Powerful Persuasion Techniques

Lesson 1: Introduction to Persuasive Devices

Year Level:

Year 7

Duration:

60 minutes

Class Size:

10 students

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Curriculum Alignment

Victorian Curriculum English - Year 7

• AC9E7LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and summarise information and ideas from texts, including persuasive texts.
• AC9E7LY06: Plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices, and visual features appropriate to the purpose of persuasion.
• AC9E7LY02: Use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts.

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Learning Intentions (WALT)

• We are learning to identify what persuasive devices are.
• We are learning to recognise how these devices are used across different types of texts such as advertisements, speeches, and letters.

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Success Criteria

• I can name and define at least three persuasive devices.
• I can identify these devices in examples from written, visual, or video texts.
• I can collaboratively build a glossary of persuasive devices with examples.

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Differentiation Strategies

• Provide a visual anchor chart with definitions and examples of each persuasive device.
• Pair students strategically for discussion to provide scaffolding where needed.
• Use multimodal examples (written, visual, video) to engage diverse learning preferences.

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Extension Activity for Advanced Learners

• Research an additional persuasive device not covered in the lesson.
• Add this new device and provide an original example to the class glossary.

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Lesson Overview and Timing

Time	Activity Description	Teaching & Learning Strategies	Resources
0-10 min	Introduction to Persuasion	Whole-class discussion defining persuasion and identifying persuasive texts familiar to students. Use direct questioning to activate prior knowledge.	Whiteboard/interactive board, markers
10-20 min	Showcase Persuasive Text Types	Present examples of advertising, speeches, and letters. Discuss the purpose and audience for each text type.	Projector or printed samples, video clip
20-35 min	Introduction to Persuasive Devices	Introduce three key persuasive devices:

• Emotive language
• Repetition
• Rhetorical questions Use simple, clear definitions with supporting visual anchor chart. Show examples from different media. | Anchor chart, handouts with definitions/examples, multimedia projector | | 35-50 min | Group Identification Activity | Students work in pairs to identify the persuasive devices in given text excerpts or video clips. Pairs then share findings with the class. | Printed excerpts, tablets for video viewing | | 50-60 min | Class Glossary Creation and Reflection | Collaboratively build a class glossary on the board with student contributions. Reflection discussion: why are persuasive devices effective? | Interactive board, student notebooks |

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Detailed Lesson Plan

1. Introduction to Persuasion (0-10 minutes)

• Begin by asking students: “What does it mean to persuade someone?” “Where might you see or hear texts that try to persuade you?”
• Write key ideas on the board.
• Introduce the idea that persuasion is used in many forms including advertisements, speeches, and letters aimed at convincing people to think or act a certain way.

2. Exploring Persuasive Texts (10-20 minutes)

• Show a short TV advertisement or print advertisement rich with persuasive language.
• Show a short speech clip (e.g., a famous speech excerpt).
• Show a persuasive letter excerpt (print or projected).
• For each, prompt students to discuss the purpose, audience, and persuasive intent.
• Emphasise that different text types use similar persuasive devices to achieve their purpose.

3. Understanding Persuasive Devices (20-35 minutes)

• Introduce persuasive devices via a visual anchor chart, displaying:
• Emotive Language: Words used to evoke an emotional response (e.g., "heartbreaking", "wonderful").
• Repetition: Repeating words or phrases for emphasis.
• Rhetorical Questions: Questions asked to make a point, not to be answered.
• Provide clear, student-friendly definitions and multiple examples from adverts, speeches, and letters.
• Model identifying these devices with think-alouds.

4. Group Identification Activity (35-50 minutes)

• Distribute excerpts from advertisements, speeches, and letters with persuasive devices embedded.
• In pairs, students identify the devices used and discuss their effect.
• Encourage use of the anchor chart as a reference.
• Optionally, show a short persuasive video and have students identify devices used.

5. Class Glossary and Reflection (50-60 minutes)

• Gather student ideas for the glossary on the board. Record devices with their definitions and examples contributed by students.
• Prompt reflection with questions:
• “Why might speakers and writers use these devices?”
• “How do these devices help persuade an audience?”
• Introduce the extension activity for interested students to research and present a new persuasive device next lesson.

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Materials Needed

• Whiteboard/interactive whiteboard
• Markers
• Visual anchor chart (printed or digital) with persuasive devices definitions and examples
• Printed text excerpts for group activity
• Device to show video clips (projector or screen)
• Student notebooks or digital devices for notes

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Teacher Notes

• Keep language clear and examples age-appropriate to Year 7.
• Use a variety of media to maintain engagement.
• Monitor pair discussions and offer scaffolding or prompts to pairs needing support.
• Use think-aloud strategies to model analytical thinking about texts.
• Encourage students to record examples in notebooks to build personal glossaries.

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This lesson plan follows the Victorian Curriculum standards relevant to reading, understanding, and analysing persuasive texts and devices. The lesson scaffolds comprehension and analytical skills appropriate for Year 7 students, supporting interactive and multimodal learning, which aligns with recommended curriculum elaborations.