Grade Level:

6 (Ontario Curriculum, 2023)

Duration:

60 minutes

Class Size:

24 students (7 girls, 17 boys)
Includes:

• 3 students from a community class (behaviour and autism diagnoses)
• 3 students with IEPs working at grade 3-4 level
• 4 students with ADHD and accommodations
• Regular grade 6 students, low motivation

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Overall Expectation (Ontario Language Curriculum - Grade 6: Reading and Writing):

1.1 Use writing to develop, organise, and express ideas for different purposes and audiences.
1.3 Identify intended purpose and audience for writing, and generate ideas accordingly.
2.1 Use various forms and styles of writing appropriately, including persuasive writing.
3.1 Use editing strategies to improve clarity and correctness.

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Learning Goals ("I can" statements)

• I can explain what persuasive writing is.
• I can identify the purpose of persuasive writing in everyday life.
• I can recognise examples of persuasive writing in different media.
• I can explain why being persuasive is important to influence others.

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Success Criteria

• I explain persuasive writing with my own words.
• I list at least three situations where persuasive writing is used.
• I give examples of persuasive writing from my life or media.
• I explain how persuasive writing can change people’s opinions or actions.

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Materials Needed

• Chart paper + markers
• Interactive whiteboard or projector
• “Persuasion in Everyday Life” handout (simple text with dyslexia-friendly font e.g., OpenDyslexic, larger print)
• Example texts (ads, letters, short speeches) on coloured paper (high contrast, dyslexia friendly)
• Graphic organizer worksheet: “What is Persuasive Writing?”
• Sticky notes
• Timer
• Visual schedule of activities (shown on whiteboard)

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Detailed Lesson Procedures

1. Introduction & Engagement (10 minutes)

• Greet students; brief mindfulness breathing (to focus attention, especially for ADHD).
• Write on board: “What does it mean to persuade?”
• Whole-class brainstorm: Students shout out words or short phrases. Chart responses visually; use symbols or pictures to support understanding for diverse learners.
• Define persuasive writing together, writing a simplified definition on chart paper:
  “Writing that tries to convince someone to think or do something.”

Differentiation:

• Pair stronger readers with students needing support for peer modelling.
• Provide sentence starters on cards, e.g., “Persuasive writing is…”
• Use photos + verbal explanations for students with autism to clarify concepts.

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2. Mini Lesson: Purpose and Audience (15 minutes)

• Show 3 short persuasive text examples (e.g., an ad, a letter asking for a pet, a speech snippet). Display visually + read aloud slowly.
• Assign students in small groups (4-5) to discuss:
  1. Who is the audience?
  2. What is the writer trying to make the audience do or think?
• Groups complete a graphic organiser.
• Review as a class; record answers together.

Differentiation:

• Use visuals/icons on graphic organiser to represent "audience" and "purpose."
• Allow verbal responses or drawing for students with IEPs or fine motor challenges.
• Provide scripts or key vocabulary highlighted for reading support.

Extension:

• Invite advanced learners to analyse tone or emotional appeals in texts.

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3. Class Discussion: Why Persuasive Writing Matters (10 minutes)

• Prompt questions:
  • When have you tried to persuade someone?
  • Why is it important to be able to convince others?
• Link to real-life situations (classroom, home, community).
• Write key points on chart paper, visually highlighting important ideas.

Differentiation:

• Provide sentence frames:
  “I tried to persuade my _____ because ______.”
• Use social stories for students with autism explaining persuasion in social contexts.

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4. Independent Activity: Persuasive Writing Hunt (15 minutes)

• Distribute “Persuasion in Everyday Life” handout with short paragraphs describing ads, letters, speeches, social media posts.
• Students highlight or underline persuasive language or ideas (can use coloured pencils).
• Then, on sticky notes, they write one example of persuasive writing from their own lives (e.g., convincing parents, friends).
• Post sticky notes on a class “Persuasion Wall” under categories (Family, School, Community).
• Teacher circulates to support all learners, checking comprehension.

Differentiation:

• Provide audio-recorded version of handout for students who need it.
• Allow drawing of examples instead of writing for IEP students.
• Use verbal prompts or buddy reading for lower-level students.

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5. Closing & Reflection (10 minutes)

• Review learning goals and success criteria orally with class; ask students to self-assess (thumbs up/down/sideways).
• Exit ticket: On a half sheet, students write or draw one reason why persuasive writing is important.
• Preview next lesson briefly: analysing arguments.
• Provide calming transition for community class students to next activity.

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Assessment & Feedback

• Formative assessments through participation in discussions and activities.
• Review graphic organisers and sticky note examples for comprehension.
• Exit tickets provide evidence of understanding.
• Use observation and anecdotal notes to tailor next lessons.

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Differentiation Summary

Learner Type	Strategies
Community class (autism, behaviour)	Visual supports, social stories, partner work, sensory breaks as needed
IEP at grade 3-4 level	Simplified texts, drawing options, audio supports, sentence starters
ADHD students	Chunking activities, movement breaks, clear timers, preferential seating
Low motivation students	Relate topics to real life, use hands-on and peer support, praise and small rewards
Advanced learners	Deeper text analysis, explore tone/emotion, challenge to create own persuasive example

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Extension Activity (Optional)

• Advanced students write a brief persuasive paragraph on a topic of choice using three persuasive techniques (e.g., reasons, emotional appeal, repetition). Peer-share in pairs next class.

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Notes for Teacher

• Use clear, direct language and avoid jargon.
• Model active listening and scaffold student responses.
• Celebrate all efforts to build motivation.
• Maintain a calm, positive environment with routines for transitions.
• Use graphic organizers and visuals to support all learners.

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This lesson introduces persuasive writing vividly while meeting Ontario Curriculum expectations, accommodating diverse learners, and engaging all students through interactive and multimodal approaches.