GRD 8 - 0861 Lower Secondary English Stage 9 Scheme of Work - tcm143-592827

Scheme of Work
Cambridge Lower Secondary

English 0861
Stage 9
This Cambridge Scheme of Work is for use with the Cambridge Lower
Secondary English Curriculum Framework published in September
2020 for first teaching in September 2021.
Version 1
Copyright © UCLES 2020
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 9.1 Challenges................................................................................................................................................................................................................................. 7
Unit 9.2 The world we live in................................................................................................................................................................................................................ 15
Unit 9.3 Finding a voice........................................................................................................................................................................................................................ 22
Unit 9.4 The past................................................................................................................................................................................................................................... 31
Unit 9.5 Wax poetic............................................................................................................................................................................................................................... 38
Unit 9.6 New worlds.............................................................................................................................................................................................................................. 44
Sample lesson 1.................................................................................................................................................................................................................................... 50
Sample lesson 2.................................................................................................................................................................................................................................... 52
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Cambridge Lower Secondary English (0861) Stage 9 Scheme of Work
Einführung
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary English Stage 9.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Lower Secondary English Stage 9. It is designed to indicate the types of activities you might use,
and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage. You should use other activities
with a similar level of difficulty, including those from endorsed resources.
The accompanying teacher guide for Cambridge Lower Secondary English will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 150 hours of
teaching for English Stage 9. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.
Unit and suggested order Suggested teaching time
Unit 9.1 Challenges 25 hours
Unit 9.2 The world we live in 25 hours
Unit 9.3 Finding a voice 25 hours
Unit 9.4 The past 25 hours
Unit 9.5 Wax poetic 25 hours
Unit 9.6 New worlds 25 hours
Total 150 hours
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Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned into
lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Lower Secondary English Teacher Guide has information on creating
lesson plans.
Other support for teaching Cambridge Lower Secondary English Stage 9

Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

 the Cambridge Lower Secondary English Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Lower Secondary English Teacher Guide, which will help you to implement Cambridge Lower Secondary English in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessments provided by Cambridge
 a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge Lower
Secondary English worldwide
 links to online communities of Cambridge Lower Secondary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 paper on which learners can record their work
 dictionaries and thesauruses
 access to computers and the internet
 access to a range of paper-based research materials, i.e. in a library
 access to a wide range of fiction, non-fiction and poetry texts that learners can read independently for pleasure.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available in your
school.
Websites
There are many excellent online resources suitable for teaching Cambridge Lower Secondary English. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
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Approaches to teaching Cambridge Lower Secondary English Stage 9

Repetition of learning objectives
All Stage 9 learning objectives are covered at least once in this scheme of work to demonstrate an example of how it may be taught. It is expected that you will revisit learning
objectives multiple times during the year to practice and embed learners’ skills.
Some Stage 9 learning objectives are covered in more than one stage of the Lower Secondary programme. Where this is the case, the learning objective is marked by an
asterisk, for example:
9Wp.01 Sustain a fast, fluent and legible handwriting style.*
Organisation of learning objectives into units

The learning objectives have been organised into units. However, you do not have to use these contexts in your own teaching. The learning objectives can be taught in any
order. The contexts of the units given in the scheme of work were chosen to support the breadth of textual contexts that learners should be familiar with and to create links to
Upper Secondary. Within the units, some texts are named, but these are given as examples only and are not mandatory. You are encouraged to choose texts that are
available, appropriate and relevant to your learners.
The suggested teaching activities within each unit are designed to demonstrate how the Reading, Writing, Speaking and Listening skills can be integrated to support their
mutual development. Although the learning objectives and activities are shown in rows, each row does not necessarily correspond to a separate lesson. The activities
suggested within one row could take part of a lesson or may need a series of lessons.
The texts listed in the ‘Resources’ column are suggestions only and you do not have to use them in your lessons. We recommend that you choose texts that are relevant to
your learners.
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Unit 9.1 Challenges
Unit 9.1 Challenges

Outline of unit:
In this unit, learners will discuss the impact of visual elements in a fiction text and use visual elements in their own writing. Learners will analyse the use of
sentence structures and the choice of text structure for effect in a fiction text, expressing their own responses to the text that take the views of others into
consideration, before incorporating these features into their own writing. Learners will analyse how different features can be used together to enhance meaning,
will explain the concept of ‘voice’ in a text and will demonstrate these skills in their own writing. Learners will work effectively as a group to develop and present
their ideas to the rest of the class, adapting their speech as appropriate for the audience and making a choice about the level of support being used.
Recommended prior knowledge:
This unit explicitly builds on the following learning objectives covered in Stage 8:
Reading
Explain how a writer uses simple, compound, complex and compound-complex sentences for effect in their writing.
Discuss how a writer uses features of text structure for effect in a range of fiction and non-fiction texts, including poetic forms.
Read and discuss a range of fiction genres, poems and playscripts including the contribution of any visual elements or multimedia.*
Use relevant textual references when supporting or disagreeing with a point.
Explain how a writer combines structural, linguistic and literary features for effect.
Discuss the range of techniques writers use to distinguish between different voices.
Express informed personal responses to texts.
Writing
Use simple, compound, complex and compound-complex sentences accurately, beginning to manipulate them for effect on the whole text.
Write confidently in a range of different genres of fiction and types of poems.*
Use the most appropriate approach to planning writing in order to generate, organise and shape ideas.
Use relevant features consistently for a chosen purpose to clarify meaning.
Develop distinctive voices, both personal and for different characters.
Speaking and Listening

Adapt speech purposefully in a range of familiar and unfamiliar contexts to maximise its impact on the audience.
Independently identify and take up group roles as needed, and demonstrate expertise.*
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Develop a discussion by synthesising and building on the shared ideas.

Show evidence of reading ahead when reading an unseen text aloud.*
Make decisions about the level of support needed to deliver a speech or presentation, e.g. reading aloud, using notes, visual aids.*
Key vocabulary
fiction
visual elements
simple
compound
complex
compound-complex
analyse
sequential
chronological
chapter
structure
voice
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Learning objectives Suggested teaching activities Resources

