Build a Persuasive Text

Overview

Lesson 10 of 14 in Persuade Through Time. Students jointly construct the opening and one body section of a simple persuasive letter or speech, then begin drafting their own text from a previously completed plan.

Learning intentions

• WALT: We are learning to draft a persuasive text using a clear structure.
• Students will state their opinion or position clearly.
• Students will give a reason and link it to evidence or an example.
• Students will use linking words such as because, also and therefore.
• Students will begin their own persuasive letter or speech.

Success criteria

• I can clearly say what I think or want.
• I can give a reason and add an example or evidence.
• I can use a linking word such as because, also or therefore.
• I can write an opening and begin a body section.

Curriculum links

• Creating persuasive texts for familiar audiences and purposes.
• Organising ideas into an introduction, reasons and supporting details.
• Using sentence-level grammar, punctuation and vocabulary to communicate meaning.
• Rereading, revising and editing writing with teacher and peer feedback.
• Participating in discussions by listening, contributing ideas and building on others’ responses.

Lesson structure (45 minutes)

1. 0–5 minutes – Connect to the unit and hook Open with the opening question slide: “Should our school have more time for play?” Invite students to show agreement or disagreement with a thumb signal. Briefly revisit that persuasion means trying to change someone’s thinking or encourage action. Students turn and talk about who they might persuade in their own letter or speech.

2. 5–10 minutes – Notice the structure Display the simple persuasion structure and revisit students’ plans. Explain that today’s writing will have an opening that states the position, followed by a reason supported by an example. Read a short model aloud, identifying the position, reason and evidence with colour or gestures.

3. 10–22 minutes – Jointly construct an opening Use a familiar class topic, such as “Our class should have a vegetable garden.” Ask: “What do we want our audience to think or do?” and “Who is our audience?” Jointly compose two or three sentences on the board, using the shared-writing prompts. Model a clear opening, for example: “Our school should have a vegetable garden. It would help us learn about healthy food.” Think aloud while choosing a capital letter, full stop and precise words.

4. 22–30 minutes – Jointly construct a reason and evidence Co-write one body paragraph or speech section. Gather children’s ideas and select one reason, then add an example or evidence: “A garden would help us learn about healthy food because we could grow and taste vegetables. Also, we could care for living things. Therefore, a garden would be useful for our school.” Point out how because, also and therefore connect ideas. Students rehearse the section orally with a partner before it is written.

5. 30–39 minutes – Independent drafting Distribute the persuasive drafting page. Students use their existing plan to write the opening and begin one body section of their own letter or speech. They may write, draw and label an example, or dictate their ideas. Confer with individuals using prompts such as “What do you want your audience to think or do?” and “What evidence could show this is a good idea?” Encourage students to reread each sentence as they write.

6. 39–43 minutes – Partner share and improve Partners read their writing aloud or listen to it being read. Using the partner feedback prompts, the listener identifies the writer’s position and reason, then suggests one place to add because, also or therefore. Writers make one improvement, with teacher or peer support.

7. 43–45 minutes – Plenary and check-out Invite two or three students to share an effective opening or linked reason. Ask: “How did the writer make their position clear?” Students hold up one finger if they wrote a position, two if they added a reason and three if they linked their reason to an example. Preview that the next lesson will continue drafting and revising.

Resources

• the persuasion teaching deck
• the persuasive drafting page
• Whiteboard or interactive display
• Markers in two or three colours
• Students’ completed persuasion plans
• Pencils, erasers and writing books
• Optional speech-to-text device or scribing support
• Word bank: I think, should, because, also, for example, therefore

Assessment

• Listen during discussion and shared writing for students’ ability to state a position and provide a relevant reason.
• Confer during drafting, checking for a clear opening, a linked reason and an example or evidence.
• Collect or photograph the drafting page. Use the success criteria to identify whether each student can state a position, connect a reason and begin a structured persuasive text.

Differentiation

• Use shared writing, oral rehearsal, sentence starters and a word bank: “I think ___ should ___ because ___.” “For example, ___.”
• Provide a partially completed opening, picture prompts, scribing or speech-to-text for students who need support with transcription or language formulation.
• Pair students strategically for rehearsal and feedback; allow students to draw an example before explaining or writing it.
• Extend advanced learners by writing an engaging hook, choosing precise audience-aware vocabulary and adding a carefully considered counterargument, such as “Some people may think…, but…”.