Title of unit: Persuasion/Argument
Year: 8
Term: Autumn
Duration: 3 weeks (9 lessons)
Overview of unit:
Opportunities to:
 Explore some of the features of powerful arguments
 Understand how speech makers use persuasive devices and rhetorical structures for impact
 Experiment with persuasive devices and structures
 Craft, edit and evaluate own argumentative speech
Framework Objectives
8.1: Developing viewpoint, voice and ideas
 select devices and devices used by writers, and draw on a range of evidence,
opinions, information and the purpose of the task, in order to develop a consistent
viewpoint in their own non-fiction writing
8.2: Varying sentences and punctuation for clarity and effect
 draw on the full range of punctuation, including colons and semicolons, to clarify
meaning, aid cohesion and create a variety of effects
 draw on their knowledge of a wide variety of sentence lengths and structures,
including complex sentences, and apply it to their own writing to clarify ideas and
create a range of effects according to task, purpose and reader
8.3: Improving vocabulary for precision and effect
create considered and appropriate effects by drawing independently on the range
and variety of their own vocabulary, and by using strategies and resources to
extend their available choices
8.4: Developing varied linguistic and literary devices
 draw on a repertoire of linguistic and literary devices, and select those most
appropriate for creating specific effects in their own writing
8.5: Structuring, organising and presenting texts in a variety of forms on
paper and on screen
 use a range of cohesive devices with audience and purpose in mind, drawing on
experience of how writers develop and connect ideas within and between
paragraphs
9.2: Using grammar accurately and appropriately
 draw on their knowledge of grammatical conventions to write grammatically
accurate texts that are appropriate to the task, audience and purpose.
Assessment Foci:
WAF1: write interesting, imaginative and thoughtful texts
WAF5: vary sentences for clarity, purpose and effect
WAF6: write with technical accuracy of syntax and
punctuation
WAF7: select appropriate and effective vocabulary
Assessed Outcome:
Teacher assessment
A written speech which contains a strong argument and
persuades readers to agree with its ideas and views.
Self assessment:
Using the persuasive speech checklist
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TEACHING SEQUENCE: PRINCIPAL ACTIVITIES
Week 1
Week 2
Week 3
Persuasive language & devices
Creating and delivering speeches
 Exploring persuasive devices in an extract
Patterns and structures of argument
 Exploring sentence structures in Tony
from Martin Luther King’s I have a Dream
 Generating and exploring the impact of
prosodic effect
Blair’s speech at the Lord Mayor’s Banquet
 Experimenting with sentence patterns in
emotive vocabulary
 Experimenting with modal verbs and
 Experimenting with punctuation for
 Experimenting with text-level connectives
to create coherence
their own writing
 Experimenting with coordinating and
exploring their impact in extracts from
 Using persuasive devices and structures in
an extended piece of writing
subordinating connectives to create
political speeches
counter-arguments
 Experimenting with subordinating
connectives to link sentences
Texts and resources – all are provided

Martin Luther King – ‘I have a dream’

