SPRING TERM: 1
STHALF
SCHEME OF WORK – CONTROVERSIAL TOPICS
FOCUS: Students work towards creating their own speech, discuss difficult and controversial topics, learn features of a persuasive text
APP ASSESSMENT: A written piece on a persuasive topic,
Framework objectives:
Independent enquirers
Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.
Young people:
identify questions to answer and problems to resolve
plan and carry out research, appreciating the consequences of decisions
explore issues, events or problems from different perspectives
analyse and evaluate information, judging its relevance and value
consider the influence of circumstances, beliefs and feelings on decisions and events
support conclusions, using reasoned arguments and evidence.
Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
Young people:
generate ideas and explore possibilities ask questions to extend their thinking connect their own and others’ ideas and
experiences in inventive ways
question their own and others’ assumptions try out alternatives or new solutions and follow
ideas through
adapt ideas as circumstances change.
Young people evaluate their strengths and limitations,
setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.
Young people:
assess themselves and others, identifying opportunities and achievements
set goals with success criteria for their development and work
review progress, acting on the outcomes invite feedback and deal positively with praise,
setbacks and criticism
evaluate experiences and learning to inform future progress
communicate their learning in relevant ways for different audiences.
Team Workers Focus:
Young people work confidently with others, adapting to
different contexts and taking responsibility for their own
part. They listen to and take account of different views.
They form collaborative relationships, resolving issues to
reach agreed outcomes. Young people:
collaborate with others to work towards common goals
reach agreements, managing discussions to achieve results
adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in
themselves and their contribution
provide constructive support and feedback to
Self-managers Focus:
Young people organise themselves, showing personal
responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.
Young people:
seek out challenges or new responsibilities and show flexibility when priorities change
work towards goals, showing initiative, commitment and perseverance
organise time and resources, prioritising actions anticipate, take and manage risks
deal with competing pressures, including personal and work-related demands
respond positively to change, seeking advice and support when needed
manage their emotions, and build and maintain relationships.
Effective Participators Focus:
Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Young people:
discuss issues of concern, seeking resolution where needed
present a persuasive case for action
propose practical ways forward, breaking these down into manageable steps
identify improvements that would benefit others as well as themselves
try to influence others, negotiating and balancing diverse views to reach workable solutions
others.
Lesson
Objectives / Outcomes
Activities
Homework
1
7.2 draw on the
conventions of written
forms to develop ideas to
fit a specific task
Unit of study involves writing non fiction
In particular writing for an audience and delivering a speech on a controversial
subject (As a class define controversial)
Mind-map of the different styles of writing and the documents these create (newspapers, diaries, advertisements)
Feedback – Plenary – each needs a key set of ingredients to make a good text
6 different texts on the board recap what makes a good text (Newspaper / Letter /
Diary / Advert / Press Release / Leaflet)
2
identify, sift and
summarise the most
important points or key
ideas from a
discussion
Writing to Inform
Starter: Who has seen James Bond films? What is he? Allow each student time to create their own spy name
Discuss the role of a spy and the equipment needed by a spy
Main Activity: show clips from James Bond where Q is introducing the various machines.
Students record details of each of the pieces of equipment and speculate on further
features they may have
Plenary: Feedback ideas
3 + 4
identify and understand
the main ideas,
viewpoints, themes
and purposes in a text
Starter: Remind students of contraptions
Main Activity: Students have to market one of Qs contraptions Show press release:
To create 3 machines. Draft these three machines before choosing one machine to focus on. Students should consider: purpose of the machine, the make, the style, the various materials used, energy, speed. Remind students that it is the inclusion of these details as opposed to the accuracy of the detail. Create a list of details that should be used in
press release give time to start writing Plenary: Share good examples
5
Commenting on language usedescribe and find examples of how language is used in different contexts
understand and make use of the most common terms used to describe language when referring to their own or others' language use
Starter: Read and comment on a number of press releases and remind of the criteria establish for a good press release, Prepare to present,
Main Activity: Present own press releases
Peer assessment of each others adverts based on list established at start
Plenary: Students write each other two comments what they liked... and one next time improve... Pick one or two for merits and display
6
Starter: Who plays computer games? What things do people like dislike about computer games?Main Activity: Read article on Computer games
Complete comprehension activity reminding of PEE formula Plenary: Feedback and comment on answers
7
Starter: Whose side are you on? Remind of definition of controversial topics – Create list of controversial topics and outline arguments – Stress important to have an opinion – doesn’t matter if people disagreeMain Activity: Read two articles for and against government looking after the homeless Draw grid half class one side of argument other t’other
Plenary: feedback in debate style
8
Starter: Counter arguments – All power should be from nuclear power or green sources by 2012 / Medical experiments on animals are wrongMain activity: Organise argument counter argument for a topic – Coal power needs to be abandoned / Animal testing – Stress need to consider both points of view
Plenary Conclusions: Decide on class opinions
Research own point
of view for own
controversial speech
9
Starter: AFORESTAlliteration, Facts, opinions, Rhetorical Questions, Emotive Language, Statistics, Three {Rule of}
How we express arguments more important than arguments expressed.
Main Activity: Look back at newspaper article on computer games Identify use of the features
Plenary feedback
10
Starter: Read example of controversial speech – feedback featuresPlenary: Good examples
11
Starter: Name good public speakersMain Activity: Write short essay What makes a good public speaker Plenary: Read and remind
