Persuasive Letter Writing

Overview

Unit: Exploring Habitats and Conservation (Lesson 11 of 20)
Duration: 60 minutes
Class: Year 2 (Aged 6-7)
Class Size: 30 pupils
Subject: English
National Curriculum Links:

• Writing – Composition (Year 2): Pupils should be able to write for different purposes, including writing letters and using basic punctuation and sentence structures (NC Ref: English Programmes of Study - Writing: Composition, Year 2).
• Spoken Language (Year 2): Pupils should participate in discussions, expressing ideas clearly and adapting language appropriately (NC Ref: English Spoken Language, Year 2).
• Vocabulary, Grammar and Punctuation: Use of sentences with conjunctions for clarity and persuasion (NC Ref: English Writing - Vocabulary, Grammar & Punctuation, Year 2).

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Learning Objectives (WALT)

• WALT: Write a persuasive letter to the head teacher explaining why protecting habitats is important and why school expansion should be reconsidered.

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Success Criteria

• I can write a letter with a formal greeting and closing.
• I can include at least three persuasive points to support my view.
• I use simple connectives (because, and, but) to help explain my reasons.
• I use capital letters, full stops, and question marks correctly.
• I organise my ideas in a clear sequence.

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Resources

• Whiteboard and markers
• Letter writing template differentiated for various abilities (sentence starters for working towards; space for independent writing for at greater depth)
• Example persuasive letter (age-appropriate) displayed on the board
• Word bank with persuasive vocabulary (e.g. important, protect, safe, help, stop)
• Colouring pencils/crayons for extension illustration activity
• Visual aids showing habitats around the school

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Lesson Structure

1. Introduction (10 minutes)

• Recap previous learning: Brief discussion on habitats and why they are important (linked to prior lessons).
• Introduce WALT and success criteria: Write these on the board and read aloud.
• Engage with question: “What do you think would happen if the school is expanded into the green area?” – quick whole-class brainstorm to elicit ideas and opinions.
• Share a short example persuasive letter read aloud, highlighting the greeting, persuasive points, and polite closing.

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2. Teaching Input (15 minutes)

• Model writing: Teacher writes a persuasive paragraph on the board using a simple structure:
  • Greeting: “Dear Head Teacher,”
  • Point 1 + Reason (e.g., “I think we should not build on the green space because many animals live there.”)
  • Point 2 + Reason (e.g., “It helps us learn about nature and science.”)
  • Point 3 + Reason (e.g., “It makes our school a nicer place to play.”)
  • Polite closing: “Thank you for listening to my ideas.”
• Highlight and underline persuasive connectives and sentences.
• Introduce appropriate sentence starters and connectives from the word bank.

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3. Guided Practice (15 minutes)

• Children use the differentiated letter template:
  • Working towards: Fill in missing sentence starters and complete simple sentences.
  • On track: Write a letter with some support using the word bank.
  • Greater depth: Write independently, extending with extra persuasive reasons.
• Teacher circulates, providing support with spelling, ideas, and sentence structuring.

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4. Independent Writing (10 minutes)

• Pupils write their persuasive letter using their ideas and the structure practiced.
• Encouragement to include at least three reasons and use connectives.
• Teacher continues to support individuals and small groups as needed.

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5. Extension and Plenary (10 minutes)

• Extension pupils: Illustrate their letter with a drawing to support their points, for instance, showing animals or habitat they want to protect.
• Plenary: 4-5 pupils share their letters aloud or in pairs. Discuss what made the letter persuasive.
• Recap the WALT and success criteria; self-assessment: pupils tick or colour their success criteria according to their confidence.

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Differentiation Strategies

• Working Towards: Use sentence starters, fill-in-the-gap sections on the template, and word bank for spelling support.
• On Track: Provide a partially completed template, modelled writing, and guided scaffolding through group work.
• Greater Depth: Encourage independent writing and elaboration of reasons, plus the extension task to illustrate their letter to deepen engagement and understanding.

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Assessment for Learning

• Observation of participation in brainstorming and group discussion.
• Review of letters to check if pupils have included at least three persuasive points, used basic punctuation accurately, and demonstrated structure awareness.
• Use of self-assessment checklists to promote pupil reflection on their writing skills growth.

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Links to Future Learning

• Builds foundation for writing persuasively in future years.
• Consolidates skills in structuring texts for purpose, linking to writing for debating and argumentation units in Key Stage 2.
• Reinforces vocabulary and knowledge from science (habitats) and PSHE (respecting the environment).

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This highly structured but flexible lesson plan ensures that all learners, regardless of ability, can access the learning while being challenged appropriately and supports their development in line with the National Curriculum (England).