Take a text from the Anthology and use the reading skills learned in the previous plan to establish the main points and perspective of the writer. Give students a text and ask them to bullet the most important ideas that the writer uses. Give students a text and ask them to consider what the opposing perspective would be. Give students a text and ask them to select words and phrases that reveal the writer’s perspective to the reader. You might want to encourage them to focus on the adjective choice at first. (1 lesson) Spoken language Demonstrate presentation skills in a formal setting. chosen by the teacher. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. GCSE Digital Anthology link: 9-12 Paper 1: Non-fiction (Section A) Students will be able to: Identify the audience for a text Identify the purpose of a text Look at a text and work with students to underline words and phrases that might help you to identify the audience. Ask students to define what the word 'purpose' means and then get them to consider the use of different texts that you have on display. (1 lesson) Advertisements a re also a good starting point for exploring purpose and audience. (1 lesson) Selected extracts from Part 1of the Anthology. Section B of the Digital Anthology could be used, e.g. to compare audience and purpose. Texts from Guy Claxton, the Independent, the Sunday Times Interpretation Interpretation Communication Collaboration Teamwork
Work with a series of to consider what purpose they serve. Create two spider diagrams – one with the purpose of each text in the centre and one with the audience for each text in the centre. Around the outside, write the clues that help to identify purpose and audience. Encourage students to justify what purpose they select. You may wish to take two texts from the Anthology and encourage students to compare the purpose of the texts and why they have made the assumptions they have. (2 lessons) Spoken language Demonstrate presentation skills in a formal setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. and New Scientist could be used. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. 13-16 Paper 1 Non-fiction (Section A Students will be able to: Comment on how writers make texts appropriate for their audience and purpose To reinforce learning from the previous session, pick a text and ask students to identify audience and purpose of the text and explain reasons. Take another text and identify what the audience and purpose are. Students should then write a series of sentences about language and structure that will help another student understand why they have selected the audience and purpose they have. Complete the sentences: Audience is … The audience is important in a text because … Selected extracts from Part 1 of the Anthology. Section B of the Digital Anthology could be used, e.g. to compare audience and purpose. Texts from Guy Claxton, the Independent, the Sunday Times and New Scientist could be used. Interpretation As above - extension of previous week
Ask students to select one sample examination task and use one strategy to jot down to write about. (3 lessons) 21-24 Paper 1: Non-fiction (Section A) Students will be able to identify what is by: voice language choice imagery appeal to the senses speech and thought techniques for purpose, e.g. persuade, inform sentence length and variety structure. Use feature to share key terminology for the examination and techniques that may be seen in texts. Students should be given an extract from the text they have studied. In pairs, students colour code the features they have spotted. Students their findings as a whole class. Each pair of students shares their observations with another pair. (2 lessons) Individually, students write a short explanation of why a writer’s choice of language is important for audience and purpose. This is practise for the assessment of AO2, so students could use the levels-based mark scheme to assess their explanations. Spoken language: In pairs, students choose three features and explore the impact they have on the reader; they annotate the text. (2 lessons) Language feature cards Selected extracts from Part 1 of the Anthology. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Interpretation Analysis Communication Collaboration Teamwork 25-28 Paper 1: Non-fiction (Section A) Students will be able to : Demonstrate their understanding of the effects a writer is hoping to achieve by use of: simile metaphor Each student is given cards with SIMILE, METAPHOR or PERSONIFICATION on. Read out quotes from the text studied (extract if possible) and students hold up cards. Explore the way that literary techniques can be used in both fiction and non-fiction texts. Each student is given an extract from the Anthology to study. The extract should Cards, artefacts with sensual appeal. This could cover a number of sessions. Extracts from Section B of the GCSE Digital Reasoning and argumentation Critical thinking Critical thinking Analysis Reasoning Communication Collaboration Teamwork
