exploration of how his writing? structural choices support the theme or Scaffold and record ideas to enable pupils writer’s purpose, e.g. tracing how to create their own PEE chain responses to main ideas/characters this question. develop over the text as a whole. (L6) Encourage pupils to think back to their initial research on Dan. What does this writing tell them about Dan and his love for the game? Show some evaluation of the extent to which structural Refer pupils back to the football punctuation choices support the writer’s activity earlier in their studies (if used). Does theme or purpose, e.g. exploration of the way a this make the writing come to life? plot and subplot play’s reflect on theme. (L7) Activity AF Learning Objectives Success Criteria Lesson Activities Assessment 15 (How will progress be measured?) SLAF 1, 3 To explore a range of Pupils will present a Peer (or self) assessment ‘Team-Talk’ motivational / motivational talk using a based on Speaking and talks persuasive devices range of linguistic devices. Facilitate shared or guided reading of the Listening APP grid or level within speech and Pupils can: chapter on pages 138-9 where ladders. ‘Team-Talk’ evaluate their use within Mr Marsden is motivating the A team to win a Ex Express and explain the match against The Grove. How does Mr ‘pitch’. relevant ideas and feelings, Marsden try to motivate the team? Then with some elaboration to read the half time talk on p154. How is this make meaning explicit; motivational talk different? Shape talk in deliberate • _ Using a range of videos or texts of ways for clarity and effect to motivational speeches as models, draw out engage the listener; the key linguistic features that make this Adapt vocabulary, type of speech effective. grammar, and non-verbal features in ways In pairs or individually, pupils could compile to audience, their own motivational speech in role as a purpose and context. (L5)
exploration of how structural choices support the writer’s theme or purpose, e.g. tracing how main ideas/characters develop over the text as a whole. (L6) Show some evaluation of the extent to which structural choices support the writer’s theme or purpose, e.g. exploration of the way a play’s plot and subplot reflect on theme. (L7) his writing? Scaffold and record ideas to enable pupils to create their own PEE chain responses to this question. Encourage pupils to think back to their initial research on Dan. What does this writing tell them about Dan and his love for the game? Refer pupils back to the football punctuation activity earlier in their studies (if used). Does this make the writing come to life? Activity 15 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) talks SLAF 1, 3 To explore a range of motivational / persuasive devices within speech and evaluate their use within a ‘pitch’. Pupils will present a motivational talk using a range of linguistic devices. Pupils can: Ex Express and explain relevant ideas and feelings, with some elaboration to make meaning explicit; • _ Shape talk in deliberate ways for clarity and effect to engage the listener; Adapt vocabulary, grammar, and non-verbal features in ways to audience, purpose and context. (L5) ‘Team-Talk’ Facilitate shared or guided reading of the ‘Team-Talk’ chapter on pages 138-9 where Mr Marsden is motivating the A team to win the match against The Grove. How does Mr Marsden try to motivate the team? Then read the half time talk on p154. How is this motivational talk different? Using a range of videos or texts of motivational speeches as models, draw out the key linguistic features that make this type of speech effective. In pairs or individually, pupils could compile their own motivational speech in role as a Peer (or self) assessment based on Speaking and Listening APP grid or level ladders.