Learning objective

Learners will classify non-fiction texts by type, purpose, and audience. They will explain the significance of understanding the audience in non-fiction writing.

Learner-facing objective: By the end of this lesson, I'll be able to sort non-fiction texts by their type, purpose, and audience, and explain why knowing the audience is important.

Standards: Identify different types of non-fiction texts (e.g., articles, blogs, reports). Understand the purposes and audiences for various non-fiction texts.

Learning activities

Connector

Begin with a quick class discussion. Ask Learners: "What do you think of when you hear 'non-fiction'?" Encourage them to share words or phrases that come to mind. Write responses on the board. Guide them to consider different types of non-fiction, such as articles, blogs, and reports. This primes their thinking for the lesson's focus on classifying texts by type, purpose, and audience. Keep the discussion brief, around 5 minutes, to maintain engagement and transition smoothly into the main activity.

Activate

1. Introduce Non-Fiction Types: Present a brief overview of non-fiction types: articles, blogs, reports. Use real-world examples, such as a news article, a personal blog post, and a scientific report. Highlight key characteristics of each type.

2. Purpose and Audience: Explain how purpose and audience shape non-fiction writing. Use examples: a news article aims to inform a general audience, a blog might entertain or share personal insights with a niche audience, and a report provides detailed information for experts. Discuss how language and structure vary accordingly.

3. Classify Texts: Provide Learners with short excerpts from different non-fiction texts. Ask them to identify the type, purpose, and intended audience for each. Use a worksheet or board to organize their findings. Guide them through the process, prompting them to justify their classifications.

Demonstrate

• Think, Pair, Share: Guide Learners through a collaborative activity to deepen understanding of non-fiction classification.

• Think: Ask Learners to individually consider a non-fiction text they recently encountered. Have them jot down its type, purpose, and audience.

• Pair: Instruct Learners to pair up and share their text examples. Encourage them to discuss and compare their classifications, focusing on similarities and differences.

• Share: Facilitate a class-wide discussion where pairs present their findings. Highlight diverse perspectives and reinforce correct classifications.

• Clarify: Address any misconceptions or questions that arise during the sharing phase. Use examples to clarify points of confusion.

• Reflect: Conclude with a brief reflection. Ask Learners to write one sentence on how understanding the audience impacts non-fiction writing.

Independent practice

• Classify Texts: Provide Learners with a set of non-fiction text excerpts. Instruct them to independently classify each by type, purpose, and audience. Use a worksheet for organisation.

• Reflect: Ask Learners to write a brief explanation of why understanding the audience is crucial in non-fiction writing.

• Exercise: Direct Learners to complete a related exercise [insert link here].

• Circulate to observe and support Learners as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one type of nonfiction text you learned about today?

2. How does understanding the audience influence the way a non-fiction text is written?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Articles, blogs, or reports.

2. Suggested answer to Question 2: It affects the language, tone, and structure used in the text.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore more complex non-fiction texts, such as academic journals or investigative reports. Challenge them to identify subtle differences in tone and style based on audience sophistication. Consider assigning a brief presentation on how these texts cater to their specific audiences.

• Striving learners: Provide additional scaffolding by offering simplified text examples and clear, guided questions. Use graphic organizers to help them visually map out text types, purposes, and audiences. Pair them with peers for collaborative support during activities. Offer sentence starters to assist in writing reflections on audience importance.

Notable definitions

• Non-Fiction: A genre of writing that presents facts, real events, and real people, such as biography or history, rather than fictional stories.

• Audience: The group of readers or viewers that the writer is addressing. Understanding the audience helps tailor the content to meet their interests and needs.

• Purpose: The reason why a text is written, such as to inform, entertain, persuade, or explain. The purpose influences the style and structure of the writing.

Required materials

• Example Texts: A variety of non-fiction excerpts (articles, blogs, reports).

• Worksheets: For classifying texts by type, purpose, and audience.

• Whiteboard/Markers: For brainstorming and organizing ideas.

• Pens/Pencils: For Learner use during activities.

• Paper: For writing reflections and exit tickets.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate(5 min)

Learning objective

Learners will identify and differentiate between skimming, scanning, and close reading techniques. They will apply these strategies to efficiently locate and comprehend information in non-fiction texts.

Learner-facing objective: By the end of this lesson, I'll know how to use skimming, scanning, and close reading to find and understand information in non-fiction texts.

Standards: Develop reading strategies for non-fiction texts. Use skimming and scanning to find information efficiently.

Learning activities

Connector

Display a short nonfiction paragraph on the board. Ask Learners to quickly identify the main idea in 30 seconds. Encourage them to focus on headings, subheadings, and the first sentence of each paragraph. After time is up, have a few Learners share their answers. This primes them for skimming by practicing identifying key information swiftly.

Activate

1. Introduce Skimming: Explain skimming as a technique to grasp the main idea quickly. Use a real-world example, such as skimming a news article to understand the headline story. Highlight key elements: headings, subheadings, and topic sentences. Provide a brief article and guide Learners to identify the main idea in one minute. [Insert solution steps here]

2. Explain Scanning: Define scanning as a method to locate specific information. Use a practical scenario, like finding a phone number in a directory. Demonstrate by scanning a text for a specific date or name. Present a short passage and ask Learners to find a particular detail. [Insert solution steps here]

3. Detail Close Reading: Describe close reading as a deep analysis of the text for comprehension. Use an example, such as analyzing a historical document for context and meaning. Discuss the importance of understanding vocabulary, structure, and author's intent. Provide a paragraph and guide Learners through a detailed analysis. [Insert solution steps here]

Demonstrate

• Think, Pair, Share: Guide Learners through a structured practice of skimming, scanning, and close reading.

  1. Think: Provide a non-fiction text. Ask Learners to individually skim the text to identify the main idea in 2 minutes.

  2. Pair: Have Learners pair up to discuss their identified main ideas. Encourage them to scan the text for specific details supporting their ideas.

  3. Share: Facilitate a class discussion where pairs share their findings. Highlight differences in identified main ideas and supporting details.

  4. Close Reading: Assign a paragraph for close reading. Instruct pairs to analyze vocabulary, structure, and author's intent.