Understand how language reveals a writer’s perspective. Summarise the main message of the text in 15 words. Select one text from the Anthology and identify and phrases in the text that show the writer’s perspective. Take another text on the same theme – explore the perspective communicated and compare it with the first text. Pick out words and phrases to support comments. (2 lessons) Write a paragraph explaining how the language choices in the two texts differ. Revise the language techniques discussed in previous sessions. Discuss the effect of techniques in the text. How do they help to communicate the writer’s ideas and perspective? (2 lessons) Kurt Vonnegut letter, the extract from the Guardian, the texts on ‘winning and losing’ or the Independent text. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Responsibility 45-48 Paper 1: Non-fiction (Section A) Students will be able to: Understand the impact language choice can have on the reader. Introduce students to the technical terms surrounding language by encouraging them to link them to definitions. Then, ask students to make up examples of the techniques or to look on the internet/in newspapers for quotations that use these techniques. Students could also describe an object, place or person using figurative language. (1 lesson) Find a series of advertising slogans. Put the class into groups and encourage them to identify the language techniques that the writer has employed. Ask them to swap with Selected extracts from Section B of the Digital Anthology. The Tony Blair text, the Bill Bryson text, the extract from Tatler or the Joe Simpson texts describe places. Set of cards with technical terms and their definitions Reasoning and argumentation Critical thinking Critical thinking Reasoning Communication Collaboration Teamwork Responsibility
Spoken language Demonstrate presentation skills in a formal setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. language in an extract 49-52 Paper 1: Non-fiction (Section A) Students will be able to: Comment effectively on how language communicates ideas and perspectives. an example of a text, select examples of language used by the writer. List the language features selected by students on the board. Ask students to comment on the impact of each feature selected. (1 lesson) Select another text and ask students to summarise the ideas in it. Select examples from the text of language features that match their lists prepared in previous sessions. Identify examples of one specific technique linked to the type of text (for example literary technique if it is a fiction text), e.g. exaggeration, and consider the impact of this technique. Remind students that this is assessed in AO2. (3 lessons with different texts) Selected extracts from Section B of the Digital Anthology. The Tony Blair text, the Bill Bryson text, the extract from Tatler, the Brian Keenan or the Joe Simpson texts describe places. Alternatively, use materials that are to be enjoyed by the students and that they have used before in the classroom. Reasoning and argumentation Critical thinking Interpretation Critical thinking Analysis Leadership 53-56 Paper 1: Section B Students will be able to: Select the best ideas to write about Consider how to organise these ideas into paragraphs. Encourage students to mind map/ brainstorm/ list ideas onto a page. Encourage them to select the best ideas and list them in an order where it is easy to see how you would move between paragraphs. Model to students how to use topic sentences/ questions at the end of paragraphs and key words repeated throughout the text to connect ideas. You may Sample assessment materials Problem solving Problem solving Executive function Responsibility Productivity
Students should consider openings to texts on a particular theme, and should evaluate the openings with reasons why they are or are not effective. Students should then plan three openings to one of the tasks in the sample assessment materials. They should then evaluate how effective each opening is, then choose one to open the first paragraph of their text. (3 lessons) they have used before in the classroom. Sample Assessment materials 61-64 1: Section B Students will be able to: Understand different types of evidence and how to evidence to support their argument and improve their writing Plan a piece of effective writing Understand the importance of effective beginnings and endings Understand the importance of linking paragraphs into a coherent argument. Carry out a group discussion on the meaning of evidence and the different types of evidence that can be obtained, e.g. statistics, expert opinion, research information, examples of popular role models, personal anecdote. In groups, students look at examples of different forms and highlight the way in which evidence is used to persuade, inform, clarify, etc. (2 lessons) Students discuss the importance and purpose of opening and closing sentences. Students examine the opening and closing sentences of the texts they have examined and discuss their effectiveness. They note any differences in terms of form. (1 lesson) Students look through one text and highlight the ways in which paragraphs are linked. Selected extracts from Section B of the Digital Anthology. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Sample assessment materials Problem solving Interpretation Adaptive learning Teamwork Productivity Responsibility
