Timings
Teacher. What/How?
Pupils. What/How?
9am
Structure/
content
LO + register
Display LO, do register
9.05
Starter
9.10
Persuasive
techniques
used mnemonic
Give students situations;
Persuade your partner to
take up your point of
view on fox hunting
Persuade your partner to
give you £10
Persuade your partner to
run for school president
Persuade you partner to
shave their hair off
Persuade your partner to
rob a bank
Show list of persuasive
techniques mnemonic
and ask random students
to explain them
Write down the LO
with date in books
In pairs, you have one
minute to persuade
your partner to do
something. Take it in
turns.
9.15
Matching
cards activity
Hand out envelopes with
matching cards activity.
Hear answers afterwards.
9.25
Mobile
Phone piece
and note
devises
Display on OHP/IWB
mobile phone speech,
read aloud and invite
students to
underline/circle
Andy and Amy
Formative
assessment/AfL
Ask who has written it
down
Walk around checking
student involvement.
Scaffolding/support
Note down the
persuasive techniques
mnemonic and put
stars next to ones they
used. Will be asked to
clarify some
techniques and give
examples
In pairs, discuss and
match up the
technique with the
explanation, feedback
to class.
Check the techniques
are being noted.
Random choice for
questioning
Model the first
technique explanation
and example, use
verbal clues for any
struggling students
Write down any
techniques you have
used. Are there any that
have been missed or
should be included?
Walk around the class
checking pairs.
Write a real world
example of each
technique
Whilst hearing the
speech, note down on
mini-white boards any
techniques that are
used.
Ask volunteers to
underline on the
board and explain
what the effect on the
audience is. Ask for
Pair discussion
scaffolds
understanding.
Selective answering,
not just from ‘hands
up’
Model an example
Ask closed questions
(Did the extract use
rule of 3 etc) to check
understanding on
Help individuals if
necessary or assign TA
Model an example to
monitor
understanding, and
give time checks.
Challenge/Extension/
even better if
Did it work? How far do
you think you could
have pushed it? Was
the situation too
extreme? When was the
last time you
persuaded/were
persuaded to do
something?
How could the speech
have been bettered?
9.30
Power point
9.40
Effect on
reader
9.45
Advert in 3’s
10.00
Plenary
10.05
Homework
Andy and Amy
techniques noted
Display power point and
discuss with students
whilst they copy down.
Check understanding
after each slide.
Ask students, in pairs, to
discuss the effect of each
technique on the use and
identify them in the
Supermarket speech.
Summarise with short
class discussion.
Hand out items randomly
to students and have
them create a short
advert using 3 different
techniques. Needs to be
scripted. Read out the
advert to a neighbouring
group who suggest ideas
for improvement
Show the Apprentice
advert scripts and ask
each pupil to write 3
persuasive techniques
used in each pitch on
mini whiteboards
Hand out mark scheme
and set homework and
clarify understanding by
having students to repeat
the task after they have
packed away
Copy down the power
point
Discuss and the effect
of each technique on
the reader and
identify all persuasive
techniques used in
Supermarket speech.
Feedback to class.
10 minutes to write an
advert for the object.
Read aloud sales pitch
to a neighbouring
group who note down
good persuasive
techniques and ways
to improve.
Write down at least 3
techniques used in the
Apprentice pitches
Write in planners
boards to be shown
Check understanding
after each slide by
asking open questions.
Hands up to see who
agrees/disagrees.
Should involve all in
talking and thinking.
Check pupil
engagement by
choosing students to
answer.
mini-white boards
Link power point back Where else do we see
to persuasive
similar techniques used
techniques and Mobile (argument writing)
Phone speech
Support any struggling
pairs with TA or
teacher intervention/
suggestion.
Are there any
techniques that should
not be used, in a shop
advert or charity appeal
for example?
Should involve all
talking and thinking.
Give time checks every
2 minutes. Walk
around checking
involvement.
Model a sales pitch
prior to activity for an
object. Model how
own sales pitch could
be improved.
Note down also the
effect this pitch ahs on
the audience, is it
effective? Why? If not
why not?
Check student
understanding without
telling them they are
wrong. Note down
students who answer
incorrectly and
monitor next lesson
Check all have written
homework down in
planner/diary
Model with own
answers. Read out
common
answers/techniques.
Can the pitches be
improved? How? Close
books and write the
PERSUADER mnemonic
Pupils can use the
mark scheme to see
how they will be
assessed and plan
using it.
Show your work to a
friend or family member
and see if it
successful/ask for
advice to improve.
Andy and Amy