9Ri.01 Read and discuss a Introduce your chosen class novel by showing the cover to learners and ask: A chosen class novel that is
range of fiction genres, poems  What can you predict about the book from its cover? about overcoming a challenge
and playscripts including the and includes visual elements
contribution of any visual Read the first few chapters as a class and ask learners to give their initial response: within the text, for example, The
elements or multimedia.*  Does the book match your predictions so far? Curious Incident of the Dog in
 How is it similar? the Night-time by Mark Haddon.
9Wc.01 Write confidently in a  How does it differ?
range of different genres of Each learner should have
fiction and types of poems.* Focus in on a part of the novel that contains visual elements, for example, chapter 3 of The access to a copy of their own
Curious Incident of the Dog in the Night-time contains emoticons as part of the text. Ask fiction writing. This could be on
learners to discuss: any subject and have been
 Do you like that the writer has included visual elements? completed at any time.
 Is it for decoration or does it add something to the story?
 If you feel it does add to the story, what does it add?
 Can you think of any other texts that also use visual elements?
During class feedback, elicit from learners examples of other texts that use visual elements.
Note on the board the different ways in which visual elements can support the content of a
story and what the effect would be if they were taken out.
Ask learners to choose a piece of their own fiction writing that they think could be improved
by adding visual elements. Give learners time to edit their work and share it with a partner or
in a small group. When they share their edited work, learners should be able to give a short
rationale for the changes made.
9Rg.02 Analyse how a writer Ask learners to focus on one short chapter from the class novel and to colour code the Annotatable copies of a short
manipulates and adapts different sentence types: chapter from your chosen class
simple, compound, complex  simple novel.
and compound-complex  compound
sentences for intended  complex A paragraph or two from a
purpose and effect in their  compound-complex. chapter of your chosen class
writing. novel that learners haven’t read
Ask learners to discuss the colour-coded chapter with a partner, identifying any patterns that yet. These paragraphs should be
9Ra.02 Express informed they can see in the text. Where patterns emerge, ask learners to consider these questions: edited to remove all punctuation
personal responses to texts  What impact does that pattern have on your response to the text? relating to sentence structure,
that take the views of others  Does the pattern draw attention to any information in particular? If so, what is it including capitalisation.
into consideration. drawing attention to and why?
9Wg.02 Demonstrate control Learners may have a different interpretation from their partner, but both interpretations can
of simple, compound, complex
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and compound-complex still be valid. However, to support the validity of their interpretations, learners should support
sentences, manipulating and their ideas with evidence or reference to the text and show consideration of their partner’s
adapting them for intended view, using phrases such as:
purpose and effect.  I see your point, but I think … because …
Ask each pair to summarise their thinking and give feedback to the rest of the class. Record
learners’ contributions on the board.
Tell learners that they are going to write a paragraph analysing the writer’s use of sentence
types for effect. In their analysis, encourage learners to draw on the ideas recorded on the
board from the whole class discussion to support and enhance their own initial ideas.
Give learners an unread paragraph or two from the class novel with all punctuation relating to
the sentence structure removed. Ask learners to rewrite the paragraphs, adding back in the
sentence punctuation, to create a similar effect as that in the text they analysed earlier.
Ask learners to compare their paragraphs with those of a partner, identifying the similarities
and differences between their work and explaining the rationale for their choices.
9SLp.02 Show evidence of Continue to read the class novel with learners taking turns to read sections of the text aloud Copies of your chosen class
reading ahead when reading as others follow. As they read aloud, learners should use their awareness of the language novel.
an unseen text aloud.* and structure to inform intonation, pace and pitch.
A set of statements that
9Rs.01 Analyse how the Once learners have read around half of the book, ask them to consider how the content is summarise the rest of the plot.
structure of a text can be organised into chapters, for example: Each statement should be on a
manipulated for effect in a  Are the chapters sequential (i.e. do they follow on directly from the events of the last separate piece of paper and
range of fiction and non-fiction chapter or are their gaps and jumps in time and content)? should aim to summarise one
texts, including poetic forms.  Are the chapters chronological (i.e. do events happen in time order)? chapter.
 Does each chapter have the same narrator?
9SLg.03 Shape the direction
and content of a discussion Discuss learners’ interpretation of the structure of the chapters. Elicit from learners why they
with well-judged contributions think the writer chose to use this structure and what impact giving the information in this order
has on the reader.
Give learners a set of statements that summarise the rest of the plot. Each statement should
aim to summarise a chapter. Ask learners to place the statements into the order they think
they will appear in the book. Learners should consider the impact they think the writer has
been trying to create so far, and try to recreate this impact through their own structural
choices.
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Organise learners into groups and ask them to compare their chosen order, taking turns to
discuss the rationale for their choices. Ask them to agree an order between them as a group.
This will require learners to question each other’s rationales and be willing to compromise in
order to come to an agreement. As necessary, remind learners of techniques for managing
their discussions effectively and support those learners who are reluctant to give their opinion
by asking questions to them directly.
Ensure that learners have a record of their chosen order of events. Once they have finished
reading the novel, they can revisit this record and compare it with the writer’s choices.
9Ri.09 Analyse how a writer Ask learners to reflect on what they have read in the novel so far and ask them to identify any Copies of your chosen class
uses a combination of features passage that was memorable for them. They should consider questions such as: novel.
to enhance their intended  Why was that passage memorable for you?
meaning, e.g. a poet using  What impact did it have on you as a reader? A modelled analytical paragraph.
enjambment to emphasise key  Are there any particular words that stand out for you in this passage? If so, which
language choices. ones?
 Has the writer used any literary or linguistic techniques in this passage? If so, which
9Ri.07 Use judiciously chosen ones?
textual references to develop
analysis of texts. Ask learners to record their feedback in an analytical paragraph, using textual references to
support their ideas. If necessary, provide a scaffold to support learners, for example:
Point – The part of the text where … happened was memorable because …
Evidence – The writer has used the word … / The writer has used the technique …
Explain – This word/technique have the effect of … because …
You can model an example passage for learners to refer back to, using a passage you have
chosen from the text in advance.
Ask learners to consider their earlier analysis of the structural features of the novel and
identify any structural features in the passage they chose. This could include, for example,
the choice of sentence types and the order of the paragraphs.
Tell learners that they are going to review their analytical paragraph and incorporate their
analysis of the structure as well as the language. The purpose of doing so is to demonstrate
how lots of techniques work together to create a particular effect. One method of doing this is
to consider the impact of the two different techniques and then consider how they interact
with each other. This can be demonstrated by updating the earlier model and scaffold with
learners, for example:
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Point – The part of the text where … happened was memorable because …
Evidence – The writer has used the structural technique … to …
Explain – This impact of this is …
Evidence – The structural technique draws the readers’ attention to the word … / The
structural technique draws the readers’ attention to the linguistic/literary technique …
Explain – Together, these techniques have the effect of … because …
9SLg.01 Independently Ask learners to focus on a particular challenge faced by a character in your chosen novel. Copies of your chosen class
identify and take up group The challenge they choose should be one that could have multiple solutions and where the novel.
roles as needed, and character’s actions were not necessarily the best response. Ask learners to consider:
demonstrate expertise.*  What would you have done in the same situation? Videos of people giving
presentations using various
9Wc.02 Make an informed Organise learners into groups and ask them to share their initial responses with each other. support methods.
choice about whether to plan Before they start working together, remind learners to consider how they can plan to work
before writing. effectively as a group. This may involve the allocation of roles within the group to support
particular tasks.
9SLp.05 Make decisions
about the level of support Once all ideas have been shared, ask learners to rank their responses to your question and
needed to deliver a speech or agree on the best course of action. Tell learners that they are going to present their chosen
presentation, e.g. reading course of action to the rest of the class. They will have to decide how they will outline their
aloud, using notes, visual plan and what the level of support they will use to support their presentation. Learners may
aids.* choose one of the following or they can choose a completely different approach:
 reading aloud from a script that is written out in full
9SLm.01 Adapt speech  using short prompts on small cards to help them speak freely
judiciously in a range of  reading aloud from a screen
familiar and unfamiliar  using a slide presentation
contexts to maximise its  using a video as part of the presentation.
impact on the audience.
If necessary, you can show learners videos of these methods of support being used
effectively and less effectively, or you can model them yourself. Ask learners to consider the
benefits and pitfalls of each method of support before selecting the support they wish to use
for their presentations.
Before they start their planning, tell learners that there will be a vote at the end to decide on
the best course of action in response to the challenge. They will therefore need to consider
the content and structure of their presentation in order to make it as persuasive as possible.
Learners prepare and deliver their presentations. They should follow their presentation with a
brief explanation of the method they used, and the support they chose in order to deliver their
message effectively. Once all groups have presented, learners can vote for the best course of
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action. Whether there is a clear winner or a split between different groups, elicit from learners
why they made their choice, for example:
 What persuaded you to pick that course of action?
 What part of the presentation did you find most useful in making your decision?
Ask learners to use the class feedback to reflect on their presentations and consider whether
they made the most appropriate choices for their presentation in terms of the type of support
used and how they communicated with the audience. Ask learners to identify what they did
well and to set themselves a target for improvement.
9Ri.11 Read a variety of texts At the start of the unit give each learner a copy of another novel by the same writer as your Copies of your chosen class
by the same writer and explore chosen class novel. Ask learners to read this as their homework book. If you have novel.
how their voice is consistently independent reading time during the school day, it could also be used for this purpose.
conveyed across the texts. Copies of a second novel by the
Once learners have finished reading both novels, ask learners: same writer as your chosen
9Wc.07 Establish and sustain  What are the similarities in the language and structure in the two novels? class novel.
distinctive voices, both
personal and for different Rather than expect learners to explore the whole of both texts for this activity, you can Each learner should have
characters. provide two extracts, one from each text, for learners to compare directly. If you choose to access to a copy of their own
give learners extracts, try to identify those that clearly demonstrate similar aspects of the fiction writing. This could be on
9Wc.03 Manipulate features writer’s voice. any subject and have been
and conventions for a chosen completed at any time.
purpose for an intended effect. Learners may identify any features depending on the choice of novels, for example:
 the use of predominantly complex and compound-complex sentences
 the use of short chapters
 the inclusion of lots of similes in descriptive passages.
Ask learners to give feedback on which features are common to both novels and record these
on the board. Ask learners:
 Are these features of the writer’s voice used consistently across the book?
 If yes, what is the difference between being consistent and being repetitive? Is this
writer consistent or repetitive?
 If not, where does the writer’s voice change? Why does the voice change? Is it on
purpose or is it accidental?
 Are there any differences between the voice of the narrator and that of the other
characters?
Discuss learners’ responses and elicit the different ways that ‘voice’ is identified. In particular,
focus on the difference between a character’s voice and the writer’s voice.
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Ask learners to reflect on a piece of their own fiction writing, considering the different features
that make their writing voice distinctive. If learners are unable to identify any features, ask
them to consider what features they would like to be able to demonstrate in their writing
voice. Learners should make a note of these features and use them as success criteria.
Tell learners that they are going to write their own story. As they write, they should
consistently use the features of their writing voice that they identified earlier.
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Unit 9.2 The world we live in
Unit 9.2 The world we live in

