This lesson plan is for a Year 7 class on persuasive writing and radio advertisements. The learning goal is for students to design a unique product and advertise it using a radio advert. Students will be asked to design their own product using provided questions to spark creativity. Formative assessments include asking students to define a USP, teacher questioning, and a mind map where students share ideas. Students will write up their product using the provided questions and peer assess each other's work. Strategies include collaborative learning where students analyze product advertisements and share ideas, as well as using a visual organizer to map out advertising elements. Homework involves researching a TV advert and answering questions.

1. Lesson Plan pro forma
Class: 7NE
(mixed ability sets)
indicate levels of attainment
Date:
9/3/2016
Time: 12:20 –
13:25
No. of pupils:
30
Unit /SoW: Persuasive Writing Unit – Radio
Adverts & designing own product
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
… in pupil-friendly format:
LO: to be able to design a unique,
attractive product and sell to the public
using a radio advert
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to designtheir own
product, using the questions provided to them.
They will have a chance to be as creative as
possible.
Opportunities for Assessment:
Formative & summative
 APK – Students will be asked what a USP is
 Teacher questioning – teacher will constantlyask questions throughout the
lesson, checking for student understanding
 Visual organiser – students will be thinking about what product information
there is.
 Mindmap – students will share their ideas with the class and theywill be
boardedup so that it will invigorate the students’ imagination.
 Product write-up – students will write up what their product is, using the
questions that have been provided
 Peer assessment – students will act as a designer to their peer and read
through their writing. They will suggest changes on the students’work.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Thinking of their own unique product – this hasbeen appropriately scaffolded sothatthey
know what a USP is, and watched a pitch fromDragon’s Den. They will also mindmap their
ideasas a classso that their ideas are shared, andcan helpother people.
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition, feedback,
cognitive challenge, subject knowledge, summaries and note-taking
 Collaborative learning – students will be working together to think
about how a product is advertised, as well as sharing their ideas for
their own product. Theywill also peer assess.
 Visual organisers – a visual organiser will be used to map out the
different things a product is advertised.

2. Key Terminology:
 USP (Uniquesellingpoint)
 Radio advert
 Product
Resources:
 PPT
 Question sheet (x3 – JJ, AaronandAlfie)
 Homework sheet (x30)
Homework and practice:
 Research TVadverts – pick one TV advert that you have seen and
answer the questions
 Due Wednesday 16th
March