Short-term Plan
Objectives :
SpL 10 Hypothesis and speculation
Week: 1 SpL 12 Varied roles in discussion
Reading 9 Influence of technology
Word/sentence activity
Lesson 1 Definition game – make your
partner guess the word
2 mins to draw a pictionary (or
write a dictionary) definition for
each of the following;
- media
- leaflet
- audience
Lesson 2 Hodder and Stoughton Sentence
Level starters p. 198-201
Revise text types by matching
text type and example
Lesson 3 Brainstorm: I have been asked to
design a leaflet on health– what
questions do I need to find out
before I start?
(- Audience
- Purpose/text type
- Level of detail
- Graphics)
Framework for teaching English: Years 7, 8 and 9
Year 8 Leaflet Project (12 lessons)
Introduction
Introduce project – to produce own
leaflet and commentary after
studying models closely. Both
pieces to be put on display.
Explain next activity.
Identify the different text types
(purpose) of leaflets
- advice
- information
- persuasion
- instruction
Emphasise most leaflets are a
mixture of text types
Model use of sheet 3 on OHP –
analysing language of leaflets
brought in for HW.
Development
Speaking and Listening activity –
Sheet 1 Introducing leaflets.
Cut up questions and distribute
randomly. 2 mins to explain
answer to partner then pass on.
Sheet 2
Pupils predict text types, audience
and graphics of a range of leaflet
titles
Individuals analyse their own
leaflets on sheet 3
School Priorities
Plenary Homework
Revisit definiitons – try to draw Bring in 3 different leaflets to
again. lesson 3. Aim for a variety of
audiences and text types.
Are leaflets a waste of paper?
Report back
Vote: Do you think leaflets will Write up notes on own
always exist. Vote yes or no but leaflets in the form of
you must be able to give a paragraphs.
reason.
- Technology
- Paper will always prevail
etc.
Short-term Plan Year 8 Leaflet Project (12 lessons)

Objectives : School Priorities

Reading 2 Independent research

Week: 2 Reading 5 Trace developments
Writing 1 Effective Planning

Word/sentence activity Introduction Development Plenary Homework

Lesson 4 Prediction – it’s a leaflet for adult
women about a charity run for
cancer. What could the banner
read? What will it contain?
Lesson 5 Brainstorm on white board – how
many features of a persuasive
leaflet can you remember from
last lesson?
Use scanned leaflet ‘Race for Life’ Pupils text mark own copies of What do we mean by effective?
as shared text on OHP. Read ‘Race for Life’ with examples of Is this an effective leaflet?
together – reveal in parts. features
Discuss structure of text
(See Sheet 4)
Identify features of persuasion –
word, sentence, text level.
Build class check list
Finalise class checklist and Introduce HW task – reseaching Fill in own Planning Sheet 5
transfer to books topic for own persuasive leaflet using research from HW
using the checklist

Lesson 6 Fives - Name 5 things a designer We read images as well as text in
must do to make a leaflet eye- leaflets. Use Oxford Lit Kit OHT
catching. ‘This is Billy’
Examine a range of images used
in leaflets collected by the class –
look at captions. How do captions
colour our interpretation?
Listening triad - two study the
design of ‘Billy’ and third make
notes on their ideas:
- layout
- paragraphing
- font/font size
- use of bold/itallics/WOB
- Image
Feedback from note-makers
Design the layout of own
leaflet
- collect images
- choose colours
- size/shape
- font changes
- bullets

Framework for teaching English: Years 7, 8 and 9

Short-term Plan Year 8 Leaflet Project (12 lessons)

Objectives : School Priorities

Word 12 Formality and word choice

Week: 3 Sentence 9 Adapting text types
Reading 6 Bias and objectivity

Word/sentence activity Introduction Development Plenary Homework

Lesson 7 Brainstorm emotive words to use Scanned ‘Help the Aged’ leaflet. Pupils underline facts and opinions Feedback First section of own leaflet –
in own leaflet – could use Read together. Focus on emotive in different colours using emotive language. Can
dictionary or thesaurus. words and annotate. use writing frame on Sheet 7.
See Sheet 6a
A) Nouns Define fact and opininon, bias and
B) powerful verbs objectivity
C) adjectives and adverbs

Lesson 8 Sheet 6b for pupils to fill in – in
particular, identify audience and
aspects of formal language
Pairs redesign ‘Help the Aged’ for
a teenage audience on an OHT–
use the facts but change the
layout, and text for an informal
audience.
Two pairs present their design Second section of own leaflet
to class on OHP – focus on appropriateness
for audience. Can use writing
frame on Sheet 7.

