21 + 22 Read a range of non-fiction The Hanging in (challenge) – Read a Students are read the text After reading the students are resource folder. given a copy of together. put into groups and asked to How you Learning new passage George Orwell’s choose a paragraph or an now put one context in order The Hanging. Teacher models how a extract where they think of your ideas and dictionaries to part of the extract can be Orwell uses language to show into an examine seen to be biased, bias towards whether he analytical Knowing purpose, audience how a suggesting that the death believes the Death penalty is paragraph? context of writing to support writer penalty is a wrong (In the right or wrong. comprehension may show first paragraph the How do you bias in his example is the Once identified the groups cut present and Organisational features, description of the cages this passage out and to a deconstruct a structure, language to convey of an small animal cages’. larger sheet allowing room to quotation to meaning ‘like event. This can be seen as bias annotate as the students gain the suggesting the deconstruct the language used highest level? Standard English men have and suggest where they confidently in writing ‘condemned’ been treated like animals believe certain words or Why do you Discussing reading, writing and their humanity has phrases have been used to think the and spoken lang with precise, been completely make you feel sorry for the writer has confident use of terminology forgotten. The writer condemned man. become obviously through his biased against negative description of Each group should aim to find the death their treatment has used between three and five penalty? specific words to make examples and explain why the audience feel sorry these words create an effect for these men). on the reader and demonstrate the writer’s penalty bias. (Students may need another lesson to deconstruct and explain their ideas on a short extract of this text). Green pen lesson
21 + 22 Read a passage in order to examine how a writer may show bias in his of an event. Students are given a copy of George Orwell’s The Hanging. read the text together. Teacher models how a part of the extract can be seen to be biased, suggesting that the death penalty is a wrong (In the first paragraph the example is the description of the cages ‘like small animal cages’. This can be seen as bias suggesting the ‘condemned’ men have been treated like animals and their humanity has been completely forgotten. The writer obviously through his negative description of their treatment has used specific words to make the audience feel sorry for these men). After reading the students are put into groups and asked to choose a paragraph or an extract where they think Orwell uses language to show bias towards whether he believes the Death penalty is right or wrong. Once identified the groups cut this passage out and to a larger sheet allowing room to annotate as the students deconstruct the language used and suggest where they believe certain words or phrases have been used to make you feel sorry for the condemned man. Each group should aim to find between three and five examples and explain why these words create an effect on the reader and demonstrate the writer’s penalty bias. (Students may need another lesson to deconstruct and explain their ideas on a short extract of this text). Green pen lesson How you now put one of your ideas into an analytical paragraph? How do you present and deconstruct a quotation to gain the highest level? Why do you think the writer has become biased against the death penalty? The Hanging – in resource folder. Read a range of non-fiction (challenge) Learning new context and dictionaries Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning Standard English confidently in writing Discussing reading, writing and spoken lang with precise, confident use of terminology
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