Unlocking Persuasive Texts

Curriculum Links

National Curriculum for England – English Key Stage 3

• Reading: Understand and critically evaluate texts, identifying how language and structure create meaning and influence readers (Programme of Study, Years 7-9).
• Writing: Use appropriate vocabulary, grammar and organisational devices for clarity, purpose and effect (Years 7-9).
• Spoken Language: Develop the confidence and skill necessary to participate effectively in a range of speaking and listening activities (Years 7-9).

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Lesson Overview

This 60-minute session helps Year 9 students unlock non-fiction texts by analysing and applying persuasive techniques using the DAAFOREST framework. Students will explore three different extracts (an editorial, a speech excerpt, and a feature article) to identify, explain, and evaluate the impact of techniques, culminating in a writing activity where they apply these techniques to their own persuasive paragraph.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify the key persuasive techniques in the DAAFOREST acronym within a variety of texts.
2. Explain how each technique influences the reader’s response and supports the author’s argument.
3. Evaluate the effectiveness and persuasive impact of these techniques in context.
4. Apply DAAFOREST techniques confidently in their own written work to create compelling arguments.

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Resources

• Printed copies of three extracts:

1. Editorial on environmental policy
2. Excerpt from a persuasive speech on social media use
3. Feature article on healthy eating campaigns

• Highlighters and annotation pens
• Whiteboard and markers
• DAAFOREST annotation guide handout
• Student notebooks / writing paper

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Lesson Structure

1. Introduction and Context (10 minutes)

• Starter Question (whole class): What makes some texts more convincing than others?
• Brief discussion to gather prior knowledge on persuasive writing and rhetoric.
• Introduce the acronym DAAFOREST as a memory tool for key persuasive techniques:
• Direct address
• Alliteration
• Analogy
• Facts
• Opinion
• Rhetorical questions
• Exaggeration
• Statistics
• Triples (rule of three)
• Hand out the DAAFOREST guide and explain each term with quick oral examples.

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2. Guided Text Analysis (20 minutes)

• Group work: Divide class into 5 groups of 5 students. Assign each group one of the three extracts (some groups may share the same text).
• Students read their extract silently, then jointly annotate directly onto the text with pens/highlighters. They identify DAAFOREST techniques, underline examples, and write short notes on purpose and effect.
• Teacher circulates, scaffolding annotations and prompting students to think critically about why certain techniques were used.
• Each group prepares a brief explanation of one technique they found most effective.

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3. Whole-Class Sharing & Evaluation (10 minutes)

• Groups present their chosen DAAFOREST technique example and explain:
• What is the technique?
• How does it influence the reader?
• Why is it effective in this context?
• Teacher records key points on the whiteboard under each technique.
• Class discussion encourages comparison of the use and impact across different non-fiction text types.

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4. Applying Techniques in Writing (15 minutes)

• Individually, students draft a short persuasive paragraph (5–7 sentences) on a prompt linked to one of the extracts (e.g., “Social media should be banned in schools”).
• They must deliberately use at least three different DAAFOREST techniques identified earlier.
• Teacher models a paragraph on the board showing explicit use of DAAFOREST language choices and structures.

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5. Plenary and Self-Assessment (5 minutes)

• Students exchange their paragraphs with a partner to identify and underline DAAFOREST techniques used.
• Quick round: Which technique did you use most effectively? Why?
• Exit ticket: Write one sentence explaining how DAAFOREST techniques can make a text more persuasive.

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Differentiation and Inclusion

• Support: Provide sentence starters and a checklist of DAAFOREST terms; pairing weaker students with peers during group work.
• Challenge: Encourage higher ability students to explore subtle effects of tone and audience awareness or to create original techniques inspired by DAAFOREST.
• EAL: Visuals on DAAFOREST handout with icons; vocabulary clarified throughout.

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Assessment

• Formative assessment through group annotations, oral presentations, and peer feedback on persuasive paragraphs.
• Teacher reviews written work for correct and purposeful use of DAAFOREST techniques as part of ongoing assessment of writing skills relevant to the national curriculum's focus on vocabulary, grammar and structure for effect.

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Extension Ideas

• Homework: Find a real-life example from newspapers or online of a persuasive text and annotate using DAAFOREST techniques.
• Cross-curricular link: Analyse speeches from History or Citizenship for persuasive techniques and effectiveness.

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This lesson fully integrates with the National Curriculum’s goals for critical reading and purposeful writing in Year 9, empowering students with a strong analytical framework and practical application of persuasive language.