PEE/PEEE or other response scaffolding format; Language of analysis scaffolds; Writing frames for instruction writing as appropriate. Activity AFs Learning Objectives Success Criteria Lesson Activities Assessment (How will 10 progress be measured?) The RAF 2, 5, To explore the ways in Pupils are able to justify what if she was a Peer and self assessment ‘So girl’ battle of which an opinion can be their opinion on a specific based on negotiated success 6, 7 the justified through formal topic through formal criteria for spoken best friend is Jack who is also good Jamie’s genders discussion / discussion / presentation. presentation / discussion at football. As Jamie says, what if she SLAF 1, 2 ‘So presentation. {Jack} was a Facilitate book talk girl ‘(p34). Pupils can: around this extract. What does Jamie mean? What is the implication here in terms of differences between the genders? Facilitate class discussion e.g. Is it fair that male footballers are paid far more than professional female footballers? This could be a formal discussion in terms of a class debate where pupils prepare speeches and questions to argue a certain position. Are boys always better than girls at football? To extend this activity, pupils could engage in research regarding the male / female debate, finding evidence in all aspects of life where one gender has been superior. *Additional challenge: Working in groups, pupils could then Pupils could explore the present a persuasive delivery to the rest of role of women in a range of the class, which can then be evaluated literature, with suggestions against APP criteria for speaking and
PEE/PEEE or other response scaffolding format; Language of analysis scaffolds; Writing frames for instruction writing as appropriate. Activity 10 AFs Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) The battle of the genders RAF 2, 5, 6, 7 SLAF 1, 2 To explore the ways in which an opinion can be justified through formal discussion / presentation. Pupils are able to justify their opinion on a specific topic through formal discussion / presentation. Pupils can: *Additional challenge: Pupils could explore the role of women in a range of literature, with suggestions ‘So what if she was a girl’ Jamie’s best friend is Jack who is also good at football. As Jamie says, ‘So what if she {Jack} was a girl ‘(p34). Facilitate book talk around this extract. What does Jamie mean? What is the implication here in terms of differences between the genders? Facilitate class discussion e.g. Is it fair that male footballers are paid far more than professional female footballers? This could be a formal discussion in terms of a class debate where pupils prepare speeches and questions to argue a certain position. Are boys always better than girls at football? To extend this activity, pupils could engage in research regarding the male / female debate, finding evidence in all aspects of life where one gender has been superior. Working in groups, pupils could then present a persuasive delivery to the rest of the class, which can then be evaluated against APP criteria for speaking and Peer and self assessment based on negotiated success criteria for spoken presentation / discussion