| 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 Language |
| What length (min) | 70 |
| What age group | Year or Grade 8 |
| Class size | 20 |
| What curriculum | Version 9 |
| 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 Language
Year 8
English
20 students
Version 9
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Persuasive Language | 10 | Introduce the concept of persuasive language. Discuss its importance and relevance in everyday life. |
| 2 | Homework Check | 15 | A few students present their homework to the class. Peers provide feedback and the teacher clarifies concepts as needed. |
| 3 | Elements of Persuasive Language | 15 | Introduce key elements (e.g., ethos, pathos, logos). Provide examples from various texts. |
| 4 | Analyzing Texts | 15 | Group activity where students work in pairs to identify persuasive techniques in provided sample texts. |
| 5 | Writing Workshop | 10 | Students draft their own persuasive pieces, using the techniques discussed. |
| 6 | Class Discussion | 5 | Discuss the challenges faced while writing. Share a few good examples from student drafts. |
| 7 | Assignment of Homework | 5 | Assign homework related to persuasive writing. Ensure students understand expectations and deadline. |
| 8 | Closing Reflection | 5 | Reflect on what was learned in the lesson. Encourage students to share one takeaway about persuasive language. |
"Good morning, everyone! Today, we are going to explore the exciting world of persuasive language. Can anyone tell me what persuasive language means? Why do you think it’s important in our daily lives?
[Pause for students to respond.]
"Great thoughts! Persuasive language helps us to influence others' opinions and actions. Whether we're watching an advertisement or reading a speech, persuasive language is everywhere. By the end of today, you'll be able to identify and use persuasive techniques effectively. Let's get started!"
"Now, let's take a moment to review the homework. I asked you to bring an example of persuasive language. Who would like to share theirs first?
[Call on a few students to present their examples.]
"Thank you for sharing! What do you all think about these examples?
[Encourage peers to provide feedback.]
"Great discussion! This really helps clarify the types of persuasive techniques we’ve learned in the past. If any questions arise during our lesson, feel free to ask!"
"Now, let’s move on to the key elements of persuasive language. There are three main appeals: ethos, pathos, and logos. Does anyone know what these terms mean?
[Wait for responses.]
"Exact! Ethos refers to credibility and ethics, pathos appeals to our emotions, and logos uses logic and reasoning.
"Let’s look at some examples from various texts.
[Display sample texts on the projector.]
"Can anyone identify which persuasive element is being used in each example?
[Discuss student responses, reinforcing the definitions of each term.]
"Now it’s time for a group activity! I want you to pair up with a partner and examine the sample texts I've handed out. Your task is to identify the persuasive techniques used in the texts.
[Give students a few minutes to collaborate, then circulate to offer assistance.]
"Alright, let’s gather back together. What persuasive techniques did you identify?
[Encourage pairs to share their findings.]
"Fantastic work! Recognizing these techniques is essential for both understanding and using persuasive language effectively."
"Now, let's put our knowledge to the test! It's time for a writing workshop. I’d like you to draft your own persuasive piece. It could be an advertisement, a speech, or an opinion article. Remember to incorporate the techniques we’ve discussed today.
[Allow students time to write, and provide support as needed.]
"Does anyone have questions about what to write about or how to get started?
[Clarify any student inquiries.]
"Before we wrap up our writing workshop, let's discuss your experiences. Who faced challenges while writing?
[Listen to student responses.]
"I'd also love for a few of you to share some good examples from your drafts.
[Encourage sharing and provide positive feedback.]
"This sharing helps everyone learn, and remember that writing is a process!"
"Before we close for the day, I want to assign you some homework. Your task is to revise your persuasive piece based on the feedback you received today.
"Make sure you incorporate at least three different persuasive techniques we discussed. It's due next class, so please plan accordingly!"
"Let’s finish with a quick reflection. Today, we learned a lot about persuasive language. What is one key takeaway that you will remember?
[Invite students to share their thoughts, ensuring everyone has a chance to speak.]
"Thank you all for a great lesson today! I can’t wait to see your persuasive pieces next time!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: Classroom setting with students} | - Introduction to persuasive language - Importance of persuasive language in daily life - Goal: Identify and use persuasive techniques |
| 2 | {Image: Students sharing examples} | - Homework check on examples of persuasive language - Discussion of students’ examples - Clarification on persuasive techniques |
| 3 | {Image: Visual of ethos, pathos, logos} | - Key elements of persuasive language: ethos, pathos, logos - Definitions: credibility, emotions, logic - Examples from various texts |
| 4 | {Image: Students working in pairs} | - Group activity: analyzing texts - Task: Identify persuasive techniques - Importance of recognizing techniques for effective use |
| 5 | {Image: Students writing at desks} | - Writing workshop: draft your own persuasive piece - Reminder to incorporate discussed techniques - Discuss challenges and share drafts |
Define persuasive language in your own words. Why is it relevant in everyday situations?
Explain the three main appeals of persuasive language: ethos, pathos, and logos. Provide an example for each appeal.
Choose a commercial or advertisement you have encountered recently. Identify the persuasive techniques used in it, and explain how they work to influence the audience.
Review a speech you admire (this could be a political speech, a TED Talk, etc.). Identify and discuss at least two persuasive techniques used in the speech.
Draft a brief persuasive paragraph (4-5 sentences) on a topic of your choice. Incorporate at least three persuasive techniques you've learned in class.
After writing your paragraph, reflect on the process. What challenges did you face when trying to include various persuasive techniques?
In a minimum of two sentences, what is one piece of feedback you received from your peers about your writing? How do you plan to use that feedback to improve your persuasive piece?
Persuasive language is a form of communication aimed at convincing someone about a particular point of view or action. It is relevant as it helps influence decisions and opinions in daily interactions such as advertisements, speeches, and debates.
Answers will vary based on the commercial or advertisement chosen. Look for techniques such as emotional appeals, credibility through expert endorsements, or logical arguments.
Answers will depend on the selected speech. Techniques may include anecdotes (pathos), factual evidence (logos), or quotes from reputable sources (ethos).
Answers will vary from student to student, but they should demonstrate the integration of persuasive techniques such as emotional appeals, factual support, and credibility.
Responses will vary; students may mention difficulty blending techniques or finding the right emotional appeal.
Responses will vary based on peer feedback received by students, including specific suggestions for improvement or encouragement regarding their writing.