Lesson plan: Introduction to Advanced Non-Fiction

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Learning objective

Students will categorize various types of non-fiction texts, such as journalism, essays, speeches, and reports. They will analyze how purpose, audience, and tone influence writing choices in these texts.

Student-facing objective: By the end of this lesson, I'll be able to identify different non-fiction types and explain how the writer's purpose and audience shape the text.

Standards:

• Identify different types of non-fiction (journalism, essays, speeches, reports).

• Understand purpose, audience, and tone in non-fiction writing.

Learning activities

Connector

Ask students to think of a non-fiction text they've recently encountered (e.g., news article, blog post, speech). Prompt them to share with a partner:

• What type of non-fiction is it?

• What was its purpose?

• Who was the intended audience?

After a brief discussion, ask a few students to share their examples and insights with the class. This will activate prior knowledge and set the stage for exploring different non-fiction types and their characteristics.

Activate

1. Define Non-Fiction Types: Present definitions and examples of journalism, essays, opinion pieces, speeches, and official reports. Use real-world examples like a recent news article, a popular blog post, or a notable speech. Discuss how each type serves different purposes and audiences.

2. Analyse Purpose and Audience: Choose a non-fiction text, such as an editorial or formal report. Lead a class discussion to identify its purpose and intended audience. Ask students to consider how these elements influence the tone and style of the writing. Provide guiding questions to facilitate analysis.

3. Identify Bias and Perspective: Distribute a selection of non-fiction texts, including editorials and blogs. In groups, have students identify any bias or perspective present. Encourage them to consider how the author's background or the publication's stance might affect the content. Conclude with a class discussion to compare findings.

Demonstrate

• Think, Pair, Share: Guide students through a structured analysis of a non-fiction text.

• Think: Provide students with a short editorial or blog post. Ask them to individually identify the type of non-fiction, its purpose, audience, and tone. Allow 5 minutes for this task.

• Pair: Have students pair up to discuss their findings. Encourage them to compare their analyses and note any differences in interpretation. Allow 5 minutes for discussion.

• Share: Facilitate a class discussion where pairs share their insights. Highlight key points about how purpose and audience influence tone and style. Use guiding questions to deepen understanding.

• Collect and Display: As students share, scribe their responses on the board, organizing them by non-fiction type, purpose, audience, and tone. This visual aid will serve as a reference for the class.

• Reflect: Conclude with a brief reflection. Ask students to consider how understanding these elements can enhance their comprehension and critique of non-fiction texts.

Independent practice

• Exercise: Assign students to select a recent editorial, blog, or formal report. Have them identify the type of non-fiction, its purpose, audience, and tone. Ask them to write a brief summary highlighting these elements.

• Grammar Focus: Provide a worksheet on revising complex and compound sentences for clarity. Direct students to practice revising sentences from their chosen text.

• Mini-Research Task: Instruct students to find a recent influential non-fiction article. They should summarize its main points and explain its impact, considering purpose and audience.

Circulate to support students as they work through these tasks.

Consolidate

Ask students to answer these questions on their way out:

1. What type of non-fiction text did you analyze today, and what was its main purpose?

2. How did the intended audience influence the tone of the text you studied?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The text was an editorial, and its main purpose was to persuade readers about a specific viewpoint.

2. Suggested answer to Question 2: The intended audience was general readers, which made the tone more conversational and accessible.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students compare multiple non-fiction texts on the same topic. Ask them to evaluate how different authors' purposes and audiences shape their arguments and tone. Challenge them to identify subtle biases and perspectives.

• Striving learners: Simplify tasks by providing structured graphic organizers to help categorize non-fiction types, purposes, and audiences. Offer sentence starters for identifying tone and bias. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

• Non-Fiction: A genre of writing that presents facts, real events, and real people, such as journalism, essays, and reports, as opposed to fictional narratives.

• Bias: A tendency to present information in a way that reflects a particular perspective or preference, often leading to a partial or one-sided view.

• Tone: The attitude or approach that the author takes toward the subject, audience, or characters, which can be formal, informal, serious, or playful, among others.

Required materials

• Non-fiction texts: Editorials, blogs, formal reports

• Worksheets: Grammar revision on complex and compound sentences

• Writing materials: Paper, pens, or digital devices for note-taking and summaries

• Visual aids: Whiteboard and markers for class discussions

• Internet access: For mini-research task and accessing recent articles

Lesson summary

• Consolidate (5 min)

• Activate (10 min)

• Demonstrate (10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will effectively extract key ideas and specific data from government reports and investigative journalism through skimming and scanning. They will also analyze tone and bias in opinion versus factual reporting using close reading techniques.

Student-facing objective: By the end of this lesson, I'll be able to quickly find important information in articles and understand the tone and bias in different types of writing.

Standards:

• Develop effective skimming and scanning strategies.

• Use close reading techniques to analyse tone and bias.

Learning activities

Connector

Display two short, contrasting headlines on the board. Ask the Learner: "What do you notice about these headlines? What do you think?" Give them a minute to think, then share with a partner. Select a few Learners to share their observations and questions. Record these on the board. This primes Learner to consider how headlines can convey different tones or biases, setting the stage for deeper analysis in the lesson.

Activate

1. Skimming and Scanning Techniques: Present two contrasting articles, one from a government report and another from investigative journalism. Instruct Learner to skim each article, identifying key ideas and main points. Then, guide them to scan for specific data and statistics. Discuss how these techniques help in quickly extracting essential information.

2. Close Reading for Tone and Bias: Select a passage from each article. Lead a close reading session, focusing on identifying tone and word choice. Highlight differences between opinion and factual reporting. Encourage Learners to note how language influences perception and bias.

3. Punctuation and Clarity: Use sentences from the articles to demonstrate the role of punctuation in clarifying meaning. Focus on commas and colons in complex sentences. Show how punctuation can alter tone and bias. Provide examples and ask Learner to suggest punctuation changes to shift meaning.

Demonstrate

• Think, Pair, Share: Distribute two contrasting articles to each student. Instruct them to skim and scan for key ideas and specific data. Allow 5 minutes for this task.

• Pair Discussion: Have Learners pair up to discuss their findings. Encourage them to compare the tone and bias they perceive in each article. Allow 5 minutes for discussion.

• Class Sharing: Select pairs to share their insights with the class. Focus on how skimming and scanning helped them identify key information and how close reading revealed tone and bias. Allocate 10 minutes.

