English Mini-Unit: Persuasive Writing
Focus: Persuasive Writing and language
Overview
In this unit students will develop their understanding of persuasive writing language
and techniques. Students will learn about persuasive language and structure to allow
them to develop their own persuasive texts. They will explore expression, tone of
voice and persuasive devices such as emotive language, alliteration and the use of
exaggeration to develop persuasive texts.
Outcomes
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view
and comprehend
a wide range of texts in different media and technologies
EN3-5Bdiscusses how language is used to achieve a widening range of purposes for a
widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary
to respond to and compose clear and cohesive texts in different media and
Stage 3
Duration: 4 Weeks 6 lessons
Links to other KLAs
Drama- Students can act out their arguments for and
against certain topics.
STEM- topics include science content such biology, animals
and natural sciences eg gardening.
Mathematics: Topics refer to time and seasons.
PDHPE: topics refer to friendship, families, rules and laws
and parental influence.
ICT: Students can use ICT to develop their information
within their own persuasive paragraphs. Students can also
type their paragraphs into word.
Assessment overview
Ongoing assessment – observation and teacher’s anecdotal
notes and records, along with evaluation of work samples
and analysis of contribution to class discussions.
Student work samples of independent persuasive
paragraphs will also be graded as a formal summative
assessment.
1
 technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information
and ideas and identifies connections between texts when responding to and
composing texts
EN3-9E recognises, reflects on and assesses their strengths as a learner

Learning
sequence Content Teaching, learning and assessment

Persuasive Writing
Watch the Toy Story 1 – This is the perfect time to panic! video on YouTube. After
1 EN3-3A
watching, ask the students:
 use comprehension strategies to interpret and
analyse information and ideas, comparing  What type of conversation are Buzz and Woody having? How do you
content from a variety of textual sources know?
including media and digital texts.  What are the different viewpoints Buzz and Woody are trying to express?

 What do you notice about Buzz and Woody’s voices and hand gestures?

 What is the point of having an argument? What is each person trying to

do?

 Is this a very effective argument? Why or why not?

As a class, brainstorm some topics that family and friends might argue about e.g.
how to spend leisure time, what television shows to watch, where to go on
holidays. List these as a mind map on the board.

 Choose one of the topics from the class brainstorm. Ask two students to
volunteer to have an argument; one arguing ‘for’ the statement, the other
arguing ‘against’ the statement. While the conversation is taking place,
encourage the rest of the class to take note of the language, tone of voice,

2
Learning
sequence Content Teaching, learning and assessment

facial expressions and hand gestures being used by the students.

 Discuss the argument as a class. Ask the students:

o Which student do you think was more convincing?

o Why do you think this?

o What language and gestures did you notice during the argument?

 Ask the students to form pairs. Provide each pair with a topic. Whichever
student is the oldest must take the ‘for’ side of the topic, while the other
student must take the ‘against’ side of the topic. Designate a set amount
of time for students to conduct their argument e.g. ten minutes.

 Ask each pair to report back to the class about how their argument
unfolded. Ask questions, such as:

o What tone of voice did you use when you were presenting your
view?

o What information did you present to try and make your partner
agree with you?

o What types of words were you using as you were arguing?

o Did your partner manage to convince you to agree with their

viewpoint on the topic?
 Ask the students to recall some of the skills they used when arguing
2 EN3-3A
verbally with their partner e.g. using a convincing tone of voice, choosing
 understand how texts vary in purpose, structure strong, emotive words and drawing upon facts to back up their viewpoint.
and topic as well as the degree of formality Explain that, just as there are techniques needed to argue effectively when
(ACELA1504) speaking, there are also techniques needed to be an effective persuasive

