Delivering Persuasively

Overview

Lesson 11 of 12 in Persuade with Purpose. Students rehearse a short persuasive speech, focusing on pace, volume, pronunciation, pausing, eye contact, posture and gesture. They give and use kind, specific peer feedback to improve clarity, confidence and impact.

Learning intentions

• WALT use expressive delivery choices to communicate meaning.
• WALT adjust pace, volume, pronunciation and pausing for an audience.
• WALT use eye contact, posture and gesture purposefully.
• WALT give useful feedback and respond to suggestions.

Success criteria

• I can speak clearly at a suitable pace and volume.
• I can use pauses, pronunciation and emphasis to make my ideas understood.
• I can use eye contact, posture and gestures that support my message.
• I can give one specific strength and one helpful next step.

Curriculum links

• Oral language: listen, speak, interact and present ideas clearly for a purpose and audience.
• Creating texts: craft and deliver a persuasive spoken text using language and structure purposefully.
• Language features: use voice, body language and other delivery features to add meaning.
• Key competencies: managing self; relating to others; participating and contributing.

Lesson structure (30 minutes)

1. 0–4 minutes – Notice the difference Open with the expressive delivery introduction slides. Read the same short persuasive sentence twice: first in a flat, rushed voice with no eye contact, then with clear pronunciation, a pause, suitable volume and purposeful expression. Ask: “Which version made you listen? What did the speaker do differently?” Briefly introduce the focus: delivery helps an audience understand and care about our message.

2. 4–8 minutes – Teach the delivery tools Use the delivery tools slides to model the seven tools: pace, volume, pronunciation, pausing, eye contact, posture and gesture. Keep the explanations practical: slow down for an important point, pause before a key idea, speak loudly enough for the listener, stand steadily and look at different people. Invite students to echo one sentence, changing only one feature at a time, such as a pause or stronger volume.

3. 8–12 minutes – Prepare and practise Distribute the persuasive delivery feedback sheet. Students choose a 30–45 second section of their persuasive speech or use the short practice script on the sheet. They underline one important word, add a slash where they will pause and circle one place for a gesture or eye-contact change. Students practise quietly with a partner, while the listener checks that the speaker is ready to be heard.

4. 12–21 minutes – Small-group rehearsal Display the rehearsal instructions slides. Place students in groups of three: speaker, listener and feedback coach. Each speaker presents their section while the listener and coach complete the relevant parts of the worksheet. Rotate roles so every student presents once. Encourage groups to keep feedback brief and kind: “One thing that worked was…” and “One next step could be…” The teacher circulates, modelling pronunciation, pausing or volume adjustments where needed.

5. 21–26 minutes – Improve and repeat Students select one feedback point and rehearse their speech again, deliberately applying that change. Partners listen for evidence of improvement and give a quiet thumbs-up when they notice the chosen delivery feature. Invite two or three volunteers to present a sentence or short section to the class. Celebrate specific choices, such as “Your pause helped us notice the important reason.”

6. 26–30 minutes – Reflect and set a goal Use the reflection and plenary slides. Students complete the final section of the persuasive delivery feedback sheet, recording the delivery feature they used best and one goal for the final lesson. Ask students to share goals with a partner. Finish by reminding them that persuasive speakers make deliberate choices to help an audience understand, believe or act.

Resources

• the expressive delivery introduction slides
• the persuasive delivery feedback sheet
• Students’ persuasive speeches or draft scripts
• Teacher copy of the short practice script
• Projector or interactive whiteboard
• Timer
• Pencils
• Open space at the front or between desks

Assessment

• Observe rehearsals for clear speech, suitable pace and volume, purposeful pausing, eye contact, posture and gesture.
• Check the worksheet for specific peer feedback and a realistic improvement goal.
• Listen to volunteer presentations and note whether students can explain how a delivery choice affects meaning or audience response.

Differentiation

• Support students with a shortened script, larger print, highlighted key words, marked pauses and permission to present to a partner before a group.
• Provide sentence stems for feedback: “I understood your message because…” and “Try changing your ___ by…”
• Allow students who are anxious about presenting to record their speech, present seated, or speak first to a trusted partner; explicitly teach respectful listening.
• Extend confident speakers by asking them to vary delivery for two audiences, such as younger children and parents, and explain which choices they changed.
• Support EAL learners with rehearsal time, pronunciation modelling, visual cues and a partner who can demonstrate rather than correct publicly.