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Argue and persuade pack

Argue and persuade cover

A KS3 pack designed to help students understand and identify persuasive techniques and apply them to their own writing. The pack is split into sections and features a range of practical and engaging activities aimed at familiarising students with persuasive writing, including: speeches, letters and leaflets, articles, argumentative writing, revision and exam preparation.

What's included?

  • KS3 curriculum assessment objective map
  • lesson plans and ideas along with tailor-made resources.

What's inside?

Each lesson plan contains detailed teaching notes with:

  • Suggested starter activities
  • Suggested main activities
  • Suggested plenary activities
  • Suggested additional creative activities

Assessment Objective map (pages ii-v)

Introduction - summary of the pack (page 1)

Teaching notes and lesson plans (pages 2-14)

  • Route through – part one: familiarising students with persuasive writing
  • Route through – part two: speeches
  • Route through – part three: letters and leaflets
  • Route through – part four: articles
  • Route through – part five: focusing on argumentative writing 
  • Route through – part six: revision and exam preparation

Teaching resources and activities for persuasive and argumentative writing (pages 15-135)

  • Persuasive role play
  • Persuading your parents
  • Can you sell a house?
  • Flog that house!
  • Planet perfect!
  • Save my dog!

Persuasive techniques bingo

  • What's your learning style?
  • Winston Churchill speech excerpt
  • Comparing persuasive speeches
  • Cats are better than dogs
  • England riots persuasive speech analysis
  • Writing a speech
  • Young people's council meeting
  • Rewriting for audience and purpose
  • Analysing a leaflet
  • Kick-start discussion slides
  • Recipe for a formal letter
  • Rat o'burger
  • 'Send a cow' practice questions and answers
  • Preparation of a leaflet
  • Theme park persuasive writing leaflet
  • Self-assessment review
  • Writing to persuade checklist
  • Fact or opinion
  • Tabloid or broadsheet?
  • Newspaper bias
  • Lead articles
  • Analysing an opinion article
  • Writing a feature article
  • Why use quotations?
  • How to use quotations effectively
  • Using a newspaper as a stimulus
  • Editorial decisions
  • Summarise that!
  • Categorising connectives
  • Hinges, bolts and sealers
  • Effective introductions
  • Building an argument
  • Writing for different purposes
  • The man on the wall story problem
  • To argue or persuade
  • Literacy placemat
  • Speed dating revision
  • Writing revision fan
  • Top grade persuasion
  • All fun and games revision
  • Card template
  • Domino template
  • Fishing template
  • Analysing persuasive texts

This is a sample student activity on persuasive techniques:

Rules: read out each question and its number, and ask pupils to write the question number next to the definition that they think is correct ( see bingo cards ) .

1.Speaking to the reader in a friendly way (chatty style). 2.Questions that don’t require an answer (rhetorical questions). 3.Demonstrating differences in viewpoint (contrasts). 4.Destroy the point of view of the opposing argument (criticise the opposite opinion). 5.Using words like ‘we’, ‘us’ and ‘you’ to make the writing more appealing (personal pronouns). 6.Making the reader surprised or horrified (shock tactics). 7.Being over-the-top to get a point across (exaggeration/hyperbole). 8.Pictures or illustrations that are meant to arouse your emotions (emotive pictures). 9.Make the reader feel bad about something (play on the reader’s guilt). 10.Making points easy to follow on the page (short sentences/paragraphs). 11.Light-hearted expression of a viewpoint (humour). 12.Support a point with the views of a professional (quote a reliable source). 13.Words that arouse emotion (emotive words). 14.Numbers/graphs which provide convincing information (statistics). 15.Three phrases or describing words used to emphasise a point (clusters of three).  16.Using words like ‘I urge’ or ‘I demand’ for emphasis (forceful phrases). 17.Thought provoking pictures in your mind (imagery). 18.Saying the same word or phrase more than once for emphasis (repetition). 19.Make the reader feel sorry for something or someone (play on the reader’s sympathy). 20.Similes and metaphors adding colour to the writing (figures of speech). 21.Words that stick in your mind (catchy words or phrases). 22.Little stories to illustrate a point (anecdotes).

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Persuading an Audience: Writing Effective Letters to the Editor

Persuading an Audience: Writing Effective Letters to the Editor

  • Resources & Preparation
  • Instructional Plan
  • Related Resources

Students write for an authentic audience on a topic of interest when they compose letters to the editor. They read letters to the editor in local, regional, or national newspapers, note common characteristics of the genre, and later categorize those characteristics. They search newspapers to find news articles on topics that interest them. They discuss the topics and articles they found in small groups, select one article on which to focus, and summarize the article. Next, students use an online tool to begin planning their own letter to the editor, based on the news article they selected and summarized. Students draft their letters, then peer review and revise them. Finally, they publish their letters using an online tool, and mail a copy to the newspaper, if desired.

