* Additional challenge: Pupils could explore the When pupils have completed their App or extent to which Dan’s Website or Facebook page, other pupils interests and career have should test it out for and give feedback as to influenced his writing of its appearance and interest value. Skills from Brazil? Is Jamie really a reflection of Dan’s Once pupils are satisfied with their work, own ambitions? Pupils these could be sent to Dan via his website – could track this throughout he’s always delighted to see these. reading activities and produce their based opinion. Activity Learning Objectives Success Criteria Lesson Activities Assessment 3 (How will progress be measured?) I have a To evaluate a range of Pupils can evaluate a range for me, is a dream come true.” Self-assessment: Pupils use “This, dream! persuasive writing of persuasive writing the negotiated success techniques. techniques. criteria to evaluate their This statement from the preface is clearly To utilise a range of progress and set themselves one character’s dream come true, to be persuasive techniques Pupils can utilise a range of targets for the next activity. manager of Hawkestone United. Discuss: to achieve a specific persuasive techniques to Whose dream might this be? Why? Pupils purpose. achieve a specific purpose. should record their predictions for later comparison. Curriculum links: Pupils will now be considering what own dreams might be use Talk Partners to – Pupils understand discuss for two minutes. increasingly challenging texts through: If not previously utilised, use an extract of learning new Martin Luther King’s have a dream’ ‘I vocabulary, relating speech and a clip of this speech ( )to it explicitly to known explore and evaluate the impact of rhetorical vocabulary and devices in formal speech. Initiate the activity understanding it by modeling on IWB. Negotiate the success with the help of criteria for the lesson in terms of identifying context and
* Additional challenge: Pupils could explore the extent to which Dan’s interests and career have influenced his writing of Skills from Brazil? Is Jamie really a reflection of Dan’s own ambitions? Pupils could track this throughout reading activities and produce their based opinion. When pupils have completed their App or Website or Facebook page, other pupils should test it out for and give feedback as to its appearance and interest value. Once pupils are satisfied with their work, these could be sent to Dan via his website – he’s always delighted to see these. Activity 3 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) I have a dream! To evaluate a range of persuasive writing techniques. To utilise a range of persuasive techniques to achieve a specific purpose. Pupils can evaluate a range of persuasive writing techniques. Pupils can utilise a range of persuasive techniques to achieve a specific purpose. Curriculum links: Pupils understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and “This, for me, is a dream come true.” This statement from the preface is clearly one character’s dream come true, to be manager of Hawkestone United. Discuss: Whose dream might this be? Why? Pupils should record their predictions for later comparison. Pupils will now be considering what own dreams might be – use Talk Partners to discuss for two minutes. If not previously utilised, use an extract of Martin Luther King’s ‘I have a dream’ speech and a clip of this speech ( )to explore and evaluate the impact of rhetorical devices in formal speech. Initiate the activity by modeling on IWB. Negotiate the success criteria for the lesson in terms of identifying Self-assessment: Pupils use the negotiated success criteria to evaluate their progress and set themselves targets for the next activity.
Skills-from-Brazil-lesson-plan-secondary.docx