(intro’d in Year 7) and PEE. 4 To comment on the Students re-visit the Students must use Pupils stick initialled descriptors Knowing how effects of linguistic sugar paper from the teacher model to add to post-it-notes on the Post-it-notes language devices in a previous lesson. the previous lesson’s analysis they think is (figurative, choices, persuasive text. annotations on sugar level 7. grammar, Teacher to model how paper by stating writer’s structure) present Teachers to give L6+ analysis of a language intention and impact on Discuss what this meaning students their TA6 device must refer to reader. sheet stand out from Checking from previous year- effect on reader and the rest. understanding to pupils to set writer’s intention (GCSE Banned phrases: makes ensure reading themselves skill). the reader think/ grabs makes sense aspirational targets our attention/ to have an and write a to effect! Participating in ‘note’ the teacher about formal debates what support they Students swap paper need… at 10 min intervals and Extending add to their classmates’ grammatical analysis. knowledge through challenging texts Studying the effectiveness & impact of grammar in texts read Using Standard English confidently in writing Discussing reading, writing and spoken language with precise, confident use of terminology
(intro’d in Year 7) and PEE. 4 To comment on the effects of linguistic devices in a persuasive text. Teachers to give students their TA6 from previous year- pupils to set themselves aspirational targets and write a ‘note’ to the teacher about what support they need… Students re-visit the sugar paper from the previous lesson. Teacher to model how L6+ analysis of a language device must refer to effect on reader and writer’s intention (GCSE skill). Students must use teacher model to add to the previous lesson’s annotations on sugar paper by stating writer’s intention and impact on reader. Banned phrases: makes the reader think/ grabs our attention/ to have an effect! Students swap paper at 10 min intervals and add to their classmates’ analysis. Pupils stick initialled post-it-notes on the analysis they think is level 7. Discuss what this sheet stand out from the rest. descriptors Post-it-notes Knowing how language (figurative, choices, grammar, structure) present meaning Checking understanding to ensure reading makes sense Participating in formal debates Extending grammatical knowledge through challenging texts Studying the effectiveness & impact of grammar in texts read Using Standard English confidently in writing Discussing reading, writing and spoken language with precise, confident use of terminology
Topics.Themes.docx