  5. Reflect: Conclude with a reflection on how each strategy helped in understanding the text. Encourage Learners to articulate the differences between the strategies.

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Independent practice

• Provide Learners with a non-fiction article. Instruct them to skim the article to identify the main idea within 3 minutes.

• Ask Learners to scan the same article to locate specific information, such as dates, names, or statistics, within 5 minutes.

• Assign a paragraph from the article for close reading. Direct Learners to analyze vocabulary, structure, and author's intent, taking 7 minutes.

• Encourage Learners to answer comprehension questions using the strategies practiced. [Insert link to comprehension questions here]

• Circulate to observe and support Learners as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is the main difference between skimming and scanning?

2. How does close reading help in understanding a text deeply?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Skimming is for getting the main idea quickly, while scanning is for finding specific information.

2. Suggested answer to Question 2: Close reading helps by analyzing vocabulary, structure, and author's intent for deeper comprehension.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to create their own skimming and scanning questions for peers. Challenge them to analyze more complex texts during close reading, focusing on nuanced vocabulary and author's intent.

• Striving learners: Provide additional examples and practice opportunities. Use graphic organizers to help them differentiate between skimming, scanning, and close reading. Offer sentence starters to support their reflections and discussions.

Notable definitions

• Skimming: A reading technique used to quickly identify the main ideas of a text by focusing on headings, subheadings, and the first sentences of paragraphs.

• Scanning: A method of reading to locate specific information, such as names, dates, or keywords, without reading the entire text.

• Close Reading: An in-depth analysis of a text to understand its meaning, structure, vocabulary, and the author's intent.

Required materials

• Copies of a short nonfiction article for each Learner

• Whiteboard and markers

• Projector for displaying text

• Timer or stopwatch

• Comprehension question handouts

• Pens or pencils for Learners

Lesson summary

• Connector(5 min)

• Activate(10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will identify and analyze rhetorical devices in non-fiction texts, such as repetition, statistics, and emotive language. They will explain the impact of these devices on the reader's understanding and perception.

Learner-facing objective: By the end of this lesson, I'll be able to spot rhetorical devices in non-fiction and explain how they affect what I think and feel about the text.

Standards: Understand how writers use language to persuade or inform. Identify rhetorical devices such as repetition, statistics, and emotive language.

Learning activities

Connector

Display a short non-fiction excerpt on the board. Ask Learners to read it silently. Prompt them with: "What language stands out to you? Why?" Allow 2-3 minutes for individual reflection. Then, facilitate a brief class discussion, encouraging Learners to share their observations. Record key points on the board, focusing on any rhetorical devices mentioned. This primes Learners for deeper analysis in the main activity.

Activate

1. Define Rhetorical Devices: Begin by explaining rhetorical devices. Use examples like repetition, statistics, and emotive language. Define each term clearly. For instance, describe repetition as the deliberate use of the same word or phrase to emphasize a point. Provide a real-world example, such as a political speech where a phrase is repeated for impact.

2. Analyze a Persuasive Article: Present a short persuasive article. Read it aloud with the class. Highlight sections containing rhetorical devices. Ask Learners to identify these devices and discuss their purpose. For example, point out a statistic used to support an argument and ask, "How does this statistic strengthen the author's point?" Facilitate a discussion on the effect of these devices on the reader.

3. Explain Impact: Conclude by having Learners write a paragraph explaining the impact of one identified rhetorical device on the reader. Prompt them to consider questions like, "How does this device influence your perception of the argument?" and "What emotions does it evoke?" Encourage them to use specific examples from the text to support their explanations.

Demonstrate

• Think, Pair, Share: Distribute a new non-fiction excerpt to each Learner.

• Think: Allow 3 minutes for individual analysis. Instruct Learners to identify rhetorical devices and note their effects.

• Pair: Have Learners pair up to discuss their findings for 5 minutes. Encourage them to compare identified devices and their impacts.

• Share: Facilitate a class discussion. Ask pairs to share insights. Record key points on the board, focusing on diverse interpretations.

• Reflect: Conclude with a brief reflection. Ask Learners to consider how their understanding of rhetorical devices has deepened through peer discussion.

Independent practice

• Exercise: Provide Learners with a non-fiction text excerpt. Instruct them to independently identify rhetorical devices such as repetition, statistics, and emotive language.

• Analysis: Ask Learners to write brief notes on the effect of each identified device on the reader. Encourage them to consider how these devices influence understanding and perception.

• Link: Direct Learners to complete a related exercise [insert link here].

• Observation: Circulate the classroom to offer guidance and support as needed.

Consolidate

Ask Learners to answer these questions on their way out:

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

2. How does this device affect the reader's perception of the text?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Repetition.

2. Suggested answer to Question 2: Repetition emphasises a point, making it more memorable and persuasive.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking Learners to explore the author's intent behind using specific rhetorical devices. Challenge them to compare the effectiveness of different devices in achieving the author's purpose. Suggest they write a brief critique of the article's persuasive techniques.

• Striving learners: Provide additional support by offering a list of common rhetorical devices with definitions and examples. Use guided questions to help them identify devices in the text. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

• Rhetorical Devices: Techniques used by writers to persuade or inform readers. Examples include repetition, statistics, and emotive language.

• Repetition: The deliberate use of the same word or phrase multiple times to emphasize a point or idea.

• Emotive Language: Words or phrases used to evoke an emotional response from the reader, often to persuade or influence their perception.

Required materials

• Short non-fiction excerpts for analysis

• Copies of a persuasive article

• Whiteboard and markers

• Paper and pens for Learner notes

• Access to a digital platform for sharing additional resources (optional)

Lesson summary

• Connector (5 min)

• Activate(10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Lesson plan: Structure in Non-Fiction

Note: This tool needs your expertise to be excellent. Be sure to adapt this lesson plan as you see fit for accuracy and relevance!

Learning objective

Learners will identify and analyse structural features in non-fiction texts, such as headings, subheadings, and paragraphing, to explain how these elements support the writer's purpose. They will demonstrate this by creating a plan for a non-fiction text using appropriate structure.

Learner-facing objective: By the end of this lesson, I'll be able to spot and explain how different parts like headings and paragraphs help a writer get their point across in non-fiction, and I'll make my own plan using these features.

