Y10 - Summer Literacy

Learning objective

learners will identify and distinguish key features of advertising, letters, and diaries, and analyze how audience and purpose influence their content and tone.

learner-facing objective: By the end of this lesson, I'll be able to spot the main features of ads, letters, and diaries, and explain how who it's for and why it was written changes what it says and how it sounds.

Standards:

• Identify key features of advertising, letters, and diaries.

• Understand the impact of audience and purpose in non-fiction writing.

Learning activities

Connector

Begin with a brief discussion: "What do you think of when you hear 'non-fiction'?" Encourage learners to share examples from their daily lives, such as news articles, recipes, or instructions. Then, introduce a quick "Notice and Wonder" activity. Display a short advertisement, a letter, and a diary entry on the board. Ask learners: "What do you notice about these texts? What do you wonder?" Allow a few minutes for learners to think and share with a partner. Conclude by asking a few learners to share their observations and questions with the class. This primes learners for identifying key features and understanding audience and purpose in non-fiction.

Activate

1. Introduce Key Features: Present a brief overview of advertising, letters, and diaries. Highlight distinct features:

   • Advertising: Persuasive language, visuals, slogans.

   • Letters: Salutations, personal tone, structure.

   • Diaries: Personal reflections, chronological entries, informal tone.

2. 
   

Use real-world examples to illustrate each type.

1. Audience and Purpose: Explain how audience and purpose shape content and tone. Use examples:

   • Advertising: Target audience influences language and imagery.

   • Letters: Purpose (e.g., formal vs. informal) affects tone and structure.

   • Diaries: Personal audience leads to candid, introspective writing.

2. 
   

Discuss how these elements differ across the three forms.

1. Comparative Analysis: Display a short advertisement, a letter, and a diary entry. Guide learners in identifying key features, audience, and purpose for each. Facilitate a class discussion:

   • Compare and contrast the tone and language.

   • Discuss how the intended audience and purpose influence each text.

2. 
   

Encourage learners to share insights and ask questions.

Demonstrate

• Think, Pair, Share: Distribute three short non-fiction excerpts: an advertisement, a letter, and a diary entry.

• Think: Ask learners to individually read each excerpt and jot down key features, audience, and purpose.

1. Pair: Have learners pair up to discuss their observations. Encourage them to compare notes and refine their understanding.

2. Share: Facilitate a class discussion where pairs share insights. Highlight differences in tone and language based on audience and purpose.

3. Clarify: Address any misconceptions and reinforce key concepts. Use learner examples to illustrate points.

4. Connect: Encourage learners to relate these concepts to real-world examples they encounter daily.

Independent practice

• Exercise: Provide learners with a worksheet containing three new excerpts: an advertisement, a letter, and a diary entry.

• Task: Instruct learners to identify and list key features, audience, and purpose for each text.

• Analysis: Ask learners to write a brief paragraph explaining how the audience and purpose influence the content and tone of each excerpt.

• Support: Circulate to offer guidance and answer questions.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key feature of advertising, letters, and diaries?

2. How does the audience influence the tone of a non-fiction text?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Advertising uses persuasive language; letters have salutations; diaries include personal reflections.

2. Suggested answer to Question 2: The audience determines the formality and language used in the text.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore how historical context influences non-fiction writing. Challenge them to create their own non-fiction piece, considering audience and purpose.

• Striving learners: Provide graphic organizers to help categorize features of each text type. Use sentence starters to support their analysis of audience and purpose. Offer additional examples for practice.

Notable definitions

• Advertising: A form of non-fiction writing aimed at persuading an audience to buy or support a product, service, or idea. It often uses persuasive language, visuals, and slogans to appeal to its target audience.

• Letters: Written communications that can be formal or informal, depending on the audience and purpose. They typically include salutations, a body, and a closing, and can convey personal or professional messages.

• Diaries: Personal records of thoughts, experiences, and reflections, usually written in chronological order. They are often informal and introspective, intended for the writer's private use.

Required materials

• Whiteboard and markers for displaying text examples.

• Printed excerpts of an advertisement, a letter, and a diary entry for each learner.

• Worksheets for independent practice.

• Pens or pencils for learner use.

• Graphic organisers for differentiation support.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will effectively employ skimming and scanning techniques to extract key ideas from texts. They will analyze the tone and persuasive elements in advertisements and letters.

learner-facing objective: By the end of this lesson, I'll be able to quickly find main ideas in texts and spot persuasive techniques in ads and letters.

Standards:

• Develop effective skimming and scanning techniques.

• Analyse tone and persuasive elements in advertising and letters.

Learning activities

Connector

Notice and Wonder: Display a short, engaging advertisement. Ask learners, "What do you notice? What do you think?" Give them a minute to think, then share with a partner. Select a few learners to share their observations and questions with the class. Record these on the board. This primes learners for identifying key details and persuasive elements in the lesson.

Activate

1. Introduce Skimming and Scanning: Explain skimming as reading quickly to get the gist and scanning as looking for specific information. Use a real-world example: a newspaper article. Ask learners to skim for the main idea and scan for specific details like names or dates. Discuss findings briefly.

2. Close Reading Techniques: Present a persuasive letter. Guide learners to annotate for tone and persuasive elements. Highlight words or phrases that convey emotion or intent. Discuss how these elements influence the reader's perception.

3. Real-World Application: Show an advertisement. Ask learners to identify persuasive techniques used, such as emotional appeal or testimonials. Discuss how these techniques aim to persuade the audience. Encourage learners to connect these techniques to the annotated letter.

Demonstrate

• Think, Pair, Share: Guide learners through a structured activity to practice skimming, scanning, and close reading.

• Think: Provide learners with a short advertisement and a letter. Ask them to individually skim the ad for the main idea and scan the letter for specific persuasive elements. Allow 5 minutes.

• Pair: Have learners pair up to discuss their findings. Encourage them to compare the main ideas and persuasive elements they identified. Allow 5 minutes.

• Share: Facilitate a class discussion where pairs share their insights. Focus on how skimming and scanning helped them identify key ideas and persuasive techniques. Allow 5 minutes.

• Close Reading: Direct learners to annotate the letter, marking tone and persuasive elements. Encourage them to highlight words or phrases that convey emotion or intent. Allow 5 minutes.

• Reflection: Ask learners to reflect on how skimming, scanning, and close reading complement each other in understanding texts. Encourage them to share their thoughts with the class. Allow 5 minutes.

