Lesson Plan

• Identify the purpose and audience of a written stimulus.
• Select the appropriate register, style and format for the given purpose and audience.
• Plan and draft a response using the correct structural features.
• Edit and proofread the response for tone, language accuracy and completeness.

• Projector and screen
• Printed stimulus cards and response worksheets
• Model response handouts
• Whiteboard and markers
• Laptops/tablets for drafting (optional)

Begin with a quick visual of a real‑world notice and ask students what they would need to write in response. Review that they already know how to identify purpose and audience from previous lessons. Explain that today they will master choosing the right register, style and format and will be assessed on a clear checklist.

1. Do‑now (5’) – Students read a short stimulus card and note the purpose and audience.
2. Mini‑lesson (10’) – Teacher revisits registers, styles and formats with projector examples.
3. Guided planning (10’) – Whole‑class analysis of a model response; students fill a planning template.
4. Independent drafting (15’) – Learners write their own response (email or letter) using the worksheet.
5. Peer review (10’) – Pairs exchange drafts and use the checklist to give feedback on register, format and language.
6. Teacher feedback & revision (10’) – Highlight common errors; students edit their final draft.
7. Exit ticket (5’) – Write one sentence summarising how they chose the register for their piece.

Summarise the steps from reading the stimulus to final proofreading and remind students of the checklist criteria. Collect the exit tickets as a quick check of understanding. For homework, ask pupils to choose a different stimulus and produce a second response in a different format (e.g., an article instead of an email).