extract & worksheet
Tony Blair, Speech at the Lord Mayor’s

Punctuation worksheets
Banquet & worksheet

Punctuation dartboard

Emotive language worksheets

Counter-argument card sort & worksheet


Text-level connectives card sort
Thesauruses

Connectives worksheets


Final task instructions
Extracts from speeches from Winston

Planning frame for final task
Churchill, John F Kennedy and George W

Designing Writing Prompts
Bush


Evaluative checklist for final task
Modal verb worksheet


Writing Fiction Resource 3.1
Writing Fiction Resource 2.1
2
WEEK 1: SHORT TERM PLAN
3
Learning Objective/s
Introduction/ starter
Development
Conclusion/plenary
8.4 Developing varied
linguistic and literary
devices
Pairs: Label A & B. A has 90
seconds to persuade B to swap
seats with them. Then B has
60 second to persuade A to
swap back.
Whole class: Read resource 1.1 (extracts from Martin Luther
King’s ‘I have a dream’). Give brief contextualization (perhaps
through questioning). Briefly discuss the message & tone of the
speech.
Whole class: Feedback from
resource 1.3, discussing the
impact of the different devices
they’ve spotted, and how they
create the powerful, ‘preaching’
tone of the speech.
- Understanding how
persuasive devices can
be used in a speech
Whole class: Feedback – what
worked? Using prior
knowledge, compile a list of
‘Persuasive Devices’ on IWB or
poster to use and develop
throughout the scheme.
Teacher: Explain focus of the
scheme: to improve their ability
to write argumentative and
persuasive texts.
8.4 Developing varied
linguistic and literary
devices
8.3 Improving
vocabulary for precision
and effect
-Understanding the
meaning of ‘emotive
words’ and how they can
be used to influence a
reader
Teacher: Display resource 2.1
from the Writing Fiction
scheme & use to recap word
classes.
Introduce the idea of ‘emotive
words’ using resource 2.1
(from this scheme), or
powerpoint.
Pairs – 1 min to spot any devices highlighted in the intro.
Whole class: Quick feedback.
Teacher: Explain persuasive devices on resource 1.2.
Individuals – complete resource 1.2 with examples from the
speech.
Pairs: Try the chair swapping /
persuasion game again, but
trying out some different
devices.
Extension (Individuals): Write a paragraph in the style of the
MLK speech, about a dream of their own.
Pairs: Using resource 2.2 & thesauruses, develop the emotive
language word bank for ‘sympathy’
Individuals: Rewrite the passage on resource 2.1 to make it
more emotive. This could be modeled for the whole class to
begin with, to help less able students
Differentiation: Resource 2.3 offers the rewriting as a cloze
activity for additional support
Extension: Develop the passage further with additional
paragraphs (e.g. examples of other animals which have been
mistreated), as emotively as possible.
Whole class: Read some
examples. Ask students to pick
out particularly effective words /
phrases and add them to their
word banks (these can be kept
and used for the final assessed
task).
Teacher: Add ‘emotive words’ to
the ‘Persuasive Devices Poster’
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Key Concepts
Key Processes
Competence
Being clear, coherent and accurate in written communication
2.3 Writing: Pupils should be able to:
Creativity
Using inventive approaches to making meaning, taking risks, playing with
language and using it to create new effects
Cultural understanding
Exploring how ideas, experiences and values are portrayed differently in texts
from a range of cultures and traditions
Critical understanding
Exploring others’ ideas and developing their own
a. write clearly and coherently, including an
appropriate level of detail
b. write imaginatively, creatively and thoughtfully, producing texts that
interest and engage the reader
e. maintain consistent points of view in fiction writing
f. use imaginative vocabulary and varied linguistic and literary devices to
achieve particular effects
j. vary sentence structure for interest, effect and subtleties of meaning
q. use planning, drafting, editing, proofreading and self-evaluation to
shape and craft their writing for maximum effect
Key Questions
 What are persuasive devices?
 Can I explain how different words and devices are used to influence readers?
 Can I imitate the sentence patterns that other writers use in speech writing?
 Can I use subordinating and coordinating connectives to create counter-arguments and to link ideas within sentences?
 Can I use punctuation to instruct a speaker how to read a speech?
 Can I use text-level connectives to structure a text clearly?
5
WEEK 1: SHORT TERM PLAN
Learning Objective/s
Introduction/ starter
