(How will progress be measured?) The To complete an ) world capital of football… Brazil’ Peer assessment against the ‘The world information text on Pupils can complete an negotiated success criteria capital Brazil. information text on Brazil in back to or initiate discussion on for the information text. of a medium of their choice. stereotyping. What do we expect from a football! Brazilian footballer? Why is this? What do Curriculum links: we know about Brazil? Writing for a wide range Pupils engage in independent research of purposes and within small groups on a given aspect of audiences Brazil e.g. history, culture, towns and cities, including: sporting achievements taking notes to compile an information text or documentary for visitors to the country during the World well-structured Cup. formal expository and narrative Or, if this is completed after the World Cup, essays, stories, it could be a visitors guide for future visitors scripts, poetry and describing / imagining the stadiums and the other imaginative legacy of the World Cup. This could be writing a range of other achieved as a market place/ world cafe style activity to enable pupils to learn from each narrative and other. texts, including Documentaries or visual tours could be arguments, and personal and formal completed on iMovie or moviemaker with a voiceover if desired. If completed during the letters World Cup, the focus could be on providing information. summarising and organising material, If completed after the World Cup, the focus and supporting could be on persuading the reader to visit ideas and Brazil, rather than providing information. arguments with any necessary factual *Additional challenge: Pupils compile a detail documentary critique on the preparations for this world cup (or any other).
(How will progress be measured?) The world capital of football! To complete an information text on Brazil. ) Pupils can complete an information text on Brazil in a medium of their choice. Curriculum links: Writing for a wide range of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing a range of other narrative and texts, including arguments, and personal and formal letters summarising and organising material, and supporting ideas and arguments with any necessary factual detail ‘The world capital of football… Brazil’ back to or initiate discussion on stereotyping. What do we expect from a Brazilian footballer? Why is this? What do we know about Brazil? Pupils engage in independent research within small groups on a given aspect of Brazil e.g. history, culture, towns and cities, sporting achievements taking notes to compile an information text or documentary for visitors to the country during the World Cup. Or, if this is completed after the World Cup, it could be a visitors guide for future visitors describing / imagining the stadiums and the legacy of the World Cup. This could be achieved as a market place/ world cafe style activity to enable pupils to learn from each other. Documentaries or visual tours could be completed on iMovie or moviemaker with a voiceover if desired. If completed during the World Cup, the focus could be on providing information. If completed after the World Cup, the focus could be on persuading the reader to visit Brazil, rather than providing information. *Additional challenge: Pupils compile a documentary critique on the preparations for this world cup (or any other). Peer assessment against the negotiated success criteria for the information text.
Skills-from-Brazil-lesson-plan-secondary.docx