Outline of unit:
In this unit, learners will read a range of non-fiction texts, analysing the different viewpoints, exploring the points of agreement and disagreement and explaining
how social, cultural and historical contextual factors inform viewpoints. Learners will use standard English across a range of registers as they explore a character
in role. Learners will synthesise information from a range of non-fiction texts to extend their own writing, present their writing appropriately whilst maintaining a
clear and logical viewpoint. Learners will make an informed choice about how to make notes, using their notes to support them when adapting spoken
communication, sustaining an effective organisation of their talk, evaluating the organisational and linking features of other and to evaluate their own and other’s
talk.
Reading
Discuss how a writer organises and links the content of their text for clarity and effect.
Read and discuss a range of non-fiction text types.*
Collate and summarise ideas and information from multiple texts.
Trace the development of ideas, viewpoints and purposes through a text and relate these to other texts read.
Discuss why certain texts are important within a culture, and show awareness that the context in which a text is written and read affects its meaning.
Writing
Use a range of sources to develop and extend the range of language used in written work.*
Use the conventions of standard English in specific contexts for particular effects.
Use a consistent viewpoint in fiction and non-fiction writing.
Use the most appropriate way of note-taking for the identified purpose and use notes to inform writing.
Use specific choices and combinations of layouts and presentation to create particular effects in texts (handwritten, printed and onscreen).

Sustain an effective organisation of talk in a range of familiar contexts.
Adapt communication to create appropriate impact on different audiences.*
Explore points of agreement and disagreement to gain a greater understanding of the issues and meet the needs of the task.*
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Read aloud with confidence, accuracy and style.*

