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3
Topic: Persuasive Texts Year Level: 5 Term: Week: Date:
GRAMMAR FOCUS: Persuasive language/techniques
1. Wole te!t "tr#ct#re o$ a persuasive advertisement:
Posing the question
Personalized
Graphic to appeal to visual sense
Slogan
Use of adectives
Use of alliteration
Use of famous person to promote product
!nlarged text for emphasis
"epetition of the product name
#ffer of getting something for free
La%&#a&e $eat#re" $or te te!t't(pe:
"epetition of
$ords/phrases
Slogans/%atch& sa&ings
#ffers
!xaggeration/h&per'ole
(ppeal to audience
)uestions
Stereot&pes
)uotes
Simplification
Urgenc&
Te!t t(pe a%)
mo)e
Li"te%e) to Spoke% Rea) Writte% *ie+e) ,ro)#ce)
,er"#a"ive - - - - -
Step" i% Teaci%& a%) Lear%i%& C(cle: .a)apte) Dere+ia%ka/ 1001231145
*+ ,uilding topic -no$ledge
2+ ,uilding text -no$ledge/.odel the genre
3+ Guided activities to develop voca'ular& and text -no$ledge
/+ 0oint construction of text
1+ 2ndependent construction of text
3+ "eflecting on language choices
Fre6#e%tl( #"e) Literac( 7%"tr#ctio%al Strate&ie":
Thin- (loud
4anguage !xperience (pproach 5"/67
"ead to
Shared "/6
Guided "/6
.odelled $riting
2nteractive $riting
2ndependent "/6
4iterature %ircles
"eciprocal Teaching
.ini lesson
"oving conferences
"eading 2ntervie$s
%loze
Topic'"peci$ic voca8#lar( $or te #%it o$ +ork:
Persuasive8 techniques8 advertisement8 repetition8 alliteration8 slogans8
audience8 stereot&pes8 m& place8 9an8 %at:o:nine:tails8 Governor8 post8
sir8 manners8 superiorit&8 persuasion8 punishment8 convincing8
diso'e&ing8 orders8 hierarch&8 changing minds8 6aru$i8 a'original8
colon&8 stealing8 spea-ing up for &ourself8 returning propert&+
Ti%ki%& Tool"2tec%i6#e" to "#pport c%9" ti%ki%& 8e$ore2)#ri%&2a$ter a% activit(:
Graphic #rganisers 5G#7 e+g+ ;enn 9iagram8 <:%hart8 T:chart8 Semantic grid= ,rainstorm=
.indmap= Thin-:Pair:Share= 9#;!= Placemat= Graffiti 6all= Post:it >otes= Sunshine 6heel= (:?
proforma= Pro'lem:solving= "eflective 4earning 0ournals= Share time= "eflection %ircles= "ole:pla&=
@ish ,o$l= 9e'ate= 9iscussion= P>2= 1;2Ps= ,undling=
Compree%"io% Strate&ie": Predicting= ;isualising= .a-ing connections= )uestioning= 2nferring=
9etermining important ideas= Summarising= @inding evidence in the text= Understanding ne$
voca'ular&= S&nthesising= %omparing and contrasting= Paraphrasing= "ecognising cause and effect=
S-imming and scanning=
:#e"tio% t(pe": self:questioning= 3 levels= 5literal8 inferential8 evaluative7 )("
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and
the literacy learning intention or
sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in
pairs0 s,all grops or indi%idally on a set
tas&) Ti,e for teacher to pro1e stdents
thin&ing or 'or& 'ith a s,all grop for part of
the ti,e) Reference to "ing -an inclde page
details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocsed teacher 4estions and s,,ary to
dra' ot the &no'ledge0 s&ills and processes
sed in the session!
A$$E$$*ENT
$TRATEGIE$
($hold relate to literacy learning
intention or focs of the session) Incldes
ho' & 'hat yo 'ill se to ,a&e a
5dg,ent on stdents atte,pt('or&!
