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This lesson from Australian Curriculum Lessons works well because it introduces students to understanding the techniques of persuasion and how to develop their persuasive writing. Students work in groups to deconstruct speeches and discover which techniques they favour. Students then practice collaboratively coming up with examples for their allocated technique. Using FigJam, this lesson can be scaffolded, students can be mindfully grouped, work from home and independently, and answer low-risk questions building their confidence.

Australian curriculum links AC9E8LE03, AC9E8LY02, AC9E8LY03

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Australian Curriculum Lessons Admin Account

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Persuasive Writing Techniques - Australian Curriculum Lessons

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A lesson to teach children how to use persuasive language. Using a great list of language techniques, children role-play in groups and rank on strength.

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Students learn how to plan and create a persuasive writing text with the OREO method (Opinion, Reason, Explanation, Opinion) in this lesson from Australian Curriculum Lessons. This lesson works well for all age levels, so it is very easily modified for my year 8 class. Students are given a list of different opinion sentences to choose from and practice writing their opinion text using an OREO scaffolded sheet. This lesson integrates especially well with FigJam as students can draw their OREO and share them with classmates.

Australian curriculum links AC9E8LA03, AC9E8LA04, AC9E8LY04

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Using an OREO Planner (Yes, like the biscuit), children learn how to create a persuasive writing text. Children have to brainstorm their own OPINION, REASON, EXPLANATION and then revisit their OPINION to persuade their audience. A great little lesson for all levels.
Oreo (opinion, reason, explanation, opinion restated)
Connection: We have been writing letters to help convince people of our opinions. Earlier we made a list of things that we think would make a difference to our world. Today we are going to have a chance to take our opinion and try to convince other people that they can do some things that will make a difference to our Earth.

Teach: Show the students the Oreo shaped chart. Choose a topic to demonstrate such as "Everybody should use reusable bags when they go to the grocery story."

Then "write in the air" telling the students what you would write for each part of the cookie. First I am going to state my opinion: I believe that everyone should use recyclable bags. Next I am going to give my reason and explain it: If everyone used recyclable bags then plastic bags wouldn't litter the ground. Since this is a double stuff cookie, I might even give another reason and explanation: When bags end up in the ocean, they can hurt the sea creatures. Finally to close I need to restate my opinion: If everyone would use recyclable bags, it would take care of our Earth.

Active Involvement: Now I want each of you to look at the chart and choose one of the topics that you would like to convince someone to change. Give the students a minute to look over the chart, reading it once again aloud. Now I want you to turn to your floor partner and share with them which topic you have chosen and one reason that you are going to use to make your argument. Listen as the children exchange ideas with their partners.

Link: Writers, when you go back to your seat today, you have important work to do. I want you to use this planning sheet to think about how you could convince someone to help save our Earth. Hold up a planning sheet and state again what goes in each part of the planning paper pointing to that part of the paper as you talk. (You can give each child an Oreo cookie to help remind them of each part.)

Share: Invite a couple of children who have completed their planning sheet to share with the class. Remember writers that tomorrow we will be doing the important work of thinking about an audience for our letters. We will be thinking about just who we should convince to change their ways.

Annotated work samples could be used as assessment pieces for writing.

chart paper with a black oval construction paper top and bottom

a list of topics that students have brainstormed that they have an opinion ( for example, on Earth Day students write a list of topics that they think would make a difference to the Earth)

Oreo persuasive writing template (DOC)

Some good persuasive topics for kids:

Zoos are good/bad for the preservation of animal species

Persuade us that recess should be longer

Benefits of homework or why I shouldn't have to do homework

How important is my education?

Why should we recycle?

Stop smoking mum/dad

Why I should get to go to bed later

Food I would love to see in the Dining Room or food that shouldn't be served in the Dining Room

Why we need more recess

A cat is better than a dog or a dog is better than a cat

Why do we have to eat vegetables?

Christmas is the best holiday because...

Why we should have more excursions...

I need more time with my on line computer games - DS, etc.

