previous They have ten minutes to The students are then given lessons most come up with as many the rest of the lesson to begin Making critical comparisons convinces you ideas as possible… work on their posters this across texts – that there can continue into the next should NOT be lesson, allowing students the Considering how writing a death penalty time to produce effective reflects audiences, purposes argumentative images/slogans. 18 Evaluate Students have Student development of visual until halfway advertising ideas. Students display their work. Using Standard English through the confidently in formal & in lesson to finish The students have 5 10 mins Class choose a informal contexts – to and display to look at each groups posters winning pro their two and evaluate which ones are and a winning the posters for the most persuasive and why? against capital Participating in formal debates most penalty punishment ‘death effective campaign’. What imagery and used in poster. Each the slogan are effective and member of the relating how would they affect their class has to to both audience? What emotions write what sides of were you hoping to effect in they think is capital your viewers/audience? effective about each? Did you achieve the desired debate. effects? 19 Read a of non-fiction Construct Agree or Students have 15 mins to Reasoning and persuading: (challenge) responses disagree with write a personal response What skills are Persuasive techniques that show the expressing their own Using a green pen. Students needed to out. Knowing purpose, audience bias and statement….. opinions on the death swap their books with their construct a context of writing to support opinion. penalty that should work partner to identify the piece of bias comprehension
previous lessons most convinces you that there should NOT be a death penalty They have ten minutes to come up with as many ideas as possible… The students are then given the rest of the lesson to begin work on their posters – this can continue into the next lesson, allowing students the time to produce effective argumentative images/slogans. Making critical comparisons across texts Considering how writing reflects audiences, purposes 18 Evaluate visual in to the most effective relating to both sides of capital debate. Students have until halfway through the lesson to finish and display their two posters for the ‘death penalty campaign’. Student development of advertising ideas. Students display their work. The students have 5 – 10 mins to look at each groups posters and evaluate which ones are most persuasive and why? What imagery and used in the slogan are effective and how would they affect their audience? What emotions were you hoping to effect in your viewers/audience? Did you achieve the desired effects? Class choose a winning pro and a winning against capital punishment poster. Each member of the class has to write what they think is effective about each? Using Standard English confidently in formal & informal contexts Participating in formal debates 19 Construct responses that show bias and opinion. Agree or disagree with the statement….. Students have 15 mins to write a personal response expressing their own opinions on the death penalty that should Reasoning and persuading: Using a green pen. Students swap their books with their work partner to identify the What skills are needed to construct a piece of bias Persuasive techniques out. Read a of non-fiction (challenge) Knowing purpose, audience context of writing to support comprehension
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