• Punctuation Exercise: Provide sentences from the articles. Ask Learner to suggest punctuation changes to alter tone or clarify meaning. Discuss as a class. Allow 10 minutes.

• Headline Rewrite: Present a misleading headline. Instruct Learner to rewrite it into a neutral, factual version. Share and discuss the revisions. Allocate 10 minutes.

Independent practice

• Skimming Task: Provide Learner with two contrasting articles. Instruct them to independently skim each article to extract key ideas. Allow 5 minutes. [Link to skimming exercise]

• Scanning Exercise: Direct Learner to locate specific data and statistics within the same articles. Allocate 5 minutes. [Link to scanning exercise]

• Close Reading: Assign a passage from each article. Have Learner analyze tone and word choice, focusing on opinion vs. factual reporting. Allow 10 minutes. [Link to close reading exercise]

• Punctuation Practice: Provide sentences from the articles. Ask Learner to revise punctuation to clarify meaning. Allocate 5 minutes. [Link to punctuation exercise]

• Headline Rewrite: Present a misleading headline. Instruct Learner to rewrite it into a neutral, factual version. Allow 5 minutes. [Link to headline rewrite exercise]

Consolidate

Ask Learner to answer these questions on their way out:

1. How did skimming and scanning help you find key information in the articles?

2. What differences did you notice in tone and bias between the opinion and factual reporting?

Here are some suggested answers:

1. Suggested answer to Question 1: Skimming and scanning allowed me to quickly identify main ideas and locate specific data without reading every word.

2. Suggested answer to Question 2: The opinion piece used more emotive language and subjective tone, while the factual report was more neutral and objective.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing additional articles. Challenge them to identify subtle biases and tone shifts. Suggest they explore how punctuation affects meaning in complex texts.

• Striving learners: Provide guided skimming and scanning practice with highlighted key points. Use simpler texts to build confidence. Offer sentence starters for identifying tone and bias.

Notable definitions

• Skimming: A reading technique used to quickly identify the main ideas of a text by glancing through headings, subheadings, and highlighted words.

• Scanning: A reading strategy that involves looking for specific information or data points within a text, such as dates, names, or statistics.

• Close Reading: An analytical approach to reading that involves examining the details of a text, such as word choice, tone, and structure, to understand deeper meanings and biases.

Required materials

• Articles: Two contrasting articles (government report and investigative journalism).

• Whiteboard/Markers: For displaying headlines and recording observations.

• Printed Handouts: Sentences for punctuation exercises.

• Digital Devices: For accessing linked exercises (optional).

• Projector: To display articles and examples for class discussion.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent Practice (10 min)

• Consolidate (5 min)

Learning objective

Learner will analyze rhetorical techniques (ethos, pathos, logos) and persuasive language in speeches and articles. They will annotate texts to identify these techniques and explain their effects.

Student-facing objective: By the end of this lesson, I'll be able to spot and explain how persuasive language and rhetorical techniques are used in speeches and articles.

Standards:

• Identify rhetorical techniques (ethos, pathos, logos).

• Explore persuasive techniques in speeches and articles.

Learning activities

Connector

Display a short, impactful quote from a famous speech (e.g., "I have a dream" by Martin Luther King Jr.). Ask Learner to quickly jot down what they notice about the language used. Prompt them to consider: What makes this quote memorable? What emotions or ideas does it evoke? After a few minutes, have Learner share their observations with a partner. Then, select a few Learner to share with the class, focusing on identifying any rhetorical techniques or persuasive language they noticed.

Activate

1. Introduce Rhetorical Techniques: Briefly define ethos, pathos, and logos. Use real-world examples:

   • Ethos: Discuss a speech by a respected leader, highlighting credibility.

   • Pathos: Analyze an advertisement that evokes strong emotions.

   • Logos: Examine a scientific article using logical arguments.

2.  Provide a short passage for each, and ask Learner to identify the technique used.

1. Explore Persuasive Techniques: Explain repetition, direct address, and emotive language. Use examples:

   • Repetition: Show a speech excerpt where a phrase is repeated for emphasis.

   • Direct Address: Use a political speech that speaks directly to the audience.

   • Emotive Language: Analyze a charity appeal that uses emotional words.

2. Discuss how these techniques enhance persuasion.

1. Sentence Construction Practice: Present a factual statement. Guide Learner to rewrite it using persuasive techniques. Example:

   • Original: "The park is open daily."

   • Persuasive: "Visit the park every day to experience nature's beauty!"

2. Discuss how varying sentence lengths can impact the message's effectiveness.

Demonstrate

• Think, Pair, Share: Distribute a short persuasive article or speech excerpt. Instruct Learner to read and annotate for rhetorical techniques (ethos, pathos, logos) and persuasive language (repetition, direct address, emotive language).

• Think: Individually, Learner identify and annotate rhetorical and persuasive techniques in the text.

• Pair: Learner pair up to compare annotations, discussing any differences and clarifying their understanding.

• Share: Pairs share their findings with the class. Highlight key examples and discuss the effects of the techniques.

• Class Discussion: Facilitate a discussion on how these techniques contribute to the text's persuasiveness.

• Reflection: Ask Learner to reflect on how identifying these techniques enhances their understanding of persuasive language.

Independent practice

• Distribute a persuasive speech or article. Instruct Learner to annotate for rhetorical techniques (ethos, pathos, logos) and persuasive language (repetition, direct address, emotive language).

• Direct Learner to practice a related exercise [insert link to exercise].

• Encourage Learner to write a persuasive opening paragraph on a topical issue, using identified techniques.

• Circulate to observe and support Learner as needed.

Consolidate

Ask Learner to answer these questions on their way out:

1. Which rhetorical technique (ethos, pathos, logos) did you find most effective in today's examples? Why?

2. How does varying sentence length impact the persuasiveness of a message?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Pathos was most effective because it appealed to emotions, making the message more relatable.

2. Suggested answer to Question 2: Varying sentence length can maintain interest and emphasize key points, enhancing persuasiveness.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing multiple speeches or articles. Challenge them to identify subtle rhetorical techniques and their cumulative effects. Suggest they explore historical context to understand the impact of rhetoric on audiences.

• Striving learners: Simplify tasks by focusing on one rhetorical technique at a time. Provide clear examples and guided practice. Use graphic organizers to help them categorise and visualise techniques. Offer sentence starters for writing tasks to build confidence.

Notable definitions

• Ethos: A rhetorical technique that establishes the credibility or ethical appeal of the speaker or writer, often by highlighting their authority or character.