/
Session one:
,uilding topic
-no$ledge A 9an
*BCC: %at:oD:nine:
tails+
6atch the 9an .&
Place clip A 9iscuss
ho$ did he
convinced his
superior to -eep the
pupp& over the adult
dogE
!xplain $hat
persuasive techniques
include+ 2ntroduce the
children to techniques
such as Fappealing to
the reader8 using
thought provo-ing
questions8 anal&sing
opposing points of
vie$s8 etc+D 56ing 0an8
2GGH8 p+*B27
Point out ho$ 9an
did this to convince
his %aptain to -eep
the pupp&+ 5!+g+ Io$
9an points out that a
pupp& is easier to
train $hen itDs
&oung+7
9iscuss $hat FpersuadingD
someone is+ ,rainstorm
different methods and $ords
that $ould 'e used+
@or example= ho$ do the
children persuade their
parents for thingsE
%reate a mind map on the
'oard $ith $hat the& 'elieve
to persuade someone
involves 5(ppendix one7+
"e:$atch the video clip
a'out 9an convincing his
captain to -eep the pupp&
and avoid his punishment8
$hat $ords did 9an useE
7%"tr#ctio%al Strate&(
Iave the children $or-
independentl& to expand
on 9anDs argument and
$rite a'out $h& -eeping
the pupp& $ould 'e more
'eneficial8 focus on
persuasive $ords+
5(ppendix t$o7
Teaci%& a "mall &ro#p
o$ ;AL:
6or- together at a ta'le
and as- them ho$ the&
usuall& convince someone
to do something the&
$ant+
(s- them to explain the
tas- in their o$n language
Point out specific $ords
the& are using8 $rite a fe$
sentences together on $h&
having a pupp& is 'etter
than a dog for 9anDs
situation+
%hose a fe$ students to
read their arguments to
the class8 after each
example have other
children point out $hat
$as good a'out their
persuasive language+
6rite on the 'oard the
$ords the& are using+
!+g+
<ou should8 'eneficial8
advantages8 it is important
toJ
6ords that are
convincing8 persuading
the vie$er+
(s- the children if the&
have an& questions+
#'servations:
#'serve the children as
the& are creating their
persuasive sentences8
focus on the $ords the&
are choosing over the
structure of the
sentence+
(necdotal note ta-ing+
(re the& using
appropriate language8
choosing persuasive
$ords that are
Fappealing to the
emotions of the readerD
56ing 0an8 2GGH8 p+
*B27 and are sho$ing
examples of the
techniques mentioned at
the 'eginning of the
lesson+
%ollect $or- for further
assessing A 'eginning
$or- $ill also 'e good
to determine ho$ much
the& have learnt at the
end of the five sessions+
1
Session t$o:
,uilding Text
-no$ledge
,rainstorm other
persuasive texts+
2ntroduce
commercials+ Sho$ a
range of commercials
on the 26, that the
children $ould 'e
familiar $ith and
discuss ho$ the& are
persuasive+
Point out:
"epetition
Slogans/catch&
sa&ings
Special offers
!xaggeration
)uestions
)uotes
56ing 0an8 2GGH8
p+*B/7+
See appendix three
for an example of
some video lin-s and
ho$ &ou should sho$
them+ Some lin-s
have instructions for
children to see ho$
the& can remem'er
'& onl& hearing or
Pic- apart a commercial
the& are sure to -no$/'e
familiar $ith+
!+g+ .c9onalds add or a
commercial for a popular
T; sho$+
Pic- apart that specific
commercial8 pla& it a fe$
times+
6rite on the 'oard
different techniques it
uses+
Point out $h& it is
important for commercials
to 'e persuasive+
7%)epe%)e%t lear%i%&:
Iave the children go into
groups of 3:/ and pic- a
product the& are familiar
$ith+
Iave them invent and act
out for the class a
commercial the& have
created that sho$s the
techniques the& have 'een
introduced to+
Teaci%& a "mall &ro#p
o$ ;AL:
6or- together as a group
to go through a
commercial more
thoroughl&8 tal- them
through specific
techniques that have 'een
included that persuade us
to 'u& that product+
Ielp them use Google to
loo- at commercials from
