Persuasive Techniques Explored

Unit: Persuasive Voices Unleashed

Lesson 3 of 12 | Duration: 45 minutes | Class Size: 25

Text Reference: The Boy at the Back of the Class by Onjali Q. Raúf

Curriculum Framework: Irish Primary Language Curriculum (IE) – English Strand

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Learning Objectives

Aligned with the IE Curriculum, this lesson enables students to:

• Develop comprehension: Identify and explain the use of persuasive techniques (ethos, pathos, logos) in written text (English Strand – Oral Language: Listen and Respond; Reading: Exploring and Using Texts).
• Analyse writer’s purpose and effect: Understand how persuasion influences opinions and feelings (English Strand – Writing: Developing Ideas).
• Demonstrate critical thinking: Evaluate effectiveness of persuasive techniques in context.
• Apply vocabulary and terminology related to persuasive writing.

Curriculum Competencies:

• Thinking: Analysing and evaluating language and ideas
• Communicating: Expressing understanding orally and through writing
• Managing Information and Thinking: Selecting, classifying, and connecting information logically.

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Success Criteria

By the end of this lesson, students will be able to:

• Define ethos, pathos, and logos with examples.
• Identify these techniques within excerpts from The Boy at the Back of the Class.
• Explain how each technique persuades or affects the reader.
• Share personal reflections on which technique they find most effective and why.

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Resources

• Copies of selected persuasive excerpts from The Boy at the Back of the Class (3 short passages, age appropriate).
• Whiteboard and markers.
• Sticky notes or coloured cards (red, green, blue).
• Persuasive Techniques Chart Handout (brief definitions with symbols).
• Mini whiteboards and dry erase pens for pairs.
• Timer or countdown app.

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Lesson Structure

1. Starter Activity (5 minutes)

• Quick Think-Pair-Share:
  Pose question: “What makes someone’s argument believable or convincing?”
  Students discuss in pairs, then share a few ideas orally.

• Teacher writes key persuasive terms on the board: Ethos, Pathos, Logos.
  Elicit if anyone knows what they mean or guesses.

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2. Introduction to Persuasive Techniques (10 minutes)

• Present clear, age-appropriate definitions on the board and handout:

  Technique	Definition	Symbol
  Ethos	Using the author's credibility or character to convince.	👍
  Pathos	Appealing to emotions to persuade.	❤️
  Logos	Using facts, logic, or reason to persuade.	📊

• Example mini task: Read a simple paragraph aloud demonstrating one technique.
  Ask: “Which technique did the writer use?” Students vote by holding up the card with the correct symbol.

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3. Guided Text Analysis (15 minutes)

• Distribute three excerpts from The Boy at the Back of the Class (each demonstrating distinct persuasive techniques).

• In pairs, students read aloud and discuss:

  • Which technique is used here?
  • What words or phrases helped you decide?
  • How does this technique make you feel or think?

• Circulate and prompt critical thinking:
  “Why do you think the author chose that approach here?”
  “Which technique do you find most powerful?”

• Groups record their findings on mini whiteboards.

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4. Whole-Class Reflection & Discussion (10 minutes)

• Each pair shares one example they analysed.

• Teacher charts responses on the board under the three columns (Ethos, Pathos, Logos).

• Discuss:

  • Which persuasive method appears most in the excerpts?
  • How do these techniques work together to strengthen the story’s message?
  • Why might an author pick different techniques for different readers or situations?

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5. Plenary: Personal Choice & Quick Write (5 minutes)

• Each student selects their favourite persuasive technique from today’s lesson.

• On a sticky note or in their copybooks, they write one sentence explaining why they find it most convincing.

• Volunteers read aloud a few examples.

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Assessment

• Formative: Observation during pair and group activities, mini whiteboard responses, and oral contributions.
• Summative: Quick write during plenary assessed against success criteria—clear explanation using correct terminology.
• Peer feedback: Paired discussions fosters evaluative language skills.

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Differentiation and Inclusion

• Support readers by pairing with confident peers.
• Provide sentence starters for reluctant writers during the quick write.
• Visual symbols aid memory and understanding of persuasive terminology.
• Challenge more able pupils to find extra examples or suggest additional persuasive techniques beyond ethos/pathos/logos.

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Cross-Curricular Links

• Social, Personal, and Health Education (SPHE): Understanding emotional appeals links to empathy building.
• Visual Arts: Symbolising persuasive techniques with icons allows creative engagement.

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Teacher Reflection Notes

• Did students engage deeply with the text or only identify techniques superficially?
• Which persuasive technique resonated most, and why?
• Plan to revisit these techniques while moving into writing persuasive texts in subsequent lessons.

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This lesson plan harnesses the IE curriculum’s emphasis on oral, reading, and critical thinking skills while placing students in an active learning environment. It encourages them not only to identify persuasive strategies but also to appreciate their power in storytelling and advocacy.