• Pathos: A rhetorical technique that appeals to the audience's emotions, aiming to evoke feelings such as sympathy, anger, or excitement to persuade.

• Logos: A rhetorical technique that uses logical reasoning and evidence to appeal to the audience's sense of logic and rationality.

Required materials

• Copies of selected speeches and articles for annotation

• Highlighters or colored pens for marking texts

• Whiteboard and markers for class discussion

• Projector for displaying quotes and examples

• Handouts with definitions of rhetorical and persuasive techniques

• Access to online resources or printed exercises for independent practice

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will analyze how the structure of non-fiction texts influences meaning and impact. They will also identify bias and discuss how intent shapes tone in political speeches and advertising campaigns.

Learner-facing objective: By the end of this lesson, I'll be able to examine how the way a text is organized affects its message and spot bias in speeches and ads.

Standards:

• Examine how structure shapes meaning and impact.

• Identify bias and discuss how intent influences tone.

Learning activities

Connector

Display a series of headlines from various articles. Ask Learner to quickly read each headline and jot down their initial impressions or assumptions about the article's content. Prompt them to consider how the structure of the headline (word choice, length, punctuation) might influence their perception. After a few minutes, facilitate a brief discussion where Learner share their thoughts on how these structural elements might shape meaning and bias. This primes them for deeper analysis in the lesson.

Activate

1. Structure Analysis: Present a political speech and an advertisement. Break down the text into sections: headlines, subheadings, and paragraphs. Discuss how each part contributes to the overall message. Highlight how the arrangement of ideas affects the reader's understanding and emotional response. Use real-world examples to illustrate these points.

2. Bias Identification: Introduce the concept of bias using the same texts. Identify language that indicates bias, such as emotionally charged words or selective information. Discuss how the author's intent influences tone and perspective. Encourage Learner to consider why certain viewpoints are emphasized or omitted.

3. Intent and Tone: Analyze the intent behind the texts. Ask Learner to infer the author's purpose and how it shapes the tone. Discuss how intent can lead to biased presentation. Use examples from the texts to demonstrate how intent is reflected in word choice and structure.

Demonstrate

Activity: Group Analysis and Rewrite

1. Form Groups: Divide Learner into small groups. Assign each group a different political speech or advertisement.

2. Analyse Structure: Instruct groups to identify and discuss the structure of their assigned text. Focus on headlines, subheadings, and paragraphing. Ask them to consider how these elements shape meaning and impact.

3. Identify Bias: Have groups pinpoint language that suggests bias. Encourage them to discuss how the author's intent influences tone and perspective. Use guiding questions to facilitate analysis.

4. Rewrite Exercise: Task each group with rewriting their text to remove bias, aiming for a neutral and objective tone. Encourage them to adjust structure and language accordingly.

5. Share and Reflect: Have groups present their original and rewritten texts. Facilitate a class discussion on how changes in structure and language affect interpretation and bias.

Independent practice

• Assign Learner a biased article from a political speech or advertisement.

• Instruct them to individually analyze the structure: headlines, subheadings, and paragraphing.

• Direct them to identify language that indicates bias and consider the author's intent.

• Task Learner with rewriting the article to achieve a neutral and objective tone.

• Encourage them to adjust both structure and language to remove bias.

• Provide a related exercise link for additional practice.

Consolidate

Ask Learner to answer these questions on their way out:

1. How does the structure of a text influence its meaning and impact?

2. What role does the author's intent play in creating bias in a text?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The structure, including headlines and paragraphing, guides the reader's interpretation and emotional response.

2. Suggested answer to Question 2: The author's intent shapes the tone and can lead to biased presentation through selective language and emphasis.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple texts with varying structures and biases. Challenge them to identify subtle biases and discuss the implications of these biases on public perception. Suggest they explore the historical context of the texts to understand how intent and bias have evolved.

• Striving learners: Provide graphic organizers to help them break down text structures and identify bias. Use simpler texts with clear examples of bias and intent. Offer sentence starters to guide their analysis and rewriting tasks. Pair them with peers for collaborative support during group activities.

Notable definitions

• Structure: The arrangement of and relationship between the parts of a text, including headlines, subheadings, and paragraphing, which influences meaning and reader interpretation.

• Bias: A tendency to present information in a way that reflects a particular perspective or preference, often through selective language or emphasis.

• Intent: The purpose or goal behind a text, which shapes its tone and can lead to biased presentation.

Required materials

• Texts: Copies of political speeches and advertisements

• Technology: Computers or tablets for online research

• Writing tools: Paper, pens, or digital devices for note-taking and rewriting exercises

• Visual aids: Projector or screen for displaying headlines and examples

• Handouts: Graphic organizers for text structure analysis

• Reference materials: Dictionaries or thesauruses for language refinement

Lesson summary

• Connector (5 min)

• Activate(10  min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will compare and contrast perspectives on the same issue by analyzing opinion pieces from different publications. They will develop structured comparative responses by writing a paragraph that highlights differences in tone and bias.

Learner-facing objective: By the end of this lesson, I'll be able to compare different viewpoints on the same topic and write a clear paragraph explaining the differences.

Standards:

• Compare and contrast perspectives on the same issue.

• Develop structured comparative responses.

Learning activities

Connector

Display two short opinion excerpts on the same issue from different publications (e.g., Guardian vs. Daily Mail). Ask Learners to read both excerpts silently. Then, prompt them to identify and jot down one noticeable difference in tone or bias between the two texts. After a few minutes, facilitate a brief class discussion where Learners share their observations. Encourage them to use specific language from the texts to support their points. This activity primes Learners for deeper analysis in the lesson.

Activate

1. Introduce the Concept: Begin by explaining the importance of comparing perspectives across texts. Use real-world examples, such as how different news outlets report on the same event. Highlight how tone and bias can shape understanding. Emphasize the goal: to identify and articulate these differences.

2. Model Analysis: Display two opinion pieces on the same issue from different publications. Read aloud a section from each, pausing to annotate differences in tone and bias. Use think-aloud strategies to demonstrate how to identify key phrases that indicate bias or tone. Encourage Learners to note these annotations.

3. Structured Comparison: Guide Learners in creating a Venn diagram to visually organize similarities and differences between the two texts. Focus on tone, bias, and key arguments. Discuss how these elements contribute to the overall perspective of each text. Conclude by summarizing the main differences in a structured paragraph, modeling clear and concise comparative writing.

Demonstrate

• Think, Pair, Share:

  1. Think: Ask Learners to individually read two opinion pieces on the same issue from different publications. Instruct them to note differences in tone and bias.