Independent practice

• Skimming Exercise: Provide learners with a short article. Instruct them to skim the text to identify the main idea. Allow 5 minutes. [Link to skimming exercise]

• Scanning Exercise: Give learners a list of specific details to find within the same article. Instruct them to scan the text to locate these details. Allow 5 minutes. [Link to scanning exercise]

• Close Reading Exercise: Assign a persuasive letter. Instruct learners to annotate for tone and persuasive elements, highlighting key phrases. Allow 10 minutes. [Link to close reading exercise]

• Reflection: Ask learners to write a brief paragraph on how skimming, scanning, and close reading helped them understand the text. Allow 5 minutes.

Consolidate

Ask learners to answer these questions on their way out:

1. How did skimming help you identify the main idea in the text?

2. What persuasive technique did you find most effective in the advertisement?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Skimming allowed me to quickly grasp the overall message without reading every word.

2. Suggested answer to Question 2: Emotional appeal was most effective because it connected with the audience's feelings.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple advertisements or letters, focusing on subtle differences in tone and persuasive techniques. Challenge them to create their own persuasive ad or letter using advanced techniques.

• Striving learners: Provide additional scaffolding, such as graphic organizers to help identify key ideas and persuasive elements. Offer more guided practice with simpler texts before moving to complex ones. Use think-aloud strategies to model skimming and scanning.

• General strategies: Use visual aids to illustrate skimming and scanning techniques. Pair learners strategically to support peer learning. Adjust the pace based on learner needs, allowing more time for discussion and reflection if necessary.

Notable definitions

• Skimming: A reading technique used to quickly gather the main ideas of a text without focusing on every detail.

• Scanning: A reading strategy used to locate specific information within a text, such as names, dates, or keywords.

• Close Reading: A detailed and careful analysis of a text, focusing on understanding its deeper meaning, tone, and persuasive elements.

Required materials

• Advertisements: Printed or digital copies for skimming and scanning activities.

• Persuasive Letter: Copies for close reading and annotation.

• Highlighters: For marking key phrases and persuasive elements.

• Whiteboard/Markers: For recording observations and discussion points.

• Timer: To manage activity durations.

• Paper/Pens: For learner reflections and annotations.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

learners will analyze and evaluate persuasive techniques in advertising, such as emotive language, rhetorical questions, and slogans. They will assess the effectiveness of these strategies in influencing consumer behavior.

learner-facing objective: By the end of this lesson, I'll be able to spot and judge the persuasive tricks used in ads and decide how well they work to sway people.

Standards:

• Identify and evaluate persuasive techniques (e.g., emotive language, rhetorical questions, slogans).

• Discuss the effectiveness of advertising strategies.

Learning activities

Connector

Display a series of short advertising slogans. Ask learners to identify which persuasive technique each slogan uses: emotive language, rhetorical questions, or slogans. Encourage learners to signal when they have an answer. Discuss their reasoning briefly. This primes learners for deeper analysis in the lesson.

Activate

1. Introduce Persuasive Techniques: Briefly explain key persuasive techniques: emotive language, rhetorical questions, and slogans. Use real-world examples from well-known ads. For instance, discuss how a popular soft drink ad uses emotive language to evoke happiness or nostalgia.

2. Analyze an Advertisement: Display an advertisement (describe it if visual is unavailable). Guide learners to identify and annotate persuasive techniques used. Prompt them to consider the impact of each technique on the audience. Use placeholders for where you will provide solution steps.

3. Evaluate Effectiveness: Facilitate a discussion on the effectiveness of the identified techniques. Ask learners to consider why certain techniques might be more persuasive than others in specific contexts. Encourage them to support their evaluations with reasoning based on the ad's target audience and message.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of an advertisement.

• Think: Present an advertisement. Ask learners to individually identify and annotate persuasive techniques used, focusing on emotive language, rhetorical questions, and slogans.

• Pair: Have learners pair up to compare annotations. Encourage them to discuss the impact of each technique on the audience.

• Share: Facilitate a class discussion where pairs share their findings. Highlight diverse perspectives and reasoning.

• Connect: Encourage learners to connect their analysis to real-world advertising strategies. Discuss how these techniques influence consumer behavior.

• Reflect: Ask learners to reflect on how their understanding of persuasive language has deepened through this activity.

Activate

• Annotate an Advertisement: Provide learners with a new advertisement. Instruct them to independently annotate it for persuasive techniques, focusing on emotive language, rhetorical questions, and slogans. Use placeholders for where you will provide solution steps.

• Explain Language Impact: Ask learners to write a brief explanation of how the language choices in the advertisement impact the audience. Encourage them to consider the emotional and logical appeals.

• Evaluate Effectiveness: Direct learners to evaluate the overall effectiveness of the advertisement's persuasive techniques. Have them justify their evaluation with specific examples from the ad. Use placeholders for where you will provide solution steps.

Consolidate

Ask learners to answer these questions on their way out:

1. Which persuasive technique did you find most effective in today's advertisements?

2. How does emotive language influence the audience's perception of a product?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Emotive language was most effective because it creates a strong emotional connection.

2. Suggested answer to Question 2: Emotive language influences perception by evoking feelings that align with the product's message.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple advertisements, focusing on nuanced differences in persuasive techniques. Challenge them to create a complex advertisement using advanced rhetorical strategies.

• Striving learners: Provide clear examples and definitions of persuasive techniques. Use guided questions to help them identify techniques in advertisements. Offer sentence starters to support their explanations of language impact.

Notable definitions

• Emotive Language: Words or phrases used to evoke an emotional response from the audience, aiming to connect with their feelings and influence their perception.

• Rhetorical Questions: Questions posed to the audience not for the purpose of eliciting an answer, but to encourage them to think and engage with the message.

• Slogans: Short, memorable phrases used in advertising to convey a message or brand identity, often designed to be catchy and persuasive.

Required materials

• Advertisements: Printed or digital copies for analysis.

• Markers: For annotating advertisements.

• Whiteboard/Markers: For class discussions and demonstrations.

• Handouts: Definitions of persuasive techniques.

• Projector/Screen: To display advertisements and examples.

• Paper/Pens: For learners to create their own advertisements.

Lesson summary

• Connector: Matching persuasive techniques with definitions (5 min)

• Activate: Group work to annotate an advert for persuasive techniques (15 min)

• Demonstrate: Debate on the most effective advert and why (15 min)

• Consolidation: Create a persuasive advert for a new product (10 min)

Learning objective

learners will analyze how structure and layout influence meaning in advertising and formal letters. They will compare and contrast formal and informal structures to enhance their understanding of effective communication.

learner-facing objective: By the end of this lesson, I'll be able to see how the way something is set up can change its meaning and tell the difference between formal and informal writing styles.

Standards:

• Explore how structure and layout influence meaning in advertising and formal letters.

