National Curriculum Links

• Year 3 & Year 4 English: Writing – Composition
  • Pupils should plan their writing by discussing and recording ideas.
  • Use expanded noun phrases to convey complicated information concisely.
  • Use appropriate vocabulary and grammar to engage the reader.
  • Evaluate and edit by proposing changes to grammar and vocabulary, including use of imperative verbs and exaggeration.
• Year 3 & Year 4 English: Spoken Language
  • Participate in role play and discussions, adopting different roles and using persuasive language.
• Spelling, Punctuation and Grammar (Years 3-4)
  • Use imperative verbs effectively.
  • Use adjectives, superlatives, and figurative language.

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WALT:

• Write effective persuasive sentences for a holiday brochure using imperative verbs and exaggeration.

Success Criteria:

• I can choose imperative verbs to command and persuade.
• I can use boastful and exaggerative language to make sentences exciting.
• I can use texture and colour words to create vivid images.
• I can work with a partner to promote a holiday product confidently.

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Class Profile

• Mixed Year 3 and 4, 25 pupils, below age-related expectations, some missing foundational KS1 skills.
• Dyslexia-friendly strategies applied.

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Resources

• Printed images of Midden walls (pages 6-7) and luxurious beds (page 11) from the brochure.
• Faux fur throws or soft materials for tactile experience.
• Boastful language cards (guaranteed, exceptional, first-rate, etc.)
• Word mats: texture words, colour synonyms, superlatives
• Whiteboard and marker
• Dyslexia-friendly fonts handouts for key vocabulary and sentence starters

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Lesson Breakdown (40 minutes)

1. Engage & Initiate: Role Play Imperatives (10 minutes)

• Activity: Give each pair a verb card (embrace, feel, soak in, etc.) and boastful language cards.
• Pupils role-play as holiday salespeople selling Midden walls (pages 6-7).
• Prompt with questions: What are the benefits of these walls? Why would someone want them?
• Emphasise use of imperative verbs for commanding attention (e.g., "Soak in the warmth...").
• Differentiation:
  • Support lower-attaining pupils with sentence stems and word banks.
  • Provide more confident writers with additional verbs and phrases to vary language.
• Assessment: Listen for use of imperative verbs and persuasive language during role play.

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2. Model Writing with Imperatives & Boastful Language (5 minutes)

• Display teacher’s model sentence on board:

  Feel the warmth of our exclusive open-plan living spaces, built with award-winning Midden – guaranteed to keep you cosy and dry.

• Deconstruct sentence: Identify imperative verb, boastful words, and benefits.
• Dyslexia-friendly option: Show sentence in dyslexia-friendly font and colours on handouts.

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3. Enable: Guided Writing (10 minutes)

• Pupils write their own sentences beginning with imperative verbs to 'sell' warmth and cosiness of Midden walls.
• Encourage use of boastful language cards.
• Scaffold with sentence starters if needed:

  Discover the ...
  Embrace the ...
  Inhale the ...

• Differentiation:
  • Lower-attaining pupils can work orally with an adult or write shorter sentences.
  • Advanced learners encouraged to write two sentences, incorporating varied vocabulary and a boaster word.

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4. Initiate Exaggeration: Sensory Exploration & Vocabulary Collection (8 minutes)

• Show image of luxurious Stone Age beds (page 11) and allow pupils to touch faux fur throws/soft materials.
• Collect texture words aloud (cosy, silky, soft, sleep-inducing). Write on board with colour-coded vocabulary mats.
• Discuss synonyms for “brown” (caramel, chestnut, mahogany) and superlatives (warmest, dreamiest).
• Differentiation: Provide word mats and cards with pictures to support vocabulary recall.

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5. Model Exaggeration (3 minutes)

• Teacher reads aloud:

  Drift away in our comfiest beds of aromatic heather, or indulge in one of our caramel-smooth mammoth-fur bedspreads, double-stitched for extra cosiness.

• Explain exaggeration makes the reader feel the luxury.

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6. Pupils Write Exaggerated Sentences (4 minutes)

• Write one exaggerated sentence advertising the Stone Age beds using superlatives and positive adjectives.
• Encourage use of collected vocabulary and sentence starters provided.

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Plenary (End of Lesson - 4 minutes)

• Share some sentences aloud with the class.
• Peer feedback: thumbs up if they can hear an imperative verb or exaggeration.
• Highlight good models and praise use of vocabulary.

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Extensions for Advanced Learners

• Write a short paragraph combining imperative verbs, boastful language, and exaggeration for the brochure.
• Create a mini advertising poster or leaflet using persuasive sentences.

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Support for Diverse Learners and Dyslexia-Friendly Approaches

• Use dyslexia-friendly fonts and coloured overlays for texts.
• Provide sentence starters and word banks on coloured paper.
• Use multisensory approaches: tactile materials for texture words, speaking before writing.
• Allow scribing or voice recording for pupils struggling with writing.

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Reflection for Teachers

• This lesson scaffolds persuasive writing with strong verbal and tactile engagement for learners who struggle with abstract concepts.
• Role play builds confidence in using imperative verbs socially and purposefully.
• Collecting vocabulary together builds shared language that supports sentence construction.
• The sensory focus ties into cross-curricular learning about historical materials, supporting memory and understanding.
• Dyslexia-friendly approaches and differentiation advice ensure inclusion.

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This plan integrates National Curriculum standards for Year 3 and 4 writing and spoken language, focusing on composition skills, vocabulary development, and grammar for persuasive texts.