3
Learning
sequence Content
 use comprehension strategies to interpret and
analyse information and ideas, comparing
content from a variety of textual sources
including media and digital texts (ACELY1703,
ACELY1713)
3 EN3-2A
 plan, draft and publish persuasive texts, choosing
and experimenting with text structures, language
features, images and digital resources appropriate
to purpose and audience .
Teaching, learning and assessment
writer.
 Display and discuss slide 5 of the Writing Persuasive Texts PowerPoint.
Encourage the students to suggest some other possible topics that a
persuasive text might be written about.
 Discuss the structure of persuasive texts, as outlined on slide 6. Discuss the
first example text on slides 7-9, then encourage the students to label
the second example text on slides 10-12.
Independent
 Provide the students with a copy of the Persuasive Texts Sequencing
Activity. Read through the instructions for the task and answer any
questions the students may have.
 Allow the students to work through the sequencing worksheets
independently. Monitor and support the students as required.
 As a class, discuss the correct sequence for each of the persuasive texts.
Discuss any techniques used by the students to help them sequence the
texts e.g. using connectives to order arguments.
 Revise the structure of persuasive texts with the students. Discuss the
features of the title, opening statement, series of arguments and
concluding statement.
 Discuss the language features of persuasive texts, as outlined on slide 14
of the Writing Persuasive Texts PowerPoint. Encourage the students to
suggest some examples of each persuasive language feature.
4
Learning
sequence Content Teaching, learning and assessment

 Discuss the first example text on slide 15, then encourage the students to
label the second example text on slide 16.

 Provide the students with a copy of the Identifying Persuasive Language

Worksheets. Read through the instructions for the task and answer any
questions the students may have.

 Allow the students to work through the language worksheets

independently. Monitor and support the students as required.

 As a class, discuss the answers for each of the worksheets. Allow the
students to self-correct their work so they can monitor how well they have
understood the lesson’s objective.

 Watch the Persuasive Devices video on YouTube. After watching, ask the
4 EN3-3A
students:
 understand how texts vary in purpose, structure
and topic o What are some examples of persuasive devices?
as well as the degree of formality (ACELA1504)
o What is the purpose of persuasive devices?

o Why are persuasive devices helpful when expressing a particular

point of view?

 Explain what persuasive devices are and what they are used for, as
outlined on slide 5 of the Persuasive Devices PowerPoint.

 Discuss the eleven persuasive devices presented on slides 6-27. Encourage

the students to suggest additional examples for each persuasive device.

 Provide the students with a copy of the Persuasive Devices Worksheets.

5
Learning
sequence Content Teaching, learning and assessment

Read through the instructions for each of the tasks and answer any
questions the students may have.

 Allow the students to work through the devices worksheets independently.

Monitor and support the students as required.

 As a class, discuss the answers for each of the worksheets. Allow the
students to self-correct their work so they can monitor how well they have
understood the lesson’s objective.

5 EN3-5B
 identify and discuss how own texts have been
structured
to achieve their purpose and discuss ways of
using conventions of language to shape readers’
and viewers’ understanding of texts
 Revise the content of the unit so far. Remind the students that persuasive
texts follow a specific structure, have specific language features and
include specific devices to help the author present his or her viewpoint.
 Project a persuasive paragraph on the board where the sentences are in
the incorrect. Ask a student to read the paragraph aloud. Ask the class:
o Do you think this paragraph flows smoothly? Why or why not?

o What is wrong with the way this paragraph is structured?

o How might these problems be fixed?

 Project the TEEL Your Paragraphs Poster on the board. Discuss what each
letter of the acronym stands for. Using the PEEL technique, see if the class
can correctly sequence the paragraph from the previous activity.

 Provide the students with a copy of the Writing a Persuasive Paragraph

Worksheet (this could be pasted into the students’ workbooks for future
reference). Read through the explanation of the PEEL technique and the

6
Learning
sequence Content Teaching, learning and assessment

example paragraph provided.

 Choose a topic.

 As a class, brainstorm arguments for and against the topic. Record these
on the board using a t-chart (this is a great technique for students to use
when they are planning their own persuasive texts). After the brainstorm,
select the viewpoint with strongest arguments.

