OREO Persuasive Structure

Overview

This is lesson 2 of 12 in Persuade with Purpose. Students identify and explain the four parts of the OREO structure—Opinion, Reasons, Evidence, and Opinion restated—by deconstructing a short model speech and sorting its sentences collaboratively.

Learning intentions

• WALT identify the four parts of an OREO argument.
• WALT explain how reasons and evidence support an opinion.
• WALT organise ideas into a clear persuasive structure.
• WALT listen, discuss and justify our thinking respectfully.

Success criteria

• I can name the four parts of OREO.
• I can match sentences to Opinion, Reason, Evidence or Opinion restated.
• I can explain how evidence makes a reason stronger.
• I can use evidence from a model speech to justify my choices.

Curriculum links

• Understand that texts are shaped for a purpose, audience and context.
• Recognise how ideas are organised and linked in persuasive texts.
• Select and use language features to communicate ideas clearly.
• Participate in discussions by listening, building on ideas and giving reasons.

Lesson structure (30 minutes)

1. 0–4 minutes – Hook and connect

Display the question, “Should our school have one technology-free lunchtime each week?” Open with the hook question and visual and invite students to show thumbs up, thumbs down or sideways. Ask two or three students to give a quick reason, then explain that persuasive speakers need a clear structure so their ideas are easy to follow.

2. 4–9 minutes – Teach the OREO structure

Use the OREO structure slides to introduce the four parts:

• Opinion: what I think or want.
• Reason: why I think it.
• Evidence: an example, fact, observation or experience that supports the reason.
• Opinion restated: my opinion stated again, often with a strong final sentence.

Model a simple example aloud: “Our class should have ten minutes of reading after lunch. Reading helps us settle. Yesterday, our class became quieter after shared reading. Therefore, we should have ten minutes of reading after lunch.” Briefly clarify that evidence should support the reason, not simply repeat it.

3. 9–13 minutes – Deconstruct a model speech

Display the short model speech on the model speech. Read it aloud once while students listen for the speaker’s opinion. Read it a second time and ask students to identify where the reason, evidence and restated opinion appear. Think aloud about one sentence, explaining the clues that helped you classify it.

4. 13–22 minutes – Collaborative sentence sort

Place students in groups of five. Distribute the OREO sentence-sorting worksheet to each group. Students cut or separate the model sentences, read them aloud, and sort them under the four OREO headings. They should discuss disagreements and record one reason for a tricky decision.

Circulate and prompt with questions such as: “What is the speaker trying to convince us of?” “Does this sentence explain why?” and “What makes this evidence rather than another opinion?” Encourage every student to contribute a reading, sorting or explaining role.

5. 22–26 minutes – Check and justify

Use the answer reveal and discussion prompts to reveal the suggested order one sentence at a time. Groups self-check, then discuss any differences. Invite groups to justify one choice using the sentence frame: “We placed this sentence as ___ because it ___.” Reinforce that evidence can be a fact, example, observation or relevant experience.

6. 26–30 minutes – Individual exit response

Students complete the final section of the individual OREO reflection independently. They label the four parts of one sentence sequence and answer: “Which part helps persuade the audience most? Why?” Finish by asking two students to share. Preview that the next lesson will develop strong opinions and reasons for their own persuasive speeches.

Resources

• OREO introduction and model speech slide deck
• the OREO sentence-sorting worksheet
• Scissors, if the worksheet includes cut-apart sentence strips
• Pencils or highlighters
• Board or display screen
• Group tables arranged for five students
• Timer

Assessment

• Listen to group explanations during the sort, noting whether students distinguish reasons from evidence.
• Check each group’s completed OREO sequence and recorded justification.
• Review the individual reflection to identify students needing further support with structure or evidence.

Differentiation

• Support learners with a colour-coded OREO key, read the model aloud more than once, and provide the sentence frames “My opinion is…” and “The evidence is…”.
• Pair students strategically and assign clear roles: reader, sorter, evidence checker, recorder and reporter.
• For EAL learners and students needing additional support, pre-teach opinion, reason, evidence and support using simple examples and gestures.
• Extend confident students by asking them to suggest a stronger piece of evidence for one reason or explain why a sentence could not be placed in two categories.