Standards: Explore how structure contributes to meaning in non-fiction texts. Analyze the use of headings, subheadings, and paragraphing.

Learning activities

Connect

Present Learners with a short non-fiction text excerpt. Ask them to quickly identify and underline any headings, subheadings, and paragraph breaks. Then, in pairs, have Learners discuss the purpose of each structural feature they identified. Encourage them to consider how these elements might guide a reader's understanding or highlight key information. Conclude with a brief class discussion, inviting a few pairs to share their insights.

Activate

1. Introduce Structural Features: Present a non-fiction text example. Highlight headings, subheadings, and paragraphing. Explain each feature's role in organizing information and guiding the reader. Use a real-world example, such as a news article, to illustrate how these features help convey the main ideas and support the writer's purpose.

2. Analyse Text Structure: Break down a selected non-fiction text. Discuss how the structure supports the text's purpose. Ask Learners to identify the main idea and supporting details, noting how headings and subheadings organize these elements. Use a step-by-step approach to demonstrate how each structural feature contributes to clarity and emphasis.

3. Connect Structure to Purpose: Provide a brief non-fiction passage. Guide Learners in analyzing how the structure enhances the writer's message. Encourage them to consider questions like: How do headings highlight key points? How does paragraphing affect the flow of information? Facilitate a discussion on how these elements work together to achieve the writer's intent.

Demonstrate

1. Think, Pair, Share: Distribute a non-fiction text to each Learner. Ask them to individually identify and annotate structural features like headings, subheadings, and paragraphing.

2. Pair Discussion: Have Learners pair up to compare their annotations. Encourage them to discuss how each structural feature supports the writer's purpose and guides the reader.

3. Class Sharing: Invite pairs to share their findings with the class. Focus on diverse examples to illustrate different uses of structure.

4. Collect and Display: As Learners share, scribe their observations on the board. Organize these insights into categories, such as "Headings," "Subheadings," and "Paragraphing."

5. Connect to Purpose: Facilitate a class discussion on how these structural elements collectively enhance the text's meaning and effectiveness. Encourage Learners to refer to the board display for reference.

Independent practice

• Provide Learners with a non-fiction text excerpt.

• Instruct them to independently identify and annotate structural features: headings, subheadings, and paragraphing.

• Ask Learners to write a brief explanation of how these features support the writer's purpose.

• Encourage Learners to reflect on how the structure aids in conveying the main ideas and supporting details.

• Circulate to offer guidance and ensure understanding.

Consolidate

Ask Learners to answer these questions on their way out:

1. How do headings and subheadings help a reader understand a non-fiction text?

2. Why is paragraphing important in organising information in non-fiction?

Here are some suggested answers:

1. Suggested answer to Question 1: Headings and subheadings guide the reader by highlighting key topics and organising the content logically.

2. Suggested answer to Question 2: Paragraphing breaks down information into manageable sections, making it easier to follow and understand the writer's main points.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple non-fiction texts, focusing on how different structures affect meaning. Challenge them to create a complex non-fiction text plan with varied structural elements, justifying their choices.

• Striving learners: Provide additional support with graphic organizers to help them visualise text structure. Use simpler texts with clear headings and subheadings. Offer sentence starters to assist in explaining how structure supports the writer's purpose.

Notable definitions

• Headings: Titles or labels used to organise content into sections, guiding the reader through the text and highlighting key topics.

• Subheadings: Secondary titles that further divide sections under main headings, providing additional structure and clarity.

• Paragraphing: The division of text into distinct sections, each focusing on a single idea or point, aiding in the logical flow and comprehension of information.

Required materials

• Copies of a short non-fiction text excerpt for each Learner

• Highlighters or colored pens for annotation

• Whiteboard and markers for class discussion

• Graphic organizers for visualising text structure (optional)

• Sentence starters for support (optional)

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will compare two non-fiction texts on the same topic to identify differences in tone and approach. They will analyze how the writer's perspective influences the content of each text.

Learner-facing objective: By the end of this lesson, I'll be able to spot differences in tone and approach between two texts on the same topic and explain how the writer's perspective shapes what they write.

Standards: Compare two non-fiction texts on the same topic for differences in tone and approach. Discuss the impact of a writer's perspective on content.

Learning activities

Connector

Display two short, contrasting nonfiction excerpts on a common topic (e.g., climate change). Ask Learners to read both silently. Prompt them to jot down initial observations about tone and approach. Facilitate a brief discussion, encouraging Learners to share their thoughts on how the tone and approach differ. Guide them to consider the writer's perspective as a factor. This primes Learners for deeper analysis in the main activity.

Activate

1. Introduce Key Concepts: Explain the terms "tone" and "approach" in the context of non-fiction texts. Define "tone" as the author's attitude toward the subject and "approach" as the method or style used to convey information. Use examples from the warm-up texts to illustrate these concepts. Highlight how an author's perspective can influence both tone and approach.

2. Model Comparison: Demonstrate how to compare texts using a Venn diagram. Select a specific aspect, such as tone, and show how to identify similarities and differences between the two texts. Use direct quotes from the texts to support observations. Emphasize the role of the author's perspective in shaping these elements.

3. Analyse Perspective: Discuss how an author's background, experiences, and purpose can shape their perspective. Provide a brief background on the authors of the warm-up texts. Ask Learners to consider how these factors might influence the content and tone. Encourage Learners to think critically about how perspective affects the reader's understanding of the topic.

Demonstrate

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

• Think: Ask Learners to individually list similarities and differences in tone and approach between the texts. Encourage them to note specific examples and consider the authors' perspectives.

• Pair: Have Learners pair up to discuss their findings. Instruct them to compare notes and refine their observations, focusing on how perspective influences tone and approach.

• Share: Facilitate a class discussion where pairs share their insights. Encourage Learners to support their points with evidence from the texts.

• Collect and Display: As Learners share, scribe their observations on a board or chart. Organise the information into categories (e.g., tone, approach, perspective) for visual reference.

• Connect: Prompt Learners to connect their findings to the broader topic. Discuss how understanding tone and perspective can deepen comprehension of non-fiction texts.

