Rehearse, Refine, Review

Overview

In this final unit lesson, students use a success-criteria checklist and annotated exemplars to evaluate and improve a draft persuasive speech. They give focused peer feedback, revise their writing, and complete a timed practice paragraph or speech section in conditions similar to a writing assessment.

Learning intentions

• WALT use success criteria to review persuasive writing.
• WALT give and respond to specific, respectful feedback.
• WALT revise paragraphs to improve structure, evidence, language and audience impact.
• WALT apply persuasive writing skills independently within a set time.

Success criteria

• I can identify strengths and next steps in a persuasive speech.
• I can explain how structure, evidence and language affect an audience.
• I can give feedback that is specific and useful.
• I can revise at least one paragraph and complete a timed practice section.

Curriculum links

• Writing to persuade: clearly state a position, organise logically grouped paragraphs, support ideas with facts and details, use linking words and emotive language, and conclude effectively.
• Audience, purpose and language choice: make deliberate choices about content and language based on their effect on readers or listeners.
• Communicating and Presenting: plan and construct a detailed argument.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and focus. Teacher displays the learning intentions and asks, “What makes a persuasive speech convincing rather than merely opinionated?” using the opening question and unit review slide. Students briefly discuss with a partner, then name one feature they will check in their own writing.

2. 5–12 min · Model the review process. Teacher projects a short annotated speech extract from the annotated exemplar and review instructions and thinks aloud while checking position, paragraph structure, evidence, linking words, persuasive techniques, vocabulary, punctuation and audience awareness. Teacher models how to write a precise comment such as, “Add a fact after this reason so the audience has stronger evidence,” rather than “Make it better.” Students identify one effective choice and one possible improvement in the exemplar.

3. 12–20 min · Self-review. Teacher distributes the persuasive speech review and revision sheet and reminds students to read their draft aloud quietly before checking it. Students independently use the checklist to mark evidence of each feature, highlight one strength, and select one priority for revision. They should rank their reasons from strongest to weakest and check that each paragraph has a clear focus.

4. 20–29 min · Peer feedback conference. Teacher places students in pairs, explains the protocol on the peer-feedback protocol slide, and monitors discussion. Partner A reads a paragraph or selected section aloud; Partner B identifies one effective feature and gives one improvement suggestion linked to the checklist, then roles switch. Students record feedback using the prompts “I noticed…”, “This affects the audience by…”, and “You could improve it by…”. Remind students that feedback is about the writing, not the writer.

5. 29–38 min · Revise and rehearse. Teacher asks students to revise one or more paragraphs, using the revision planning and editing section and the persuasive language word bank as needed. Students improve a topic sentence, add or clarify evidence, insert a linking phrase, strengthen a persuasive technique, edit punctuation, or adjust vocabulary for their intended audience. They then rehearse the revised section quietly, focusing on fluent delivery, emphasis and a clear call to action where appropriate.

6. 38–43 min · Timed independent practice. Teacher sets a five-minute timer using the timed practice instructions and countdown slide. Students complete either a final speech paragraph or a selected speech section without peer assistance, applying the unit criteria in writing-test conditions. They may use their revised plan but should make independent decisions about content, organisation and language.

7. 43–45 min · Review and exit reflection. Teacher displays the final reflection prompts and asks students to complete the final boxes on the exit reflection. Students write: “The criterion I showed best was…”, “My next improvement is…”, and “One choice I made for my audience was…”. Invite two or three students to share a useful revision strategy.

Resources

• the Rehearse, Refine, and Review slide deck
• the persuasive speech review and revision sheet
• the persuasive language word bank
• Students’ draft persuasive speeches
• Annotated persuasive speech exemplar
• Highlighters or coloured pencils
• Pens and writing books
• Visible timer

Assessment

• During self-review, check whether students can locate and explain features such as a clear position, grouped paragraphs, evidence, linking words and persuasive language.
• During peer conferences, listen for respectful, criterion-based feedback rather than vague praise or criticism. Confer with students who cannot identify a specific revision priority.
• Collect the timed practice section and exit reflection. Use them to identify students needing support with structure, evidence, sentence control or audience awareness before the next writing task.

Differentiation

• Support students with a shortened checklist, a model paragraph, orally rehearsed ideas and sentence starters such as “My reason is…”, “For instance…” and “Consequently…”.
• Allow students with literacy, attention or motor needs to dictate ideas, use speech-to-text, work in a quieter space, or complete a shorter timed section while maintaining the same success criteria.
• Provide EAL learners with the word bank, exemplar annotations, partner rehearsal and explicit explanation of emotive, linking and audience-focused language.
• Challenge confident writers to address a counterargument, vary sentence openings, select evidence for maximum impact, and explain why a particular language choice suits their audience.