Lesson 4: Persuasive Language Features

 Lesson Plan

Tuning In

• Revise the purpose and structure of persuasive texts by watching the OREO – Adventures in Writing Camp video on YouTube. After watching, ask the students:
  • What is an opinion?
  • What does ‘OREO’ stand for?
  • How might this help you to write a persuasive text?

Teacher Instruction

• Discuss the language of persuasive texts, as outlined on slide 24 of the Exploring Persuasive Texts PowerPoint. Encourage the students to suggest additional sentences that could be included in the example text for each language feature.
• As a class, identify the language of opinion, the language of sequence and the language of cause and effect in the text on slide 25. Display and discuss the answers on slide 26.
• Revisit the text about homework from the Persuasive Text Structure Posters (used in the previous lesson). Read the text slowly to the class. Encourage the students to raise their hands when they hear any examples of opinions, sequencing language or cause and effect. These could be recorded on sheets of poster paper for future reference.

Guided/Independent Learning

• Display the persuasive language activity on slide 27. In their workbooks, ask the students to write a sentence using persuasive language about the topic of their choice. Encourage confident students to share their persuasive language sentences with the class.
• As an alternate activity, place the students into small groups and assign each group a subject from the slide (either superheroes, pirates or dragons). Allow the students to draw a picture of their subject in the middle of the page. Around the picture, encourage the students to write opinions that could be included in a persuasive text about the topic. Allow each group to report back their ideas to the rest of the class.

Wrapping Up

• Ask the students to stand in a circle. Choose a card from the Persuasive Topic Cards – Lower Grades and read the card aloud to the class. Ask each student to make a statement about the topic using the language of opinion (thinking and feeling verbs, adjectives and adverbs that express a point of view). Once all the students have had a turn, choose another card and repeat the activity.

 Differentiation

Extending Students

• Encourage students with stronger literacy skills to write a short paragraph about their chosen topic during the independent activity.

Supporting Students

• Allow less confident students to participate in group work at a level at which they feel comfortable.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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