measured?) RAF 5 Advice To explore a range of Pupils will be able to select Peer assessment on the ‘You’re rubbish!’ please! stylistic and linguistic and utilise relevant material, success criteria negotiated devices within written stylistic and linguistic Draw out the character traits of Dillon by the class. WAF 1, 2, texts for use within an devices within their writing. Simmonds with the class. Facilitate 7 advice booklet. discussion / pair talk: Could some readers Use the APP grids for Writing Pupils can: see him as a bully? Draw out reasons why/ for self-assessment SLAF 1 why not and record. purposes. Use an appropriate style to maintain the Facilitate class discussion around bullying reader’s interest throughout; and all of the different forms this may take. Use vocabulary for effect. Using a range of example material e.g. (L5) advice booklets draw out the key features of Use a range of stylistic writing to inform/ advise. The use of Sue devices to achieve an Palmer writing skeletons could be useful effect; here. Pupils can now plan to write an advice Experiment with a range of booklet as to how to deal with bullies for varied and ambitious new pupils at their own (or school). Jamie’s vocabulary. (L6) Use a varied range of *Additional challenge: pupils could work in stylistic devices to achieve groups to compile a television documentary the intended effect; on the way that their own school is proud of Use a range of varied and the way in which bullies are handled. The ambitious vocabulary to documentaries could include interviews with achieve the intended effect. the Head teacher, teachers, support staff (L7) and pupils. Differentiate through: Pairings and groupings; . Provision of a range of stylistic and linguistic devices to incorporate into their advice booklets. Choice of task; Resources to complete the task e.g. handwritten booklets, ICT based booklets, film.
measured?) Advice please! RAF 5 WAF 1, 2, 7 SLAF 1 To explore a range of stylistic and linguistic devices within written texts for use within an advice booklet. Pupils will be able to select and utilise relevant material, stylistic and linguistic devices within their writing. Pupils can: Use an appropriate style to maintain the reader’s interest throughout; Use vocabulary for effect. (L5) Use a range of stylistic devices to achieve an effect; Experiment with a range of varied and ambitious vocabulary. (L6) Use a varied range of stylistic devices to achieve the intended effect; Use a range of varied and ambitious vocabulary to achieve the intended effect. (L7) Differentiate through: Pairings and groupings; Provision of a range of stylistic and linguistic devices to incorporate into their advice booklets. Choice of task; Resources to complete the task e.g. handwritten booklets, ICT based booklets, film. ‘You’re rubbish!’ Draw out the character traits of Dillon Simmonds with the class. Facilitate discussion / pair talk: Could some readers see him as a bully? Draw out reasons why/ why not and record. Facilitate class discussion around bullying and all of the different forms this may take. Using a range of example material e.g. advice booklets draw out the key features of writing to inform/ advise. The use of Sue Palmer writing skeletons could be useful here. Pupils can now plan to write an advice booklet as to how to deal with bullies for new pupils at their own (or Jamie’s school). *Additional challenge: pupils could work in groups to compile a television documentary on the way that their own school is proud of the way in which bullies are handled. The documentaries could include interviews with the Head teacher, teachers, support staff and pupils. . Peer assessment on the success criteria negotiated by the class. Use the APP grids for Writing for self-assessment purposes.