Y06W32RC Present to Persuade

This week, you will explore how speakers present ideas in ways that make people listen and care. As you read, you will notice how a strong point can be made even stronger with clear structure and purposeful emphasis. Pay attention to what makes a spoken message feel convincing and memorable.

Persuasive — Speech

A speech is a piece of spoken writing prepared for an audience to hear, often in a group setting such as a class or assembly. Writers and speakers use it to persuade listeners by sharing clear ideas, strong reasons, examples and a final message that encourages action or agreement. You will often find an opening that grabs attention, a few organised reasons, supporting details, and a strong ending that leaves the audience with something important to think about. As you read, you need to follow the argument, notice how the speaker tries to influence the audience, and watch how emphasis, structure and supporting examples make the message stronger.

Before You Read

  • Read the title and notice that this text is designed to persuade an audience, not just give information.
  • Think about how a strong presentation often depends on both what is said and how it is delivered.
  • Get ready to notice signs of spoken delivery, such as emphasis cues and slide notes, which help shape the message.

While You Read

  • Pause after the opening and check what the speaker wants the audience to believe or do.
  • Follow the reasons in order so you can see how the argument builds from one point to the next.
  • Use the emphasis cues and slide note brackets as reading aids, because they show how voice and visuals support the speech.
  • Notice which examples or evidence make the speaker’s points feel more believable.
  • Re-read the call to action and closing so you can connect them back to the earlier reasons.

Read With Purpose

  • Notice how the speaker uses emphasis to make key ideas stand out.
  • Pay attention to how the speech is shaped for a school audience.
  • Look for which reasons and examples make the argument feel strongest.

Now read

The speech

~3 min read · ~512 words

Speech for the School Garden

Good morning students, teachers and families. [pause] Imagine walking into school and seeing one plain patch of ground changed into something green, useful and shared by everyone. [slide note: photo of empty garden space, then simple sketch of a planted bed] That is why I am speaking today. I believe our school should create a garden, not someday in the distant future, but soon.

First, a school garden would make learning more active and memorable. We already learn about plants, weather, food and living things in class, but a garden would let us see those ideas in real life. Instead of only reading that seedlings need sunlight, water and care, we could watch them grow week by week. [emphasise: watch them grow] A lesson becomes easier to understand when you can touch the soil, measure the height of a plant and notice changes with your own eyes.

Second, a garden would improve our school environment. At the moment, some parts of the playground look useful, but not inviting. A garden could turn one small area into a place that feels calmer and more welcoming. [slide note: simple plan showing raised beds, herb patch and seating stump] It could include herbs, native flowers and vegetables that suit our climate. Native flowers could attract bees and other pollinators. Herbs could add scent and colour. Vegetables could show us where food begins before it reaches the shops. This is not only about appearance. It is about creating a space that adds life to our school.

Third, a garden would help students work together. A garden does not grow because of one person. It grows because people share tasks. One group could water. Another could weed. Another could record growth. Another could make signs so visitors know what is planted there. In other words, a garden would teach responsibility in a practical way. [slow down] When students care for something together, they usually value it more.

You might be wondering, ‘Would this be too hard to manage?’ That is a fair question. But many schools start small. We would not need a huge farm. We could begin with two garden beds, a simple roster and a lunchtime garden team supported by staff and families who choose to help. [slide note: list - start small, share jobs, grow over time] Last term, our Year 6 classes kept class plants alive for weeks by sharing care jobs. That is a small example, but it shows something important: when the task is organised, students can do it well.

So here is my call to action. Let us stop saying, ‘A school garden would be nice,’ and start asking, ‘What is the first step?’ We could survey students, choose a location and begin with a simple design. [emphasise: first step] If we start small and plan carefully, this idea can become real.

Our school garden would not only grow plants. It would grow knowledge, teamwork and pride in our shared space. [pause] Let us plant something that will benefit more than one class and last more than one term. Thank you.

Check your vocabulary knowledge

memorable adj.
easy to remember because it stands out
seedlings n.
very young plants just beginning to grow
inviting adj.
making a place feel pleasant and welcoming
pollinators n.
animals or insects that help plants make seeds
responsibility n.
the duty to look after a task properly