Year 10 Core Unit 5
Subject Assessment Focus
AO3. Studying written language
I. Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and crossreferences as appropriate.II. Develop and sustain interpretations of writers’ ideas and perspectives.
III. Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader.
About this unit:
Candidates are required to read and
understand a range of non-fiction texts, identifying the writers’ crafts and transferring these skills into their
own writing for a range of genres, audiences and purposes.
The functional elements of English reading and writing are embedded within this unit allowing
candidates to demonstrate that they are competent readers and writers in their daily lives.
Reading texts will be drawn from a range of nonfiction genres. Some texts will be clearly functional in context (such as information leaflets) and others will be those which candidates can clearly expect to read in their daily lives including media sources (including
texts with images, and/or other presentational devices) and literary non-fiction (such as travelogues and biographies). In preparing for this unit,
candidates should draw on a variety of text types and transfer their reading skills.
This unit is assessed by external examination. /
Expectations
At the end of this unit
Most pupils will:. provide confident and developed interpretations of a range of texts, engaging with writers’ ideas and attitudes and providing perceptive interpretations using well-selected supporting textual detail. They analyse aspects of language and structure in convincing detail and make comparisons and cross-references that explore the purpose and meanings of texts.Some pupils will not have made so much progress and will: understand and demonstrate how meaning and information are conveyed in a range of texts. They make personal and critical responses, referring to specific aspects of language, grammar, structure and presentational devices to justify their views. They successfully compare and cross-reference aspects of texts and explain convincingly how they may vary in purpose and how they achieve different effects.
Some pupils will have progressed further and will: respond personally and persuasively to a variety of texts, developing interpretations and evaluating how details of language, grammar, structure and presentation engage and affect the reader. They identify and discuss writers’ perspectives in narrative, argument, explanation or analysis. They choose apt quotations and make telling comparisons and cross-references that illuminate the purpose and meanings of texts. /
Cross Curricular Framework (CCF)
A Cross Curricular Aspects
i) PLTS1 Independent enquirers, 2 Creative thinkers,
3 Reflective learners, 4 Team workers, 5 Self Managers,
6 Effective participators.
ii) ECM
1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and
5 Participate.
iii) KS Level 1, 2 and 3
1 Communication, 2 ICT, 3 Improving learning and performance, 4 Problem solving, 5 Working with others.
iv) WRL
1 Develop skills 2 Extend experience and understanding,
3 Learn how business works, 4 Awareness of employment opps,
5 Consider career intensions, 6 Undertake tasks and activities, 7 Learn from employment sectors, 8 Develop experiences,
9 Engage with ideas and challenges.
v) 21st Century Literacy
1 A, 2 B, 3 C 4 D, 5 E, 6 F.
B Wider Curriculum Dimensions
1 Identity and cultural diversity, 2 Community participation,3 Healthy Lifestyles, 4 Enterprise, 5 Global dimension,
6 Technology and Media, 7 Creativity and critical thinking.
C COL
D Prior learning
It is helpful if pupils have:Developed their understanding of the historical concepts of change and continuity, and cause and effect.
Developed their skills in using and evaluating historical evidence.
Developed their ability to structure explanations of historical events based on critical research.
E Resources
Department bookletContemporary illustrations, letters, newspaper accounts and oral testimony.
Suggested websites including
www.spartacus.schoolnet.co.uk
www.schoolhstory.co.uk
and others.
Key Stage 4 Subject. Unit 1 Title : .
Year 10 Core Unit 1.?
Lesson titles and Learning objectives
Pupils should learn: /Teaching activities
/Learning outcomes
Pupils: / CCF and COLINTRO
L/O: To introduce the unit 1 exam and develop an understanding of features of non-fiction text.
All students will identify the definition of non-fiction text and the structure of their unit 1 exam.
Most students will identify features that are inclusive to non-fiction text and select relevant examples.
Some students will make perceptive comments about elements of non-fiction and support with specific examples. / Starter
· Discuss: what is meant by ‘non-fiction texts’.
· Mind-map examples
Development Activities
· In pairs come up with a paragraph defining ‘non-fiction’ text.
· PPT detailing the exam
· Hand out w/s and discuss the structure of the exam and what the unit requires.
Plenary
· Hand out w/s and discuss the structure of the exam and what the unit requires.
· Discuss definitions of non-fiction compared to one on w/s. / · Knowledge and understanding of non-fiction
· Development of concept of
· Development of process of
· / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework: to bring in an example of non-fiction text
FACT AND OPINION
L/O: to identify the differences between fact and opinion and how they are used in non-fiction texts. / Starter
· With examples brought in from h/w ask students (in pairs) to highlight what is fact and what is opinion
· Feedback and define each
Development Activities
- PPT, individual 5 min speeches including fact and opinion
- Peer feedback/assessment
Plenary
· Class decides on best speech
· Own definition of fact and opinion in books / · Knowledge and understanding of fact and opinion in non-fiction texts.
· Development of concept of how and why fact and opinion are used
· Development of process of creating own non-fiction text / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework
FACT AND OPINION (2)
L/O: to identify and create examples of fact and opinion. / Starter
· Read a section of non-fiction text and ask students to identify 2 facts and 2 opinions.
Development Activities
- PPT, group relay race
- Prizes for best group
Plenary
· Creating questions / · Knowledge and understanding of fact and opinion
· Development of concept of
· Development of process of / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework
Analysing Audience
L/O: To demonstrate an understanding of genre, audience and purpose.
All students will identify the genre audience and purpose and identify evidence of features which may appeal to the target audience.
Most students will identify features which will appeal to a particular audience and explain their effect. They will also be able to select features to appeal to a particular audience and purpose.
