Developing Persuasive Speeches

Overview

This 60-minute lesson aims to guide Year 11 students in crafting a persuasive speech on the statement:
"Mobile phones are addictive, costly, and ultimately dangerous. We should prevent children from having access to mobile phones."
The lesson will focus on structuring persuasive arguments using ethos, pathos, and logos, aligned with the National Curriculum for England and the AQA Language Paper 2 specification. The class size is 15 students.

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National Curriculum Links

English Language KS4 (Years 10–11) - Spoken Language and Writing

• Spoken Language:
  • "Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas."
  • "Listen and respond appropriately to adults and peers."
• Writing:
  • "Select vocabulary and grammatical structures that reflect the level of formality required."
  • "Use a range of devices to build cohesion within and across paragraphs."
  • "Use rhetorical devices effectively to persuade and influence."

AQA English Language Paper 2 (Non-fiction and Transactional Writing):

• Writing a speech with clear argument and persuasive language.
• Using rhetorical devices, including ethos (credibility), pathos (emotional appeal), and logos (logical argument).
• Structuring writing for impact with coherence and style.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify and differentiate between ethos, pathos, and logos in persuasive speeches.
2. Plan a persuasive speech that incorporates ethos, pathos, and logos targeting teachers as their audience.
3. Write a structured persuasive speech responding to the mobile phone statement using language and rhetorical techniques specific to Paper 2.
4. Demonstrate awareness of audience, purpose, and form in persuasive writing.

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Success Criteria

Students can:

• Define ethos, pathos, and logos with examples.
• Explain how each rhetorical device can persuade an audience.
• Produce a speech draft that clearly addresses the teacher-audience with appropriate tone and register.
• Use persuasive and formal language that meets GCSE criteria for vocabulary and cohesion.

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Lesson Timing and Activities

Time	Activity	Resources	Assessments/Formative Checks
0–5 min	Starter: Quick quiz to match definitions with ethos, pathos, and logos. Use real-life persuasive examples (advertisements, speeches).	Whiteboard, Marker	Oral Q&A to gauge prior knowledge.
5–15 min	Teacher-led input: Explanation and modelling of ethos, pathos, logos through analysis of a short persuasive speech extract related to technology usage. Annotate examples on the board.	Printed extracts, whiteboard	Class discussion; students highlight examples on copies.
15–25 min	Pair activity: Students receive mixed statements from pros and cons about mobile phones. In pairs, identify which rhetorical device is present or can be used effectively and explain why.	Statement cards, worksheet	Paired peer feedback; teacher circulates for questioning.
25–35 min	Planning: Individually, students create a mind-map or speech plan including at least two examples each of ethos, pathos, and logos for their speech. Emphasis on addressing teachers as audience.	Planning templates	Teacher checks plans for coherence and rhetorical balance.
35–50 min	Writing: Write a 250-300 word persuasive speech draft supporting or arguing against the given statement. Use formal register and rhetorical devices discussed.	Lined paper, pens	Written work; collect drafts for feedback or peer review.
50–58 min	Peer review: Swap speeches with partner. Using a checklist focused on rhetorical devices, audience engagement, and language formality, provide constructive feedback.	Peer review checklist	Oral and written peer feedback. Teacher monitors and supports.
58–60 min	Plenary: Class reflection discussing which rhetorical appeals felt most effective and why. Quick exit ticket: Write down one strength and one improvement for your speech.	Whiteboard/Post-its	Exit tickets collected to inform next lesson's differentiation.

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Differentiation

• Support: Sentence stems and vocabulary banks for students needing help with formal language or structuring argument.
• Challenge: Encourage advanced students to incorporate counterarguments and nuanced rhetorical strategies such as irony or rhetorical questions.
• Use mixed-ability pairs for peer support.

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Resources Checklist

• Copies of persuasive speech extracts related to technology/mobile phone use
• Statement cards for ethos, pathos, logos identification
• Speech planning templates (mind-map or outline)
• Peer-review checklists focusing on persuasive techniques, audience awareness, and cohesion
• Whiteboard and markers
• Lined paper for drafting speeches

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Teacher Notes

• Encourage students to think critically about their audience (teachers) and adapt tone accordingly (formal, respectful but assertive).
• Remind students this exercise mirrors an AQA Language Paper 2 transactional task, valuable for exam preparation.
• Use modelling strategically to demonstrate how rhetorical appeals work in balance rather than isolation.
• Collect drafts for formative assessment to target feedback on persuasive techniques specifically.
• Consider incorporating a digital or multimedia extension in future lessons, e.g., recording speeches to evaluate spoken language skills, aligning to spoken language curriculum aims.

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This structured approach, deeply embedded within the National Curriculum framework and AQA Paper 2 demands, combines classic rhetoric with exam-specific skills—ideal for pushing Year 11 students towards confident argumentative writing.