Persuasive Letter Introductions

Overview

In lesson 9 of 22, students write the introduction to a persuasive letter connected to The Wild Robot. They review the purpose and audience, jointly construct an example, then draft, read aloud and improve their own introduction.

Learning intentions

Students will:

• identify the purpose, audience and key features of a persuasive introduction
• write a strong opinion linked to The Wild Robot
• organise ideas into a clear paragraph using appropriate vocabulary and sentences
• reread and revise writing for meaning, audience and purpose

Success criteria

• I can begin with a hook that interests the reader.
• I can clearly state my opinion.
• I can connect my opinion to The Wild Robot.
• I can read my paragraph aloud and improve one sentence.

Curriculum links

• Creating persuasive texts with an appropriate structure, paragraphing and vocabulary.
• Using sentence-level grammar, punctuation and spelling to make meaning clear.
• Planning, drafting, rereading and revising texts for a particular audience and purpose.
• Discussing how language choices influence readers.

Lesson structure (45 minutes)

1. 0–5 minutes – Settle, connect and state the purpose Display the learning intention and success criteria using the introduction learning slides. Briefly remind students that they are writing to persuade a chosen audience about an idea connected to The Wild Robot, such as protecting nature, helping others or showing responsibility. Ask: “What should a reader understand by the end of our introduction?”

2. 5–10 minutes – Review the introduction checklist Revisit the four features: audience, purpose, hook and opinion. Show a short example on the introduction learning slides and invite students to identify each feature using finger signals or verbal responses. Clarify that an introduction is one focused paragraph, not the whole letter.

3. 10–20 minutes – Jointly construct an example Think aloud while jointly writing an introduction. Model a hook, a strong opinion and a specific connection to the novel. For example: “Imagine a robot learning to care for a whole island. Roz shows us that every living thing deserves protection. Our community should protect local habitats because healthy places help people and animals live safely.” Ask the six students to suggest alternative hooks, precise verbs and stronger opinion words. Record the class version on the introduction learning slides and identify how each sentence supports the purpose.

4. 20–25 minutes – Prepare to draft Students take out their previous persuasive plans. Confer briefly with each student, checking their intended audience, topic and opinion. Distribute the persuasive introduction drafting and checking sheet. Students orally rehearse their introduction to a partner or teacher before writing. Provide sentence openers if needed, such as “Have you ever wondered…?”, “We should…”, and “In The Wild Robot…”

5. 25–35 minutes – Independent drafting Students write one introduction from their plans on the persuasive introduction drafting and checking sheet. Circulate and prompt rather than rewrite: “Who are you persuading?”, “What do you want them to believe?”, and “How does this connect to Roz or the natural world?” Encourage students to use one strong vocabulary choice and complete sentences.

6. 35–41 minutes – Checklist and read-aloud revision Students use the checklist on the persuasive introduction drafting and checking sheet to check audience, purpose, hook and opinion. Each student reads the paragraph aloud to a partner, teacher or recording device. They revise at least one sentence by improving a word, adding detail, correcting punctuation or making the opinion clearer.

7. 41–45 minutes – Share and save the approved draft Invite each student to read one effective sentence. Briefly celebrate different hooks and connections to The Wild Robot. Students show the teacher their revised paragraph, then place the approved draft in their writing folder or designated tray. Preview that the next lesson will develop the body paragraphs.

Resources

• the introduction learning slides covering the hook, success criteria, joint example, drafting prompts and plenary
• the persuasive introduction drafting and checking sheet with planning reminders, writing space and a four-feature checklist
• The Wild Robot class text or selected familiar pages
• Whiteboard and markers
• Students’ persuasive planning notes
• Pencils, erasers and coloured editing pencils
• Writing folders or a designated saving tray
• Optional timer or visual countdown

Assessment

• Listen during discussion and joint construction for understanding of audience, purpose, hook and opinion.
• Check each draft for a clear persuasive opinion, a relevant The Wild Robot connection, paragraph structure and sentence-level control.
• Use the read-aloud revision to assess whether students can identify and improve one sentence independently or with prompting.

Differentiation

• For students needing support, provide a four-part visual checklist, orally rehearse before writing, offer sentence openers and scribe or type dictated ideas when required.
• For students with ADHD, use the visible five-minute drafting chunks, a quiet work option, movement between drafting and read-aloud, and specific immediate feedback.
• For autistic students, keep the low-variance routine, preview each transition, accept oral rehearsal with a trusted partner and provide a clear model of the finished paragraph.
• For students ready for extension, encourage a rhetorical question or vivid vocabulary in the hook and a more precise explanation of how the novel supports their opinion.