Persuasive Presentation Skills

Overview

In this 45-minute lesson, Year 5 students will explore the essential elements of persuasive speaking. Through interactive quizzes and collaborative activities, pupils will learn how to present their ideas convincingly, preparing them for their upcoming presentations in the unit Celebrating UK Sports Stars. This lesson directly supports the Literacy and Digital Competence Frameworks within the Curriculum for Wales by enhancing communication skills and critical thinking.

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Curriculum Alignment

Curriculum for Wales Areas of Learning and Experience (AoLE):

• Languages, Literacy and Communication
• Health and Well-being (for self-confidence and presenting in front of peers)
• Humanities (contextualising UK sports stars)

Relevant Code(s) and Statements of What Matters:

• LAL 5-01: Participate in discussions, summarise key ideas, and express opinions clearly.
• LAL 5-02: Develop techniques to engage an audience and structure spoken presentations effectively.
• DCC 5-03: Use digital tools confidently to plan, prepare and deliver effective communications.
• HWB 5-07: Develop self-confidence and resilience when participating in group activities or public speaking.
• SP7 (Statement of What Matters 7): Exploring how language shapes identity, relationships and communities.

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Learning Objectives

By the end of this lesson, pupils will:

1. Identify key elements of persuasive speaking: clear purpose, engaging openings, reasons/examples, and strong closing statements.
2. Use persuasive techniques such as rhetorical questions, repetition, emotive language, and body language.
3. Demonstrate confidence in verbal communication through practice activities.
4. Apply feedback from peers and teacher to improve their speaking skills.

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Success Criteria

• I can explain what makes a presentation persuasive.
• I can use at least two persuasive techniques in a short spoken activity.
• I speak clearly and confidently to my peers.
• I listen and respond respectfully to feedback for improvement.

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Resources

• Interactive quiz slides or printed quiz cards
• Whiteboard/flip chart and markers
• Timer or stopwatch
• Mini whiteboards for students (or paper and pens)
• Optional: Tablets or laptops for digital practice (if available)

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Lesson Structure

1. Starter: What Makes a Good Speaker? (7 minutes)

• Begin with a quick whole-class quiz: "Which of these make a speaker persuasive?" Use gamified quiz style (e.g. Kahoot-like on whiteboard or hands-up voting). Possible options include voice tone, clear reasons, eye contact, repeating key ideas, loudness only, reading without expression.
• Discuss answers and chart correct elements on the board under "Persuasive Elements".

2. Explore Key Elements of Persuasion (10 minutes)

• Explain and model 4 key persuasive techniques:
  • Rhetorical questions (e.g. "Don’t you want to be a star?")
  • Repetition of key messages
  • Emotive language (words that create feelings)
  • Body language and eye contact
• Show short video or live example of a persuasive speech about a UK sports star, highlighting these techniques.

3. Paired Activity: Persuasive Mini-Speeches (15 minutes)

• In pairs, pupils prepare a 1-minute persuasive speech about their favourite UK sports star using at least two persuasive techniques learned.
• Provide a sentence starter strip to support those needing assistance (e.g. "I believe __ is the best because ___." "Have you ever thought about __?")
• Encourage use of mini whiteboards for planning with key points or images.
• Each pair presents to another pair. Peers give one positive comment and one suggestion using a simple feedback prompt.

4. Group Quiz and Reflection (8 minutes)

• Return to a group quiz with new persuasive statements. Pupils identify what technique is being used.
• Reflect on what helped them speak persuasively and what was challenging. Teacher records key points on board.

5. Plenary: Success and Next Steps (5 minutes)

• Recap success criteria
• Share one thing each pupil will do for their final presentation to be more persuasive.
• Assign a simple home task: choose one new persuasive technique to try in their next practice.

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Differentiation

Need/Level	Strategies
Additional Learning Needs	Provide sentence starters, visuals for key techniques, pair with confident speaker, small-group support during practice.
English as an Additional Language (EAL)	Use clear, simple language and gestures; provide vocabulary cards with pronunciation and meaning.
Advanced Learners	Challenge to incorporate 3-4 techniques; suggest adding facts/statistics; prepare a mini digital slideshow for their speech.

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Extension Activities

• Record and playback speeches to allow pupils to self-assess body language, tone, and clarity.
• Create a class “Persuasive Tips” poster to display in the learning space.
• Research and present additional information about a UK sports star’s life, incorporating emotional storytelling elements.

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Assessment

• Formative assessment through observation of paired presentations and peer feedback.
• Use a simple rubric aligned with success criteria: clarity, use of techniques, confidence, and ability to accept feedback.
• Teacher notes to inform differentiated support and next steps for future lessons.

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Teacher Reflection Notes

• Was the gamified quiz effective in engaging pupils?
• Did the paired practice allow all pupils to participate confidently?
• Which persuasive techniques were most successfully used? Which need revisiting?
• How did pupils respond to peer feedback? Plan a follow-up to build resilience and constructive criticism skills.

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This lesson plan combines enjoyment with skill-building, ensuring Year 5 learners meet Curriculum for Wales standards while developing essential lifelong communication skills.