your role model 5 Writing: 1. To write a Literacy vocabulary: The success criteria Writing: fan letter to should provide a You can follow the your role A good topic sentence context for peer conventional lay-out of model that Personal pronouns (I, me, you, assessment and for the letter form 8 stands out we) teacher’s marking, You use the full range of from the Rhetorical questions plenay punctuation crowd and Pejorative You can establish a clear that makes he Superlative viewpoint in writing or she want to Counter-argument for effect Relevant ideas and respond to Groups of 3 material are presented you positively Statistics/facts clearly and Imperatives imaginatively Emotive language You use a variety of sentence lengths for In pairs, students practice the effect literacy vocabulary, the meanings You can arrange your an crucially their persuasive sentences meaningfully effects on the audience. Their into paragraphs knowledge is then formatively You are able to choose assessed by the teacher. your vocabulary for effect The students should consolidate their prior learning by returning to their responses to Robbie’s email in Task 3
your role model 5 Writing: 1. To write a fan letter to your role model that stands out from the crowd and that makes he or she want to respond to you positively Writing: You can follow the conventional lay-out of the letter form You use the full range of punctuation You can establish a clear viewpoint in writing Relevant ideas and material are presented clearly and imaginatively You use a variety of sentence lengths for effect You can arrange your sentences meaningfully into paragraphs You are able to choose your vocabulary for effect Literacy vocabulary: A good topic sentence Personal pronouns (I, me, you, we) Rhetorical questions Pejorative Superlative Counter-argument for effect Groups of 3 Statistics/facts Imperatives Emotive language In pairs, students practice the literacy vocabulary, the meanings an crucially their persuasive effects on the audience. Their knowledge is then formatively assessed by the teacher. The students should consolidate their prior learning by returning to their responses to Robbie’s email in Task 3 The success criteria should provide a context for peer assessment and for teacher’s marking, plenay 8