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Literacy · Years 3-5
How can I help children plan a persuasive paragraph?
Plan a request with reasons, an example and a response to a concern.
Download: Persuasive reasons planner
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Model a reason and a concrete example, then show how a concern can be answered respectfully.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Can the learner connect each reason to the request and respond to a concern with a practical proposal?
What is in the printable?
Invented class decision: Choose either a quiet reading corner or a board-game table for a spare classroom space. This is a writing scenario; neither option is automatically best.
- State your preferred option and who you are asking.
- Give two different reasons linked to classroom use.
- Give an example that supports one reason.
- Name a reasonable concern and suggest a response.
- Write a final sentence asking for a specific next step.
Make it easier or add challenge
More support
Offer the stems I suggest... because... and One concern is... We could...; let the learner choose the content.
More challenge
Write the paragraph for a different audience and explain which reason you moved to the beginning.
What to look for
Can the learner connect each reason to the request and respond to a concern with a practical proposal?
Teacher answers and suggested responses
Open-ended. A coherent plan names an option and audience, offers distinct relevant reasons, uses an example and answers a real concern.
Example: request a reading corner; reasons might include a place to browse books and space for paired reading. Concern: limited space; response: try a small shelf and two seats first.
Avoid treating louder language or an unsupported claim as stronger evidence.
Further teaching guidance
Related guidance from EP for Schools: How can I teach a pupil to plan a longer piece of work?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Can the learner connect each reason to the request and respond to a concern with a practical proposal?
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.