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Day 3 — A flyer can also be an explainerYear 8 English · T1 W1–2 · Day 3 lesson

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Year 8 / Term 1 / Weeks 01 02 / English

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Success: explain why Text A combines promotional and explanatory stages. (AC9E8LA03, AC9E8LY03)

Scan · 2 min. Learners mark the sales headline and the small-print formulas with different symbols.
Model · 4 min. Teacher names purposes: attract attention, then specify a calculable model. Neither part is automatically false; purpose changes language choice.
Guided comparison · 5 min. Replace “save on every repair” with “Plan A's per-repair charge is $7 after an $18 joining cost.” Ask what persuasive effect is lost and what clarity is gained.
Independent designer note · 7 min. Learners write two sentences explaining the hybrid text to a fictional editor, citing one feature of each stage. They may annotate a large-print or tactile two-section version.
Challenge · 4 min. Partner asks whether the mathematical small print can rescue an ambiguous headline for every reader. Invite evidence-based disagreement.
Exit · 3 min. Key prompt: “Which part lets you calculate a total?” The formulas/small print, not the slogan.

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