77-80 Paper 1: (Section B) Students will be able to: Select a range of punctuation Select punctuation to create specific effects. Give students a list of punctuation devices, e.g. question mark, exclamation mark, full stop, comma, speech marks, semicolon, colon, brackets, ellipsis, dash. Ask students to come up with a sentence using each of them. Show students unpunctuated sentences and ask them to punctuate them correctly. a paragraph of an extract from the Anthology, ask students to amend the punctuation to change the purpose of the text. For example, if it is a text intended to persuade, try changing the punctuation to explain. Revisit the text written for the 'effective openings' session and encourage students to use a range of punctuation devices for effect. (4 lessons with different pieces of writing) Selected extracts from Section B of the Digital Anthology. Alternatively, use materials that are to be enjoyed by the students and that they have used before in the classroom. Sample assessment materials Punctuation marks Unpunctuated sentences Problem solving Productivity Responsibility 81-84 Paper 1: Section B Students will be able to: Select the most appropriate language for audience and purpose Employ vocabulary effectively Choose sentences for effect Employ punctuation effectively Provide students with a series of sentences. For each of lessons on language you may want to use sentences that use a similar audience and purpose but different subject to that found in the sample assessment material. Encourage students to change the vocabulary for a different audience and purpose – investigate the effect of including adjectives/ adverbs and the effect of changing the verb. (1 lesson) Introduce students to the different punctuation available to them. Ask students to write a series of sentences using the same words but using different punctuation. Ask them to think Sample assessment material. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Problem solving Teamwork Productivity Responsibility
and remind them that marks are given for accuracy and quality of language and structure. Create a checklist of things to look out for in the examination from the tips given in previous sessions. Students should edit and two pieces of work they have produced in the course of this unit. Use the mark scheme for AO5 to the work produced. (4 lessons with different Spoken language Listen and respond appropriately to spoken language, including to questions and feedback on presentations. 89-92 Paper 1: Non-fiction (Section A) Students will be able to: Use vocabulary that will help them compare Make appropriate comparisons between writers’ views and perspectives Evaluate the effectiveness of a text Using two texts from the Anthology ask students to comment on the purpose for each of the texts. Ask students to select examples from the two texts to support their point of view about what the purpose is. (1 lesson) Using another text create a three- column table with the headings ‘Example’, ‘Perspective’ and ‘Effectiveness’. List at least four examples and identify the perspective each gives and how effective it is. (1 lesson) Do this for another related text and then craft the two tables into a longer evaluative response. Use the AO3 mark scheme to Selected extracts from Section B of the Digital Anthology. Alternatively, use materials that are to be enjoyed by the students and that they have used before in the classroom. Decision making Decision making Interpretation Productivity Leadership
Understand how language reveals a writer’s perspective points. Summarise the main message of the text in 15 words. Select one text from the Anthology and identify words and phrases in the text that show the writer’s perspective. (1 lesson) Take another text on the same theme – explore the perspective communicated and compare it with the first text. Pick out words and phrases to support comments. (2 lessons) Write a paragraph explaining how the language choices in the two texts differ. Revise the language techniques discussed in previous sessions. Discuss the effect of these techniques in the text. How do they help to communicate the writer’s ideas and perspective? (2 lessons) Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Collaboration Teamwork 45-48 Paper 2: Fiction (Section A) Students will be able to: Understand the impact language choice can have on the reader Introduce students to the technical surrounding language by encouraging them to link them to definitions. Then, ask students to make up examples of the techniques or to look on the internet/in newspapers for quotations that use these techniques. Students could also describe an object, place or person using figurative language. Find a series of advertising slogans. Put the class into groups and encourage them to identify the language techniques that the writer has employed. Ask them to swap with another group and ask groups to pinpoint techniques that they didn’t identify or they think the other group might have Set of cards with technical terms and their definitions Advertising slogans from internet Analysis Critical thinking Reasoning Communication Collaboration Teamwork Responsibility