Independent practice

• Text Comparison Exercise: Provide Learners with two new non-fiction texts on the same topic. Instruct them to independently identify and list differences in tone and approach. Encourage them to consider the authors' perspectives and how these influence the texts.

• Analysis Writing Task: Direct Learners to write a brief analysis comparing the two texts. They should explain how the authors' perspectives shape the tone and approach, using specific examples from the texts.

• Peer Review: Pair Learners to exchange their analyses. Ask them to provide constructive feedback, focusing on clarity and depth of comparison.

Consolidate

Ask Learners to answer these questions on their way out:

1. How did the tone differ between the two texts we compared today?

2. In what way did the authors' perspectives influence their approach to the topic?

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 of Text A was more optimistic, while Text B was more critical.

2. Suggested answer to Question 2: The author's background in environmental science led to a more data-driven approach in Text A, whereas the journalist's perspective in Text B focused on personal stories.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing additional texts or exploring more nuanced aspects of tone and approach. Suggest they examine how subtle shifts in language can alter meaning. Challenge them to consider the implications of perspective on broader societal issues.

• Striving learners: Simplify the texts or provide annotated versions to aid comprehension. Use graphic organisers to help them visualise comparisons. Offer sentence starters to guide their analysis. Pair them with peers for collaborative support during discussions.

Notable definitions

• Tone: The author's attitude or emotional stance toward the subject matter, which can be inferred from their choice of words and style.

• Approach: The method or strategy an author uses to present information, including structure, style, and focus.

• Perspective: The unique viewpoint or angle from which an author considers and writes about a topic, influenced by their background, experiences, and purpose.

Required materials

• Two non-fiction texts on the same topic (e.g., climate change)

• Venn diagram templates

• Chart paper or whiteboard

• Markers or pens

• Copies of additional non-fiction texts for independent practice

• Writing paper or digital devices for analysis writing task

• Peer review feedback forms

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Exit ticket (5 min)

Learning objective

Learners will analyse a non-fiction text to identify key arguments and evidence, demonstrating comprehension and analytical skills. They will construct clear, structured written responses to related questions, applying effective reading strategies.

Learner-facing objective: By the end of this lesson, I'll be able to break down a non-fiction text to find important points and evidence, and write clear answers to questions about it.

Standards: Demonstrate analytical skills in a written assessment. Apply reading strategies to answer comprehension questions.

Learning activities

Connector

Notice and wonder: Display a short, engaging non-fiction excerpt related to a current event. 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 their insights. This primes Learners for analyzing texts and forming structured responses.

Learenrs to complete feedback slips 

Activate

1. Introduce the Text: Present a newspaper article relevant to a current event. Briefly summarize its context and significance. Highlight the main argument and key evidence. Use a real-world example to illustrate how these elements are identified in the text.

2. Model Analytical Reading: Demonstrate how to dissect the article. Identify the thesis, supporting arguments, and evidence. Use think-aloud strategies to show your thought process. Emphasize the importance of textual evidence in supporting analysis.

3. Structured Response Framework: Outline a clear structure for written responses. Include an introduction, body paragraphs with evidence, and a conclusion. Provide a sample question related to the article. Use a placeholder for solution steps, guiding Learners on how to apply the framework to answer the question.

Demonstrate

Think, Pair, Share:

1. Think: Provide Learners with a specific question related to the newspaper article, such as identifying the main argument or a key piece of evidence. Allow 5 minutes for individual analysis and note-taking.

2. Pair: Instruct Learners to pair up and discuss their findings. Encourage them to compare their notes and clarify any differences in interpretation. Allow 5 minutes for discussion.

3. Share: Facilitate a class discussion where pairs share their insights. Record key points on the board, highlighting different interpretations and evidence cited.

4. Feedback: Provide immediate feedback on the accuracy and depth of their analysis. Encourage Learners to refine their responses based on peer and teacher input.

5. Revise: Ask Learners to revise their written responses, incorporating feedback and ensuring clarity and structure. Allow 10 minutes for this revision process.

Independent practice

• Analyze Article: Distribute a newspaper article. Instruct Learners to independently analyze the text, focusing on identifying the main argument and supporting evidence. Allow 15 minutes for this task.

• Answer Questions: Provide a set of comprehension questions related to the article. Direct Learners to write clear, structured responses using the framework introduced earlier. Allow 15 minutes for this task.

• Peer Feedback: Pair Learners to exchange their written responses. Instruct them to provide constructive feedback, focusing on clarity, structure, and use of evidence. Allow 10 minutes for this activity.

• Revise Responses: Ask Learners to revise their responses based on peer feedback. Encourage them to enhance clarity and strengthen their arguments. Allow 10 minutes for revision.

Consolidate

Ask Learners to answer these questions on their way out:

1. What was the main argument of the newspaper article you analyzed today?

2. How did you use textual evidence to support your analysis?

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

Here are some suggested answers:

1. Suggested answer to Question 1: The main argument was that [insert main argument here].

2. Suggested answer to Question 2: I used evidence such as [insert specific evidence] to support my analysis.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to identify underlying assumptions or biases in the article. Challenge them to compare the article's argument with another source, evaluating the strength of evidence in each. Allow them to lead peer feedback sessions, fostering leadership and critical thinking.

• Striving learners: Provide sentence starters and graphic organizers to help structure their responses. Pair them with supportive peers during discussions. Offer additional time for reading and comprehension tasks. Use guided questions to help them identify key arguments and evidence.

Notable definitions

• Analytical Skills: The ability to systematically and critically evaluate information, identifying key arguments and evidence within a text.

• Textual Evidence: Specific details or quotes from a text used to support analysis or arguments in written responses.

• Comprehension Questions: Questions designed to assess understanding of a text, focusing on identifying main ideas, arguments, and supporting details.

Required materials

• Copies of a newspaper article for each Learner

• Feedback Slips 

• Writing paper or notebooks

• Pens or pencils

• Whiteboard and markers

• Projector (optional, for displaying text)

• Peer feedback forms

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will create a structured plan and draft a persuasive nonfiction text, focusing on tone and persuasive techniques. They will effectively use rhetorical devices to enhance their draft.

Learner-facing objective: By the end of this lesson, I'll be able to plan and start writing a persuasive letter, using the right tone and persuasive techniques.

