Learning Programme

Unit:1 / Subject:
English / Year
9
Title:Reading for Meaning Non Fiction
Learning objectives:
AO1 Speaking and Listening
Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate Listen and respond to speakers’ ideas, perspectives and how they construct and express their meanings Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together
AO2 Reading
 Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate
 Develop and sustain interpretations of writers’ ideas and perspectives
 Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader
 Understand texts in their social, cultural and historical contexts
AO3 Writing
 Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways which engage the reader
 Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence
 Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling
SMSC
Right and wrong; moral conflict; a concern for others; willing to do what is right; reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills, make responsible moral decisions. Looks at different texts all linked to the theme of capital punishment. Student are encouraged to form opinions based on their beliefs, statistics and other opinions from diverse range of people affected by the topic.
Week / Description of work to be covered
1 / Classwork
  • Look at presentational devices and discuss their usage
  • View adverts and look for use of presentational devices.
  • Evaluate how presentational devices can persuade an audience.
  • Learn key terms for studying non fiction texts.
  • Recognise that producers use colour to convey meaning;
  • Understand the terms denotation and connotation

2 / Classwork
•Explore how language is connected to purpose.
•To develop understanding of how to analyse language use.
•Find examples of language use which inform the reader
•Understand how to answer an information retrieval question effectively
•Develop understanding of how to analyse and explore language choice.
•Work cooperatively as part of a group
•Create P.E.A chains for language analysis
3 / Classwork
  • Understand how to use clues from a text to explore meaning
  • Develop understanding of how to locate and explore thoughts and feelings in a text.
  • See a variety of clips and interpret the thoughts and feelings of the characters
  • Infer thoughts and feelings of characters from written passages.

4 / Classwork
  • Understand how to track an argument in a non-fiction text.
  • Answer a following an argument question effectively
  • Gain knowledge of how to compare the language in two texts
  • Explore how language choices communicate the purpose of a source
  • Began to explain and analyse the effects of language on the reader.
  • Read example answers and highlight the examples of analysis

5 / Classwork
  • Discuss what images suggest about the death penalty.
  • Place images in order of which you find the most shocking/upsetting and justify decisions.
  • Read the text, ‘Facts about the death penalty’, highlight the five most important facts.
  • Explain important facts (think about statistics, bullet points, use of sources, fact-based language).
  • Learn the difference between fact and opinion
  • Discuss personal views on the use of the death penalty
  • Write five questions to ask President Obama about the death penalty.
  • Listen to ‘Folsom Prison Blues’ and read the lyrics.
  • Discuss whether this man should receive the death penalty.
  • List the reasons for and against this man receiving the death penalty.
  • Read the blogs where posters have expressed their opinions about the death penalty. List in two columns the reasons theygive for and against the death penalty.
  • Write three detailed paragraphs, agreeing or disagreeing, on the following statement: “The death penalty can never be justified”.
  • Choose a statement from argument, read it out and then using one of the following connectives – However, Although, Despite this, Conversely – provide the counter-argument. For example, “The death penalty should only be used for violent crimes. However, proving the accused guilty is always difficult.”
Homework
Research answers to the questions that have been written.
6 / Classwork
  • Read two definitions of capital punishment from two different sources. (Wikipedia) and (Amnesty International)
  • Evaluate which definition is better and why?
  • Write own definition of what capital punishment means to you.
  • Look at the Amnesty International definition. Identify the emotive language used in this definition, and how that language tries to affect your opinion of the death penalty?
  • Using a thesaurus, choose alternative for the highlighted words. OR …Rewrite the following text from Amnesty International so that it is pro-death penalty.
  • Question the difference between referring to capital punishment as opposed to the death penalty?
  • Discuss which is the most appropriate term of reference and why.
  • List the techniques you could use topersuade a reader/audience to agree with your viewpoint.
  • Read Danny Glover’s speech and with a partner. Identify the techniques he employs to argue against capital punishment.
  • Write a practice answer to this question: How does Danny Glover try to persuade the audience to agree with his views on the death penalty?
  • identify in a partner’s answer where he/she has used ‘Point, Evidence, Explanation’ effectively.
Homework
7 / Classwork
  • Discuss questions about the purpose of the death penalty with partner.
  • Read The Telegraph article about the restoration of capital punishment in the United Kingdom.
  • Write a letter to your local MP to persuade him/her to agree with your views on whether capital punishment should be re-introduced in the United Kingdom.
  • Write one sentence that most powerfully presents your views on capital punishment.
  • Share this with the rest of the class
  • Read the case of Stanley "Tookie" Williams, which illustrates the moral complexities of the death penalty.
  • Discuss with a partner whether Stanley Williams should have received a lethal injection as his punishment
  • Read the article reporting on the shootings in Norway in 2011 and then the Reuters article on the same event. Question how the eye witness accounts affect the reader?What is said, how it is said.
  • What are the opinions about the Norway massacre? Is this different to Stanley Williams’ case?
Homework
Write a discursive essay about reintroducing capital punishment in the UK.
Success criteria:
Assessment arrangements:
During this scheme of work pupils will need to present an individual presentation on the death penalty
“Present an argument in favour of or against capital punishment.”
This will form one third of their speaking and listening grade.