Overview

Year Level: 7
Duration: 50 minutes
Class Size: 28 students
Unit: Persuasive Power Unleashed (Lesson 1 of 20)
Location: Christmas Island
Curriculum Framework: Australian Western Australian (au_wa) English Curriculum
Teacher Context: Diverse learners with EAL/D students primarily from Malay backgrounds

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Learning Objectives

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

• Define persuasion and explain its purpose in everyday contexts (ACELY1715).
• Identify and discuss examples of persuasive texts commonly encountered (ACELY1716).
• Recognise the intent behind persuasive texts and articulate their significance (ACELY1716, ACELY1718).
• Develop confidence in discussing ideas orally in small groups and as a whole class (ACELY1713).

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Curriculum Links (au_wa English Year 7)

Learning Area	Standard/Content Description
Language	Understand the use of persuasive language and how it aims to influence audiences (ACELA1529).
Literacy	Analyse and evaluate the purpose of persuasive texts (ACELY1716, ACELY1718).
Literacy	Use oral interaction skills to share ideas and respond to others (ACELY1713).

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Resources

• Whiteboard and coloured markers
• Sticky notes
• Printed examples of persuasive texts (advertisements, opinions from newspapers, social media posts, flyers)
• Visual aids with simple persuasive vocabulary (e.g., “must”, “should”, “because”, “help”, “important”)
• Laptops or tablets (optional) for visual display or dictionaries
• Graphic organiser handouts for critical thinking

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Lesson Sequence

1. Introduction (10 minutes)

• Warm-up Activity: Write the word “Persuasion” on the board.
• Ask: “What do you think persuasion means?” Invite brief student responses. Write key words (e.g., convince, influence, change mind) shared by students.
• Provide a clear definition: “Persuasion is when someone tries to make you believe or do something by giving reasons or using language that influences your opinion.”
• Show quick examples of persuasive texts found in daily life (advertisements on phones, billboards, opinion pieces in newspapers).

Differentiation:

• Use visuals and simple definitions to support EAL/D students.
• Pair Malay-speaking EAL/D students with bilingual peers for explanations.

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2. Exploration and Discussion (15 minutes)

• Distribute a variety of short persuasive text samples to pairs or small groups of students. Examples include: flyer for a school event, charity ad, social media campaign, short editorial.
• Students identify:
  • The persuasive purpose (e.g., to buy, support, believe).
  • How the text tries to persuade (words, images, tone).
• Groups discuss and prepare to share one example with the class explaining the purpose and how it persuades.

EAL/D Support:

• Provide a word bank with persuasive language useful for discussion.
• Allow use of bilingual dictionaries or devices for vocabulary checking.

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3. Whole Class Sharing (10 minutes)

• Each group shares one example, focusing on: “What is the text trying to persuade you to do or think?” and “How does it try to do that?”
• Teacher notes key persuasive techniques on the board (emotive language, facts, repetition, appeals to feelings).

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4. Reflective Individual Task (10 minutes)

• Students write a short paragraph or bullet points about a persuasive message they have encountered in their own life and why they think it is important. Examples could be a family decision, a school rule, a TV ad, etc.
• Encourage use of at least one persuasive word or phrase from the lesson.

Differentiation:

• EAL/D students can use bullet points or simple sentences.
• Malay-speaking learners can briefly write in their own language first as a scaffold (if acceptable), then translate or share verbally.
• Provide sentence starters: “I think this message is persuasive because...”

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5. Summary and Homework Brief (5 minutes)

• Summarise key ideas: persuasion is everywhere and shapes opinions and actions.
• Explain that next lessons will explore how to recognise and create persuasive language.
• Homework: Find one persuasive text at home (advertisement, poster, social media post) and bring it or a description to next class.

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Assessment / Feedback

• Informal formative assessment through participation in discussion and group sharing.
• Evaluate reflective writing for understanding of persuasive purpose and language.
• Ongoing observation to identify learners needing additional support or extension.

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Differentiation Strategies Summary

Learner Need	Strategy
EAL/D Malay Backgrounds	Visual aids, word banks, bilingual pairing, sentence frames, oral sharing options
Lower literacy students	Simplified texts, bullet points, one-on-one support, key vocabulary pre-teaching
Higher achievers	Challenge to identify subtle persuasion techniques or analyse tone and audience
General learners	Collaborative group work for peer learning and confidence building

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WOW Factor Idea

Persuasive Language Detective:
Students wear paper detective badges and hunt for “persuasive clues” in text samples, spotting “power words”. This gamifies engagement and makes abstract concepts memorable.

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End of Plan