Activity Introduction

Quick summary:  This lesson focuses on linking arguments and persuasive techniques to the audience of a persuasive text. Students will consider why and how people are persuaded and the different strategies that could be used to do so. They will choose a specific audience and write a piece to convince them to take an action. Students will review a peer’s work and make suggestions for improvement, then reflect on their own approach to the task. This lesson is designed to provide valuable practice for NAPLAN, the national literacy test held in Years 3, 5, 7 and 9*.

Faber-Castell have long understood the importance of creativity to all people, especially to young people. They are also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

Learning intention: 

  • Students will link persuasive devices to their intended audience.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 5 English:

  • Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
  • Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
  • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  • Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
  • Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Syllabus outcomes: EN3-8D, EN3-3A, EN3-5B, EN3-1A, EN2-1A.

General capabilities: Critical and Creative Thinking, Literacy.

Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences.

Topic: NAPLAN Preparation.

Unit of work: Faber-Castell – NAPLAN Preparation.

Time required: 120 mins.

Level of teacher scaffolding: Medium – some students may require support to develop or refine ideas.

Resources required: Projector. Student writing books or paper. Pens/pencils. Example ScenariosFaber-Castell Sustainability LeafletPersuasive Devices handout.

Keywords: NAPLAN, English, persuasive device, audience, purpose, convince.

*This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – the ACARA body – but is designed to provide practise for the Australian Curriculum’s compulsory NAPLAN testing scheme.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher preparation

Learning intentions: Students will link persuasive devices to their intended audience.

Success criteria: Students can...

  • ... identify the intended audience of their own persuasive text.
  • ... identify the perspective, needs or interests of their intended audience.
  • ... explain why their arguments or persuasive devices are suited to their audience.

Teacher content information: This lesson focuses on developing students' ability to explicitly identify the intended audience for a persuasive text and select arguments and persuasive devices to suit that audience.

This lesson links directly to the NAPLAN persuasive writing marking criterion audience and persuasive devices as shown in the table below. It emphasises the importance of linking these two elements to increase the impact of a persuasive text. Access the marking criteria here: Persuasive Writing Marking Criteria.

This lesson assumes that students will have some familiarity with persuasive devices th

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Student Worksheet

Thought starter: What's your favourite colour?

Art teacher profile

1. What does the art teacher do?

2. What are the art teacher’s goals?

3. What does the art teacher need to have in the art room to reach their goals?

Reasons for choosing Faber-Castell pencils

Read the Faber-Castell Sustainability Leaflet to find reasons that it would be valuable for a school art teacher to purchase pencils from this brand. Record the reasons in the table below and include why each reason is important to the art teacher.

Reason the art teacher should use Faber-Castell pencils: Why this reason is important to the art teacher:
E.g.The pencils are made from sustainable sources so that production does not negatively affect future generations.. As a teacher, they care about the future of their students.
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