Persuasive Writing Masterclass

Lesson Overview:

Year Level: Year 5
Subject: English
Duration: 40 minutes
Class Size: 24 students
Curriculum Reference: ACARA v9.0 – English Year 5, Literacy: Text Structure and Organisation

• Content code: AC9E5LY02
  "Understand that texts have different text structures depending on their purpose and audience, including recognising language features used to influence audiences."

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Learning Intentions:

By the end of this lesson, students will:

1. Understand the key features of persuasive writing, including text structure and language devices.
2. Analyse a mentor text to identify effective persuasive techniques.
3. Begin drafting their own persuasive paragraph based on a chosen topic.

Success Criteria:

Students will successfully:

• Identify the purpose, audience, and key arguments in a mentor text.
• Highlight and analyse persuasive techniques in the mentor text (e.g., rhetorical questions, emotive language).
• Draft a compelling persuasive paragraph using at least two persuasive techniques.

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Materials Needed:

• Printed copies of the mentor text: an excerpt from a persuasive article titled, "Why Every School Should Have a Veggie Garden".
• Whiteboard/interactive display.
• Highlighters (enough for all students).
• Writing journals or notebooks.
• A "Persuasion Toolkit" poster (visually outlines key persuasive techniques, e.g., rhetorical questions, repetition, emotive language).

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Lesson Structure:

Introduction (5 minutes): Setting the Stage

1. Engagement Hook:
   Start with a quick poll: "Who thinks our school should have a longer lunch break?"

   • Tally the class responses on the board (Yes/No).
   • Prompt students: "Why do you think that? What would you say to convince your principal to agree with you?"
   • Lead into the purpose of the lesson: "Today, we're learning how to write persuasive texts, where we convince others to agree with our opinion using strong arguments and effective techniques."

2. Mentor Text Introduction:
   Tell students, "We’re going to look at a piece of persuasive writing about schools and veggie gardens to see how the author influences their audience."

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Explicit Teaching (15 minutes): Analysing the Mentor Text

1. Read the Mentor Text:
   Distribute printed copies of "Why Every School Should Have a Veggie Garden". Read the mentor text as a class (teacher reads aloud).

2. Text Discussion: Use guiding questions to build critical understanding:

   • What is the author’s purpose? (To persuade schools to adopt veggie gardens.)
   • Who is the intended audience? (School communities—students, staff, and parents.)
   • What arguments are they making? (E.g., veggie gardens improve sustainability, health, and learning.)

3. Highlight Persuasive Techniques:
   Ask students to work with a partner to highlight examples of persuasive techniques such as:

   • Rhetorical Questions ("Wouldn’t you want your veggies to come fresh from your own garden?")
   • Emotive Language ("Delicious, fresh produce full of nutrients—better than anything from a supermarket shelf.")
   • Repetition ("Every school can do it. Every student can benefit.")
     Discuss as a class what effect these techniques have on the audience.

4. Build a Persuasion Toolkit:
   Refer to the classroom "Persuasion Toolkit" poster or create a quick brainstorm on the board of techniques students recognised in the text.

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Guided Practice (10 minutes): Writing Together

1. Model Paragraph:
   Write a sentence on the board together as a class: "Every student deserves access to safe, fun playground equipment."
   Ask students for suggestions to make it more persuasive (e.g., add a rhetorical question, use emotive language, or include a reason).
   Gradually build the paragraph as a group.

2. Topic Choice and Brainstorm:
   Give students three age-appropriate persuasive topics to choose from:

   • "All school lunches should be free."
   • "Everyone should have a pet."
   • "Playing in the park is better than playing video games."
     Ask students to spend 2 minutes brainstorming their arguments and one persuasive technique they plan to use.

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Independent Practice (10 minutes): Drafting a Paragraph

1. Ask students to write their own persuasive paragraph on their chosen topic using two or more persuasive techniques (from their Persuasion Toolkit).
2. Circulate the room, providing individual assistance and guiding students to use emotive language, rhetorical questions, or evidence.
3. Encourage strong starts with opening sentences like, "Imagine a world where every child had a best friend in the form of a pet."

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Plenary (5 minutes): Reflection and Sharing

1. Peer Sharing:
   Pair students and ask them to read their paragraphs to a partner. Each partner must identify one persuasive technique used in their partner's writing.

2. Exit Question: Before leaving the class, ask students to answer:

   • "What new persuasive technique will you try to include next time?"
     Collect responses on sticky notes or via brief hands-up contributions.

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Assessment Opportunities:

• Observe students’ ability to identify techniques in the mentor text.
• Check students’ brainstorming notes for evidence of planning persuasive arguments.
• Evaluate the written paragraphs for logical arguments and use of at least two persuasive techniques.

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Differentiation Strategies:

• For students needing support: Provide sentence starters (e.g., "I believe that… because…"), or pair with peers during drafting.
• For early finishers: Challenge them to extend their paragraph by adding counterarguments or addressing an opposing view.
• For EAL students: Create a visual glossary of persuasive techniques with icons and examples.

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Teacher Reflection:

• Were students engaged with the mentor text?
• Did most students achieve success criteria (evidence of persuasive techniques)?
• What adjustments could be made for future lessons on argument writing?

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Extension Idea: Turn this into a class debate next week! Choose one of the topics and have students work in teams to prepare arguments.