Year Level

Year 7

Duration

60 minutes

Class Size

10 students

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Curriculum Alignment

Victorian Curriculum English Content Descriptions:

• AC9E7LY07: Plan, create, rehearse and deliver presentations for purposes and audiences by selecting language features, literary devices, and features of voice including tone, pitch and pace to engage audiences and suit different purposes (including persuasive purposes).
• AC9E7LY05: Use comprehension strategies such as visualising and questioning to analyse and summarise ideas in texts.
• AC9E7LE06: Identify and explain how literary devices create layers of meaning in texts.
• AC9E7LA02: Recognise language used to evaluate texts, including how evaluations can be substantiated by reference to the text.

These descriptors guide the focus on persuasive devices in spoken and multimodal texts, analysis of how devices influence audiences, and creating emotional connections through language and presentation techniques.

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Lesson Title

Persuasive Devices in Speeches and Videos

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WALT

We Are Learning To identify and analyse persuasive devices used in speeches and persuasive videos.

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Success Criteria

• Identify at least two persuasive devices in a speech or video.
• Explain how these devices influence the audience’s response and create an emotional connection.

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Differentiation

• Provide printed transcripts of speeches for students who benefit from reading while listening.
• Use a guided viewing checklist to scaffold students’ analysis and focus attention on specific persuasive devices.
• Allow verbal or written responses depending on student preference.
• Small group or partner work for peer support and sharing ideas.

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Extension Activity

Students with a strong understanding select a short persuasive speech clip of their own choice, analyse the persuasive devices used, and prepare a brief verbal analysis to share with the class.

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Lesson Breakdown

Time	Activity
0–5 mins	Introduction to Persuasive Devices - Brief recap of persuasive techniques from Lessons 1 and 2. - Introduce devices for this lesson: Rule of Three, Direct Address, Rhetorical Questions, Tone and Pace. - Write definitions and examples on the board.
5–15 mins	Watch and Read: Famous Speech Analysis - Watch a short famous speech clip (e.g., Martin Luther King Jr.’s “I Have a Dream” excerpt or Jacqueline Wilson’s speech) with transcript. - Students follow along with transcript (provides support). - Use a guided checklist to identify the persuasive devices introduced (Rule of Three, Direct Address, Rhetorical Questions, Tone, Pace). - Pause at key moments to discuss findings collectively.
15–35 mins	Watch Short Persuasive Video Clips - View 2–3 short persuasive video clips specially selected for appeal and length (2–3 minutes each). - Individually note examples of persuasive devices using the checklist. - Focus on how visuals + speech (tone, pace) work together to persuade. - Prompt questions: How does the speaker's tone affect how you feel? How do the visuals support the message? Can you find examples of Rule of Three or Direct Address?
35–50 mins	Group Discussion and Sharing - In small groups of 2-3, students share examples found. - Facilitate a whole class discussion on how the persuasive devices helped create emotional connection and influenced the audience. - Teacher to guide questions such as: Why do rhetorical questions make a speech powerful? How does the pace change the feeling? How does direct address engage the audience directly?
50–55 mins	Individual Reflection / Note-taking - Students write a brief paragraph explaining two persuasive devices from the lesson and how each device influenced them as listeners/viewers. - Use sentence starters to support students who need it. - Example starters: “The Rule of Three makes the message memorable because...”, “The speaker’s tone creates an emotional impact by...”
55–60 mins	Extension Task Introduction and Wrap-Up - Explain the extension activity for advanced learners to choose their own clip and prepare a short verbal analysis for next lesson. - Quick summary of key points. - Ask students to share one persuasive device they think is the most effective.

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Resources Required

• Printed transcripts of speech (one per student or pair)
• Guided viewing checklist handout (includes persuasive devices, columns for notes)
• Projector/screen or interactive whiteboard for videos
• Selected speech and video clips (short, engaging, age-appropriate)
• Writing materials for reflection

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Guided Viewing Checklist Sample

Persuasive Device	Example from the Speech/Video	Effect on Audience
Rule of Three
Direct Address
Rhetorical Questions
Tone
Pace

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Teacher Notes

• Model identification of persuasive devices clearly in the first speech before students attempt on their own.
• Emphasise multimodal nature of persuasion—the combination of spoken word and visual imagery.
• Encourage students to consider emotional responses and not just mechanical listing of devices.
• Remind students this is preparatory to their own creation and presentation of persuasive texts in Lesson 4.
• Use positive reinforcement to build confidence especially for students who don’t often participate orally.

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This lesson plan directly addresses the Victorian Curriculum achievement standards related to analysing and using persuasive language features and presentation skills to engage audiences and suit different purposes, meeting the needs of Year 7 learners through multimodal texts and active discussion strategies.