Demonstrate empathy and understanding of a range of characters through flexible choice of speech, gesture and movement in a dramatic scene.
Evaluate own and others' talk, including giving constructive feedback.*
Key vocabulary
viewpoint
non-fiction
values
social context
cultural context
historical context
standard English
register
synthesise
evidence
layout
presentation
organisational features
linking features
evaluate
debate
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9Ri.10 Analyse and respond to Share with learners a topical issue that they are familiar with, is relevant to your context and Non-fiction texts on your chosen
the range of ideas, differing has strong opponents and supporters, for example, gun control, vaccinations, or climate issue. There should be enough
viewpoints and purposes in a change. Organise learners into groups and ask them to discuss these questions: for a different text for each
variety of related texts.  What are the two (or more) sides of this issue? group. Across the texts, you
 Who are the most vocal groups speaking out on this issue? should have opposing
9Ri.02 Read and discuss a  What is the objective of each group? viewpoints on the issue and the
range of non-fiction text types.* groups represented should
Give each group of learners a different text about your chosen issue. Ask learners to read differ, i.e. from different
9SLg.02 Explore points of through their text, identifying the viewpoint given in relation to the issue and any textual communities, different ages,
agreement and disagreement references that show this viewpoint. Learners should ask themselves: different socio-economic
to gain a greater  Who is being represented in this text? background.
understanding of the issues  What is their viewpoint in relation to the issue?
and meet the needs of the  How effective is the use of language and structural features in communicating the
task.* viewpoint?
9Ra.05 Explain how ideas, Ask each group to join with another group whose text communicated the same viewpoint as
experiences and values are their own and to compare their texts:
portrayed in, and affect the
 Are the groups being represented the same? If not, how do they differ?
interpretation of, texts from
 Do they use comparable language to communicate the same viewpoint? How is it
different social, cultural and
similar? How does it differ?
historical contexts.
During their discussions, ask learners to refer back to their notes about their own viewpoint
on the issue and consider what they think led them to have that viewpoint, for example,
learners could be strongly in favour of vaccination after seeing a relative ill with measles.
Once learners are confident about the rationale for their own viewpoint, ask them to look at
the evidence from their text and identify any factors that led those represented in the text to
have their particular viewpoint. Ask learners to add these points to their notes.
9Wg.04 Use the conventions Tell learners that they are going to present the viewpoints of the groups represented in the Non-fiction texts on your chosen
of standard English across a texts they analysed in the previous row. To do this, they are going to role-play a talk show or issue. There should be enough
range of registers. news interview and speak in character to give the viewpoint of those represented in their text. for a different text for each
They will use the notes they made that summarised the factors leading to the represented group. There should be
9SLp.01 Read aloud with viewpoint to help them. You can decide whether you want to take the role of talk show host or opposing viewpoints on the
confidence, accuracy and news interviewer for yourself, or whether it should be conducted solely by learners. issue across the texts, and
style.* different people should be
Ask learners: represented, i.e. from different
9SLp.03 Explore complex  What is ‘standard English’? communities, ages, and socio-
ideas and issues in drama,  How does it differ from ‘non-standard English’? economic backgrounds.
establishing roles and applying
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dramatic approaches with Explain to learners that standard English does not always sounds the same, but has different
confidence. registers. Describe the following registers to learners:
 frozen – historical language that remains unchanged, e.g. language used in a
historical document
 formal – language used in professional, academic or legal situations, e.g. in a
presentation, in an encyclopedia
 consultative – respectful language used with someone who has specialist
knowledge or who is giving advice, e.g. with a doctor
 casual – language used with friends and family
 intimate – language used between two people to reinforce a connection, e.g. in ‘in-
joke’ between friends, pet names between a couple.
Ask learners:
 Which register will you use in this situation?
 Why will you use this register?
 What kind of phrases will you use in this register?
If learners are taking the role of interviewer/host, ensure that the difference in register is
elicited. Give learners time to write out questions and statements for use when speaking as
their character.
Ask learners to act out the chosen scenario in their prepared role. As necessary, you can
pause the action at any point to ask learners questions that will elicit greater depth in their
presentation, for example:
 What is your character trying to do right now?
 How is your character feeling right now?
 How can you make the audience believe in your emotion?
 How can you ensure your emotions show in your tone of voice?
 How can you demonstrate your emotions through your actions or body language?
 How do you want the audience to react?
 How will you adapt your delivery to create this effect?
Once the role play is complete, ask learners to reflect on the activity and summarise how their
character would be feeling after this exchange. Ask learners:
 How would you communicate the events to your family when you got home?
 Would you use a different register? If so, which one would you use?
 What kind of phrases would you use in this register?
Ask learners to write what they would say to their family about the events using an
appropriate register.
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9Ri.05 Synthesise information Tell learners that they are going to use the information from the texts they studied previously Non-fiction texts on your chosen
from across a single text and to write a text to convince people of a given viewpoint in relation to the issue. Ask learners: issue. There should be enough
multiple texts to develop and  How can you convince people of your given viewpoint? for a different text for each
strengthen a point. group. Across the texts, you
Elicit ideas from learners about the techniques they could use, for example, linguistic and should have opposing
9Wv.03 Use a range of literary techniques, showing understanding of the alternative viewpoint and directly viewpoints on the issue and the
sources to develop and extend challenging it. groups represented should
the range of language used in differ, i.e. from different
written work.* Ask learners to synthesise the main arguments for and against the viewpoint, as outlined in communities, different ages,
the non-fiction texts, and note any relevant evidence from the texts to support it. This could different socio-economic
9Wp.03 Use the most be recorded in a table, for example: background.
appropriate text layout and
presentation to create impact FOR AGAINST
and engage the audience.
Argument Evidence Argument Evidence
9Wc.05 Establish and sustain
a clear and logical viewpoint
throughout fiction and non-
fiction writing. Ask learners to plan the content of their text, which should include:
 the key arguments for their viewpoint
 awareness of the opposing arguments and a clear explanation critiquing it
 evidence to support all arguments.
Once learners have planned their content, tell them that they will need to plan the structure
and layout of their text. Ask learners questions such as:
 Which is your strongest argument?
 Should you start or end with your strongest argument?
 Where will you incorporate the opposing view and your critique of it?
 How will you present these arguments on the page to fully engage the reader?
Give learners time to write their planned text.
Ask learners to swap their text with a partner and evaluate how successful their partner’s text
is at convincing someone of their viewpoint. Learners should refer back to the features they
identified during their planning as the success criteria, for example:
 Is the viewpoint sustained throughout?
 Are the arguments in a logical order?
Give learners time to reflect on the peer evaluation and edit their text as necessary.
19

9Wp.02 Make an informed Tell learners that they are going to share their arguments with the rest of the class. This could Access to learners’ own text
choice about how to present be done by debating two opposing viewpoints. Ask learners: arguing either for or against the
information when making  Why is it not appropriate just to read your text aloud in a debate? issue.
notes, including the use of  What changes will you need to make to your text to make it relevant and useful for
multiple styles, and use notes this debate? Non-fiction texts on your chosen
to inform writing. issue. There should be enough
Responses may include points such as: for a different text for each
9SLm.05 Adapt  It is boring to listen to a monologue about an issue. group. Across the texts, you
communication to create  A speaker needs to be responsive to what they have just heard. should have opposing
appropriate impact on different  It is easier to follow notes when talking during a debate. viewpoints on the issue and the
audiences.* groups represented should
Discuss the merits of the points learners suggest and how they can adapt the content of their differ, i.e. from different
9SLm.02 Sustain an effective text appropriately. Encourage learners to use their past experiences to identify, communities, different ages,
organisation of talk in a range independently, which note-taking style they think will be most appropriate for this activity. different socio-economic
of familiar and unfamiliar background.
contexts. Once learners have their content notes prepared, but before they start debating, remind them
that they also need to consider how to communicate their arguments. Ask learners to refer
9Rs.02 Evaluate the impact of back to the non-fiction text they read and identify the organisational and linking features.
a writer's choice of Discuss the purpose of each one, for example:
organisational and linking  to introduce a new point
features on the intended
 to give an example
audience.
 to add a sub-point
9SLr.01 Evaluate own and  to introduce an opposing point.
others' talk, including giving
constructive feedback.* Record examples and their identified purpose so that during the debate learners can refer to
them to support their choice of organisational and linking features. As necessary, model how
these organisational and linking features can be incorporated into a debate. For example,
show learners a simple statement and a rebuttal, and ask learners which organisational and
linking features they would use.
Allow learners to conduct a formal debate on the issue. Explain how a formal debate should
take place:
 first they decide the topic that will be debated – the motion for debate
 then, in teams, learners plan the arguments that support their position and divide
these arguments between their chosen first and second speakers; each team also
chooses a third speaker, who will sum up the case for or against
 a time limit for each speaker is decided (e.g. two minutes)
 the debate starts with the first speaker speaking for the motion
 the next speaker is the first speaker speaking against the motion
 the second speakers for and against the motion then speak in turn
20

