Persuasive Writing Fun

National Curriculum Links

• Year 3 and Year 4 English – Writing – Composition:
  Pupils should be taught to:
  • Plan their writing by discussing and recording ideas (English Programmes of Study: Years 3 and 4)
  • Use further organisational and presentational devices to structure text and guide the reader
  • Evaluate and edit by proposing changes to vocabulary, grammar, and punctuation to enhance effects and clarify meaning
• Year 3 and Year 4 English – Vocabulary, Grammar and Punctuation:
  Pupils should be taught to:
  • Use prefixes and suffixes and understand how to add them (English PoS: Y3/4)
  • Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or vowel sound
  • Use commas after fronted adverbials
• Spoken Language:
  Pupils should be taught to participate in discussions, taking turns and listening to others, which supports persuasive writing development.

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WALT

We Are Learning To write effective persuasive sentences for a holiday brochure using alliteration and rhyming calls to action.

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Success Criteria

• I can identify and use alliteration with a power of three adjectives to describe a holiday experience.
• I can create a persuasive promise to make the place sound exciting.
• I can use rhyming words in a call to action to encourage readers to book a holiday.
• I can work with my peers to share and improve my sentences.

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Resources

• Whiteboard and markers
• Printed adjective banks (including alliterative words for describing Skara Brae)
• Synonym and rhyme word banks for ‘wait’
• Sentence writing worksheets with dyslexia-friendly fonts and layout (Clear fonts like OpenDyslexic, large spacing)
• Audio recording of model sentences for pupils who benefit from oral input
• Visuals of Skara Brae to inspire descriptive language

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Lesson Breakdown (40 minutes)

1. Engage & Initiate (Minutes 0-10)

Objective: Introduce and collect adjectives using alliteration (power of three)

• Show pictures of Skara Brae to stimulate interest and describe it briefly.
• On whiteboard, list adjectives for Skara Brae (astonishing, amazing, exhilarating, unparalleled, undiscovered, unbelievable). Ask pupils: What three words best describe this place?
• Model using alliteration in a sentence with power of three adjectives:
  “Refreshed, revitalised, radiant…we promise you won’t want to leave.”
• Highlight the power of three and alliteration for persuasion.
• Differentiation: Provide adjective word mats; pupils who struggle can select from these. More able pupils encouraged to brainstorm extra adjectives independently.

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2. Enable (Minutes 10-20)

Objective: Pupils create their own alliterative sentences and promises using adjective triads.

• Pupils choose three alliterative adjectives to describe Skara Brae.
• Encourage them to write a sentence using these adjectives followed by a promise to the readers.
• Circulate to support spelling and structure.
• Dyslexia-friendly option: Pupils can use speech-to-text tools or work in pairs to verbalise sentences before writing.
• Extension: Pupils add expanded clauses to increase sentence complexity (e.g. “You’ll feel refreshed, revitalised, and radiant every day you stay here.”).

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3. Initiate Call to Action: Rhyme (Minutes 20-30)

Objective: Introduce rhyming call to action sentences.

• Explain what a call to action is and how rhyme makes it memorable.
• Collect and display synonyms for “wait” (delay, stall) and brainstorm rhyming words (date, rate, great, late; Brae, bay, way, stay, today; all, ball, call, enthral).
• Model example: “Why wait? Book before 23rd March for our early risers’ rate.”
• Discuss the effect of rhyme on persuading people quickly.

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4. Enable Call to Action (Minutes 30-37)

Objective: Pupils write their rhyming call to action sentences.

• Pupils write their own rhyming calls to action incorporating the collected rhymes.
• Encourage peer sharing for suggestions and improvements.
• Differentiation: Provide sentence starters (e.g., "Don’t ___, book now and ___!") and rhyme banks.
• Extension: Pupils create an additional alliterative power of three promise sentence to pair with their call to action.

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5. Plenary & Assessment (Minutes 37-40)

• Invite 3-4 pupils to read their persuasive sentences and calls to action aloud.
• Use success criteria to provide positive feedback and suggest one improvement per pupil.
• Summarise the importance of alliteration, power of three, and rhyming calls to action in persuasive writing.
• Collect worksheets for marking later to assess attainment and next steps.

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Differentiation Summary

• Lower attainers: Word banks, sentence starters, pair work, oral feedback and scaffolding, dyslexia-friendly print, speech-to-text option.
• Middle attainers: Guided choice of adjectives and rhymes, encouraged independent writing.
• Higher attainers: Challenge with expanded clauses, additional persuasive devices, peer editing roles.

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Extension Activity (Home or Early Finishers)

Create a mini poster featuring their alliterative sentence and call to action using colourful drawings and fonts for a mock holiday brochure front page.

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Notes for Teachers

• Emphasise collaborative learning and oral rehearsal, especially due to mixed ages and attainment gaps.
• Use positive reinforcement to build confidence in writing.
• Reinforce phonics knowledge gently when spelling alliterative adjectives, linking back to missed foundations from earlier years.
• Record model sentences and vocabulary online or on class devices for pupils to revisit, supporting memory and independence.

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By closely aligning with the National Curriculum and embedding key literacy skills in an engaging, age-appropriate lesson, this plan supports your diverse mixed Year 3/4 class to develop persuasive writing with creativity and confidence.