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1. Pair: Have Learners pair up to discuss their observations. Encourage them to use specific examples from the texts to support their points.

1. Share: Facilitate a class discussion where pairs share their findings. Highlight diverse perspectives and ensure Learners articulate how tone and bias differ.

1. Annotate: Guide Learners to annotate the texts, marking phrases that indicate tone and bias. Use a shared document or board to compile these annotations.

1. Summarize: Conclude with a brief class summary of the key differences identified. Reinforce the importance of structured comparative responses.

Independent practice

• Direct Learners to independently read two opinion pieces on the same issue from different publications.

• Instruct them to write a paragraph comparing the perspectives, focusing on tone and bias.

• Encourage the use of complex sentences for clarity.

• Provide a link to a related exercise for additional practice.

• Circulate to offer support and feedback as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. How did the tone differ between the two opinion pieces you read today?

2. What is one example of bias you identified in either text?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The tone in the Guardian piece was more formal and analytical, while the Daily Mail piece was more sensational and emotive.

2. Suggested answer to Question 2: The Guardian article showed bias by focusing on expert opinions, whereas the Daily Mail article used more anecdotal evidence.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing additional texts or exploring more nuanced aspects of tone and bias. Suggest they evaluate the impact of publication context on perspective. Challenge them to write a more complex comparative essay, integrating multiple viewpoints.

• Striving learners: Simplify tasks by focusing on one key difference in tone or bias. Provide sentence starters to aid paragraph construction. Use graphic organizers to help them visually map out differences. Offer additional guided practice with teacher support to build confidence.

Notable definitions

• Perspective: A particular attitude or way of viewing something, often influenced by personal experiences or cultural background.

• Bias: A tendency to favor one perspective or side over another, often in a way that is considered unfair or prejudiced.

• Tone: The general character or attitude of a piece of writing, which can convey emotions or opinions.

Required materials

• Opinion pieces: Two articles on the same issue from different publications (e.g., Guardian and Daily Mail).

• Highlighters: For annotating differences in tone and bias.

• Venn diagram templates: For organizing similarities and differences.

• Notebooks or paper: For jotting down observations and writing paragraphs.

• Pens or pencils: For writing and annotating.

• Projector:To display texts and annotations.

• Access to online resources: For additional practice exercises.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will analyse an unseen non-fiction text to identify its purpose and bias. They will compare two texts for language, structure, and intent, and construct an exam-style response.

Learner-facing objective: By the end of this lesson, I'll be able to examine a non-fiction text to find its purpose and bias, compare it with another text, and write a response like I would in an exam.

Standards:

• Apply analytical skills to an unseen non-fiction text.

• Compare two texts for language, structure, and intent.

Learning activities

Connector

Display a short, unseen non-fiction text excerpt on the board. Ask Learners to skim the text quickly and identify the main idea. Then, have them scan for any rhetorical devices or language features they notice. Prompt them to share their observations with a partner. After a brief discussion, select a few Learners to share their findings with the class. This activity primes Learners for deeper analysis and comparison in the lesson.

Activate

1. Text Analysis Introduction: Present a new unseen non-fiction text. Guide Learners through skimming and scanning techniques to identify the text's main idea and key details. Highlight the importance of these skills in understanding the text's purpose and bias. Use a real-world example, such as a news article, to illustrate how these skills apply outside the classroom.

2. Language and Structure Examination: Direct Learners to analyze the text's language and structure. Focus on identifying rhetorical devices and their effects. Discuss how these elements contribute to the text's intent. Provide a brief example, such as identifying persuasive language in an advertisement, to connect with real-world contexts.

3. Comparative Analysis: Introduce a second non-fiction text. Instruct Learners to compare both texts, focusing on language, structure, and intent. Emphasize the skill of identifying differing perspectives and biases. Use a practical example, like comparing two editorials on the same topic, to ground the activity in a real-world scenario.

Demonstrate

• Think, Pair, Share: Guide Learners through a structured analysis of the two texts.

• Think: Ask Learners to individually identify the purpose and bias of each text. Encourage them to note specific language and structural elements that support their analysis.

• Pair: Have Learners pair up to discuss their findings. Instruct them to compare their analyses, focusing on similarities and differences in language, structure, and intent.

• Share: Facilitate a class discussion where pairs share their insights. Encourage Learners to highlight how rhetorical devices and language choices reveal purpose and bias.

• Connect: Prompt Learners to connect their analysis to real-world examples, such as comparing news articles or opinion pieces on the same topic.

• Reflect: Conclude with a brief reflection on how these skills apply to exam-style responses, emphasizing the importance of structured analysis and comparison.

Independent practice

• Text Analysis Exercise: Provide Learners with a new unseen non-fiction text. Instruct them to independently analyze the text for purpose and bias. Encourage them to use skimming, scanning, and close reading techniques. [Link to exercise]

• Comparative Analysis Task: Assign a second unseen non-fiction text. Direct Learners to compare both texts, focusing on language, structure, and intent. Require them to identify and document differing perspectives and biases. [Link to exercise]

• Exam-Style Response: Have Learners write a structured response comparing the two texts. Emphasize clarity, coherence, and the use of evidence to support their analysis. [Link to exercise]

Circulate to provide support and feedback.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one rhetorical device you identified in today's texts?

2. How did the structure of the texts influence their intent?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Metaphor, used to emphasise a point.

2. Suggested answer to Question 2: The chronological structure highlighted the progression of events, reinforcing the author's argument.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having Learners identify and evaluate the effectiveness of rhetorical devices. Challenge them to explore nuanced biases and perspectives. Suggest they create a comparative chart to visually map language and structural differences.

• Striving learners: Provide sentence starters and graphic organizers to support text analysis. Use guided questions to help them identify basic rhetorical devices and their effects. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

• Skimming: A reading technique used to quickly identify the main ideas of a text without focusing on details.

• Rhetorical Devices: Techniques used by authors to persuade or convey meaning, such as metaphors, similes, and alliteration.

• Bias: A tendency to present information in a way that reflects a particular perspective or preference, often leading to a lack of neutrality.

Required materials

• Unseen non-fiction text excerpts for analysis

• Copies of a second non-fiction text for comparison

• Whiteboard and markers

• Projector for displaying text excerpts

• Learner notebooks and pens

• Graphic organizers for text analysis

• Sentence starters for differentiation

• Access to online resources or printed materials for real-world examples

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will construct a persuasive letter to a government official, effectively using rhetorical devices and structuring their argument. They will demonstrate proficiency in tone, formality, and the use of modal verbs and subjunctive mood for persuasion.

