Persuasive Paragraphs Mastery

Lesson 9 of 25: Crafting Persuasive Paragraphs

Duration: 90 minutes

Class Size: 1 student

Year Level: Year 8

Curriculum: NSW English K–10 Syllabus

---

Learning Objectives

By the end of this lesson, the student will be able to:

• Identify and apply persuasive devices effectively in writing.
• Write focused and structured persuasive paragraphs expressing a clear viewpoint.
• Link ideas logically within paragraphs using appropriate text structures.
• Tailor language choices to suit the persuasive purpose and audience.

NSW Syllabus Outcomes and Content:

This lesson aligns with the NSW English syllabus for Year 8, specifically:

• EN4-3B: Uses a range of language forms, features and strategies to respond to and compose clear and coherent texts for imaginative, informative and persuasive purposes, and demonstrates control over text structures.
• EN4-5C: Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts.
• Content Focus: Persuasive texts – writing paragraphs that argue a particular point of view using persuasive language devices and structured organisation .

---

Teaching and Learning Activities

1. Introduction & Warm-up (10 minutes)

• Begin by revisiting previous lessons on persuasion, briefly reviewing key persuasive devices such as emotive language, rhetorical questions, repetition, and evidence use.
• Show a short, engaging example of a persuasive paragraph on a familiar topic (e.g., why school uniforms should or shouldn’t be mandatory).
• Ask the student: What makes this paragraph persuasive? Highlight devices and structure choices.

2. Mini-lesson: Structure of a Persuasive Paragraph (15 minutes)

• Explain the typical structure of a persuasive paragraph:

  1. Topic sentence stating the viewpoint clearly.
  2. Explanation and reasoning supporting the viewpoint.
  3. Use of persuasive devices (e.g., examples, emotive words, facts).
  4. Concluding sentence reinforcing the argument or encouraging agreement.

• Present a graphic organiser or paragraph template specifically designed for persuasive writing (e.g., boxes labelled: Topic Sentence | Reason/Explanation | Persuasive Device | Conclusion).

• Discuss how each part supports the development of a coherent and convincing argument.

3. Guided Practice: Writing a Persuasive Paragraph (30 minutes)

• Give the student a clear, age-appropriate persuasive prompt such as:
  "Should schools have later start times to help students perform better?"
• Using the paragraph organizer, brainstorm and plan ideas collaboratively: identify the viewpoint, reasons, persuasive devices to use.
• Model writing a paragraph together, thinking aloud through each sentence and device used.
• Then, have the student write their own persuasive paragraph based on the prompt, aiming to use at least three different persuasive devices and maintain clear structure.
• Circulate supportively, prompting reflection if needed:
  “Which sentence strongly supports your argument? Can you think of a rhetorical question to make your point more convincing?”

4. Independent Practice: Revision and Refinement (20 minutes)

• Student revises their paragraph using a persuasive writing checklist that includes:
  • Clear statement of viewpoint?
  • Logical sequence of ideas?
  • Use of at least three persuasive devices?
  • Effective concluding sentence?
• Encourage the student to read aloud their paragraph, hear the persuasive effect, and adjust language or structure for clarity and impact.
• Optionally, use recording (audio or video) for reflection on tone and delivery if time permits.

5. Peer (Teacher) Feedback and Reflection (10 minutes)

• Provide detailed, constructive feedback highlighting strengths and areas for improvement aligned to the NSW outcomes.
• Discuss how well persuasive devices were integrated and the clarity of the viewpoint.
• Reflect with the student on what strategies helped their writing and what they aim to focus on in the next lesson.

---

Assessment

• Formative assessment through observation during guided practice and review of the student’s persuasive paragraph using the checklist.
• Use the criteria linked to EN4-3B to assess control over language features and text structure in the paragraph.
• End of lesson feedback notes to inform future teaching focus on refining persuasive writing skills.

---

Resources and Materials

• Persuasive paragraph template/graphic organiser printout.
• Checklist for persuasive writing features.
• Example persuasive paragraphs for stimulus.
• Writing tools (paper/digital device for typing).
• Optional: voice or video recording device for speaking and reflection activities.

---

Extensions and Adaptations

• For deeper challenge: encourage incorporation of counterarguments with rebuttals in paragraph writing.
• For scaffolded support: provide sentence starters and model simpler persuasive paragraphs.
• Integrate multimodal elements next lesson combining spoken persuasive texts with visuals for enhanced engagement.

---

Teacher Reflection

• Did the student demonstrate a clear understanding of persuasive paragraph structure?
• How effective were the chosen persuasive devices?
• Did the student engage with the planning and revision stages meaningfully?
• Plan next steps in unit: moving from paragraph writing to composing full persuasive texts with multiple paragraphs and counterpoints.

---

This lesson plan is designed to meet Year 8 NSW English syllabus outcomes for persuasive writing, offering precise, scaffolded activities that build critical communication skills through focused paragraph writing. It blends direct instruction, supported practice, and feedback to empower the student to craft convincing written arguments with appropriate persuasive strategies and clear organisation .