Standards: Plan and draft a persuasive nonfiction text (e.g., a letter or speech). Focus on using appropriate tone and persuasive techniques.

Learning activities

Connector

Display a short persuasive text excerpt. Ask Learners to identify the main argument and any persuasive techniques used, such as emotional appeal or logical reasoning. Encourage them to share their observations with a partner. After a few minutes, facilitate a brief class discussion to highlight key techniques and their effectiveness. This primes Learners for analysing structure and techniques in the main activity.

Activate

1. Introduce Planning: Explain the importance of planning in writing persuasive nonfiction. Use a real-world example, such as a politician's speech, to illustrate how a structured plan can enhance clarity and persuasiveness. Highlight key components: introduction, main points, supporting evidence, and conclusion.

2. Demonstrate Structure: Present a model outline for a persuasive letter. Break down each section: opening statement, argument development, use of rhetorical devices, and closing appeal. Discuss how each part contributes to the overall effectiveness of the text. Use a familiar topic, like advocating for a school policy change, to make it relatable.

3. Explore Rhetorical Devices: Define and provide examples of rhetorical devices such as ethos, pathos, and logos. Use a short excerpt from a well-known speech or letter to identify these devices in action. Discuss how they enhance persuasion and engage the audience. Encourage Learners to think about how they might incorporate these techniques into their own writing.

Demonstrate

• Think, Pair, Share: Guide Learners through planning their persuasive letter.

  1. Think: Ask Learners to individually brainstorm ideas for their letter's topic, main argument, and supporting points. Allow 5 minutes.

  2. Pair: Have Learners pair up to discuss their ideas. Encourage them to provide feedback on each other's plans, focusing on clarity and persuasiveness. Allow 10 minutes.

  3. Share: Invite pairs to share their plans with the class. Highlight diverse approaches and effective use of rhetorical devices. Allow 10 minutes.

  4. Revise: Based on feedback, Learners refine their plans, ensuring a clear structure and persuasive techniques. Allow 5 minutes.

  5. Draft: Begin drafting the opening paragraph, focusing on a strong opening statement and initial use of rhetorical devices. Allow 10 minutes.

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Independent practice

• Direct Learners to continue drafting their persuasive letter, focusing on developing their main argument and supporting points. Encourage the use of rhetorical devices discussed earlier.

• Provide a checklist for Learners to self-assess their use of tone and persuasive techniques.

• Circulate to offer guidance and feedback, ensuring Learners maintain a clear structure and effective persuasion in their drafts.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one persuasive technique you used in your draft today?

2. How did you structure your letter to enhance its persuasiveness?

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 emotional appeal to connect with the reader.

2. Suggested answer to Question 2: I structured my letter with a clear introduction, followed by main points and supporting evidence, and concluded with a strong closing appeal.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis of rhetorical devices. Challenge them to incorporate advanced techniques like counterarguments or varied sentence structures. Suggest they explore complex topics or write for different audiences to enhance their persuasive skills.

• Striving learners: Provide graphic organizers to help structure their plans. Offer sentence starters or templates for drafting. Pair them with peers for additional support during brainstorming and feedback sessions. Focus on one or two key rhetorical devices to simplify their task.

Notable definitions

• Tone: The attitude or approach that the writer takes toward the subject and audience. In persuasive writing, tone can influence how the message is received and interpreted by the reader.

• Rhetorical Devices: Techniques used by writers to persuade or impact the audience. Common devices include ethos (credibility), pathos (emotional appeal), and logos (logical reasoning).

• Drafting: The process of writing down ideas in a structured format, focusing on developing arguments and supporting points. Drafting is a key step in refining and organizing thoughts before finalising a piece of writing.

Required materials

• Model persuasive text excerpts

• Whiteboard and markers

• Graphic organizers for planning

• Writing paper or notebooks

• Pens or pencils

• Checklist for self-assessment

• Projector for displaying examples

Lesson summary

• Connector (10 min): Analyse a model text for structure and techniques.

• Activate (10 min): Introduce planning, demonstrate structure, and explore rhetorical devices.

• Demonstrate (20 min): Plan and begin drafting a persuasive letter using "Think, Pair, Share."

• Consolidate 5 min): Share drafts for peer feedback.

Learning objective

Learners will revise and edit drafts to enhance clarity, coherence, and accuracy, focusing on grammar, punctuation, and spelling. They will identify and correct errors to produce a polished and error-free final draft.

learner-facing objective: By the end of this lesson, I'll be able to spot and fix mistakes in my writing to make it clear and correct.

Standards: Revise and edit drafts for clarity, coherence, and accuracy. Focus on grammar, punctuation, and spelling.

Learning activities

Connector

Display a short paragraph with intentional errors in grammar, punctuation, and spelling. Ask learners to read silently and identify errors. After a few minutes, invite learners to share corrections. Record their suggestions on the board. Discuss why each correction improves the text. This primes learners for the main activity by focusing on error detection and correction.

Activate

1. Conceptual Understanding: Begin by explaining the importance of editing and polishing writing. Use a real-world example, such as a published article, to illustrate how professional writing undergoes multiple revisions. Highlight how clarity, coherence, and accuracy are crucial for effective communication. Discuss the role of grammar, punctuation, and spelling in enhancing these elements.

2. Procedural Skills and Fluency: Demonstrate the editing process using a sample text. Project the text and walk through identifying and correcting errors. Focus on common issues like subject-verb agreement, comma splices, and spelling mistakes. Use think-aloud strategies to model your thought process. Encourage learners to ask questions and provide input on corrections.

3. Application: Present a short, flawed paragraph related to a familiar topic, such as a school event. Ask learners to work in pairs to edit the paragraph, focusing on improving clarity, coherence, and accuracy. Circulate to provide guidance and feedback. Afterward, discuss the changes made by different pairs, emphasizing effective strategies and solutions.

Demonstrate

• Think, Pair, Share: Guide learners through a collaborative editing exercise.

1. Think: Provide each learner with a short draft containing various errors. Allow 5 minutes for individual review and note-taking on potential improvements.

1. Pair: Instruct learners to pair up and compare their notes. Encourage them to discuss their reasoning for each suggested edit, focusing on clarity, coherence, and accuracy.

