TSL: Example lesson plan Year 10: Persuasion
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The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 10: Persuasion
Example lesson plan Year 10: Persuasion Year: 10 Term: 3 SOW: Speaking and listening Lesson number(s): 2 Title: Persuasion Objectives: Speaking and listening To develop the skill of using persuasion techniques. Assessment focus/objective AO 1 Adopt roles and communicate with audiences using a range of techniques. Resources Several very strange items (e.g. a candle taped to the end of half a snooker cue; a spoon with a hole in it; a nail attached to a piece of string).
Lesson sequence Starter Pupils recap persuasion techniques, after which the teacher shows a list of persuasion techniques on flipchart paper. The teacher goes through some of the following techniques: •
rhetorical question
•
emotive language
•
facts and statistics
•
repetition
•
audience involvement: use of you, your and we
•
minimisation (only, free, bargain)
•
experience (lay and expert)
•
similes and metaphors
•
urgency
•
humour
•
innuendo
•
bandwagon
•
exaggeration
•
vagueness
•
association
•
celebrity endorsement
The teacher then sets the lesson objective: to develop the skill of using persuasion techniques.
00008-2010PDF-EN-13
© Crown copyright 2010
2 of 2
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 10: Persuasion
Introduction Modelling: The teacher unpacks from a large box several very strange items. The teacher chooses one item and explains that he or she is going to give one of the items a function and then ‘sell’ the item to the class using some of the techniques that are on the whiteboard. Pupils are told to watch closely because they will soon be doing something very similar. The teacher gives one of the items a function and then ‘sells’ it. The teacher checks with pupils which persuasion techniques have been used. Development In groups of three, pupils choose an item from the box, give it a function and then design and prepare a persuasive commentary – an advert aimed at selling the item. Timing: •
Two minutes to give their item a function.
•
Fifteen minutes should be devoted to the pupils practising their persuasive commentaries.
Rules: •
Each pupil in the group must take part in the role-play.
•
It cannot be scripted, but flashcards (one- or two-word notes) can be used.
A selection of groups show their advert. The teacher checks with pupils which persuasion techniques were used and which were most effective. Plenary Questions for discussion: •
We have seen persuasion techniques being used in adverts today, but where else are we likely to see them being used?
•
Are these persuasive elements equally persuasive? Is ‘bandwagon’, say, an equally persuasive technique as, say, the selective use of facts and statistics?
•
Are persuasive elements like these morally good or morally bad?
•
Does anyone here want to be a politician? Does anyone want to go into advertising? Does anyone want to be a market trader? If you don’t intend to pursue any of these occupations, why would you need to know any of these techniques?
•
What would life be like for a person who is easily persuaded? Why would that person be easily persuaded?
•
What would your life be like if you were skilled at spotting persuasion techniques?
The teacher finishes by signposting to the next lesson: looking at persuasion techniques in political speeches.
Homework N/A
00008-2010PDF-EN-13
© Crown copyright 2010
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 10: Persuasion
Example lesson plan Year 10: Persuasion Year: 10 Term: 3 SOW: Speaking and listening Lesson number(s): 2 Title: Persuasion Objectives: Speaking and listening To develop the skill of using persuasion techniques. Assessment focus/objective AO 1 Adopt roles and communicate with audiences using a range of techniques. Resources Several very strange items (e.g. a candle taped to the end of half a snooker cue; a spoon with a hole in it; a nail attached to a piece of string).
Lesson sequence Starter Pupils recap persuasion techniques, after which the teacher shows a list of persuasion techniques on flipchart paper. The teacher goes through some of the following techniques: •
rhetorical question
•
emotive language
•
facts and statistics
•
repetition
•
audience involvement: use of you, your and we
•
minimisation (only, free, bargain)
•
experience (lay and expert)
•
similes and metaphors
•
urgency
•
humour
•
innuendo
•
bandwagon
•
exaggeration
•
vagueness
•
association
•
celebrity endorsement
The teacher then sets the lesson objective: to develop the skill of using persuasion techniques.
00008-2010PDF-EN-13
© Crown copyright 2010
2 of 2
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 10: Persuasion
Introduction Modelling: The teacher unpacks from a large box several very strange items. The teacher chooses one item and explains that he or she is going to give one of the items a function and then ‘sell’ the item to the class using some of the techniques that are on the whiteboard. Pupils are told to watch closely because they will soon be doing something very similar. The teacher gives one of the items a function and then ‘sells’ it. The teacher checks with pupils which persuasion techniques have been used. Development In groups of three, pupils choose an item from the box, give it a function and then design and prepare a persuasive commentary – an advert aimed at selling the item. Timing: •
Two minutes to give their item a function.
•
Fifteen minutes should be devoted to the pupils practising their persuasive commentaries.
Rules: •
Each pupil in the group must take part in the role-play.
•
It cannot be scripted, but flashcards (one- or two-word notes) can be used.
A selection of groups show their advert. The teacher checks with pupils which persuasion techniques were used and which were most effective. Plenary Questions for discussion: •
We have seen persuasion techniques being used in adverts today, but where else are we likely to see them being used?
•
Are these persuasive elements equally persuasive? Is ‘bandwagon’, say, an equally persuasive technique as, say, the selective use of facts and statistics?
•
Are persuasive elements like these morally good or morally bad?
•
Does anyone here want to be a politician? Does anyone want to go into advertising? Does anyone want to be a market trader? If you don’t intend to pursue any of these occupations, why would you need to know any of these techniques?
•
What would life be like for a person who is easily persuaded? Why would that person be easily persuaded?
•
What would your life be like if you were skilled at spotting persuasion techniques?
The teacher finishes by signposting to the next lesson: looking at persuasion techniques in political speeches.
Homework N/A
00008-2010PDF-EN-13
© Crown copyright 2010
