Embedded Files
Session 1
Session 1
Learning Intention: We are learning to identify persuasive techniques and issues that affect our community.
Learning Intention: We are learning to identify persuasive techniques and issues that affect our community.
Hook:
Create a Tier 2 Vocabulary word wall.
Mini Lesson:
Show a short, engaging example (video) of a speech or article advocating for a local change (e.g., improving a park, banning plastic bags).
Reading groups:
Highlight persuasive techniques (emotive language, rhetorical questions, statistics, repetition).
In pairs, read a short letter to a council and underline persuasive features.
Brainstorm a list of local or national issues linked to government responsibility (parks, public transport, school funding, recycling). This will later be used to creat our persuasive writing piece.
Reflection
“Which persuasive technique did you notice most in today’s example? Why do you think it was effective?”
“What is one community or government issue you feel strongly about and why?”
Session 2
Session 2
Learning Intention: We are learning to develop clear arguments with supporting evidence.
Learning Intention: We are learning to develop clear arguments with supporting evidence.
Hook:
Display the statement: "Local councils should build more bike paths." Ask: “Who agrees? Why?”
Mini Lesson:
Revise yesterdays lesson. Watch 'Kids Need Recess'. Discuss how this child included persuasive techniques throughout his speech.
Reading groups:
Students choose their own issue from Lesson 1, then write 3 arguments with evidence for each.
Reflection
“Which of your arguments today is the strongest? Why?”
“What type of evidence did you use, and how do you think it would influence a government decision-maker?”
Session 3
Session 3
Learning Intention: We are learning to plan a persuasive piece with a clear structure.
Learning Intention: We are learning to plan a persuasive piece with a clear structure.
Hook:
Read a model persuasive letter to a council.
Mini Lesson:
Outline persuasive structure:
Introduction (hook + stance)
Body paragraphs (1 argument per paragraph with evidence)
Conclusion (call to action)
With the class, co-construct a quick plan for a letter to the local council on a chosen issue.
Reading groups:
Students create their own persuasive plan on their selected issue, linked to a level of government.
Reflection
“How does having a clear structure help make your writing more persuasive?”
“Who are you writing to (which level of government) and why is it important they hear your message?”
Session 4
Session 4
Learning Intention: We are learning to draft and edit a persuasive piece to make it more convincing.
Learning Intention: We are learning to draft and edit a persuasive piece to make it more convincing.
Hook:
Share a short excerpt from a passionate speech (e.g., Greta Thunberg or a youth council rep).
Greta Thunberg’s speech- “How dare you?”
Mini Lesson:
Students use their plan to write their first draft. Encourage use of:
emotive language
rhetorical questions
modal verbs (must, should, need to)
Peer Feedback: Swap writing and use a checklist to give feedback (persuasive techniques, evidence, structure, grammar).
Reading groups:
Students revise their work based on feedback.
Reflection
What change did you make to your writing today that made it stronger?”
“If you were really sending this to a government representative, what part would you want them to remember most?”
Page updated
Report abuse