NZ Curriculum · Year 9 English · Junior Secondary

Year 9 English Lesson Plan & Curriculum Map

A full-year Year 9 English lesson plan for the New Zealand Curriculum (English learning area). 120 lessons across the school year from February to December, set out week by week for 1, 2, 3 or 4 lessons a week, covering advertising, persuasion and media; PEEL analytical writing and a New Zealand novel; novel essay, Māori poetry and drama; and comparative essays and spoken presentations.

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Year 9 English learning map

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1 day/week · steady pace2–3 days/week · guided practice

February · Advertising, persuasion and media

Year 9 English — February Lesson Plan

New Zealand Curriculum · English

Week	1 Day/Week	2 Day/Week	3 Day/Week	4 Day/Week
February 1st week (English)	Ethos, Pathos & Logos in Advertising 1. Identifying ethos (credibility/authority) in ads — e.g. celebrity endorsements, expert opinions	Ethos, Pathos & Logos in Advertising 1. Identifying ethos (credibility/authority) in ads — e.g. celebrity endorsements, expert opinions 2. Identifying pathos (emotional appeal) in ads — e.g. heartwarming or fear-based imagery	Ethos, Pathos & Logos in Advertising 1. Identifying ethos (credibility/authority) in ads — e.g. celebrity endorsements, expert opinions 2. Identifying pathos (emotional appeal) in ads — e.g. heartwarming or fear-based imagery 3. Identifying logos (logical appeal) in ads — e.g. statistics, "9 out of 10 people..."	Ethos, Pathos & Logos in Advertising 1. Identifying ethos (credibility/authority) in ads — e.g. celebrity endorsements, expert opinions 2. Identifying pathos (emotional appeal) in ads — e.g. heartwarming or fear-based imagery 3. Identifying logos (logical appeal) in ads — e.g. statistics, "9 out of 10 people..." 4. Practice: identifying ethos, pathos and logos in 3 real print or TV ads
February 2nd week (English)	Ethos, Pathos & Logos in Advertising 1. Identifying pathos (emotional appeal) in ads — e.g. heartwarming or fear-based imagery	Ethos, Pathos & Logos in Advertising 1. Identifying logos (logical appeal) in ads — e.g. statistics, "9 out of 10 people..." 2. Practice: identifying ethos, pathos and logos in 3 real print or TV ads	Ethos, Pathos & Logos in Advertising 1. Practice: identifying ethos, pathos and logos in 3 real print or TV ads The AIDA Model — Attention & Interest 1. Identifying visual hooks that grab Attention (bold colour, striking image, shock value) 2. Identifying how headlines and taglines build Interest	The AIDA Model — Attention & Interest 1. Identifying visual hooks that grab Attention (bold colour, striking image, shock value) 2. Identifying how headlines and taglines build Interest 3. Analysing a real advertisement's opening moments using the AIDA model 4. Practice: annotating an ad for Attention and Interest techniques
February 3rd week (English)	Ethos, Pathos & Logos in Advertising 1. Identifying logos (logical appeal) in ads — e.g. statistics, "9 out of 10 people..."	The AIDA Model — Attention & Interest 1. Identifying visual hooks that grab Attention (bold colour, striking image, shock value) 2. Identifying how headlines and taglines build Interest	The AIDA Model — Attention & Interest 1. Analysing a real advertisement's opening moments using the AIDA model 2. Practice: annotating an ad for Attention and Interest techniques The AIDA Model — Desire & Action 1. Identifying how ads create Desire (aspirational imagery, testimonials, scarcity language like "limited time")	The AIDA Model — Desire & Action 1. Identifying how ads create Desire (aspirational imagery, testimonials, scarcity language like "limited time") 2. Identifying the call to Action and how it's worded (e.g. "Shop now", "Call today") 3. Writing a PEEL paragraph (Point, Evidence, Explanation, Link) analysing how one advertisement builds Desire and prompts Action Language That Empowers or Includes the Audience 1. Identifying language that positions the audience as an insider or expert (e.g. "as you know...")
February 4th week (English)	Ethos, Pathos & Logos in Advertising 1. Practice: identifying ethos, pathos and logos in 3 real print or TV ads	The AIDA Model — Attention & Interest 1. Analysing a real advertisement's opening moments using the AIDA model 2. Practice: annotating an ad for Attention and Interest techniques	The AIDA Model — Desire & Action 1. Identifying the call to Action and how it's worded (e.g. "Shop now", "Call today") 2. Writing a PEEL paragraph (Point, Evidence, Explanation, Link) analysing how one advertisement builds Desire and prompts Action Language That Empowers or Includes the Audience 1. Identifying language that positions the audience as an insider or expert (e.g. "as you know...")	Language That Empowers or Includes the Audience 1. Identifying language that flatters or empowers the consumer (e.g. "you deserve this") 2. Comparing an ad aimed at a powerful/expert audience vs an ad aimed at an everyday consumer 3. Practice: rewriting an ad to shift who holds the power in the exchange Direct & Indirect Evaluation 1. Identifying direct evaluation in reviews or opinion pieces (explicitly rating or judging something)