• Compare formal vs. informal structures.

Learning activities

Connector

Present learners with two short paragraphs: one structured as a formal letter and the other as an informal note. Ask them to quickly read both and jot down initial observations about differences in structure and layout. Encourage them to consider elements like headings, salutations, and paragraph organization. After a few minutes, facilitate a brief discussion where learners share their observations. This primes them for deeper analysis in the lesson.

Activate

1. Introduce Structure and Layout Concepts: Begin by explaining the importance of structure and layout in non-fiction texts, particularly in advertising and formal letters. Highlight how these elements influence readability and meaning. Use real-world examples, such as a formal business letter and an advertisement, to illustrate key components like headings, salutations, and paragraph organization.

2. Analyze Formal vs. Informal Structures: Present a side-by-side comparison of a formal letter and an informal note. Guide learners in identifying structural differences, such as tone, language, and format. Discuss how these differences affect the message's clarity and professionalism. Use a T-chart to visually organize observations, emphasizing the impact of each structural element.

3. Demonstrate Layout Impact: Show how layout choices, such as font size, spacing, and alignment, affect a document's effectiveness. Use a poorly formatted letter as an example, and ask learners to suggest improvements. Discuss how these changes enhance readability and convey professionalism. Provide a step-by-step walkthrough of restructuring the letter, focusing on aligning it with formal standards.

Demonstrate

• Think, Pair, Share: Guide learners through a structured activity to reinforce their understanding of formal and informal structures.

• Think: Ask learners to individually consider a formal letter's structure and layout. Have them jot down key elements that contribute to its formality, such as headings, salutations, and paragraph organization.

• Pair: Instruct learners to pair up and share their observations. Encourage them to discuss how these elements differ from those in an informal note. Prompt them to consider how these differences impact the letter's meaning and effectiveness.

• Share: Facilitate a class discussion where pairs share their insights. Highlight common observations and unique perspectives. Use this opportunity to clarify any misconceptions and reinforce key concepts.

• Application: Provide learners with a sample informal note. Ask them to collaboratively rewrite it as a formal letter, applying the structural elements discussed. Encourage them to focus on tone, language, and format.

• Feedback: Circulate the room, offering guidance and feedback. Encourage learners to refine their letters based on peer and teacher input, ensuring alignment with formal standards.

Independent practice

• Provide learners with a set of scrambled sentences from a formal letter. Instruct them to reorder the sentences to form a coherent letter, focusing on proper structure and layout.

• Assign learners to individually analyze an advertisement, identifying how its structure and layout influence its message. Direct them to note elements like headings, images, and text placement.

• Have learners draft a formal letter on a given topic, ensuring they apply appropriate structure and layout. Encourage them to consider elements like salutations, paragraph organization, and closing.

• Circulate to offer support and feedback, ensuring learners understand the impact of their layout choices on readability and effectiveness.

Consolidate

Ask learners to answer these questions on their way out:

1. How does the structure of a formal letter differ from an informal note?

2. What layout element do you think most impacts the readability of a document?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A formal letter includes specific elements like headings, salutations, and organized paragraphs, while an informal note is more casual and less structured.

2. Suggested answer to Question 2: Alignment and spacing are crucial as they guide the reader's eye and enhance clarity.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore how cultural differences influence formal and informal structures. Challenge them to create a formal letter in a different cultural context, considering unique structural elements.

• Striving learners: Provide sentence starters and templates for formal letters to guide their writing. Use graphic organizers to help them visually compare formal and informal structures. Offer additional practice with reordering scrambled letters to reinforce understanding.

Notable definitions

• Structure: The arrangement of and relations between the parts or elements of something complex, such as a text. In non-fiction, structure refers to how information is organized and presented to the reader.

• Layout: The way in which text and images are arranged on a page. In non-fiction, layout affects readability and the overall effectiveness of the document.

• Formal Letter: A type of written communication that follows a specific format and tone, often used in professional or official contexts. It typically includes elements like a heading, salutation, body, closing, and signature.

Required materials

• Scrambled formal letter printouts

• Copies of formal and informal letters for comparison

• T-charts for organizing observations

• Sample informal note for rewriting

• Writing materials (paper, pens)

• Whiteboard and markers for class discussion

• Projector for displaying examples

• Peer review checklists

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

learners will analyse and compare advertising techniques from different eras and cultures, identifying key differences and cultural influences. They will discuss ethical considerations in advertising, demonstrating understanding through group presentations.

learner-facing objective: By the end of this lesson, I'll be able to compare ads from different times and cultures, spot cultural influences, and talk about the ethics involved.

Standards:

• Compare and contrast advertising techniques from different eras and cultures.

• Discuss ethical considerations in advertising.

Learning activities

Connector

• Notice and Wonder: Display two advertisements: one from a past era and one contemporary. Ask learners, "What do you notice? What do you wonder?" Give them a few minutes to think and discuss with a partner. Then, solicit observations and questions from the class. Record these for all to see. This primes learners to think critically about changes in advertising over time and cultural influences.

Activate

1. Historical Context and Techniques: Present a brief overview of advertising history, highlighting key eras (e.g., 1920s, 1950s, 2000s). Discuss major advertising techniques used in each era, such as emotional appeal, celebrity endorsements, and jingles. Use specific examples to illustrate these techniques. [Provide solution steps here]

2. Cultural Influences: Introduce the concept of cultural influences on advertising. Discuss how cultural values, norms, and trends shape advertising content and strategies. Use examples from different cultures, such as Western vs. Eastern advertising styles, to illustrate these influences. [Provide solution steps here]

3. Ethical Considerations: Discuss ethical issues in advertising, such as truthfulness, stereotyping, and targeting vulnerable populations. Present real-world examples where these ethical considerations have been challenged or upheld. Encourage learners to think critically about the impact of these issues on society. [Provide solution steps here]

Demonstrate

• Think, Pair, Share: Guide learners through a structured discussion to deepen understanding of advertising differences across time and cultures.

  1. Think: Ask learners to individually reflect on the advertisements shown earlier. Prompt them to identify specific differences in techniques and cultural influences.

• 
  

1. Pair: Have learners pair up to discuss their observations. Encourage them to compare notes and identify common themes or surprising differences.

1. Share: Facilitate a class discussion where pairs share their insights. Record key points on the board, highlighting differences in advertising strategies and cultural influences.

1. Connect: Encourage learners to connect these observations to ethical considerations discussed earlier. Ask, "How might these differences impact ethical advertising practices?"

1. Reflect: Conclude with a brief reflection. Ask learners to consider how understanding these differences can inform their perspective on current advertising practices.

