Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: English Language
Lesson Topic: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes
Learning Objective/s:
  • Analyse how lexical, grammatical, phonological and visual features create meaning in non‑literary texts.
  • Evaluate the impact of language choices on specific audiences and purposes.
  • Plan and produce a 150‑200 word written response that uses appropriate register, tone and style.
  • Demonstrate accurate spelling, punctuation and adherence to word‑limit constraints.
Materials Needed:
  • Projector and screen
  • Printed non‑literary text excerpts (advertisements, speeches)
  • Analysis checklist handout (lexis, grammar, phonology, discourse, visual)
  • Worksheet for planning and drafting response
  • Whiteboard and markers
  • Rubric/mark scheme summary
 Introduction:
Begin with a striking advertisement on the screen and ask students what makes it persuasive. Review previous knowledge of language features and their effects. Explain that today they will analyse a text and produce a short persuasive piece, meeting the success criteria of clear analysis, appropriate register and correct word count.
Lesson Structure:
  1. Do‑now (5'): Students write one sentence describing why the opening ad is effective.
  2. Mini‑lecture (10'): Introduce the analytical checklist and model a brief analysis of a sample text.
  3. Guided practice (15'): In pairs, annotate a new excerpt using the checklist; teacher circulates to check understanding.
  4. Planning phase (5'): Students outline their 180‑word persuasive leaflet, selecting at least four language features.
  5. Writing phase (15'): Individual writing of the response, monitoring time.
  6. Peer review (10'): Exchange drafts, use the checklist to give one strength and one improvement.
  7. Whole‑class debrief (5'): Highlight common strengths and address any register or word‑limit errors.
Conclusion:
Recap how specific language choices shape audience response and how the checklist guided their analysis. Students complete an exit ticket stating the most useful feature they applied. Assign homework: write a second 180‑word persuasive leaflet on a different teenage issue, using the same analytical framework.