Balanced Diet Persuasion

Lesson Plan for an English Lesson

ST Name: Kym Fox
ST Number: 40036679
Class Level: 6th Class
Date: 14/10/2025

Subject: English
Time: 12:00
Duration of Lesson: 50 minutes
No of Pupils: 24

Strand(s): Reading, Writing
Element(s): Exploring and Using

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Learning Outcomes

Aligned with the Primary Language Curriculum (2015) and the Curriculum Framework for IE

1. [R] Compare and synthesise information, thoughts, and ideas from a variety of text sources, focusing on persuasive texts about health.
   • Aligned with PLC Literacy strand: Receptiveness to language; Use of oral language; Exploring and Using.
2. [W] Use, analyse and evaluate the typical text structure and language features associated with persuasive writing: adjectives, rhetorical questions, facts, and statistics.
   • Aligned with PLC Writing strand: Writing for different purposes; Grammar and punctuation.
3. (Optional) Use ICT tools (IWB) to support collaborative and interactive learning, enhancing comprehension and engagement.
   • Aligned with the Digital Learning Competency Framework (IE).

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Assessment

1. Method:
   • Teacher observation and oral feedback during cloze activity and class discussion.
   • Written persuasive text in hardbacks assessed against persuasive writing criteria (adjectives, rhetorical questions, use of facts/statistics).
2. Assessment of:
   • Understanding of persuasive writing features.
   • Ability to synthesise factual information into persuasive arguments.
3. To be recorded:
   • Checklist recording use of persuasive features in pupils’ writing.
   • Anecdotal notes on oral participation and engagement.

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Teacher Questioning

Lower order questions (Closed)

1. What is a balanced diet?
2. Can you name some foods that are high in sugar?
3. What is one adjective we can use to describe healthy food?

Higher order questions (Open)

1. Why do you think it is important to use facts and statistics in persuasive writing?
2. How do rhetorical questions engage a reader in a persuasive text?
3. In what ways can persuasive writing help us encourage others to keep healthy?

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Language Development Opportunities

• Expand pupils' vocabulary with descriptive adjectives related to health and food.
• Explore sentence structures used in rhetorical questions and persuasion.
• Oral language development through class discussion and interactive quiz.

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Literacy Development Opportunities

• Reading comprehension through interactive website content.
• Writing practise of persuasive text using various features.
• Synthesising information from digital and oral sources.

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Teaching Methodologies

Primary Methodologies:

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content

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Introduction (10 mins)

Stimulus:

• Teacher displays a cloze procedure text about a balanced diet on the Interactive Whiteboard (IWB).

Elicit Prior Knowledge:

• Class completes the text orally by suggesting words to fill the blanks.
• Teacher fills in spaces on the IWB.

Share Learning Intention:

• "Today, we will explore how to write persuasively about why we should keep healthy by using adjectives, rhetorical questions, and facts."

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Development (30 mins)

1. Discussion of Persuasive Features (5 mins):

   • Recap features of persuasive writing from last week’s brochure task: adjectives, rhetorical questions, facts, and statistics.
   • Write examples on the board.

2. Interactive Reading & Quiz (15 mins):

   • As a class, navigate and read the “Health for Kids” website content about a balanced diet and sugar in foods.
   • Highlight important facts and statistics.
   • Play quiz on sugar content in food, encouraging participation.
   • Teacher notes key health reasons on the board (word bank) based on pupils’ input.

3. Writing Task Setup (10 mins):

   • Children write a persuasive piece in their hardbacks titled “Why It Is Important To Keep Our Bodies Healthy”.
   • They use the word bank and persuasive writing features discussed.
   • Teacher circulates, supports, and challenges pupils through questioning.

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Conclusion (10 mins)

Cognitive:

• Invite a few pupils to read their persuasive texts aloud.
• Provide constructive feedback highlighting use of persuasive language features.

Social:

• Pair-share activity: pupils exchange texts and discuss what persuaded them most in each other’s writing.

Transition:

• Summarise the importance of persuasive language in writing and health awareness.
• Prepare for next week’s focus on creative writing related to healthy habits.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with low literacy skills	May struggle with complex persuasive vocabulary	Provide word bank and sentence starters	Encourage paired discussion and scaffold writing
EAL pupils	May need support with language structures	Use visual prompts, class discussion, simplified text	Pre-teach key vocabulary
Gifted pupils	Need extension	Challenge them to include additional persuasive devices or statistics	Encourage independent research

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The Learning Environment

• Classroom arranged in clusters for cooperative work.
• Access to Interactive Whiteboard.
• Individual hardbacks for writing.

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Resources

• Interactive Whiteboard for cloze text and quiz.
• Printed word bank on persuasive features and healthy reasons.
• Health for Kids information on balanced diet and sugar content (website content used as class reading resource).

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This lesson plan has been carefully designed to meet the IE curriculum framework standards by focusing on oral and written language skills development, integrating digital literacy, and fostering critical thinking and persuasive communication relevant for the 6th Class level.