Writing Persuasive Letters

Learning Objectives (WALT)

• WALT identify the features and structure of formal persuasive letters.
• WALT understand how to use formal language appropriate for a letter addressing refugees.
• WALT plan and draft ideas in preparation for writing our own letter next week about refugees.
• WALT use emotive and persuasive language to engage the reader and convey the seriousness of the refugee experience.

National Curriculum Links

• English – Writing:
  • Y6: Plan, draft, edit and proofread writing (National Curriculum for England, Writing, KS2)
  • Y6: Use a wide range of devices to build cohesion within and across paragraphs (e.g., adverbials, conjunctions)
  • Y6: Use formal and impersonal language in writing for a particular audience and purpose (e.g. persuasive letters)
  • Y6: Use modal verbs and subjunctive form to express possibility, necessity and urgency
• Spoken Language: Participate in discussions, presentations, performances, role play and debates

Success Criteria

• I can explain the difference between formal and informal language.
• I can identify key features of a formal persuasive letter.
• I can use emotive vocabulary to express feelings about refugees.
• I can plan and contribute ideas for my own letter using formal language.
• I can use adverbials, modal verbs, and some subjunctive forms to make my letter convincing and respectful.

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Lesson Outline (60 minutes)

1. Introduction and Recap (10 minutes)

• Activity: Show a brief discussion starter with the WALT and success criteria on the board.
• Recap previous learning about letters (features, formal vs informal) using examples from the uploaded Formal letters PowerPoint.
• Use quick paired discussion: “What is the difference between formal and informal language? When would you use formal?”
• Introduce the context: We are learning to write a formal, persuasive letter about refugees, based on our book.

Teacher Notes: Use concrete examples from the presentation (e.g., “kids” vs “children”, “get help” vs “receive support”).

2. Exploring a Model Letter (15 minutes)

• Activity: Distribute printed or projected copy of the model letter about refugees from the file. Read it aloud together.
• Annotate key features visible in the letter: greeting, introduction, organisation into paragraphs, emotive language, modal verbs, formal tone, conclusion and sign off.
• Discuss the use of specific vocabulary: emotive words (e.g. “frightened”, “lonely”, “kindness”), modal verbs (“should be treated”), formal phrases.

Think-Pair-Share: How does this letter try to persuade the reader to be kind and understanding?
Whole class: Identify how the letter raises awareness about refugees’ experiences.

3. Language Focus Activity (15 minutes)

• Activity: Display two columns—Informal vs Formal phrases (sourced from the presentation):
  e.g.,

  Informal	Formal
  kids	children
  get help	receive support
  loads of stuff	many items

• Task: Students work in pairs to convert informal sentences about refugees into formal ones.
• Next, focus on adverbials, modal verbs, and subjunctive phrases:
  • Provide examples from the model letter and ask students to fill in blanks or create sentences, e.g., “Refugees ___ (should/must) be treated with dignity.”
  • Explain subjunctive forms used in formal letters (e.g., "If every child were to show empathy...").

4. Planning Our Letter (15 minutes)

• Activity: Brainstorm in small groups key points they want to include in their own letters next week (introduction, feelings of refugees, challenges, how to help, conclusion).
• Use a structured planning sheet with prompts:
  1. Purpose of the letter
  2. What/how refugees feel
  3. What challenges they face
  4. How people/community can help
  5. What you want your reader to do
• Encourage using formal and emotive vocabulary discussed earlier.
• Monitor and support groups, scaffolding sentence starters or vocabulary for less confident writers.

5. Review and Reflection (5 minutes)

• Each group shares one persuasive sentence or emotive phrase they plan to use.
• Recap the WALT and ask children to self-assess their confidence with the success criteria using thumbs up/down or a quick exit slip answering: “What one new thing did you learn about formal letter writing?”

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Differentiation Strategies

Group	Approach
Lower attainers	Sentence starters, word banks, scaffolded planning sheets, paired work for support
EAL learners	Visual vocabulary cards, bilingual paired discussion, highlighted key phrases for formal and emotive language
Higher attainers	Use subjunctive forms independently, extend planning with rhetorical questions, write persuasive paragraphs advanced for next week

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Extension Activities

• Compose a short persuasive paragraph encouraging the community to welcome refugees.
• Role-play writing a reply letter from a local MP showing understanding and commitment to help.
• Create a "Kindness Campaign" poster using key persuasive phrases from the letter to raise awareness in school.

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Assessment

• Formative assessment through paired discussion, annotation, and group planning.
• Use observation notes on ability to use formal language and persuasive techniques.
• Success criterion self-assessment exit slips.
• Prepare foundation for writing their own letter in week 2, to be assessed via draft with peer and teacher feedback.

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This lesson plan bridges empathy, literacy skills, and curriculum goals, providing a strong foundation for powerful, persuasive letter writing about an important social topic. It develops children’s ability to write clearly, cohesively, and sensitively, facilitating deep engagement with the text and the refugee experience.