Learning Programme
Unit:1
Subject:
English
Title: Reading for Meaning Non Fiction
Learning objectives:
Year
9
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
different sources and making comparisons and cross-references as appropriate
writers’ ideas and perspectives
presentational features to achieve effects and engage and influence the reader
ntexts
AO3 Writing
vocabulary appropriate to task and purpose in ways which engage the reader
es, paragraphs
and whole texts, using a variety of linguistic and structural features to support cohesion
and overall coherence
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
1
2
Description of work to be covered
Class work
 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
Class work
• 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
Class work
 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
Class work
 Understand how to track an argument in a
non-fiction text.
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5
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
Class work
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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 they give 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
Class work
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7
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 to persuade 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
Class work
 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
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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.