Why I should get more pocket money

Why Sea World is better than Movie World or vice versa

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Australian Curriculum Lessons Admin Account

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Persuasive Writing Lesson - OREO - Opinion Reason Explanation Opinion - Australian Curriculum Lessons

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Summary: Using an OREO Planner (Yes, like the biscuit), children learn how to create a persuasive writing text. Children have to brainstorm their own OPINION, REASON, EXPLANATION and then revisit their OPINION to persuade their audience. A great little lesson for all levels. Australian Curriculum Links: Year 3 - Plan, draft and publish imaginative, informative and [...]

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This set of activities from Mochas & Markbooks fit perfectly into my sequence and can easily be turned into several lessons. I’ve chosen to use activity 1 as it uses excerpts from stories to determine a narrative point of view. These excerpts can be uploaded to FigJam for online lessons or printed and placed around the room so that students have movement breaks as they travel to different stations around the room. Activity 2 is changing perspectives, which helps students understand how writers use POV to impact the story. Students can use FigJam to take notes and create responses (rewrite) and share with their peers for feedback.

Australian curriculum links AC9E8LE03, AC9E8LY03, AC9E8LY06, AC9E8LY07

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Four Activities to Teach Narrative Point of View

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Teaching students to identify narrative point of view in literature and write in a consistent perspective can be pretty dry material, but with these five activity ideas, your lesson will go from blah to ah-hah!

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Continuing on from the activities from Mochas & Markbooks, Activity 3 of this set is POV proofread, where students practice maintaining a consistent POV with a text that has pronouns changed. This aligns with my previous lessons and builds onto the editing and feedback practice they have done in the collaborative activities. Students decide which POV they prefer and restructure the story to be told from that perspective. Students can upload their work and comment on other people's versions, comparing and making links about how the passage changes with perspective. Students can be grouped or work independently and present to the class the different story options. To differentiate this to support lower-level students, versions can be made with blank spots and word banks to offer more scaffolding. Activity 4 is a fun quiz-style POV Name That Tune; students hear the start of a song, and the first group/individual to correctly state the POV gets the point (secondary ICT such as Kahoot or Blooket can be used here). This is a reward and brain break after such a content heavy lesson.

Australian curriculum links AC9E8LE06, AC9E8LY02, AC9E8LY03

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Four Activities to Teach Narrative Point of View

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Teaching students to identify narrative point of view in literature and write in a consistent perspective can be pretty dry material, but with these five activity ideas, your lesson will go from blah to ah-hah!

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In this lesson by Cool.org, students dig deeper into the rhetorical devices of persuasive speech to influence an audience. Students can use FigJam to view and take notes on the AFLW videos and can access the worksheets. The teacher can structure the work to different levels (scaffolding), and students can work independently or collaboratively to begin to write a persuasive speech to convince their audience of the value of change in society, using AFLW as their key example. This is a great lesson that relates to real-world issues and student interests. This lesson starts to build towards the final assessment, planning begins this lesson.

Australian curriculum links AC9E8LE01, AC9E8LE02, AC9E8LE03, AC9E8LY03

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Persuading for Positive Change - NAPLAN Style Persuasive Writing

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Teach your Year 7 and 8 English students about the impact of the AFL Women’s competition on Australian society through persuasive writing. This lesson focuses on rhetorical devices and persuasive vocabulary to help students craft a persuasive speech.

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https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr8.pdf

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General Capabilities - Digital Literacy 

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General Capabilities - Digital Literacy 

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Digital Literacy

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FigJam is a great ICT to elevate lessons. It is a vibrant and customisable online whiteboard that supports collaborative brainstorming, text annotation, and creative thinking. Its simplicity and visual appeal make it ideal for secondary English classrooms, especially when exploring how authors use language and multimodal elements to persuade, entertain, or evoke emotion (AC9E8LY06 & AC9E8LE06). Students can interact with texts, images, and each other in real time, building analysis skills through shared inquiry and creative experimentation.

How It Enhances Learning:

1. Visualising Language and Structure

-Text Deconstruction: Students can annotate persuasive speeches, narrative texts, or multimodal articles by dragging out text features (e.g., emotive language, metaphor, structure) and connecting them to the author's purpose using arrows, sticky notes, and colour coding.