Featured Resources

Newspaper Article Summary Questions : Students can use this handout to help them summarize a newspaper article they have read.

Persuasion Map : Students can use this online tool to map out an argument for persuasive writing or debate.

Letter Generator : This online tool helps students learn the parts of a letter while publishing their own.

From Theory to Practice

In "Putting Writing to Work," Marjorie G. Keil quotes Vygotsky as she explains, "‘teaching should be organized in such a way that reading and writing are necessary . . . [and that] writing should be incorporated into a task . . . necessary and relevant for life' (118)"; then, she goes on to assert that when reading and writing are "performed solely as an academic exercise, the composing process becomes an endurance test of any writer's self-discipline, time-management, and motivation" (168). By writing letters on issues that they care about to an authentic audiences of readers, students completing this activity have the opportunity to go beyond an "academic exercise" to writing that matters-to them and to their readers.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
  • Newspaper Article Summary Questions
  • Letter to the Editor Peer Review Questions
  • Persuasion Map Planning Sheet

Preparation

  • Arrange for current issues of local, regional, or national newspapers for the classroom. Each student should have a newspaper for this activity. You may ask each student to bring a newspaper from home. If computer access allows, you can also use online newspaper sites. In addition to local newspaper sites, you can use resources from the Newseum collection of Today's Front Pages . Students will need to be able to print articles from online newspapers or to return to those pages throughout this lesson.
  • Print copies of the Newspaper Article Summary Questions , Persuasion Map Planning Sheet , and Letter to the Editor Peer Review Questions .
  • How to Communicate with Journalists , from FAIR
  • Tips on Writing Letters to the Editor , from the ACLU
  • Write an Opinion Piece or a Letter to the Editor for Your Local Newspaper , from NCTE
  • Test the Letter Generator and Persuasion Map on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

  • choose and research a current local or national issue.
  • review persuasive writing structure and business letter format.
  • determine the criteria for effective letters.
  • explore the ways that purpose and audience influence a message.
  • develop arguments and support ideas with evidence.

Session One

  • Explain that the class will be completing a unit on letters to the editor.
  • Ask students to share any experiences that they have with letters to the editor of newspapers or magazines that they read.
  • Pass out newspapers to the class, and ask students to find the letters to the editor in their papers.
  • Give students a few minutes to skim through the letters, and jot down characteristics that they see in the letters.
  • Gather the class and ask them to share the characteristics that they have noted. Record their observations on the board or on chart paper.
  • Be sure that students notice the connections between the letters and the various articles in the newspaper. Some letters directly respond to previously published articles, others respond generally to topics covered in the newspapers, and some focus on general issues of interest to the newspaper's readers.
  • Emphasize that students will have the opportunity to choose topics that interest them for their letters, based on articles that they find in a current issue of the newspaper.
  • Have students spend 15–20 minutes skimming the newspapers and reading any articles that grab their attention.
  • After students have had the opportunity to explore their newspapers, arrange the class into small groups.
  • In these groups, ask students to discuss the topics and articles that interested them with one another.
  • Ask students to choose one of the articles for their focus, and complete the Newspaper Article Summary Questions for that article.
  • Collect the Newspaper Article Summary Questions at the end of the session, and review the work before the next session. Provide any feedback as necessary.
  • For homework, have students read all the letters to the editor in their copy of the newspaper. Ask students to pay attention to the characteristics which the letters have in common and what features makes a letter successful.

Session Two

  • Begin with a review of the activities that students completed in the previous session.
  • Share any general feedback on the topics that students have chosen, based on your review of the Newspaper Article Summary Questions , and pass back the sheets to students.
  • Answer any questions that students have on the project at this point.
  • Ask the class to share characteristics that they noticed as they read the letters to editor for homework. Record their responses on the board or on chart paper.
  • What did you notice about the organization of the letters?
  • How were details used in the letters?
  • What kind of details were used?
  • How do the letters persuade their readers?
  • Which letters seemed best?
  • What is the difference between an acceptable letter and a great letter?
  • Once the list is fairly complete, review the items, and make any additions or corrections.
  • Ask students to suggest general categories that fit the characteristics (e.g., formatting issues, structure, ideas).
  • Arrange the characteristics into these general categories, creating a checklist or rubric for students' letters.
  • Pass out copies of the Persuasion Map Planning Sheet , and use the information to analyze a letter to the editor from one of the newspapers.
  • Demonstrate how to use the Persuasion Map to begin gathering and organizing ideas for students' letters.
  • Allow students the rest of the session to begin planning their papers with the Persuasion Map .
  • Remind students to refer their Newspaper Article Summary Questions as useful.
  • As students work, circulate through the room, providing feedback and support.
  • If time allows, review the first sentences of several letters from the editor, and ask students point out the similarities between the sentences. Based on these examples, have students write their own sentences. Review the way to punctuate the titles of articles and the newspapers in these opening sentences.
  • If desired, point students to one or more of the guidelines for composing letters to the editor listed in the Websites section. 
  • For homework, ask students to compose a first draft of their letters. Explain that the letters will be exchanged for peer review during the next session.

