English / Term 2 / Week 7 Focus: Advertisement

Week beginning: 23rd – 27th UNIT: 4.9 Persuasive Texts CLASS: 3

January 2022.
Lesson #

Ref:Framework

Learning Success Activities Resource Evidence

Objectives Criteria (See notes below re: differentiation details, etc.) s of
(WALT) (WILF) W: whole class; G: group; I: individual. achieveme
Timing

nt
W
/
G
Description /I
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P
40 minutes
Lesson 1

● I can use Prior knowledge: to be able to identify – sh/th diagraph. D

● Use paper- paper-based Q&A
4Ww. based and on- and on-screen Introduction: T02W06 O
09 screen tools to tools to find the Ask learners to give examples of words with the sound sh/th. Ask them if it’s W lesson 1
find the correct correct spelling easy to identify each sound in reading and writing. Spelling
spelling of of words; keep Main Activities with differentiation: Using T02W06 lesson 1 Spelling Words
words; keep and and use spelling Words PPT PPT
use spelling logs logs of misspelt
of misspelt words, and 1- Teacher to introduce sh/th spelling list. English
4Ww.
words, and identify words 2- Using the PPT teacher to explain words definitions and give Exercise
07
identify words that need to be examples. Book
that need to be learned. 3- Learners to write 5 sentences using the spelling words, 2 compound, W
learned. 2 complex and one simple sentence.
● I can generate 4- Learners to make sure they have adverbs in 2 sentences.
4Wp ● Generate spelling rules ( sh/th
L/A to receive support from the teacher by providing word bank to help them
spelling rules from spelling write their sentences. They can write 3 sentences if they can’t manage to activity
from spelling patterns, and write all 5 sentences. I sheet)
patterns, and test test them. H/A to write extra two complex sentences and underline the independent
them. clause in each sentence.
English / Term 2 / Week 7 Focus: Advertisement
Closing/Plenary:
● Proofread for Teacher to choose suitable activity sheet from the activities provided (sh-the) I
grammar, ● I can activity sheet according to learners’ levels.
spelling and proofread for H/A recommended to use day 5 activity (Choose the best answer to
punctuation grammar, complete each statement).
errors, and make spelling and
corrections, punctuation
including using errors, and
on-screen tools. make
corrections,
including using
on-screen tools.

4Ri.0
40 minutes
Lesson 2

● Identify, discuss ● I can identify, Prior knowledge: Explore and recognise the key features of Q&A
5 and compare the discuss and advertisements. D
purposes and compare the Introduction: White
features of purposes and Use Lesson 2 PPT to introduce examples of advertisements and discuss the W boards
different non- features of purpose of each, e.g. to persuade someone to buy a pizza, to persuade someone to
donate money to save endangered animals.
English / Term 2 / Week 7 Focus: Advertisement
fiction text types, different non- Main Activities with differentiation: and
including how fiction text - Teacher to ask learners to comment on which of these texts may markers
texts persuade types, including persuade them to do something, and what it is in the text that would
the reader. how texts persuade them, e.g. powerful words, photographs, promises.
persuade the - Support learners by reminding them of features of advertisements.
reader.  Focus on advertisement features: W lesson 2
●Identify key  powerful words PPT
words and  figurative language, e.g. alliteration
phrases that ● I can identify  memorable slogans
establish the key words and  exaggerated claims Hodder
main points in a phrases that  bright colours I English
text. establish the  rhetorical questions
workboo
main points in a  connectives to sequence ideas
 emotive language. k p.3
text.
- Learners to complete Q1 in Hodder English workbook p.3
● Use specialised I
L/A Teacher to remind learners of powerful adjectives and provide a list if
vocabulary possible.
accurately to ● I can use H/A To write 3 complex sentences using the words they have chosen.
match a familiar specialised
topic. vocabulary
Closing/Plenary:
4Ri.0 accurately to W
Learners to reflect on their answers, to explain why they chose some words
7 match a familiar
and the reason they didn’t choose other words to persuade?
topic.
40 minutes

