LESSON 1 APP LINKS: RAF6 – identify and comment on writer’s

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LESSON 1 APP LINKS:

RAF6 – identify and comment on writer’s purposes and viewpoints, and the overall effect of the text on the reader.

RAF2 – pick out relevant information from a text.

RAF5 – understand why a writer has used certain words and phrases.

SEAL LINKS:

 I can work and learn well in groups, taking on different roles, cooperating with others to achieve a joint outcome.

 I can monitor and evaluate my own performance.

LEARNING INTENTIONS:

Know the techniques used in persuasive writing.

Understand the effects these techniques have on an audience.

Be able to identify persuasive techniques in a text.

RESOURCES:

 Selection of texts for starter.

 A4 Persuasive Cards activity.

 Blu-tak

 Persuasive text (Text 1)

 Quick quiz

STARTER

Show the class a selection of texts. Pupils identify Purpose, Audience and Format. (All purposes are persuade). Feedback – ask class how they worked it out. Explain to class this is a GCSE skill. RAF6

Ask class: ‘What does persuade mean?’

INTRODUCTION

Teacher has A4 cards (with persuasive techniques on) around the room. Explain there are different techniques you can use to persuade someone and some of the techniques are around the room. Teacher holds up cards with definitions on and asks which technique it matches up to. Pupils who guess correctly, blu-tak the Definition Card next to the correct Technique card.

Teacher then does the same with cards with an example on.

(Teacher can decide how many techniques to use with the class depending on the class’ ability)

DEVELOPMENT

Read through a persuasive text (Text 1). As a class, identify Purpose, Audience and Format. How did they work this out? RAF6

In groups, pupils try to identify some of the persuasive techniques in the text. Groups annotate their text – they should all annotate their own copy even though they are working as a group. Groups, discuss why they think that technique is effective. Teacher may want to model one for class.

Whole class feedback – each group gives one technique they have found and why they think it is effective. RAF2 RAF5

PLENARY

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Pupils self assess. I can..., I understand..., I would like to...

HOMEWORK

This can be set in today’s lesson or next lesson – however they need to be given enough time to do homework. Explain the outcome of this scheme of work is to write a text persuading a foreign visitor to come to Greater Manchester. Their homework is to research all the places they can visit and see in Manchester. For each one, find out a little bit of information to help you write your assessment. Write your findings on lined paper or type out on the computer.

RAF6 – identify and comment on writer’s purposes and viewpoints, and the overall effect

SEAL LINKS:

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of the text on the reader.

well as expressing my own thoughts and feelings.

Know how to annotate a text for its persuasive techniques and effects.

Be able to write a response to show you can identify techniques in a text and comment on the effects.

RESOURCES:

 A4 Persuasive cards activity

 Persuasive text (Text 2 – Albatross)

 Highlighters

STARTER

Each pupil is given either a Technique card or a Definition card. Pupils must find their matching pair. Pairs then have to come up with an appropriate example.

INTRODUCTION

Read through a text (Text 2) with class.

Pupils write down the Purpose, Audience and Format. Whole class feedback – discuss how they worked it out.

Teacher models how to annotate and highlight text, identifying one or two techniques and their effect.

DEVELOPMENT

Individually, pupils complete annotation of the text, by identifying technique and effect. RAF2 RAF5

Whole class feedback – pupils come to board and underline technique, saying which technique it is and why they think it is effective.

PLENARY

What language techniques does the writer use to persuade the reader?

Pupils answer question using a P.E.E. chain (More able pupils can write 2-3 P.E.E. chains and less able pupils can use a scaffold to help them).

Teacher models an example using the example from the introduction.

RAF2, RAF5, RAF6

WAF2 – produce texts which are appropriate to task, reader and purpose.

WAF7 – Use vocabulary carefully and

SEAL LINKS:

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thoughtfully.

Know what the assessment will be.

Understand what persuasive sentences you could use in your assessment.

Be able to plan your persuasive text.

RESOURCES:

 Worksheet for weaker pupils.

STARTER

What did you find from your homework? Teacher writes down pupil’s findings on the board in a spider diagram and asks pupils what they found out about the places/attractions. Pupils copy spider diagram down or add places/attractions to their list. This will be used as a plan for their assessment.

INTRODUCTION

Recap – what techniques do you include in persuasive writing?