Independent practice

• Analyze Advertisements: Provide learners with a set of advertisements from different eras and cultures. Instruct them to work individually to analyze each ad, focusing on identifying advertising techniques, cultural influences, and ethical considerations. Use a graphic organizer to structure their analysis. [Link to graphic organizer]

• Compare and Contrast: Direct learners to compare their findings with a partner. Encourage them to discuss similarities and differences in advertising strategies and cultural influences. Prompt them to consider how these elements have evolved over time.

• Reflect on Ethics: Ask learners to write a brief reflection on the ethical considerations they identified. Encourage them to think about how these considerations might differ across cultures and time periods. [Link to reflection prompt]

Consolidate

Ask learners to answer these questions on their way out:

1. How do advertising techniques differ between the past and present?

2. What role does culture play in shaping advertisements?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Techniques have evolved from simple slogans to complex digital campaigns, with changes in language and imagery reflecting technological and societal shifts.

2. Suggested answer to Question 2: Culture influences the themes, values, and styles in advertisements, reflecting societal norms and consumer preferences.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional cultural contexts or historical periods. Suggest they research and present on how global events (e.g., wars, economic shifts) influenced advertising strategies. Challenge them to critique the ethical implications of these strategies in a broader context.

• Striving learners: Simplify tasks by focusing on fewer advertisements or more familiar cultural contexts. Provide structured graphic organizers to guide their analysis. Pair them with peers for collaborative work, ensuring they have support in identifying key differences and cultural influences. Use clear, concrete examples to illustrate ethical considerations.

Notable definitions

• Advertising Techniques: Methods used to attract consumer attention and persuade them to purchase a product or service. Examples include emotional appeal, celebrity endorsements, and jingles.

• Cultural Influences: The impact of a society's values, norms, and trends on the content and strategies of advertisements. This can vary significantly between different cultures and time periods.

• Ethical Considerations: Moral principles that guide advertising practices, focusing on issues like truthfulness, stereotyping, and the targeting of vulnerable populations.

Required materials

• Advertisements: Collect a selection of advertisements from different eras and cultures for analysis.

• Projector/Screen: For displaying advertisements to the class.

• Graphic Organizers: Provide templates for learners to structure their analysis of ads.

• Reflection Prompts: Prepare prompts for learners to reflect on ethical considerations.

• Writing Materials: Ensure learners have access to paper and pens for note-taking and reflections.

Lesson summary

• Connector(5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate(5 min)

Learning objective

learners will analyse an unseen non-fiction text to identify persuasive devices and evaluate its purpose. They will compare two texts, focusing on language, structure, and intent, to construct a coherent comparative response.

learner-facing objective: By the end of this lesson, I'll be able to analyse a non-fiction text for persuasive techniques and compare it with another text, focusing on how they use language and structure to achieve their goals.

Standards:

• Apply analytical skills to an unseen non-fiction text.

• Compare two texts for language, structure, and intent.

Learning activities

Connector

• Begin with a quick quiz on persuasive devices. Display a list of persuasive techniques (e.g., ethos, pathos, logos, repetition, rhetorical questions) on the board.

• Ask learners to identify which technique is used in a series of short, unseen sentences or phrases. Example: "This product will change your life!" (Identify: Hyperbole).

• Encourage learners to signal when they recognize the technique.

• Discuss briefly why each technique is effective, linking to the lesson's focus on analyzing non-fiction texts.

Activate

1. Introduce Unseen Text Analysis: Present an unseen non-fiction text. Briefly discuss its context and potential purpose. Highlight key features to consider: tone, audience, and persuasive devices. Use a real-world example, such as a recent editorial or advertising, to ground the analysis.

2. Model Comparative Analysis: Display two short non-fiction texts side by side. Demonstrate how to compare language, structure, and intent. Focus on identifying similarities and differences in persuasive techniques. Use a think-aloud strategy to articulate the thought process behind identifying these elements.

3. Facilitate Structured Discussion: Organize learners into pairs. Assign each pair a specific aspect to compare (e.g., tone or use of rhetorical questions). Guide them to discuss and note their observations. Conclude with a class discussion, synthesising insights and reinforcing the importance of structure in comparative analysis.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of an unseen non-fiction text.

• Think: Provide learners with a short, unseen non-fiction text. Ask them to individually identify persuasive devices and note the text's purpose. Allow 5 minutes for this task.

• Pair: Have learners pair up to discuss their findings. Encourage them to compare their analyses, focusing on language, structure, and intent. Allocate 10 minutes for this exchange.

• Share: Facilitate a class-wide discussion. Invite pairs to share their insights, highlighting diverse interpretations and reinforcing key analytical skills. Use this opportunity to address any misconceptions.

• Refine: Ask learners to refine their analyses based on peer feedback. Encourage them to adjust their notes to better align with the lesson's objectives. Allow 5 minutes for this refinement.

• Consolidate: Conclude with a brief reflection. Prompt learners to consider what went well in their analysis and identify areas for improvement. This reflection should take 5 minutes.

Independent practice

• Analyze an Advert or Letter: Provide learners with an unseen advert or letter. Instruct them to analyse it for purpose and persuasive techniques. Allow 10 minutes for this task.

• Comparative Response: Assign learners two short non-fiction texts. Direct them to write a comparative response focusing on language, structure, and intent. Encourage them to use the analytical skills practiced earlier. Allocate 15 minutes for this exercise.

• Self-Assessment: Ask learners to review their comparative response. Have them identify strengths and set targets for improvement. Allow 5 minutes for this reflection.

Consoldiate

Ask learners to answer these questions on their way out:

1. What is one persuasive device you identified in today's texts?

2. How did the structure of the texts influence their intent?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A persuasive device identified could be "rhetorical questions."

2. Suggested answer to Question 2: The structure, such as the use of short paragraphs, emphasized urgency and intent.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing more complex texts or additional texts. Challenge them to identify subtler persuasive techniques and evaluate their effectiveness. Suggest they explore the historical or cultural context of the texts to enhance their understanding.

• Striving learners: Simplify the texts and focus on identifying basic persuasive devices. Provide sentence starters or graphic organizers to help structure their comparative responses. Pair them with peers for support during discussions and analysis. Offer additional examples and guided practice to reinforce key concepts.

Notable definitions

• Persuasive Device: A technique used to convince or influence an audience, such as ethos (credibility), pathos (emotion), or logos (logic).

• Comparative Analysis: The process of evaluating two or more texts to identify similarities and differences in language, structure, and intent.

• Intent: The purpose or goal behind a text, often related to persuading, informing, or entertaining the audience.

