persuasive texts stage 1

Practically Persuasive

1. Exploring the Purpose of Persuasive Texts

Suggested Learning Intentions

• To explore the purpose of persuasive texts
• To understand that the combination of words and images can be used to represent specific points of view

Sample Success Criteria

• I can explain the purpose of persuasive texts
• I understand how combinations of words and images in texts can influence the opinion of the audience
• Visual stimuli
• Cluster word web graphic organiser: docx PDF
• Denotation vs connotation chart: docx PDF
• Graphic organisers: pptx PDF (optional)
• ‘The Island’ by Armin Greder, ‘The Refugees’ by David Miller or an alternative persuasive picture book

This stage of the sequence focuses on building the context or field in order to support students to understand the role of persuasive texts in our culture.

It is strongly recommended that teachers review all suggested stimulus texts prior to their use to ensure their appropriateness and to enable rich, respectful discussion. For guidance on text selection refer to the  Teaching and Learning Resources — Selecting Appropriate Materials policy .

Provide students with a visual provocation that is able to evoke robust opinions. For example a political cartoon like Bill Leak’s ‘ Scapeboat People’ , John Spooner’s ‘ Dignity and Compassion’ , Fiona Katauskas’ ‘What have refugees ever done for us’ or Jon Kudelko’s ‘I’m not really into yacht racing’ . Guide students in a discussion about the primary purpose of the author, focussing on the intention to persuade .

Support students to build their field of knowledge by asking them to consider the concept of persuasion and its sociocultural functions . For example, why is it important for us to be able to persuade? Scaffold a class discussion on the topic by providing a range of questions for students to explore. Record responses on the board or use a digital tool to enable students to contribute their responses in a collaborative space.

Suggested prompts:

• Why might authors try to persuade others to agree with a particular point of view?
• How might authors persuade others to share the same point of view?
• What techniques could be used to persuade someone to share a point of view? For example, strategic use of language; imagery; tone; emotive appeals, employing humour.
• Is it important to be able to persuade people to agree or disagree with a point of view? Why or why not?
• Can you think of any people or groups of people that regularly try to persuade the public?
• What might be gained by persuading people to agree or disagree with a point of view? For example, buying a product or voting for a political party. Encourage students to think at both an individual and community level.

Enable a wide range of students to contribute to the discussion by using an online tool to encourage participation. Monitor student responses to check prior knowledge and to ascertain levels of understanding. Explicitly teach vocabulary at the commencement of the learning sequence. 

Extend students by exploring the relationship between personal ethics, and the role of ethics in persuasion. For example, what does the word ‘ethics’ or ‘ethical’ mean? How might an individual’s beliefs manifest themselves in a persuasive text? Consider providing two texts on the same issue for comparison, such as a 1903 cartoon by Louis Dalrymple and a more contemporary image by Michael Leunig.

1. Modelled Reading

Introduce a persuasive picture book to students, such as ‘The Island’ by Armin Greder or ‘The Refugees’ by David Miller.

Clarify new or complex vocabulary with your class before commencing reading.

Students sit in a circle or create a comfortable reading space before reading aloud to them. The Literacy Teaching Toolkit has some suggestions about how to make modelled reading a rich and engaging experience.

Facilitate a group discussion, encouraging students to express their first reaction to the book. Ask students to expand on their initial responses by identifying the argument made or issue/s addressed throughout the narrative. Invite students to speculate on the position the author might be encouraging the reader to take, prompting them to provide evidence from the text to support their opinion. Refresh students’ understanding of making inferences where appropriate.

Record student responses on the board, on an anchor chart or add them to the class’s digital collaboration space.

2. Collaborative Learning

Students form pairs. Allocate a page of the book to each group. Ask students to brainstorm the techniques that they think may have been used by the author to persuade the audience to take a position. You may wish to use a graphic organiser to record their ideas. A downloadable cluster word web graphic organiser template is available in the Materials and texts section above. 

Use prompts for students to guide their brainstorms, for example:

• What stands out to you about this page? Why does it stand out?
• What do you think the author might be trying to communicate?
• How have you formed your view about what the author might be trying to communicate? What evidence can you offer to support your view?
• How has the author combined words and images to make their point?
• Can you identify a word or an image that might be designed to make the reader feel a certain way?
• What persuasive techniques could an author use in a picture book that might not be available in other text types?
• What other techniques do you think the author is using to communicate their point of view?

