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Year 10 – Transactional WritingLearningMasteringExtendingAO5Audience, purpose and formI can show an awareness of audience and purpose, with a straightforward use of tone, style and registerI can select material and stylistic or rhetorical devices to suit the audience and purpose, with appropriate use of tone, style and registerI can shape the audience response with subtlety and a sophisticated and sustained use of tone, style and registerAO5Textual structureI can express and order information and ideas through my use of paragraphs and a range of structural and grammatical featuresI can develop and connect appropriate information and ideas using structural and grammatical features and paragraphing that helps to make meaning clear.I can manipulate complex ideas, utilising a range of structural and grammatical features to support coherence and cohesionAO6Vocabulary and spellingI can write with a range of correctly spelt vocabularyI can use a varied vocabulary and spell words containing irregular patterns correctlyI can use an extensive vocabulary strategically with rare spelling errors which do not detract from overall meaningAO6Sentence structures and punctuationI can use punctuation for control, creating a range of sentence structures, including coordination and subordinationI can use accurate and varied punctuation, adapting my sentence structures to support the purpose of my writing and my intended effects. I can punctuate writing accurately to create emphasis and convey precise meanings using a range of sentence structures accurately and selectively to achieve particular effectsDo it now!IntroductionMainPlenaryLearning episode 1To be able to understand what gender stereotyping is and consider the effects of gender stereotyping on young people.Five a dayStudents read through four statements about gender roles within society. Students discuss with a partner before considering their own thoughts.Introduce the ‘What am I learning today?’ and offer students the definition of gender stereotyping. Show students video clip number 1 – interview with Jimmy Kemmell. question: How is our ‘sex’ different from our ‘gender’?Students work in pairs or groups of four to list some of the common gender stereotypes they are aware of. (L) Feedback.Show students the following clip and ask them to consider the perspective being offered on gender stereotyping. feedback.Based upon the two clips you have watched and your own personal experiences, how can gender stereotyping be harmful?Gold standard: What can be done to abolish gender stereotyping?Learning episode 2To be able to explore how the media have perpetuated gender stereotypes in the 20th century.Demarcating sentences.Students read an extract from the Mail Online, demarcating the sentences accurately.Feedback.Recap prior learning and introduce ‘What am I learning today?’In pairs, students discuss a range of advertisements from the 20th century. Students explore how men and women have been presented in these advertisements and how gender stereotypes have been reinforced. Feedback.Explain to students that it isn’t only adverts that have perpetuated gender stereotypes, but Disney as well. Show students following clip: (up until 2.17 – NO FURTHER)Students use the three images from Cinderella to explain how gender stereotypes have been reinforced by Disney.GOLD: Students consider other films or television programmes where this has also been the case.Extending: Students consider how the media have attempted to challenge these stereotypes moving into the 21st century.Share with students Theresa May’s recent comments about ‘girls jobs’ and ‘boys jobs’. Do you think this is true?End with clip choose question to respond to:L: How has the media helped to perpetuate gender stereotypes across the 20th and 21st century?M: What impact are the presentation of gender stereotypes in the media having on society’s beliefs?E: To what extent is gender stereotyping being challenged in the 21st century?Learning episode 3To be able to explain how attitudes towards women working have developed over the 20th century and into the 21st century.Explain to students that when newspapers write an article and quote a reliable source, they will use speech marks to convey what is said.L: Students read through 5 sentences, inserting speech marks where appropriate.M: Students identify other punctuation used and then insert both a colon and speech marks to quote a reliable source accurately.GOLD: Give students a longer quote from a reliable source. Ask them to incorporate into a paragraph which would feature in an article, ensuring they use speech marks to quote the source.Recap prior learning and introduce ‘What am I learning today’? Explain to students that they are going to explore women and work through the ages in today’s lesson with a focus on the Victorian Era, the Second World War, 1943 and the post-war era. Organise students into groups to explore attitudes towards women’s work during this time.Jigsaw groups so that each group has a person from each era to feedback. Students share what they have learnt.Students respond to key question.L: Construct a response that explains the attitudes toward working women either during the Victorian era, World War II or post-war.M: Construct a response that explains why World War II was so instrumental for women in taking them beyond the domestic sphere.E: Construct a response that evaluates how attitudes towards women working have developed since the Victorian Era.Learning episode 4To be able to explore and evaluate the arguments surrounding equal pay for men and women in the workplace, within sport and also the entertainment industry to arrive at my own considered mas to mark clauses.Students insert commas into a variety of sentences and identify the reasons for the comma usage.GOLD: Students use stimulus to construct a mini paragraph using a sentence that contains commas in a list and commas to mark clauses.Recap prior learning and tag Do it now task. Share with students a range of thoughts from people about equal pay. Students discuss in pairs or groups of four before committing their thoughts to paper. Take feedback.Explain to students that over the next few lessons we are going to explore a range of texts about whether men and women should be paid the plete class reading of The Guardian article. Students respond to key questions.Take feedback.Review: Where do you currently stand with regard to equal pay between men and women? Why?Issue homework: Gender and pay. Students read the article and respond to the key questions.Learning episode 5To be able to explore and evaluate the arguments surrounding equal pay for men and women in the workplace, within sport and also the entertainment industry to arrive at my own considered conclusion.Recap prior learning and commas to mark clauses.Students identify where to place the commas in a range