-POV Mapping: When exploring how perspective shapes meaning, students can create comparison maps showing how tone and intent shift when retelling a scene from different characters' points of view.

2. Collaboration and Inquiry

-Live Group Annotation: Small groups can collaboratively analyse a text, each contributing insights on language techniques, tone, or visual features. Their responses are visible in real time, promoting peer learning and discussion.

-Creative Redrafting: Students can use FigJam to rewrite text snippets with a humorous, persuasive, or aesthetic twist, testing how language changes impact tone and audience reaction.

3. Engagement and Differentiation

-Flexible Formats: FigJam supports text, images, emojis, drawings, and diagrams, appealing to visual, verbal, and kinesthetic learners.

-Scaffolded Tasks: Teachers can embed instructions, sentence starters, and example annotations directly into the board, helping all students engage meaningfully, especially those needing extra support.

-Autonomy and Voice: Students have agency in how they interact; some might colour-code persuasive appeals, and others might sketch metaphors or create emoji "mood meters" to capture tone.

Lesson Integration:

Starter: Begin with the lesson intention and a brief overview of the lesson. Have students add their own success criteria with the sticky note feature.

Main Activity: Use FigJam to collaboratively deconstruct a persuasive video, identifying visual and spoken word features used to position/persuade the reader.

Creative Extension: Students identify different devices used and then vote on which one is most effective. Students can comment on each other's responses.

Reflection: Students reflect on how the language used persuaded them and can fill out a check-in form (I'm working on..., I could use help with...).

When Using FigJam in the Classroom

Model First: Demonstrate how to colour-code text or link ideas visually using arrows and sticky notes.

Leverage Templates: Use FigJam’s existing mind maps, Venn diagrams, or timeline templates.

Encourage Interaction: Give students time to explore and play with the tool; they can practice adding emojis, drawing connections, and moving ideas around.

Use for Feedback: Have students give each other feedback using sticky notes or stamps, simulating digital collaboration practices.

FigJam transforms English lessons from just passively analysing texts and turns them into interactive, visual, and collaborative experiences. It deepens understanding of how language works and helps students creatively apply those skills, making it a powerful ICT for modern classrooms.

Enjoy my quick mockup lesson with fictional student responses: https://www.figma.com/board/bPonCcO5ZfRjNAG0saqFN9/Lesson-1---Persuasive-Language?node-id=0-1&t=WjICSFoSMPtiChaR-1

(Thank you to Alicea de Lange, whom I nabbed the structure of this post from; you've been a great help to me.)

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Here is a nice quick video that goes over how to use FigJam, from setting one up, to using the features in a classroom. :)

YouTube - FigJam 101 for the K12 classroom by Figma https://www.youtube.com/watch?v=KoDAbHVkXvs

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A great tool for students (especially those who struggle to focus) to time-block tasks and avoid mental fatigue. It blocks out distractions (like literally you can block apps) and then gives a 5-minute break after 25 minutes of focus. After your break, it locks you right back into focus mode. This method is perfect for the classroom as the students will know they have break time as long as they lock in for that 25 minutes. Read more at: https://psychcentral.com/adhd/how-to-adapt-the-pomodoro-technique-adhd#recap

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A free web based aesthetic pomodoro timer to keep you mindful and focused while working or studying.

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Extra ICTs that can be integrated into English lessons 

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Extra ICTs that can be integrated into English lessons 

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General Capabilities - Critical and Creative Thinking

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General Capabilities - Critical and Creative Thinking

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Visible Learning and the Science of How We Learn

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Visible Learning and the Science of How We Learn

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Great resource about how students actually learn with emphasis on visible thinking (writing, drawing, and digital tools!), powerful feedback, and motivation. Backed by my favourite - cognitive science, neuroscience, and educational psychology research.

Ways it specifically supports my pedagogy with FigJam:

Visible thinking through annotation, collaboration, and feedback.

Encouraging students to take ownership and creative liberties with their learning and to reflect.

Using digital tools to deepen learning.

