Art of Persuasion

Learning Guide

A simple guide to lead you through the kickoff, the core challenge, and everything in between.

Mai’s Tips

1. When guiding the student, ask 'Why?' frequently to encourage deeper critical thinking about their choices and arguments, rather than just accepting surface-level answers.
2. Encourage the student to 'pitch' their campaign to you multiple times, providing constructive feedback on clarity and impact, but always letting them decide how to refine it.

Prep Before Session 5 min

• Gather paper, markers, index cards, and scissors.

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1Introduction 5 min

• Begin by asking your child to recall a time they tried to persuade someone. Encourage them to think about what worked or didn't work in that situation, focusing on their personal experience. This helps them connect to the idea of persuasion.

  Ask:

  * 'Can you think of a time you tried to convince someone to do something or see things your way?'

  * 'What did you say or do that helped, or didn't help?'

  * 'What made your argument strong or not so strong, do you think?'

  This stage is done when your child shares an example of attempting persuasion and shows curiosity about the topic.

Know Before You Teach

• Good to know: Persuasion is about influencing someone's thoughts or actions.
• Everyone uses persuasion in everyday life, often without realizing it.
• If they ask: What if nothing worked when I tried to convince someone? That's a great example! It shows that persuasion can be tricky and depends a lot on how you approach it.
• Key words: Persuasion: Persuasion is the act of trying to convince someone to believe something, feel a certain way, or do something specific.
• It's working when: The child describing a specific past event where they tried to convince someone.

• If they're stuck: Suggest a simple scenario, like trying to convince you to let them stay up later or get a certain treat.
• Easier: Just ask them to name one thing they wanted someone else to do, and if they got their way or not.
• Harder: Ask them to identify one specific reason they think their attempt to persuade someone succeeded or failed.

Done when: Student shares an example of attempting to persuade someone and shows curiosity about the topic.

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2Explore & Plan 8 min

• Help your child gather the necessary materials: paper, markers, index cards, and scissors. Facilitate a brainstorming session for a topic they genuinely want to 'change someone's mind' about. Guide them to consider their audience and brainstorm initial arguments, using questions rather than giving direct answers.

  Ask:

  * 'What's a topic you feel really strongly about, where you'd like to change someone's mind?'

  * 'Who are you trying to convince with this topic, and what do they already believe?'

  * 'What are some initial reasons or ideas you'd give to support your side?'

  'What kind of words or information makes you* believe someone?'

  This stage is done when your child has chosen a topic, gathered materials, and brainstormed initial ideas for their persuasive pitch.

Know Before You Teach

• Good to know: A strong persuasive message starts with a clear topic you care about.
• Knowing your audience—who you are trying to convince—is key because it helps you decide what arguments to use.
• If they ask: What if I can't think of anything I want to change someone's mind about? Think about things that annoy you, rules you disagree with, or even something you really love and want others to try.
• It's working when: The child expressing enthusiasm about a chosen topic and starting to list basic reasons for their stance.

• If they're stuck: Offer a few general topics like 'Should kids have more screen time?' or 'Should school start later?' to get them thinking.
• Easier: Suggest a topic for them and ask them to just list two reasons why they think that way.
• Harder: Ask them to think of two different audiences for their topic and how their argument might change for each.

Done when: Student has chosen a topic, gathered materials, and brainstormed initial ideas for their persuasive pitch.

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3Discussion 6 min

• Discuss the importance of understanding the audience's existing beliefs. Introduce two key types of 'proof' or appeals:

  Logical appeal (Logos):* This uses facts, statistics, and clear reasoning. You recognize it by data and sensible arguments. Example: 'Studies show later school start times improve student grades.' It gives an argument credibility.

  Emotional appeal (Pathos): This connects with feelings through stories or vivid language. You recognize it by words that make you feel* something. Example: 'Imagine how much happier students would be with more sleep.' It can powerfully motivate people.

  Ask:

  * 'Why is it important to know what your audience already believes?'

  * 'How does knowing your audience change what you say?'

  * 'For your topic, which appeal – logical facts or emotional stories – do you think would be most effective, and why?'

  This stage is done when your child can explain the importance of audience and identify different types of persuasive appeals in their own words.

Know Before You Teach

• Good to know: The best persuasive arguments often combine both logical facts and emotional connections to be most effective.
• If they ask: Which one is better, facts or feelings? It depends on your audience and what you're trying to convince them of; sometimes facts are better, sometimes feelings, and often a mix works best.

• It's working when: The child using the terms 'logical' and 'emotional' when discussing their topic and explaining why one might be more effective.
• If they're stuck: Provide an advertisement and ask if it primarily tries to convince you with facts or by making you feel a certain way.
• Easier: Focus only on whether their argument uses 'facts' or 'feelings' and which they think is more important for their topic.
• Harder: Ask them to identify examples of logical and emotional appeals in a short news article or commercial.

Done when: Student can explain the importance of audience and identify different types of persuasive appeals (e.g., logic, emotion) in their own words.

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4Activity 9 min

• Provide materials and a dedicated workspace. Encourage your child to be creative and independent as they bring their persuasive ideas to life. Guide them in designing their 'Change My Mind' campaign, whether it's a mini-poster, a set of argument cards, or a short script. Ensure they focus on clearly communicating their arguments.

  Ask:

  * 'How could you make that specific point stand out more effectively?'

  * 'Who is this message primarily for, and how do you anticipate they might react to it?'

  * 'What might someone say against your idea, and how will you plan to respond?'

  * 'Is there a clear call to action or desired outcome in your campaign?'

  This stage is done when your child has completed the physical creation of their persuasive campaign/pitch materials.

Know Before You Teach

• Good to know: A persuasive campaign needs to clearly present your main arguments and evidence.
• Anticipating and preparing for possible objections from your audience strengthens your pitch.
• The way you present your arguments visually or verbally can make them more impactful.
• If they ask: Do I have to use a poster? No, you can choose any format that helps you clearly present your ideas, like argument cards or a short speech outline.

• Key words: Call to action: A 'call to action' is a clear request for your audience to do something specific after hearing your pitch, like 'sign this petition' or 'think about this idea'.
• It's working when: The child actively using the materials to create a coherent presentation of their arguments.
• If they're stuck: Suggest they create an 'argument map' on paper, with their main point in the middle and supporting reasons branching out.
• Easier: Have them focus on just one strong argument and how to present it clearly.
• Harder: Require them to include at least one counter-argument and a plan for how they would respond to it.

Done when: Student has completed the physical creation of their persuasive campaign/pitch materials.

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5Summary 2 min

• Celebrate your child's effort and creativity in identifying a topic, building arguments, and designing a campaign. Prompt them to reflect on their learning and consider how these skills can be applied in the future.

  Ask:

  * 'What was the most interesting thing you learned about persuasion today?'

  * 'How did it feel to organize your thoughts and craft your message specifically to convince someone?'

  * 'Can you think of ways you might use these persuasion skills in your everyday life, or even for bigger things in the world?'

  This stage is done when your child shares one key takeaway about persuasion or its real-world application.

Know Before You Teach

• Good to know: Reflecting on what makes an argument strong helps you become a better communicator.
• You can use these skills to advocate for things you believe in or to understand how others try to persuade you.
• It's working when: The child articulating at least one new insight or connection about persuasion.
• If they're stuck: Ask them if they feel more prepared to convince you about their chosen topic now than before the lesson.
• Easier: Ask them to simply name one new thing they learned today.

• Harder: Challenge them to identify one persuasive technique that you, the parent, used during this lesson.

Done when: Student shares one key takeaway about persuasion or its real-world application.

Your Notes