One page. Word limit 100

Lesson 9 Sheet 8 on OHP – Rewriting Model writing first paragraph of Pupils redraft their own writing What changes have you made?
sentence to make it more leaflet using a variety of sentence Why have you made them?
persuasive. structures.

Explain what is require to get a

level 5 – paragraphs, punctuation,
variety of sentence structures etc.

Framework for teaching English: Years 7, 8 and 9

Short-term Plan Year 8 Leaflet Project (12 lessons)

Objectives : School Priorities

Sentence 2 Variety of sentence structures

Week: 4 Writing 2 Anticipate reader reaction
Writing 10 Present a case persuasively

Word/sentence activity Introduction Development Plenary Homework

Lesson 10 Sheet 9 Model thought process as Pupils redraft own writing, Peer evaluation – can you Complete the text – focus on
Ways of starting sentences – redrafting takes place changing ways sentences start. suggest a better sentence start variety of sentence structures
how many have you used? - reading back er for the person sitting to your
Book ICT - reading aloud left.
Room - etc.

Lesson 11 Hodder and Stoughton Sentence Use thesaurus to add or replace Peer proof-reading, spell- What was the hardest thing Finish the final product –
Level Starters p. 91 (Different emotive words. check/dictionary work. about producing the leaflet? check for clarity and
ways of starting the same accuracy. Show to intended
Book ICT sentence) This could be done as reading What did you learn? audience and ask for
Room aloud. response.

Lesson 12 Model/explain methods of
providing a commentary
- annotations
Book ICT - a key
Room - explanatory paragraphs
- sentence starters
- language of evaluation
Pupils write a commentary to
accompany their leaflet to explain
the choices they have made – to
be displayed with the leaflet
Use checklist of features as a
guide
Mix up class into groups of 5 –
students show and tell to group.
One leaflet nominated as
particularly persuasive. Group
must say why.

Framework for teaching English: Years 7, 8 and 9

 Sheet 1 - Introducing Leaflets

What is a leaflet?

Where do you find leaflets?

What are leaflets for?

Who finds leaflets useful?

Who produces/funds leaflets?

What are the advantages of leaflets over other

forms of media?

What are the disadvantages of leaflets?

What makes you notice some leaflets

and not others?

Are leaflets a waste of paper?

Framework for teaching English: Years 7, 8 and 9

 Sheet 2 – Predicting the leaflet
Titles of leaflets Text type Intended audience Graphics/layout
Get the most
out of London
Underground.
Top texting
tips – how to
wow your
mates.
Romantic
retirement
breaks in sunny
Cyprus.
How to quit
smoking – it
may save your
life!
Bank with us
and bank on us.
The RSPCA
needs your
help.
Revising for
your GCSEs.
Putting
together your
new wardrobe
from Ikea.
20% of at
Fred’s
Furniture
Warehouse this
weekend!

Framework for teaching English: Years 7, 8 and 9

Sheet 3 – Analysing leaflets

Topic of leaflet Text type Evidence Audience Evidence

‘Should’ Formal language e.g.

Fire Safety in the Advice/ ‘Must’ Adults ‘It is recommended.’
home Information
Diagrams

Framework for teaching English: Years 7, 8 and 9

Sheet 4 – Race for Life Leaflet (key features)

Word level
Specialist words – minimised for clarity
Play on words – ‘cure cancer faster’
Emotive words – ‘dedicated’, ‘together’
Adjectives – ‘unique’, ‘pioneering’

Sentence level
Active verbs - ‘Cancer Research UK needs…..’
Imperative verbs – ‘Join’, ‘Find’
Present tense - ‘….is a unique series….’
Future tense - ‘We’ll give…..’
Connectives - ‘After you cross…’
Simple and complex sentences – balanced for clarity and impact

Text level
Persuasive techniques
 Address to the reader
 Questions
 Case Studies
 Statistics
 Repetition
 Facts first, then appeal
 Opinions
 Captions

Layout
 Itallics
 Bold type
 Short paragraphs
 Graphics

Sheet 5 – Pupil planning list for a persuasive leaflet

Framework for teaching English: Years 7, 8 and 9

1. My leaflet is about
…………………………………………………………………………………………..

2. The purpose is to:

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
………………

3. The audience will be

…………………………………………………………………………………………

4. The slogan is
………………………………………………………………………………………………………

5. The facts about my topic that I intend to use in my leaflet are:

 ……………………………………………………………………………………………………………………………
…..
 ……………………………………………………………………………………………………………………………
……
 ……………………………………………………………………………………………………………………………
……
 ……………………………………………………………………………………………………………………………
……
 ……………………………………………………………………………………………………………………………
……

