the selected form; and 3 for peer/self Structure their material assessment. Encourage Facilitate class discussion / round robins: clearly. (L5) pupils to evaluate a video What would you have done? What should Control and structure their text as a written text in terms Jamie have done? material clearly, taking of the shape and structure of account of the the ideas and material. reader’s Pupils plan (either orally or in writing) to likely reaction. (L6) describe an incident in which they were Skillfully manage and shape misunderstood or treated unfairly as the information, ideas and event was in fact someone else’s fault! events to achieve intended purpose and effect. (L7) Model the use of hyperbole using a literature text of choice. Pupils draw out key Differentiate through: words and phrases that have been used to Resources to model the exaggerate an incident. Then using a simple task i.e. different examples sentence e.g. Jamie was sent off or a of hyperbole. sentence of choice, demonstrate how the Resources to complete the use of hyperbole (with a specific focus on task e.g. ICT, handwritten sophisticated vocabulary choices) can or spoken. entertain and persuade a reader to feel a Strategies to complete the certain way. Pupils should then revisit their task e.g. group or paired own plans for an unfair incident and add research. hyperbole. The intended effect is to Pairings/groupings of persuade an audience of peers that they pupils. were unfairly treated. * Additional challenge: All work completed should have the work independently pupils’ opportunity for peer assessment and to explore hyperbole within constructive feedback. This could be the a range of well known use of Speaking and Listening APP grids authors e.g. Oscar Wilde, and a vote if the task is presented verbally PG Woodhouse or other of or the use of Writing APP grids if the task is choice and effect completed in writing. comparisons as to the way that hyperbole is used to comic effect. AF Learning Objectives Success Criteria Lesson Activities Assessment Activity 5 (How will progress be
the selected form; Structure their material clearly. (L5) Control and structure their material clearly, taking account of the reader’s likely reaction. (L6) Skillfully manage and shape information, ideas and events to achieve intended purpose and effect. (L7) Differentiate through: Resources to model the task i.e. different examples of hyperbole. Resources to complete the task e.g. ICT, handwritten or spoken. Strategies to complete the task e.g. group or paired research. Pairings/groupings of pupils. * Additional challenge: pupils’ work independently to explore hyperbole within a range of well known authors e.g. Oscar Wilde, PG Woodhouse or other of choice and effect comparisons as to the way that hyperbole is used to comic effect. Facilitate class discussion / round robins: What would you have done? What should Jamie have done? Pupils plan (either orally or in writing) to describe an incident in which they were misunderstood or treated unfairly as the event was in fact someone else’s fault! Model the use of hyperbole using a literature text of choice. Pupils draw out key words and phrases that have been used to exaggerate an incident. Then using a simple sentence e.g. Jamie was sent off or a sentence of choice, demonstrate how the use of hyperbole (with a specific focus on sophisticated vocabulary choices) can entertain and persuade a reader to feel a certain way. Pupils should then revisit their own plans for an unfair incident and add hyperbole. The intended effect is to persuade an audience of peers that they were unfairly treated. All work completed should have the opportunity for peer assessment and constructive feedback. This could be the use of Speaking and Listening APP grids and a vote if the task is presented verbally or the use of Writing APP grids if the task is completed in writing. and 3 for peer/self assessment. Encourage pupils to evaluate a video text as a written text in terms of the shape and structure of the ideas and material. Activity 5 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be