 the third speakers speak, first the speaker against the motion, then the speaker for;
they each sum up their team’s case
 the audience votes for or against the motion based on what they have heard in the
debate: the winning team is decided.
Team speaking for the motion Team speaking against the motion
Speaker 1 defines what the topic/motion is, Speaker 1 accepts or rejects the definition
presents the team for the motion’s main of the motion as given by the speaker on
idea, outlines what their team will argue, the other team, presents the team against
and presents the first half of the case for the motion’s main idea, outlines what their
the motion. team will argue, rebuts what the first
speaker on the other team has said, and
presents the first half of the case against
the motion.
Speaker 2 rebuts what the first speaker on Speaker 2 rebuts what the speakers on the
the other team has said against the motion other team have said for the motion and
and presents the second half of the case for presents the second half of the case
the motion. against the motion.
Speaker 3 is the last one to speak, rebuts Speaker 3 rebuts all the remaining points of
all the remaining points of the other team’s the other team’s case for the motion, and
case against the motion, presents a presents a summary of the case against the
summary of the case for the motion, and motion.
concludes the debate for the motion.
Additional speakers can be added to each side of the argument, but not all learners will be
able to take part in the debate at the same time. For those learners who are listening to the
debate, give them a focus for reflection. This could be to focus on a partner and to evaluate
their contributions, for example:
 whether their viewpoint was consistent
 whether they used relevant organisational and linking features
 whether their choice of organisational and linking features were effective.
Ask learners to feed back their evaluation to their partner, who should record their strengths
and set targets for improvement.
21
Unit 9.3 Finding a voice
Unit 9.3 Finding a voice

Outline of unit:
In this unit, learners will make decisions about how to support their presentations, use non-verbal communication techniques and make judicious choices when
adapting their speech for impact on an audience. Learners will use rhetorical punctuation in their own writing and analyse its use in the writing of others. Learners
will analyse the effect of structural features in a text and experiment with them in their own writing. Learners will analyse a writer’s use of grammatical features and
use similar features in their own writing to shape and craft their sentences before presenting their work orally to others. Learners will deduce the meaning of
unfamiliar words in a text, manipulate the content of a text for impact, and confidently and accurately read aloud to others. Learners will give a reasoned response
that synthesises information from a range of sources. Learners will analyse how structural, literary and linguistic features can be combined to enhance meaning in
a text and use combinations of features in their own writing.
Reading
Deduce the meanings of unfamiliar words in context using a range of strategies, including knowledge of word families, etymology and morphology.*
Explain how a writer's choice of punctuation can convey shades of meaning.
Comment on how a writer builds up detail and conveys shades of meaning through the grammatical structure of their sentences.
Read and discuss a range of non-fiction text types.*
Writing
Use all punctuation accurately and to enhance meaning.
Create detail and convey shades of meaning through the grammatical structure of sentences, e.g. controlling order of clauses.
Use features of text structure to demonstrate a sense of linked progression.
Create content to suit a wide range of audiences.
Begin to combine the use of structural, linguistic and literary features to create a specific effect.
22
Adapt speech purposefully in a range of familiar and unfamiliar contexts to maximise its impact on the audience.
Use non-verbal communication techniques to enhance meaning.*
Listen, evaluate what is heard, and generate a reasoned response that draws on a range of sources.
Read aloud with confidence, accuracy and style.*
Plan and deliver presentations and persuasive speeches confidently in a range of contexts, making choices about the most appropriate media.*
Make decisions about the level of support needed to deliver a speech or presentation, e.g. reading aloud, using notes, visual aids.*
Key vocabulary
instructional texts
non-verbal communication
judicious
rhetorical punctuation
structural features
grammatical features
etymology
morphology
linguistic features
literary features
23

9Ri.02 Read and discuss a Show learners a range of written instructional texts. Once they are familiar with the texts, ask A range of instructional texts.
range of non-fiction text types.* learners to rank them according to how easy the instructions are to follow. Discuss by asking These could include leaflets,
questions such as: instructions on packaging (e.g.
9SLp.05 Make decisions  Are the instructions easy or difficult to follow? how to cook a food item),
about the level of support  What makes them easy/difficult to follow? instructions included with
needed to deliver a speech or  What support would make the instructions more effective, e.g. simple language, products (e.g. how to operate an
presentation, e.g. reading command forms, short sentences, diagrams, videos of someone performing the task, electrical device).
aloud, using notes, visual pictures?
aids.* An instructional video that uses
Ask learners to create success criteria for effective written instructions. Explain that they will a range of appropriate language
9SLm.04 Use non-verbal use these criteria later to choose the level and types of support to use when they write their features.
communication techniques to own instructions.
enhance meaning.* Examples of tasks that learners
Show learners an instructional video. Learners use the video to add to their success criteria can give instructions to their
9SLm.01 Adapt speech by identifying the language features of instructions. These should include: partner to follow. This should be
judiciously in a range of  imperative or direct address something that learners can do
familiar and unfamiliar  simple, short sentences in the classroom and can only be
contexts to maximise its  straightforward vocabulary achieved by following the
impact on the audience. instructions (rather than relying
 sequencers
on prior knowledge), for
 chronological order.
example, recreating a picture
that only ‘A’ learners can see.
Ask learners to discuss and feedback on the different types of instructional texts:
 What were the similarities between the written and spoken instructional texts?
 What were the differences between the written and spoken instructional texts?
 Which features do you usually find in instructional texts?
 Which features are sometimes used? Why do you think the writer chose to use those
features in that text?
 What visual features was the speaker in the video able to use that enhanced the
instructions, i.e. non-verbal communication techniques?
Organise learners into pairs, with an ‘A’ and ‘B’ learner in each pair. Tell learners that they will
be giving verbal instructions to their partner to follow. Give each pair two different tasks, one
for learner A to give instructions to B, the other for learner B to give instructions to A.
Give learners time to plan their instructions. Ask them to consider these questions:
 What order will you give your instructions in?
 How will you make sure your instructions are clear?
 How will you use non-verbal communication techniques to support and add clarity to
your instructions?
24

