| 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 | Introducing persuasive texts |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| Class size | 20 |
| What curriculum | |
| 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 |
Introducing Persuasive Texts
Year 4
English
20 students
30 minutes
This lesson aligns with the Australian Curriculum for English, specifically focusing on the comprehension of texts, analysing language and its effects, and the creation of written texts.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Persuasive Texts | 5 min | Briefly explain what persuasive texts are. Use examples from real life (e.g., advertisements). |
| 2 | Characteristics of Persuasive Texts | 5 min | Discuss key features: persuasive language, emotional appeal, and call to action. |
| 3 | Activity: Distributing Printable Cards | 10 min | Hand out printable cards for students to fill in. Explain what goes on each card (without revealing content). |
| 4 | Group Work: Identify Examples | 5 min | In pairs, students examine provided excerpts and identify examples of persuasive language. |
| 5 | Collecting or Random Checking | 3 min | Quick collection of cards or check randomly what some students have filled in. |
| 6 | Assigning Homework | 2 min | Assign homework related to creating a persuasive text at home without asking for presentations. |
The lesson will provide Year 4 students with foundational knowledge about persuasive texts, enabling them to recognize and create persuasive language effectively. The use of interactive exercises with printable cards helps engage students and reinforces learning in a collaborative environment.
"Good morning, class! Today, we are going to explore a very interesting type of writing called persuasive texts. Can anyone tell me what they think a persuasive text is?
[Pause for student responses.]
"That's right! Persuasive texts are designed to convince the reader to think or act a certain way. They are everywhere, in things like advertisements we see on TV, posters trying to sell products, or even speeches from famous people. Let’s think of some examples together. Can anyone give me an example of a time they saw something persuasive?"
[Encourage student contributions and guide the discussion briefly.]
"Excellent examples! Now let’s dive into what makes these texts so powerful."
"Now that we know what persuasive texts are, let’s talk about their characteristics. Persuasive texts often include specific features that help them convince the audience.
"First, they use persuasive language. This is when writers choose words carefully to make their point stronger.
"Second, they appeal to emotions. Think about how ads can make you feel happy or excited about a product.
"Lastly, they include a call to action. This means at the end, they often tell you exactly what you should do next, like 'Buy now!' or 'Join us today!' Can anyone think of a phrase that might be a call to action?"
[Allow for student input and acknowledge ideas.]
"Great ideas! Understanding these characteristics will help us write our own persuasive texts later."
"Now, it’s time for you to get creative! I’m going to hand out printable cards to each of you.
[Distribute the cards.]
"Each card has a blank space where you can write down examples of persuasive language, persuasive techniques, or any ideas you think would help persuade someone about a topic.
"Remember, don’t worry about what you write just yet; we’ll be working with these cards in a bit. Think about examples we’ve discussed or any ideas you have in your head!"
[Give students about 7 minutes to fill in their cards, moving around to assist as needed.]
"Fantastic job on your cards! Now, let’s work in pairs. I’m going to give you some excerpts from various persuasive texts.
[Distribute sample persuasive texts.]
"With your partner, read through these excerpts and try to identify examples of persuasive language and techniques.
"Think about the characteristics we talked about earlier—look for emotional appeal, persuasive language, and any calls to action. You have about 5 minutes for this activity."
[Monitor their discussions and provide support if needed.]
"Alright, everyone! Let’s wrap up our partner work. I’d love to see what you’ve written on your cards.
"I’ll collect them now, or I might randomly check in with a few of you to see what you’ve observed in your pair discussions.
[Collect the cards or check in on several students, providing positive reinforcement and feedback.]
"Great work today, everyone! Before we finish, I’d like to assign you some homework. Your task is to create your own persuasive text based on a topic that interests you.
"You don’t have to present it to the class, but make sure to use the characteristics we learned about today: persuasive language, emotional appeal, and a call to action.
"You’ll have time to work on it at home, and we will discuss some of your ideas in our next lesson.
"Any questions about the homework?"
[Answer any questions students may have.]
"Wonderful! I’m excited to see your creativity. Have a fantastic day, and don't forget to think about those persuasive techniques as you write!"
Define what a persuasive text is in your own words. Why do you think it is used in everyday life?
List three characteristics of persuasive texts that we discussed in class. Provide a brief explanation for each.
Identify and explain persuasive language: Write down five examples of persuasive language that you could use in your own persuasive text.
Emotional appeal: Choose a product or cause you are passionate about and describe how you would create an emotional appeal around it. What feelings do you want your audience to experience?
Call to action: Write three different calls to action that you could include in your persuasive text. Explain why each one would be effective.
Select a persuasive text (such as an advertisement, a speech, or a social media post) that you encounter in your daily life. Write a brief analysis of its persuasive techniques, including examples of emotional appeal, persuasive language, and the call to action.
Create a draft outline for your persuasive text. Include your main argument, supporting points, emotional appeals, and call to action.
Reflect on the persuasive text you created for homework. What do you believe is the strongest persuasive technique you used? How do you think it influences your audience?
| Question | Answer |
|---|---|
| What is a persuasive text? | |
| Can you give an example of a persuasive text you've encountered? | |
| What are some characteristics of persuasive texts? | |
| How does persuasive language enhance a text? | |
| In what ways do advertisements appeal to our emotions? | |
| What is a "call to action" in persuasive writing? | |
| Can you provide a phrase that could serve as a call to action? | |
| Why is it important to identify persuasive techniques? | |
| How did your group identify examples of persuasive language? | |
| What topic do you think would be effective for your persuasive text homework? |