participate in discussions, are parodies of football managers’ presentations, behavior and speeches. Or they could listen performances, role play, to Churchill’s shall fight them on the ‘We improvisations and debates beaches’ broadcast: gain, maintain and monitor Encourage pupils to evaluate a video text as the interest of the a written text in terms of the shape and listener(s). structure of the ideas and material. Revisit the rhetorical devices used in the Differentiate through: previous learning activity. Pupils incorporate Pairings and groupings; these into a motivational speech for the Provision of a range of linguistic conventions to players or a parody for comic effect (Obviously any sporting team can be used incorporate into speech; here). Pupils could work with talk partners to Use of persuasive toolkits – compile and rehearse their speeches before differentiate as appropriate. presentation and feedback to the class. (see attached toolkits) Choice of task; Pupils will need to be reminded of the range Resources to complete the of linguistic conventions of writing to task e.g. recording. motivate (or to persuade) which can then be used to negotiate class success criteria for * Additional challenge: pupils work independently peer assessment. and complete a formal speech in Standard English All presentations given should have the utilising the full range of opportunity for peer assessment and rhetorical devices designed constructive feedback. to motivate any team, group of people, country etc. *Pupils will need to use these persuasive techniques later on to persuade other people to read Skills from Brazil. Learning Objectives Success Criteria Lesson Activities Assessment Activity 5 (How will progress be measured?) What To identify and evaluate Pupils can identify and makes you so special?’ Peer assessment on the ‘What makes the author’s use of evaluate the author’s use of impact of the humour on the humour. humour within his writing. reader.
participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s). Differentiate through: Pairings and groupings; Provision of a range of linguistic conventions to incorporate into speech; Use of persuasive toolkits – differentiate as appropriate. (see attached toolkits) Choice of task; Resources to complete the task e.g. recording. * Additional challenge: pupils work independently and complete a formal speech in Standard English utilising the full range of rhetorical devices designed to motivate any team, group of people, country etc. are parodies of football managers’ behavior and speeches. Or they could listen to Churchill’s ‘We shall fight them on the beaches’ broadcast: Encourage pupils to evaluate a video text as a written text in terms of the shape and structure of the ideas and material. Revisit the rhetorical devices used in the previous learning activity. Pupils incorporate these into a motivational speech for the players or a parody for comic effect (Obviously any sporting team can be used here). Pupils could work with talk partners to compile and rehearse their speeches before presentation and feedback to the class. Pupils will need to be reminded of the range of linguistic conventions of writing to motivate (or to persuade) which can then be used to negotiate class success criteria for peer assessment. All presentations given should have the opportunity for peer assessment and constructive feedback. *Pupils will need to use these persuasive techniques later on to persuade other people to read Skills from Brazil. Activity 5 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) What makes To identify and evaluate the author’s use of humour. Pupils can identify and evaluate the author’s use of humour within his writing. ‘What makes you so special?’ Peer assessment on the impact of the humour on the reader.
skills_from_brazil_lesson_plan_primary.docx