Understanding Persuasive Texts

Overview

Today students learn to identify the purpose and audience of persuasive texts by comparing an information text and a persuasive text using a Venn diagram. This builds the foundation for writing persuasive “excursion” messages in later lessons of the unit.

Learning intentions

WALT identify features of persuasive texts and explain how purpose and audience shape the text.

Success criteria

• I can name what an information text is mainly for.
• I can name what a persuasive text is mainly for.
• I can point to persuasive features (for example, reasons, persuasive language, a call to action).
• I can sort text features into a Venn diagram with the help of a partner.

Curriculum links

• AC9E2LY03: identify the purpose and audience of imaginative, informative and persuasive texts
• AC9E2LY05: use comprehension strategies to identify key points and main idea
• AC9E2LY02: use interaction skills to discuss texts and respond with reasons
• AC9E2LA02: explore how language choices help to appreciate texts and express preferences

Lesson structure (total 60 minutes)

1. 0–5 min · Hook (You do think). Teacher shows two short picture cards: one says “Class Trip Rules” (information) and one says “Come to the Excursion!” (persuasive). Students turn-and-talk: “Which one tries to convince people, and why?”

2. 5–12 min · Set the WALT and success criteria (I do). Teacher explicitly teaches:

• Purpose = why the text is written
• Audience = who the text is for Teacher labels “Information” vs “Persuasion” on the board and gives a quick example sentence for each.

3. 12–20 min · Model reading and comprehension (I do). Teacher reads aloud two very short teacher-prepared texts (1 page each, large print):

• Information text: “Excursion Day Timetable” (facts only)
• Persuasive text: “Join Us for the Museum Excursion!” (reasons + “Please come!”) Teacher pauses and uses a “Stop and Think” strategy: “What is the main idea here?” and “What does the writer want the reader to do?”

4. 20–30 min · Compare with a Venn diagram (We do). Teacher draws a Venn diagram and completes it together with students. Students help decide where features belong:

• Left circle: Information
• Right circle: Persuasion
• Middle overlap: both Teacher prompts:
• “What information helps the reader understand?”
• “What persuasive words or actions try to change the reader’s mind?” Students suggest features while teacher records them in kid-friendly language (e.g., “facts,” “reasons,” “please,” “because,” “want you to…”).

5. 30–43 min · Feature sorting (You do). In pairs, students receive a colour-coded feature card set (e.g., “because…”, “facts about…”, “dates/times”, “please come”, “I think it will be fun”, “rules”). Task: sort cards into a student Venn diagram worksheet. Teacher circulates using quick checks: “What is the purpose of this card?” and “Which circle helps the reader most?”

6. 43–52 min · Share and justify (You do). Pairs share one card they placed and justify with a sentence frame:

• “I placed this in ___ because the writer wants the reader to ___.” Teacher reinforces respectful listening and turn-taking.

7. 52–60 min · Exit ticket (Assessment). Students complete a 2-question exit ticket (oral or written/drawn):

• Circle: “Which text is persuasive?” (choose with a short prompt)
• Draw one persuasive feature and write one reason starting with “Because…”

Resources

• Large-print teacher text cards (information + persuasive), 1 page each
• Projected or poster-sized Venn diagram
• Student Venn diagram worksheets (A4)
• Colour-coded feature card sets (2 colours + middle set)
• Sentence starters strip for “because” and “purpose/audience”
• Markers/crayons (for sorting)
• Dyslexia-friendly reading options: audio recording or teacher reading plus text with increased spacing and minimal clutter
• Visual icons for purpose/audience (megaphone for persuasion, information sign for information)

Assessment

• Formative: teacher observation during card sorting (“purpose” justification)
• Formative: pair share using sentence frame (accuracy of persuasive features)
• Summative within lesson: exit ticket identifying persuasive text purpose and one persuasive feature

Differentiation

• EALD: provide colour-coded templates and bilingual support where possible; use sentence starters with extra cues (“The audience is…”, “The writer wants you to…”).
• Learning support: reduce the number of feature cards; pre-select 6 core features to sort; use a partially completed Venn diagram (middle overlap done).
• Dyslexia-friendly: offer audio version of both texts; provide large spacing, clear fonts, and allow oral responses for the exit ticket.
• SEN: allow a “teacher check” before final placement of cards; use magnetic Venn diagram pieces.
• Advanced learners: include an extra challenge card (“call to action” wording or “emotive language” such as “exciting/fun”) and ask them to explain why it is persuasive.

Success criteria for each stage (quick teacher reference)

• By 20 minutes: students can state purpose and audience for information vs persuasion.
• By 43 minutes: students can sort at least 8/10 features into correct Venn sections.
• By 60 minutes: students can identify one persuasive feature and give a reason using “Because…”.

WALT wrap-up (teacher closing prompt)

“Today we learned that persuasive texts try to convince people. Information texts share facts. Next lesson, we will use these features to plan our own excursion persuasive message.”