Required materials

• Unseen non-fiction texts (e.g., editorials, advertisements)

• Copies of two short non-fiction texts for comparison

• Whiteboard and markers

• Quiz on persuasive devices

• Paper and pens for learner notes

• Timer for timed activities

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will create a persuasive advertisement using rhetorical and visual techniques, ensuring clarity through proper grammar and sentence structure. They will draft and refine their advertisement, incorporating peer feedback to enhance effectiveness.

learner-facing objective: By the end of this lesson, I'll be able to craft a clear and convincing advertisement using persuasive language and visuals, and improve it with feedback.

Standards:

• Create an effective advertisement using rhetorical and visual techniques.

• Apply grammar and sentence structure rules for clarity.

Learning activities

Connector

Begin with a brief discussion on the power of words in advertising. Ask learners to think of a memorable advertisement they've seen recently. Prompt them to share what made it memorable.

Next, introduce a simple product, like a pencil. Ask learners to brainstorm persuasive words or phrases that could make the pencil appealing. Encourage them to think about the pencil's features, benefits, and potential uses.

Conclude by having learners share their ideas with a partner, focusing on the most persuasive language used. This primes them for the lesson's focus on crafting effective advertisements.

Activate

1. Introduce Rhetorical Techniques: Explain ethos, pathos, and logos. Use real-world examples, such as a charity ad (pathos), a toothpaste ad with a dentist (ethos), and a tech ad with statistics (logos). Discuss how these techniques persuade audiences.

2. Visual Techniques: Describe how visuals enhance persuasion. Use examples like color psychology (e.g., red for urgency), layout (e.g., focal points), and imagery (e.g., happy families in home ads). Discuss how these elements support the message.

3. Grammar and Clarity: Highlight the importance of clear, concise language. Provide examples of complex sentences and their simplified versions. Discuss how clarity ensures the message is understood and persuasive.

Demonstrate

• Think, Pair, Share: Guide learners through creating a persuasive advertisement for a simple product, like a reusable water bottle.

• Think: Ask learners to individually brainstorm persuasive elements for the water bottle ad. Encourage them to consider rhetorical techniques (ethos, pathos, logos) and visual elements (color, imagery).

• Pair: Have learners pair up to share their ideas. Instruct them to discuss and refine their persuasive language and visual concepts, focusing on clarity and effectiveness.

• Share: Invite pairs to present their refined ideas to the class. Encourage feedback on the use of persuasive techniques and clarity.

• Revise: Allow learners time to incorporate feedback into their drafts, emphasizing improvements in persuasive language and visual appeal.

• Prepare for Demonstration: Ensure learners are ready to present their revised advertisements in the next activity, focusing on peer feedback and refinement.

Independent practice

• Draft Advertisement: Instruct learners to independently draft an advertisement for a product of their choice. Emphasize the use of rhetorical techniques (ethos, pathos, logos) and visual elements (color, imagery) to enhance persuasion.

• Focus on Clarity: Remind learners to apply grammar and sentence structure rules to ensure their message is clear and effective.

• Peer Review: Pair learners to exchange drafts. Direct them to provide constructive feedback, focusing on the use of persuasive language and clarity.

• Revise and Refine: Allow time for learners to revise their advertisements based on peer feedback, improving both language and visual appeal.

Consolidate

Ask learners to answer these questions on their way out:

1. What rhetorical technique did you find most effective in your advertisement, and why?

2. How did you use visuals to enhance your advertisement's persuasiveness?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Pathos was most effective because it appealed to emotions, making the ad more relatable.

2. Suggested answer to Question 2: I used bright colors to grab attention and imagery to convey the product's benefits.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore more complex rhetorical techniques, such as irony or satire, in their advertisements. Suggest they incorporate advanced visual elements, like symbolism or metaphor, to deepen the message. Challenge them to create a multi-platform campaign, considering how their ad would adapt across different media.

• Striving learners: Provide sentence starters and visual templates to guide their advertisement creation. Offer examples of simple, effective ads to model their work. Pair them with peers for additional support during brainstorming and drafting. Focus on one rhetorical technique at a time to avoid overwhelming them.

Notable definitions

• Rhetorical Techniques: Strategies used to persuade an audience, including ethos (credibility), pathos (emotional appeal), and logos (logical argument).

• Visual Techniques: Elements like color, imagery, and layout used to enhance the persuasiveness of an advertisement.

• Clarity: The quality of being easily understood, achieved through proper grammar and sentence structure in writing.

Required materials

• Paper: For drafting advertisements.

• Coloured pencils/markers: To enhance visual elements.

• Examples of advertisements: For analysis and inspiration.

• Peer feedback forms: To guide constructive critique.

• Whiteboard/markers: For brainstorming and instruction.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Students will differentiate between formal and informal letter conventions and compose a letter with an appropriate tone and structure. They will evaluate their writing for clarity and audience suitability.

Student-facing objective: By the end of this lesson, I'll know how to tell the difference between formal and informal letters and write one with the right tone and structure.

Standards:

• Understand the conventions of formal vs. informal letters.

• Write a letter with clear purpose and appropriate tone.

Learning activities

Connector

Begin with a brief discussion: "What are some reasons people write letters?" List responses on the board. Then, introduce two example letters: one formal (e.g., a job application) and one informal (e.g., a letter to a friend). Ask students to quickly read both and identify differences in tone, structure, and language. Discuss observations as a class, focusing on how audience and purpose influence these elements. This primes students for the lesson's focus on adapting tone and style based on audience.

Activate

1. Introduce Letter Components: Present the basic components of a letter: heading, greeting, body, closing, and signature. Use real-world examples, such as a business letter and a personal note, to illustrate these components. Highlight differences in structure between formal and informal letters.

2. Discuss Tone and Language: Explain how tone and language vary based on the letter's purpose and audience. Use examples: a formal letter might use "Dear Sir/Madam" and formal language, while an informal letter might start with "Hi" and use casual language. Discuss how word choice and sentence structure contribute to tone.

3. Analyze Example Letters: Provide two example letters: one formal (e.g., a complaint to a company) and one informal (e.g., a thank-you note to a friend). Ask students to identify and discuss the tone, language, and structure of each. Use this analysis to reinforce understanding of how audience and purpose dictate letter style.

Demonstrate

• Think, Pair, Share: Guide students through writing a short letter.

• Think: Ask students to individually choose a scenario: writing a formal letter of complaint or an informal thank-you note. Have them think about the purpose and audience for their chosen letter.

• Write: Instruct students to draft their letter, focusing on structure, tone, and language. Remind them to include all letter components: heading, greeting, body, closing, and signature.