Some students will make perceptive comments about features which appeal to a particular audience and make effective choices when using features to appeal to a target audience. / Starter
· Share images on board. Students to decide target audience of each text, and select evidence.
Development Activities
· Discuss the features of each text and how they are used to appeal to the audience.
· Put students into groups and set task that they will be creating their own road safety leaflets aimed at teenagers.
· Class creation of success criteria (recapping GAP/TAP/non-fiction prior learning)
· Group work on creation of leaflets (PCs/Macbooks could be used)
Plenary
· Students write checklist of things to do in following lesson. / · Knowledge and understanding of Genre, Audience and Purpose
· Development of process of analysing and applying features to appeal to a particular genre, audience and purpose. / PLTS: 2; 4; 5; 6
ECM: 4; 5
WRL: 6
WCD: 3;6;7
Homework: Select a non-fiction text: identify the GAP and annotate how certain features have been used to appeal to them.
All students will identify features that are used to appeal to a specific target audience and /or for a particular purpose. .
Most students will select details from the texts and explain their effect on the audience. They will also explore how these features relate to the text’s purpose.
Some students will also evaluate the effectiveness of the texts. / Starter
· Recap elements of successful leaflet.
· 5-10 min recap in groups.
Development Activities
· Group presentations of leaflets explaining choices.
· Peer assessment
Plenary
· Choose best group selecting evidence.
· Write PEE on most effective feature of a leaflet produced by the class. / · Knowledge and understanding of writing using PEE.
· Development of concept of genre, audience and purpose. Selecting evidence.
· Development of process of evaluating and inferring from a text. / PLTS: 3;4;6
ECM: 4;5
WRL: 6
WCD: 7
5. Analysing Magazines:
Coded/ associations
All students will identify the codes and conventions of a magazine cover
Most students will select presentational features and language features and explain their effect on the reader/consumer.
Some students will make perceptive comments about codes/conventions’ appeal to a particular audience and make effective choices when using features to appeal to a target audience. / Starter
· Brainstorm what you would expect to find on a ‘Heat’ mag cover
Development Activities
· PPT on codes and conventions
· Analyse the codes and conventions of ‘Heat’ mag using PEE
Plenary
- Read our examples from the class and discuss the most successful coded meaning/convention utilized is. / · Knowledge and understanding of codes and conventions of magazine covers
· Development of concept of coded meanings/associations used to appeal to the consumer
· Development of process of analysing inferences from codes and conventions / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework
Create your own cover ( h/w on ppt)
6. Magazine
L/O: To demonstrate an understanding of genre, audience and purpose.
All students will identify the features of a magazine/magazines of different genres
Most students will select presentational features and language features and explain their effect on the reader/consumer.
Some students will make perceptive comments about features which appeal to a particular audience and make effective choices when using features to appeal to a target audience. / Starter
· Re-cap on codes and conventions on mag covers, show examples of H/W
Development Activities
· In 7 groups identify the GAP for covers and annotate how certain features have been used to appeal to certain people
· Choose 3 to PEE
Plenary
· Share examples with class / · Knowledge and understanding of writing using PEE.
· Development of concept of genre, audience and purpose. Selecting evidence.
· Development of process of evaluating and inferring from a text. / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
8 Wateraid
L/O: Explain and evaluate how writers use presentational features to achieve effects and engage and influence the reader.
All students will identify presentational features and describe their effects; they will connect the effects to the writer’s purpose. (Band 2)
Most students will offer a clear explanation of the effectiveness of the presentational features linked to the purpose of the text. (Band 3)
Some students will create a detailed explanation and interpretation of the presentational features and link them to the purpose of the text with perceptive comments (Band 4) / Starter
· Mindmap colour associations.
· discuss
Development Activities
· Reveal sections of image on powerpoint one-by-one: students write initial response to question; discuss; write extra ideas, as questions appear.
· Ensure students are aware Q4 is like exam Q3- students must answer formally using PEE.
Plenary
· Peer assess responses.
· (If students work through these questions more quickly than expected the PPT goes on to include annotation of the reverse of the leaflet’s layout and language features, which could also form the basis of a separate language lesson) / · Knowledge and understanding of
· Development of concept of
· Development of process of / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework
9.
L/O: Explain how writers use linguistic features to achieve effects and engage and influence the reader.
All students will identify feature of language and show some appreciation of the effect of words and phrases. (Band 2)
Most students will offer clear explanation of the effect of words and phrases connected to GAP. (Band 3)
Some students will analyse language effectively and evaluate their effect in terms of GAP. (Band 4) / Starter
· Students, in pairs, given single sentence from a piece of writing. They comment on either a specific technique being used, or the effectiveness of a single word. (THINK PAIR SHARE)
EXT: Try to work out the GAP.
Development Activities
· Read complete Charlie Brooker article with class.
· Class questioning to elicit GAP.
Complete T(echnique)EE table:
1.Modelling: teacher models completion of table using class questioning to fill in responses.
2. Paired work: students use their paired work from previous lesson to fill in the next row.
3. Individual work to fill in blanks on the table.
·
Plenary
Recall key questions to consider when looking at language.
Evaluate the effectiveness of the article.
Model transformation of table into PEE paragraphs. / · Knowledge and understanding of
· Development of concept of
· Development of process of / PLTS 1, 2, 4 and 6
ECM 5 and 6
KS X
WRL Y
21CL Z
WCD 1, 6 and 7
COL
Homework: PEE Paragraphs on Brooker’s use of language
10. Death
L/O: Evaluate how writers use linguistic features to achieve effects and engage and influence the reader.
All students will comment on the effects of language and compare the effectiveness of different techniques and offer relevant quotations or references to support ideas