March · Advertising, persuasion and media

Year 9 English — March Lesson Plan

New Zealand Curriculum · English

Week	1 Day/Week	2 Day/Week	3 Day/Week	4 Day/Week
March 1st week (English)	The AIDA Model — Attention & Interest 1. Identifying visual hooks that grab Attention (bold colour, striking image, shock value)	The AIDA Model — Desire & Action 1. Identifying how ads create Desire (aspirational imagery, testimonials, scarcity language like "limited time") 2. Identifying the call to Action and how it's worded (e.g. "Shop now", "Call today")	Language That Empowers or Includes the Audience 1. Identifying language that flatters or empowers the consumer (e.g. "you deserve this") 2. Comparing an ad aimed at a powerful/expert audience vs an ad aimed at an everyday consumer 3. Practice: rewriting an ad to shift who holds the power in the exchange	Direct & Indirect Evaluation 1. Identifying indirect evaluation through allusion (referencing something well-known to imply a judgement) 2. Identifying indirect evaluation through evocative vocabulary and metaphor 3. Practice: finding examples of direct and indirect evaluation in a product review Symbols in Advertising Images 1. Identifying symbols in a still image ad (e.g. a colour, an object, a logo) and what they represent
March 2nd week (English)	The AIDA Model — Attention & Interest 1. Identifying how headlines and taglines build Interest	The AIDA Model — Desire & Action 1. Writing a PEEL paragraph (Point, Evidence, Explanation, Link) analysing how one advertisement builds Desire and prompts Action Language That Empowers or Includes the Audience 1. Identifying language that positions the audience as an insider or expert (e.g. "as you know...")	Direct & Indirect Evaluation 1. Identifying direct evaluation in reviews or opinion pieces (explicitly rating or judging something) 2. Identifying indirect evaluation through allusion (referencing something well-known to imply a judgement) 3. Identifying indirect evaluation through evocative vocabulary and metaphor	Symbols in Advertising Images 1. Identifying symbols in a video ad or TV commercial (e.g. recurring visual motifs) 2. Practice: analysing the symbolism in a well-known New Zealand ad campaign Vocabulary, Style, Mood & Tone in Persuasive Texts 1. Identifying formal vs informal vocabulary choices in persuasive writing 2. Identifying vocabulary that creates urgency, excitement or trust
March 3rd week (English)	The AIDA Model — Attention & Interest 1. Analysing a real advertisement's opening moments using the AIDA model	Language That Empowers or Includes the Audience 1. Identifying language that flatters or empowers the consumer (e.g. "you deserve this") 2. Comparing an ad aimed at a powerful/expert audience vs an ad aimed at an everyday consumer	Direct & Indirect Evaluation 1. Practice: finding examples of direct and indirect evaluation in a product review Symbols in Advertising Images 1. Identifying symbols in a still image ad (e.g. a colour, an object, a logo) and what they represent 2. Identifying symbols in a video ad or TV commercial (e.g. recurring visual motifs)	Vocabulary, Style, Mood & Tone in Persuasive Texts 1. Practice: rewriting an ad slogan in 2 different tones Representation & Perspective — Who's Being Targeted 1. Identifying who an advertisement's intended audience is, based on language and imagery choices 2. Identifying whose perspective or lifestyle is represented as "normal" or "ideal" 3. Comparing 2 ads for similar products that target different audiences
March 4th week (English)	The AIDA Model — Attention & Interest 1. Practice: annotating an ad for Attention and Interest techniques	Language That Empowers or Includes the Audience 1. Practice: rewriting an ad to shift who holds the power in the exchange Direct & Indirect Evaluation 1. Identifying direct evaluation in reviews or opinion pieces (explicitly rating or judging something)	Symbols in Advertising Images 1. Practice: analysing the symbolism in a well-known New Zealand ad campaign Vocabulary, Style, Mood & Tone in Persuasive Texts 1. Identifying formal vs informal vocabulary choices in persuasive writing 2. Identifying vocabulary that creates urgency, excitement or trust	Planning & Writing a PEEL Analytical Response 1. Reviewing the PEEL structure (Point, Evidence, Explanation, Link) for analytical paragraphs 2. Planning an essay analysing an advertisement using PEEL paragraphs 3. Drafting an introduction and at least 2 PEEL body paragraphs 4. Editing for cohesion and consistent use of the PEEL structure throughout