• Pair: Pair students to exchange letters. Each student reads their partner's letter, noting the tone, structure, and language used.

• Share: Facilitate a class discussion where pairs share insights about how their partner's letter met the conventions of formal or informal writing. Encourage students to provide constructive feedback.

• Revise: Allow students time to revise their letters based on peer feedback, ensuring clarity and audience suitability.

Independent practice

• Write Independently: Direct students to choose a new scenario and write a letter independently. Options: a formal request for information or an informal invitation to a friend. Ensure they apply the correct structure, tone, and language for their chosen audience.

• Self-Assessment: Have students review their letters using a checklist focused on structure, tone, and audience appropriateness. Encourage them to make necessary revisions.

• Peer Review: Pair students to exchange letters for peer review. Instruct them to provide feedback on clarity, tone, and adherence to conventions. Use a structured feedback form to guide their review.

• Revise and Finalize: Allow time for students to revise their letters based on peer feedback. Ensure they focus on improving clarity and audience suitability.

Consolidate

Ask students to answer these questions on their way out:

1. What is one key difference between formal and informal letters?

2. How does the audience influence the tone of a letter?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Formal letters use a structured format and formal language, while informal letters are more casual in tone and structure.

2. Suggested answer to Question 2: The audience determines the level of formality and language used; a formal audience requires a formal tone, while a friend allows for a casual tone.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex letter formats, such as persuasive letters or letters of recommendation. Challenge them to incorporate advanced vocabulary and varied sentence structures. Suggest they analyze the impact of tone shifts within a single letter.

• Striving learners: Provide sentence starters and templates to guide letter structure. Use graphic organizers to help them plan their letters. Offer additional examples of formal and informal letters to reinforce understanding. Pair them with peers for collaborative writing exercises.

Notable definitions

• Formal Letter: A type of letter written in a professional or official context, often using a structured format and formal language. Examples include business letters, cover letters, and letters of complaint.

• Informal Letter: A type of letter written in a casual or personal context, often using a relaxed tone and informal language. Examples include letters to friends or family.

• Tone: The attitude or approach that the writer takes towards the subject and audience, which can be formal or informal depending on the context and purpose of the letter.

Required materials

• Example Letters: Copies of formal and informal letters for analysis.

• Writing Materials: Paper and pens for drafting letters.

• Peer Review Forms: Structured feedback forms for peer review.

• Checklist: Self-assessment checklist for letter structure, tone, and audience appropriateness.

Lesson summary

• Connector(5 min)

• Activate(15 min)

• demonstrate (20 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will analyze diary entries to identify key features and understand how they convey emotion and perspective. They will evaluate famous diary extracts to explore self-expression through personal voice.

learner-facing objective: By the end of this lesson, I'll be able to pick out important parts of diary entries and see how they show feelings and viewpoints.

Standards:

• Explore diary writing as a form of self-expression.

• Analyse famous diary extracts (e.g., Anne Frank, modern blogs).

Learning activities

Connector

• Notice and Wonder: Display a short, intriguing diary entry excerpt on the board. Ask learners, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down their thoughts. Encourage them to share with a partner. Then, select a few learners to share their observations and questions with the class. Record these on the board to highlight different perspectives and set the stage for deeper analysis.

Activate

1. Introduce Diary Features: Present key features of diary entries: date, personal tone, first-person perspective, and emotional expression. Use examples from famous diaries like Anne Frank's to illustrate these features. Discuss how these elements contribute to the authenticity and intimacy of diary writing.

2. Analyze Diary Extracts: Provide learners with a diary extract. Guide them to identify and annotate the key features discussed. Focus on how the writer's choice of words and tone convey emotion and perspective. Facilitate a brief discussion on their findings, encouraging learners to share insights on the writer's personal voice.

3. Connect to Real-World Contexts: Discuss the relevance of diaries in today's digital age, such as blogs and social media. Highlight how these modern forms of diaries continue to serve as platforms for personal expression. Encourage learners to consider how they might use diary writing in their own lives to express thoughts and emotions.

Demonstrate

• Think, Pair, Share: Guide learners through a structured reflection on diary writing.

  1. Think: Ask learners to individually reflect on a diary entry they have read, focusing on how it conveys emotion and perspective. Give them 3 minutes to jot down their thoughts.

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1. Pair: Have learners pair up to discuss their reflections. Encourage them to compare their observations and note any similarities or differences. Allow 5 minutes for this exchange.

1. Share: Facilitate a class discussion where pairs share their insights. Prompt learners to highlight key features of diary entries and how these features express personal voice. Record notable points on the board to reinforce learning.

1. Connect: Encourage learners to relate the discussion to their own experiences or modern examples of diary writing, such as blogs or social media posts.

1. Reflect: Conclude by asking learners to consider how they might apply diary writing techniques to express their own emotions and perspectives.

Independent practice

• Write a Diary Entry: Instruct learners to write a short diary entry about a recent personal experience. Encourage them to focus on expressing their emotions and perspectives using the key features discussed: date, personal tone, first-person perspective, and emotional expression.

• Peer Review: Pair learners to exchange diary entries. Ask them to identify and discuss the key features present in their partner's entry. Encourage constructive feedback on how effectively emotions and perspectives are conveyed.

• Reflect: Have learners reflect on the feedback received and consider how they might enhance their diary writing skills. Prompt them to think about how they can incorporate these techniques into their personal writing practices.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key feature of a diary entry you identified today?

2. How does diary writing help convey emotion and perspective?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A key feature is the personal tone and first-person perspective.

2. Suggested answer to Question 2: Diary writing uses personal language and emotional expression to convey the writer's feelings and viewpoint.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing diary entries from different time periods or cultures. Challenge them to explore how historical context influences personal expression. Suggest they write a diary entry from a historical figure's perspective, incorporating researched details.

• Striving learners: Provide sentence starters or a word bank to support diary writing. Use graphic organizers to help them identify key features and emotions in diary extracts. Pair them with peers for collaborative analysis and discussion to build confidence.

Notable definitions

• Diary: A personal record of experiences, thoughts, and feelings, typically written daily, that provides insight into the writer's personal voice and perspective.

• Self-expression: The process of conveying one's thoughts, feelings, and individuality through various forms, such as writing, art, or speech, often seen in diary entries.

• Perspective: The unique point of view or attitude of the writer, shaped by their experiences and emotions, which is often reflected in diary writing.

