Build a Strong Argument

Overview

In this second lesson of Persuade for Te Reo Māori, students analyse model persuasive letters and identify how writers combine a clear claim, logical reasons, relevant evidence, audience awareness, respectful language, and formal letter structure. They then use a digital organiser to plan an argument connected to the past, present, or future of te reo Māori.

Learning intentions

Students will:

• identify the claim, reasons, evidence, audience, and structure in a persuasive letter
• explain how evidence and logical organisation strengthen an argument
• consider respectful perspectives and a possible counterargument
• plan a persuasive letter using trustworthy, relevant evidence

Success criteria

I can:

• locate the writer’s position and supporting reasons
• distinguish evidence from opinion and explain why it is relevant
• identify features of a formal letter and language suited to its audience
• plan a respectful argument that acknowledges another perspective

Curriculum links

• Writing to persuade: introducing a preferred position and organising reasons and evidence clearly
• Writing to persuade: supporting a stated position with clear reasons and relevant evidence from trustworthy sources
• Writing to persuade: organising reasons and evidence logically to strengthen an argument
• Writing to persuade: using compelling but respectful emotive language and recognising features of different persuasive forms

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Display the question “What would happen if fewer people could speak or hear te reo Māori?” using the opening question slide. Students complete a quick think-pair-share, recalling what makes a persuasive argument effective from Lesson 1. Invite several responses and explain that today they will examine how successful writers build an argument for a particular audience.

2. 5–13 min · Model letter exploration. Open the model-letter overview slides and provide the two short model letters in the model-letter analysis and planning organiser. Read one letter aloud, briefly clarifying unfamiliar vocabulary without reducing the challenge. Model highlighting the claim, circling reasons, underlining evidence, and labelling the greeting, introduction, body paragraphs, conclusion, and sign-off. Think aloud: “This fact supports the reason because it directly helps the audience understand…”

3. 13–23 min · Pair analysis. Direct pairs to analyse the second model letter in the model-letter analysis and planning organiser. They identify the writer’s claim, list each reason, mark evidence as fact, example, expert view, or opinion, and infer the intended audience. Pairs discuss how the writer uses formal and respectful language, including any emotive words. Pause halfway to show the analysis prompts and check that students are explaining the effect of each feature, not simply naming it.

4. 23–29 min · Counterargument and structure. Use the counterargument and letter-structure slides to introduce a counterargument as a reasonable concern or alternative view. Model a respectful response: “Some people may feel that…, however…” Students improve one weak example orally by adding a relevant reason, evidence, audience-aware wording, and a response to another perspective. Emphasise that acknowledging another view does not mean abandoning the preferred position.

5. 29–40 min · Digital argument planning. Students independently complete the planning section of the model-letter analysis and planning organiser, digitally where available. They choose one inquiry focus: past—why revitalisation matters because of historical language loss; present—why te reo Māori should be visible and used in everyday school life; or future—how current choices can support future speakers. Students record a clear claim, two logically ordered reasons, relevant evidence from the class source bank, the intended audience, one respectful counterargument and response, and formal letter features they will use. Circulate and conference with students, asking: “How does this evidence prove your reason?” and “Why would this audience care?”

6. 40–45 min · Share and exit check. Display the sharing and exit-ticket slide. Students swap plans with a partner and give one warm feedback point and one suggestion, focusing on claim, evidence, or audience. For the exit response on the model-letter analysis and planning organiser, students write: “My strongest reason is ___ because my evidence shows ___.” Collect plans to identify readiness for drafting in Lesson 3.

Resources

• the complete lesson slide deck
• the model-letter analysis and planning organiser
• Two teacher-selected model persuasive letters about te reo Māori
• Classroom source bank containing trustworthy, age-appropriate evidence
• Digital devices and access to the digital organiser
• Highlighters or annotation tools
• Projector or interactive display

Assessment

• Listen during pair analysis for accurate identification of claims, reasons, evidence, audience, and formal letter features.
• Check planning conferences for relevant evidence, logical ordering, respectful language, and an appropriate counterargument.
• Use the completed organiser and exit response to group students for targeted support before drafting.

Differentiation

• Provide a colour-coded model letter, a partially completed organiser, and sentence starters such as “The writer believes…”, “This evidence is relevant because…”, and “Some people may think…, however…”.
• Offer a small bank of possible claims, audiences, and evidence for students who need help selecting a focus; allow speech-to-text or verbal rehearsal before recording ideas.
• Support EAL learners with a visual word bank including claim, reason, evidence, audience, perspective, and counterargument, alongside clear examples of formal and respectful language.
• Extend confident writers by asking them to order reasons from least to most convincing, evaluate the trustworthiness of two pieces of evidence, and explain how a specific audience might respond.