Development
Conclusion/plenary
8.3 Improving
vocabulary for precision
and effect
Teacher: Display a list of
modal verbs (see resource
3.2). Explain that they are
used before another verb to
express a possibility and how
certain it is:
Teacher: Explain importance of modal verbs - In arguments,
you often predict what is going to happen. You need to choose
your modal verbs carefully, deciding whether you want to
sound certain, or whether you want to talk about what ‘might’
happen.
Whole class: Feedback from
resource 3.2, with pupils
explaining their choices.
-Understanding the term
‘modal verbs’ and the
effects that they can
create
“You could go to the shop...” “You
must go to the shop…” “You will go to
the shop…”
Display the following sentence:
‘We …………… win.’
Pairs then Whole class:
Discuss - if you were giving a
‘pep talk’ before a football
match, which modal verb
would you use in this sentence
and why?
Pairs: Read speech extracts on resource 3.1 & discuss the
questions at the bottom. (The extracts could be read by the
whole class together first, for extra support).
Whole class: Feedback
Individuals: Do the exercise on resource 3.2, experimenting
with modal verbs.
Extension: Short writing task on the bottom of resource 3.2
(write a pep talk for a school sports team).
Group the verbs in terms of
strength / how would you use
them
e.g
 Certain / determined: will,
shall, can
 Demanding: must, should,
ought
 Possible: could, might, may
Discuss – could the
‘demanding’ or ‘determined’
verbs backfire if people thought
they were being bullied /
hassled? How do they react if
their parents speak to them
using those words?
Teacher: Add ‘Modal Verbs’ to
the ‘Persuasive Devices poster’
6
WEEK 2: SHORT TERM PLAN
Learning Objective/s
8.2 Varying sentences
for clarity and effect
- Understanding how
sentences can be crafted
in a variety of ways to
sound controlled,
confident, firm,
authoritative
Introduction/ starter
Pairs / Groups: Sentence
consequences game
(See resource 4.1)
Teacher: Explain the
importance of carefully crafted
sentences in arguments – to
sound balanced, firm and
powerful.
Development
Conclusion/plenary
Whole class: Read resource 4.2 - Tony Blair’s speech - and
annotate for sentence patterns: Repetition; pattern of 3;
alliteration; commands; rhetorical question & answer. (See
teacher sheet, resource 4.3).
Whole class: Feedback from
resource 4.4, inviting students
to offer positive comments on
each others’ ideas.
You could also pick out a couple of persuasive devices e.g.
inclusive pronouns and emotive language.
Teacher: Add these sentence
patterns to the ‘Persuasive
Devices Poster’
Individuals: Using resource 4.4, Individuals experiment with
some of the sentence patterns.
Differentiation: Highlight the devices in the examples on
resource 4.4 before students have a go at writing their own
8.2 Varying sentences
for clarity and effect
- Understanding how
connectives can be used
to dismiss counterarguments
Pairs: The ‘Yes, but…’ game
(see resource 5.1)
Teacher: Explain the
difference between a written
argument & a spoken one,
where you can react directly to
another person. In a written
argument you have to
anticipate what the other ‘side’
is thinking!
Elicit some connectives which
contrast ideas.
Pairs: Card sort (resource 5.2)
Whole Class: Feedback from card sort. (Can use powerpoint at
this stage)
Point out that when the connective is at the start of the
sentence, there needs to be a comma to separate the clauses.
Discuss the difference between ‘but’ and the other connectives
– but coordinates, giving each half of the sentence equal
weight, while the others are subordinators, making the
subclause seem less important than the main clause. Does this
make ‘but’ a less effective connective for dismissing counterarguments?
Pairs: Read their counterarguments to each other. Each
student should choose their
favourite from their partners’
work, then share it with the
whole class.
Teacher: Add ‘Counterarguments’ to the ‘Persuasive
Devices Poster’
Individuals: Using resource 5.3 (or instructions from the
powerpoint) develop their own ‘counter-arguments’ using
connectives
Extension: Continue to develop their own ‘pet’ argument, trying
to incorporate some of the sentence patterns from last lesson
too (repetition, pattern of 3, rhetorical Q and answer etc)
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Learning Objective/s
Introduction/ starter
Development
8.5 Structuring,
organizing and
presenting texts
Whole class: Verbal Boxing
(see resource 6.1)
Whole class: Read the passage on resource 6.2a or 6.2b.
Discuss what stops it from being effective.