Required materials

• Copies of selected diary extracts (e.g., Anne Frank, modern blogs)

• Whiteboard and markers

• Notebooks or paper for learner diary entries

• Pens or pencils

• Optional: Access to computers or tablets for digital diary examples

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will craft a diary entry that effectively conveys emotion and personal experience using varied sentence structures and descriptive techniques. They will revise their work based on peer feedback to enhance emotional impact and accuracy in punctuation and grammar.

learner-facing objective: By the end of this lesson, I'll be able to write a diary entry that shows my feelings and experiences clearly, using different sentence styles and descriptive words, and improve it with feedback.

Standards:

• Write a diary entry that conveys emotion and personal experience.

• Use varied sentence structures and descriptive techniques.

Learning activities

Connector 

List three emotions: happiness, sadness, and anger. Ask learners to brainstorm how these emotions can be shown in writing through actions, thoughts, or dialogue. For example, happiness might be shown by a character smiling or laughing, sadness by tears or a heavy sigh, and anger by clenched fists or a raised voice. Encourage learners to share their ideas briefly. This primes them for using descriptive techniques in their diary entries.

Activate

1. Introduce Diary Writing: Explain the purpose of a diary as a personal space to express thoughts and emotions. Highlight its role in reflecting on daily experiences. Use a real-world example, such as a historical figure's diary, to illustrate how emotions and personal experiences are captured.

2. Demonstrate Descriptive Techniques: Present a short diary entry example. Analyze how varied sentence structures and descriptive language convey emotions. Point out specific techniques like metaphors, similes, and sensory details. Discuss how these elements enhance the reader's understanding of the writer's feelings.

3. Model Writing Process: Write a brief diary entry on the board, thinking aloud to demonstrate the process. Focus on choosing words that evoke emotion and using varied sentence structures. Emphasize the importance of revising for clarity and emotional impact. Encourage learners to consider their own experiences and emotions as they prepare to write.

Demonstrate

• Think, Pair, Share: Guide learners through a collaborative exercise to deepen their understanding of diary writing.

• Think: Ask learners to individually write a short diary entry about a recent personal experience, focusing on conveying emotion through descriptive language and varied sentence structures. Allow 5 minutes.

• Pair: Have learners pair up and exchange entries. Each learner reads their partner's entry, noting the emotional impact and use of descriptive techniques. Allow 5 minutes.

• Share: Facilitate a class discussion where pairs share insights on effective emotional expression and descriptive techniques. Encourage learners to highlight specific examples from their partner's work. Allow 5 minutes.

• Feedback: Instruct learners to provide constructive feedback to their partner, focusing on enhancing emotional impact and improving punctuation and grammar. Allow 5 minutes.

• Revise: Have learners revise their diary entries based on peer feedback, aiming for clarity and emotional depth. Allow 5 minutes.

Independent practice

• Direct learners to write a new diary entry, focusing on a different personal or fictional experience. Encourage them to apply feedback received during guided practice.

• Remind learners to use varied sentence structures and descriptive techniques to convey emotions effectively.

• Circulate to provide support and ensure learners are applying feedback to enhance emotional impact and accuracy in punctuation and grammar.

• Allow learners to work independently for 10 minutes, refining their entries for clarity and depth.

Consolidate

Ask learners to answer these questions on their way out:

1. How did you use descriptive techniques to convey emotion in your diary entry?

2. What feedback did you find most helpful in revising your entry?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I used metaphors and sensory details to show emotions like happiness and sadness.

2. Suggested answer to Question 2: Feedback on using varied sentence structures helped make my writing more engaging.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to experiment with complex sentence structures and advanced descriptive techniques, such as symbolism or irony, to deepen emotional expression. Suggest they explore multiple perspectives within a single diary entry to add complexity.

• Striving learners: Provide sentence starters and a list of descriptive words to support their writing. Offer examples of simple diary entries to model emotional expression. Pair them with peers for additional guidance during peer feedback sessions.

Notable definitions

• Diary: A personal record of experiences, thoughts, and emotions, typically written daily.

• Descriptive Techniques: Methods used in writing to create vivid imagery and convey emotions, such as metaphors, similes, and sensory details.

• Sentence Structure: The arrangement of words in a sentence to create variety and impact, including the use of simple, compound, and complex sentences.

Required materials

• Notebooks: For learners to write their diary entries.

• Pens/Pencils: For writing and revising entries.

• Sample Diary Entries: Examples to illustrate descriptive techniques.

• Feedback Sheets: For peer review and constructive feedback.

• Whiteboard/Markers: For modeling writing process and techniques.

Lesson summary

• Consolidate (5 min)

• Activate (15 min)

• Demonstrate (25 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will construct a structured, analytical response to a final assessment and identify personal strengths and areas for growth through reflection. They will evaluate their progress and set specific targets for improvement.

learner-facing objective: By the end of this lesson, I'll be able to write a well-organised response for my final assessment, recognize my strengths, and set goals to improve.

Standards:

• Apply writing and analytical skills in an assessment.

• Reflect on progress and areas for improvement.

Learning activities

Connector 

Notice and Wonder: Display a simple visual, such as a chart or graph related to learner progress. Ask learners, "What do you notice? What do you think?" Allow a few minutes for individual reflection, then pair learners to discuss their observations and questions. Select a few learners to share insights with the class. Record key points on the board to highlight patterns or trends. This primes learners for reflection and assessment by engaging their analytical skills and encouraging self-awareness.

Activate

1. Introduce Assessment Task: Present the final assessment prompt. Explain the task's requirements, emphasizing the need for a structured, analytical response. Use a real-world context, such as analyzing a recent event or trend, to make the task relatable. Highlight key components: introduction, analysis, conclusion.

2. Model Reflection Process: Demonstrate how to reflect on personal progress. Share an example of a past project, identifying strengths and areas for improvement. Use a think-aloud strategy to show how to set specific, actionable targets for growth. Encourage learners to consider both content and skills.

3. Facilitate Peer Discussion: Organize learners into pairs. Instruct them to share their reflections on a previous assignment. Guide them to provide constructive feedback, focusing on strengths and potential improvements. Encourage them to discuss how they can apply these insights to the current assessment task.

Demonstrate

• Think, Pair, Share: Guide learners through a structured reflection activity.

• Think: Ask learners to individually reflect on their final assessment task. Encourage them to identify one strength and one area for improvement. Allow 5 minutes for this reflection.

• Pair: Have learners pair up to discuss their reflections. Instruct them to share their identified strengths and areas for improvement with their partner. Allow 5 minutes for this exchange.

• Share: Invite pairs to share their insights with the class. Select a few pairs to present their reflections, focusing on common themes or unique observations. Allocate 5 minutes for this sharing.

• Self-Marking: Provide learners with a rubric or checklist. Instruct them to self-assess their final assessment using the provided criteria. Allow 10 minutes for this activity.