Learner-facing objective: By the end of this lesson, I'll be able to write a convincing letter to a government official, using persuasive techniques and clear argument structure.

Standards:

• Structure a persuasive argument effectively.

• Use rhetorical devices in writing.

Learning activities

Connector

Notice and Wonder: Display a short persuasive text excerpt. Ask Learners, "What do you notice about the tone and formality?" and "What do you wonder about the argument's effectiveness?" Allow a few minutes for individual reflection, then pair Learners to discuss their observations and questions. Select a few Learners to share insights with the class, focusing on tone, formality, and argument structure. Record key points for all to see.

Activate

1. Conceptual Understanding: Introduce the concept of persuasive writing by discussing its purpose and importance. Use a real-world example, such as a letter advocating for environmental policy change. Highlight key elements: clear thesis, supporting arguments, and a call to action. Discuss how tone and formality affect the message's reception.

2. Procedural Skills and Fluency: Explain the use of rhetorical devices, such as ethos, pathos, and logos. Provide examples of each from the real-world context discussed. Demonstrate how modal verbs and the subjunctive mood can enhance persuasion. Write a sample sentence on the board, showing how these elements can be integrated.

3. Application: Guide Learners in drafting a persuasive argument. Begin with a clear thesis statement related to a chosen issue. Develop supporting points using rhetorical devices. Encourage Learners to incorporate modal verbs and the subjunctive mood. Use the real-world example as a reference. Provide a framework for structuring their argument effectively.

Demonstrate

• Think, Pair, Share: Guide Learners through a structured activity to practice persuasive writing.

  1. Think: Ask Learners to individually brainstorm ideas for their letter to a government official. Focus on identifying a clear thesis and supporting arguments. Allow 5 minutes.

  2. Pair: Have Learners pair up to share their ideas. Encourage them to discuss the use of rhetorical devices and modal verbs. Allow 10 minutes.

  3. Share: Invite pairs to present their ideas to the class. Focus on clarity, structure, and the use of persuasive techniques. Record key points on the board.

  4. Feedback: Facilitate a class discussion to provide constructive feedback on the shared ideas. Highlight effective use of rhetorical devices and argument structure.

  5. Revise: Allow Learners time to revise their ideas based on feedback. Encourage them to refine their thesis and supporting arguments.

Independent practice

• Direct Learners to draft their persuasive letter to a government official on their chosen issue. Emphasize the use of rhetorical devices, modal verbs, and the subjunctive mood.

• Encourage Learners to focus on structuring their argument with a clear thesis, supporting points, and a call to action.

• Provide a checklist for Learners to self-assess their use of rhetorical techniques and sentence variety.

• Circulate to offer guidance and support as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What rhetorical device did you use in your letter, and why?

2. How did you ensure your argument was structured effectively?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I used ethos to establish credibility by mentioning expert opinions.

2. Suggested answer to Question 2: I started with a clear thesis, followed by supporting points and a call to action.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration of rhetorical devices by analyzing complex texts. Challenge them to incorporate advanced rhetorical techniques, such as anaphora or antithesis, in their writing. Suggest peer teaching opportunities where they can explain these techniques to classmates.

• Striving learners: Provide sentence starters and graphic organizers to help structure their arguments. Offer examples of simple rhetorical devices and model their use. Pair them with peers for collaborative writing exercises to build confidence and understanding.

Notable definitions

• Rhetorical Devices: Techniques used in writing or speaking to persuade, inform, or entertain an audience. Examples include ethos (credibility), pathos (emotional appeal), and logos (logical reasoning).

• Modal Verbs: Auxiliary verbs that express necessity, possibility, permission, or ability. Common modal verbs include can, could, may, might, must, shall, should, will, and would.

• Subjunctive Mood: A verb form used to express wishes, suggestions, or conditions that are contrary to fact. It often follows verbs like suggest, recommend, or wish.

Required materials

• Copies of a sample persuasive text excerpt

• Whiteboard and markers

• Handouts on rhetorical devices and modal verbs

• Graphic organizers for argument structuring

• Computers or tablets for drafting letters

• Checklist for self-assessment of rhetorical techniques and sentence variety

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will compose a fact-based, objective article on a social issue, ensuring clarity through proper sentence structure and punctuation. They will demonstrate the ability to structure the article with an introduction, body, and conclusion while maintaining a formal and neutral tone.

Learner-facing objective: By the end of this lesson, I'll be able to write a clear and objective article about a social issue, using correct grammar and structure.

Standards: Write a fact-based, objective article. Ensure clarity through sentence structure and punctuation.

Learning activities

Connector

Begin with a brief discussion on the difference between fact-based writing and opinion writing. Ask Learners to provide examples of each from their own experiences or readings. Highlight key characteristics: fact-based writing relies on verifiable information, while opinion writing includes personal viewpoints.

Next, present a few sentences and ask Learners to identify whether each is fact-based or opinion-based. Example sentences:

• "The Earth revolves around the Sun."

• "Chocolate is the best ice cream flavor."

• "Water boils at 100°C at sea level."

• "Summer is the most enjoyable season."

Encourage Learners to explain their reasoning. This activity primes Learners for the lesson's focus on writing objective, fact-based articles.

Activate

1. Conceptual Understanding: Introduce the importance of factual accuracy in reporting. Discuss how misinformation can impact public perception and decision-making. Use real-world examples, such as a news article that was later corrected due to factual errors. Ask Learners to consider the consequences of these errors.

2. Procedural Skills and Fluency: Demonstrate how to plan and draft an objective article. Break down the structure: introduction, body, and conclusion. Use a social issue, like climate change, as a topic. Outline key points for each section. Emphasize maintaining a formal and neutral tone. Provide a checklist for clarity: sentence structure, punctuation, and subject-verb agreement.

3. Application: Guide Learners in drafting their own article on a chosen social issue. Encourage them to use the checklist to self-edit. Remind them to verify facts and maintain objectivity. Conclude with a brief peer review session, where Learners exchange articles and provide feedback on factual accuracy and clarity.

Demonstrate

• Think, Pair, Share: Guide Learners through a collaborative writing exercise.

  1. Think: Ask Learners to individually brainstorm key points for an objective article on a social issue of their choice. Encourage them to focus on factual accuracy and clarity.

  2. Pair: Have Learners pair up to discuss their ideas. Each Learner should explain their chosen topic and key points, ensuring they maintain a formal and neutral tone.

