Persuasive Language Discovery

Overview

Duration: 60 minutes
Class size: 25
Unit: Persuasive Leaflet Adventure (Lesson 1 of 4)
Age group: Year 3 (7–8 years old)
Subject: English
National Curriculum Alignment:
- English Programme of Study: Writing
- Key Stage 2 – Year 3
- Pupils should be taught to:
  - “use headings and sub-headings to aid presentation”
  - “use and understand the grammatical difference between plural and possessive -s”
  - “extend the range of sentences with more than one clause by using a wider range of conjunctions”
  - “choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition”
  - “use conjunctions, adverbs and prepositions to express time and cause”
  - “use fronted adverbials”
- For Speaking and Listening:
  - Participate in discussions, presentations, performances, role play/improvisations and debates
Focus for this lesson: Exploring persuasive language features in leaflets, building vocabulary, identifying key language techniques.

Learning Objectives

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

Identify key persuasive language features in leaflets such as catchy headlines, persuasive adjectives and calls to action (NC PoS Writing).
Explain how these features help to persuade the reader (NC PoS English – Spoken Language).
Work collaboratively in pairs to analyse and discuss a variety of leaflets (NC PoS Spoken Language).
Begin to use common persuasive language features verbally (Foundation for next lessons).

Success Criteria

I can spot headlines that grab attention.
I can find and explain adjectives that make something sound good or exciting.
I can recognise phrases that tell someone what to do (calls to action).
I can speak with my partner about why these words are powerful.

Resources

Printed copies of 3 different persuasive leaflets (real or teacher-created, child-friendly) – examples include leaflets advertising theme parks, local museums or adventure parks. Leaflets should show clear features like headlines, adjectives, and calls to action.
Large poster paper or whiteboard
Colourful highlighters or coloured pencils (for pairs to mark leaflets)
Word bank cards with persuasive adjectives and call-to-action phrases
“Feature Detective” checklist worksheets (simple, visual, with boxes for Headlines, Adjectives, Calls to Action)
Timer or stopwatch

Lesson Structure

1. Engage & Activate Prior Knowledge (10 minutes)

Begin with a lively discussion: “What is a leaflet? Has anyone ever read one before?” Pupils share ideas.
Show examples of usual leaflets (can be posters for events, adverts, invitations).
Introduce the idea of persuasive leaflets: leaflets that try to convince you to do or buy something.
Read out a short, loud catchy headline and ask: “How does this make you feel? Would it make you want to read more?”
Show simple examples of adjectives and “calls to action” (e.g., "Amazing", "Come and see!", "Don’t miss out!").

Visual & Hands-on tip: Use a colourful “Word Power” poster showing adjectives and commands like arrows pointing out exciting words.

2. Explore Example Leaflets (15 minutes)

Pupils work in pairs, each pair gets one leaflet copy, “Feature Detective” worksheet, and highlighters.
Instructions: Find and highlight:
- Catchy headline(s)
- Persuasive adjectives (words that describe something in a positive, exciting way)
- Calls to action (phrases that tell someone what to do)
Teacher circulates, prompting pairs with questions: “Why did they choose that word? How does it make the place sound?”

Differentiation:

Support learners: Provide a highlighted example leaflet to model highlighting before pairs begin. Use word bank cards as clues.
More able learners: Challenge to find examples of fronted adverbials (e.g., “Right now, you can enjoy...”) or to explain why these help persuade.

3. Share & Discuss (15 minutes)

Bring pairs together and create a mind map on the board or poster with the key features they identified: Headlines, Adjectives, Calls to Action.
Ask several pairs to share examples from their leaflet. Write these up as examples.
Discuss as a class: “Which words or phrases really stand out? Why do you think they work well?”
Highlight parts of the leaflet on an interactive whiteboard or projector, moving the spotlight for emphasis.

4. Creative Mini-Challenge: Make Your Own Catchy Headline (15 minutes)

Individually or in pairs, pupils write a catchy headline for an imaginary leaflet about a place they love (could be zoo, park, museum).
Encourage use of powerful adjectives and excitement.
Share orally with the class, inviting peers to say why they find the headline persuasive.

Extension for advanced students: Include a call to action in their headline or write a short persuasive sentence below it.

Support for struggling learners: Provide headline starters such as “Visit the Amazing...”, “Don’t Miss...”, or “Come and See...”.

5. Plenary & Reflect (5 minutes)

Recap what persuasive language is and why it’s important.
Quick oral quiz: “What is a headline?” “Name one adjective you found.” “What does a call to action do?”
Reinforce that next lesson they will create their own leaflets using these features.

Assessment & Feedback

Formative assessment during pair work and whole-class discussion: observe pupils’ ability to identify key persuasive features.
Note contributions and reasoning during sharing to assess understanding.
Collect “Feature Detective” worksheets for informal assessment.
Use mini-challenge headlines to check grasp of catchy language.
Provide verbal feedback, praising use of imaginative/adventurous vocabulary.

Differentiation Strategies

Use visuals and realia (actual leaflets) for hands-on learning.
Pair stronger readers with those needing more support.
Word banks and sentence starters support less confident writers.
Challenge more able learners with language terminology (e.g., fronted adverbials), and encourage justification of word choices.
Scaffold discussions with sentence starters ("I think... because...").

Cross-Curricular Links

PSHE: Collaboration and listening skills in pairs
Art: Leaflet design inspiration for upcoming lessons
Speaking & Listening: Practising clear oral explanations

Teacher’s Tips

Create a vibrant classroom display entitled “Words That Persuade” with adjectives and call-to-action phrases generated by pupils.
Use lots of enthusiasm and drama when reading headlines — show how tone can affect persuasion.
Use physical movement (e.g., “jump every time you hear an adjective!”) to engage different learning styles.

This lesson creates a solid foundation for the unit by immersing pupils in persuasive language through active, imaginative, and collaborative work, fully aligned with the national curriculum expectations for Year 3 English.

Teaching Instructions