This lesson plan aims to teach 30 students about persuasive techniques in song lyrics. Students will analyze lyrics from the song "Just the Way You Are" by Bruno Mars to identify techniques like rhyme, alliteration, and imagery. They will then work collaboratively in groups to write their own verse applying at least 5 techniques. To conclude, each group will present their verse while peers evaluate the most persuasive elements and write them on post-it notes. The homework is for students to further analyze song lyrics using specific persuasive techniques.

1. Lesson Plan pro forma
Class: 7NE
(mixed ability sets)
indicate levels of attainment
Date:
10/2/2016
Time: 12:20 –
13:25
No. of pupils:
30
Unit /SoW: Persuasive Writing Unit – Song
lyrics
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
 Giving short speeches and presentations,
expressing their own ideas and keeping to the
point
… in pupil-friendly format:
LO: To understand how song lyrics
includes persuasive techniques
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be to identifythe different
techniques inthe song lyrics
Opportunities for Assessment:
Formative & summative
 Peer assessment
 Teaching questioning
 Analysis task
 Application (writing) task
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Thinking of ownideas when applying techniques – if Ss are struggling tothink of ideasof
techniques, the T hasmade a ‘helpsheet’, whicheach table will have to be able tolook
and have 30 seconds towrite stuff down. Duringthese 30 seconds, they can take their
booksup withthemandcopy down anythingthatthey think might be useful.
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 – Ss will be working in groups for the
majority of the lesson
 APK – Ss have to think back to their prior knowledge, and their
knowledge of persuasive writing
 Feedback – Ss will get constant feedback from the T, and also from
their peers
 Meta-cognition – T will pose questions which make the Ss think
about why they are doing these exercises.
Key Terminology: Resources:
 Help sheet (x7 – 1 for Aaron)

2. - Justthe way you are –
BrunoMars
 Persuasive techniques
 Rhyme
 Alliteration
 Imagery
 Songlyrics
 Post-itnotes
 BrunoMars – Just the way you are video
(YouTube)
Homework and practice:
 Analyse the verse on your sheet using the FEARRR techniques, and
also other techniques that you have learnt today
 Re-write your own verse which includes at least 5 of these
techniques

3. Lesson Content and Timing:
Stages &
Timing
Learning goals, activities & teaching points Learning outcomes
and AfL
12:30
10’
Silent Reading
12:40
10’
Discussion of where persuasive techniques are used, and the what other persuasive
techniques there are.
Q – Where do you find persuasive techniques being used?
- 30 secs discussion with partner & feedback
Q – What persuasive techniques do songs use?
- Put up examples on the board for scaffolding
- Ask for definitions and possibly some examples
Ask Ss to copy down techniques from the slide
Collaborative &
deductive learning
Barrier to learning – JJ
& Aaron. Check for
understanding.
12:42
2’
What is the singer trying to persuade us to think?
Ss will listen to the chorus of the song, trying to pick out what the song is trying to
persuade us to think. Ss should figure out that the aim of the song is try to get us to
think that they are amazing without changing themselves.
Understanding the
message of the song
12:52
Task 1
10’
Task 1 – Analysis of verse
Each pair will get a verse each, and have to analyse the verse, using the persuasive
techniques that have just been introduced to them. After 5 minutes, T will ask for
feedback from the pairs, asking them to pick out one technique in the verse.
Analysis of a verse,
applying the
persuasive techniques

4. Challenge – Ss who want to stretch themselves can think about the effect it has on
the listener.
Ask Ss what technique theythought was being used most frequentlyin the song.
Challenge applied –
WHY has Bruno Mars
used this technique?
13:07
Task 2
15’
Task 2 – Carousel Writing
Differentiation – for help, Ss can go up to the help sheets during the time and ‘steal’
some information.
Ss will write a verse with the help of their peers on the table, with the piece of paper
going around the table. Each verse will have 6 lines, and Ss will have 1 minute to write
a line each. After the 6 minutes is up, they will read their verse out to the group, who
will decide which one is best and should be read out to the class.
Carousel writing –
contributed by the
whole table.
Differentiation help
sheet on walls.
13:20
Plenary
13’
Presentation of verses – each nominated person from each table will read out their
verses. Whilst Ss read out their verse, the rest of the class will write down a sentence
on their post-it note of something they have heard being presented that theythink is
extremely persuasive.
T will decide the speech that is the best and give the group a +1 and a snack
Presentation of
speeches
Post-it notes
13:25
Homework
5’
Homework – Analysis of song lyrics Give homework