  3. Share: Invite pairs to share their discussions with the class. Highlight examples of clear, fact-based writing and correct any misconceptions.

  4. Revise: Ask Learners to refine their key points based on feedback from their partner and the class discussion.

  5. Draft: Instruct Learners to begin drafting their article, using their revised key points and the provided checklist to ensure clarity and factual accuracy.

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Independent practice

• Direct Learners to continue drafting their articles independently, focusing on structuring their work with a clear introduction, body, and conclusion.

• Remind them to use the grammar and structure checklist to self-edit for clarity, ensuring correct sentence structure and punctuation.

• Encourage Learners to verify the factual accuracy of their content, maintaining a formal and neutral tone throughout.

• Provide a link to a related exercise on subject-verb agreement for additional practice. [Insert link here]

• Circulate to offer guidance and support as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one key difference between fact-based writing and opinion writing?

2. How does maintaining a formal and neutral tone contribute to the clarity of an article?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Fact-based writing relies on verifiable information, while opinion writing includes personal viewpoints.

2. Suggested answer to Question 2: A formal and neutral tone helps ensure the article is objective and clear, making it easier for readers to understand the information presented.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore multiple perspectives on the chosen social issue. Suggest they incorporate data or statistics to support their points. Challenge them to critique a peer's article for factual accuracy and clarity, providing constructive feedback.

• Striving learners: Provide sentence starters and a simplified checklist to guide their writing. Pair them with a peer for collaborative drafting. Offer additional examples of fact-based vs. opinion writing. Use graphic organizers to help them structure their articles effectively.

Notable definitions

• Fact-based Writing: Writing that relies on verifiable information and objective data, free from personal opinions or biases.

• Objective Article: A type of writing that presents information in a neutral and unbiased manner, focusing on facts rather than personal viewpoints.

• Subject-Verb Agreement: A grammatical rule ensuring that the subject and verb in a sentence match in number (singular or plural), crucial for clarity and correctness in writing.

Required materials

• Whiteboard and markers for class discussions.

• Printed checklist for grammar and structure.

• Sample articles for analysis.

• Access to computers or tablets for drafting and research.

• Peer review sheets for feedback sessions.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will critically analyze how media shapes public opinion and evaluate the ethical responsibilities of journalists. They will engage in a debate to assess whether news organisations should maintain complete neutrality.

Learner-facing objective: By the end of this lesson, I'll be able to discuss how media affects what people think and debate if journalists should always be neutral.

Standards:

• Discuss how media influences public opinion.

• Debate the responsibilities of journalists.

Learning activities

Connector

Display a provocative headline from a recent news article. Ask Learners: "What do you notice? What do you think?" Give them a few minutes to think and discuss with a partner. Then, invite several Learners to share their observations and questions. Record these on the board. Guide the discussion towards how headlines can shape public perception and the importance of journalistic responsibility.

Activate

1. Conceptual Understanding: Present a brief overview of the media's role in society. Use real-world examples, such as a recent news event, to illustrate how the media can influence public opinion. Discuss the concept of media bias and its potential impact on perception. Encourage Learners to think critically about the information they consume.

2. Procedural Skills and Fluency: Introduce the ethical responsibilities of journalists. Provide a scenario where journalistic ethics are challenged, such as a conflict of interest or the need to protect a source. Ask Learners to identify the ethical dilemmas and discuss possible resolutions. Use this to highlight the importance of integrity and accuracy in journalism.

3. Application: Facilitate a class debate on the topic: "Should news organizations be fully neutral?" Divide Learners into two groups, assigning each a stance to defend. Allow time for preparation, then conduct the debate. Encourage Learners to use evidence from the texts provided and their own research to support their arguments. Conclude with a reflection on the debate process and the complexities of media neutrality.

Demonstrate

• Think, Pair, Share: Guide Learners through a structured discussion on media influence and journalistic ethics.

• Think: Ask Learners to individually reflect on the question: "How does media influence public opinion?" Encourage them to jot down their thoughts and examples from recent news articles or documentaries.

• Pair: Have Learners pair up to discuss their reflections. Instruct them to compare their ideas and identify common themes or differing perspectives.

• Share: Invite pairs to share their insights with the class. Facilitate a discussion that connects their observations to the ethical responsibilities of journalists.

• Collect and Display: As Learners share, scribe key points and themes on the board. Organize these into categories such as "Media Influence" and "Journalistic Ethics."

• Connect: Use the collected points to draw connections between media influence and journalistic responsibilities. Highlight how these concepts impact public perception and the importance of ethical journalism.

Independent practice

• Research Task: Direct Learners to research a real-world example of media influence on public opinion. Provide a list of suggested topics or events for them to choose from. Ensure they use credible sources and document their findings.

• Analysis: Ask Learners to evaluate the impact of media bias in their chosen example. Encourage them to consider how different media outlets presented the event and the potential effects on public perception.

• Reflection: Have Learners write a brief reflection on their research, focusing on how media bias can shape opinions and the ethical responsibilities of journalists in reporting the truth.

• Peer Review: Pair Learners to exchange their reflections. Instruct them to provide constructive feedback on each other's analysis and insights.

Consolidate

Ask Learners to answer these questions on their way out:

1. How does the media influence public opinion?

2. What are the ethical responsibilities of journalists?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Media can shape public opinion by framing issues, selecting which stories to highlight, and presenting information with a particular bias.

2. Suggested answer to Question 2: Journalists have the responsibility to report accurately, avoid conflicts of interest, and maintain neutrality to ensure the public receives truthful information.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore multiple perspectives on media bias. Assign them to research and present on how different countries handle media neutrality. Challenge them to evaluate the effectiveness of these approaches in maintaining public trust.

• Striving learners: Simplify tasks by providing structured outlines for their research. Pair them with peers for collaborative work. Use graphic organizers to help them visualise the relationship between media influence and journalistic ethics. Provide sentence starters to support their participation in discussions and debates.

Notable definitions

• Media Bias: The tendency of media outlets to present information in a way that reflects their own perspectives or interests, potentially influencing public perception.

• Public Opinion: The collective attitudes and beliefs of the general public on a particular issue, often shaped by media coverage and representation.

• Journalistic Ethics: The principles and standards that guide journalists in their work, including accuracy, fairness, and impartiality, to ensure the integrity of the information they provide.

Required materials

• News articles: Recent articles for analysis and discussion.

• Documentaries: Clips or full documentaries relevant to media influence.

• Whiteboard and markers: For recording Learner observations and key points.