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Visible Learning and the Science of How We Learn | John Hattie, Gregor

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On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s

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Miss Key's How to Navigate the Australian Curriculum (YouTube)

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Miss Key's How to Navigate the Australian Curriculum (YouTube)

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For anyone else who is struggling to navigate the Australian Curriculum & General Capabilites, I found this when I was very overwhelmed and searched "General Capabilites for dummies" lol. It is a nice quick 12 minute video :)

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PART 2 - HOW TO NAVIGATE THE ACARA 9.0 AUSTRALIAN CURRICULUM

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Created and Owned by me

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EDSE12024 MAP - Pedagogy & General Capabilities

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An essential for students working online

https://www.esafety.gov.au/educators/classroom-resources/online-safety-classroom-agreement

Scooped from jensinesteen :)

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To check your proficiency :)

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An explanation of PBL, along with some great links to professional development, Case Studies, and other useful resources.

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Problem Based Learning

What is it?

Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or a set problems unfamiliar to them. PBL is underpinned by a constructivist approach, as such it promotes active learning. Activities are carried out with groups of students, typically in a tutorial or seminar setting. PBL fosters self-directed learning, effective problem solving, communication and collaboration skills. Students tend to work in groups to problem solve with the lecturer or tutor taking a backstage role during the activity, their involvement is usually limited to guiding and monitoring the process.

Resources

Links to relevant PD:

Case Studies:

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Problem Based Learning Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or a set problems unfamiliar to them. PBL is underpinned by a constructivist approach, as such it promotes active learning. Activities are carried out with groups of students, typically in a tutorial or seminar setting.

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Our Navigating NAPLAN resources are designed to help Australian English teachers prepare students for the annual NAPLAN writing assessments.

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Using an OREO Planner (Yes, like the biscuit), children learn how to create a persuasive writing text. Children have to brainstorm their own OPINION, REASON, EXPLANATION and then revisit their OPINION to persuade their audience. A great little lesson for all levels.
Oreo (opinion, reason, explanation, opinion restated)
Connection: We have been writing letters to help convince people of our opinions. Earlier we made a list of things that we think would make a difference to our world. Today we are going to have a chance to take our opinion and try to convince other people that they can do some things that will make a difference to our Earth.

Teach: Show the students the Oreo shaped chart. Choose a topic to demonstrate such as "Everybody should use reusable bags when they go to the grocery story."

Then "write in the air" telling the students what you would write for each part of the cookie. First I am going to state my opinion: I believe that everyone should use recyclable bags. Next I am going to give my reason and explain it: If everyone used recyclable bags then plastic bags wouldn't litter the ground. Since this is a double stuff cookie, I might even give another reason and explanation: When bags end up in the ocean, they can hurt the sea creatures. Finally to close I need to restate my opinion: If everyone would use recyclable bags, it would take care of our Earth.

Active Involvement: Now I want each of you to look at the chart and choose one of the topics that you would like to convince someone to change. Give the students a minute to look over the chart, reading it once again aloud. Now I want you to turn to your floor partner and share with them which topic you have chosen and one reason that you are going to use to make your argument. Listen as the children exchange ideas with their partners.

Link: Writers, when you go back to your seat today, you have important work to do. I want you to use this planning sheet to think about how you could convince someone to help save our Earth. Hold up a planning sheet and state again what goes in each part of the planning paper pointing to that part of the paper as you talk. (You can give each child an Oreo cookie to help remind them of each part.)

Share: Invite a couple of children who have completed their planning sheet to share with the class. Remember writers that tomorrow we will be doing the important work of thinking about an audience for our letters. We will be thinking about just who we should convince to change their ways.

Annotated work samples could be used as assessment pieces for writing.

chart paper with a black oval construction paper top and bottom

a list of topics that students have brainstormed that they have an opinion ( for example, on Earth Day students write a list of topics that they think would make a difference to the Earth)

Oreo persuasive writing template (DOC)

Some good persuasive topics for kids:

Zoos are good/bad for the preservation of animal species

Persuade us that recess should be longer

Benefits of homework or why I shouldn't have to do homework

How important is my education?

Why should we recycle?

Stop smoking mum/dad

Why I should get to go to bed later

Food I would love to see in the Dining Room or food that shouldn't be served in the Dining Room

Why we need more recess

A cat is better than a dog or a dog is better than a cat

Why do we have to eat vegetables?

