Plan a Persuasive Introduction

Overview

Lesson 8 of 22 in Persuading with The Wild Robot. Students revisit persuasive letter structure, then plan and orally rehearse an introduction containing a hook, context and clear opinion about the stimulus.

Curriculum links

• Planning and creating persuasive texts for a clear purpose and audience.
• Selecting text structures and language features suited to purpose.
• Creating texts that express and develop ideas using appropriate vocabulary and sentence structure.
• Listening and responding to others by building on ideas and giving constructive feedback.

Learning intentions

Students will:

• identify the purpose, audience and structure of a persuasive letter
• understand that an introduction needs a hook, context and clear opinion
• plan an introduction supporting or challenging the stimulus
• rehearse an introduction and respond to peer feedback.

Success criteria

• I can name my target audience and purpose.
• I can write a hook that gets the reader’s attention.
• I can give brief context and state my clear opinion.
• I can say my introduction aloud and use one helpful suggestion.

Lesson structure (45 minutes)

1. 0–5 minutes – Settle, connect and state the goal Display the lesson goal and visual agenda in the introduction teaching deck. Briefly remind students that this is lesson 8 and that today they are planning only the introduction, not the whole letter. Read the three-part success criteria aloud and allow students to indicate readiness using a simple thumbs-up or choice card.

2. 5–11 minutes – Revisit the persuasive letter structure Show the persuasive letter structure on the introduction teaching deck: greeting, introduction, reasons and evidence, conclusion and sign-off. Ask: “Who are we trying to influence?” and “What does a persuasive writer want the reader to think or do?” Refer to the stimulus from The Wild Robot and briefly clarify the possible position students may support or challenge.

3. 11–19 minutes – Teacher modelling: hook, context, opinion Model an introduction on the introduction teaching deck. For example: “Imagine finding a robot alone on a wild island. Roz learns to care for the animals and protect her new family. I believe Roz should be allowed to stay on the island because she has become a valuable part of the community.” Colour-code or gesture to identify the hook, context and opinion. Think aloud about choosing words for the intended audience, such as classmates, the island animals, or a decision-maker.

4. 19–25 minutes – Choose audience and position Students choose one target audience and decide whether to support or challenge the stimulus. Offer two clear choices on the slide deck and read them aloud. Students briefly explain their choice to the teacher or a partner before writing. For students who need reduced choices, provide two pre-selected audience and position options.

5. 25–34 minutes – Complete the planning template Distribute the persuasive introduction planning worksheet. Students record their audience, position, hook, context and thesis, using the model as a guide. Circulate among the six students, prompting with: “What will make your reader interested?”, “What does the reader need to know?” and “What is your opinion?” Pause halfway for a quick check that each student has a clear position.

6. 34–41 minutes – Oral rehearsal and partner feedback Students rehearse their planned introduction with a partner, using the worksheet as a prompt. Each listener identifies one strength and gives one specific suggestion, such as making the opinion clearer or adding useful context. Students may rehearse to the teacher or record privately if speaking to a peer creates anxiety.

7. 41–45 minutes – Review and exit response Return to the introduction teaching deck and revisit the success criteria. Students read or say their strongest sentence to the group, or privately show it to the teacher. Collect the planning worksheets and ask students to complete the final reflection: “My introduction is ready because…”

Resources

• the introduction teaching deck
• the persuasive introduction planning worksheet
• The Wild Robot stimulus or selected class extract
• Whiteboard and markers
• Coloured pens or highlighters
• Visual timer
• Individual seating or low-distraction work spaces
• Optional speech-to-text or audio-recording tool

Assessment

• Observe whether each student can identify an audience, position, hook, context and opinion during planning.
• Check worksheets for a logical introduction plan with all three required parts.
• Listen to oral rehearsals and note whether students communicate a clear opinion and use peer feedback to improve one element.

Differentiation

• Use the same predictable sequence, visual agenda, explicit modelling and visual timer throughout the lesson.
• Support students with sentence stems: “Imagine…”, “In The Wild Robot…”, and “I believe… because…”. Allow drawing or key words before full sentences.
• Provide a reduced-choice audience and position, adult scribing, speech-to-text, or oral responses for students with writing or language needs.
• Extend confident writers by asking them to tailor the hook and vocabulary specifically to their audience and explain why their choices may persuade that reader.