Language That Persuades

Overview

This is lesson 3 of 4 in the unit Persuade for Te Reo Māori. Students investigate how persuasive language influences an audience, evaluate whether examples are credible and respectful, then draft key paragraphs and a formal opening and conclusion for their own persuasive text.

Learning intentions

Students will:

• identify emotive and inclusive language, rhetorical questions, modality, repetition, facts and calls to action
• explain how language choices influence an intended audience
• distinguish between persuasive techniques and credible, relevant evidence
• draft logically organised paragraphs and formal opening and concluding sections
• use persuasive language that is compelling, respectful and appropriate when writing about te reo Māori

Success criteria

I can:

• identify persuasive techniques and explain their likely impact
• use facts, examples and respectful emotive language to support a clear position
• acknowledge another viewpoint and respond to it fairly
• draft an opening, key paragraphs and conclusion with a clear call to action

Curriculum links

• Writing to persuade: using emotive language and rhetorical devices that are compelling but respectful
• Writing to persuade: introducing a preferred position, acknowledging alternative viewpoints, and organising reasons and evidence logically
• Writing to persuade: supporting a position with relevant evidence from accurate, trustworthy sources
• English Phase 3 practices: developing ideas, selecting language features, and reviewing writing for purpose and audience

Lesson structure (45 minutes)

1. 0–5 min · Hook and revisit. Display the question, “Should every New Zealander learn some te reo Māori?” using the opening question slide. Teacher reads two short statements aloud: “Learning te reo Māori is a powerful way to show respect” and “Everyone must learn it now, or our language will disappear.” Students identify which statement is more respectful and explain why.

2. 5–13 min · Direct teach: persuasive choices. Use the persuasive techniques slides and the Persuasive Techniques Posters as a visual reference. Teacher briefly models:

• emotive language: “Our precious language deserves protection”
• inclusive language: “We can all help revitalise te reo Māori”
• rhetorical question: “What kind of Aotearoa do we want?”
• modality: “Schools should provide meaningful opportunities”
• repetition: “Learn it, use it, celebrate it”
• facts and trustworthy evidence
• call to action: “Ask your class how you can use one new phrase this week”

Students record one example and annotate its intended effect.

3. 13–22 min · Evaluate impact and credibility. Distribute the persuasive language analysis worksheet. In pairs, students analyse four short examples about supporting te reo Māori. For each, they name the technique, describe its impact, and decide whether it is credible, respectful and relevant. Teacher prompts: “Is this a fact, opinion or exaggeration?” and “What would make this evidence more trustworthy?” Pairs share one strong and one problematic example.

4. 22–29 min · Model paragraph construction. Open the paragraph modelling slides. Teacher jointly constructs a paragraph with the class: topic sentence stating a position, reason, trustworthy evidence, explanation of its significance, and a linking sentence. Model an acknowledgement of another viewpoint, such as concerns about time or confidence, followed by a respectful response. Students help improve weak wording, replacing commands or stereotypes with precise, inclusive language.

5. 29–40 min · Independent drafting. Students use the planning section of the persuasive language analysis worksheet to draft:

• a formal opening that introduces the issue, audience and preferred position
• one developed reason paragraph using evidence and at least two persuasive techniques
• a brief acknowledgement and response to an alternative viewpoint
• a conclusion that restates the position and includes a realistic call to action

Teacher conferences with students, checking that evidence is relevant and that references to te reo Māori and Māori communities are respectful. Students may write by hand or use a shared digital document.

6. 40–45 min · Peer review and exit reflection. Display the peer-review and plenary slides. Students exchange drafts with a partner and use “One effective choice…” and “One suggestion…” to give feedback against the success criteria. Finish with an exit response: “The persuasive technique I used most effectively was ___ because ___.” Collect drafts or digital links for the final lesson.

Resources

• the complete Language That Persuades slide deck
• the persuasive language analysis worksheet
• the Persuasive Techniques Posters
• Whiteboard and markers
• Student exercise books or shared digital writing tool
• Teacher-selected, trustworthy information about te reo Māori
• Timer

Assessment

• Listen to pair explanations during technique identification and credibility evaluation. Check whether students can distinguish facts, opinions and exaggeration.
• During drafting, conference with students about position, logical organisation, evidence, respectful language and acknowledgement of another viewpoint.
• Use the peer-review response and exit reflection to identify which techniques students understand and which require reteaching before the final lesson.

Differentiation

• Provide a paragraph frame: “Our position is ___. One reason is ___. Evidence shows ___. This matters because ___.” Offer a word bank of modality, inclusive language and linking phrases.
• Allow students to rehearse ideas orally with a partner before writing; provide speech-to-text, typing or scribing where appropriate.
• For EAL learners, pre-teach key terms with examples and permit bilingual planning. Pair students strategically and read model examples aloud.
• Extend confident writers by asking them to combine three techniques deliberately, compare the credibility of two sources, or develop a counterargument without weakening their preferred position.