Enable students to engage with the analysis by strategically pairing students and by engaging in targeted discussions with small groups of students.

Extend students by offering them a denotation vs connotation chart (see Materials and texts section above) and asking them to identify any words on their page that have an implied rather than a literal meaning.

Invite each pair to feed their responses back to the class. Add responses to the board, anchor chart or class collaborative space to extend the bank of thoughts and feelings about persuasive techniques.

Collect student work to gauge prior understanding of technical terminology and metalanguage, such as knowledge of rhetorical devices , intensifiers or evaluative language and to inform further teaching.

Revisit the discussion held at the beginning of the class and work with students to summarise the additional ideas generated throughout the learning experience. Students write a short reflection outlining:

• Why it might be valuable to be able to convince others of a point of view.
• A method of persuasion that was used by the author of the relevant picture book.
• How that specific method of persuasion may have been intended to influence the reader.

Collect student responses for assessment and feedback.

Photograph the ideas recorded on the board and post the image to a collaborative class page on your collaboration space, or print for display in your classroom or in a shared learning journal. This resource can be used in later stages of the sequence. 

Australian Curriculum Lessons, 2012. Persuasive Writing Techniques. [Online] Available at: www.australiancurriculumlessons.com.au/2012/09/05/persuasive-writing-techniques/ [Accessed 15 March 2022].

Churchwell, S., 2019. The New York Review of Books, American Immigration: A Century of Racism. [Online] Available at: https://www.nybooks.com/articles/2019/09/26/american-immigration-century-racism/ [Accessed 15 March 2022].

Class Dojo Inc, n.d. Bringing every family into your classroom. [Online] Available at: www.classdojo.com/ [Accessed 15 March 2022].

Creately, n.d. Visualize Hierarchy of Concepts. [Online] Available at: https://creately.com/usage/hierarchy-charts-maker/ [Accessed 15 March 2022].

Leunig, M., 2012. The Sydney Morning Herald. [Online] Available at: consumer.licensing-publishing.nine.com.au/CS.aspx?VP3=SearchResult&VBID=2ITP1GGI50J7X&SMLS=1&RW=1349&RH=590#/SearchResult&VBID=2ITP1GGI50J7X&SMLS=1&RW=1349&RH=590. [Accessed 15 March 2022].

Manning, H. & Phiddian, R., 2013. The Conversation, Following and recalling election campaigns through cartoon. [Online] Available at: theconversation.com/following-and-recalling-election-campaigns-through-cartoons-16575 [Accessed 15 March 2022].

NSW Department of Education, n.d. Graphic organisers for processes, Understanding, Cluster and word map. [Online] Available at: www.englishtextualconcepts.nsw.edu.au/sites/default/files/graphic%20organiser%20-%20understanding.pdf [Accessed 15 March 2022].

NSW Department of Education, n.d. Graphic organisers for processes, Understanding, Denotation vs connotation. [Online] Available at: freeology.com/wp-content/files/denotationvsconnotation.pdf [Accessed 15 March 2022].

Padlet, n.d. Padlet. [Online] Available at: padlet.com [Accessed 15 March 2022].

Power, F., 2015. ‘Refugee Council launces exhibition and calendar of political cartoons’, The Sydney Morning Herald. [Online] Available at: www.smh.com.au/politics/federal/refugee-council-launches-exhibition-and-calendar-of-political-cartoons-20151125-gl7cso.html. [Accessed 15 March 2022].

Reading Rockets, 2019. Inference. [Online] Available at: www.readingrockets.org/strategies/inference [Accessed 15 March 2022].

State Government of Victoria, (Department of Education and Training), 2018. Literacy Teaching Toolkit, Modelled Reading. [Online] Available at: www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracmodelled.aspx [Accessed 15 March 2022].

State Government of Victoria, (Department of Education and Training), n.d. Literacy Teaching Toolkit: Teaching-learning cycle; reading and writing connections: building the field or context. [Online] Available at: www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraccycle.aspx#link76 [Accessed 15 March 2022].