• Peer Reflection: Have learners exchange their assessments with a partner for peer feedback. Encourage constructive criticism, focusing on strengths and areas for growth. Allow 10 minutes for this peer review.

Independent practice

• Timed Writing Task: Assign learners a 15-minute timed writing task. They should produce a structured, analytical response to a prompt related to their final assessment. Ensure the prompt allows for personal reflection and application of learned skills.

• Self-Reflection: After completing the writing task, instruct learners to spend 5 minutes reflecting on their performance. They should identify one strength and one area for improvement in their response.

• Peer Feedback: Pair learners to exchange their written responses. Allow 10 minutes for them to provide each other with constructive feedback, focusing on the identified strengths and areas for growth.

• Target Setting: Have learners write two specific targets for improvement based on their self-reflection and peer feedback. Allow 5 minutes for this task.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one strength you identified in your final assessment response?

2. What is one specific target you set for improvement?

Here are some suggested answers:

1. Suggested answer to Question 1: I effectively used evidence to support my analysis.

2. Suggested answer to Question 2: I will work on organizing my ideas more clearly in the introduction.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to connect their reflections to broader themes or concepts. Suggest they explore alternative perspectives or solutions in their assessments. Offer opportunities for them to lead peer discussions or provide feedback to multiple peers.

• Striving learners: Provide sentence starters or graphic organizers to help structure their reflections and assessments. Offer additional time for tasks if needed. Pair them with supportive peers for feedback sessions. Consider one-on-one check-ins to guide their reflection process and target setting.

Notable definitions

• Assessment: A process of evaluating a learner's understanding and skills through various tasks or tests, often culminating in a final evaluation.

• Reflection: The act of looking back on one's learning experiences to assess progress, identify strengths, and recognize areas for improvement.

• Analytical Response: A structured approach to writing that involves examining and interpreting information, often requiring evidence-based reasoning and critical thinking.

Required materials

• Assessment prompts: Provide a variety of prompts related to the final assessment topic.

• Rubrics or checklists: For self-marking and peer reflection.

• Writing materials: Paper and pens or digital devices for writing tasks.

• Timer: To manage timed activities.

• Visual aids: Charts or graphs for the warm-up activity.

• Reflection templates: Optional, to guide learners in identifying strengths and areas for improvement.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will create an original non-fiction piece that demonstrates audience awareness and effectively presents their research findings. They will also reflect on their learning journey through a written or spoken presentation.

learner-facing objective: By the end of this lesson, I'll create a non-fiction piece that shows I understand my audience and share what I've learned in a presentation.

Standards:

• Conduct research and create an original non-fiction piece (letter, diary, or advertisement).

• Present findings and reflect on learning.

Learning activities

Connector 

Notice and Wonder: Display a short, engaging non-fiction excerpt or image related to real-world topics (e.g., a historical diary entry, an advertisement, or a letter). Ask learners, "What do you notice? What do you think?" Allow a few minutes for individual reflection, then have learners share observations and questions with a partner. Select a few learners to share with the class, recording their insights. This primes learners for their independent projects by focusing on audience awareness and content analysis.

Activate

1. Introduce Real-World Contexts: Present examples of non-fiction pieces such as a historical diary entry, a persuasive advertisement, or a personal letter. Discuss the purpose and audience of each example. Highlight how the author's choices reflect audience awareness.

2. Research and Planning: Guide learners to select a real-world topic of interest. Instruct them to conduct brief research, focusing on gathering relevant information that will inform their non-fiction piece. Emphasize the importance of understanding their audience and the purpose of their writing.

3. Structuring the Non-Fiction Piece: Explain the structure of their chosen format (e.g., letter, diary, advertisement). Provide a simple outline for each format. Encourage learners to draft their piece, ensuring they incorporate their research findings and maintain audience awareness throughout.

Demonstrate

• Think, Pair, Share: Guide learners through a structured reflection on their non-fiction project ideas.

  1. Think: Ask learners to individually brainstorm potential topics for their non-fiction piece, considering audience and purpose. Allow 3 minutes for this task.

  2. Pair: Have learners pair up to discuss their ideas. Encourage them to provide feedback on each other's topic choice, focusing on audience awareness. Allow 5 minutes for this exchange.

  3. Share: Invite pairs to share their refined ideas with the class. Facilitate a brief discussion on how different topics might appeal to various audiences. Allocate 7 minutes for this activity.

  4. Monitor: Circulate the room, listening to discussions, and offering guidance to ensure learners are considering audience and purpose effectively.

  5. Connect: Conclude by highlighting common themes and unique approaches, reinforcing the importance of audience awareness in non-fiction writing.

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Independent practice

• Independent Work: Instruct learners to begin drafting their non-fiction piece based on their chosen format (letter, diary, or advertisement). Remind them to incorporate their research findings and maintain audience awareness. Allow 20 minutes for this task.

• Circulate and Support: Move around the classroom to observe learner progress. Offer guidance and feedback, focusing on clarity, audience engagement, and the integration of research.

• Peer Review: After drafting, have learners exchange their work with a partner for peer review. Encourage them to provide constructive feedback on audience awareness and content accuracy. Allow 10 minutes for this activity.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key element you included in your non-fiction piece to engage your audience?

2. How did your research influence the content of your non-fiction piece?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I included a personal story to make the content relatable.

2. Suggested answer to Question 2: My research provided facts that supported my main argument.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper research and more complex formats, such as investigative reports or feature articles. Suggest they explore multiple perspectives or include interviews. Challenge them to refine their presentation skills by incorporating multimedia elements.

• Striving learners: Provide structured templates and graphic organizers to guide their writing. Offer additional examples of non-fiction pieces to clarify expectations. Pair them with peers for collaborative brainstorming and support during the drafting process.

Notable definitions

• Non-Fiction: A genre of writing that presents facts, real events, and real people, such as biography or history, rather than fictional stories.

• Audience Awareness: Understanding and addressing the needs, interests, and expectations of the intended readers or viewers of a piece of writing.

• Research Findings: Information and data gathered through investigation and study, used to support and inform a non-fiction piece.

Required materials

• Paper: For drafting non-fiction pieces.

• Pens/Pencils: For writing and editing.

• Computers/Tablets: For research and digital drafting.

• Research Materials: Access to books, articles, or online resources.

• Peer Review Sheets: For structured feedback.

• Projector/Screen: To display examples and facilitate discussions.

Lesson summary

• Connector (5 min)

• Activate (15 min)

• Demonstrate (15 min)

• Independent practice (20 min)

• Consolidate (5 min)