objective vs subjective (Bias check). Teacher lists sentence frames and asks students to categorise them: objective facts (measurable, verifiable) vs subjective language (judgements/emotion). Students revise one reason sentence to include at least one objective detail and reduce unhelpful bias (e.g., “I feel…” without evidence).

6. 35–43 min · Rehearsal: Voice and structure practice (Mini-scripts). Students practise a 30–45 second vlog segment in pairs using their plan: hook line, claim, one reason, and a brief preview of the call to action. Teacher circulates, coaching pitch/pace/volume and reminding students to use topic-specific vocabulary.

7. 43–45 min · Exit ticket (Next step ready). Students submit one sentence each: their claim and their call to action (must include an action verb and specific outcome).

Resources

• Argument model anchor chart (Claim → Reasons → Evidence → Call to action)
• Vlog feature checklist (direct address, hook, structure, on-screen text ideas, voice choices)
• Planning sheet for vlog (issue, audience, claim, reasons/evidence, call to action)
• Objective vs subjective sorting cards or sentence strips
• Pair rehearsal checklist (voice volume, pace, clear claim, evidence)
• Optional: smartphone/tablets, small tripod or stand, headphones (only if available and time allows)
• Timer for rehearsals and practise segments

Assessment

• Formative: argument sort (teacher checks understanding of claim vs reason vs opinion)
• Formative: planning sheet review (teacher checks for clear claim, at least two reasons, and evidence/examples)
• Formative: rehearsal observation (teacher notes voice choices and use of topic-specific vocabulary)
• Exit ticket: claim + call to action for quick check of persuasiveness and clarity

Differentiation

• Support: provide sentence starters for each vlog part (Hook: “Did you know…?” Claim: “We need… because…” Call to action: “I ask you to…”); offer a word bank for topic-specific vocabulary
• Support: reduce planning to one reason first for students needing scaffolding, then add the second reason during peer conferencing
• Extension: challenge students to include an emotional but evidence-based hook (link a personal or class example to objective detail) and refine to reduce bias
• EAL/SEN: allow rehearsal scripts to be partially cloze-completed; permit first rehearsal with whisper/low-stakes volume practice before whole-class expectations