• Computers or tablets: For research and accessing digital resources.

• Printed handouts: Ethical scenarios and debate guidelines.

• Projector: To display headlines and media examples.

• Notebooks and pens: For Learner reflections and note-taking.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (10 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will evaluate the reliability of online information by applying fact-checking techniques. They will identify and explain the factors contributing to the spread of misinformation.

Learner-facing objective: By the end of this lesson, I'll be able to check if online information is reliable and explain why misinformation spreads.

Standards:

• Assess the reliability of online information.

• Develop critical thinking skills in media analysis.

Learning activities

Connector

Display a series of brief statements on the board, such as "The moon is made of cheese" or "Vaccines cause autism." Ask Learners to quickly decide if each statement is true or false and why. Encourage them to share their reasoning. This primes Learners to think critically about information and prepares them for evaluating sources.

Activate

1. Introduce Fact-Checking Techniques: Explain the importance of verifying information. Discuss common fact-checking methods, such as cross-referencing multiple sources, checking the credibility of the author, and using fact-checking websites like Snopes or FactCheck.org. Provide examples of how these techniques can be applied to real-world scenarios.

2. Analyze Fake News Examples: Present Learners with a few examples of fake news articles. Guide them through the process of identifying red flags, such as sensationalist headlines, lack of credible sources, and emotional language. Encourage Learners to apply the fact-checking techniques discussed earlier to assess the reliability of these articles.

3. Evaluate News Sources: Provide a list of various news sources, including reputable and less reliable ones. Ask Learners to evaluate each source based on criteria such as author credentials, publication reputation, and evidence of bias. Facilitate a discussion on how these factors influence the spread of misinformation and the importance of critical media analysis.

Demonstrate

Think, Pair, Share Activity

1. Think: Present Learners with a short online article or social media post. Ask them to individually identify potential misinformation indicators, such as lack of sources, biased language, or author anonymity. Allow 5 minutes for this task.

2. Pair: Have Learners pair up to discuss their findings. Encourage them to compare notes and refine their analysis by considering each other's perspectives. Allocate 5 minutes for this discussion.

3. Share: Invite pairs to share their insights with the class. Facilitate a brief discussion on common patterns observed and effective fact-checking strategies. Use this opportunity to reinforce key concepts from the direct instruction.

4. Clarify: Address any misconceptions or questions that arise during the sharing phase. Provide additional examples or explanations as needed to ensure understanding.

5. Reflect: Ask Learners to write a brief reflection on how their understanding of misinformation and fact-checking has evolved through the activity. This will help consolidate their learning and prepare them for independent practice.

Independent practice

• Online Source Evaluation: Provide Learners with a list of online articles or social media posts. Instruct them to apply fact-checking techniques to assess the reliability of each source. Encourage them to identify indicators of misinformation, such as lack of credible sources, biased language, or sensationalist headlines.

• Fact-Checking Exercise: Direct Learners to a fact-checking website. Have them choose a claim to investigate and summarize their findings. Ensure they note the methods used to verify the information.

• Misinformation Analysis: Ask Learners to write a brief analysis explaining why misinformation spreads, using examples from their evaluations. Encourage them to consider factors like emotional appeal, confirmation bias, and the role of social media.

• Guide Creation: Instruct Learners to create a concise guide on spotting misinformation. This should include key fact-checking techniques and common red flags. Encourage creativity and clarity in their presentation.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one technique you learned today for fact-checking online information?

2. Why do you think misinformation spreads so easily on social media?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Cross-referencing multiple sources.

2. Suggested answer to Question 2: Misinformation spreads easily due to emotional appeal and confirmation bias.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the impact of misinformation on public opinion and policy. Assign a research task to compare misinformation strategies across different media platforms. Challenge them to create a presentation on advanced fact-checking tools and techniques.

• Striving learners: Simplify tasks by providing structured templates for source evaluation. Use guided questions to help them identify misinformation indicators. Pair them with peers for collaborative analysis. Offer additional examples and practice opportunities to reinforce fact-checking skills.

Notable definitions

• Misinformation: False or misleading information spread regardless of intent to deceive. It can be shared unknowingly or with the belief that it is true.

• Fact-Checking: The process of verifying information to determine its accuracy and reliability. This involves cross-referencing sources, checking author credentials, and using reputable fact-checking websites.

• Source Credibility: The trustworthiness of a source, determined by factors such as the author's expertise, the publication's reputation, and the presence of evidence or bias in the content.

Required materials

• Computers: For accessing online articles, social media posts, and fact-checking websites.

• Projector/Screen: To display statements and examples for class discussion.

• Printed Fake News Examples: For analysis during direct instruction.

• Fact-Checking Websites List: Snopes, FactCheck.org, etc.

• Evaluation Criteria Handout: For assessing news sources.

• Reflection Sheets: For Learners to write reflections and analyses.

• Guide Template: For creating a misinformation spotting guide.

Lesson summary

• Consolidate (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will compose a structured, analytical response comparing unseen non-fiction texts, focusing on language analysis. They will also reflect on their writing process to identify personal strengths and areas for improvement.

Learner-facing objective: By the end of this lesson, I'll be able to write a detailed comparison of non-fiction texts, analyze the language used, and recognize my writing strengths and areas to improve.

Standards:

• Apply writing and analytical skills in an assessment.

• Reflect on progress and areas for improvement.

Learning activities

Connector

Notice and Wonder: Display a short, unseen non-fiction text excerpt. Ask Learners, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down observations and questions. Pair Learners to share their thoughts. Select a few Learners to share with the class, recording key points. This primes Learners for text analysis and reflection by engaging their curiosity and observational skills.

Activate

1. Text Comparison Introduction: Present two unseen non-fiction text excerpts. Briefly explain the purpose of comparing texts, focusing on language use. Highlight key elements to consider: tone, style, and purpose. Use real-world examples, such as comparing news articles on the same event from different sources.

2. Analytical Framework: Introduce a structured approach for analysis. Outline steps: identify main ideas, examine language features, and assess the impact on the reader. Provide a simple framework or checklist to guide Learners in organizing their thoughts. Use a familiar topic to illustrate the process.

3. Reflection on Writing Process: Discuss the importance of reflection in improving writing skills. Encourage Learners to think about their strengths and areas for growth. Share a personal anecdote or example of how reflection led to improvement. Prompt Learners to consider how they can apply this reflection to their own work.

Demonstrate

Think, Pair, Share:

1. Think: Present Learners with two unseen non-fiction text excerpts. Ask them to individually identify and jot down key language features, such as tone, style, and purpose, in each text.