$here the& are originall&
from+ A this $ill allo$ for
them to focus on onl& the
techniques 'eing used8
rather than 'eing stuc- '&
language 'arriers+
Iave the children act out
their commercials to the
class+
Ta-e a vote on $hich
product the& $ould 'u&
the most out of $hat the&
sa$ then+
9iscuss ho$ the
persuasive techniques that
group used made us $ant
to 'u& their product+
@or example:
2f the& sa& it $as funn&8
explain that it is a good
reason to include humour
as it directs the
advertisement at an
audience depending on
the o-es 'eing made+ 2tDs
amusing and $ill gra'
peopleDs attention+
#'serve the children as
the& create their
commercial $ith their
peers8 ta-e notes of the
conversations 'eing
made $here necessar&+
6hile the children are
acting their
commercials8 ta-e
anecdotal notes a'out
the persuasive
techniques the& are
using and conversations
happening+
9ocument if an&
children have not used
appropriate methods to
follo$ up on at a later
date+
Iave the children
complete a F$hat theED
page8 and test their
-no$ledge of $hat
persuasive technique
means $hat
5appendix four7+ A
(llo$s for &ou to read
$hat the& 'elieve the&
understand+
3
seeing certain things+
5e+g+ .c9onalds
tune7
Session three:
Guided activities to
develop voca'ular&
and text -no$ledge
Go 'ac- to the
commercials &ou
made last lesson A
$hat are other
persuasive texts that
tr& to promote us to
'u& something+
@or example= hint at
$here the& $ould
find these
advertisements A
F&ou might drive past
one 5'ill'oard7D
(dvertisements A
ho$ do
advertisements
persuade people A
loo- at different
t&pes of
%hoose an advertisement
to pic- apart 5(ppendix
five7+
Point out different parts of
the advertisement and ho$
it is persuading the vie$er+
!+g+
Posing a question
Graphicall& appealing
Use of adectives
Use of famous persons
"epetition
5alliteration7
Personalisation
Use of slogans
!nlarged texts
#ffers
7%)epe%)e%t lear%i%&:
Send the students off into
groups of 2 to find
magazine advertisements
and to circle and ta-e note
of the different persuasion
techniques the& used+
Pic- &our favourite
advertisement8 stic- it onto
a larger card and then
annotate $hat techniques
the& are using+
5!xample: (ppendix six7
Teaci%& a "mall &ro#p
o$ ;AL
2f the students are having
difficult& using the
!nglish advertisements8
(s- students to share
their chosen
advertisement and explain
ho$ the& persuade &ou to
'u& their product+
9iscuss $hat is good
a'out the advertisements
the& chose+
.ention that each
advertisement $ill have a
different audience+
6hich $ill get them
thin-ing for the next
lesson a'out audiences+
#'serve the children as
the& discuss amongst
their choices of
advertisement $ith their
partners+
9ocument discussions
'eing made+
%ollect their annotated
advertisement and
document the
persuasive techniques
the& have mar-ed+
9ispla& in the room so
that the& can 'e
reminded of techniques
that are commonl&
used+
B
advertisements 5e+g+
ne$spaper adds8
'ill'oards8 etc7
perhaps the& could search
online for advertisements
in their home language8
print those off and use one
of those to annotate and
explain+
A (lso gives children a
chance to see similarities
in the
mar-eting/advertising
industr&+
Session four:
Guided activities to
develop voca'ular&
and text -no$ledge
Tal- a'out an
audience+ (s- the
students if the& spea-
the same $ith each
other than the& do
$ith their parents8 or
perhaps a prep
student+ (s- them
$hatDs different+
!xplain $h& having
an audience &ou are
focusing on is
important A it
determines the
direction of &our
9iscuss together $h& &ou
might act differentl& if the
person &ou are tal-ing to
