Lesson Plans - Details

Persuasive Writing

  • 25 April 2018
  • Posted by: CARLENE BRYAN
  • Number of views: 4112
Persuasive Writing
Students’ age range: 14-16
Topic: the persuasive speech
Description: Introductory Activity (Engagement) o Through activation of schema, the teacher will facilitate a brainstorming sessión of the concept of language as a tool for persuasión. o Students will be asked to contemplate upon the purpose of persuavive texts, various types of persuasive texts and how they are used to enhance our daily lives. o The responses will be jotted down on the white board. o The teacher will then inform students the persuasion is intended to convince us to feel, think or act a certain way. Developmental Activities (Exploration, Explanation & Elaboration) Exploration o Students will then be encouraged to relate from their experiencial backgrounds, any memorable/ impactful speakers and speeches they have heard and state what made the speeches impactful. o Next, an excerpt from Dr. Martin Luther King Jr.s’ ‘I have a dream’ speech will be played using an audio visual médium and students will listen keenly and follow the written text on a handout. o Volunteers will be guided into commenting on the speech and its effect in illuminating the issue of brotherhood and peace. Explanation o From the discussion and presentation, students will be guided into formulating a comprehensive definition for the term ‘persuasive speech’ through discovery learning. o Students had previously learned about persuasive techniques and devices. As a measure of memory retention and critical thinking, they will engage in an activity using the fishing bowl. o A fishing bowl with ten persuasive techniques will be presented and students will select one piece of paper with a technique. Each student will be asked to orally explain his/ her persuasive technique selected to the class. o Students’ questions and responses with then be accommodated. Elaboration o Next, students will work in pairs to find and circle as many examples of persuasive devices as they can from the Martin Luther King Jr.’s speech. o Additionally, they will use a graphic organiser to comment on the effectiveness of each device which will be shared with the class. o The teacher will model the activity by giving them the following example: Text: I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. Effectiveness: this is a metaphor. It compares the racially unjust state of Mississippi to an unwelcoming place overcome by unjust and inhumane practices. He desires to see a transformation where it becomes a safe haven and place of freedom for all. The metaphor highlights the seriousness of the issue and evokes strong emotions of hurt and pain in the reader towards the system of injustice. o The responses will be shared with the class and students will comment on the varying responses given. o Through the use of probing questions and reader’s response, students will be inclined to actively participate in the process.

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