Session Three

  • Review the criteria for effective letters to the editor that students created during the previous session, and answer any questions that students have about the project or their drafts.
  • Pass out copies of the Letter to the Editor Peer Review Questions .
  • Arrange students in pairs, and ask partners to exchange and read one another's drafts.
  • After reading the drafts, have them fill out the Letter to the Editor Peer Review Questions to provide feedback.
  • After students have shared and received feedback, allow time for the students to revise their drafts.
  • For homework, ask students to revise their drafts, based on the feedback that they have received. Explain that students will type their final drafts during the next class session.

Session Four

  • Review the criteria for effective letters to the editor that students created, and answer any questions that students have about the project or their drafts.
  • Focus students' attention on reading their drafts for minor errors before students move to type their letters.
  • Remind students to punctuate the title of their articles in quotation marks, to italicize newspaper titles, and to place direct quotations from the article in quotation marks. If desired, use the ReadWriteThink lesson plan Inside or Outside? A Mini-Lesson on Quotation Marks and More as a mini-lesson at this point.
  • Demonstrate the Letter Generator , which students will use to publish their letters.
  • Allow the rest of the session for students to type and print their letters.
  • Collect students' letters, worksheets, and drafts at the end of the session.
  • If desired, ask students to print two copies of their letters, and mail one copy of each letter to the newspapers that students are responding to.
  • As a book report alternative, have students write letters to the editor from the perspective of a character in a book they have read.
  • After writing their letters, have students conduct research on the issues that they have chosen. The letters can serve as students' preliminary thoughts on the issue. Challenge each student to find at least 3 library resources on the issue and use those resources to expand the letter into a more formal proposal for changes that readers should consider making or actions that they should consider taking.
  • Modify the lesson by assigning students topics for their letters. If you prefer to use fictional topics, use or adapt the ideas listed on Traci's 18th List of Ten: Ten Persuasive Prompts: Persuasive-Descriptive .

Student Assessment / Reflections

Check drafts and worksheets for completion and effort. Look in particular for indications of improvement over the series of drafts that students complete for the assignment. Assess students’ final drafts using the criteria for effective letters to the editor that students created during the second session of the lesson. If you prefer a more formal rubric, use the Persuasive Letter Rubric .

  • Calendar Activities
  • Student Interactives
  • Lesson Plans
  • Strategy Guides

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

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Making persuasive writing fun to teach and learn.

  • April 21, 2021

How do you make persuasive writing fun in the classroom?

Lots of the time, teachers and students alike don’t enjoy writing lessons. It can be a challenge getting ALL students motivated to put pencil to paper.

That is where we step in to help you change that with these 5 fun strategies you can start using tomorrow to make persuasive writing enjoyable in your classroom.

We want to begin by saying, children love learning through games, and as teachers, we have witnessed the benefits.

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These tips include a range of games for individuals, pairs and, whole groups that will have your students excited when you tell them that writing is next up on the daily timetable.

1. Would you rather game

Build the field and get students talking with a Would You Rather game. Kids absolutely love playing this game, and it is an excellent way to get kids informally using persuasive language. An ‘Agree or Disagree’ game is another alternative you could play as a class (just make sure you include some funny or outrageous statements).

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2. Spinner and dice games

We know that speaking and listening is vital when it comes to writing development. Spinner or dice games are an engaging and different way for students to work on specific language conventions and have fun at the same time. We like to set games up as fast finisher activities or send them home for students that need extra support.

persuasive Writing lesson games

3. Word wheels

These are a great alternative to word or vocabulary walls. You could have students make their own word wheels to use as a reference when writing or simply speaking before writing. They can be less overwhelming for students by presenting multiple options one by one.

We have actually seen a creative teacher make large word wheels and pin them to her persuasive writing display. The students had the structure to refer to, examples, and could also access the word wheels on the wall if they needed help when writing.

persuasive Writing lesson games

4. Partner writing

Don’t discount the learning opportunities that students obtain from working together on a piece of writing. Not only can they discuss and talk through their arguments but also mentor each other throughout the writing process. Peer or partner writing is another way to get reluctant writers engaged in the process.