Using the findings on the board, pupils come up with some persuasive sentences they could use for each place/attraction. Pupils write sentences onto their spider diagram. Teacher models an example for the class. Explain to class they cannot use the same technique twice (or more than twice depending on how many findings you have on the board).

DEVELOPMENT

Explain to class their assessment – to create a leaflet to persuade a foreign visitor to come to Greater Manchester. Pupils identify Purpose, Audience and Format.

Pupils plan their text – which places/attractions they want to include, what order they want to have the places/attractions, write down more examples of persuasive sentences they could use in their assessment.

(Weaker students can use worksheet to help them)

PLENARY

Give pupils a number 1-6 (or more/less depending on size of class).

Pupils get into the correct number group (try to get 3-4 in a group). Groups read their plans to each other. Peers give feedback – two positives and a target (how they could improve it).

SEAL LINKS:

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WAF1 – write imaginative, interesting and thoughtful texts.

WAF7 – Use vocabulary carefully and thoughtfully.

WAF8 – use correct spelling.

Know what you will be assessed on.

Understand how to achieve your target level in this piece of work.

Understand what makes a good opening paragraph to a persuasive text.

Be able to write the opening paragraph to your persuasive text.

RESOURCES:

 WAF level sheet.

 Opening paragraph (Text 3)

STARTER

A4 persuasive cards (Examples) around the room. Each pupils has a matching card (Definitions and Techniques). Pupils find their matching cards and blutak them next to the correct card. Leave these up for the rest of the SOW.

INTRODUCTION

Teacher led: Introduce WAF1, WAF2 WAF7 and WAF8, and explain what they are being assessed on. Give a pupil-speak version that they can really understand.

Stress that these are the things that this piece of work will be assessed on AND NOTHING ELSE.

Pupils write in the following questions in their book: Where am I at? and Where do I want to be?

For ‘Where am I at?’ teacher gives pupils their levels for the previous WAFs and for ‘Where do I want to be?’ teacher gives them their KS3 target level. Pupils write answers in their books. Look at levels for WAF1, WAF2 WAF7 and WAF8 and highlight the differences. Base this on the levels your class are working at and towards.

Pupils write the following question in their book: How am I going to get there? Pupils read through the WAFs and think about what they need to do to reach their target. Individually, pupils make a list of 3 personal targets for this piece of work. These should relate to the level each student is working towards. They should really have one target per WAF.

DEVELOPMENT

Explain to class that today we will be focusing on the opening paragraph to their persuasive text. Explain that a good strong opening is important in order to grab your reader’s attention.

Read through a persuasive opening (Text 3). Individually, annotate the opening paragraph, identifying 3 techniques used and explaining why they are effective for an opening paragraph.

RAF2 RAF5

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is and why they think it is effective.

Ask class what they think the writer is trying to do in the opening paragraph. Do you think the writer is successful? Why?

Individually, pupils write their own opening paragraph to their assessment: Write a text persuading a foreign visitor to come to Greater Manchester. They must use the 3 techniques they identified in the sample text and use the WAFs to make sure they are working towards their target level.

PLENARY

Pupils peer assess – Annotate the 3 techniques their peer has used. Then give 2 positives and 1 target – explain these must be based on the WAFs they are being assessed on only.

WAF7 – Use vocabulary carefully and

SEAL LINKS:

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thoughtfully.

Be able to write the draft copy of your text, persuading a foreign visitor to visit Greater Manchester.

RESOURCES:

STARTER

Explain to class that today they will be continuing with the draft copy of the persuasive text. Pupils read through their plans so they remember what they have planned to include and the order they have planned to put the information in.

INTRODUCTION

Remind class what WAFs they will be assessed on: WAF1, WAF2, WAF7 and WAF8. Remind pupils to look at their target level and refer to the WAFs level sheet (from last lesson) so they know how to get their target level.

DEVELOPMENT

Pupils write the draft copy of their text, persuading a foreign visitor to come to Greater Manchester.

PLENARY

Peer assess. 1) Pupils annotate peer’s work, identifying the techniques they have used. 2) Give 2 positives and 1 target – explain these must be based on the WAFs they are being assessed on only.

WAF7 – Use vocabulary carefully and thoughtfully.

SEAL LINKS:

 I can give and receive feedback and use it to improve mine and other people’s achievements.

