Memorable Conclusions

Overview

Lesson 10 of 12 in Persuade with Purpose. Students examine how effective conclusions restate a position, briefly gather key reasons and invite listeners to act. They revise the ending of their persuasive speech and complete a polished written script.

Learning intentions

• WALT identify the parts of an effective persuasive conclusion.
• WALT restate our position clearly and summarise our strongest reasons.
• WALT use a purposeful call to action for our audience.
• WALT edit and present a polished speech ending.

Success criteria

• I can restate my position without simply copying my introduction.
• I can remind listeners of my key reasons.
• I can finish with a clear, appropriate call to action.
• I can check my conclusion for punctuation, spelling and fluent wording.

Curriculum links

• Creating meaning through written language: organising ideas, choosing language features and editing for a clear purpose and audience.
• Creating meaning through oral language: shaping and presenting ideas clearly for listeners.
• Understanding how text purposes, structures and language features influence an audience.
• Developing the capabilities to communicate, think critically, manage self and participate and contribute.

Lesson structure (30 minutes)

1. 0–4 minutes – Hook and listen

Open with the hook slide: “If your audience remembers only one thing, what should it be?” Read a short, deliberately weak conclusion aloud, then a stronger version. Ask students to turn and talk: Which ending would make you more likely to respond, and why?

2. 4–9 minutes – Notice the structure

Use the conclusion example slides to reveal the three-part structure: restate the position, summarise the key reasons, and call listeners to action. Model a conclusion about a familiar topic such as reducing playground rubbish. Highlight linking phrases such as “For these reasons…” and action phrases such as “Let’s…”

3. 9–13 minutes – Build one together

Display the shared topic and jointly compose a conclusion. Invite students to suggest a position statement, two brief reasons and a realistic action. Think aloud about avoiding new evidence, repetition and an unclear ending; students rehearse the completed conclusion with a partner.

4. 13–22 minutes – Revise individual speeches

Distribute the persuasive conclusion and editing worksheet. Students write or improve the conclusion for their own speech, then read it quietly to check that it sounds convincing. They use the worksheet prompts to ensure all three parts are included and complete the relevant section of their written script.

5. 22–27 minutes – Partner coaching

In pairs, students read their conclusions aloud. The listener gives one specific positive comment and one improvement suggestion using the prompts: “I clearly heard your position when…” and “Your call to action could be stronger if…” The writer makes a final revision in a different coloured pencil.

6. 27–30 minutes – Share and reflect

Return to the plenary and reflection slide. Invite two or three students to perform their endings. Class members identify the position, reasons and call to action they heard; students then circle the success criterion they achieved and write one next step on the worksheet.

Resources

• the conclusion teaching deck
• the persuasive conclusion and editing worksheet
• Students’ persuasive speech plans and developing scripts
• Pencils and a different coloured editing pencil
• Timer
• Board or visualiser

Assessment

• Listen during pair talk and shared composition for students’ understanding of the three-part conclusion structure.
• Check each worksheet and script for a clear restated position, concise reasons and an audience-appropriate call to action.
• During partner coaching, note whether students can give specific, useful feedback and apply it to their writing.

Differentiation

• Provide a scaffold with sentence starters: “Our school should…”, “This matters because…”, and “I encourage you to…”
• Allow students needing support to orally rehearse with the teacher or a trusted partner before writing; provide a word bank of linking and action phrases.
• For EAL learners, model each section, display key phrases and accept a spoken rehearsal before written editing.
• Extend confident writers by asking them to make the call to action specific, achievable and powerful, or to vary the final sentence for greater impact.