Crafting Persuasive Openings

WALT

We Are Learning To:

• Understand the purpose and impact of the opening in a persuasive response
• Identify the qualities that examiners reward in introductions
• Apply DAFORREST techniques effectively in persuasive openings

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National Curriculum Links

• English Programme of Study, Key Stage 5, Spoken Language and Writing:

  • Develop coherent and convincing arguments using a range of persuasive techniques
  • Demonstrate control and adaptability of language for purpose and audience
  • Critically evaluate own writing to enhance effectiveness (AQA English Language Paper 2 skills)

• Assessment Objectives (AO1, AO2, AO5 for AQA English Language Paper 2):

  • AO1: Use accurate spelling, punctuation, and grammar alongside effective sentence structures
  • AO2: Analyse language, form and structure
  • AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences

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Success Criteria

• I can explain the key roles of a persuasive opening
• I can name and describe at least three DAFORREST techniques suited for introductions
• I can write an engaging introduction that examiners would reward
• I can evaluate and improve an introduction for clarity, impact and persuasive power

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Lesson Breakdown (40 minutes)

1. Introduction & Engagement (5 minutes)

• Activate prior knowledge: Begin with a quick question: What makes a persuasive introduction grab your attention?
• Use a short example of a strong vs weak introduction (display on screen or reading aloud).
• Discuss what feels convincing and why – introduce the idea of “hook” and “tone.”

2. Explain What a Persuasive Opening Must Achieve (8 minutes)

• Present a mini-lecture with bullet points:
  • Grab attention immediately
  • Introduce the topic clearly
  • Establish the writer’s stance confidently
  • Set the tone and direction for the argument
• Refer to examiner criteria: clarity, purpose, engagement, and technique use in introductions
• Dyslexia-friendly tip: Provide written handout with key points in simple font (e.g. Comic Sans or OpenDyslexic) and short sentences

3. Explore DAFORREST Techniques for Openings (10 minutes)

• Recap the acronym DAFORREST (Direct Address, Alliteration, Facts, Opinions, Rhetorical Questions, Repetition, Emotive Language, Statistics, Triples)
• Highlight the best techniques for openings:
  • Direct Address – engage reader straight away
  • Rhetorical Questions – prompt thinking and involvement
  • Emotive Language – sets tone and builds connection
  • Facts or Statistics – provide authority and hook interest
• Activity: Present 4 separate opening lines using different techniques. Student identifies which DAFORREST technique is being used and discusses impact.
• For neurodivergent learners: Use visual icons/symbols for each technique to aid memory

4. Writing Task & Modelling (12 minutes)

• Model writing a persuasive introduction aloud using 3 DAFORREST techniques.
• Student writes their own introduction on a chosen topic (or scaffolded topic if needed).
• Dyslexia-friendly scaffold: Sentence starters like “Have you ever…?”, “Many people believe…”, “Imagine a world where…”

5. Assessment & Feedback (3 minutes)

• Student reads their introduction aloud (if comfortable) or submits written piece.
• Tutor provides immediate precise feedback structured around success criteria.
• Use ‘two stars and a wish’: two positives about use of techniques, one target for improvement.

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Differentiation Strategies

• For neurodivergent learners: Use multimodal input (visual, auditory, kinesthetic)
• For learners with dyslexia: Provide typed examples in dyslexia-friendly fonts, use coloured overlays if needed
• For learners needing extra support: Offer sentence starters and focus on one DAFORREST technique at a time
• For advanced learners: Challenge to include layered techniques or unconventional rhetorical devices in their openings

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Extension Activities

• Analyse examiner exemplar introductions from previous AQA papers to identify effective techniques
• Rewrite a weak persuasive introduction transforming it with successful openings techniques
• Research persuasive openings used in political speeches or advertising campaigns and present findings

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Materials Required

• Handouts summarising DAFORREST techniques with icons
• Example persuasive introductions (strong vs weak)
• Dyslexia-friendly font resources
• Writing materials or computer/tablet if online

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This lesson plan offers a structured, inclusive and highly targeted approach to mastering persuasive openings that aligns closely with the National Curriculum for English, specifically tailored for neurodivergent learners at AQA GCSE and A Level readiness. It uses direct application of examiner criteria and the DAFORREST framework in ways that encourage self-evaluation and creativity.