Persuasion in Action

Overview

Subject: English
Year Group: Year 8 (Ages 12–13)
Lesson Duration: 50 minutes
Class Size: 30 students
Curriculum Link: National Curriculum for England – Key Stage 3 – Reading and Writing: Analysing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Writing for a range of audiences and purposes.

Lesson Focus: Understanding and identifying the persuasive rhetorical devices of ethos, pathos, and logos.

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Learning Objectives

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

• Define ethos, pathos, and logos.
• Identify these techniques in short written texts.
• Explain how each technique is used to persuade the reader.
• Collaboratively annotate texts and begin to apply devices in their own writing.

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Success Criteria

Students will demonstrate understanding by:

• Accurately identifying persuasive techniques in provided examples.
• Actively participating in paired and whole-class discussions.
• Contributing to group annotation activities.
• Creating one persuasive paragraph using one or more of the techniques.

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Resources Needed

• Whiteboard and board pens
• Printed extract sheets (provided below)
• Highlighters (three colours: yellow for pathos, blue for ethos, green for logos)
• A3 sugar paper for group work
• Sticky notes
• Printed vocabulary support sheets (definitions of ethos, pathos, logos with visual icons)

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Lesson Structure

Starter (5 minutes) – Feelings, Facts, or Trust?

Activity:
Begin with three statements on the board. Ask pupils to decide (by standing up, raising hands, or using mini whiteboards) if the statement appeals to:

• Emotions (pathos)
• Logic/Reason (logos)
• Credibility/Trust (ethos)

Statements:

1. “Thousands of children go hungry each day – we must act now!”
2. “As a qualified doctor with 10 years’ experience, I recommend this treatment.”
3. “Studies show this programme improves grades by 85%.”

Briefly introduce the names and meanings of ethos, pathos, and logos, linking each to the example just explored.

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Main Activity One (15 minutes) – Explore the Extracts

Divide students into groups of 4-5. Hand out printed sheets of the three extracts (see below), each one exemplifying one rhetorical device. Students will:

• Read each extract in their group.
• Use their highlighters to identify emotional language, or logical elements, or credentials of the speaker depending on the type.
• Write 1–2 sentences on sticky notes summarising what device is being used and how it persuades.

Teacher role: Circulate and ask probing questions:

• “How does that phrase make the reader feel?” (Pathos)
• “What kind of trust is being built here?” (Ethos)
• “What’s the factual or logical point being made?” (Logos)

Extracts (for student handouts):

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Extract 1 – Pathos (Emotional appeal)

"Imagine waking up cold and alone, your stomach growling with hunger, and no idea where your next meal will come from. That’s the reality for thousands of children across the country. These aren’t just statistics—these are human lives, crying out for compassion."

🔸 Prompt: What emotions is the writer trying to evoke?

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Extract 2 – Ethos (Credibility appeal)

"As a headteacher with over twenty years of experience working in UK secondary schools, I have seen first-hand the transformative effect of after-school support programmes. When we speak of raising standards, trust in those of us who witness the daily challenges and victories."

🔹 Prompt: How does experience make this speaker more trustworthy?

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Extract 3 – Logos (Logical appeal)

"According to a recent survey by the Department for Education, students who read for pleasure daily are 38% more likely to achieve above-average results in English assessments. Clearly, investing in school libraries is an evidence-based decision."

🟢 Prompt: What facts and figures make this argument strong?

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Main Activity Two (15 minutes) – Persuasive Poster Gallery

• Groups will select one extract and produce a "Persuasion Poster" on A3 paper.
• Poster must include:
  • A title
  • The extract in the centre
  • Annotated notes around the extract highlighting the rhetorical device used
  • Definitions or key words from the vocabulary support sheet
  • An emoji/icon representing the appeal (e.g., heart for pathos, brain for logos, shield for ethos)

Stretch: Have students attempt to edit one line of the extract to include two devices instead of one.

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Plenary (10 minutes) – Write Your Own

Task: Individually, students write a persuasive paragraph (approx. 3–4 sentences) on this prompt:

"Why should mobile phones be allowed (or banned) in schools?"

Challenge them to include at least one rhetorical technique.
After 5 minutes of independent writing, ask for volunteers to read theirs aloud. As a class, identify the technique(s) used.

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Assessment for Learning

• Observation and questioning during group and individual tasks
• Completion and accuracy of extract annotations
• Contributions to poster activity
• Persuasive paragraph demonstrates appropriate application of rhetorical technique

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Differentiation

Support:

• Vocabulary support sheets with definitions and icons
• Sentence starters for persuasive paragraph
• Guided questions for poster annotations

Challenge:

• Ask higher ability pupils to identify overlaps in rhetorical strategies
• Invite them to write a persuasive paragraph including multiple devices

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Homework / Extension

Task: Students find an advertisement (poster, TV ad, or online) and write a short paragraph identifying one rhetorical technique used. Bring in or describe the ad next lesson.

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Reflection Notes for Teacher

• Which technique did students grasp most easily?
• How effectively did students move from identifying to applying rhetorical language?
• Consider repeating this lesson with different stimuli next term (e.g., speeches, film clips, charity campaigns).

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Impact Potential

This lesson introduces pupils to classical rhetorical concepts in a modern, accessible way. It supports their critical thinking, analysis, and persuasive writing skills—essential competencies for English study at Key Stage 3 and beyond. Active learning, visual prompts, and collaborative tasks ensure high engagement and retention.