Persuasive Structure

Learning Intention

Today, I am learning how to identify and understand the parts of a persuasive text using the OREO structure so I can write my own convincing arguments.

NSW Curriculum Links

English K–6 Syllabus

• Outcome EN4-2A: Composes texts for different purposes and audiences using increasingly challenging topics, and selecting appropriate text structures.
• Content Focus: Language - Text structure and organisation; Responding to and composing persuasive texts.

Success Criteria

• I can explain the meaning of Opinion, Reason, Evidence, and Opinion Restated (OREO).
• I can identify each part of the OREO structure in sample persuasive texts.
• I can explain why each part is important in convincing someone.
• I can participate in writing and discussing persuasive texts with my peers.

Differentiation for Diverse Learners

• For students working below standard: Provide simplified OREO sentence starters and a graphic organiser; use oral examples with visuals.
• For students working at standard: Use standard OREO text samples and scaffolded group work in identifying text parts.
• For advanced learners: Challenge them to find examples of persuasive texts outside the classroom and identify complex text structures; encourage them to create a more detailed persuasive paragraph using the OREO format.
• Dyslexia-friendly strategies: Use dyslexia-friendly fonts and colours on materials; provide audio recordings of text examples; verbal explanations reinforced with visuals for clarity.

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Lesson Duration: 30 Minutes

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Lesson Sequence

1. Introduction (5 minutes) — I Do

Teacher Script: "Today, we are going to learn how persuasive texts are organised to help convince people. Have you ever tried to persuade someone to do something? Maybe to get a new toy or watch a movie? Good persuasive writing often follows a clear structure so the reader understands your opinion and reasons. One easy way to remember this structure is OREO — Opinion, Reason, Evidence, and Opinion Restated."

Display on screen: A vibrant, colourful slide showing the OREO acronym with icons for each part:

• O = Opinion
• R = Reason
• E = Evidence
• O = Opinion Restated

"Let me give you an example: Opinion: I think ice cream is the best dessert. Reason: Because it comes in many flavours. Evidence: For example, chocolate and vanilla are popular. Opinion Restated: So, ice cream is definitely a great dessert!"

Teacher models highlighting each part in a persuasive paragraph on the interactive whiteboard.

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2. Guided Practice (10 minutes) — We Do

Teacher Script: "Now, let's look at some short persuasive texts together. We'll read these and find where the writer tells their opinion, gives reasons, provides evidence, and then restates their opinion. Let's underline and label each part together."

Activity: Present 2-3 short persuasive paragraphs in an interactive PowerPoint with colourful highlights. Invite students to suggest which sentence is Opinion, Reason, etc. Type their answers live on the screen.

Differentiation Support:

• Provide a graphic organiser where students glide sentences into the right category.
• Students with reading difficulties can listen to the text read aloud as they follow along.

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3. Independent Practice (10 minutes) — You Do

Teacher Script: "Now it's your turn! You will each receive a worksheet with a persuasive paragraph. Your task is to label the sentences using the OREO structure: Opinion, Reason, Evidence, Opinion Restated."

Mini checklist: Use your OREO graphic organiser if you need help.

For advanced students: Write your own short persuasive paragraph using the OREO structure about a topic you care about (e.g., a new playground, a favourite game).

Teacher Circulates: Provide one-on-one or small group support as needed. Use dyslexia-friendly reading options for those who need it.

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4. Wrap-up and Reflection (5 minutes)

Teacher Script: "Let's share some of your persuasive paragraphs and talk about how using the OREO structure helped make your writing clear and convincing. Why do you think this structure helps when trying to persuade someone?"

Invite 2-3 students to share. Praise use of structure and effort.

Final question: "Can you spot the opinion and reasons in advertisements or signs we see? Remember, they use these parts to convince us!"

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Resources Needed

• Interactive PowerPoint with animated OREO slides and sample texts.
• Printed worksheets with a persuasive paragraph for each student.
• OREO graphic organisers (colourful, dyslexia-friendly).
• Pens, highlighters, and coloured pencils for annotation.

Assessment

• Formative assessment through observation during guided and independent practice.
• Review students' labelled worksheets to check understanding of OREO text structure.
• Listen to student explanations during sharing to assess their grasp of persuasive structure.

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Teacher Notes and Tips

• Use a clear, friendly tone when modelling. Repeat key points and check for understanding by asking simple questions.
• Ensure visual materials are vibrant and use age-appropriate language and images.
• Keep instructions simple and clear to reduce cognitive load.
• Praise efforts and make positive connections to students’ own persuasive attempts outside school.
• Encourage collaboration and respect during whole class discussions.
• Reflect on students’ engagement to adjust activities for the next lesson (Lesson 3 of 4).

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This lesson follows the Gradual Release Model (I Do, We Do, You Do), ensuring students build confidence and competence in identifying and using persuasive text structures aligned with the NSW English K–6 Syllabus outcomes for Year 4. Its interactive and multi-sensory approach supports all learners, including those with learning difficulties, while providing extension opportunities for advanced students.