`Unit of Work KS3 Reading non-fiction Year 8 Title: Transactional writing: Inequalities:

Term: Term 6

Time allocation: 6 weeks

Medium Term Plan
Learning objectives
3.1 Developing discussion skills
3.2 Taking roles in discussion
5.1 Developing active reading strategies
5.2 Understanding and responding to viewpoints
5.3 Reading and engaging with a range of texts
7.1 Generating ideas, planning and drafting
8.1 Developing viewpoint, voice and ideas
8.2 Varying punctuation for clarity and effect
8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen
8.6 Developing proofreading and editing skills
Teaching Sequence
Lessons1-7
Introduction to multi modal, non-fiction texts.
Note taking and understanding the difference between fact and opinion.
Reading assessment in lesson 7
Lessons 8-10
Students explore the language of discussion and try out mini arguments in small groups.
Lesson 11-16
Exploring planning and writing discursive article and reflecting on areas for development.
Lesson 17
Writing assessment in controlled conditions
Assessment focus:
Reading comprehension of non-fiction writing.
Writing a range of non-fiction texts. / Resources
All resources are in appropriate folders on the T drive including:
Lesson resources
Reading exam
2 cover lessons
Save the Children PP and focus questions
Powerpoint for technical knowledge starters (in folder)
/ Cross curricular links
Opportunities for SMSC Education: learn about rights and responsibilities

Cross curriculum dimensions: Global dimension linked unit with Geography and Drama

Creating tabular form of information linked with Maths

ICT Opportunities: IHL research

Citizenship Education: explore the rights and responsibilities of those holding power over others

Learning outcomes
Pupils working at level 3/4 will be: familiar with a range of non-fiction texts; be able to comment on text organisation and generic features and express in writing their own ideas
Pupils working at levels 5 will: have a good understanding of how non-fiction and multi modal texts convey ideas and viewpoints; be able to distinguish fact and opinion; read a range of personal recounts; understand the ingredients of discursive writing; be able to write in the style of an article
.
Pupils working at level 6: will be able to edit texts taking into account context, purpose and audience; to be able to create a range of non-fiction texts
Lesson / Objective / Starter / Introduction / Development / Plenary
1 / To be able to explore the issues surrounding child labour
Core: I can put my point of view over with a reason
Challenge: I can put my point of view over and understand the opposite POV
SCh: I can explain two sides of an argument. / Technical Knowledge 1 (Main Clauses)
Give out last assessment.
Students to write in reading and writing next steps / Class discussion on 'inequality' starting from homelessness in the UK (Link to previous SoW) and widening out to world inequalities.
Students give examples if possible - / Should all people be equal?
In groups first come up with a definition of equality and write it on the top of an A3 sheet.
Then, discuss and make a for and against list for equality.
Eg should all people have the same wages? / Students write 5 or 6 sentences about whether they think it is a good thing - allow students to question whether it's as simple as that.
2 / Identify parts of a simple sentence and use simple sentences to make notes
Core: I can write simple sentences accurately.
Challenge: I can use simple sentences to summarise information.
SCh: I can read, understand and summarise a text.
RAISE objective: Supportive: I can take an active and positive role in group work. / Technical Knowledge 2 (Coordinating Clauses)
What I already know about simple sentences - full stops, capital letters, it must make sense on its own. / Flipchart/slides identifying parts of a sentences / Note taking from slides.
There are 26 slides which show photos children have taken themselves of where they live and brief explanations about why they took them (there is a longer PP in the archive)
Notes must all be simple sentences.
Some ideas repeat – this is intentional so students can link ideas. / Group paragraph from what we’ve learned about child workers in Bolivia
3 / To be able to distinguish between fact and opinion.
Make relevant notes when researching
Core: I can pick out facts and opinions.
Challenge: I can find and use facts and opinions
SCh: I can identify the relevant points in an article / Technical Knowledge 3 (Subordinating Clauses) / Explain there are three techniques to finding notes:
Skimming
Scanning
Reading topic sentences
Give out list of facts/opinions (could be on board)– students tick the facts (teacher check understanding)
Students explain the difference between fact and opinion
Class work on scanning for information in paragraph 1 of Bolivia 1 (flipchart 3)
Students come up and highlight facts and words which show opinions in different colours
A video clip showing how:
http://www.bbc.co.uk/bitesize/ks3/english/reading/summarising/activity/ / Students start a whole page table in their exercise books:
Reasons why children should be allowed to work
Reasons why children should not be allowed to work
S/ch reminded that they are looking for relevant points not just every fact/opinion.
Read text on Bolivia
Highlight the factual information.
1-3 differentiated
1 level 7
2 level 5
3 level 4
Students share findings with others on their table and bullet point, using simple sentences, the RELEVANT information about children working in the mines of Bolivia, using simple sentences. / Now hand out 19th century interview
Students do the same task:
Read
Highlight the facts
S/Ch: what can be read between the lines?
Share findings
Bullet point the relevant information, using simple sentences.
Children's working conditions in Victorian Britain
4 / To be able to use topic sentences and other reading techniques to find relevant information.
To be able to distinguish between fact and opinion
Core: I can pick out topic sentences
Challenge: I can use topic sentences to scan for information
SCh: I can identify the relevant points in an article / Technical Knowledge 4 (Using Coordinating and Subordinating Clauses) / Show the opening of Bolivia text 4 and get students to identify the topic sentences.
Recap on fact/opinion - then ask challenge students to identify the emotive language used.
S/C should explain the difference between the facts and opinions in the text and how that shows us the writer's opinion of children working.
Students read the rest of Bolivia text 4
Underlining the topic sentences
Highlighting the emotive language and picking out the word that shows a change in perspective (however)
Mini plenary to ensure students are picking out relevant information to add to their tables. / Students read My Life as a Sweatshop worker.
Using skimming, scanning and the topic sentences
Core: pick out the reasons children have to go to work
Challenge: pick out the emotive words which describe the conditions
Super challenge: pick out the positive aspects of the children working. / In tables, students should decide on 3 points to add to each side of their pros and cons tables -
5 / To be able to identify and understand the linguistic and presentational choices writers make
Core: I can identify the devices a writer uses
Challenge: I can identify the different devices used in 19th and 21st century texts
SCh: I can explain why different devices are used for different audiences / Technical Knowledge 5 (Simple, Compound, Complex sentences) / Handout from KS3 book on effects of different devices.
Put up the opening to Unaccompanied Miners and lead a shared reading on identifying complex sentences and their effect.
Students now read the rest of the article, highlighting the devices used.
Using simple sentences, add to the list you have already started of why children should/not work. / Students now read mining conditions in Yate (super challenge) and CoalPit Heath (core/challenge)
Spot the differences in the way children work and :
Language
No paragraphs
No pictures
More factual
Table groups decide who the audience is for each of the texts they have read today. / Which article was more effective in helping you understand the conditions and why?
6 / To be able to make notes from different sources
Core: I can listen and make notes from different types of texts
Challenge: I can listen and select relevant information from a variety of texts.
SCh: I can use information from a variety of texts to inform my choices / Technical Knowledge 6 (Sentences)
Students look at the simple sentences they wrote last lesson.
Now they need to develop them into complex sentences - what sort of extra information can they add?
Ask them to experiment with the positioning of the subordinate clause. / Flip chart of how to make notes from different sources / Now show
https://www.youtube.com/watch?v=dJiOSuG9gZ4

