Daily Lesson Plan 2023-2024
Year 5 Sec: A
Duration: 40 mins (2 periods)
KEY: Triangle-Exceeding, Circle-Secure, Square-Emerging
Topic
Lesson Objectives/ Aims
Challenge Questions
Relevance to daily life
Cross-Curricular/ Real world link
U.A.E. Link
Key vocabulary
Resources/ weblinks
Innovations/ Activities
Differentiation Strategies
Lesson Plan
Subject: English Month: APRIL Week: 4
Facilitator: Ms. Neena Period: 1 Date: 25/4/2024 Thursday
# of Students: 27 #of Girls:12 # of boys:15
Persuasive writing
Understand and be able to:
➢ Extract persuasive devices from a given text.
➢ Recognize and apply persuasive techniques.
➢ Form a paragraph using persuasive devices.
Write a question to start your poster.
Martial arts, food
Geography, History, S.ST, Science, P.E
Food produced in UAE
Word banks
Audio-visual aids, worksheets, notebooks
Video analysis, inference, peer determiners and deduction
Students will work in mixed ability groups.
1
 Time Lesson Structure

Starter (Introduction Phase)

2-3 mins Students will view a movie poster and will be asked to
think what the movie could be about?

Feedback will be taken. (think-Pair-Share)

Lesson implementation

Students will be asked if the poster convinces them to go to

5 mins the cinema and watch the movie. Feedback to be taken.

Students will now be introduced to the topic of the lesson and

it’s lesson objectives.
6 mins Students will now be asked to watch a video clip and will be
asked about the things that persuade them to watch the movie.

(Groupwork)
4 mins
Students will learn about the Persuasive language devices
displayed.

Students will now read and extract persuasive devices from

the given text. (reading for perspective)

Lesson Plan 2
 Students will receive different objects in a group to make a persuasive poster. (Think-pair-share)

Students will now view a structure of a persuasive paragraph and make

a mind-map according to the given topic using the example provided.
(Individual Task)

15-20 mins

SELF-EVALUATION

Lesson Plan 3
 2-3 mins Plenary (Consolidation)

Students will be asked about two new things they have learnt today and what would they like to
add to this lesson. Feedback will be taken.

Assessment Continuous ongoing question analysis

Homework Students to convince their parents to buy them pizza.

Success criteria/ Student ➢ All students will be able to create a persuasive text.
Outcome ➢ Almost all will be able to make predictions and organize ideas.
➢ Most students will be able to recognize and apply persuasive devices accurately.

Planned critical question (minimum 10) used throughout the lesson

What makes a food or movie poster persuasive? How is it different from just showing information?
How can we make people excited about trying a new food or watching a movie, just by looking at a poster?
Why is it important to use eye-catching images and colors in food and movie posters? How do these elements grab people's
attention?
What kinds of information should we include on a food or movie poster to persuade people to try the food or watch the movie?
How can we use words to make our food or movie poster more appealing and convincing?
Why do you think movie posters often show famous actors or exciting scenes? How does this persuade people to watch the movie?
How do food and movie posters use emotions to persuade people? Can you think of examples?
What do you think makes a food or movie poster trustworthy? How can we make sure our poster is believable?
How can we use symbols or icons to help persuade people in our food or movie poster?
What's a good way to end our food or movie poster to make people want to take action, like trying the food or watching the movie?

Lesson Plan 4