| 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) | 90 |
| What age group | Year or Grade 1 |
| Class size | 40 |
| What curriculum | english |
| 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 | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Persuasive Writing
Year 1 / Grade 1
English
40 students
This lesson aligns with the English curriculum for Years 1 and 2, focusing on creating texts, using language features, and understanding the purpose of different text types.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Persuasive Writing | 15 | Introduce the concept of persuasive writing. Discuss its purpose and where it is used. |
| 2 | Identifying Techniques | 15 | Read an example article aloud. Students identify persuasive techniques as a class. |
| 3 | Group Activity: Analyze | 20 | Divide students into groups. Each group analyzes a different text for persuasive features and prepares to share findings. |
| 4 | Group Presentations | 15 | Groups present their findings to the class. Each group has 2-3 minutes to share. |
| 5 | Writing Persuasive Text | 20 | Individual task: Students write their own persuasive piece. Provide a guiding prompt (e.g., “Why should we have more recess?”). |
| 6 | Homework Presentation | 5 | One or two students share their homework from the previous week related to persuasive writing. |
| 7 | Conclusion and Feedback | 5 | Summarize key points of the lesson. Gather student feedback on what they learned today. |
This lesson plan is designed to engage Year 1 students in learning about persuasive writing in a fun, interactive manner, adhering to the New Zealand educational standards.
"Good morning, everyone! Today, we are going to learn about something really exciting: persuasive writing! Does anyone know what it means to persuade someone? (Pause for responses) That's right! Persuasive writing is when we try to convince someone to think or do something. It’s very common, and we see it everywhere – like in advertisements and articles. Can you think of any examples? (Pause for a brief discussion) Fantastic! Throughout our lesson today, we are going to explore how to be great persuaders in our writing. Let’s dive in!"
"Now, let’s read an example of a persuasive text together. I have an article here about the importance of saving water. As I read, I want you to listen carefully and see if you can spot any persuasive techniques used by the writer. (Read the article aloud) What techniques did you notice? (Encourage students to answer) Yes, using strong words, asking questions, and sharing facts are all great examples! Let's write those down on the whiteboard so we can remember them as we move forward."
"Alright, it's time for some teamwork! I’m going to divide you into small groups. Each group will receive a different text. Your job is to read your text together and find as many persuasive techniques as you can. Make sure to discuss your ideas and write them down. You’ll then get to share your findings with the rest of the class! I will give you 20 minutes for this activity. Remember to work together and help each other out. Ready, set, go!"
"Great job, everyone! Now that you’ve all analyzed your texts, it’s time to share what you’ve discovered. Each group will have 2 to 3 minutes to present their findings. Who would like to go first? (Facilitate presentations) Wow, those were some insightful observations! Remember to give positive feedback to your peers after each presentation. Well done, everyone!"
"Now it’s your turn to be persuasive writers! I want each of you to write your own persuasive piece. Think about a topic that you feel strongly about. For example, you could write about 'Why should we have more recess?' Remember to use the persuasive techniques we've talked about. You have 20 minutes to write, and I am here if you need any help. Let your ideas flow!"
"Now, I would like to ask one or two students to come up and share what you wrote for homework last week on persuasive writing. Who would like to share? (Allow students to present) Great job! It’s amazing to see how you’ve used persuasive techniques in your writing. I’m so proud of all of you!"
"To wrap up today’s lesson, let’s take a moment to summarize what we learned about persuasive writing. Can anyone remind me of some persuasive techniques we discussed? (Pause for responses) Yes, that’s right! Strong words, facts, and questions! Before we finish, I’d love to hear your opinion: what was your favorite part of today's lesson? (Gather feedback) Thank you for sharing! I'm so excited to see how you will use persuasive writing in the future. Have a great day, everyone!"
What is one persuasive technique that stood out to you in the text we read together, and why do you think it was effective?
Can you give an example of a persuasive advertisement you’ve seen recently? What techniques did it use to convince you?
If you were to persuade your parents to allow more screen time, what points would you make in your writing?
What is a topic you feel very strongly about, and how would you approach writing persuasively about it?
Why do you think it's important to understand persuasive writing, and how could it help you in your everyday life?