Exploring Viewpoints & Persuasion

Re-read the two double pages about the school up to ‘...war had got here too’. Look at the use of past perfect in the text, ‘had got’. Look at the sentence, ‘I pushed the door and faces turned towards me but the teacher didn’t smile.’ What viewpoint does the teacher have? What viewpoint do the children have? Find evidence. Why has the author used ‘but’? What is its purpose? Pupils write thought bubbles for the children in the class. Consider questions they might have and their feelings e.g. Who are you? Where have you been? Come in. I hope you are ok. Would you like my seat?

Consider and evaluate different viewpoints Ask questions to improve understanding Predict from details stated and implied  Variety of verb forms used correctly and

©The Literacy Company ®Pathways to Write Y5&6 Spring 2 Letter and consistently including modal verbs and the present perfect form Use brackets, dashes or commas to indicate parenthesis

Predict what will happen next in the story. Refer to the opening lesson with #3000 chairs. Consider emotive language used in persuasion. Recap modal verbs and adverbs e.g. must, should, could, will and undoubtedly, certainly, surely. Practise writing sentences in role as the children in the book to explain their feelings. Y6 pupils to use colons e.g. I am worried for you: you certainly look sad and alone. Please come in: you must have my chair. Where have you come from: have you travelled far? Y5 pupils to use brackets, dashes or commas e.g. I would like to help you – if you’ll let me. My seat, which is at the back of the class, has a space for you next to it. Our teacher (Miss Smith) is really kind.  Write a short letter/note to the little girl to pass to her at that moment to show empathy for her and to persuade her to join the class. It is a good opportunity to use present perfect in the form of questions ‘Where have you travelled from? Have you come far? Have you eaten?’ Consider use of informal language – writing in role as a child. Y5 – Write sentences with brackets, dashes or commas. Y6 - Apply sentences with colons. Greater depth: Opportunity to write more formally and apply assured and conscious control – write in role as the teacher to the head teacher about the little girl. Reasons for and against allowing her to join the class. They may wish to take a more persuasive viewpoint. Allow pupils more time to write – they may begin after the initial reading session e.g. Hello little girl, How are you? You look sad: standing there at our door. Where have you come from: have you travelled far? We would definitely like to help you. Perhaps you would like to come in? Sit down in our class: you can have my chair. It is warm and certainly safe in our class. We have been painting pictures of birds in bright colours: to make it more welcoming. Would you like to draw a bird? You are clearly welcome here. From Sarah x

WALT (We Are Learning To)

Analyse viewpoint and perspective in a narrative.
Identify and use modal verbs, the past perfect tense, and present perfect tense confidently.
Write empathetic, persuasive sentences and notes using appropriate punctuation, including brackets, dashes, commas, and colons.
Predict events using evidence from the text.
Use emotive language effectively to convey feelings and persuasion.

National Curriculum Links (English – Year 6)

Reading:
- Develop positive attitudes to reading, understanding the author’s viewpoint and purpose.
- Retrieve, record and present information from non-fiction and fiction texts.
- Make predictions based on details stated and implied (KS2 Reading).
Writing:
- Draft, write and evaluate persuasive texts with a clear viewpoint and consistency in formality.
- Use a variety of sentence structures including modal verbs, past perfect and present perfect tense (Y5/6 Grammar).
- Use brackets, dashes or commas to indicate parenthesis; use colons to introduce clauses (Y6 Grammar).
- Write in role confidently, adapting language for purpose and audience.
Spoken Language:
- Articulate and justify answers, arguments and opinions.
- Participate in discussions, exploring different viewpoints.

Success Criteria

I can explain the viewpoints of different characters in the text with supporting evidence.
I can identify and use modal verbs, past perfect, and present perfect verbs correctly.
I can write thought bubbles expressing feelings and questions using brackets (Y5) or colons (Y6).
I can predict future events in the story, justifying my ideas with details from the text.
I can write a persuasive note showing empathy, using informal language and persuasive techniques.

