to spoken language, including to questions and feedback on presentations 49-52 Paper 2: Students will be able Using an example of a text, select Selected extracts Critical thinking Critical thinking Fiction to: examples of language used by the writer. from Part 2 of the Interpretation Analysis (Section A) List the language features selected by Anthology. Leadership Comment effectively on students on the board. Ask students to how language comment on the impact of each feature Alternatively, use communicates ideas and selected. materials that are perspectives (1 lesson) known to be enjoyed by the students and Select another text and ask students to that they have used summarise the in it. Select examples before in the from the text of language features that classroom. match their lists prepared in previous sessions. Identify examples of one specific technique linked to the type of text, e.g. exaggeration, and consider the impact of this technique. Remind students that this is assessed in AO2. (3 lessons) 53-56 Paper 2: Students will be able Encourage students to mind map/ Sample assessment Problem solving Creativity Section B to: brainstorm/ list onto a page. materials Executive Function Encourage them to select the best ideas Responsibility Innovation Select the best ideas to and list them in an order where it is easy to Productivity write about see how you would move between paragraphs. Consider how to Model to students how to use topic organise ideas into sentences/ questions at the end of paragraphs. paragraphs and key words repeated throughout the text to connect ideas. You may want to provide students with a piece of writing and ask them to colour in the different strategies that the writer uses to connect ideas in their text. You might also want to ask students to produce the plan for a professional piece of writing to –
to spoken language, including to questions and feedback on presentations 49-52 Paper 2: Fiction (Section A) Students will be able to: Comment effectively on how language communicates ideas and perspectives Using an example of a text, select examples of language used by the writer. List the language features selected by students on the board. Ask students to comment on the impact of each feature selected. (1 lesson) Select another text and ask students to summarise the in it. Select examples from the text of language features that match their lists prepared in previous sessions. Identify examples of one specific technique linked to the type of text, e.g. exaggeration, and consider the impact of this technique. Remind students that this is assessed in AO2. (3 lessons) Selected extracts from Part 2 of the Anthology. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Critical thinking Interpretation Critical thinking Analysis Leadership 53-56 Paper 2: Section B Students will be able to: Select the best ideas to write about Consider how to organise ideas into paragraphs. Encourage students to mind map/ brainstorm/ list onto a page. Encourage them to select the best ideas and list them in an order where it is easy to see how you would move between paragraphs. Model to students how to use topic sentences/ questions at the end of paragraphs and key words repeated throughout the text to connect ideas. You may want to provide students with a piece of writing and ask them to colour in the different strategies that the writer uses to connect ideas in their text. You might also want to ask students to produce the plan for a professional piece of writing – to Sample assessment materials Creativity Innovation Problem solving Executive Function Responsibility Productivity