1. Share: Invite pairs to share their most significant edits with the class. Facilitate a discussion on the effectiveness of different editing strategies.

1. Feedback: Offer constructive feedback on the shared edits, highlighting strong examples and suggesting further improvements where necessary.

1. Revise: Ask learners to revise their drafts based on the feedback received, aiming for a polished and error-free final version. Circulate to assist and provide additional guidance.

Independent practice

• Edit Individual Drafts: Direct learners to independently edit their own writing drafts. Focus on clarity, coherence, and accuracy. Encourage them to apply strategies discussed in class.

• Use Editing Checklist: Provide a checklist to guide their editing process. Include items like grammar, punctuation, spelling, and sentence structure.

• Peer Review: Pair learners to exchange drafts for peer review. Instruct them to provide constructive feedback using the checklist.

• Revise and Polish: Have learners revise their drafts based on peer feedback. Aim for a polished, error-free final version.

• Submit for Feedback: Collect final drafts for teacher review and feedback.

Consoldiate

Ask learners to answer these questions on their way out:

1. What is one specific change you made to improve clarity in your draft?

2. How did peer feedback help you enhance your writing?

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

Here are some suggested answers:

1. Suggested answer to Question 1: I restructured a sentence to make the main idea clearer.

2. Suggested answer to Question 2: Peer feedback highlighted a grammar mistake I missed.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to refine their drafts by focusing on stylistic elements, such as tone and voice. Challenge them to incorporate advanced vocabulary and varied sentence structures. Suggest peer mentoring roles to support striving learners.

• Striving learners: Provide additional scaffolding, such as sentence starters or graphic organizers, to help them organize their thoughts. Offer targeted mini-lessons on specific grammar or punctuation issues. Allow extra time for editing and revising tasks.

Notable definitions

• Editing: The process of reviewing and revising a text to improve clarity, coherence, and accuracy. It involves correcting grammar, punctuation, and spelling errors, as well as enhancing the overall flow and structure of the writing.

• Proofreading: The final stage of editing, focusing on identifying and correcting surface errors in a text, such as typos, misspellings, and punctuation mistakes, to ensure the writing is polished and error-free.

• Coherence: The logical and orderly presentation of ideas in writing, ensuring that each part of the text connects smoothly and clearly to the next, making it easy for the reader to follow and understand the writer's message.

Required materials

• Sample texts with intentional errors for proofreading activity

• Whiteboard and markers for recording corrections

• Projector for displaying sample texts

• Editing checklists for learner use

• Copies of learner drafts for peer review

• Pens or pencils for note-taking and editing

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will evaluate the bias and credibility of media sources by analysing news articles and social media posts. They will discuss how social media influences opinions and explain the importance of fact-checking.

learner-facing objective: By the end of this lesson, I'll be able to spot bias in news and social media, understand how social media shapes opinions, and explain why fact-checking is crucial.

Standards: Evaluate bias and credibility in media sources. Discuss the role of social media in shaping opinions.

Learning activities

Connector

Notice and Wonder: Display a news headline and a social media post. Ask learners, "What do you notice? What do you think?" Give them a few minutes to think and discuss with a partner. Then, have several learners share their observations and questions. Record these for all to see. Guide the conversation towards noticing potential bias and questioning credibility.

Activate

1. Introduce Bias and Credibility: Define bias and credibility. Use real-world examples: a news article with a clear political stance and a neutral report. Discuss how language, tone, and source can indicate bias. Highlight the importance of credibility in the media.

2. Analyze Examples: Present two contrasting articles on the same topic: one biased, one unbiased. Guide learners to identify language that suggests bias. Ask them to evaluate the credibility of each source by considering the author's background and the publication's reputation. Use placeholders for solution steps.

3. Discuss Social Media's Role: Explain how social media platforms can amplify biased information. Use a trending topic as an example. Discuss algorithms' influence on content visibility and how this shapes opinions. Encourage learners to consider the importance of fact-checking in this context.

Demonstrate

Think, Pair, Share:

1. Think: Present learners with a biased news article and a neutral one. Ask them to individually identify language that indicates bias and note their thoughts on credibility.

2. Pair: Have learners pair up to discuss their findings. Encourage them to compare notes on bias indicators and credibility assessments.

3. Share: Facilitate a class discussion where pairs share their insights. Guide the conversation to highlight common bias indicators and credibility factors.

4. Clarify: Address any misconceptions or questions that arise during the discussion. Reinforce the importance of recognizing bias and evaluating credibility.

5. Reflect: Ask learners to reflect on how this practice can be applied to their media consumption habits. Encourage them to consider the role of social media in shaping their opinions.

Independent practice

• Analyze Articles: Provide learners with a set of news articles and social media posts. Instruct them to identify bias and assess credibility. Use placeholders for article links.

• Fact-Checking Exercise: Assign learners to fact-check a claim from one of the articles or posts. Use placeholders for fact-checking resources.

• Reflection: Have learners write a brief reflection on the importance of identifying bias and fact-checking in media consumption.

• Circulate: Observe and support learners as they work through these exercises.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one indicator of bias you identified in today's lesson?

2. Why is fact-checking important when evaluating media sources?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Language that shows a strong opinion or lacks neutrality.

2. Suggested answer to Question 2: It helps ensure the information is accurate and reliable.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple sources on the same topic, identifying subtle biases and evaluating the credibility of less obvious sources. Challenge them to consider the impact of media ownership on bias and credibility.

• Striving learners: Provide additional support by offering clear examples of biased and unbiased language. Use guided questions to help them identify bias indicators. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

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

• Credibility: The quality of being trusted and believed in, often determined by the reliability and accuracy of the source.

• Fact-checking: The process of verifying information to ensure its accuracy and truthfulness, often involving cross-referencing with reliable sources.

Required materials

• News Articles: Printed or digital copies of biased and unbiased articles.

• Social Media Posts: Examples of posts for analysis.

• Fact-Checking Resources: Access to websites or tools for verifying information.

• Projector/Screen: For displaying headlines and posts.

• Whiteboard/Markers: For recording observations and questions.