State Government of Victoria, (Department of Education and Training), n.d. Victorian Curriculum F–10 Consolidated Glossary. [Online] Available at: https://victoriancurriculum.vcaa.vic.edu.au/LearningArea/LoadFile?learningArea=english&subject=english&name=English%20Glossary.docx&storage=Glossary [Accessed 15 March 2022].

Other stages

2. Tools of Persuasion: Exploring Rhetorical Devices

• To understand how rhetorical devices are used to persuade in a range of texts
• I can explain what a rhetorical device is
• I can identify rhetorical devices in a range of texts
• I understand the purpose of rhetorical devices

3. Text Analysis: Structures, Language Features and Nominalisation

• To understand how text structures and language features vary across persuasive texts
• To understand the process of nominalisation
• I can identify some of the language features of persuasive texts
• I can nominalise a word or a clause

4. Co-Constructing Persuasive Texts

• To co-construct a persuasive text
• To practise using the language structures and features of persuasive writing
• I can provide evidence to support an argument
• I can identify and utilise some of the features of persuasive writing

5. Independent Construction: Persuasive Texts

• To create persuasive texts that raise issues and advance opinions using deliberate language and text choices
• To formulate persuasive arguments that are supported by evidence
• I can plan, draft and create a persuasive text using a range of persuasive techniques
• I can accurately identify and describe a wide range of rhetorical devices

Picture Book Mentor Texts for Persuasive Writing

By lindsay barrett.

Excellent mentor texts are a huge asset for teaching any type of writing, but they are especially useful for less familiar genres. Persuasive writing is an increasingly common requirement for the primary grades, but most students don’t have as much experience with it as narrative writing or traditional nonfiction. If your class is stuck on the same topics or formats — how many letters have you read angling for a later bedtime or a family pet? — or if they could use a wider repertoire of stylistic moves to be more convincing, check out these useful titles:

Don’t Feed the Bear

by Kathleen Doherty, illustrated by Chip Wass

What is more persuasive than a perfectly worded sign? When the park ranger posts a “Don’t Feed The Bear” sign, Bear fights back with his own sign, inciting a hilarious “war with words.” If your persuasive writing unit includes work on crafting signs to help solve problems or communicate opinions, this fun title can give students “s’more” examples. (Grades K – 1)

Rufus Goes to School

by Kim T. Griswell, illustrated by Valeri Gorbachev

Rufus wants nothing more than to be allowed to go to school, but the principal is sure he will track mud in the halls and start food fights. He’s a determined little piglet, though, and he floods the principal with arguments about how prepared he is and how well behaved he’ll be. Use this story to show how giving multiple reasons strengthens an argument and ups one’s chances of landing on the winning one. (Grades K – 2)

Can I Be Your Dog?

by Troy Cummings

The persuasive letter is perhaps the most classic form of opinion writing. In this title, Arfy the dog has one mission: to convince someone to adopt him. He works his way down Butternut Street delivering written requests tailored to each occupant. He offers to keep the floor of the butcher shop clean, compliments the firehouse on its shiny hydrant, and says he will protect the junkyard from scavengers. Use this title to introduce the basic format and tone of a persuasive letter and show students how to personalize a letter to fit its recipient. (Grades K – 2)

Be Glad Your Dad Is Not an Octopus

by Matt Logelin and Sara Jensen, illustrated by Jared Chapman

This text makes a strong case for why you should appreciate your dad, flaws and all, by naming plenty of less desirable alternatives. If your dad were a bee, his buzzing would get really annoying, and if he were a dung beetle, well, he would pile poop in your room, which would be disgusting. Use this fun text to show students how to write fact-based supporting arguments in creative ways and to demonstrate the power of staying focused on your intended purpose. (Grades K – 3)

Don’t Blink!

by Amy Krouse Rosenthal, illustrated by David Roberts

A lovable, wide-eyed owl tries to convince readers that the trick to prolonging storytime (thereby avoiding bedtime) is simply not to blink. Of course, the narrator’s eyelids begin to droop more and more as the book progresses. Use this title when students are ready to try out some different craft moves. Possible mini-lessons include: using varied sentence lengths (especially short, impactful ones), using bold text and word art for emphasis, and using a range of punctuation to engage readers and strengthen one’s message. (Grades K – 3)

