Persuasive paragraphs

Overview

Students explore persuasive writing by learning how to write an introduction and one reason paragraph using a clear structure. They practise with example paragraphs, sentence starters, and guided writing.

Learning intentions

• Students will identify features of a persuasive text, focusing on introductions and reason paragraphs.
• Students will plan and write an introduction that states a position clearly.
• Students will write a reason paragraph that explains a reason and supports it with evidence or an example.
• Students will use persuasive language to convince the reader.

Success criteria

• I can write an introduction that clearly states my position and hooks the reader.
• I can write a reason paragraph with a topic sentence that matches the reason.
• I can add support (an example, fact, or explanation) and link it back to my position.
• I can use persuasive sentence starters and strong connectives (for example, because, so, therefore).

Curriculum links

• Students understand and use effective text structures in English (including introductions and body paragraphs).
• Students create persuasive texts by selecting ideas, forming arguments, and using appropriate language features.
• Students use evidence and reasoning to support claims in writing.
• Students draft, edit, and revise for clarity, purpose, and audience.

Lesson structure (40 minutes)

1. 0–5 min: Hook + purpose

• Show a short prompt: “Should students be allowed to have a pet in class?”
• Ask: “What must the writer do to persuade the reader?” Students share quick ideas; teacher lists: position, reasons, evidence, persuasive language.

2. 5–12 min: Model introductions

• Display an example introduction (teacher reads aloud), then highlight: position + hook + preview.
• Example introduction (model):
• “I believe students should be allowed to have a class pet. A classroom pet can make learning happier and calmer, and it can help students practise responsibility. In this piece, I will explain why a pet improves students’ wellbeing and how it teaches responsibility.”
• Explain that an introduction helps the reader know what you think and what your reasons will be.

3. 12–20 min: Reason paragraph structure

• Teach the reason paragraph as a simple sequence:
• Topic sentence (states the reason)
• Support (example, fact, or explanation)
• Link back (connects the reason to the position)
• Example reason paragraph (model):
• “First, a class pet can improve students’ wellbeing. For example, caring for a small animal can reduce stress and help students feel calm before lessons. When students take turns feeding and observing the pet, they focus on positive routines. This matters because a calmer class learns better and makes school more enjoyable for everyone.”
• Point out connectives and persuasive language.

4. 20–24 min: Sentence starters quick practice

• Provide sentence starters on the board for students to choose from:
• Introduction: “I believe…”, “I strongly think…”, “In my opinion…”, “A class pet would be beneficial because…”
• Reason topic sentence: “First/Second/Finally, …”, “One important reason is…”
• Support: “For example, …”, “This is because…”, “For instance, …”
• Link back: “That means…”, “Therefore…”, “This is important because…”
• Students complete 2–3 starters in notebooks (not full paragraphs yet).

5. 24–33 min: Guided planning (before writing)

• Students choose their position (agree or disagree) for the prompt.
• They create a quick plan:
• Introduction: position + hook + one-sentence preview of two reasons
• One reason paragraph: reason + one support idea + linking sentence
• Teacher circulates, conferencing briefly with 2–3 students, reminding them of structure.

6. 33–38 min: Independent writing

• Students draft: introduction plus one reason paragraph.
• Encourage them to use the connectives because/so/therefore and persuasive starters from the board.

7. 38–40 min: Quick share + self-check

• Students share with a partner for 1 minute each (focus: “Is the position clear? Is the reason paragraph in three parts?”).
• Final 1 minute: students underline their topic sentence and circle a piece of support (example/fact/explanation).

Resources

• Board/whiteboard and markers
• Prompt on the board (e.g., class pet or another age-appropriate persuasive topic)
• Printed or displayed model introduction and model reason paragraph
• Sentence starter cards or a student copy sheet
• Planning graphic organiser (simple boxes: Position, Hook, Preview; Topic sentence, Support, Link back)
• Student notebooks or writing journals
• Highlighters (optional) for underlining topic sentence and circling support
• Timer to keep steps on track

Assessment

• Teacher checks notebooks during planning and drafting using a quick checklist:
• Position is stated in the introduction
• Reason paragraph includes topic sentence, support, and link back
• At least one persuasive connector is used correctly
• Partner feedback at the end uses two questions:
• “Can we clearly see the writer’s position?”
• “Where is the support for the reason?”

Differentiation

• Support:
• Provide a partially filled planning sheet (students only write the missing words).
• Offer sentence starter bank with fewer options and colour-code them by paragraph part.
• Confer with students who need reminders about connectives and linking sentences.
• Extension:
• Challenge students to add an additional persuasive technique (e.g., rhetorical question in the hook, or stronger evidence wording like “evidence shows”).
• Ask students to include two reasons in the preview of the introduction and label them clearly (Reason 1/Reason 2).
• EAL:
• Pre-teach the meaning of key connectives (because, for example, therefore).
• Allow students to practise oral rehearsal of their topic sentence before writing.
• SEN:
• Offer shorter writing target: introduction + one reason paragraph only.
• Provide a sentence frame for the topic sentence and the link-back sentence to reduce writing load.