[PROSE STUDY & NON-FICTION WRITING]
KEY LEARNING AND ESSENTIAL QUESTIONS:
Reading
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To analyse writer’s techniques from a novel
To show awareness of how writers present their
perspectives and ideas and place texts in historical
context
To infer and analyse from the texts
To show understanding through annotation
To explore the impact of structure and form of the
texts
Writing
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To use conventions of non-fiction writing
successfully and be able to manipulate them
Write appropriately for purpose and audience
To write accurately using SPaG
ESSENTIAL QUESTIONS:
How do writers use techniques to present their
perspectives and ideas?
How can I use and manipulate the conventions of nonfiction writing to create my own, and show my
understanding of a novel?
Year 9 TERMS 5 & 6
OVERVIEW:
Building from
 Reading analytically and for challenge
 Close reading
 Placing prose in historical context
 Transactional writing
Pupils will
 Read and study a complete novel
 Practise reading skills for GCSE
 Analyse various non-fiction writing
 Select and identify language used for audience
and purpose
 Create a selection of non-fiction writing
Pupils may
 Use IT to display their writing to real audiences
e.g. blogs, school website etc.
Building towards
 Close reading of a text
 Reading analytically
 Placing prose in historical context
 Writing for purpose and audience
LANGUAGE FOR LEARNING:
Infer, analyse, perspectives, ideas, character motivation, imagery, structure, form, impact, genre, conventions,
audience, purpose, tone, formal/informal writing, structure, discourse, inform, persuade
The above list is largely taken from the KS2 appendices, and may be added to, according to the chosen texts, writers and
forms.
OUTCOMES:
READING
OUTCOME 1. Annotated extract and reading answer from text studied
WRITING
OUTCOME 2. Two pieces of two different examples of non-fiction writing based on the text studied
SUCCESS CRITERIA:
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Infer and read analytically to show writer’s techniques used to show perspectives and ideas
Place a novel in historical context
Identify conventions used in non-fiction writing.
Identify language used for audience and purpose.
Analyse and annotate examples to show conventions in layout and language.
Show learning through outcome 2.
Write accurately in outcome 2.
[PROSE STUDY & NON-FICTION WRITING]
Outcome
1
Phase 1
Build
Phase 2
Develop
Key learning
and interim
outcomes
Immersion in
the text and
language for
learning:
Genre
Writer’s ideas
and
perspectives
Context
Immersion in
the text and
language for
learning:
Structure
Techniques
Language
Imagery
Infer
Analyse
Learning activities
1. Historical context and/or genre
study.
2. Generic conventions, stock
characters, history of the genre,
major writers of the genre, major
historical events linked with the
themes of the novel.
3. Option: create fact file or resource
showing learning of the genre/the
writer/the historical context
Consolidate
learning
through reading
assessment
Texts: core and
suggested
resources
‘Of Mice And Men’
‘Noughts And
Crosses’
Sci-Fi dystopian
short
stories/’Hunger
Games’….
‘Hitchhiker’s
Guide…’
1. Teaching and reading of text.
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Phase 3
Secure
Year 9 TERMS 5 & 6
To analyse writer’s techniques
from a novel
To show awareness of how writers
present their perspectives and
ideas and place texts in historical
context
To infer and analyse from the texts
To show understanding through
annotation
To explore the impact of structure
and form of the texts
1. Using extracts from the novel,
devise (or use past papers for
OMAM) reading questions to show
learning of writer’s techniques to
show character.
2. Focus on the reading skills and
ensure pupils understand that
these questions will be similar at
GCSE though not from the same
exam board/structure etc.
3. I can statements used at GCSE:
I can comment on the characteristics of a
character
I know the role a character plays in the
novel
I can explain what the character represents
in the novel
I can explain how the author shapes our
view of the characters
I can comment on the relationships
between characters
I can explain the themes the characters are
linked with in the novel
I can explain how a character may be
Past papers
Differentiation
Chose novel
based on
professional
judgement on
your group.
[PROSE STUDY & NON-FICTION WRITING]
Year 9 TERMS 5 & 6
portrayed in different ways
I can identify the significance of the
character's language
4. Essay style question in exam timed
conditions – focus on theme.
Outcome
2
Phase 1
Build
Key learning
and interim
outcomes
Learning activities
1. What is non-fiction?
Where do we find it in our daily lives?
Mindmap: leaflets, letters, interviews,
documentaries, articles, speeches, reviews,
reports, newspapers, blogs, online
reports…..
Texts: core and
suggested
resources
Real life examples
of non-fiction texts
Differentiation
Mixture of texts
created to
show a
variation of
audience and
purpose.
What do we use them for?
Advice, inform, persuade…..
2. Gather examples. In groups,
identify the main layout
conventions of each text type:
headlines, headings, pictures, sub
headings, paragraphs, size of font
etc.
Identify the purpose of each example: why
do we use them? Why have they been
written? For who?
Select 3 elements of each example that
reflect the audience and purpose.
Phase 2
Develop
3. Annotate copies:
Graphology and layout
Positive language
Informative language
Informal/formal tone
First person/third person
Persuasive language…..
Higher level:
Sentence structure
Overall discourse (structure)……
1. Ideas for texts that match the
novel:
Letter, report, journal, speech,
interview, newspaper report or
magazine article……
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Interview with the author
or a character
Newspaper report on the
Subtle language
and layout
manipulation
needed in blogs
and online
articles.
[PROSE STUDY & NON-FICTION WRITING]
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Phase 3
Secure
Consolidation
of reading and
writing skills.
themes from the novel
Speech – persuasive on a
theme from the novel
Letter from/to characters,
person of authority based
on a theme/to the author…
Magazine article on
themes/characters/historic
al context….
Journal spring-boarded
from a theme or character
Blog based on historical
context or themes
1. Creation of two non-fiction
texts showing understanding of
novel studied, and use of genre
conventions in writing.
Year 9 TERMS 5 & 6