---

Overview

This 74-minute lesson is Lesson 2 of 12 in the unit Persuasive Power: Writing & Debate designed for Grade 6 students in Ontario. The focus is to help students identify target audiences and tailor persuasive messages accordingly, aligning with the Ontario Language Curriculum expectations for Grade 6.

---

Curriculum Expectations

Ontario Language Curriculum (Grade 6 English Language Arts)

Overall Expectations:

• Oral Communication (1.3): Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
• Reading (2.2): Demonstrate understanding of texts by identifying main ideas and supporting details.
• Writing (3.1, 3.2): Generate, gather, and organize ideas and information to write for an intended purpose and audience; use a variety of forms to suit different purposes and audiences.

Specific Expectations:

• 1.3.2: Identify the topic, purpose, and audience in a variety of oral texts.
• 2.2.2: Identify elements of persuasion in texts and explain their impact on the reader or listener.
• 3.1.1: Identify purpose and audience for writing tasks.
• 3.2.4: Use voice and tone appropriate to purpose and audience.

---

I Can Statements

• I can explain what an audience is and why it matters in persuasive writing.
• I can identify the purpose of different persuasive texts.
• I can analyse how writers adjust their message to suit their audience.
• I can plan persuasive writing by thinking about my audience and purpose.

---

Success Criteria

Students will:

• Accurately identify the intended audience for different persuasive texts.
• Explain how the purpose influences the choice of language and tone.
• Use graphic organizers to plan persuasive writing with clear audience and purpose focus.
• Participate actively in discussions analysing audience and purpose.

---

Materials Needed

• Projector/Smartboard
• Printed copies or large visuals of persuasive texts (ads, letters, speeches) with varied audiences and purposes
• Graphic organiser worksheets (Audience-Purpose Chart)
• "I Can" poster and success criteria checklist
• Dyslexia-friendly text versions (larger font, sans-serif, coloured overlays available)
• Whiteboard/Markers
• Sticky notes for student reflections

---

Lesson Breakdown

1. Introduction & Anticipation (10 mins)

• Hook: Show two very different persuasive ads (e.g., a toy commercial vs. a campaign for environmental action).
• Ask students: Who do you think each message is for? How do the messages differ?
• Briefly introduce the idea of audience and purpose in persuasion.
• Share the I Can statements and success criteria on board.

Differentiation: Use visuals/audio and pair-share to support students with varied communication needs.

---

2. Direct Instruction (15 mins)

• Define Audience: Who is the message for?
• Define Purpose: Why is the message being written/spoken? (to persuade, inform, entertain)
• Model analysing a persuasive flyer/poster with the class: Identify audience cues, language choices, tone, and how it fits the purpose.
• Display key questioning prompts:
  • “Who do you think this is aimed at?”
  • “What words or images make you think that?”
  • “What is the goal of this message?”

---

3. Guided Practice - Text Analysis (20 mins)

• Divide students into small groups (mixed ability considering behaviour, autism, and ADHD accommodations).

• Provide each group with different persuasive texts tailored to varied audiences (age, interests, values). Example texts:

  • Letter to a school principal (audience: principal, purpose: improve lunch options)
  • Online product review (audience: potential buyers, purpose: recommend product)
  • Environmental poster (audience: general public, purpose: create awareness)

• Each group analyses their text using the Audience-Purpose Chart:

  • Who is the audience?
  • What is the purpose?
  • How do the words, tone, and images suit this audience/purpose?

• Teacher circulates to scaffold ideas, prompting with questions, and providing dyslexia-friendly options as needed.

---

4. Independent Reflection & Planning (15 mins)

• Students individually write a short paragraph or draw a simple mind map identifying audience and purpose for a persuasive idea they want to write about.
• Use graphic organiser to map out: Who is my audience? What is my purpose? What words or tone will I use?
• Students with IEPs and lower literacy levels can use sentence starters or verbal responses recorded by support staff.

---

5. Sharing & Review (10 mins)

• Select volunteers or groups to share their findings/plans with the class.
• Review success criteria and self-assess using thumbs-up/down or quick reflection cards (e.g., green/yellow/red).
• Reinforce the importance of knowing audience and purpose before writing.

---

6. Extension & Wrap-up (4 mins)

• Extension for advanced learners:

  • Challenge: Rewrite a given persuasive message to suit a completely different audience (e.g., child/adult, peer/principal).
  • Research multiple audiences for one product or issue and compare messages.

• Remind all students this skill will be essential in upcoming persuasive writing and debates.

---

Differentiation Strategies

• Students with Autism and Behavioural Needs: Provide clear routines, visual schedules, and positive reinforcement; use predictable structure and breaks.
• Students with ADHD: Seating away from distractions; use of fidget tools; chunk activities into short segments; frequent movement breaks.
• Students with IEPs (reading/writing level Grade 3-4): Use simplified texts with dyslexia-friendly fonts; sentence starters; offer oral responses; one-on-one or small group support.
• All students: Pair/peer support, multisensory teaching (visuals, speaking, writing), and opportunities to express understanding in various modes (drawing, speaking).

---

Assessment & Observation

• Formative assessment through observation during group discussions and independent planning.
• Review Audience-Purpose Charts for understanding of concepts.
• Student reflections and self-assessment to adjust next lessons.
• Anecdotal notes on engagement, especially for students needing accommodations.

---

Reflection for Next Lessons

• Monitor how well students grasp tailoring messages by audience and purpose.
• Provide more scaffolded writing plans or sentence frames if necessary.
• Prepare persuasive writing and debate activities to build on this foundational skill.

---

This lesson adheres closely to the Ontario Curriculum expectations for Grade 6 English Language Arts, ensuring inclusivity, engagement, and critical thinking within the "Persuasive Power: Writing & Debate" unit.