Christmas is the best holiday because...

Why we should have more excursions...

I need more time with my on line computer games - DS, etc.

Why I should get more pocket money

Why Sea World is better than Movie World or vice versa

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Australian Curriculum Lessons Admin Account

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Persuasive Writing Lesson - OREO - Opinion Reason Explanation Opinion - Australian Curriculum Lessons

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Summary: Using an OREO Planner (Yes, like the biscuit), children learn how to create a persuasive writing text. Children have to brainstorm their own OPINION, REASON, EXPLANATION and then revisit their OPINION to persuade their audience. A great little lesson for all levels. Australian Curriculum Links: Year 3 - Plan, draft and publish imaginative, informative and [...]

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Persuading for Positive Change - NAPLAN Style Persuasive Writing

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Teach your Year 7 and 8 English students about the impact of the AFL Women’s competition on Australian society through persuasive writing. This lesson focuses on rhetorical devices and persuasive vocabulary to help students craft a persuasive speech.

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Persuasive Writing and Speaking Activity

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There are an abundance of persuasive techniques you can utilise to produce compelling, credible and powerful arguments that ensure your opinion will be heard. Our ‘Persuasive Writing and Speaking Activity’ resource includes a variety of activities that will enhance your students’ persuasive skills, including: 60 Second Speaking Challenge Persuasive Techniques Cloze Passage Writing effective persuasive examples for the techniques listed. This is a Black and White PDF, perfect for easy printing.

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Australian Curriculum Lessons Admin Account

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Persuasive Writing Techniques - Australian Curriculum Lessons

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A lesson to teach children how to use persuasive language. Using a great list of language techniques, children role-play in groups and rank on strength.

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Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.

Progressing from spoken to written arguments will help students become better readers of persuasive texts.

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.

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

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.

1.

Prepare for the game students play during Session 1. Divide the class into teams of four or five. Choose a prize for the winning team (e.g., extra time at recess, a chance to be first in the lunch line, a special snack, a certificate you create, or the chance to bring a special book home). If possible, arrange for another teacher or an administrator to come into your class at the end of the game to act as a judge.

For Session 3, assign partners and pick a second prize for the group that wins the game.

2.

Make one copy of the Observations and Notes sheet for each group and pair of students. (You will use this sheet to record your observations while students are working during Session 1 and presenting during Session 4.) Make one copy of the Persuasive Strategy Definitions, Persuasion Is All Around You, Check the Strategies and the Persuasive Writing Assessment for each student. Make enough copies of the Check the Strategy sheet so that every student has a checklist for each set of partners that presents (see Session 4).

3.

Make a two-column chart for Session 1. Write Winter is the best season at the top of the chart. Write agree at the top of one column and disagree at the top of the other.

4.

If you do not have classroom computers with Internet access, arrange to spend one session in your school's computer lab (see Session 3). Bookmark the Persuasion Map on your classroom or lab computers, and make sure that it is working properly.

5.

Preview the Persuasive Strategy Presentation and bookmark it on your classroom computer. You will be sharing this with students during Session 2 and may want to arrange to use an LCD projector or a computer with a large screen.

Students will

Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class

Gain knowledge of the different strategies that are used in effective persuasive writing

Use a graphic organizer to help them begin organizing their ideas into written form

Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence

Develop oral presentation skills by presenting their persuasive writing pieces to the class

Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You. Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You. This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson "Persuasive Essay: Environmental Issues" can be adapted for your students as part of this exercise.

Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.

Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.

Collect students' Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.

Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.

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Can You Convince Me? Developing Persuasive Writing

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Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments.

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Writing Persuasive Texts Unit Plan - Year 5 and Year 6

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This English unit addresses the genre of persuasion; specifically, how to write an effective persuasive text.

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Lesson: Planning and writing a persuasive speech | AQA | KS4 English | Oak National Academy

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View lesson content and choose resources to download or share

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Four Activities to Teach Narrative Point of View

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Teaching students to identify narrative point of view in literature and write in a consistent perspective can be pretty dry material, but with these five activity ideas, your lesson will go from blah to ah-hah!

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Created and owned by me, developed using the lessons I have sourced and integrated with FigJam.