Persuasive Techniques Overview

Unit: Persuasive Power Unleashed

Lesson 3 of 20

Duration: 50 minutes

Class size: 28 Year 7 students

Location: Christmas Island, Australia

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Curriculum Alignment:

Australian Curriculum: English (Western Australia)

• Literacy > Texts in context
  • ACELY1721: Understand how language features, images, and vocabulary influence interpretations of different texts.
• Literacy > Literacy skills
  • ACELA1549: Understand how authors often innovate on text structures and language for specific purposes and audiences.
• Literacy > Interacting with others
  • ACELY1723: Plan, rehearse and deliver presentations, selecting a particular viewpoint and using appropriate language and sequencing of ideas to influence audience response.
• Literature > Responding to literature
  • ACELT1619: Analyse and explain the ways text structures and language features shape meaning and influence audience response.

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Learning Objectives:

By the end of this lesson, students will:

1. Define and explain the persuasive techniques of ethos, pathos, and logos with simple examples.
2. Identify ethos, pathos, and logos in given sample texts.
3. Discuss the effectiveness of each technique in influencing an audience.
4. Collaboratively reflect on how these techniques can be used responsibly in persuasive writing.

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Resources Needed:

• Whiteboard and markers
• PowerPoint slides/introduction visual display
• Printed sample persuasive texts (2-3 short extracts from speeches, advertisements, or persuasive essays)
• Student books or notebooks
• Persuasive techniques anchor chart (prepared)
• Differentiated worksheets with scaffolded question prompts
• Sticky notes
• Timer or stopwatch

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Lesson Outline:

1. Starter (5 minutes)

• Engage curiosity: Show a powerful short commercial or iconic persuasive quote (e.g., a charity appeal).
• Quick classroom poll: “What about this text makes it convincing? What did you notice?”
• Record keywords on the whiteboard (e.g., trust, feelings, facts).

2. Introduction to Persuasive Techniques (15 minutes)

• Present ethos, pathos, and logos definitions with brief, relatable explanations:
  • Ethos — Appeal to credibility or character (Why should we trust the speaker?)
  • Pathos — Appeal to emotion (How does this make you feel?)
  • Logos — Appeal to logic and reason (What facts support this?)
• Use an interactive PowerPoint with simple examples (e.g., a celebrity endorsement for ethos; a sad story for pathos; statistics for logos).
• Display an anchor chart summarising the three, including visual icons: shield for ethos, heart for pathos, lightbulb for logos.
• Ask students to share quick examples from their own lives (TV ads, campaigns) to make connections.

3. Guided Practice: Identifying Techniques (15 minutes)

• Distribute short printouts of sample persuasive texts: Each text includes one or more appeals (ethos, pathos, logos).
• In pairs, students highlight or underline phrases and label them as ethos/pathos/logos using initials in the margin.
• Teacher circulates and supports identification, encourages debate, clarifies concepts.
• Select 2-3 pairs to share their findings aloud.

4. Reflective Discussion (10 minutes)

• Whole class discussion prompted by questions:
  • Which persuasive technique was most effective in the texts? Why?
  • Can persuasion work without emotion or logic?
  • When might ethos be most important?
  • How can using these techniques responsibly matter?
• Invite students to write one key takeaway on a sticky note and place it on the "Persuasive Techniques" anchor chart.

5. Plenary and Formative Assessment (5 minutes)

• Exit ticket task: On a mini whiteboard or paper, students write down:
  1. One example of ethos, pathos, or logos from today’s lesson.
  2. One question they still have or something they found interesting.
• Collect and review to inform next lesson.

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Differentiation Strategies:

• For EAL and diverse learners:

  • Visual aids with icons and colour-coded notes for each technique.
  • Sentence starters and word banks on worksheets.
  • Partner work to support discussion and comprehension.

• For higher-achieving students:

  • Challenge to find examples where texts use more than one appeal simultaneously.
  • Extension question: Analyse how combining appeals strengthens persuasion.

• For students requiring extra support:

  • One-on-one or small group scaffolded explanations.
  • Use of graphic organisers to separate and classify persuasive elements.
  • Allow oral responses where written output is difficult.

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Reflection for Teacher:

• Did students successfully identify and explain ethos, pathos, and logos?
• Which technique did the class find most persuasive?
• Adjust subsequent lessons based on student questions and engagement.
• Consider integrating multimedia resources to build on student interest in persuasive media.

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This lesson plan balances explicit knowledge of persuasive rhetorical strategies with interactive activities tailored to Year 7 learners in a culturally diverse setting. It aligns closely with the au_wa curriculum standards and encourages critical thinking about how language influences audiences.