Writing 

Hook: 
Begin by explaining what “voice” means in writing. Discuss how voice reflects the writer’s personality, attitude, and position on a topic. Show examples from media (e.g., advertisements, speeches, and social media posts) that demonstrate a distinct voice. 

Mini Lesson: 

Analyze a persuasive ad or short video, paying attention to the voice. Ask students:

• What is the tone of the message (serious, humorous, friendly, authoritative)?

• How does the word choice help convey the voice? 

Independent

Have students choose a simple persuasive topic (e.g., "Why School Should Start Later") and write two short persuasive paragraphs—one using a formal tone and another using a more casual or humorous tone. 

Reflection

Share examples with the class and discuss how different voices can affect how the message is received. 

Hook:  
Explain how persuasive writers carefully select words to evoke specific emotions or reactions from the audience (e.g., using words like “amazing” or “revolutionary” to make something seem exciting). Show examples of persuasive ads or speeches that use powerful words. 

Mini Lesson: 

Present a list of common persuasive phrases (e.g., "You won’t regret this!" or "Act now!"). Ask students to think about how different words in these phrases might make someone feel. Discuss why some words are more persuasive than others. 

Independent

Give students a persuasive writing prompt (e.g., "Why everyone should read more books"). Ask them to write a few sentences that are persuasive, focusing on using strong, action-oriented verbs and emotionally charged adjectives. 

Reflection

Have students exchange their work with a classmate and provide feedback on the word choices. Did the words help make the argument stronger or more convincing? 

Hook:  
Begin by showing a few short persuasive media clips or print ads (e.g., commercials, social media ads). Discuss the voice and word choices used in these media examples. What tone do they convey? What words stand out as especially persuasive?

Begin by discussing real-world media campaigns (e.g., commercial advertisements, social media movements, or public service announcements) that have been highly successful in persuading audiences.

• Focus on how the campaign used voice (e.g., friendly, authoritative, humorous) and word choice (e.g., urgent, empowering, alarming).

• Discuss examples of famous campaigns like "Dare to Dream" or "Just Do It" (Nike), focusing on how language and tone were used to resonate with their target audiences.

Mini Lesson: 

Split students into small groups and assign each group a type of media (e.g., a print ad, a social media post, a commercial). Have them identify the voice and word choices, and how they are meant to persuade the audience. 

Independent

Campaign Brief: Students are given a campaign topic to create an argument on.

• Promoting environmental sustainability (e.g., reducing plastic waste).

• Raising awareness for mental health.

• Encouraging exercise or healthy living.

• Supporting a cause like animal rights or community service.

Design the Campaign:

• Voice: Students must decide on the voice they want to use (e.g., inspirational, urgent, friendly). Encourage them to think about their target audience (e.g., teens, adults, parents) and how the voice can influence their message.

• Word Choice: Students should choose strong, persuasive words to convey their message, emotional impact

Media Format: Allow students to decide whether they will create a digital ad, a social media post, a video script, or even a print advertisement. Each group should produce a draft version of their campaign. 

Reflection

Allow each group to present their media piece to the class. Discuss how well they used voice and word choice to persuade the audience.