Framing Commonwealth Arguments

Overview

Students investigate the Commonwealth Games as a meaningful context for persuasive writing. They identify the Commonwealth nations, consider the history and purpose of the Games and King’s Baton Relay, then select an inquiry topic and frame a thesis statement supported by a PEEL paragraph plan. The lesson revises tricolon, alliteration, emotive words and writing mechanics.

Learning intentions

• WALT identify and use tricolon, alliteration and emotive words to influence an audience.
• WALT select a focused Commonwealth Games inquiry topic.
• WALT frame a clear thesis statement that communicates an arguable position.
• WALT organise historical information into a PEEL paragraph.

Success criteria

• I can identify and explain the effect of a tricolon, alliteration and emotive words.
• I can use accurate punctuation, spelling and sentence structure in a persuasive sentence.
• I can write a thesis statement that takes a clear position rather than merely naming a topic.
• I can plan a PEEL paragraph using relevant historical information about the Commonwealth Games or King’s Baton Relay.

Curriculum links

• English — Language Studies: Crafting Texts / Persuasive texts: combining emotional appeal, logical reasoning and credible evidence.
• English — Writing to persuade: using emotive language and rhetorical devices in compelling, respectful ways.
• English — Writing: using rhetorical devices to shape meaning, persuade audiences and enhance communication.
• The refreshed NZ Curriculum competencies: thinking; using language, symbols and texts; managing self; relating to others; and participating and contributing.

Lesson structure (50 minutes)

1. 0–5 min · Hook and prior knowledge. Open with the provocative Commonwealth Games hook showing athletes, nations and a baton relay, and ask: “Should the Commonwealth Games continue in the future?” Students make a silent initial choice, then share one reason with a partner. Record a few contrasting viewpoints without judging them.

2. 5–14 min · Persuasive devices and mechanics. Display the rhetorical devices reference poster set and use the persuasive devices examples to teach:

• Tricolon: three parallel words or phrases, such as “pride, purpose and participation”.
• Alliteration: repeated initial sounds, such as “Commonwealth communities connect”.
• Emotive words: language designed to create feelings, such as “inspiring”, “unfair” or “historic”.

Students improve the sentence “The Games bring people together” by adding one device. Briefly model capital letters, commas in a list, apostrophes in “King’s”, full stops and checking homophones. Students underline the device and circle the punctuation they used.

3. 14–23 min · Commonwealth Games inquiry carousel. Show the inquiry information slides with short, accessible information:

• The Commonwealth is a diverse association of nations and territories with historical links, including countries in Africa, Asia, the Pacific, the Caribbean and elsewhere.
• The Commonwealth Games began in 1930 and have changed over time, including their name, participating nations and sporting programme.
• The King’s Baton Relay carries a message from the Head of the Commonwealth to athletes and communities before the Games, symbolising connection and shared purpose.

In groups of four, students rotate through three information stations or read the teacher-provided extracts. They record one fact and one question for each focus: Commonwealth nations, Games history, and the King’s Baton Relay. Remind students to distinguish a fact from an opinion and to note the source title or station.

4. 23–32 min · Topic selection and thesis statements. Use the Commonwealth Games inquiry and thesis worksheet to model the difference between a broad topic (“the Commonwealth Games”) and a focused inquiry question (“How does the King’s Baton Relay connect Commonwealth communities?”). Model a thesis: “The King’s Baton Relay should continue because it connects communities, celebrates shared identity and gives young people an inspiring reason to engage with sport.”

Students choose one focus and draft two possible thesis statements. Partners test each one: Is it clear? Is it arguable? Does it suggest reasons? Students select and improve their strongest version, using a tricolon if appropriate.

5. 32–44 min · PEEL historical paragraph plan. Teach PEEL: Point states the paragraph’s main idea; Evidence gives an accurate fact or example; Explain shows how the evidence supports the thesis; Link returns to the argument. Model a paragraph plan about the relay:

• Point: The relay creates a sense of connection.
• Evidence: It carries a message to communities before the Games.
• Explain: This gives people a shared experience beyond the sporting events.
• Link: Therefore, the relay strengthens the Games’ community purpose.

Students complete one PEEL plan on their chosen topic using the worksheet. They must include one fact, one explanation and one linking sentence. Confident writers add a second evidence point and a purposeful persuasive device; others may use the sentence frames provided.

6. 44–50 min · Share, assess and exit reflection. Students read their thesis and Point sentence to a partner. Partners respond with “Your argument is clear because…” and “You could make it stronger by…”. Students complete the worksheet exit check: name one device, write one accurate Commonwealth Games fact, and submit their thesis plus PEEL plan. Invite two students to share effective examples and briefly revisit the opening question.

Resources

• Commonwealth Games persuasive writing deck
• Commonwealth Games inquiry and thesis worksheet
• the rhetorical devices reference poster set
• Three short, teacher-selected information extracts or station cards
• Projector or interactive whiteboard
• Highlighters or coloured pencils
• Timer and board space for modelling PEEL

Assessment

• Listen for accurate identification and purposeful use of the three persuasive devices during sentence improvement.
• Check inquiry notes for facts, questions and evidence of distinguishing fact from opinion.
• Collect the thesis and PEEL plan, looking for a clear position, relevant historical evidence, explanation and link to the argument.

Differentiation

• Provide dyslexia-friendly extracts: cream or pale-coloured paper, clear sans-serif font, generous spacing, short paragraphs, bold key terms and the option to listen to text read aloud. Avoid asking students to read aloud without preparation.
• Offer sentence frames: “The Commonwealth Games should/should not…”; “This matters because…”; “This evidence shows…”; and “Therefore, my argument is…”.
• Allow students to dictate ideas, use speech-to-text, highlight rather than copy facts, or work with a supportive partner. Present information through images, oral explanation and brief written chunks.
• Support proficient learners to combine ethos, pathos and logos, evaluate the reliability of an information extract, include a counterargument, or craft a paragraph using a controlled tricolon and alliteration rather than adding devices randomly.
• Use mixed-ability groups with rotating roles: reader/listener, fact finder, questioner and reporter. Confer with students who need help narrowing their topic.