Year: 5 and 6 Text type: Persuasive Writing ... - Dorsetforyou.com

Year: 5 and 6
Text type: Persuasive Writing
(Year 5 Non Fiction unit 3)
Duration: 5 – 6 weeks
This is a mixed age planning unit for years 5 and 6. The unit has two outcomes. The
children will work towards writing their own persuasive letter for a real purpose. They
will also create spoken presentation with ICT or other use of multi-modality to support
the presentation. Extension for Y6 pupils includes building the ability to choose the
appropriate style and form to suit a specific purpose and audience, drawing on
knowledge of different non-fictional text types and adapting, conflating and combining
these where appropriate.
Progression in Y5 and Y6
Children will become more aware of how writers persuade readers through the use of
persuasive devices including, words and phrases, deliberate use of ambiguity, halftruth,
bias, and how opinion can be disguised to seem like fact. Opportunities for
persuasion through spoken presentations using ICT will help children consider they
ways in which, text, pictures and sounds can be used to persuade particular
audiences.
Overview
Phase 1
Read and compare persuasive letters from newspapers and magazines, identifying
and collecting persuasive devices such as words and phrases. Read and evaluate a
range of texts, in print and other media, on paper and on screen (e.g. newspaper
comment, headlines, adverts, fliers) for persuasiveness, clarity, quality of information,
and to compare writing which informs and persuades.
Phase 2
Prepare and present a spoken presentation using ICT and other multi-modality
supports. Pupils will evaluate each other’s performances and adapt them for
particular audiences.
Phase 3
Write own persuasive letter for a newspaper or magazine based on a real purpose.
Write a commentary on an issue on paper or screen, for example as a news editorial
or leaflet, setting out and justifying a personal view.

Objectives
Most children learn to:
1. Speaking
• Present a spoken argument, sequencing points logically, defending
views with evidence and making use of persuasive language (Y5)
• Use and explore different question types and different ways words are
used, including in formal and informal contexts (Y5)
• Use a range of oral techniques to present persuasive arguments and
engaging narratives (Y6)
2. Listening & responding
• Analyse the use of persuasive language (Y5)
• Analyse and evaluate how speakers present points effectively through
use of language and gesture (Y6)
6. Word structure & spelling
• Spell familiar words correctly and employ a range of strategies to spell
difficult and unfamiliar words (Y6)
• Use a range of appropriate strategies to edit, proofread and correct
spelling in their own work, on paper and on screen (Y6)
7. Understanding and interpreting texts
• Infer writers' perspectives from what is written and from what is implied (Y5)
• Recognise rhetorical devices used to argue, persuade, mislead and sway the
reader (Y6)
8. Engaging with and responding to texts
• Compare how a common theme is presented in poetry, prose and other media
(Y5)
9. Creating and shaping texts
• Reflect independently and critically on their own writing and edit and improve it
(Y5)
• Integrate words, images and sounds imaginatively for different purposes (Y6)
10. Text structure and organisation
• Experiment with the order of sections and paragraphs to achieve different
effects (Y5)
• Change the order of material within a paragraph, moving the topic sentence
(Y5)
• Use varied structures to shape and organise text coherently (Y6)
• Use paragraphs to achieve pace and emphasis (Y6)
11. Sentence structure and punctuation
• Adapt sentence construction to different text-types, purposes and readers (Y5)
• Punctuate sentences accurately, including using speech marks and
apostrophes (Y5)
• Express subtle distinctions of meaning, including hypothesis, speculation and
supposition, by constructing sentences in varied ways (Y6)
• Use punctuation to clarify meaning in complex sentences (Y6)
12. Presentation
• Adapt handwriting for specific purposes, for example printing, use of italics (Y5)
• Use a range of ICT programs to present texts, making informed choices about
which electronic tools to use for different purposes (Y5)
• Use different styles of handwriting for different purposes with a range of media,
developing a consistent and personal legible style (Y6)
• Select from a wide range of ICT programs to present text effectively and
communicate information and ideas (Y6)

Building on previous learning:
Differentiated expectations for a mixed age class would include:
• Are familiar with advertisements and the persuasive devices used.
• Able to organise information to support a point of view for both written and spoken
presentations and debates.
• Be familiar with connectives to structure a persuasive argument.
• Able to design an advert such as a poster or radio jingle.
Teaching Sequence
Phase 1
• Shared reading, evaluating and contrasting letters to a local newspaper based on
local issue. E.g. new car park, supermarket etc.
• Shared reading and evaluating fliers and brochures aimed at persuading the
general public to a view point. E.g. ecological issues, nuclear power, global issues
such fair trade
• Read and evaluate letters, for example from newspapers or magazines, intended
to inform, protest, complain, persuade, considering (i) how they are set out, and
(ii) how language is used (e.g. to gain attention, respect, manipulate).
• Select, read and evaluate a range of texts, in print and other media, on paper and
on screen (e.g. newspaper comment, headlines, adverts, fliers) for
persuasiveness, clarity, quality of information, and to compare writing which
informs and persuades, considering for example the deliberate use of ambiguity,
half-truth, bias; how opinion can be disguised to seem like fact. Infer writers'
perspectives from what is written and from what is implied.
• Collect and investigate use of persuasive devices such as words and phrases
(e.g. 'surely', 'it wouldn't be very difficult...') persuasive definitions (e.g. 'no one but
a complete idiot...', 'every right-thinking person would..., 'the real truth is...'),
rhetorical questions (e.g. 'are we expected to...?', 'where will future audiences
come from...?'), pandering, condescension, concession (e.g. 'naturally it takes
time for local residents...'), deliberate ambiguities (e.g. 'probably the best...in the
world', 'known to cure all...', 'the professional's choice').
• Working in pairs sort collected words and phrases into categories e.g. suitable to
use for particular audiences.
• Play speaking and listening games where persuasion is used orally. E.g. hot air
balloon debates, Room 101, what would you rather be … hammer or nail etc.
Encourage the use and identification of key phrases used for persuasion.
Phase 2
• Construct an argument in note form to persuade others of a point of view,
sequencing points logically. Explore how ICT or other use of multimodality might
support this (e.g. develop a PowerPoint presentation). Present as a spoken
argument to the class or a group making use of persuasive language. Listen to
others doing the same and evaluate own and others' presentations.
• Prepare an oral presentation for governors, headteacher or school council, on a
school issue e.g. how an area of the playground should be developed, strategies
for tackling bullying. Identify how language needs to change for different and more
formal contexts.
• Write a commentary on an issue on paper or screen, for example as a news
editorial or leaflet, setting out and justifying a personal view. Use structures from
reading to set out and link points (e.g. numbered lists, bullet points).

Phase 3
• Understand how persuasive writing can be adapted for different audiences and
purposes (e.g. by using formal language where appropriate), and how it can be
incorporated into or combined with other text types.
• Shared writing – change a letter and filer text by changing the nature of the
audience it addresses. Ask the children to identify key changes to help maintain
the persuasion
• Working in pairs adapt an letter to persuade a particular audience.
• Draft and write individual, group or class persuasive letters for real purposes, for
example put a point of view, comment on an emotive issue, protest; edit and
present to finished state.
• Write a letter to the local press on issue which affects the pupils, e.g. dog mess in
local playground, safe walking routes to school.
• Write a letter to a national newspaper on a national or global issue – e.g.
extending the UNICEF rights of the child to all countries