The Big Bed

by Bunmi Laditan

In this hilarious plea to her father, a toddler outlines myriad reasons why she should be allowed to sleep in the big bed with her mom and why her dad should move to a cot (or a “big-boy bassinet,” as she tries to sell it). Despite the absurdity of her arguments, she’s exceedingly courteous, making this title a great one for studying how being polite can improve one’s persuasive efforts. She also couples her verbal arguments with engaging charts and diagrams. Once you and your class all stop laughing, use these examples to show students how to bolster their own writing with visual supports. (Grades K – 3)

by Dashka Slater, illustrated by Sydney Hanson

Escargot is a “beautiful” — and not very humble — French snail that is desperate to be someone’s favorite animal. She unabashedly appeals to readers’ emotions, and with her frequent exclamations of “ Au contraire !” speaks directly to their presumed concerns. (You might think a snail’s trails are slimy, but she’d prefer to call them, “shimmery trails of … shimmery stuff.”) Use this story to show students how writers can anticipate and debunk a reader’s counterarguments. (Grades K – 3)

The Day the Crayons Quit

by Drew Daywalt, illustrated by Oliver Jeffers

The best persuasive writers effectively convey their passion for a topic. There are few narrators in kid lit more convincing than overworked Red Crayon, who needs a break from his myriad holiday coloring tasks, bored Black Crayon, who wants to diversify his responsibilities beyond outlining, or modest Peach Crayon, with his strong stance against peeling paper wrapping off crayons. When your students’ persuasive writing needs an injection of strong emotion, let the crayons in Duncan’s crayon box be their muses. (Check out this educator’s guide for more ways to use this title in the classroom.) (Grades K – 4)

Dr. Coo and the Pigeon Protest

by Sarah Hampson, illustrated by Kass Reich

One goal of persuasive writers is to improve readers’ opinions of a group or concept. In this example, Dr. Coo makes it his personal mission to change humans’ attitudes towards him and his fellow pigeons. The story helps build general background knowledge about strategies for furthering a collective cause, but the real mentor text potential is in Dr. Coo’s letter to the mayor. In it he outlines a proposed agreement between humans and pigeons, a perfect introduction when asking students to suggest their own win-win solutions. (Grades 1 – 4)

Give Bees a Chance

by Bethany Barton

Addressing a common phobia, this text outlines why bees are worthy of our appreciation instead of anxiety. It’s packed with facts, showing students how to translate research findings into persuasive arguments in an engaging way. The text is written as a conversation between an expert and a skeptic, so it’s a natural fit for showing students how to write as if they are speaking to readers. The comic book-style charts and diagrams also give students ideas for alternative formats for presenting information. (Grades 1 – 4)

Olivia’s Birds: Saving the Gulf

by Olivia Bouler

Of course, the primary purpose of teaching students about opinion writing isn’t just to help them get what they want, but to highlight writing as a vehicle for activism. Eleven-year-old Olivia Bouler is an inspiring example with this book she created to raise money for the Audubon Society. This title is another great choice for showing students how to employ an engaging and personal tone, present fact-based arguments, and use visuals to support their agendas. (Grades 1 – 4)

Did we persuade you to expand your mentor text collection? Which other titles do you find helpful when teaching persuasive writing? Share your advice in the comments section below.

For more lesson plans, book recommendations, and reading tips for your classroom or library, check out our  Teach Brightly page !

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Model texts, toolkits and planning resources

The following resources have been collated to inspire and aid lesson and unit planning utilising the Talk for Writing approach. For those new to the approach, it will be helpful to consult the overview and process resources before looking at this section.

Please use the subcategories below to filter the resources to those best suited to your requirements, or search by keyword.

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, english k–12, english – stage 1 – first year – units.

Twenty sample units for Stage 1 will be available for download, released in a phased manner across 2022 and 2023.

NSW students in Years 1 and 2 may be working towards Stage 1 outcomes from the English K-2 Syllabus. Teachers should exercise professional judgement in determining the suitability of teaching and learning experiences in meeting the needs of your students.

Twenty sample units for Stage 1 – first year will be available for download, released in a phased manner across 2022 and 2023.

Syllabus outcomes and content descriptors from English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2021.

