Section 1 - Clarity of Objective Learning Objective: To write effective sentences for a persuasive holiday brochure. Success Criteria:

1. I can use descriptive language to create vivid imagery.
2. I can include persuasive techniques such as rhetorical questions, emotive language, and alliteration.
3. I can structure my sentences to appeal to the intended audience and purpose.
4. I can edit and improve my sentences to ensure clarity and impact. Knowledge Covered: • Understanding the purpose of persuasive writing. • Identifying key features of a persuasive holiday brochure (e.g., descriptive language, persuasive techniques, audience awareness). • Recognising sentence structures that enhance persuasiveness. Skills Covered: • Writing descriptive and persuasive sentences. • Structuring sentences to suit audience and purpose. • Editing and improving written work for clarity and impact. Section 2 - Evaluation of Prior Knowledge
5. What do you know about persuasive writing? Can you name any persuasive techniques?
6. Have you ever read a holiday brochure? What stood out to you about the language or layout?
7. Can you give an example of a descriptive sentence that makes something sound appealing?
8. What do you think makes a sentence persuasive?
9. Why is it important to think about the audience when writing a brochure? Section 3 - Instructional Strategies Starter/Hook Activity Description: Begin the lesson by showing students a colourful, engaging holiday brochure (e.g., a printed or digital example). Ask them to imagine they are planning a holiday and to discuss in pairs what makes the brochure appealing. Then, share a few examples of persuasive sentences from the brochure and ask students to identify what makes them effective. Key Formative Assessment Questions:
10. What do you notice about the language used in the brochure?
11. How does the brochure make you feel about the holiday destination? Main Teacher Input Summary of Key Concepts: • Persuasive writing aims to convince the reader to take action or adopt a viewpoint. • Effective sentences use descriptive language, persuasive techniques, and are tailored to the audience and purpose. • Key persuasive techniques include rhetorical questions, emotive language, alliteration, and exaggeration. Sequence of Teacher Input Teaching Steps:
12. Introduce the Objective: Explain that students will learn how to write effective sentences for a persuasive holiday brochure. Display the success criteria on the board.
13. Model the Writing Process: Using the teacher model of a holiday brochure for Skara Brae, read aloud a few sentences and highlight the use of descriptive language and persuasive techniques (e.g., “Nestled amongst a stunning backdrop of cliffs, ridges and hills…").
14. Break Down the Techniques: Write examples of persuasive techniques on the board (e.g., rhetorical questions: “Why wait?”; emotive language: “stunning”, “luxurious"). Discuss how these techniques make the writing more appealing.
15. Sentence Stacking: Write a sentence together as a class, focusing on one persuasive technique at a time. For example, “Feel the warmth of our exclusive open-plan living spaces.” Discuss how the sentence appeals to the audience.
16. Provide a Checklist: Share a checklist of persuasive techniques for students to use during their writing. Checkpoints: • Can students identify persuasive techniques in the teacher model? • Can students suggest descriptive words or phrases to enhance a sentence? • Can students explain why a sentence is persuasive? Potential Misconceptions: • Students may confuse descriptive writing with persuasive writing. Clarify that persuasive writing includes a call to action or aims to convince the reader. • Students may overuse persuasive techniques, making the writing less effective. Emphasise balance and clarity. Link to Pedagogical Approach: This activity aligns with Rosenshine’s principle of “modelling” by providing clear examples and breaking down the writing process into manageable steps. It also incorporates “guided practice” through sentence stacking. Student Activities Activity 1: Identifying Persuasive Techniques Description: Students will work in pairs to highlight persuasive techniques in the Skara Brae holiday brochure. They will use highlighters to mark examples of rhetorical questions, emotive language, and descriptive phrases. Teacher Guidance: Circulate the room, prompting students to explain their choices and encouraging them to find multiple examples. Link to Pedagogical Approach: This activity supports Rosenshine’s principle of “reviewing prior learning” by reinforcing knowledge of persuasive techniques. Activity 2: Writing Persuasive Sentences Description: Students will write three sentences for a holiday brochure about Stonehenge, using at least two persuasive techniques in each sentence. They will focus on descriptive language and audience appeal. Teacher Guidance: Provide sentence starters (e.g., “Imagine yourself…”; “Why not…") and remind students to use the checklist of persuasive techniques. Offer individual support as needed. Link to Pedagogical Approach: This activity aligns with Rosenshine’s principle of “independent practice” by allowing students to apply their learning. Activity 3: Peer Review Description: Students will swap their sentences with a partner and provide feedback using a checklist. They will suggest one improvement for each sentence. Teacher Guidance: Model constructive feedback before students begin. Ensure feedback is specific and linked to the success criteria. Link to Pedagogical Approach: This activity supports Rosenshine’s principle of “checking for understanding” through peer assessment. Plenary Description: Ask students to share one of their sentences with the class. Discuss as a group which persuasive techniques were used and how effective the sentence is. Assessment Questions:
17. What persuasive techniques can you identify in this sentence?
18. How does the sentence appeal to the audience? Success Criteria Check: • Students demonstrate use of descriptive language and persuasive techniques in their sentences. • Students can explain how their sentences meet the success criteria. Future Learning: In the next lesson, students will focus on structuring their sentences into paragraphs and creating a full persuasive holiday brochure. Link to Pedagogical Approach: This activity aligns with Rosenshine’s principle of “reviewing key learning” by consolidating understanding and linking to future lessons. Section 4 - Adaptation Strategies For More Confident Students: • Challenge them to write an additional sentence using three persuasive techniques. • Encourage them to experiment with more complex sentence structures. For Less Confident Students: • Provide sentence starters and a word bank of descriptive and persuasive vocabulary. • Allow them to work in pairs or small groups for support. Considerations for Diverse Learning Needs: • Provide visual aids (e.g., annotated examples of persuasive sentences). • Use assistive technology for students with writing difficulties. • Offer additional scaffolding for EAL students, such as translated vocabulary lists. Section 5 - Summative Assessment Assessment Opportunities: • Collect and assess students’ sentences for use of persuasive techniques and descriptive language. Long-term Evaluation: • Evaluate students’ ability to apply persuasive writing skills in future writing tasks. Self-Assessment: • Students use the checklist to evaluate their own sentences and identify areas for improvement. Section 6 - Resources and Technology • Printed copies of the Skara Brae holiday brochure (or digital equivalent). • Highlighters. • Sentence starters and persuasive writing checklists. • Interactive whiteboard or projector for modelling. Section 7 - Key Vocabulary Term Definition Persuasive Writing or speaking in a way that convinces someone to do or believe something. Emotive language Words or phrases that create an emotional response. Rhetorical question A question asked to make a point rather than to get an answer. Alliteration The repetition of the same sound at the beginning of closely connected words. Descriptive language Words that create a vivid picture in the reader’s mind.