Make Playtime Count

Overview

This 20-minute writing session launches a week-long sequence on persuasive writing for Year 4–5. Students analyse a familiar model about longer playtimes, jointly identify its viewpoint, reasons, evidence and persuasive language, then use a graphic organiser to plan and draft one persuasive paragraph in their writing books.

Learning intentions

• We are learning to identify how a persuasive paragraph is organised.
• We are learning to plan a viewpoint, reason and supporting evidence.
• We are learning to use persuasive vocabulary and sentence starters.
• We are learning to give helpful feedback about persuasive writing.

Success criteria

• I can state a clear viewpoint about longer playtimes.
• I can give a supporting reason and an example or piece of evidence.
• I can use convincing words and a complete paragraph.
• I can give feedback about viewpoint, reason and persuasive language.

Curriculum links

• Writing Processes / Planning: planning writing by saying and organising ideas before writing.
• Writing to inform: using numbered or clearly sequenced ideas to help a reader understand.
• Writing to inform: using clear steps and imperative verbs where instructions are required; here, students notice how deliberate language influences a reader.
• Composition / Sentence structures, grammar, and punctuation: using simple, complete sentences.
• Using simple organisers to plan single-paragraph texts.
• English learning supports the key competencies of managing self, participating and contributing, and using language, symbols and texts.

Lesson structure (20 minutes)

1. 0–3 min · Hook and viewpoint. Open with the opening question slide and ask, “Should students have longer playtimes?” Students show thumbs up, sideways or down, then briefly tell a partner one reason; accept different views respectfully and connect to the class expectation of listening and valuing others.

2. 3–7 min · Modelled example. Display the model persuasive paragraph and read it aloud while thinking aloud: “My viewpoint is easy to find because it says what I believe.” Modelled text:

Students should have longer playtimes because movement helps us return to learning ready to concentrate. Ten extra minutes would give us time to play, talk and use our energy safely. When we have enough time outside, we are more likely to feel calm and focused in class. Surely a small change to playtime could help everyone learn well.

Underline the viewpoint, circle the reason, box the evidence/example, and highlight persuasive language. Students identify each feature with a partner before sharing.

3. 7–10 min · Joint construction. Use the feature-finding and vocabulary slides to jointly complete one example. Ask: “What is the writer’s opinion? What reason supports it? What example makes it believable? Which words try to influence the reader?” Record responses: should, because, helps, important, fair, surely, everyone, need to, could.

4. 10–14 min · Plan in the organiser. Distribute the persuasive paragraph planning organiser and direct students to complete it in their writing books rather than on the screen. Students choose a viewpoint, add one reason, and provide an example or evidence. Offer sentence starters: “I believe…”, “Students should… because…”, “For example…”, “This would…”, “Surely…”, and “Therefore…”. Confer with learners who need help, prompting them to say their sentence aloud before writing it.

5. 14–18 min · Draft and peer feedback. Students draft one paragraph from their organiser in their writing books. Pair students and display the peer-feedback checklist slide. Partners read quietly and identify one strength and one next step using: “You have a clear viewpoint because…”, “Your reason is…”, and “A convincing word/phrase is…”. Students tick or copy the three checks: clear viewpoint, supporting reason, convincing language.

6. 18–20 min · Share and next step. Invite two or three students to read a sentence. Students improve one word or sentence in purple pen, then complete the sentence: “Next time I will make my argument stronger by…”. Explain that across the week they will revise their paragraph, add a second reason, edit sentences and publish a final persuasive piece for a real school audience.

Resources

• the persuasive writing mini-deck
• the persuasive paragraph planning organiser
• Student writing books and pencils
• Highlighters or coloured pencils
• Board or shared digital display
• Google Classroom post containing the slide deck, model paragraph and organiser

Assessment

• During discussion, listen for students correctly distinguishing viewpoint, reason, example/evidence and persuasive language.
• Check organisers for a stated viewpoint, a connected reason and an example; use brief prompts rather than rewriting ideas for students.
• Collect or photograph paragraphs and peer-checklists. Use the exit reflection to group students for the next session.

Differentiation

• Support writers by providing a choice of two viewpoints, oral rehearsal with a partner, a word bank and sentence starters. Scribe or speech-to-text may be used for students whose writing difficulty limits their ability to show ideas.
• Provide an organiser with one reason already suggested for learners who need a smaller first step. Keep the focus on one complete paragraph rather than length.
• For EAL learners, preview viewpoint, reason, evidence, persuade, and convincing with simple explanations and allow discussion in a familiar language before drafting.
• Extend confident writers by asking them to include a second example, a rhetorical question or a counterargument such as “Some people may think…, but…”. Ensure feedback remains kind, specific and aligned with the checklist.

Week sequence

• Day 1: Analyse the model, plan and draft one paragraph.
• Day 2: Rehearse ideas orally and add a second reason with evidence.
• Day 3: Revise for persuasive vocabulary, linking words and sentence clarity.
• Day 4: Edit punctuation, spelling and paragraph structure; complete peer review.
• Day 5: Publish or present the strongest paragraphs and reflect on how writing can influence a real audience.