In each pair, learner ‘A’ goes first to give their instructions. After learner ‘A’ has finished giving
their instructions and their partner has completed the task, ask pairs to reflect on the
performance:
 Were the instructions clear?
 Were you able to follow them?
 If they were unclear, why was this?
 What could you do differently to give better instructions next time?
 How would these changes make the meaning clearer?
Once they have assessed the performance of learner ‘A’, learner ‘B’ gives their instructions.
After learner ‘B’ has finished giving their instructions and their partner has completed the task,
ask them to reflect on the performance as above.
9Wg.01 Use punctuation Show learners an image of two people running away from something. Ask learners what the An image of two people running
rhetorically to support the people in the picture might be saying to each other, for example: away from something.
intention of the writing, e.g.
using ellipses in a character's Character 1: Quick An image showing two or more
dialogue to show nervousness. Character 2: I can’t run anymore people. The image should be
sufficient for learners to be able
9Rg.01 Analyse how the use Ask learners to work in pairs and imagine that they are the characters. Ask them to discuss to demonstrate rhetorical
of rhetorical punctuation can how they would say the words to each other. Once learners have had time to discuss the punctuation.
support a writer's intended exchange in pairs, ask them to feed back their ideas to the rest of the class. During feedback,
purpose. ask questions to elicit key points, such as:
 If one character is running ahead of the other, how loud will they have to speak to be
heard?
 What happens to our breathing if we run too far or too fast? How does this affect our
speech?
As a model, begin to make links between the way something is said and how we use
punctuation to demonstrate it in our writing, for example, using an:
 exclamation mark to show the character is shouting – “Quick!”
 ellipsis to show that a character is breathless – “I can’t…run…anymore.”
Discuss other punctuation marks and what they can be used to convey. Record learners’
responses on the board as a reference point.
Show learners another image of two or more people and ask them to write a conversation
between the characters. Before they start writing, ask learners to plan the emotional effect
they want to achieve in their dialogue, and decide how best to use punctuation to support this
effect.
25
Ask learners to swap their writing with a partner and read each other’s description and
conversation. Ask learners to circle the examples of rhetorical punctuation in their partner’s
writing and write notes about what they think the intended purpose was.
Ask learners to swap back their writing and to check whether their partner found their
intention clear. If it was unclear, ask learners to consider what they would do differently in
their next draft. Learners should create an action plan for improving their writing.
9Rs.01 Analyse how the Give learners a set of pieces of paper. Each piece of paper should contain a different A recording of a rhetorical
structure of a text can be paragraph from a speech. Ask learners to piece together the speech into the order they think speech that uses structural and
manipulated for effect in a it should go in. grammatical features for effect,
range of fiction and non-fiction for example, this could be a
texts, including poetic forms. Once learners have chosen their order, ask them to reflect on how they made their choice. speech by a teenage activist
They should be able to identify structural features that supported them to complete the such as Greta Thunberg, Alex
9Ws.01 Experiment with activity, for example, paragraph openings to signpost the content or to link to a previous Lin, Malala Yousafzai.
different ways of structuring paragraph. Ask learners to identify any other structural features used in the speech.
texts, appropriate for different Depending on the speech you choose, this could include features such as: A transcript of your chosen
audiences and purposes.  repetition and patterns speech. This should be cut up,
 paragraph and sentence length with each paragraph on a
 focus shifts different piece of paper.
 effective conclusions
A list of different types of
Play learners a recording of your chosen speech and ask them to identify: audience, e.g. oil company
 the intended purpose executives, mobile phone
 the intended message company executives,
environmental activists,
 the intended audience
politicians.
Ask learners to give feedback on the speaker’s identified intentions and explain how they
identified them.
Play the recording again and ask learners to compare the actual order of the paragraphs in
the speech with the order they chose at the start of the activity. If there are significant
differences, ask learners to discuss the use of structural features, and how the actual order
changes the impact of the speech from what learners thought it was. Ask questions such as:
 Does the speaker finish their speech with the same concluding paragraph as you
chose when you pieced the paragraphs back together?
 If not, what is the difference between the messages in the two paragraphs?
 What impact does the speaker’s closing paragraph have on the audience?
 What impact would there be if they had finished with the closing paragraph you
26

chose?
 Why do you think the speaker chose to end their speech with this message?
Ask learners to consider whether the speech would have the same impact on a different
audience. Discuss, for example, what differences there might be in a speech to persuade
people about the need to take action on the climate crisis if the speech was given to an
audience of executives in an oil company, compared with if it was given to an audience of
environmental activists. Give learners time to discuss this in small groups before taking
feedback as a class. During the whole class discussion, elicit from learners how the structure
of the speech would need to change to emphasise particular information depending on the
audience.
Give learners a new audience for the speech they have been analysing and ask them to
restructure the content. Once complete, learners can share their restructured speech with
other learners and give a rationale for the changes they decided to make.
9Rg.03 Analyse, in depth and Focusing on the same transcript as used for the activity in the previous row, ask learners to A transcript of your chosen
detail, a writer's use of annotate the transcript to identify the grammatical features used by the speaker. Depending speech.
grammatical features and their on the choice of speech, this could include features such as:
effects on the overall  imperatives or command forms
development of the text.  repetition of words or phrases
 repetition of verb forms
9Wg.03 Use grammatical  repetition of structures, e.g. tripling or triadic structure or ‘rule of three’
features to shape and craft  antithesis
sentences that contribute to  balanced sentences.
overall development of the
text, e.g. embedded phrases Ask learners to feed back the features they identify, giving examples from the text and stating
and clauses that support which feature it is exemplifying.
succinct explanation; use of
antithesis, repetition or Choose one of the grammatical features identified by learners and use this as a model to
balance in sentence structure. discuss how it supports the message of the speech and aids the purpose. Scaffold the
discussion by asking questions such as:
9SLp.04 Plan and deliver
 What does this grammatical feature emphasise?
presentations and persuasive
 Why does the speaker want to emphasise this information?
speeches confidently in a
range of contexts, making  What impact does this information have on the audience?
choices about the most
appropriate media.* Ask learners to plan their own rhetorical speech on a topic that is important to them. The
intended audience for the speech should be their peers in a school assembly. In their
planning, learners should consider:
 the intended message the speakers wants the speech to convey
27

