Persuade With Confidence

Overview

Students present a final, polished persuasive speech on a debatable, age-appropriate topic. They apply previously prepared reasons and evidence while developing confident delivery, audience awareness, and strategies for overcoming nerves.

Learning intentions

• WALT present a final, polished persuasive speech to an audience.
• WALT use voice, pace, expression, posture and eye contact to engage listeners.
• WALT respond respectfully as an audience member.
• WALT reflect on how effectively our speech persuades others.

Success criteria

• I can clearly state whether I am FOR or AGAINST the topic.
• I can present strong reasons and supporting detail in a 1.5–2 minute speech.
• I can use at least two delivery techniques to engage my audience.
• I can manage my nerves and give constructive feedback.

Curriculum links

• English — Writing to persuade: concluding sections restate the position and leave a strong final impression.
• English — Writing to persuade: persuasive texts clearly restate their position and end with a strong statement that reinforces why the reader should support it.
• English — Oral communication: presenting persuasively requires responding to others, defending viewpoints and influencing audience thinking.
• Key competencies: managing self; participating and contributing; communicating ideas and relating to others.

Lesson structure (30 minutes)

1. 0–3 min · Settle and hook. Teacher opens with the provocative opening question — “Should students be allowed to use phones during interval?” — and models one nervous delivery followed by a confident version. Students identify which version would persuade them and explain why.

2. 3–7 min · Revisit the goal. Teacher displays the learning intention and success criteria and briefly reminds students that the goal is not to sound perfect, but to communicate clearly and influence an audience. Refer to the persuasive techniques posters to quickly review techniques such as rhetorical questions, emotive language, repetition, inclusive language and a call to action. Students silently choose two delivery techniques they will deliberately use.

3. 7–10 min · Nerves rehearsal. Teacher demonstrates the “pause, breathe, begin” routine: plant both feet, breathe in for four counts, look at a friendly face, then begin with the opening sentence. Teacher explains that speakers may use brief notes, but should not read every word. Students practise their first two sentences to a partner, then give one specific encouragement.

4. 10–22 min · Speech task: The Two-Sided Argument. Teacher places students in five groups of five, ensuring each group has a balance of FOR and AGAINST viewpoints where possible. Each student presents a prepared 1.5–2 minute speech on an assigned side of a debatable topic. Students use the speaker and audience feedback sheet to record one strength and one useful next step for each speaker. The audience listens silently, tracks the speaker, and responds respectfully; the teacher circulates, coaches discreetly and samples presentations for assessment.

Suggested topics include:

• School uniforms should be optional.
• Students should have homework-free weekends.
• Every class should have a daily movement break.
• Schools should ban single-use plastic bottles.
• Students should be allowed to choose some of their learning topics.
• School lunches should include one free-choice day each week.
• Competitive sport should be compulsory at school.
• Auckland schools should have a later start time.

5. 22–27 min · Audience response and reflection. Teacher asks students to discuss in groups: Which argument was most convincing, and which speaking choice helped it succeed? Students refer to reasons, evidence and delivery rather than simply naming their favourite speaker. Each student completes the reflection section of the speaker and audience feedback sheet, identifying one successful technique and one improvement for a future presentation.

6. 27–30 min · Plenary and exit check. Teacher returns to the final reflection prompt and asks students to rate their confidence before and after presenting using fingers from 1–5. Students share one strategy that helped them manage nerves, then complete a verbal exit sentence: “My speech was persuasive because…” or “Next time I will…”

Resources

• the persuasive speaking and reflection slide deck
• the speaker and audience feedback sheet
• the persuasive techniques posters
• Prepared 1.5–2 minute speeches and brief speaker notes
• Timer or projected countdown
• Five clearly labelled presentation areas
• Pens or pencils

Assessment

• During presentations, check whether students clearly state their position, present relevant reasons, use supporting detail and finish with a strong concluding statement or call to action.
• Observe delivery: audible voice, suitable pace, purposeful expression, eye contact, posture and an attempt to manage nerves.
• Review the feedback sheet and exit responses to identify students needing another rehearsal, support with delivery, or challenge with audience response.

Differentiation

• Provide a discreet prompt card with “Pause — breathe — look up — speak” and allow students to hold brief notes rather than a full script.
• Seat anxious speakers beside a supportive peer, permit them to present first or later by choice, and allow a quiet rehearsal with the teacher before presenting.
• Support EAL learners with sentence starters such as “Our position is…”, “Firstly…”, “This matters because…” and “For these reasons, you should…”.
• Extend confident speakers by requiring them to acknowledge an opposing view and rebut it respectfully, or vary a rhetorical device for deliberate effect.
• For students who need additional support, assess the quality and clarity of their ideas and gradual improvement in delivery, rather than performance confidence alone.