Resources

Copies of the two double pages up to “...war had got here too” (from the text used in the teacher’s guidance)
Whiteboard and pens
Thought bubble templates
Writing paper
Grammar support prompt cards (modal verbs, brackets/dashes/commas, colons)
Example sentences on slides/board
Mini whiteboards and pens for paired work
Extension worksheets (formal letter writing)

Lesson Outline (60 minutes)

1. Introduction & Context (10 minutes)

Recap: Briefly revisit the story section; clarify vocabulary such as “past perfect,” “modal verbs,” “parenthesis,” and “emotive language.”
WALT & Success Criteria shared orally and displayed.

2. Reading & Analysis (15 minutes)

Re-read aloud the two double pages up to the phrase: “…war had got here too.”
Focus on the past perfect example: "had got" – explain how it shows an action completed before another past action.
Highlight the sentence: “I pushed the door and faces turned towards me but the teacher didn’t smile.”
Class discussion:
- What viewpoint does the teacher have?
- What viewpoint do the children have?
- Who might feel what – nervous, welcoming?
- Why do you think the author used the conjunction ‘but’ here? Explore contrasting ideas and tone.

3. Empathy & Writing Thought Bubbles (15 minutes)

Show example thought bubbles (e.g., “Who are you?”, “Would you like my seat?”).
In pairs or small groups, pupils write thought bubbles for children’s thoughts and feelings using modal verbs and present perfect tense (key verbs prompts provided).
Differentiation:
- Y5 pupils write with brackets/dashes/commas to add information in parenthesis.
- Y6 pupils practise using colons to link related clauses.
Teacher circulates, scaffolding modal verb use and punctuation application.

4. Predict and Persuade (10 minutes)

Predict what might happen next in the story with class discussion. Pupils justify predictions using cues like the #3000 chairs lesson from earlier and emotive language clues.
Recap modal verbs and emotive adverbs (e.g., must, should, could, will, undoubtedly, certainly, surely).
Pupils write 2-3 sentences from the viewpoint of the children explaining their feelings using modal verbs and persuasive language.

5. Writing a Note of Empathy – Main Writing Task (10 minutes)

Write a short informal letter/note to the little girl, inviting her into the classroom with empathy and persuasion.
Y5: Use brackets, dashes or commas for additional info.
Y6: Use colons to extend sentences effectively.
Support with sentence starters and modal verb prompts visible.

6. Optional Extension / Greater Depth (if time permits or for homework)

Write a formal letter in role as the teacher to the head teacher, discussing reasons for and against allowing the girl to join the class. Use persuasive language and explore different viewpoints thoughtfully and in a formal register.

Differentiation Strategies

Learner Needs	Strategies
SEN/Struggling writers	Sentence starters; peer support; writing prompts
EAL learners	Vocabulary flashcards; visual prompts; modelled sentences
Gifted and talented	Extension task with formal letter writing; explore modal verb nuances and emotive devices
ADHD/attention difficulties	Chunked activities with breaks; use mini whiteboards for quick engagement
Mixed ability pairs/groups	Partner lower ability with higher ability learners for shared ideas

Assessment Opportunities

Formative: Observe pupils during discussion and paired activities, noting understanding of viewpoints and grammar use.
Written outputs: Thought bubbles assessed for correct verb form and punctuation; empathy note checked for persuasive language and grammar accuracy.
Extension work for greater depth learners assessed for formal tone, structure, and argument balance.

WOW Factor Ideas for Teachers

Use role-play with two pupils acting as ‘Teacher’ and ‘Child’ to voice their viewpoints aloud before writing.
Create a classroom display of thought bubbles and notes to the little girl, fostering empathy visually.
Incorporate digital tools (if available) for pupils to record their letters as audio messages to enhance oral language skills.
Use ‘conscience alley’ where pupils line up and walk through expressing the conflicting feelings of the teacher and children about the girl joining.

By the end of this lesson, pupils will have deepened their understanding of character viewpoints, sharpened grammatical skills within context, and embraced empathy through persuasive writing – all firmly aligned to the National Curriculum (England) for Year 6 English.