Audience Shapes Writing

Overview

In this 60-minute lesson, students compare how the same procedure changes for younger learners, peers and adults. They will plan an adapted version by adjusting vocabulary, explanation, tone and layout, while applying transcription strategies for -ick words, homophones, apostrophes and capital letters.

Learning intentions

• We are learning to identify how audience and purpose shape a procedure.
• We are learning to adjust vocabulary, explanation, tone and layout for different readers.
• We are learning to plan a clear procedure for a chosen audience.
• We are learning to use Chunk, Check, Cheer when spelling and editing.

Success criteria

• I can explain who a procedure is written for and what it is intended to do.
• I can identify changes in vocabulary, tone, explanation and layout.
• I can plan steps that suit my chosen audience.
• I can spell -ick words, choose the correct homophone, and check capitals and apostrophes.

Curriculum links

• English — Writing to inform: informative texts introduce a topic and organise related information clearly into paragraphs.
• English — Writing to inform: procedures and explanations develop a topic with facts, related examples, precise vocabulary and an appropriate conclusion.
• English — Oral Language / Communicating and Presenting: use words such as “because”, “so” and “this means that” to explain reasons, results and connections.
• English — Reading and viewing: notice how text form, structure, style and features support a writer’s purpose and audience.

Lesson structure (60 minutes)

1. 0–7 min · Hook and notice. Teacher displays the opening slides from the Audience Shapes Writing deck showing two versions of a procedure for making a paper helicopter: one for a five-year-old and one for an adult; students discuss which version is easier to use and why. Students think-pair-share, then contribute observations about word choice, sentence length, tone, diagrams, headings and amount of explanation.

2. 7–17 min · Explicit teaching. Teacher uses the teaching slides to model four ways writers adapt a procedure: vocabulary, explanation, tone and layout. Model changing “Fold the rectangle along the centre line” into language suitable for a younger learner, and add a reason using “because” or “so”. Students help revise examples and identify the audience and purpose of each version using the prompts on the Text Structure Planning Mat.

3. 17–27 min · Compare procedures. Teacher gives pairs two short procedure extracts on the audience and purpose worksheet and demonstrates a think-aloud: “This technical word suits an adult reader, but a younger learner may need a simpler word and an example.” Pairs highlight differences, label the intended audience, and record one change to vocabulary, explanation, tone and layout. Invite pairs to justify one choice using “This means that …”.

4. 27–35 min · Transcription mini-lesson. Teacher displays the editing slides and teaches the routine: Chunk the word or phrase, Check it against the sentence and word patterns, then Cheer a correct or improved choice. Practise -ick words such as quick, stick, trick, picnic and homophones such as to/two/too and there/their/they’re. Model checking capitals at the beginning of sentences and apostrophes in contractions and possession. Students complete the short transcription section of the audience and purpose worksheet, explaining one spelling or punctuation decision to a partner.

5. 35–50 min · Plan an adapted procedure. Teacher explains that students will adapt a familiar procedure, such as planting a seed, making a snack or creating a simple game. Students choose one audience—young learners, peers or adults—and complete the planning mat: purpose, audience, key message, ordered steps, vocabulary, explanation, tone and layout. Students plan four to six clear steps, include at least one reason or result using “because”, “so” or “this means that”, and add a visual or layout idea such as labelled diagrams, numbered steps or a warning box. Confer with selected students and prompt them to explain why each choice suits the audience.

6. 50–57 min · Partner feedback and revise. Teacher displays the feedback prompts on the Audience Shapes Writing deck: “Who is the audience?”, “What is the purpose?”, “Which choice helps this reader most?”, and “What could be clearer?” Partners read each other’s plan and give one specific praise and one actionable suggestion. Students revise one word, explanation, tone choice or layout feature, then use Chunk, Check, Cheer to proofread two key words and check capitals and apostrophes.

7. 57–60 min · Plenary and assessment. Teacher asks students to complete the final reflection on the audience and purpose worksheet: “My audience is …”, “I changed … because …”, and “One transcription feature I checked was …”. Invite two students to share contrasting adaptations. Students submit their worksheet and planning mat, or show them during a quick teacher scan before leaving.

Resources

• the Audience Shapes Writing deck
• the audience and purpose worksheet
• the Text Structure Planning Mat
• Board and markers
• Highlighters or coloured pencils
• Pencils and erasers
• Familiar procedure examples prepared for two different audiences
• Document camera or interactive display

Assessment

• Listen for students explaining how vocabulary, tone, explanation and layout match a particular audience during pair discussion.
• Check comparison responses and planning mats for a clear purpose, identified audience, logically ordered steps and at least one connected reason or result.
• Use the reflection to assess spelling of -ick words, homophone choices, capitals, apostrophes and students’ ability to explain an editing decision.

Differentiation

• Provide a word bank, illustrated procedure, sentence starters such as “This suits ___ because …” and a partially completed planning mat for students needing support.
• Rehearse ideas orally before writing; pair students thoughtfully and allow speech-to-text or scribing where appropriate.
• For EAL learners, pre-teach audience, purpose, tone, technical vocabulary and layout with examples; accept labelled sketches and oral explanations before full sentences.
• Extend confident writers by requiring two alternative openings or layouts for different audiences and asking them to explain which version is most effective and why.