convince a friend to think reasoning and types of or opinionated Should Britain the same. language used that have been writing? Making critical comparisons have the death persuasive why is it across texts – penalty for effective? (Print out of What is the murder? persuasive techniques most difficult Writing for a range of provided in resources for part audiences and purposes – support) expressing your own Narrative and non-narrative Making sure that they use strong views inc. arguments and letter the green pen highlighted articulately or writing techniques: Students’ now writing from each write an opposing the opposite Summarising and organising response that uses reasoning point of view material to support the opposite view to what you – they have written both for and have? Why? Amending vocab, grammar, – against the same argument. structure of writing to improve This is just like the idea of effectiveness their posters from the Considering how their writing previous lesson. reflects audiences, purposes 20 Amending vocab, grammar, Improve Students get Students respond to Students use grade criteria to Students swap KS3 Assessment level structure of writing to improve mid-term back their teacher’s comments identify where and how they books in order criteria sheet (Provided effectiveness marked using green pen to think they have improved. to get their on numerous occasions in improve specific passages new updated English dept. meetings SPaG assessments and improve their versions of the and green sheets should and read previous level. mid-term be attached in KS3 books. Standard English through the assessment confidently in writing teachers moderated. Discussing reading, writing comments. and spoken lang with precise, confident use of terminology
Should Britain have the death penalty for murder? convince a friend to think the same. reasoning and types of language used that have been persuasive – why is it effective? (Print out of persuasive techniques provided in resources for support) Making sure that they use the green pen highlighted techniques: Students’ now each write an opposing response that uses reasoning to support the opposite view – they have written both for and against the same argument. This is just like the idea of their posters from the previous lesson. or opinionated writing? What is the most difficult part – expressing your own strong views articulately or writing from the opposite point of view to what you have? – Why? Making critical comparisons across texts Writing for a range of audiences and purposes Narrative and non-narrative inc. arguments and letter writing Summarising and organising material Amending vocab, grammar, structure of writing to improve effectiveness Considering how their writing reflects audiences, purposes 20 Improve mid-term Students get back their marked assessments and read through the teachers comments. Students respond to teacher’s comments using green pen to improve specific passages and improve their previous level. Students use grade criteria to identify where and how they think they have improved. Students swap books in order to get their new updated versions of the mid-term assessment moderated. KS3 Assessment level criteria sheet (Provided on numerous occasions in English dept. meetings and green sheets should be attached in KS3 books. Amending vocab, grammar, structure of writing to improve effectiveness SPaG Standard English confidently in writing Discussing reading, writing and spoken lang with precise, confident use of terminology
Topics.Themes.docx