Summary:
A small lesson on understanding the techniques of persuasion and how to get better at persuasive writing. Children act out persuasion techniques in small groups and also sort from most powerful to least powerful.
Australian Curriculum Links:
- Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting withtext structures, language features, images and digital resources appropriate to purpose andaudience (ACELY1714)
- Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices(ACELY1715)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action(ACELY1751)
Lesson Outline:
Timeframe: 45 mins – 1 hour 30 mins
Introduction:
- Set learning intention on board so students are clear on what they are learning and why (Learning how to use persuasive language to persuade people to believe our thoughts, like politicians and lawyers do outside of school)
- Watch a variety of election promises from politicians and discuss their strength in persuading you (children) to believe them.
Body:
- Handout Persuasive Language Techniques and ask children to get into groups and look at creating 4 examples for 1 of the techniques (e.g. Group 1 has ‘ATTACKS’ so they have to come up with 4 different examples) to be modeled back to the class (role play)
Conclusion:
- At the end of the role play, give every child 3 sticky notes and list all the Persuasive Language Techniques on the board. Ask small groups to come up and place their 3 sticky notes next to the techniques that they saw as most powerful.
- Discuss results when all children have finished and clarify which are more powerful if some students haven’t seen it.
Assessment:
- Success criteria (developed by children at the start): I know I will be successful when…
- Anecdotal notes
- Photo of sticky notes (with names on them) showing that they understand which techniques are more powerful than others.
Resources:
- Persuasive Language Techniques (Word Document)
- Sticky notes
- Work books
Videos:
