Persuasive Argument Craft

Overview

This 45-minute session is Lesson 4 of 12 in the unit "Persuasive Voices Unleashed." Sixth-class students will learn how to structure and outline a persuasive argument. Focusing on themes and characters from The Boy at the Back of the Class by Onjali Q. Rauf, students will develop key persuasive writing skills anchored to the IE Curriculum framework. This lesson combines critical thinking, expressive language, and structured writing to foster confident, empathetic communication.

---

Learning Objectives

Aligned with the IE Curriculum English Strand (Communication) and Skills Development Framework:

• Oracy and Writing
  • LO 6.2: Compose and structure a persuasive argument with a clear introduction, body, and conclusion.
  • LO 6.5: Use emotive language and rhetorical devices to influence an audience effectively.
  • LO 6.1: Develop ideas based on themes and issues portrayed in literature (The Boy at the Back of the Class).
• Critical Thinking and Reflection
  • LO 6.6: Analyse issues from multiple perspectives and support a position with reasoned arguments.
• Social and Emotional Competence
  • SD 4.1: Express empathy and understanding through persuasive communication grounded in social awareness.

---

Materials Required

• Copies of selected excerpts from The Boy at the Back of the Class (specifically on themes like friendship, immigration, and kindness)
• Whiteboard and markers
• Persuasive argument graphic organisers (one per student)
• Lined exercise books or writing pads
• Sticky notes and coloured pens for peer feedback
• Timer or clock

---

Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge about persuasion and link to themes in the book.

• Pose the question aloud: “What makes a good argument? How can someone persuade you to agree with their opinion?”
• Students brainstorm quick ideas on sticky notes (one idea each), post them on the whiteboard under two columns: ‘What is persuasion?’ and ‘What helps us be convinced?’
• Briefly discuss as a class, highlighting words like ‘clear reasons’, ‘feelings’, ‘examples’, and ‘respectful language’.

---

2. Introduction to Persuasive Structure (10 minutes)

Objective: Understand the formal structure of a persuasive argument.

• Present a clear model on the whiteboard with three sections:
  1. Introduction: State your opinion
  2. Body: Three supporting reasons with examples
  3. Conclusion: Restate your opinion and include a call to action or final thought
• Use a simple familiar example linked to the story, e.g., “Why kindness to newcomers is important.” Write a short example argument on the board.
• Point out rhetorical devices used: emotive language (“heartfelt welcome”), repetition, and questions.

---

3. Guided Practice - Argument Outlining (15 minutes)

Objective: Create an outline for a persuasive argument using graphic organisers.

• Distribute graphic organisers structured with headings for Introduction, Reason 1-3, Examples, and Conclusion.
• Give students a choice of 2-3 topics based on The Boy at the Back of the Class themes, e.g.:
  • “Why schools should do more to welcome refugee children.”
  • “Why everyone should show kindness to new classmates.”
  • “Why friendship can change lives.”
• Circulate to support and ask probing questions to deepen thinking (e.g., “How will your example make people feel?” “What evidence from the story supports your point?”).
• Encourage students to include emotive words and a question or call to action in their conclusion.

---

4. Peer Reflection and Feedback (10 minutes)

Objective: Develop critical listening and constructive feedback skills.

• Pair students to share their argument outlines aloud.
• Provide 3 coloured pens: one to underline a strong point, one to circle a powerful vocabulary word, and one to suggest one improvement.
• Each student provides feedback to their partner using the pens on the outline sheet.
• Ask pairs to discuss the feedback and make quick improvements if time allows.

---

5. Plenary & Reflective Exit (5 minutes)

Objective: Consolidate learning and self-assess understanding.

• On a whiteboard or flipchart, write:
  • One thing I learned today about persuasive writing is...
  • One thing I want to improve when writing my argument is...
• Students write their responses on sticky notes and place them under the prompts. Select a few to read aloud to consolidate shared learning.
• Close with a reminder that next lesson they will begin drafting full persuasive essays using these outlines.

---

Assessment

• Formative assessment through observation during practice and peer feedback.
• Review completed graphic organisers for understanding of structure and use of persuasive language.
• Use reflective exit notes to gauge confidence and areas for teacher support.

---

Differentiation

• Provide sentence starters on the graphic organiser for students needing support, e.g., “I believe… because…”
• Challenge more able students to include at least one rhetorical question and two emotive language examples in their outline.
• Pair EAL learners with supportive peers and pre-teach key vocabulary from the story.

---

Cross-Curricular Links

• SPHE: Empathy and social inclusion themes underpin persuasive writing content.
• History: Link to migration and refugee awareness.
• Drama: Use of voice and emotion in persuasive speaking (to be developed in later lessons).

---

Extension Ideas (For Homework or Future Lessons)

• Students research an issue connected to the story’s themes and prepare persuasive speeches.
• Write a letter to the principal or local council advocating for a kindness campaign inspired by the story.

---

This lesson plan harnesses the IE Curriculum’s emphasis on Communication skills, Social and Emotional Learning, and Critical Thinking, empowering sixth-class students to craft meaningful persuasive arguments grounded in literature that fosters empathy and social awareness.