4Rg.08
Lesson 3

● Identify ● I can identify Prior knowledge: White Q&A

adverbs in adverbs in texts. W boards and D
Identify adverbs in a text.
texts. markers O
Introduction:
Using Lesson 3 PPT slides 1-5, review what are adverbs, ask
learners to give examples using their white boards.
English / Term 2 / Week 7 Focus: Advertisement
Main Activities with differentiation:
● Use adverbs ● I can use Use the PPT slides to remind learners of the following: lesson 3
and adverbial adverbs and - Some adverbs are made by adding ‘ly’ onto the end of the PPT
adverbial adjective.
phrases
- Some adverbs describe where an action is happening.
appropriately. phrases
- Some adverbs describe how an action is happening. PPT Lesson
appropriately. - Some adverbs describe when an action is happening. W 3 spot he
● Explore in - Some adverbs describe how often an action is happening. adverbs for
texts examples - Some adverbs describe how much an action is happening. more
of adverbs and ● I can read and - When presenting examples of adverbs ending with -ly, ask practice.
adverbial understand texts learners to separate the suffix and write the root word
phrases, examples of (adjective) on their white boards.
adverbs and - Use slide 12 to apply spotting adverbs in sentences.
including their I
adverbial - Ask learners to create a chart to classify each adverb
purposes. under the correct category (where, when, how, how much
phrases,
and how often).
including their - Remind learners that adverbs change places in the
4Wg.10 purposes. sentence and commas are used after the adverb when it
falls at the beginning of a sentence.
L/A To find the adverbs with support from the teacher by helping
them identify the verb and explaining how the verb is being
described in each sentence.
H/A To identify the adverbs, change their position then rewrite the I
sentences correctly.
4Rg.07 Closing/Plenary:
Use the PPT Lesson 3 spot he adverbs for more practice. Ask
learners to change the position of the adverb in each sentence
orally.
W
English / Term 2 / Week 7 Focus: Advertisement
4Ri.05
40 minutes
Lesson 4

● Identify, ● I can identify, Prior knowledge: English

discuss and discuss and exercise
To identify features of different non-fiction texts.
compare the compare the book
purposes and purposes and Introduction: W
features of features of Ask learners if they remember recount features and persuasive
different non- different non- texts. White
fiction text fiction text types, Learners may use their white boards to record their responses and boards and
types, including including how share it with the class. markers
how texts texts persuade
persuade the the reader. Main Activities with differentiation: W
reader. - Use the PPT slides to review the different features of recount /I
and persuasive texts. lesson 4
- Ask learners to use their English exercise books to create a PPT
Venn diagram to compare and contrast recounts and
4Ri.16 persuasive texts.
● I can - Ask them to use key words only to fill in the diagram.
● Recognise, recognise, - Introduce the words: either, neither, both and ask learners to
compare and compare and use it in their comparison orally when commenting on their
contrast the contrast the diagrams.
themes and themes and - Referring to the diagram, ask learners to compare the features
features of features of texts. of persuasive texts with those in the other text types, asking
texts. them to discuss how and why these features are found in each
4Wg.09 of the different text types, for example:
 bright colours are used in persuasive texts to attract the
● Use a range reader
of quantifiers ● I can use a
range of  time connectives are used in recounts and explanation W
appropriately
quantifiers texts because the information in these needs to be written
for the context,
appropriately for in time order to make sense.
e.g. either,
the context, e.g. - Learners to discuss the similarities and differences between
neither, both.
either, neither, the two non-fiction text types orally.
both.
 L/A Can create a T – chart and list the features of each text
type.
English / Term 2 / Week 7 Focus: Advertisement
Closing/Plenary:
Class discussion:
Why it is important to use powerful verbs and adjectives in both
texts (persuasive texts & recounts)?
Explain to your friends..
40 minutes

4Wc.08
Lesson 5

● Develop ● I can write for a Prior knowledge: Grammar Q&A

writing for a purpose using book p. D
Recognise the key features of advertisements.
purpose using language and 84,85 O
language and features Introduction: W
features appropriate for a Ask learners what are the important features of advertisements?
appropriate for range of text Learners will be looking at different advertisements and find
a range of text types. general features.
types. Main Activities: W
- Use PPT slides to present an advertisement of a granola bar /I
PPT slide 2, learners will answer the questions using their White
● I can listen and white boards. Learners should be able by now to identify all boards and
● Listen and respond the important features of a good advertisement. markers
respond appropriately, - Learners will plan their own advertisements for a new drink by
4SLs.01 appropriately, including asking answering the questions from Grammar book pages 84,85
including asking and answering in their English exercise book.
and answering questions to - Teacher to guide learners through the process of answering lesson 5
questions to develop ideas. and turning each question to a part of their advertisement. W PPT
develop ideas. - Learners have the freedom to personalize their advertisements
based on their personal preferences.

L/A To answer the granola bar questions orally.

To get support from the teacher answering and planning their juice
advertisement.
English / Term 2 / Week 7 Focus: Advertisement
Closing/Plenary:
Learners to share their planning, tell their friends about the product
they are about to advertise in their posters next week.
Next Steps: Notes: Codes:
 Create your own advertisements. Vocabulary: persuasive, figurative language, rhetorical question, sequence, Q&A: question
/ answer
compare, fact, opinion, contrast, similarity, difference, clause, connective D: discussion
Book Reference: Hodder English Workbook, p.3 O: observation
M: marked
Grammar book pages 84,85 work
Homework: Login to Reading Eggspress, read the assigned book and complete the
assigned activity.