Teacher: Explain that they’re
now going to look at how to
create more effective
arguments by looking more
closely at how to structure
arguments.
Individuals: Using resource 6.2a or 6.2b, rewrite the passage
using subordinating connectives to link ideas.
-Understanding how
subordinating connectives
can be used to link ideas
clearly
Extension: Write their own version of the speech, arguing that
they should be elected class president, using subordinating
connectives to link their ideas clearly.
WEEK 2: SHORT TERM PLAN
Conclusion/plenary
Whole class: Feedback - which
connectives did they choose &
why? How do these connectives
help the reader to follow and
understand the argument?
Teacher: add ‘Ideas linked with
connectives’ to the ‘Persuasive
Devices Poster’
Elicit a list of sentence
connectives from the students.
Group into coordinating and
subordinating connectives
8
WEEK 3: SHORT TERM PLAN
Learning Objective/s
Introduction/ starter
8.2 Varying punctuation
for clarity and effect
Teacher: Refer to Writing
Fiction resource 3.1 & use to
recap the uses of punctuation
-Understanding how
punctuation can be used
to convey how something
is said, not just for
grammatical correctness
8.5 Structuring,
organizing and
presenting texts
-Understanding how textlevel connectives can be
used to link paragraphs
clearly
Pairs: Try saying out loud:
I’ve lost it! I’ve lost it? I’ve lost
it.
Discuss the effect of different
punctuation marks on how
they speak.
Development
Individuals: Using resource 7.1, punctuate the passage.
Teacher may need to explain the use of ‘asides’ – in this
passage, there’s an opportunity to use them to signal
explanations – e.g.“Freedom of speech (to say what we
think)…”
Pairs: Swap passages and read them out loud to each other,
following the punctuation marks carefully.
Whole class: Feedback.
Whole class: Feedback – did the punctuation marks have an
effect?
Teacher: Explain that
politicians don’t write their own
speeches, & that their speechwriters use punctuation to
communicate how they should
say a speech.
Extension: Using resource 7.2, explore the effect of semicolons
in creating balanced sentences.
For an alternative extension, ask students to re-punctuate any
of the writing they’ve done so far (such as their ‘pet’ argument
from last week.
Pairs: Text-level connectives
card sort (resource 8.1). (NB –
there are various correct ways
to order it).
Whole class: Feedback –
which order did they choose &
why?
Teacher: Introduce final task, using resource 8.2
Groups: Jigsaw for ideas to include in the speech. Can write
down ideas on optional resource 8.3, or more able students
can design their own plan.
Conclusion/plenary
Whole class: Use the
punctuation dartboard (on IWB
or blown up A3 stuck on the
wall) to select a punctuation
mark (by throwing blu-tack;
blindfolded pointing; spinning as
a wheel etc).
Teams or individuals must then
write a sentence using that
punctuation mark correctly, on
the white board (teams) or on
mini-whiteboards (individuals).
(This could be arranged as a
team game with prizes!)
Whole class: Hear some
examples of the work so far and
suggest improvements.
Whole class: Recap persuasive devices using the poster.
Discuss the ‘Designing Writing Prompts’ (resource 8.4)
Individuals: Write 1 or 2 paragraphs.
7.1 Generating ideas,
planning and drafting
Pairs: read each others’ work so far out loud to each other.
Suggest improvements for each other, & check the impact of
the punctuation they’ve chosen.
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WEEK 3: SHORT TERM PLAN
Learning Objective/s
Introduction/ starter
Development
Conclusion/plenary
8.1: Developing
viewpoint, voice and
ideas
Teacher: Recap task. Provide
resource 9.1 – ‘Checklist for a
persuasive speech.’
Individuals: Finish writing speech.
Individuals: Using the ‘Checklist
for a persuasive speech’ –
evaluate their own speech.
-Consolidation of all learning
in this Scheme of work
If you want to break up the activity, invite students to swap their
work so far with a partner, listen to them read it out loud, and
suggest improvements to each other.
Whole class: Create a panel of
aliens (including a teacher from
a different class as ‘chief alien’
would be a nice touch.)
Ask for 3 speeches (if you’ve
time, you could have small
groups read their speeches to
each other, then vote for the
best ones to use).
Read the speeches to the alien
panel, and see if they work (the
aliens could have a 1 minute
conference to decide whether to
destroy earth, after listening to
the speeches.)
Hopefully the result will be that
the pupils have Saved The
World!
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