| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Persuasive Writing |
| What length (min) | 20 |
| What age group | Year or Grade 8 |
| Class size | 20 |
| What curriculum | Provide some activities that will teach students how to use strong sentence starters, transitional words, phrases and sentences, connectives and persuasive vocabulary |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 4 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Persuasive Writing
Year 8
English
20 students
20 minutes
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Persuasive Writing | 5 mins | Explain what persuasive writing is and its importance. Discuss elements such as audience, purpose, and strong arguments. Use whiteboard for examples. |
| 2 | Vocabulary and Sentence Starters | 5 mins | Introduce strong sentence starters, transitional words, and persuasive vocabulary. Write examples on the whiteboard and discuss their impact. |
| 3 | Printable Cards Activity | 5 mins | Distribute printable cards to students. Instruct them to fill in prompts with strong sentence starters and vocabulary discussed. |
| 4 | Peer Sharing and Feedback | 3 mins | Have students exchange their cards with a peer for quick feedback. Encourage them to discuss the use of vocabulary and sentence structures. |
| 5 | Collect and Review Cards | 2 mins | Collect the cards or conduct a random check of what students have filled in. Provide informal feedback based on their responses. |
Assign students to write a short persuasive paragraph at home, using at least five of the strong sentence starters and transitional phrases learned in class. Collect homework for feedback but do not require students to present it in front of the class.
"Good morning, everyone! Today, we are going to dive into the fascinating world of persuasive writing. Can anyone tell me what they think persuasive writing is? Yes, great answer! Persuasive writing is a way of convincing someone of your viewpoint or ideas. It's essential because it helps you express your thoughts clearly and can influence others’ opinions.
Now, let's talk about some important elements of persuasive writing. Firstly, you need to consider your audience – who are you trying to convince? Secondly, what's your purpose? Is it to inform, persuade, or entertain? Lastly, we need strong arguments that support our point of view.
Let me show you some examples on the whiteboard. [Begin to write key elements like 'Audience,' 'Purpose,' and 'Strong Arguments' on the whiteboard.]
Remember, the effectiveness of our writing depends on these three components!"
"Now that we understand what persuasive writing is, let's look at some critical tools to make our writing stronger. We have sentence starters, transitional words, and persuasive vocabulary.
[Write some examples of strong sentence starters on the whiteboard, such as 'Firstly,' 'In my opinion,' and 'It is essential to consider...'. Next, write transitional words such as 'however,' 'therefore,' and 'for instance.']
These tools help us to structure our writing and connect our ideas smoothly. Let's discuss how these words can impact our writing. For example, starting a sentence with 'In my opinion' makes it clear that you're sharing a personal viewpoint, which strengthens your argument.
Have a look at these examples I've written. Can anyone give me another example of a persuasive sentence using one of these starters? Yes, terrific! That's the kind of thinking we want!"
"Now, let's get a little hands-on! I have some printable cards for each of you. [Distribute the printable cards.]
On these cards, you will find prompts related to persuasive writing. Your job is to fill these prompts using the strong sentence starters and persuasive vocabulary we've discussed.
Think carefully about your choices and how they will make your writing more convincing. You will have 5 minutes for this activity. Get started!"
"Okay, time's up! Now, I want you to exchange your cards with a partner. Look at what your partner has written. Take a couple of minutes to give each other some quick feedback.
Focus on the use of vocabulary and the sentence structures. Ask them questions like, 'Do you think this is persuasive? What could they do to improve their argument?'
[Allow time for sharing and feedback.]
Alright, let’s wrap up this sharing session. How did it feel to receive feedback? Yes, constructive criticism is key to improving our writing!"
"Thank you for participating in the sharing activity! Now, I would like to collect your cards.
[Collect the cards or check them randomly.]
As I go through them, I’ll provide you with some informal feedback. Remember, this is just to help you improve. I want to highlight the great use of sentence starters I’ve seen, and I encourage you all to keep experimenting with your persuasive vocabulary in your writing!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A group of diverse students in a classroom} | - Introduction to persuasive writing |
| - Definition: Convincing someone of your viewpoint or ideas | ||
| - Importance: Express thoughts clearly; influence opinions | ||
| - Key elements: Audience, Purpose, Strong Arguments | ||
| 2 | {Image: A whiteboard with persuasive vocabulary written on it} | - Vocabulary and Sentence Starters |
| - Tools: Sentence starters, transitional words, persuasive vocabulary | ||
| - Examples: 'Firstly,' 'In my opinion,' 'however,' 'therefore' | ||
| - Impact: Clarifies personal viewpoint to strengthen arguments | ||
| 3 | {Image: Printable cards with prompts on a desk} | - Printable Cards Activity |
| - Task: Fill prompts using strong sentence starters and persuasive vocabulary | ||
| - Focus: Make writing convincing | ||
| - Time: 5 minutes for activity | ||
| 4 | {Image: Students sharing feedback with each other} | - Peer Sharing and Feedback |
| - Activity: Exchange cards and provide feedback | ||
| - Focus on vocabulary and sentence structures | ||
| - Importance: Constructive criticism to improve writing | ||
| - Collect and Review Cards for informal feedback |
| Question | Answer |
|---|---|
| What is persuasive writing? | |
| Why is understanding your audience important in persuasive writing? | |
| What are the three key components of persuasive writing? | |
| Can you name a strong sentence starter that can be used in persuasive writing? | |
| What role do transitional words play in persuasive writing? | |
| How does including personal viewpoints make a persuasive argument stronger? | |
| What activity did we do with the printable cards? | |
| What did you learn from your partner during the peer sharing activity? | |
| Why is constructive criticism important when reviewing persuasive writing? | |
| What is one way you can improve your persuasive vocabulary based on today’s lesson? |