3 Reading: 1. To explore Literacy vocabulary: Progress will be Writing: an effective measured in the You can follow the way of writing A good topic sentence students’ annotated conventional lay-out of to persuade in Personal pronouns (I, me, you, texts where they apply the letter form order to we) the success criteria for You use the full range of achieve your Rhetorical questions writing. Speaking and punctuation aims Pejorative listening will provide Relevant ideas and Superlative a further opportunity material are presented Counter-argument for effect for formative clearly and Groups of 3 assessment, plenary imaginatively Statistics/facts You use a variety of Imperatives simple and complex Emotive language sentences for effect You are able to use a In pairs, students practice the variety of persuasive literacy vocabulary, the meanings techniques an crucially their persuasive You can arrange your effects on the audience. Their sentences meaningfully knowledge is then formatively into paragraphs assessed by the teacher. You are able to choose your vocabulary for effect This task could be modeled using Robbie’s email to Jamie in Chapter 9. Have the children peer assess Robbie’s email using highlighters and making their own annotations against the
3 Reading: 1. To explore an effective way of writing to persuade in order to achieve your aims Writing: You can follow the conventional lay-out of the letter form You use the full range of punctuation Relevant ideas and material are presented clearly and imaginatively You use a variety of simple and complex sentences for effect You are able to use a variety of persuasive techniques 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. This task could be modeled using Robbie’s email to Jamie in Chapter 9. Have the children peer assess Robbie’s email using highlighters and making their own annotations against the Progress will be measured in the students’ annotated texts where they apply the success criteria for writing. Speaking and listening will provide a further opportunity for formative assessment, plenary