&ou is a different person+
Tal- a'out ho$ 9an had
to act differentl& $hen his
superior officer $as
around compared to $hen
his friend 6aru$i $as
around+
9efine audience8 tal-
a'out ho$ advertisements
need to pla& to the
7%)epe%)e%t lear%i%&<
Ta-ing the chosen
advertisement from last
lesson8 create a ne$ one
'ut using the opposite
audience+ @or example= if
the audience $as at adults8
ma-e a similar
advertisement for children
and vice versa+
Teaci%& a "mall &ro#p
o$ ;AL
Ta-e a fe$ extra minutes
to tal- through changing
the audiences around+
Galler& 6al- A have the
children displa& their
annotated advertisements
next to the ones on the
displa& 'oard so that the&
can see the differences
$hen the audience is
changed+
%ome together on the
floor and share a fe$
ideas people got from
other peoples $or-+
Tal- a'out the most
common technique used+
Ta-e photos of the
annotated
advertisements to go
over at a later time+
Ta-e notes of the
conversations 'eing
made+
"ecord an&thing
specificall& said that
sho$s greater
understanding or sho$s
specific children
needing more
assistance+
C
advertisement
9iscuss the different
audience t&pes there
might 'e+ A ma-e a
list of the different
audiences an
advertisement might
have to thin- of8 such
as children8 adults8
elderl&8 'o&s8 girls8
etc+ 5example
appendix seven7
appropriate audience+
Iave the children turn to
the person next to them
and tal- a'out ho$ the&
$ould sell something to an
adult+
Give an example $ith the
small group of ho$ &ou
$ould tal- $ith one t&pe
of person 5adult7
compared to another t&pe
of person 5child78 use the
students as an example+
"ole pla& together $ith
educators assistance+

Session five:
2ndependentl&
construction of text
(s- children to
pretend the& reall&
$ant to 'u&
something8 as- for
ideas 5$rite on the
'oard7+
Iave the children
thin- a'out ho$ the&
$ould convince
someone the& should
get it too+
Give them a chance
to convince the
!xplain that the& are going
to design an advertisement
for the product that the&
have chosen+
Give an example of
something &ou $ant to
'u&8 and dra$ a rough
s-etch on the 'oard8
include specific persuasive
techniques and tal- $ith
the class a'out them A as-
the students for ideas on
$hat to put on &our
7%)epe%)e%t lear%i%&:
2ndependentl& have the
students plan an
advertisement 5follo$ing
the handout of instructions
A appendix nine78 have
them choose a product and
research itDs qualities and
draft a cop& of $hat the&
$ant their advertisement
to loo- li-e+
2f the& have time8 the&
'egin creating the good
cop&+ The students need to
Iave a galler& $al- of
the advertisement plans=
give the student post:it
notes to give some plans
feed'ac- to classmates
$or-+
Together8 as- them $hat
the& found to 'e the most
important part of the
advertisement8 and $hat
the& thought the&
a'solutel& needed to
include+
#'serve the students
planning A document
conversations/decisions
'eing made+
%ollect plans to go over
'efore good copies are
'eing made+
H
person next to them
to 'u& the product
the& have thought of+
Share a fe$ examples
of the attempts+
advertisement+
%reate a class example
5appendix eight7+
pa& close attention to the
persuasive techniques the&
are using+
Teaci%& a "mall &ro#p
o$ ;AL:
Go over the
advertisements used in the
previous t$o lessons and
tal- a'out ho$ &ou $ould
use aspects of these
advertisements to ma-e
one for a product that &ou
have chosen+
Give those students those
advertisements to loo- at
as the& ma-e their o$n8
and have &ourself
availa'le for questions+
Iave question time8 so
that $hen the& ma-e their
good cop&8 that the& can
fix an&thing the& are
$orr&ing a'out+
*G