These units are cumulative and are designed to be taught in numerical order.

A suggested term-by-term approach, aligned with the department’s scope and sequence is outlined below, including the mentor textual concept(s) and unit description.

Unit 1 – Context

Students explore how personal experiences shape their understanding of texts. They also consider how an author’s context shapes texts. Students create a range of simple descriptive texts that represent their own culture, setting and experiences.

Stage 1 First year Unit 1 – Context (DOCX 1.1 MB)

Unit 2 – Narrative

Students learn about narrative elements including character, setting and story structure through a range of texts. Students explore a range of simple maps and their features to create ‘story’ maps to support oral narrative and comprehension development, and as a planning tool for writing.

Stage 1 First year Unit 2 – Narrative (DOCX 688 KB)

Unit 3 – Representation

Students investigate amazing animals to learn that objects, people and ideas can be represented in different ways. This could include reflecting the natural world as realistically as possible, imagined worlds, or a combination of both.

Stage 1 First year Unit 3 – Representation (DOCX 6.3 MB)

Unit 4 – Character; Imagery, symbol and connotation

Students explore the central role that characters occupy in texts, including how they can be objects, and whether they have a personality with emotions, wants, and needs. Students also explore how characters can be described using wordplay and figurative language, including idioms.

Stage 1 First year Unit 4 – Character; Imagery, symbol and connotation (DOCX 841 KB)

Unit 5 – Perspective and argument

Students identify persuasive techniques used in a range of humorous metafiction picture books. These techniques will then be used as students create their own texts to persuade a familiar audience.

Stage 1 First year Unit 5 – Perspective and argument (DOCX 545 KB)

Unit 6 – Representation

Students explore the way objects, events and ideas are represented in narrative texts. They retell and sequence stories to support reading comprehension and text creation.

Stage 1 First year Unit 6 – Representation (DOCX 845 KB)

Unit 7 – Context

Students explore how different aspects of the world are reflected and represented. They make text-to-self and text-to-world connections to support comprehension and build mental models to support vocabulary activation.

Stage 1 First year Unit 7 – Context (DOCX 170 KB)

Unit 8 – Narrative

Students explore narratives where images play a crucial role in telling the reader the ‘whole story’ and create their own multimodal text as a response.

Stage 1 First year Unit 8 – Narrative (DOCX 341 KB)

Unit 9 – Character

Students learn how authors describe both the internal and external characteristics of characters. They make text-to-self connections with characters and their own lived experiences.

Stage 1 First year Unit 9 – Character (DOCX 381 KB)

Unit 10 – Imagery, symbol and connotation

Students learn how visual and written elements combine to bring deeper meaning to imaginative texts. This includes symbolic representations and figurative language. They then identify how language changes when factual information is presented, including in a range of digital texts.

Stage 1 First year Unit 10 – Imagery, symbol and connotation (DOCX 2 MB)

Unit 11 – Perspective and argument

Students will learn how written language and images contribute to meaning and how authors can influence their audience. They collaboratively create texts using different modes and media.

Stage 1 First year Unit 11 – Perspective and argument (DOCX 1.6 MB)

Unit 12 – Representation

Students will explore how characters and their personalities are represented in narrative texts. They will create a reader’s theatre in 2 parts, adapting the mentor text for a different audience and purpose.

Stage 1 First year Unit 12 – Representation (DOCX 1.8 MB)

Unit 13 – Context

Students will learn how the lived experiences of groups, including those with disability, are represented in a range of texts. They will apply their understanding of how language and form change according to purpose to create a text that meets the needs of a specific audience.

Stage 1 First year Unit 13 – Context (DOCX 572 KB)

Unit 14 – Narrative

Students will make connections to a character and visualise their experiences throughout a text. They will write a letter describing their favourite treasure, ensuring correct paragraph structure is used throughout.

Stage 1 First year Unit 14 – Narrative (DOCX 860 KB)

Unit 15 – Character

Students will identify how authors use animals as characters in stories. This includes using factual information to base descriptions of appearances and personality characteristics. Students will compare informative and literary texts focusing on language and form.

Stage 1 First year Unit 15 – Character (DOCX 2.6 MB)

Unit 16 – Perspective and argument

Students will engage with a range of texts to identify arguments and the way that structure and images can be used to reinforce a point of view. They will explore print and digital texts and learn how information can be used to support opinions.

