AF Learning Objectives Success Criteria Lesson Activities Assessment Activity 8 (How will progress be measured?) all in RAF 4, 5 To explore the features Pupils will be able to write he was the best helped to make Peer assessment against the It’s ‘Thinking the mind! of commentary within and perform a Jamie negotiated success criteria WAF 2 play better’ ‘live’ text. commentary. for commentary. ‘live’ SLAF 1,3 Facilitate shared / guided reading of pages To compare the features A range of assessment Self-assessment in line with 28-29 where Jamie is focusing on making of commentary within options are available for level descriptors for APP his own training more exciting: narrative or reported that should be selected as grids/ level ladders as per day he picked a different footballer ‘Each text. appropriate as per pupil the specific focus of and imagined he was them while he played. needs/ abilities. achievement. He tried to take on their characteristics and dribble and shoot like they did.’ Pupils can: Using page 29, pupils should explore the Identify how various features of commentary that Dan utilises in features of the use writer’s this extract where Jamie pretends he is of language are used, with Danny Miller scoring a goal. What devices some explanation. (L5) does Dan use that let us know that Jamie is Give some detailed saying this commentary to himself? explanation, with Negotiate the success criteria for writing a appropriate terminology, of live commentary from the feedback. how language is used. (L6) Give comments that begin Pupils could then choose a footballer or to develop precise, sportsperson of their choice (or other perceptive analysis of how celebrity if desired) and compile a short language is used. (L7) commentary in this style as if they are that – person and completing an action or skill. If desired, they could also compile the commentary as themselves performing a skill, or any task at all. This may be something serious or applying their Differentiate through: knowledge of hyperbole, pupils may wish to Pairs/ groupings; complete a comic commentary. Choice of task;
Activity 8 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) It’s all in the mind! RAF 4, 5 WAF 2 SLAF 1,3 To explore the features of commentary within text. To compare the features of commentary within narrative or reported text. Pupils will be able to write and perform a ‘live’ commentary. A range of assessment options are available for that should be selected as appropriate as per pupil needs/ abilities. Pupils can: Identify how various features of the writer’s use of language are used, with some explanation. (L5) Give some detailed explanation, with appropriate terminology, of how language is used. (L6) Give comments that begin to develop precise, perceptive analysis of how language is used. (L7) Differentiate through: Pairs/ groupings; Choice of task; ‘Thinking he was the best helped to make Jamie play better’ Facilitate shared / guided reading of pages 28-29 where Jamie is focusing on making his own training more exciting: ‘Each day he picked a different footballer and imagined he was them while he played. He tried to take on their characteristics and dribble and shoot like they did.’ Using page 29, pupils should explore the features of commentary that Dan utilises in this extract where Jamie pretends he is Danny Miller scoring a goal. What devices does Dan use that let us know that Jamie is saying this commentary to himself? Negotiate the success criteria for writing a live commentary from the feedback. Pupils could then choose a footballer or sportsperson of their choice (or other celebrity if desired) and compile a short commentary in this style – as if they are that person and completing an action or skill. If desired, they could also compile the commentary as themselves performing a skill, or any task at all. This may be something serious or applying their knowledge of hyperbole, pupils may wish to complete a comic commentary. Peer assessment against the negotiated success criteria for ‘live’ commentary. Self-assessment in line with level descriptors for APP grids/ level ladders as per the specific focus of achievement.