 which grammatical features they will use to support and develop their message
 how they will structure their speech.
Once they have finished their plans, give learners time to write a draft of their speech.
Organise learners into pairs to take turns to deliver their speeches and give each other
feedback on what went well and what could be improved. Based on this feedback, learners
should edit and redraft their speech as necessary.
Once learners have updated their speeches, give them time to deliver their speeches to the
whole class or it larger groups.
9Rv.01 Deduce the meanings Give learners an article on the same topic as the rhetorical speech used in the rows above. An article from a newspaper,
of unfamiliar words in context The article should be aimed at an adult audience. As learners read the article, give them time magazine or website on the
using a range of strategies, to deduce the meaning of any new words in the text. Encourage them to use the following same topic as the rhetorical
including knowledge of word strategies: speech used for the activities in
families, etymology and  identifying the form of the word (e.g. noun, verb) from its position in the sentence the rows above.
morphology.*  deducing the meaning of the word from the rest of the sentence
 thinking of any other words they know with a similar spelling or form.
9Wc.04 Manipulate content for
impact on a specified Ask learners to discuss the following questions:
audience.  How is this article similar to the speech we heard previously?
 How is it different?
9SLp.01 Read aloud with  Why is this?
confidence, accuracy and
style.* As learners give their feedback, elicit points such as the difference in the target audience; the
fact that an article is meant to be read, not heard; and the fact that it is an example of a
different text type.
Ask learners to identify all the content points and make notes on any language features they
notice, e.g. sentence types, complex vocabulary, technical terms, sequencers. Ask learners:
 If you were writing an article for Stage 6 learners on this topic, what would you
change?
Ask learners to work in pairs to plan how to adapt the content and style of the article to create
an article on the same topic for Stage 6 learners. To support their planning, ask learners to
devise headings under which they can organise their notes. These could include:
 content points to include
 vocabulary to use
 sentence types
28

 other techniques to make the article interesting for young learners.
Give learners time to adapt the article for their intended audience of Stage 6 learners based
on their planning.
Invite learners to read their completed articles to the class. Encourage feedback from other
learners, but ask them to support any comments with specific examples from the text.
9SLs.01 Listen, synthesise Play learners some short radio or TV clips on the topic of the speech you have been A range of short radio or TV clips
what is heard, and generate a analysing in the rows above. Include opinions given on the topic by different people (e.g. on the same topic as the
reasoned response that draws politicians, activists, members of the public). Before they listen, ask learners to note down rhetorical speech in the rows
on a range of sources. answers to questions you write on the board while they listen to each clip. Questions could above, e.g. news items, chat
include: show extracts, interviews.
 What are of the speakers talking about?
 How do the speakers feel about it?
 What is their opinion about it?
 How can you tell?
 Whose view is the most reasonable? Why?
 Do you think they all have a reasonable point of view not?
Allow learners to listen again, but stop the recordings frequently so that they can check and
discuss their answers to the questions with a partner. Once they have listened to the
recordings, ask learners:
 Based on all that you have heard, what is your opinion on this issue?
Ask learners to discuss the issue in pairs, drawing on what they have heard to support their
own opinions. Ask each pair to present their reasoned response to the class.
9Ri.09 Analyse how a writer Elicit prior knowledge of structural, linguistic and literary features that learners might expect to A non-fiction text that contains
uses a combination of features encounter in a non-fiction text, e.g. bullet points, rhetorical questions, alliteration. Ask learners examples of structural, linguistic
to enhance their intended to either define or give an example of each one. and literary features.
meaning, e.g. a poet using
enjambment to emphasise key Give learners a non-fiction text containing a range of structural, linguistic and literary features. A piece of written work created
language choices Ask them to work in pairs, reading the text aloud and analysing it by discussing: by each learner during this unit,
for example, this could be the
● What is the text about?
9Wc.03 Manipulate features speech or article produced in the
and conventions for a chosen ● What is the writer saying? earlier rows.
purpose for an intended effect.
● Who is the writer talking to in the text?
29

9Wc.08 Combine the use of
● What is the mood, or tone of the text? Which words tell you this?
structural, linguistic and literary
features to create a specific
effect. Once learners are familiar with the text, ask them to identify the structural, linguistic or literary
features that the writer has used and feedback to the rest of the class. Record the devices
they identify on a whole class copy of the text. Draw learners’ attention to a part of the text
where the writer has used two or more features. Ask learners to use the think-pair-share
technique to answer these questions:
 What is the effect of each of these features on the reader?
 What effect has the writer created by using these features together in the same part
of the text?
 What effect do these features on the intended message of the text?
Ask learners to identify another part of the text that uses two or more features and analyse
their effect on the reader, using the whole class example as a model.
Ask learners to choose one of their own pieces of writing that they produced earlier in the unit
to edit and redraft. Ask them to review their own writing and identify the different features they
used. Learners should annotate their text, considering what the intended purpose was in
applying each feature. They can then use their notes to compare the effect of each feature
against the overall intended effect. Where there is a misalignment, learners should plan how
they will edit their writing so that it supports the intended effect. Where the features are
aligned to the overall intended effect, learners can begin to consider how they can combine
two or more features together to emphasise their intended effect.
Give learners time to edit and redraft their writing based on their planning.
Once they have finished writing, learners can practise their analysis skills by reviewing the
effectiveness of the combination of different features.
30
Unit 9.4 The past
Unit 9.4 The past

Outline of unit:
In this unit, learners will analyse language choices to contribute to the intended purpose and impact on the reader and make conscious language choices in their
own writing for effect. Learners will analyse and respond to the themes, range of ideas and viewpoints in information texts, and will manipulate language in their
own writing to express complex ideas and opinions. Learners will analyse how a reader’s preferences and opinions can shape the meaning of a text and write their
own prose text. Learners will independently take on group roles to explore complex issues and ideas in drama, using non-verbal techniques to enhance meaning.
Learners will show evidence of reading ahead, analyse the purpose of using formal and informal language in a text, and vary the degree of formality in their own
writing to enhance meaning. Learners will analyse variations in spoken communication, evaluate and edit their own writing to improve its accuracy and
effectiveness, sustaining a fast, fluent and legible handwriting style.
Reading
Explain how a writer's choice of language contributes to the intended purpose and overall impact on the reader.
Comment on the use of formal and informal language in a text and a writer's motivation for making the choice.
Compare and comment on the textual features used in more than one text to develop similar themes and elicit responses from the reader.
Explore how different readers choose and respond to texts.
Writing
Create and control meaning through precise use of a range and variety of language.
Vary the degrees of formality and informality when making choices of register in writing, according to the identified context, purpose and audience.
Sustain a fast, fluent and legible handwriting style.*
Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of a range of different texts.