• Notebooks/Paper: For learner reflections and notes.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will evaluate the bias and credibility of media sources by analysing news articles and social media posts. They will discuss how social media influences opinions and explain the importance of fact-checking.

learner-facing objective: By the end of this lesson, I'll be able to spot bias in news and social media, understand how social media shapes opinions, and explain why fact-checking is crucial.

Standards: Evaluate bias and credibility in media sources. Discuss the role of social media in shaping opinions.

Learning activities

Connector

Notice and Wonder: Display a news headline and a social media post. Ask learners, "What do you notice? What do you think?" Give them a few minutes to think and discuss with a partner. Then, have several learners share their observations and questions. Record these for all to see. Guide the conversation towards noticing potential bias and questioning credibility.

Activate

1. Introduce Bias and Credibility: Define bias and credibility. Use real-world examples: a news article with a clear political stance and a neutral report. Discuss how language, tone, and source can indicate bias. Highlight the importance of credibility in the media.

2. Analyze Examples: Present two contrasting articles on the same topic: one biased, one unbiased. Guide learners to identify language that suggests bias. Ask them to evaluate the credibility of each source by considering the author's background and the publication's reputation. Use placeholders for solution steps.

3. Discuss Social Media's Role: Explain how social media platforms can amplify biased information. Use a trending topic as an example. Discuss algorithms' influence on content visibility and how this shapes opinions. Encourage learners to consider the importance of fact-checking in this context.

Demonstrate

Think, Pair, Share:

1. Think: Present learners with a biased news article and a neutral one. Ask them to individually identify language that indicates bias and note their thoughts on credibility.

2. Pair: Have learners pair up to discuss their findings. Encourage them to compare notes on bias indicators and credibility assessments.

3. Share: Facilitate a class discussion where pairs share their insights. Guide the conversation to highlight common bias indicators and credibility factors.

4. Clarify: Address any misconceptions or questions that arise during the discussion. Reinforce the importance of recognizing bias and evaluating credibility.

5. Reflect: Ask learners to reflect on how this practice can be applied to their media consumption habits. Encourage them to consider the role of social media in shaping their opinions.

Independent practice

• Analyse Articles: Learners to create a fact-checking infographic.

• Fact-Checking Exercise: Assign learners to fact-check a claim from one of the articles or posts. Use there own fact cehcking infographic or one from a partner

• Reflection: Have learners reflect on the importance of identifying bias and fact-checking in media consumption and how wow there infographic has helpe them.

• Circulate: Observe and support learners as they work through these exercises.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one indicator of bias you identified in today's lesson?

2. Why is fact-checking important when evaluating media sources?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Language that shows a strong opinion or lacks neutrality.

2. Suggested answer to Question 2: It helps ensure the information is accurate and reliable.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple sources on the same topic, identifying subtle biases and evaluating the credibility of less obvious sources. Challenge them to consider the impact of media ownership on bias and credibility.

• Striving learners: Provide additional support by offering clear examples of biased and unbiased language. Use guided questions to help them identify bias indicators. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

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

• Credibility: The quality of being trusted and believed in, often determined by the reliability and accuracy of the source.

• Fact-checking: The process of verifying information to ensure its accuracy and truthfulness, often involving cross-referencing with reliable sources.

Required materials

• News Articles: Printed or digital copies of biased and unbiased articles.

• Social Media Posts: Examples of posts for analysis.

• Fact-Checking Resources: Access to websites or tools for verifying information.

• Projector/Screen: For displaying headlines and posts.

• Whiteboard/Markers: For recording observations and questions.

• Notebooks/Paper: For learner reflections and notes.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will compose a comparative essay analyzing two non-fiction texts, demonstrating clear arguments and insights. They will also reflect on their learning progress and articulate goals for improvement in the next term.

learner-facing objective: By the end of this lesson, I'll be able to write a comparative essay on two non-fiction texts with strong arguments and think about how I can improve my learning next term.

Standards: Demonstrate understanding of non-fiction through a comparative essay. Reflect on progress and areas for improvement.

Learning activities

Connector

Notice and Wonder: Display two short non-fiction excerpts on the board. Ask learners to spend 2 minutes reading and thinking about what they notice and wonder about each text. Encourage them to focus on differences and similarities. Afterward, have learners share their observations and questions with a partner for 2 minutes. Conclude by asking a few learners to share their thoughts with the class, recording key points for all to see. This primes learners for the comparative essay task by activating critical thinking and comparison skills.

Activate

1. Introduce Comparative Essay Structure: Explain the structure of a comparative essay. Highlight the importance of a clear thesis, topic sentences, and supporting evidence. Use a real-world example, such as comparing two news articles on the same event, to illustrate how to identify key similarities and differences. Provide a brief outline of how these elements fit together in an essay.

2. Model Analysis of Non-Fiction Texts: Select two non-fiction texts related to a current event or topic of interest. Read excerpts aloud, pausing to demonstrate how to identify main ideas, arguments, and evidence. Use a think-aloud strategy to show how to compare these elements across texts. Emphasize the importance of critical thinking in evaluating the strength of arguments and evidence.

3. Guide Reflection on Learning Progress: Facilitate a discussion on personal learning progress. Ask learners to reflect on their strengths and areas for improvement in writing and analysis. Encourage them to set specific, achievable goals for the next term. Use prompts such as, "What skills have you improved this term?" and "What is one area you want to focus on next?" to guide their reflections.

Demonstrate

Think, Pair, Share: Comparative Analysis

1. Think: Ask learners to individually read two non-fiction texts provided. Instruct them to note key similarities and differences, focusing on arguments and evidence. Allow 5 minutes for this task.

2. Pair: Have learners pair up to discuss their findings. Encourage them to compare notes and refine their observations. Allocate 5 minutes for this exchange.

3. Share: Invite pairs to share their insights with the class. Facilitate a discussion to highlight diverse perspectives and deepen understanding. Spend 5 minutes on this activity.

4. Guide Essay Planning: Provide a graphic organizer for learners to outline their comparative essays. Include sections for thesis, topic sentences, and supporting evidence. Guide them through filling it out based on their analysis. Allow 10 minutes for this step.

5. Reflect on Learning Goals: Conclude with a brief reflection. Ask learners to write down one strength and one area for improvement in their essay writing. Encourage them to set a specific goal for the next term. Spend 5 minutes on this reflection.

