English · Year 9

Active learning ideas

The Three Pillars of Persuasion

Active learning works because Year 9 students master abstract concepts like ethos, pathos, and logos when they manipulate real speeches rather than just read them. Moving from analysis to application builds both critical thinking and confidence in evaluating persuasive language.

• National Curriculum Attainment Targets
• KS3: English - Reading: Non-fiction
• KS3: English - Spoken English

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Formal Debate
• 30 min · Pairs

Pairs Annotation: Speech Breakdown

Provide pairs with a short speech excerpt, such as from Emmeline Pankhurst. They use highlighters to mark ethos, pathos, and logos examples, then note why each works. Pairs share one insight with the class for whole-group discussion.

Evaluate which rhetorical appeal is most effective when trying to mobilize a disenfranchised group.

Facilitation Tip

During Pairs Annotation, circulate and ask each pair to explain at least one example of ethos, pathos, or logos before moving on to the next paragraph.

What to look for

Pose the question: 'Imagine you are trying to convince your school principal to allow a new student club that faces significant opposition. Which appeal, ethos, pathos, or logos, would you prioritize and why? Provide specific examples of how you would use it.' Facilitate a class discussion where students share and justify their choices.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Formal Debate
• 45 min · Small Groups

Small Groups Debate: Pillar Effectiveness

Assign each small group one pillar and a key question, like mobilising the disenfranchised. Groups prepare 2-minute arguments with speech evidence, then debate rotations. Conclude with class vote on strongest case.

Explain how speakers establish authority and trust with an audience that is hostile to their message.

Facilitation Tip

In Small Groups Debate, assign each group a specific pillar to defend so they focus on counterarguments rather than repeating the same points.

What to look for

Provide students with short excerpts from two different political speeches. Ask them to identify the dominant rhetorical appeal in each excerpt and write one sentence explaining their reasoning, citing specific words or phrases.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Formal Debate
• 40 min · Whole Class

Whole Class Role-Play: Revolutionary Rally

Students draw speech roles from revolutions. In a simulated rally, each delivers a 1-minute extract emphasising one pillar. Class identifies appeals live and rates impact via sticky notes.

Justify why logical consistency is sometimes less persuasive than emotional resonance in a political context.

Facilitation Tip

During Whole Class Role-Play, model tone and pacing first so students understand how delivery amplifies each pillar’s effect.

What to look for

In small groups, students present a brief (1-2 minute) persuasive argument on a simple topic. After each presentation, group members use a checklist to identify instances of ethos, pathos, and logos, providing one specific piece of feedback on how the speaker could strengthen one of the appeals.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Formal Debate
• 35 min · Individual

Individual Creation: Mini-Persuasive Speech

Students write and record a 30-second speech on a modern issue, targeting one pillar. They self-assess using a rubric, then peer-review samples in pairs for pillar balance.

Evaluate which rhetorical appeal is most effective when trying to mobilize a disenfranchised group.

Facilitation Tip

For Individual Creation, provide a checklist of persuasive techniques to guide students when planning their mini-speeches.

What to look for

Pose the question: 'Imagine you are trying to convince your school principal to allow a new student club that faces significant opposition. Which appeal, ethos, pathos, or logos, would you prioritize and why? Provide specific examples of how you would use it.' Facilitate a class discussion where students share and justify their choices.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

Experienced teachers sequence activities from guided analysis to performance, letting students first decode pillars before reconstructing them. Avoid rushing to definitions—instead, let students discover the pillars through repeated exposure to authentic, emotionally charged speeches. Research shows that blending discussion, movement, and writing strengthens retention of rhetorical strategies more than lecture alone.

Successful learning looks like students identifying and explaining each pillar’s purpose in context, then justifying which pillar carries the most weight in a given speech. Evidence of this understanding appears in their annotations, debates, and final speeches.

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Watch Out for These Misconceptions

• During Pairs Annotation, watch for students who label any emotional phrase as pathos without considering whether it serves a greater argument.

  During Pairs Annotation, ask students to write a brief justification for each label, forcing them to connect the emotion to the speech’s overall goal.

• During Small Groups Debate, watch for groups that claim logos alone persuades without examining how ethos and pathos support the logic.

  During Small Groups Debate, require groups to cite at least one example of ethos or pathos from their assigned speech before presenting their case for logos.

• During Pairs Annotation, watch for students who assume ethos is built only by titles or fame outside the speech.

  During Pairs Annotation, direct students to highlight language that signals shared values or expertise, such as 'we' or 'as someone who has seen...', to show ethos is constructed within the text.

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Methods used in this brief

• Formal Debate