Persuasive texts: Too much money is spent on toys and games

Lesson 1: Understanding Persuasive Text Structure and Analyzing Arguments

Objective: Students will analyze the structure and language features of persuasive texts, focusing on how arguments are built and supported with evidence.

Materials:

• Example of a persuasive text on a different topic (e.g., “Children should have less homework”)
• Whiteboard/Smartboard
• Worksheet: Persuasive Text Structure (sections for introduction, body paragraphs, conclusion, and persuasive language features)

Introduction

1.    Introduce the topic: “Too much money is spent on toys and games.” Ask students to share their initial opinions—do they agree or disagree with this statement?

2.    Explain that they will be writing a persuasive text to convince others of their point of view. Review the structure of a persuasive text:

o   Introduction: Introduce the topic and state your position clearly.

o   Body Paragraphs: Provide reasons and evidence to support your position.

o   Conclusion: Summarize the main points and restate your position confidently.

Activity 1

• Distribute the “Persuasive Text Structure” worksheet.
• As a class, read an example of a persuasive text, highlighting how the introduction presents the position, how the body paragraphs provide reasons and evidence, and how the conclusion reinforces the argument.
• Ask students to identify key language features such as:
• Persuasive language: Words like “must,” “essential,” “unnecessary.”
• Evidence: Facts, examples, or statistics.
• Rhetorical questions: Questions that make the reader think, like “Do we really need so many toys?”

Activity 2

• In pairs, students will discuss their position on the topic (for or against) and brainstorm reasons to support their argument. Encourage them to think about:
• Why is too much money spent on toys and games?
• Why is it important to limit spending on these items?
• What alternatives could be suggested?

Conclusion

• Recap the importance of structuring a persuasive text clearly. Explain that in the next lesson, students will begin planning their own persuasive texts using the ideas they brainstormed today.

Lesson 2: Planning a Persuasive Text

Objective: Students will plan their persuasive text, organizing their reasons and supporting details into a clear structure.

Materials:

• Persuasive Text Structure worksheet from Lesson 1
• Whiteboard/Smartboard
• Worksheet: Persuasive Writing Planner (sections for introduction, three body paragraphs, and conclusion)

Introduction

1.    Review the elements of a persuasive text, focusing on the importance of providing strong reasons and supporting them with evidence. Discuss how to elaborate on key ideas by adding details, examples, and statistics.

2.    Model planning the introduction of a persuasive text, including a clear position statement:

o   Example: “I strongly believe that too much money is spent on toys and games, and this excessive spending is unnecessary and wasteful.”

Activity 1

• Distribute the “Persuasive Writing Planner.”
• Guide students in planning their persuasive text. For each section, they will:
• Introduction: State their position clearly and introduce the main arguments.
• Body Paragraphs: Write three reasons to support their argument, and include evidence such as examples or facts. For example:
• Reason 1: Toys are expensive and often break easily, leading to wasted money.
• Reason 2: Children spend too much time playing with toys and not enough time developing other skills.
• Reason 3: Many toys are unnecessary and are marketed to convince parents to spend more money.
• Conclusion: Summarize their arguments and restate their position.

Activity 2

• In pairs, students will share their plans and provide feedback on the clarity of their arguments and the strength of their evidence. Encourage them to suggest additional details or examples to support each reason.

Conclusion

• Recap the planning process and how organizing ideas clearly makes the writing more persuasive. Explain that in the next lesson, students will begin writing the first draft of their persuasive text.

Lesson 3: Writing the First Draft

Objective: Students will write the first draft of their persuasive text, focusing on using persuasive language and supporting their arguments with evidence.

Materials:

• Persuasive Writing Planner from Lesson 2
• Whiteboard/Smartboard
• Worksheet: Drafting the Persuasive Text (sections for introduction, body paragraphs, and conclusion)

Introduction

1.    Review the importance of using persuasive language and providing strong evidence to support each argument. Remind students to use vocabulary that emphasizes their position (e.g., “It is essential,” “We must,” “Clearly”).

2.    Model writing the first body paragraph, focusing on using clear language to present the reason and evidence:

o   Example: “First of all, toys are often very expensive and break easily. Parents spend large amounts of money on toys, only to have them break after a few uses, which is a waste of money.”

Activity 1

• Distribute the “Drafting the Persuasive Text” worksheet.
• Students will use their plans to write the first draft of their persuasive text. Encourage them to:
• Introduce their position clearly in the introduction.
• Write body paragraphs that provide reasons and supporting evidence for each argument.
• Use persuasive language and rhetorical devices (e.g., rhetorical questions, strong vocabulary).
• Write a conclusion that reinforces their position.

Activity 2

• Once students have written their drafts, they will exchange them with a partner for peer review. Each student will provide feedback on:
• The strength of the arguments.
• The use of evidence to support the reasons.
• The clarity of the introduction and conclusion.

Conclusion

• Recap the key elements of writing a persuasive text. Explain that in the next lesson, students will revise their drafts based on the feedback they received.

Lesson 4: Editing and Revising the Persuasive Text

Objective: Students will revise and edit their persuasive texts, focusing on improving language, grammar, and the strength of their arguments.

Materials:

• Drafting the Persuasive Text worksheet from Lesson 3
• Peer Feedback Form (optional)
• Whiteboard/Smartboard

Introduction

1.    Explain the importance of revising and editing writing to make it clearer and more persuasive. Discuss how revising can improve the strength of arguments, vocabulary, and grammar.

2.    Model revising a sentence to make it more persuasive:

o   Original: “Some toys are expensive.”

o   Revised: “Many toys are overpriced and don’t offer lasting value, making them a poor investment for parents.”

Activity 1

• Students will revise their persuasive texts based on the peer feedback they received. Encourage them to:
• Add more specific evidence or examples to support their arguments.
• Replace weak or unclear words with stronger, more persuasive vocabulary.
• Ensure that their text follows a clear, logical structure.

Activity 2

• Once revisions are complete, students will proofread their texts for grammar, spelling, and punctuation errors. Encourage them to read their texts aloud to check for clarity and fluency.

Conclusion

• Recap the importance of revising and editing persuasive writing. Explain that in the next lesson, students will type and finalize their persuasive texts.

Lesson 5: Presenting and Finalizing the Persuasive Text

Objective: Students will finalize their persuasive texts by typing them and presenting their arguments to the class.

Materials:

• Final drafts of the persuasive texts
• Computers (for typing)
• Peer Feedback Form (optional)

Introduction

1.    Explain that today students will finalize their persuasive texts by typing them and preparing to present their arguments to the class. Encourage them to ensure that their text is well-organized and persuasive.

Activity 1

• Students will use computers to type their final persuasive texts. Remind them to check for spelling, grammar, and punctuation as they type.
• Once the texts are typed, students will rehearse reading their persuasive arguments aloud, focusing on clear expression and engaging delivery.

Activity 2

• In small groups, students will take turns presenting their arguments to their peers. After each presentation, classmates will provide feedback, focusing on:
• The strength of the argument.
• The use of persuasive language and evidence.
• The clarity and organization of the presentation. 

Conclusion

Recap the key elements of a strong persuasive text and the importance of delivering arguments confidently. Ask students to reflect on how their writing and arguments improved through the process of drafting, revising, and presenting.

Assessment:

• Assess students’ ability to organize their persuasive text clearly, providing strong reasons and evidence to support their arguments.
• Evaluate their use of persuasive language, rhetorical devices, and vocabulary to emphasize their point of view.
• Review their participation in peer feedback and class presentations to gauge their understanding of persuasive techniques and the clarity of their arguments.