Embedded Files
Session 1
Session 1
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Hook:
Watch a short persuasive ad (e.g., a charity or product commercial). Discuss: What words or techniques did they use to make you care or agree?
Mini Lesson:
Revisit Learning Intention and Success Criteria:
✔ My argument is clear
✔ I use reasons to back up my opinion
✔ I stay focused on my topic
Model writing an argument together on the board (e.g., “School should start later”).
Highlight how to use because to explain reasoning.
Gradual release: Write the first sentence together, then students suggest reasons.
Independent practice:
Students draft one clear argument paragraph for their persuasive speech.
Target groups:
Support: Sentence starters provided (I believe…, This is because…). Teacher works closely to build sentences.
On track: Students write an argument with at least 2 reasons.
Extension: Add rhetorical questions or evidence (facts, stats, or examples).
Extension Task: Create a rhetorical question to strengthen the argument.
Reflection
Pair share: students read their argument to a partner. Partner checks: Is the argument clear?
Whole class reflection: How do arguments help persuade real audiences (government, council, parents)?
Exit ticket: Write down the argument you feel most confident about so far.
Session 2
Session 2
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Hook:
Watch a short persuasive ad (e.g., a charity or product commercial). Discuss: What words or techniques did they use to make you care or agree?
Mini Lesson:
Revisit Learning Intention and Success Criteria:
✔ My speech uses persuasive language (e.g., strong adjectives, emotive words, rhetorical questions)
✔ I include at least one clear argument
✔ I try to convince my reader/listener
Teacher models: Take a simple argument (“School needs more sports time”) and add persuasive techniques.
Original: “We should have more sport.”
Improved: “Every student deserves the chance to stay healthy and active. Don’t we all want to be strong and happy?”
Gradual release: Students help transform another plain statement into a persuasive one.
Independent practice:
Students continue drafting their persuasive speech, focusing on adding persuasive language to arguments.
Target groups:
Support: Word bank of persuasive starters and adjectives provided.
On track: Add at least 2 persuasive techniques (rhetorical questions, emotive language).
Extension: Try to use a mix of techniques (repetition, statistics, exaggeration).
Extension Task: Write one “powerful ending” sentence for your speech.
Reflection
Volunteers share one persuasive sentence they are proud of.
Teacher links to real-life: How do politicians, leaders, and campaigners use persuasive language to influence people?
Exit ticket: Highlight one persuasive word/phrase from your writing and explain why you chose it.
Session 3
Session 3
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Learning Intention: We are continuing to write our persuasive writing speeches including at least one clear argument.
Hook:
Play “Spot the Mistake”: Show a short persuasive paragraph on the board with spelling, punctuation, or grammar mistakes. Students work in pairs to find and fix them.
Mini Lesson:
Revisit Learning Intention and Success Criteria:
✔ My writing has correct punctuation and spelling
✔ My sentences make sense and flow
✔ My persuasive language is strong and clear
Teacher models editing:
Reread aloud to check flow.
Highlight missing punctuation/capital letters.
Replace weak words with stronger persuasive vocabulary.
Gradual release: Teacher edits one sentence with class, then students suggest edits for another.
Independent practice:
Students edit their own persuasive writing using a checklist.
Target groups:
Support: Use editing bookmarks/checklists (punctuation, capitals, full stops). Teacher works with group on rereading and fixing basics.
On track: Edit for punctuation, spelling, and persuasive word choice.
Extension: Edit for sentence variety, paragraph flow, and add transition phrases (e.g., Furthermore, In addition, Therefore).
Extension Task: Peer-edit swap—partners give feedback on one strength and one suggestion.
Reflection
Share one edit you made that improved your writing.
Class discussion: Why is editing important for real-world persuasive writing (letters to council, speeches, applications)?
Exit ticket: Write down one editing goal you will focus on next time (e.g., spelling, punctuation, persuasive word choice).
Session 4
Session 4
Learning Intention: We are publishing our persuasive writing pieces.
Learning Intention: We are publishing our persuasive writing pieces.
Hook:
Show students an example of a polished persuasive piece (poster, letter, article, or speech transcript). Ask: What makes this look “finished” compared to a draft?
Mini Lesson:
Revisit Learning Intention and Success Criteria:
✔ My writing is neatly presented (typed or handwritten clearly)
✔ My persuasive piece is ready to share with an audience
✔ My work shows pride and effort
Teacher models taking a short draft paragraph and showing how to publish:
Rewriting neatly with correct spelling/punctuation
Adding headings, underlining, or bold words for effect
Checking that it looks ready to present to others
Gradual release: Students suggest ways to make the sample look more professional/engaging.
Independent practice:
Students publish their persuasive piece (typed, handwritten in best copy, or formatted as a poster/letter).
Reflection
Students do a gallery walk or pair-share to view each other’s published pieces.
Whole class discussion: Why is presentation important if we want to persuade real audiences?
Exit ticket: Write one thing you are proud of in your published piece.
Persuasive Writing Checklist.pdfSession 5
Session 5
Learning Intention: Catch up or free writing Friday.
Learning Intention: Catch up or free writing Friday.
Hook:
Quick writing game: “Story Starter” — teacher gives a funny or unusual opening line (e.g., “If I were the mayor for a day, I would…”). Students write one sentence to continue the idea. Share a few aloud.
Mini Lesson:
Revisit Learning Intention and Success Criteria:
✔ I can choose a topic or genre that interests me
✔ I can organize my ideas in a way that makes sense
✔ I can use descriptive and interesting language to engage the reader
Teacher models: Take a random idea and brainstorm a short story, poem, or persuasive paragraph, showing how to plan ideas quickly before writing.
Gradual release: Students suggest possible beginnings, characters, or arguments for their own writing.
Independent practice:
Students write freely in any genre or on any topic:
Support: Teacher provides optional prompts or sentence starters.
On track: Students write independently, focusing on organizing ideas and using engaging language.
Extension: Experiment with literary techniques—dialogue, similes, metaphors, or persuasive strategies.
Extension Task: Illustrate a scene, character, or key idea from their writing.
Support Task: Teacher conferencing to help students clarify ideas or structure their piece.
Reflection
Pair-share: Students read one thing they are proud of from their writing.
Class discussion: How does free writing help you explore your ideas or try new genres?
Exit ticket: Write down one new idea, word, or technique you discovered today that you want to use again.
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