Persuade, Investigate, Decide

Overview

Across a full learning day, students analyse persuasion, read and respond to a short local school issue text, then use statistics to investigate data and chance. They apply evidence, audience awareness and clear communication in writing, discussion and mathematical reasoning.

Learning intentions

English — WALT:

• identify purpose, audience, position, reasons and evidence in persuasive writing
• explain how rhetorical questions, emotive language, modality, repetition and opposing views influence readers
• plan and draft a respectful persuasive paragraph or short letter

Mathematics and Statistics — WALT:

• collect, display and describe data, including distribution and variation
• compare experimental and expected probability and discuss fairness

Success criteria

• I can state a writer’s position, audience and purpose.
• I can identify language features and explain their effect.
• I can support my own position with organised reasons and relevant evidence.
• I can choose a suitable data display and describe what the data shows.
• I can calculate and compare experimental and expected probability.

Curriculum links

• English Writing to persuade: using emotive language and rhetorical devices compellingly but respectfully.
• English Writing to persuade: selecting language choices for audience and purpose.
• Mathematics and Statistics: visualising and describing data, including distribution and variation.
• Mathematics and Statistics: investigating experimental and expected probability.

Lesson structure (240 minutes)

1. 0–15 min · Local hook and goals. Display the question “Should our school have a device-free lunch?” using the opening hook slide. Students stand on an agree/disagree continuum, justify an initial view, and record one question they have.

2. 15–55 min · Model persuasive analysis. Read the text below aloud while students follow the persuasive reading and response booklet. Model finding the position, audience, reasons and evidence; students annotate a copy and discuss how the writer uses rhetorical questions, emotive language, modality, repetition and an opposing view. Check understanding by asking students to point to a sentence proving each answer.

Reading text: Should Our School Have a Device-Free Lunch?

At lunchtime, our school should introduce a device-free zone for everyone. Students need a proper break from notifications, games and messages so they can talk, move and recharge.

First, a device-free lunch could help us build stronger friendships. When phones and tablets are put away, students are more likely to join a game, share a story or notice someone sitting alone. A welcoming conversation can turn an ordinary lunch into a positive part of the day.

Some people may argue that devices are useful at lunchtime. Students might need to contact whānau, check an important message or use an app for a club. Those needs matter. However, the school could provide a clear process: students could visit the office or use a supervised device when there is a genuine reason.

A device-free zone would also support wellbeing. Constant alerts can make it difficult to relax. Do we really want every quiet moment interrupted by another notification? A short break from screens may help us return to class calmer and more ready to learn.

This idea is not about blaming students or banning technology forever. It is about creating one shared space where people can connect face to face. Our lunch, our friendships and our wellbeing deserve that chance. Let’s put devices aside, look up and make lunchtime count.

3. 55–80 min · Reading questions and feedback. Students complete the questions in the comprehension questions and annotation page independently, then compare answers in pairs. Confer with groups and address the difference between evidence (what the text says) and inference (what it suggests).

Questions:

1. Literal: What does the writer want the school to introduce? Name two benefits given.
2. Inferential: Why does the writer mention students sitting alone?
3. Vocabulary: What does “genuine reason” mean in context? What does “wellbeing” suggest?
4. Structure: Identify the position, two reason paragraphs, opposing view and conclusion.
5. Critical thinking: Is the evidence convincing? What additional evidence would make the argument stronger? Whose perspective is missing?

Answer guide: 1. A device-free lunchtime zone; stronger friendships and improved wellbeing (other valid text-based answers accepted). 2. To suggest face-to-face interaction can include or support others. 3. A real or valid need; being healthy, settled and feeling well. 4. Position: paragraph one; reasons: paragraphs two and four; opposing view: paragraph three; conclusion: paragraph five. 5. Answers should give a judgement and textual reason; possible additions include student survey results, whānau views or wellbeing research. Missing perspectives may include students who need devices for accessibility, safety or cultural/family communication.

Supported option: Provide a large-print, sans-serif version with one or two sentences per line, extra spacing, and paragraphs chunked under the headings “Friendships”, “Wellbeing”, “Different needs” and “Conclusion”. Pre-teach: device-free, notification, wellbeing, supervised, genuine, connect. Read it with a partner or text-to-speech tool.

4. 80–120 min · Plan and draft. Students choose a school or community issue such as rubbish, safer crossings, playground use, library access or protecting a local place. Use the persuasive writing teaching slides to model a planning frame: position, audience, three reasons, relevant evidence, opposing view and respectful response. Students plan, then draft one strong paragraph or a short letter using at least three language features. Confer with students about audience, fairness and trustworthy evidence.

5. 120–135 min · Share and improve. Students exchange drafts and use the checklist in the peer-feedback and editing page: clear position, organised reason, evidence, purposeful language, opposing view, respectful tone and accurate sentences. Students revise one sentence and read an improved section to a partner.

6. 135–145 min · Transition to statistics. Present a class question such as “How do students prefer to spend lunchtime?” Students suggest fair response options, including talking with friends, active play, reading, clubs and quiet time. Agree that responses are anonymous and that all cultures, abilities and preferences are respected.

7. 145–190 min · Data investigation. In groups of four or five, students collect class responses or use a prepared class data set. They choose a bar graph, dot plot or table, construct it with a title and labels, then describe the most and least common categories, clusters, gaps, spread and any unusual result. Groups display their work and complete a gallery walk. Ask: “What does the display show?” and “What does it not show?” Check that claims match the data.

8. 190–225 min · Chance experiment. Groups roll two dice 30 times and record the sum, or draw counters from a bag with known colours. Students predict the expected chance of a selected outcome, calculate experimental probability as successful trials ÷ total trials, and compare results. They discuss variation, sample size and whether the game is fair. Groups repeat 10 trials and explain why results may change.

9. 225–240 min · Synthesis and exit ticket. Students respond to the Question Stems Poster during a final discussion: “What makes evidence useful?” and “Why can fair chance results vary?” Complete the final reflection and exit ticket: one persuasive feature used today, one evidence-based claim from the data, and experimental versus expected probability for the group’s outcome. Preview how data could strengthen a future persuasive letter.

Resources

• the full-day introduction, modelling and discussion deck
• the persuasive reading, questions, writing planner, feedback checklist and exit ticket
• Dyslexia-friendly printed reading text
• Highlighters, pencils and lined writing paper
• Dice, counters, bags and recording tables
• Graph paper or shared digital spreadsheet
• Calculators, rulers and display materials
• Large-print/text-to-speech access where needed

Assessment

• Listen for accurate identification of position, audience, evidence and language features during annotation and partner talk.
• Confer with writers and check that reasons, evidence and claims are relevant and respectfully expressed.
• Assess graphs for appropriate choice, labels and descriptions; check probability calculations and exit-ticket explanations.

Differentiation

• Provide the chunked, large-print reading, audio/text-to-speech, vocabulary preview, colour-coded annotation key and sentence starters: “The writer believes…”, “This appeals to…”, and “The evidence suggests…”.
• Offer a planning template, oral rehearsal, scribing or speech-to-text; allow students to respond through a paragraph, letter or recorded presentation before transferring ideas to writing.
• Use mixed-readiness groups with defined roles: reader, recorder, checker and reporter. Provide pre-made data for students who need reduced recording load.
• Extension students incorporate two trustworthy sources or a counterclaim into their writing, compare two data displays, or repeat the chance experiment with a larger sample and explain how sample size affects variation.