Persuasion Basics

Grade 6 | 74 Minute Class | Sutton, Ontario

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Curriculum Connections

Ontario Language Curriculum, Grade 6 – Oral Communication and Reading, Writing

• Overall Expectations:

  • Oral Communication: Listen to understand and respond appropriately (1.1, 1.6)
  • Reading: Analyse texts to appreciate how authors use language to communicate (1.4)
  • Writing: Generate, collect, and organize ideas for writing (2.1); identify the purpose and audience for writing (2.2)

• Specific Expectations:

  • Oral: Identify main ideas from discussions (1.1); participate in conversations and ask questions (1.3)
  • Reading: Identify some techniques used to persuade readers (1.4)
  • Writing: Identify elements of persuasive texts such as opinion, evidence, and call to action (2.5)

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Learning Goals ("I can" statements)

• I can explain what persuasion means and why authors use it.
• I can identify different persuasive techniques used in advertisements and literature.
• I can participate in discussions to share and compare ideas about persuasion.

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Success Criteria

• I can provide an example of persuasion from media or stories.
• I can name at least three persuasive techniques.
• I can explain how a persuasive technique works in an ad or text.
• I participate respectfully and listen to others during class discussion.

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Materials Needed

• Projector or smartboard
• Printed copies of two age-appropriate persuasive advertisements (print or digital)
• Excerpts from a short persuasive text/letter (dyslexia-friendly format)
• Whiteboard & markers
• Graphic Organizers: Persuasive Techniques Chart (with visuals)
• "Persuasion Detective" checklist handout
• Sticky notes or small index cards
• Timer
• Headphones and quiet area for self-regulated breaks (for students needing accommodations)

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Lesson Structure

1. Warm-up & Engagement (10 mins)

Activity: Watch 2 short video ads (30 seconds each) with a quick whole-class reflection.

• Ask: What do these ads want you to do or think?
• Prompt students to share ideas, jotting keywords on the whiteboard under “What is persuasion?”
• Differentiation: Provide sentence starters on sticky notes (“I think this ad wants me to…”).
• Connect answers to the definition: Persuasion is trying to convince someone to believe or do something.

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2. Direct Teaching: Elements of Persuasion (15 mins)

Activity: Mini-lesson using a graphic organiser on the board/projector.

• Define key persuasive techniques:

  • Opinion & Reasons
  • Emotional Appeal
  • Repetition
  • Bandwagon ("everyone is doing it")
  • Facts and Statistics (simplified)

• Use age-appropriate examples from ads and literature. For example, “Buy now, everyone loves it!” or “9 out of 10 kids choose this.”

• Dyslexia-friendly: Use clear fonts, spacing, icons beside each technique, and simple language. Read aloud with students.

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3. Guided Practice: Persuasion Detective (20 mins)

Activity: In pairs, students receive printed ads or excerpts and a “Persuasion Detective” checklist.

• Task: Identify persuasive techniques in the ad/text.
• Students mark which techniques appear and explain briefly why they think so.
• Circulate and support IEP and behaviour students with one-on-one prompting.
• Accommodations: Partners assigned thoughtfully (peer or more able students support others).
• For ADHD: use timers for focused 10-minute intervals with brief breaks.

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4. Class Discussion & Sharing (10 mins)

• Pairs share one interesting technique they found, explaining its effect.
• Emphasize active listening, praise diverse ideas.
• Record examples on graphic organizer on board for visual reinforcement.

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5. Independent Reflection (10 mins)

Activity: Students write a short paragraph (3-5 sentences) responding to:
Why do people use persuasion? Which persuasive technique do you think is the strongest and why?

• Provide sentence starters and word banks for students needing support.
• For community class or lower-level students: submit a verbal response or picture-supported sentence frames.

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6. Extension Activity (for Advanced Learners)

• Write their own short persuasive advertisement for a new imaginary product, using at least 3 persuasive techniques.
• Encourage creative use of language and illustrations (optional).

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7. Wrap-up and Exit Ticket (4 mins)

• Exit ticket: One thing you learned about persuasion today + one question you still have (written or oral).
• Collect responses to guide next lessons.

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Differentiation Strategies

• For diverse learners & IEPs: Use graphic organisers with visuals; simplify texts; provide verbal instructions and extra wait time.
• For ADHD: Break tasks into smaller chunks; use timers and movement breaks; allow use of fidgets.
• For Autism & Behaviour support: Provide a quiet work space; clear expectations with visual schedule; positive reinforcement.
• Dyslexia-friendly texts: Use dyslexia-friendly fonts (e.g., Open Dyslexic, Arial); high contrast visual aids; read texts aloud.
• Peer supports: Pair students strategically for peer modelling.

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Assessment & Observation

• Informal: Listen for student understanding during discussion; check detective checklist accuracy; review exit tickets.
• Formal: Review students’ written reflection and persuasive ads (extension) for understanding of elements and techniques of persuasion.

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Notes for Teachers

• Model enthusiasm for debate and persuasion—help students see this skill as powerful and relevant!
• Use real-world, age-appropriate media to connect to their lives.
• Create a classroom environment that supports risk-taking in speech and writing.
• In following lessons, build on this foundation to include spoken debate preparation and persuasive essay writing.

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End of Lesson 1/12 in Persuasive Power: Writing & Debate unit.