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Know your overall level for WAF1, WAF2, WAF7, WAF8.

Understand how to achieve your target level in this piece of work.

Be able to redraft your persuasive text.

RESOURCES:

 Progress wall display (or something similar)

 Post-it notes

STARTER

Give pupils a post-it note. Pupils write their name on the post-it note. Pupils decide on the overall level they got WAF1, WAF2, WAF7 and WAF8. (You may need to explain to pupils how they work this out). Pupils then stick their post-it note onto the progress wall.

INTRODUCTION

Individually, every student reads through their first draft quietly.

DEVELOPMENT

Individually, they then have the opportunity to redraft their work. They can alter things on the first draft by crossing out etc…

If they need to make larger scale changes they can write it out again in their books. Stress that this is an individual choice and they are in charge of their own work and their own learning.

They can ask other people to read it as they work - it all helps to improve their work. Stress the SEAL objective here.

PLENARY

Using the WAFs level sheet, pupils self assess their own work. They give themselves a level for each WAF and write down why they think it is that level. Pupils then work out an overall level. Pupils then come to the progress wall and move their post-it note. In their exercise book, pupils write down one thing they feel positive about/are proud of.

RAF4- identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

SEAL LINKS:

 I can work and learn well in groups, taking on different roles, cooperating with others to achieve a joint outcome.

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Know what presentational devices are.

Understand why a writer uses presentational devices.

Be able to identify presentational devices in a text.

 Copy of leaflet (both sides) glued onto sugar paper.

 Felt tips.

 A4 paper

STARTER

Last lesson, pupils wrote their text, persuading a foreign visitor to come to Greater Manchester. Ask class to identify Purpose and Audience. Explain to class that they are now going to focus on the Format of the text. Explain that the format of this text will be a leaflet and they will be turning their persuasive text into a leaflet. (You can use these leaflets as a display in your classroom).

INTRODUCTION

Explain to class what presentational devices are. See if the class can come up with any examples. Write them on the board. Then, write down all the different types of presentational devices. Pupils copy the list into their books.

(Headings, Subheadings, Columns, Information boxes, Bullet/numbered points, Lists, Tables, Paragraphs, Font size, Font colour, Font type, Capital/lower case, Bold, Italics, Underlining, Graphics, Illustrations, Diagrams, Colours, Logos).

Explain to class that a writer thinks very hard about the best presentational devices to use.

DEVELOPMENT

In groups, pupils annotate the presentational devices used on the leaflet. In their groups, they discuss why they think the writer has used them and write their ideas on the sugar paper.

Each group feeds back a presentational device they have found and explain why they think the writer has used it (why it is effective).

PLENARY

Pupils, use their findings to plan their leaflet.

SEAL LINKS:

 I can set goals and challenges for myself, set criteria for success and celebrate when I achieve them.

 I can monitor and evaluate my own performance.

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Know what presentational devices you need to include in your leaflet.

Be able to create a leaflet, persuading a foreign visitor to come to Greater Manchester.

 A4 paper

 Felt tips

 Coloured pencils

 Pencils

 Rubber

STARTER

In the back of their books, pupils write down 5 presentational devices. Whole class feedback.

INTRODUCTION

Pupils continue planning their leaflet, working out what presentational devices they will use and how they will layout their persuasive text. (10 minutes)

DEVELOPMENT

Pupils start their leaflet, persuading a foreign visitor to come to Greater Manchester.

PLENARY

Pupils self assess their leaflet – what they have done well today and what they need to do next lesson.

SEAL LINKS:

 I can give and receive feedback and use it to improve mine and other people’s achievements.

Know what presentational devices you need to

RESOURCES:

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include in your leaflet.

Be able to create a leaflet, persuading a foreign visitor to come to Greater Manchester.

 A4 paper

 Felt tips

 Coloured pencils

 Pencils

 Rubber

STARTER

Pupils have book closed. Explain rules. You give a presentational device, call another pupil’s name first to get their attention and GENTLY toss the toy. That pupil then gives another presentational device and so on... Do this for about 10 turns.

INTRODUCTION

Pupils continue with their leaflet, persuading a foreign visitor to come to Greater Manchester.

DEVELOPMENT

Pupils continue with their leaflet, persuading a foreign visitor to come to Greater Manchester.

PLENARY