Text Types and Purposes · JHS2 English Language

Lesson notes

Learning Objectives

Indicator: B8.4.2.1.3 - Create shorter transactional texts to convince an audience to accept an opinion

By the end of the lesson, learners can:

Identify the key features of a transactional text (title, body, target audience, selling points) in sample advertisements and invitation cards.
Use the simple present tense, modal/imperative verbs, mental verbs and phrasal verbs to express persuasive ideas correctly in sentences.
Compose a 60 to 100 word advertisement for a local product or service using the process approach (planning, drafting, revising, editing, publishing).
Apply at least one persuasive device, such as a rhetorical question or repetition, within their written text.
Present their completed transactional text to the class and explain how their language choices persuade the audience.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Text Types and Purposes (4.2)
Content standard: B8.4.2.1 - Use a process approach to compose descriptive, narrative/ imaginative, informational, persuasive and argumentative texts
Indicator: B8.4.2.1.3 - Create shorter transactional texts to convince an audience to accept an opinion
Suggested placement: Term 3, Week 3 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language, Common Core Programme (JHS1-JHS3), 2023, p. 60
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Compose texts on advertisements, diary entries, postcards, invitation cards, etc. using the appropriate formats/style using process approach: e.g.
  - title
  - body - information about the product or service including design and pictures, the buyer (target market/audience) and selling points (what is good about the product or service, why is the product or service better than others?)
- Use:
  - the simple present for conveying timeless statements and facts
  - modals/imperative (commanding) verbs for persuasive effect
  - mental verbs (e.g. I think, I believe) for conveying a viewpoint
  - phrasal verbs (e.g. pick up, run into, turn down, come across)
  - appropriate persuasive devices such as rhetorical questions and repetition