of sentences. Students explain why the commas are needed within each sentence.GOLD: Students use the picture stimulus to construct a paragraph of writing that incorporates commas to mark clauses. Recap prior learning – equal pay in the workplace. Explain to students that in today’s lesson, they are going to consider whether men and women should be paid the same in the field of sport.Show students video (13mins): ask them to note down the viewpoints of Raymond Morris, Serena Williams, Novak Djokovic and the two reporters.Explain to students that they are going to read two further articles about equal pay for males and females in sport.Ask students in pairs to read one article and make notes on arguments in support or in opposition to equal pay.Students then join up with a pair who have read a different article and share their notes.Review: Where do you currently stand with regard to equal pay between men and women? Why?Learning episode 6To be able to explore and evaluate the arguments surrounding equal pay for men and women in the workplace, within sport and also the entertainment industry to arrive at my own considered conclusion.Explain to students the term parenthesis.Show students a number of sentences taken from the Jennifer Lawrence essay that incorporate the use of parenthesis.Students consider why parenthesis has been used. Feedback the effect.GOLD: Students take a quote from Serena Williams and re-draft to incorporate parenthesis for a particular effect.Show students infograph on pay in Hollywood. Ask students to deduce what they can about pay in Hollywood from the infograph. Feedback.Introduce the Jennifer Lawrence situation and show students the following clip: class reading of the Jennifer Lawrence essay. Discuss content.Students individually reflect upon the arguments Jennifer Lawrence puts forward and considers who was really to blame – Sony, Jennifer Lawrence or society?Take class feedback and continue discussion based upon students’ thoughts.Learning episode 7To be able to evaluate the debate around equal pay drawing on a range of sources.Recap prior learning. What is a simple sentence? What is a compound sentence? What is a complex sentence?Ask students to identify whether 8 sentences are either simple, compound or complex.GOLD: Students use a quotation about equal pay to construct a paragraph exploring the debate. Success criteria: one simple sentence, one compound sentence and one complex sentence.Students draw together their learning from previous lessons.Students should consider the three main viewpoints on equal pay: The pay gap is totally fair. Men should be paid more than women.The pay gap is fair in some cases, and unfair in others.The pay gap is totally unfair and steps should be taken to eradicate it.Students identify three supporting examples for each, drawing upon their reading from the previous lessons to add depth and detail.Students summarise their own overall opinion, justifying their response.Learning episode 8To be able to identify the features of a formal letter.To be able to construct sections of a letter that use a range of persuasive and rhetorical devices.Show students a selection of sentences and ask them to consider, in pairs, what they notice about the sentences.Introduce the term polyptoton and share definition.Provide students with pairs of related words and ask them to construct sentences using those words.GOLD: Students create further sentences using their own pairs of words.Introduce what will be the formative assessment task: Write a letter to your MP to persuade them to investigate equal pay within your local area.Explain to students that in order to do this, they will need to feel confident with the features of a formal letter. Share model and go through each component part.Show students a second letter and ask them to label the features of the form.Explain to students that the model provided is good but are topic matter is incredibly emotive and therefore we will need to be really persuasive.Students complete mix and match task – matching the persuasive and rhetorical terms to their correct definitions. Feedback.Students then identify examples of each persuasive / rhetorical device from within the exemplar letter or construct their own which would be appropriate for the exemplar letter.Feedback student examples.Learning episode 9To be able to use tone, style and register appropriately to suit the audience and purpose.Thought shower some of the key vocabulary we have come across in the unit that is related to the debate surrounding equal pay.Introduce students to the term anadiplosis discussing examples.Students create their own examples using words from the thought shower.Take feedback.Introduce the term ‘tone’ to students.Show students paragraph – what tone is used in this paragraph of writing? How do you know?Ask students to re-draft paragraph using a different tone.Show students a piece that incorporates a range of tones. Students identify and explain how they know.Students, working individually / pairs / groups, construct phrases, sentences or paragraphs about equal pay but attempting to convey four different tones.Students share and have to correctly guess.Learning episode 10To be able to develop and connect appropriate information and ideas using structural and grammatical features and paragraphing that helps to make meaning clear.Introduce the term diacope to students and model examples.Students use writing from previous lesson and redraft sentences to incorporate diacope.Explain focus for lesson – structuring and organising a response. Students use planning grid to organise their ideas.Key task 1: Use the planning sheet on the next page to begin to structure the ideas you have. For each paragraph, identify the main argument you want to make to support your viewpoint about equal pay.Key task 2: Now you have your main arguments, how are you going to develop this argument? You have a wealth of research to draw upon and a collection of persuasive and rhetorical devices.Key task 3: What discourse markers are you going to use to develop your lines of thought? Discourse markers should be used at the beginning of most paragraphs and, on occasions, within paragraphs to.GOLD: Students construct a one sentence paragraph to go in their letter. Learning episode 11To be able to use a varied vocabulary.Students mix and match a range of vocabulary. Students identify the correct definition for each term.Students choose 5 words to incorporate into their response.Planning lesson.Students plan / draft their response to the task.Share with students success criteria to support planning process.Learning episode 12Remind students of writing task and share explicitly the success criteria.Students complete their formal writing task: Write a letter to your MP persuading them to investigate equal pay within your local area. ................
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