Independent practice

• Essay Writing: Instruct learners to independently write a comparative essay on the two non-fiction texts analyzed. Remind them to use the graphic organizer as a guide. Allocate 20 minutes for this task.

• Reflection Exercise: Ask learners to write a brief reflection on their essay, focusing on what they did well and what they could improve. Encourage them to articulate a learning goal for the next term. Allow 5 minutes for this reflection.

• Circulate and Support: Move around the classroom to provide guidance and feedback as learners work on their essays and reflections.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key similarity you identified between the two non-fiction texts?

2. What is one key difference you identified between the two non-fiction texts?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Both texts discuss the impact of technology on society.

2. Suggested answer to Question 2: Text A argues that technology improves communication, while Text B highlights privacy concerns.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing more complex texts or additional sources. Challenge them to identify nuanced arguments and counterarguments. Suggest they explore broader implications or connections to other subjects.

• Striving learners: Provide additional scaffolding, such as sentence starters or graphic organizers with prompts. Offer one-on-one support to clarify essay structure and argument development. Allow them to focus on fewer key points to build confidence.

Notable definitions

• Comparative Essay: A written analysis that examines the similarities and differences between two subjects, in this case, non-fiction texts, to develop a clear argument.

• Reflection: The process of thinking critically about one's learning experiences, identifying strengths and areas for improvement, and setting goals for future learning.

• Thesis Statement: A concise summary of the main point or claim of an essay, which guides the direction and focus of the writing.

Required materials

• Two non-fiction texts for analysis

• Graphic organisers for essay planning

• Whiteboard and markers

• Paper and pens for learner reflections

• Optional: Computers for typing essays

Lesson summary

• Connector (5 min)

• Activate(10 min)

• Demonstrate ( 15 min)

• Independent practice (10 min)

• Consolidat (5 min)

Learning objective

learners will compose a comparative essay analyzing two non-fiction texts, demonstrating clear arguments and insights. They will also reflect on their learning progress and articulate goals for improvement in the next term.

learner-facing objective: By the end of this lesson, I'll be able to write a comparative essay on two non-fiction texts with strong arguments and think about how I can improve my learning next term.

Standards: Demonstrate understanding of non-fiction through a comparative essay. Reflect on progress and areas for improvement.

Learning activities

Connector

Notice and Wonder: Display two short non-fiction excerpts on the board. Ask learners to spend 2 minutes reading and thinking about what they notice and wonder about each text. Encourage them to focus on differences and similarities. Afterward, have learners share their observations and questions with a partner for 2 minutes. Conclude by asking a few learners to share their thoughts with the class, recording key points for all to see. This primes learners for the comparative essay task by activating critical thinking and comparison skills.

Activate

1. Introduce Comparative Essay Structure: Explain the structure of a comparative essay. Highlight the importance of a clear thesis, topic sentences, and supporting evidence. Use a real-world example, such as comparing two news articles on the same event, to illustrate how to identify key similarities and differences. Provide a brief outline of how these elements fit together in an essay.

2. Model Analysis of Non-Fiction Texts: Select two non-fiction texts related to a current event or topic of interest. Read excerpts aloud, pausing to demonstrate how to identify main ideas, arguments, and evidence. Use a think-aloud strategy to show how to compare these elements across texts. Emphasize the importance of critical thinking in evaluating the strength of arguments and evidence.

3. Guide Reflection on Learning Progress: Facilitate a discussion on personal learning progress. Ask learners to reflect on their strengths and areas for improvement in writing and analysis. Encourage them to set specific, achievable goals for the next term. Use prompts such as, "What skills have you improved this term?" and "What is one area you want to focus on next?" to guide their reflections.

Demonstrate

Think, Pair, Share: Comparative Analysis

1. Think: Ask learners to individually read two non-fiction texts provided. Instruct them to note key similarities and differences, focusing on arguments and evidence. Allow 5 minutes for this task.

2. Pair: Have learners pair up to discuss their findings. Encourage them to compare notes and refine their observations. Allocate 5 minutes for this exchange.

3. Share: Invite pairs to share their insights with the class. Facilitate a discussion to highlight diverse perspectives and deepen understanding. Spend 5 minutes on this activity.

4. Guide Essay Planning: Provide a graphic organizer for learners to outline their comparative essays. Include sections for thesis, topic sentences, and supporting evidence. Guide them through filling it out based on their analysis. Allow 10 minutes for this step.

5. Reflect on Learning Goals: Conclude with a brief reflection. Ask learners to write down one strength and one area for improvement in their essay writing. Encourage them to set a specific goal for the next term. Spend 5 minutes on this reflection.

Independent practice

• Reflection Exercise: learners to complete STAR reflection 

• Circulate and Support: Move around the classroom to provide guidance and feedback as learners work on their essays and reflections.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key similarity you identified between the two non-fiction texts?

2. What is one key difference you identified between the two non-fiction texts?

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

Here are some suggested answers:

1. Suggested answer to Question 1: Both texts discuss the impact of technology on society.

2. Suggested answer to Question 2: Text A argues that technology improves communication, while Text B highlights privacy concerns.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing more complex texts or additional sources. Challenge them to identify nuanced arguments and counterarguments. Suggest they explore broader implications or connections to other subjects.

• Striving learners: Provide additional scaffolding, such as sentence starters or graphic organizers with prompts. Offer one-on-one support to clarify essay structure and argument development. Allow them to focus on fewer key points to build confidence.

Notable definitions

• Comparative Essay: A written analysis that examines the similarities and differences between two subjects, in this case, non-fiction texts, to develop a clear argument.

• Reflection: The process of thinking critically about one's learning experiences, identifying strengths and areas for improvement, and setting goals for future learning.

• Thesis Statement: A concise summary of the main point or claim of an essay, which guides the direction and focus of the writing.

Required materials

• Two non-fiction texts for analysis

• Graphic organisers for essay planning

• Whiteboard and markers

• Paper and pens for learner reflections

• Optional: Computers for typing essays

Lesson summary

• Connector (5 min)

• Activate(10 min)

• Demonstrate ( 15 min)

• Independent practice (10 min)

• Consolidat (5 min)