 Select an argument from the t-chart. Using the TEEL technique, write a
paragraph for this argument as a whole class activity. Encourage the
students to build upon and develop each other’s ideas as the paragraph
takes shape. If possible, research facts and statistics to be included as
evidence. When the students are happy with what they have written
together, allow them time to write the paragraph in their workbooks.

 Provide the students with a copy of the TEEL Your Paragraphs Planning
Template.

 Working in pairs, ask the students to choose another argument from the
class brainstorm which supports the same viewpoint. Allow the students
to work together to plan and write a persuasive paragraph for this
argument. Monitor and support the students as required.

6 EN3-3A
 use comprehension strategies to interpret and
analyse information and ideas, comparing
 Remind the students of the TEEL paragraph structure and revisit what each
letter of the acronym stands for.
 Provide the students with a copy of the Improving Persuasive Texts

7
Learning
sequence Content
content from a variety of textual sources
including media and digital texts (ACELY1703,
ACELY1713)
EN3-5B
 recognise the techniques used by writers to
position a reader and influence their point of
view
EN3-6B
 understand that language is structured to create
meaning according to audience, purpose and
context
 understand that choices in grammar, punctuation
and vocabulary contribute to the effectiveness of
texts
 identify and explain how choices in language, eg
modality, emphasis, repetition and metaphor,
influence personal response to different texts
(ACELT1615)
Teaching, learning and assessment
Worksheets and read through the first text about chocolate. As a class,
brainstorm all the persuasive elements that are missing from the text e.g.
rhetorical questions, emotive language, connecting words and phrases.
Ask the students to suggest what could be added to the text to make it
more persuasive.
 As a class, rewrite the text about chocolate together. Encourage the
students to build upon and develop each other’s ideas as the text takes
shape. If possible, research facts and statistics about the benefits of
chocolate to be included as evidence. When students are happy with what
they have written together, ask one student to read the whole text aloud
to the class.
 Allow the students to work in pairs to rewrite the second text about
making school lunchtime longer. Monitor and support the students as
required.
 If time permits, allow the students to work independently to rewrite the
third text about how to spend leisure time. Monitor and support the
students as required.
8
Unit evaluation

At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to inform planning for
subsequent learning experiences. Teachers could consider assessment records and results and student feedback to help them ascertain the
quality of teaching and learning experiences.
Questions to guide reflection
1. To what level did students achieve the learning outcomes?
2. How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
3. Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
4. How could the unit be improved to enhance student engagement and learning?

Main resources
 Powerpoint: persuasive devices
 Teach Starter worksheets
 Youtube- hyperlinked in weeks needed

Lesson 2: Persuasive Texts sequencing activity

file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_PersuasiveTextsSequencingActivity_67943.pdf

Lesson 3: the Identifying Persuasive Language Worksheets

file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_IdentifyingPersuasiveLanguageWorksheets_67943.pdf

Lesson 4: Persuasive Devices Worksheets.

file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_PersuasiveDevicesWorksheets_67943.pdf

9
Lesson 5: TEEL your paragraphs sheet
file:///C:/Users/Emily/Documents/Stage%203/Persuasive
%20Writing/TeachStarter_TEELParagraphStructurePosterandWorksheets_67943%20(1).pdf

T-chart worksheet
file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_GraphicOrganiserWorksheets_67943.pdf

Lesson 6: Improving persuasive texts worksheet

file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_ImprovingPersuasiveTextsWorksheets_67943.pdf

Persuasive text poster

file:///C:/Users/Emily/Documents/Stage%203/Persuasive%20Writing/TeachStarter_PersuasiveTextTypePosterWithAnnotations_67943.pdf

Further resources
https://www.smore.com/a78kv-persuasive-writing-in-stage-3
file:///C:/Users/Emily/Downloads/TeachStarter_PersuasiveTopicCardsUpperPrimary_67943.pdf

10