Where Children Must Work - Tropic Of Cancer - Episode 5 Preview - BBC Two

This is saved on the system

Or similar video of child labour around the world

Students should add to the table they have started – remind them not to repeat ideas although they should add examples
7 / L.O: To select appropriate information; to write using an emotive tone. / ·  Core: What do you know about the country Pakistan?
·  Challenge: how does this country link in with the issue of child labour?
·  Super-challenge: what historical events have had an effect on this country? / Read the introduction to the book, Iqbal.
Highlight as many facts about child labour is Pakistan and the world as you can.
Core: will highlight facts and statistics
Challenge: will label them using the five Ws: who, what, where, when, why ( and how)
Super-challenge: will identify examples of emotive language also. / Task: write the opening paragraph of your article, entitled: Child Labour: a Very Modern Issue.
You should include:
When, what, who, where, why
Challenge: how
Super-challenge: emotive language / Now read the opening of the book Iqbal.
Core: will highlight and annotate their ideas about what life is like
Challenge: will write down what they can infer and deduce.
8 / To be able to collate and select information from different sources
Core: I can find and use information in a non-fiction text
Challenge: I can participate in a discussion using facts to support my reasons
SCH: I can use factual and emotive language to put forward my opinions / Technical Knowledge 7 (Determiners)
Hand out the speech bubbles
Connectives sheet / Students read Child employment in this country and answer the following questions:
If you are under 16:
How many hours a week are you allowed to work?
Why do you think parliament limits the hours?
Is it different for school terms and holidays?
When can they work until at night?
Is there a rule on how much you can earn?
If you are over 16:
How many hours a week are you allowed to work?
Are you allowed to work non-stop?
Are you allowed to work at night?
Can you work 7 days a week?
Why do you think the law put these limits on?
What wages can you earn? / Class discussion on children working in the UK.
If possible, ask 2 year 12 students to participate – one who has a job and one who doesn’t / Do students agree with the change in English law which keeps children in education for an extra year and limits their ability to work?
If you can get a job at 17, should you have to be in training too?
9 / To be able to build a logical argument
Core: to use logical reasons to support an argument.
Challenge: to use counter claims in their arguments.
Super challenge: to order claims and counterclaims building up to a logical conclusion / Technical Knowledge 8 (Determiners:Articles) / Students copy out the 5 aspects of an argument:
Question 1: What do you think?
Question 2: Why do you think that?
Question 3: How do you know (your reasons are true)?
Question 4: Why do you think your Reasons support your Claim?
Question 5: But what about this . . . alternative claim (reason, evidence or warrant) that does not support the claim in question? / Students use the worksheet or just follow the questions from the board and create an argument for or against having homework. / Listen to one from each side.
10 / Using connectives in spoken language
To be able to collate and select information from different sources
Core: I can work with others to select information from a variety of sources to support my argument
Challenge: I can work with others, using a range of strategies to structure an argument
SCh: I can use information gathered from different sources to inform my ideas and I can used reasoned argument to explain my POV / Read the UN declaration of Human Rights. (there’s a child friendly version)
S/Ch also UN declaration on the Rights of the Child
Core: Underline any of the rights you can use in your assessment.