The Art of Persuasion

Overview

Unit: Communications in Action (Lesson 3 of 6)
Duration: 45 minutes
Class size: 6 students
Year: 5th and 6th Year (Mixed ability, ASD-specific LCA and L2 students)
Country: Ireland
Curriculum Framework: IE Curriculum (Curriculum Framework for Ireland)
Subject Area: Other – Communication & Personal Development

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Learning Objectives

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

• LO1: Identify and explain the three classical persuasive techniques: ethos, pathos, and logos.
  (IE Curriculum Standard: Oral Language Competency – Understanding and using persuasion techniques in spoken communication)
• LO2: Analyse short persuasive messages or adverts to recognise the use of ethos, pathos, and logos.
  (IE Curriculum Standard: Critical Literacy and Media Literacy competencies)
• LO3: Create a short persuasive message using at least two of the techniques learned.
  (IE Curriculum Standard: Express ideas clearly using appropriate communication methods)
• LO4: Deliver their persuasive message confidently to peers, using tone, gesture, and eye contact as appropriate.
  (IE Curriculum Standard: Oral Language Competency – Spoken Presentation Skills)

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Success Criteria

Students will demonstrate success when they:

• Can clearly define and give an example of ethos, pathos, and logos.
• Correctly identify persuasive techniques in visual or audio advertisements used during the lesson.
• Produce a persuasive message incorporating two or more persuasion strategies.
• Present their message with clarity, maintaining audience engagement through vocal and non-verbal cues.

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Resources Needed

• Whiteboard or digital board and markers
• Printed visual advertisements (dyslexia-friendly fonts and layouts)
• Audio clips of short persuasive adverts or speeches (captioned if possible)
• Individual whiteboards or notebooks for students
• Visual aids defining ethos, pathos, logos (icon-based, minimal text)
• Timer or stopwatch
• Support cards with sentence starters for persuasive language
• Headphones if needed for sensory-sensitive students
• Reward stickers or positive behaviour tokens

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Lesson Structure

1. Starter / Warm-Up (5 mins)

• Activity: Emotion Quick-Draw
  • Show 3 short images or videos (simple, clear emotions) on the board.
  • Students describe how they feel about each (e.g., happy, sad, curious).
  • Link this to pathos by explaining how effective communication connects emotionally.
  • Use dyslexia-friendly printed emotion cards to assist vocabulary.

2. Introduction to Persuasion Techniques (10 mins)

• Teacher explains ethos, pathos, and logos using simple, clear definitions with visuals and one example each:
  • Ethos: Credibility/trust ("I am a doctor, so you should listen to me")
  • Pathos: Emotion ("Imagine how sad it is...")
  • Logos: Logic/facts ("Statistics show that...")
• Use real-life examples relevant to students’ interests (sports figures, local events).
• Use colour-coded cards for each technique for easy reference.

Differentiation: Use sentence frame cards to support students struggling with vocabulary, e.g.

• "I believe this because..." (ethos)
• "This makes people feel..." (pathos)
• "The fact is that..." (logos)

3. Guided Analysis of Persuasive Messages (10 mins)

• Divide class into pairs. Give each pair a printed advertisement or short audio clip.
• Task: Identify which persuasion technique(s) are used.
• Teacher circulates, offering support where needed, using prompts.
• Students write or point to the technique on their mini whiteboards.

Extension for advanced learners:

• Ask them to identify if multiple techniques are combined and discuss which is most effective and why.

4. Creating Persuasive Messages (12 mins)

• Each student chooses a topic (e.g., persuade the class to recycle more, to try a new sport).
• Using provided templates and sentence starters, students write 3-4 sentences applying ethos, pathos, or logos.
• Teacher supports students by modelling examples on the board and scaffolding language.

Dyslexia-friendly adaptations:

• Provide printed prompts with clear font and spacing.
• Offer options to dictate message to teacher or use speech-to-text tools if available.

5. Presentation and Feedback (7 mins)

• Each student delivers their persuasive message to the group.
• Peers and teacher give positive, constructive feedback based on success criteria: clarity, use of persuasion techniques, and engagement.
• Use a “Two Stars and a Wish” format: Two positive observations, one suggestion for improvement.

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Differentiation Strategies

• Visual supports: Use icons, colour-coding, and minimal text to explain abstract concepts.
• Sentence stems & frames: To assist verbal and written expression.
• Multi-modal input/output: Allow messages to be created/write or spoken/dictated.
• Sensory breaks: Offer quiet space during activities as needed.
• Peer support: Strategic pairing with higher-achieving or supportive peers.
• Extra time: Flexible pacing for writing and presentations.

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Extension Activities for Advanced Learners

• Analyse a longer persuasive speech or advertisement, deconstructing the use of techniques in detail.
• Write a persuasive letter or script incorporating ethos, pathos, and logos for a real-world context (e.g., school council proposal).
• Experiment with non-verbal persuasion: create a poster or digital media message focusing on visual ethos/pathos/logos cues.

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Assessment

Formative Assessment:

• Observation of students’ participation in discussions and group work.
• Teacher checks understanding via mini whiteboard responses during analysis.
• Review of written persuasive messages for correct application of techniques.
• Listening to presentations for clear delivery and use of persuasive devices.

Summative Assessment (Informal):

• Collect students’ persuasive writing samples to assess comprehension of techniques.

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Reflection and Next Steps

• Reflect on which persuasion techniques students found easiest/difficult.
• Discuss applications of these skills outside the classroom (advertising, daily conversations).
• Preview Lesson 4: Applying Persuasion in Debates – encourage students to think about how these skills can influence arguments and decisions.

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Thank you for fostering engaging, inclusive communication skills with your students!