Persuasion Takes Shape

Overview

Across four 30-minute lessons, students are introduced to persuasive writing as a way to influence a reader’s thinking or actions. They examine purpose, audience, structure and persuasive language, then plan and draft a short persuasive paragraph about a familiar school or community issue.

Learning intentions

• WALT explain why people write persuasively and identify an audience.
• WALT recognise the structure of a persuasive text.
• WALT support an opinion with grouped reasons, details and linking words.
• WALT use emotive and persuasive language to influence a reader.
• WALT plan and draft a clear persuasive paragraph.

Success criteria

• I can state my position clearly using first person where appropriate.
• I can organise my ideas into an introduction, reasons and conclusion.
• I can support my reasons with facts, examples or personal knowledge.
• I can use linking words and persuasive vocabulary to influence my reader.

Curriculum links

• Writing to persuade: introducing a topic and clearly stating an opinion or position.
• Writing to persuade: organising related opinions and reasons into paragraphs.
• Writing to persuade: supporting opinions with facts and details.
• Writing to persuade: using linking words, emotive language and concluding sentences.

Lesson structure (4 × 30 minutes)

Day 1 — Why persuade?

1. 0–5 min · Hook. Open with the provocative opening slide showing two contrasting school lunch choices and ask, “Which one should our school choose, and how could you convince someone?” Students make a quick choice and share one reason with a partner.

2. 5–12 min · Purpose and audience. Use the purpose and audience slides to explain that persuasive texts aim to influence what a reader thinks, feels or does. Students identify the purpose and likely audience for a letter, advertisement, review and speech.

3. 12–20 min · Notice persuasive features. Read the short model text on the four-day persuasive writing booklet together. Students highlight the writer’s position, intended audience and words that try to influence the reader.

4. 20–27 min · Class discussion. Display the model again in the annotated model-text slide. Students discuss which words or details make the argument more convincing and whether the text is respectful and fair.

5. 27–30 min · Exit response. Students complete the first reflection box in the four-day persuasive writing booklet: “Persuasive writing is used to…”. Collect responses to check understanding.

Day 2 — How is it structured?

1. 0–5 min · Retrieval. Revisit the retrieval question slide. Students explain to a partner the purpose of persuasive writing and name one possible audience.

2. 5–12 min · Teach the structure. Use the persuasive structure slides to introduce: an opening that names the topic and position; body paragraphs with logically grouped reasons and supporting details; and a conclusion that returns to the position.

3. 12–20 min · Organise ideas. Give pairs the Text Structure Planning Mat. Model completing the topic, purpose, audience and key message for the issue “Our school should provide more shaded outdoor spaces.” Pairs add two possible reasons and decide which is strongest.

4. 20–27 min · Apply to a model. Students use the four-day persuasive writing booklet to label the introduction, reasons, supporting details and conclusion in a short persuasive text. Discuss why ideas should be grouped and ordered logically.

5. 27–30 min · Checkpoint. Students write one possible position statement for a familiar issue. Invite three students to read theirs and check that each clearly states an opinion.

Day 3 — Language that persuades

1. 0–5 min · Compare. Show the two sentences on the language comparison slide: “We need more trees” and “Our playground urgently needs more trees to give every child a cooler, healthier place to play.” Students identify which is more persuasive and explain why.

2. 5–12 min · Explicit teaching. Introduce linking words, emotive words and phrases, rhetorical questions, inclusive language, facts, examples and calls to action. Emphasise that strong persuasion combines reasons and evidence rather than relying only on dramatic language.

3. 12–20 min · Word choice activity. Distribute the Persuasive Language Word Bank. In pairs, students improve three plain sentences in the four-day persuasive writing booklet by selecting precise linking and persuasive words.

4. 20–26 min · Build a reason. Model the pattern “Reason + detail + impact”: “More shaded spaces are needed because the summer sun can make the playground uncomfortably hot. Consequently, students could play safely and comfortably.” Students create and share one version for their chosen issue.

5. 26–30 min · Self-check. Students underline their strongest persuasive word and circle their linking word. They record one language feature they will use in tomorrow’s writing.

Day 4 — Plan and draft

1. 0–5 min · Revisit the goal. Use the writing goal and checklist slides to review position, grouped reasons, supporting details, linking words and conclusion. Students orally rehearse a position statement with a partner.

2. 5–12 min · Plan together. Model planning the issue “Our class should have regular choice reading time.” Students use the Text Structure Planning Mat to record topic, audience, key message and two or three reasons, ordering the strongest reason first.

3. 12–22 min · Independent writing. Students choose a familiar, age-appropriate issue such as reducing playground litter, changing a class routine or improving the library. They complete the planning section and draft an introduction, one developed reason and a concluding sentence in the four-day persuasive writing booklet.

4. 22–27 min · Partner feedback. Pairs read their drafts aloud. The listener identifies the position, strongest detail and one persuasive word, then offers one kind, specific suggestion using the feedback prompt on the peer-feedback slide.

5. 27–30 min · Plenary and collection. Students complete the final self-assessment in the four-day persuasive writing booklet and hand in their plan and draft. Invite students to share one change they made to strengthen their writing.

Resources

• the four-day persuasive writing slide deck
• the four-day persuasive writing booklet
• the Text Structure Planning Mat
• the Persuasive Language Word Bank
• Highlighters or coloured pencils
• Exercise books or writing paper
• Board and markers

Assessment

• Listen to partner explanations, pair discussions and oral rehearsals for understanding of purpose, audience, structure and position.
• Check highlighted model texts, planning mats and improved sentences for accurate identification and use of persuasive features.
• Assess the Day 4 draft for a clear position, logically grouped reason, supporting detail, linking word and related conclusion.

Differentiation

• Support writers with a partially completed planning mat, oral rehearsal before writing and sentence starters such as “I believe…”, “For instance…” and “Consequently…”.
• Provide the model text, word bank and a reduced choice of familiar topics for students who need help generating ideas.
• Allow EAL learners to discuss ideas with a supportive partner, use labelled visuals and rehearse key vocabulary before writing.
• Extend confident writers by adding a second developed reason, a counterargument and a respectful response to it.