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5. Student choice and voice

Give students a bingo board or a range of topics for them to choose something they are passionate about or know about. As adults, we know it is easier to write about something we know, and kids are exactly the same. By giving students a choice it will allow them to feel confident in the content and, therefore, be able to focus more on the punctuation, language conventions, and spelling required of them when writing.

test alt text

Create confident and enthusiastic writers with these persuasive writing activities and games. And remember, writing lessons don’t always require students to be sitting at a desk writing. Mix it up and make it fun!

Loved these ideas and want to remember them later? Pin the image below.

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Need help when it comes to planning and preparing your persuasive writing lessons? Check out our ready-to-print resources for Grades 2-3 & Grades 4-6.

“Fabulous addition to a unit we’ve taught many times before. This resource brought new perspectives & tasks to help revamp what we do.” Kristy T

Making Persuasive Writing Fun to Teach and Learn - Rainbow Sky Creations

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Math anxiety can be a significant barrier for many students, causing feelings of fear, stress, and avoidance when it comes to math-related tasks. 

Children may suffer from math anxiety for various reasons, including past negative experiences, pressure to perform, a lack of confidence in their abilities, or a perception that math is too difficult or uninteresting. This anxiety can impact their academic performance and overall attitude towards mathematics, making it essential for educators and parents to address and support students in overcoming these challenges.

Today, we share 8 strategies to help you support students suffering from Maths anxiety, particularly in the lead-up to standardised tests such as NAPLAN.

We discuss the following ideas:

  • How games can have a huge impact on alleviating stress when it comes to Maths
  • The importance of dedicating time to building number and fact fluency
  • How you can integrate craft and Maths
  • Using the ‘Write the Room’ strategy to engage students
  • How to create a low-pressure environment and build growth mindset skills in Maths
  • Offering emotional support and encouragement to our students
  • Getting familiar with the language to help students succeed

Forewarning students before an event that may cause anxiety such as NAPLANvant to children’s lives. By incorporating these ideas into your classroom Maths routine, you can help them develop a positive attitude towards Maths and build their confidence in this important subject.

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You can access more teacher strategies, classroom inspiration and a wealth of resources by visiting our website   www.rainbowskycreations.com .

Rainbows ahead,

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Resources mentioned in today’s episode

FREE Multiplication Flip it game

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7 Awesome Maths Games for the Classroom

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Language of Maths Craft

18. How to Best Support Your Students With Maths Anxiety

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KS3: Persuasive writing lesson plan

persuasive writing lesson plan ks3

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Writing To Persuade Full lesson Powerpoint

Writing To Persuade Full lesson Powerpoint

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

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Last updated

9 April 2018

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Persuasive writing GCSE – Letter of complaint lesson plan

Kat Jones

PDF lesson plan and three Word document supplements

By the end of term, it can sometimes feel like we’re teaching 32 argumentative, sarcastic, grumbling machines, programmed to question all of our instructions. Utilise teenagers’ natural skill-sets to turn them into masters of persuasive writing with this persuasive writing GCSE lesson plan…

The GCSE syllabus encourages pupils to craft their writing in order to be imaginative and engaging. However, inspiring pupils to write a lively personal response can be a real challenge.

So, how can we enthuse our young people? Encourage teenagers to do what they do best: complain – albeit in the form of a sophisticated, engaging, witty and highly persuasive protest worthy of a grade 9…

Curriculum links

This lesson will primarily suit GCSE students but could be used to challenge more-able KS3 pupils. It aims to develop persuasive writing skills with a particular focus on vocabulary , using language devices and writing with a sense of audience.

Persuasive writing GCSE download contents

Zip file containing:

  • PDF lesson plan
  • 3 Word doc supplements (Virgin complaint letter, persuasive features grid, success criteria)

Kat Jones is KS3 English coordinator at The Stanway School in Colchester. Browse more persuasive writing techniques resources for KS3/4.

