Building a Persuasive Argument

Overview

Students examine whether Roblox and Fortnite should be allowed in schools, then plan a structured persuasive response. The lesson develops a clear opinion, three logically organised reasons, relevant evidence, explanations, and a conclusion with a call to action.

Learning intentions

• WALT identify the parts of a persuasive text.
• WALT develop reasons supported by relevant evidence.
• WALT explain how evidence supports an opinion.
• WALT plan a persuasive response for a school audience.

Success criteria

• I can clearly state my opinion about Roblox and Fortnite in schools.
• I can organise my writing into an introduction, three body paragraphs, and a conclusion.
• I can include evidence and explain how it supports each reason.
• I can finish with a restated opinion and a respectful call to action.

Curriculum links

• Writing to persuade: introduce a preferred position and organise reasons and evidence clearly.
• Writing to persuade: support a stated position with clear reasons, relevant evidence, and trustworthy sources.
• Writing to persuade: acknowledge alternative or opposing positions where appropriate.
• Writing to persuade: use compelling but respectful emotive language and conclude by restating the position.

Lesson structure (45 minutes)

1. 0–5 min · Hook and initial response. Teacher opens the provocative opening question showing the question, “Should Roblox and Fortnite be allowed in schools?” and asks students to move to an agree, disagree, or unsure position. Students give one brief reason to a partner, then listen for viewpoints different from their own.

2. 5–12 min · Unpack the structure. Teacher uses the persuasive structure slides to introduce the model: introduction, three body paragraphs, and conclusion. Explain that each body paragraph follows reason → evidence → explanation, and that a strong argument may acknowledge an opposing view. Students label the structure on the persuasive planning worksheet and identify what each section needs to do.

3. 12–20 min · Model a paragraph. Teacher models a paragraph about one possible reason, such as learning and problem-solving. Think aloud while writing: “One reason schools could allow these games is that…” Add a clearly identified example or fact, then explain how it supports the opinion. Emphasise that evidence must be believable and relevant, not simply “I think”. Students help improve a weak example and suggest a stronger explanation.

4. 20–30 min · Collaborative idea generation. Teacher displays the reasons and evidence prompts and places students in groups of four or five. Groups generate possible reasons for and against allowing the games, such as learning benefits, teamwork, screen time, distraction, online safety, cost, or access. Students record at least three reasons on their worksheet and add possible evidence or examples for each. They should distinguish evidence from explanation: evidence shows what may be true; explanation connects it to the argument.

5. 30–39 min · Independent planning. Teacher demonstrates how to select the strongest three reasons and sequence them logically. Students complete the planning boxes on the persuasive planning worksheet: opinion and preview, three reason/evidence/explanation sections, and conclusion. They include a respectful acknowledgement, such as “Some people believe these games are distracting; however…”, and draft a call to action directed at the school community.

6. 39–45 min · Peer check and exit response. Teacher uses the peer-review and plenary slides to show the checklist. Students exchange plans with a partner and check whether the opinion is clear, all three paragraphs contain evidence and explanation, and the conclusion includes a call to action. Students complete the final worksheet prompt: “My strongest reason is ___ because the evidence shows ___.” Invite two or three students to share.

Resources

• the persuasive writing slide deck
• the persuasive planning worksheet
• Whiteboard and markers
• Projector or interactive display
• Four signs or areas labelled agree, disagree, and unsure
• Timer

Assessment

• Listen during the opening discussion and group work for students distinguishing opinions, reasons, evidence, and explanations.
• Circulate during planning and question students: “How does this evidence prove or support your reason?” Check that evidence is relevant and reasonably trustworthy.
• Collect or scan the completed plan and exit response. Look for a clear position, three organised sections, supporting evidence, explanations, and a conclusion with a call to action.

Differentiation

• Provide sentence starters on the worksheet: “I believe…”, “One reason is…”, “For example…”, “This shows…”, “Some people argue…”, and “Therefore, our school should…”.
• Support students to use one shared class example of evidence before developing their own. Allow oral rehearsal with a partner before writing.
• Pair students strategically and provide the discussion sentence stems from the discussion sentence stem desk mat for students who need support contributing ideas or responding respectfully.
• Extend confident writers by asking them to rank their reasons by strength, use a trustworthy source they already know, or anticipate and rebut a specific opposing argument. Provide speech-to-text, scribing, enlarged text, or extra processing time for students who need these accommodations.