2. Pair: Have Learners pair up to discuss their observations. Encourage them to compare their notes and refine their analysis by considering their partner's insights.

3. Share: Select pairs to share their findings with the class. Facilitate a discussion that highlights diverse perspectives and deepens understanding of language analysis.

4. Reflect: Guide Learners to reflect on their analytical process. Ask them to identify one strength and one area for improvement in their analysis.

5. Feedback: Provide targeted feedback on their reflections, emphasising how recognising strengths and areas for growth can enhance their writing skills.

Independent practice

• Text Analysis Exercise: Provide Learners with a new unseen non-fiction text. Instruct them to independently apply the analytical framework introduced earlier. Focus on identifying tone, style, and purpose. [Link to exercise]

• Structured Response Writing: Direct Learners to write a structured response comparing the new text with one from the guided practice. Emphasize clarity and organisation in their writing. [Link to writing guide]

• Reflection Prompt: Ask Learners to write a brief reflection on their writing process. Encourage them to identify one strength and one area for improvement. [Link to reflection prompt]

Circulate to offer support and feedback.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one key language feature you identified in today's text analysis?

2. How did reflecting on your writing process help you identify an area for improvement?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Tone, style, or purpose.

2. Suggested answer to Question 2: It helped me see where I can be more organized or clear in my writing.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing more complex texts or additional sources. Challenge them to explore nuanced language features and their effects on different audiences. Suggest they create a more detailed reflection, focusing on specific strategies for improvement.

• Striving learners: Simplify text excerpts and focus on identifying basic language features. Provide sentence starters or graphic organizers to help structure their analysis and reflections. Offer additional examples and guided practice to reinforce understanding.

Notable definitions

• Assessment: A process of evaluating a Learner's understanding and skills, often through tests or assignments, to measure learning progress and outcomes.

• Reflection: The act of thinking critically about one's own learning experiences, identifying strengths and areas for improvement, and planning for future growth.

• Analytical Response: A structured written piece that examines and interprets texts, focusing on elements like language, tone, and purpose, to provide a deeper understanding of the material.

Required materials

• Unseen non-fiction text excerpts

• Writing materials (paper, pens)

• Analytical framework/checklist handout

• Reflection prompt handout

• Access to writing guide (digital or print)

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will synthesise information from multiple sources to investigate a real-world issue. They will create a structured report and articulate their findings in a presentation.

Learner-facing objective: By the end of this lesson, I'll be able to research a real-world issue, combine information from different sources, and present my findings in a report and presentation.

Standards:

• Conduct independent research and present findings.

• Create a written report using analytical and persuasive elements.

Learning activities

Connector

Notice and Wonder: Display an image or short video clip related to a real-world issue (e.g., climate change, social justice). Ask Learners, "What do you notice? What do you wonder?" Allow 2-3 minutes for individual reflection. Then, have Learners share their observations and questions with a partner. Select a few Learners to share with the class, recording their insights. This primes Learners for research by engaging curiosity and critical thinking.

Activate

1. Introduction to Research Process: Begin by explaining the research process. Highlight the importance of selecting a real-world issue and gathering information from multiple sources. Use a relatable example, such as investigating the impact of plastic pollution. Discuss how to identify credible sources and the significance of diverse perspectives.

2. Structuring a Report: Outline the components of a structured report. Explain the difference between informative and persuasive sections. Use a simple example, like a report on renewable energy. Describe how to organize findings logically, starting with an introduction, followed by analysis, and concluding with persuasive arguments.

3. Presentation Skills: Discuss key elements of an effective presentation. Emphasize clarity, engagement, and the use of visual aids. Provide an example scenario, such as presenting findings on urban transportation solutions. Highlight the importance of articulating findings clearly and persuasively to an audience.

Demonstrate

Think, Pair, Share:

1. Think: Ask Learners to individually choose a real-world issue they are interested in. Give them 5 minutes to brainstorm and jot down potential sources and perspectives they might explore.

2. Pair: Have Learners pair up and share their chosen issue and initial thoughts. Encourage them to discuss potential sources and perspectives, offering feedback and suggestions to each other.

3. Share: Invite pairs to share their discussions with the class. Facilitate a brief class discussion on the variety of issues and perspectives, highlighting the importance of diverse viewpoints in research.

4. Guide: Walk around the room, providing guidance and answering questions. Ensure Learners are considering credible sources and multiple perspectives.

5. Reflect: Conclude with a short reflection. Ask Learners to write down one new perspective or source they learned about from their peers that they might incorporate into their research.

Independent practice

• Direct Learners to select a real-world issue for their independent project.

• Instruct them to research using at least three credible sources, ensuring diverse perspectives.

• Guide Learners to synthesise information, focusing on key findings and contrasting viewpoints.

• Have Learners draft an outline for their report, including both informative and persuasive sections.

• Encourage Learners to begin writing their report, integrating analytical and persuasive elements.

• Remind Learners to prepare a brief presentation summarizing their findings.

• Circulate to provide support and feedback as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one new perspective you discovered during your research today?

2. How did you determine if a source was credible?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A perspective from a different cultural or economic viewpoint.

2. Suggested answer to Question 2: By evaluating the author's credentials and cross-referencing with other reliable sources.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by exploring complex issues or additional sources. Suggest they incorporate advanced analytical frameworks or theories in their reports. Challenge them to present findings using innovative formats or digital tools.

• Striving learners: Provide structured templates for report writing and presentations. Offer additional guidance on identifying credible sources. Pair them with peers for collaborative research and feedback. Use graphic organizers to help them synthesize information.

Notable definitions

• Synthesise: To combine information from different sources to form a comprehensive understanding or new idea.

• Perspective: A particular attitude or way of viewing something, often influenced by personal experiences or cultural background.

• Credible Source: A source that is trustworthy and reliable, often characterized by expertise, accuracy, and objectivity.

Required materials

• Computers: For online research and report writing.

• Internet Access: To access credible sources and diverse perspectives.

• Presentation Software: For creating visual aids (e.g., PowerPoint, Google Slides).

• Notebooks/Paper: For brainstorming and note-taking.

• Pens/Pencils: For writing and annotating.

• Graphic Organizers: To help structure reports and synthesize information.

• Projector/Screen: For displaying presentations to the class.

Lesson summary

• Connector (5 min)

• Activate(10 min)

• Demonstrate (15 min)

• Independent practice (15 min)

• Consolidate (5 min)