Persuasive writing GCSE

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IMAGES

  1. PERSUASIVE WRITING UNIT KS3 (WRITING TO PERSUADE)

    persuasive writing lesson plan ks3

  2. Persuasive letter writing

    persuasive writing lesson plan ks3

  3. KS3/GCSE Persuasive writing lesson

    persuasive writing lesson plan ks3

  4. PERSUASIVE WRITING UNIT KS3 (WRITING TO PERSUADE)

    persuasive writing lesson plan ks3

  5. PERSUASIVE WRITING UNIT KS3 (WRITING TO PERSUADE)

    persuasive writing lesson plan ks3

  6. Persuasive letter writing

    persuasive writing lesson plan ks3

COMMENTS

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  10. Argue and persuade teaching pack with lesson plans

    A KS3 pack designed to help students understand and identify persuasive techniques and apply them to their own writing. The pack is split into sections and features a range of practical and engaging activities aimed at familiarising students with persuasive writing, including: speeches, letters and leaflets, articles, argumentative writing, revision and exam preparation.

  11. Persuading an Audience: Writing Effective Letters to the Editor

    Overview. Students write for an authentic audience on a topic of interest when they compose letters to the editor. They read letters to the editor in local, regional, or national newspapers, note common characteristics of the genre, and later categorize those characteristics. They search newspapers to find news articles on topics that interest ...

  12. Persuasive writing resources

    Persuasive writing is a key topic which appears in all English language curriculum maps and is often one of the trickiest formats for students to master.

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    Recognizing and Using a Range of Persuasive Devices Lesson Pack. 4.5 (12 reviews) Writing to Persuade: Counterargument Worksheet. 4.9 (9 reviews) Quickfire Emotive Language Worksheet KS3. 4.8 (5 reviews) Persuasive Devices Word Mat. Persuasive Devices Matching Cards. 4.7 (15 reviews)

  14. Writing persuasively

    This PDF for KS3/4 students presents six concise points of advice for writing persuasively, with examples. It serves as a guide for pupils, providing them with practical tools and examples to enhance their persuasive writing skills. The importance of personal pronouns

  15. Persuasive speech writing

    Subject: English Age range: 11-14 Resource type: Lesson (complete) File previews pptx, 9.04 MB docx, 13.47 KB Lesson that encourages students to write a persuasive speech using examples and techniques. Also focusses on using different sentence types and topic sentences. Creative Commons "Sharealike"

  16. 18 Simple and Fabulous Persuasive Writing Mini Lesson Ideas for Teachers

    Fun Persuasive Writing Mini Lesson Ideas. Analyzing advertising, creating ads, and debates are fun parts of teaching persuasive writing. Students quickly become engaged in learning about persuasive writing because it brings writing to life in a new way. Persuasive writing sparks creativity and interest from students in a way that the other ...

  17. Persuasive Writing Intro Lesson & Resources

    Subject: English Age range: 11-14 Resource type: Lesson (complete) File previews pptx, 3.1 MB pptx, 6.45 MB Complete lesson and resources introducing the topic of persuasive/transactional writing. Used with an upper KS3 class, but could easily be used with KS4 as well to introduce the Language Paper 2 writing task.

  18. KS3 English Lesson Plan

    KS3 English Lesson Plan - Teach Persuasive Writing with Charlie Chaplin's The Great Dictator Download Now Download Now by Anthony OBrien What's included? Two-page PDF lesson plan Key Stage KS3 Age Years 7-9 Subjects English How can Charlie Chaplin help students to become persuasive and voice their emotions?

  19. Making Persuasive Writing Fun to Teach and Learn

    4. Partner writing. Don't discount the learning opportunities that students obtain from working together on a piece of writing. Not only can they discuss and talk through their arguments but also mentor each other throughout the writing process. Peer or partner writing is another way to get reluctant writers engaged in the process. 5.

  20. KS3: Persuasive writing lesson plan

    KS3: Persuasive writing lesson plan This lesson plan is part of a range of free resources produced for Send My Friend to School, the schools activity of the UK Global Campaign for Education. We're asking world leaders to keep their promise to get all children into school by 2015. Visit www.sendmyfriend.org to order a free pack and view more ...

  21. Writing To Persuade Full lesson Powerpoint

    This lesson is a ready to teach powerpoint - you may wish to make slight adaptations to it for your own context - on persuasive writing.

  22. Detailed Lesson plan on persuasive writing.pdf

    TEACHER EDUCATION DEPARTMENT Detailed Lesson Plan in Grade First Semester S. Y. 2020- 2021 Month: January Subject: English Schedule: Monday - Friday 10:00 am - 11:00am I. LEARNING OBJECTIVES At the end of the lesson, the learners should be able to: a) Express their thoughts and insights on the uses and importance of persuasive writing.

  23. Persuasive writing GCSE

    Year 7 English worksheets - Jungle descriptive writing lesson plan and resources. Drama script - Short original script for KS2/3. Descriptive writing KS3 - Play a game of monster consequences. Writing persuasively - Advice for KS3 and KS4 English students. English Language paper 1 & 2 - Three-lesson Kray twins resource.