Stage 1 First year Unit 16 – Perspective and argument (DOCX 852.7 KB)

Unit 17 – Narrative

Students will have the opportunity to review narrative text elements through engaging with a range of texts created by the popular author and illustrator, Oliver Jeffers.

Stage 1 First year Unit 17 – Narrative (DOCX 354.3 KB)

Unit 18 – Context

Students will learn about the concept of ‘context’ through considering how language and form vary according to purpose, audience and mode. They will explore a range of texts including narratives, factual descriptions, procedures and explanations.

Stage 1 First year Unit 18 – Context (DOCX 1.1 MB)

Unit 19 – Representation

Students will learn how culture is represented in texts through colour, celebrations and ceremonies. They will compare and connect ideas between texts, as well as with their own experiences.

Stage 1 First year Unit 19 – Representation (DOCX 2.7 MB)

Unit 20 – Imagery, symbol and connotation

Students will unravel the layers that exist within a range of picture books to explore how elements such as colour, line and imagery evoke emotion and help enhance storylines to bring deeper meaning to texts.

Stage 1 First year Unit 20 – Imagery, symbol and connotation (DOCX 2.14 MB)

English K–6 scope and sequences

Compliant with NESA registration requirements and include additional, value-added elements.

Mathematics K–2 units

Sample units to support implementation of the Mathematics K–2 Syllabus.

Persuasive Texts - Stage 1: Ebooks, audio books and read alouds

• Videos and Clips
• Teacher Resources and Lesson Ideas
• Ebooks, audio books and read alouds

Epic: Persuasive text collection

Epic  provides students and teachers with free access to thousands of ebooks and audio books. These simple persuasive texts appropriate for Stage 1 students have been curated into  collection  for quick access.

Storyline Online - Arnie the Doughnut

Storyline Online is a free, copyright approved resource that provides access to many read alouds. This read aloud of Arnie the Doughnut comes with a free teachers activity guide.

• << Previous: Teacher Resources and Lesson Ideas
• Last Updated: Jul 24, 2021 2:53 PM
• URL: https://libguides.wcc.nsw.edu.au/persuasivetextstage1

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Persuasive Adverts (Biscuits/Puppet Theatre) - KS1 Text Types: Writing Planners and Model Text

Resource Collection WAGOLL: text types writing packs

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Teach children how to write a simple persuasive advert with this Key Stage 1 text types resource pack. The resources are based on two model texts advertising different products, showing WAGOLL (what a good one looks like). A planning sheet for pupils to support pupils to plan and write their own persuasive adverts is included.

This Key Stage 1 resource includes:

• Model Text 1 - puppet theatre advert: a simple poster advertising a new toy
• Model Text 2 - rainbow biscuits advert: a persuasive advert for a new biscuit
• Persuasive advert writing sheet: a PDF containing success criteria that pupils can use to support their writing. It includes examples of adjectives and question sentences
• Persuasive advert idea cards: a series of cards with mages of different toys and biscuits that pupils could create their own adverts for
• Persuasive advert writing plan: a worksheet to support pupils to plan and structure their writing
• Writing frame: a PDF sheet that pupils could use to present their work

What is persuasive writing?

Persuasive writing is encouraging the reader to do something or think in a particular way. There are many examples of persuasive texts, including adverts, reviews, tourist brochures, letters of application or protest and book blurbs.

National Curriculum English programme of study links:

• Pupils will write sentences by saying out loud what they are writing about and composing sentences orally before writing.
• Pupils will begin to punctuate sentences using ... full stops.
• Pupils should write about real events
• Pupils should consider what they are going to write about before beginning by planning or saying out loud what they are going to write about
• Pupils will learn how to sue expanded noun phrases to describe and specify.
• Pupils will learn how to use sentences with different forms; ... questions ...

This resource is part of the WAGOLL: text types writing packs collection. View more from this collection

• Model Text 1 - puppet theatre advert
• Model Text 2 - rainbow biscuits advert
• Persuasive advert writing sheet
• Persuasive advert idea cards
• Persuasive advert writing plan
• Writing frame
• Teacher notes

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