6. I will use the following images:

……………………………………………………………………………………………………………………………
……
……………………………………………………………………………………………………………………………
……

7. Ideas for my case studies

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

Framework for teaching English: Years 7, 8 and 9

 ……………………………………………………………………………………………………………………………
………………………………

8. Ideas for the layout (including size,colour,font,graphics)

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
………………………………
Sheet 6a – Help the Aged Leaflet (key features)

Word level
Emotive nouns - ‘loneliness’, ‘fear’, ‘violence’
Emotive verbs – ‘combat’, ‘die’
Emotive adverbs – ‘even’, ‘needlessly’

Sentence level
Present tense - happening now
Simple sentences – for clarity
Punctuation - use of dash for emphasis
Repetition - ‘many older people’
Lists - ‘malnutrition, violence and disease’

Text level
Persuasive techniques
 Shocking facts
 Statistics
 Statements become more universal and opinion-based
 Emphasis on basic human needs

Framework for teaching English: Years 7, 8 and 9

Layout
 Captions and graphics
 Font
 Bold type
 Bullets

Sheet 6b – Help the Aged Leaflet (key features)

Word level
Emotive nouns
Emotive verbs
Emotive adverbs

Sentence level
Present tense
Simple sentences
Punctuation
Repetition
Lists

Text level
Persuasive techniques
 Shocking facts
 Statistics
 Statements become more universal and opinion-based
 Emphasis on basic human needs

Framework for teaching English: Years 7, 8 and 9

Layout
 Caption
 Font
 Bold type
 Bullets
 Graphics

Sheet 7 – Writing/planning frame for a persuasive leaflet

Slogan and logo

Introduction – main points

Image

Caption

Facts about topic – the background

Framework for teaching English: Years 7, 8 and 9

Appeal – what the leaflet makers want to happen

Image

Directions – what the reader should do

Image/logo

Framework for teaching English: Years 7, 8 and 9

Contact details/reply slip

Sheet 8 – Variety of sentence structures

Read these extracts from two

charity leaflets. Rewrite the
extracts to make them more
persuasive.

You can change anything you wish.

The only rule is that you must use
one short and one longer sentence.

1. ‘People who feel like it should give

their money to my charity
because it will help the children.’

Framework for teaching English: Years 7, 8 and 9

2. ‘Only really selfish people would
refuse to give money to the ‘Save
the Elephant’ appeal.’

Sheet 9 – Ways of starting sentences

Can you use these different ways of

starting sentences in your leaflet?

An adverb
‘Sadly, we cannot afford to feed all the
abandoned animals in our sanctuary.’

A connective
’Therefore, we need your help.’

An appeal to the reader

‘You can help by supporting our appeal.’

Framework for teaching English: Years 7, 8 and 9

An ‘ing’ verb
‘Giving just three pounds will make a
difference.’

An imperative
‘Help us now! Send us a donation.’

Medium term plan Title of Unit: Leaflet Project

Year: 8 Duration: 12 lessons

Framework for teaching English: Years 7, 8 and 9

Objectives
Word 12 Formality and word choice

Sentence 2 Variety of sentence structures

Sentence 9 Adapting text types

Reading 2 Independent research

Reading 5 Trace developments
Reading 6 Bias and objectivity
Reading 9 Influence of technology

Writing 1 Effective Planning

Writing 2 Anticipate reader reaction
Writing 10 Present a case persuasively

Speaking and Listening 10 Hypothesis and speculation

Speaking and Listening 12 Varied roles in discussion

Teaching sequence
Week 1
Focus: Introduction to leaflets; revise text types
Resources: Examples of leaflets; sheets 1, 2 & 3; Hodder and Stoughton ‘Sentence
Level Starters’ (Year 7)
Outcome: Research

Week 2
Focus: Features of persuasive leaflets
Resources: : Race for Life leaflet; sheets 4, 5; Oxford Literacy Kit OHT pack ‘Argue,
Persuade, Instruct’
Outcome: Planning own leaflet

Week 3
Focus: Language choice
Resources: : Help the Aged leaflet; sheets 6a, 6b, 7, 8
Outcome: Produce own persuasive leaflet

Week 4
Focus: Starting sentences; evaluation
Resources: : Sheet 9; Hodder and Stoughton ‘Sentence Level Starters’ (Year 7); ICT
room if possible
Outcome: Final version and commentary for display

Framework for teaching English: Years 7, 8 and 9

Framework for teaching English: Years 7, 8 and 9
Framework for teaching English: Years 7, 8 and 9