April · Advertising, persuasion and media

Year 9 English — April Lesson Plan

New Zealand Curriculum · English

Week	1 Day/Week	2 Day/Week	3 Day/Week	4 Day/Week
April 1st week (English)	The AIDA Model — Desire & Action 1. Identifying how ads create Desire (aspirational imagery, testimonials, scarcity language like "limited time")	Direct & Indirect Evaluation 1. Identifying indirect evaluation through allusion (referencing something well-known to imply a judgement) 2. Identifying indirect evaluation through evocative vocabulary and metaphor	Vocabulary, Style, Mood & Tone in Persuasive Texts 1. Practice: rewriting an ad slogan in 2 different tones Representation & Perspective — Who's Being Targeted 1. Identifying who an advertisement's intended audience is, based on language and imagery choices 2. Identifying whose perspective or lifestyle is represented as "normal" or "ideal"	Term 1 Assessment & Consolidation 1. Revision workshop — AIDA, ethos/pathos/logos and PEEL paragraph structure 2. Practice PEEL response under timed conditions 3. Term 1 assessment: PEEL analytical response to an unseen advertisement 4. Feedback session, reviewing common PEEL errors
April 2nd week (English)	The AIDA Model — Desire & Action 1. Identifying the call to Action and how it's worded (e.g. "Shop now", "Call today")	Direct & Indirect Evaluation 1. Practice: finding examples of direct and indirect evaluation in a product review Symbols in Advertising Images 1. Identifying symbols in a still image ad (e.g. a colour, an object, a logo) and what they represent	Representation & Perspective — Who's Being Targeted 1. Comparing 2 ads for similar products that target different audiences Planning & Writing a PEEL Analytical Response 1. Reviewing the PEEL structure (Point, Evidence, Explanation, Link) for analytical paragraphs 2. Planning an essay analysing an advertisement using PEEL paragraphs	Introducing the Novel & Its New Zealand Context 1. Introducing "The Whale Rider" by Witi Ihimaera (or another New Zealand novel of choice) and its context — New Zealand's connections in the Pacific region 2. Identifying how the setting (e.g. the coastal community of Whangarā) reflects real historical or social conditions 3. Predicting and previewing based on the cover, title and opening pages 4. Reading and initial response — first chapters

The learning framework

Anatomy of a focused lesson

Each session moves from a clear focus to guided practice and a quick check for understanding.

10 minutes

Read and question

Open with a short extract or text and a focus question that links to the unit and to earlier learning.

25 minutes

Analyse and draft

Unpick language features and structure together with clear models, then plan or draft a paragraph that uses the skill.

10 minutes

Check for mastery

Close with a short written response or feedback on the draft that shows what is secure and what to revisit next lesson.

Student learning toolkit

Resources for Year 9 English

Reading lessons

Guided lessons on the texts, genres and language features in each unit.

Writing practice

Planning frames, models and short tasks matched to each week’s focus.

Speaking and listening

Discussion, presentation and oral language activities built up through the year.

Progress notes

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