Persuasive Techniques Exploration

Overview

This 60-minute lesson will deepen Year 11 students' understanding of persuasive language techniques, specifically focusing on the mnemonic DAFOREST, in preparation for the GCSE English Literature AQA exam on A Christmas Carol. The lesson aligns with the National Curriculum for England’s English programme of study, which emphasises critical reading and comprehension of literary texts, as well as understanding how writers use language to influence readers (English programmes of study: Key Stage 4).

Learning Objectives

By the end of this lesson, students will:

• Identify and analyse persuasive techniques using the DAFOREST mnemonic in extracts from A Christmas Carol and related/non-fiction texts (Reading comprehension and language analysis)
• Explain how Dickens uses persuasive language to influence Victorian audiences and convey social messages (Analysis of writer’s craft)
• Demonstrate critical thinking by applying DAFOREST to create their own persuasive sentences relevant to A Christmas Carol themes
• Develop writing and speaking skills by producing and sharing a short persuasive speech

These objectives meet the following National Curriculum requirements:

• Reading: "Analyse how language, structure and form contribute to writers’ presentation of ideas, themes and settings."
• Spoken Language: "Give short speeches and presentations, expressing their own ideas and keeping to the point."
• Writing: "Write accurately, fluently, effectively and at length for pleasure and information."

Resources Needed

• Excerpts from A Christmas Carol demonstrating persuasive or emotive language (e.g. Scrooge’s transformation speech, Marley’s warning)
• Printed DAFOREST visual aid (Definition of each letter: Direct Address, Alliteration, Facts, Opinions, Rhetorical Questions, Emotive Language, Statistics, Triplets)
• Whiteboard and markers
• Student exercise books
• Mini whiteboards & pens (optional for quick formative assessment)

Lesson Breakdown

Starter (10 minutes)

• Begin with a quick quiz: Show a persuasive sentence (not from the text), ask students to identify which DAFOREST technique(s) are used. Encourage rapid fire answers to engage.
• Discuss the importance of persuasion in Dickens’ work and Victorian society (introduce social reform context briefly).
• Write the DAFOREST mnemonic on the board, briefly define each technique with student-supplied examples (e.g. “Direct Address: speaking to the reader”).

Main Activity 1 – Textual Exploration (20 minutes)

• Distribute A Christmas Carol extracts with persuasive/emotive language highlighted.
• In pairs, students annotate the text, identifying uses of DAFOREST techniques.
• Select pairs to share one example each, explaining the effect of the technique on the reader and its social/reform purpose. Teacher models exemplar answers to support.
• Include probing questions that prompt deeper analysis (e.g. "Why might Dickens have used a triplet here to describe poverty?").

Main Activity 2 – Creative Application (15 minutes)

• Students individually write a short persuasive paragraph or speech (4-5 sentences) encouraging charitable behaviour or social change, using at least 4 DAFOREST techniques.
• Encourage them to reflect themes from A Christmas Carol (e.g. generosity, redemption).
• Support with sentence starters or prompts on the board to scaffold use of rhetorical questions, emotive language etc.

Plenary – Peer Evaluation & Reflection (10 minutes)

• Students share their persuasive paragraphs with a partner or small group.
• Using a mini DAFOREST checklist, peers identify which techniques were used effectively and offer one suggestion for improvement.
• Finish with whole class discussion: "How does understanding DAFOREST improve our appreciation of Dickens’ message and our own writing?"

Assessment

• Formative assessment through questioning and paired feedback during activities.
• Collected persuasive paragraphs provide evidence for assessing students’ ability to apply DAFOREST in writing, contributing to GCSE success criteria: AO1 (read, understand, select references), AO2 (language analysis), AO5 (constructing persuasive texts).

Differentiation

• Support: Sentence starters, paired work, additional visual examples.
• Challenge: Encourage ambitious language, analyse implicit attitudes behind techniques, compare Dickens’ use with modern persuasive texts.

Wider Links & Homework

• Suggest watching selected Dickens adaptations or charity campaigns, identifying DAFOREST in persuasive appeals.
• Homework: Find a modern text (advertisement, leaflet, speech) and annotate with DAFOREST techniques, preparing to share next lesson.

This detailed, interactive plan blends literary analysis with creative writing and oracy, offering a varied and memorable learning experience that meets statutory requirements while engaging diverse learners.