Adapt language to express complex ideas and opinions in detail.
31
Use non-verbal communication techniques to enhance meaning.*

Independently identify and take up group roles as needed, and demonstrate expertise.*
Show evidence of reading ahead when reading an unseen text aloud.*
Demonstrate empathy and understanding of a range of characters through flexible choice of speech, gesture and movement in a dramatic scene.
Discuss the meaning and impact of variations when communicating.
Key vocabulary
purpose
impact
emotive language
persuasive
theme
viewpoint
prose
playscript
non-verbal communication
formal
informal
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9Rv.02 Analyse how language Show learners a charity campaign video with powerful negative visual images and emotive A charity campaign video with
choices contribute to the language in the voiceover. Ask learners: powerful negative visual images
intended purpose and overall  What is the purpose of this charity video? and emotive language in the
impact on the reader, e.g.  In your opinion, how well does the video achieve this purpose? voiceover.
demonstrating the  Why is it successful/unsuccessful in achieving its purpose?
effectiveness of imagery in  How does this video make you feel?
contrasting texts, or arguing  Would the video achieve its purpose better if it made you feel more positive?
whether or not the use of Why/why not?
highly emotive language in an
advertisement is Establish that the video is a campaign video with the purpose of persuading people to support
counterproductive to its the cause it is highlighting. Learners watch and listen again, identifying and noting down all
intended purpose. the emotive language used in the video. Elicit all the examples that learners identify and ask:
 What is the ratio of positive to negative images? 50/50? 80/20?
9Wv.01 Make conscious
 What is the ratio of positive to negative emotive language? 50/50? 80/20?
language choices to shape the
 Do you think this is an ideal ratio? If not, what do you think the ratio should be? Why?
intended purpose and effect
on the reader.
Activate prior knowledge by eliciting the features of persuasive texts from learners. Ask
learners:
 What features of persuasive writing are most important in a campaign leaflet or
advertisement?
 Which features are more important for a video, which is made to be seen and heard,
rather than a text, which is made to be read?
 What do you think are the best ways to persuade people to give to a charity?
Learners watch and listen to the video again and identify and note down all the other
persuasive features they can see.
Tell learners that they are going to produce a charity leaflet to persuade people to support a
particular campaign. Organise learners into groups and ask them to choose an issue they
care about, for example, saving elephants, treating a preventable disease, providing clean
water. Ask them to decide the purpose of their leaflet. Once they have agreed their purpose,
ask learners to create a mind map of the persuasive features and emotive language they
think will add the most impact to their leaflet and convince people to support their charity.
They should decide on the balance between positive and negative images and emotive
language that will be most effective for their identified purpose.
With learners working from their plans, give them time to create their leaflets.
9Ri.08 Analyse and respond to Introduce a famous historic event or period. Elicit how much learners know about the event or Several different historic
the themes in a variety of period and ask: information texts about a famous
33
related texts.  Would you like to have lived during that period / through that event? Why/Why not? event or period in history. This
could cover the same period or
9Ri.10 Analyse and respond to Organise learners into groups and give them several different historic information texts about event as that in your chosen
the range of ideas, differing this period/event. Ask learners to discuss and make notes on the following questions: playscript. The texts should be
viewpoints and purposes in a  How are these texts similar? very different in audience,
variety of related texts.  How are they different? purpose, and bias, e.g. an
 What is the purpose of each text? extract from a history textbook
9SLm.03 Manipulate language  What is the viewpoint of each text? for young learners, an extract
to express complex ideas and  Identify all the facts in each text. Do the texts all give the same facts? Why/why not? from a historical novel.
opinions in detail.
 In what way is the language of each text shaped to suit its target audience?
Ask learners to be ‘envoys’ for their group: a learner from each group goes to another group
and reports on their group’s analysis to them. They then bring back ideas from the other
group’s analysis and share them with their own group. This continues until all the groups
have shared their analyses of the different texts. Once everyone is back with their own group,
ask learners:
 Did you all notice the same features?
 What did you learn from the other groups?
Ask learners to write their analysis of the texts into paragraphs, explaining how the different
texts treat the same period or event differently, and how the language of each text is shaped
to suit different audiences.
After learners have a written a couple of paragraphs, ask them to stop writing and review
what they have written so far. Elicit ways that learners can improve their analysis to convey
their ideas more clearly and in more detail, for example, they could think about where to place
full stops, where to combine points in a sentence, how to group ideas into paragraphs, and
where and how to integrate examples from the texts into their writing. To support the work,
move around the groups as learners write, drawing out points from their writing and
prompting them to think how they could improve their use of language.
9Ri.01 Read and discuss a Ask learners to read the first act of your chosen play, with different learners reading different A play set in the past. Ideally, it
range of fiction genres, poems roles. Once they have read the first act, ask learners to discuss the characters, plot, themes should also contain examples of
and playscripts including the and setting: informal language, e.g. Our Day
contribution of any visual  What is theme of the story? Out by Willy Russell,
elements or multimedia.*  Who does it involve? An Inspector Calls by J B
 What happens? Priestley, Pygmalion by George
9Ra.04 Analyse how the  Where and when is it set? How can you tell? Bernard Shaw.
meaning of texts is shaped by  How much of the story is communicated through the dialogue?
a reader's preferences and  How much of the story is communicated through the visual elements, such as the
opinions. descriptions of the scenery and the props?
34
9Wc.01 Write confidently in a  In what ways do you think your opinion is shaped by:
range of different genres of o your gender
fiction and types of poems.* o your age
o your culture
o the fact that you live in the 21st century
o what you usually like to read?
Ask learners to retell the first act of the play as a piece of narrative prose. To support their
planning, ask learners:
 What can you do in a prose story that you cannot do in a playscript?
 How will you convey all the information without simply copying the dialogue?
Give learners time to write their adaptations and share their drafts with a partner or in small
groups.
9SLg.01 Independently Organise learners into groups. Allocate a different scene from Act 1 to each group and tell A play set in the past. Ideally, it
identify and take up group learners that they are going to act out their scenes for the rest of the class. should also contain examples of
roles as needed, and informal language, e.g. Our Day
demonstrate expertise.* Ask learners to decide how they will allocate roles within their group. This could include which Out by Willy Russell,
characters they are each going to portray, but could also include roles such as director and An Inspector Calls by J B
9SLm.04 Use non-verbal timekeeper. Priestley, Pygmalion by George
communication techniques to Bernard Shaw.
enhance meaning.* Ask learners to re-read their scene in their group and discuss among themselves the
following questions:
9SLp.03 Explore complex  What happens in this scene?
ideas and issues in drama,  What is the function of this scene?
establishing roles and applying  What do we learn about the characters at this point in the play?
dramatic approaches with  How does the scene set up the theme and action of the play?
confidence.
Ask learners to take into account the information they acquire from answering these
questions in their planning and rehearsal time. They should also consider how they will
deliver their lines and use non-verbal techniques:
 How will the information you got from your discussion affect the way you portray your
character?
 How would the character say these lines? Why? How do they feel?
 Could you show this feeling non-verbally, for example, through gestures, tone of
voice, speed and intonation of speech, posture, body language?
Once learners have rehearsed their scenes, ask each group to perform their scene for the
rest of the class. The scenes should be performed in the order that they appear in the play.
35
In between each scene, ask learners to discuss how the verbal and non-verbal techniques
used in the performance convey particular ideas and issues. Elicit the similarities and
differences between the choices made by different groups.
9SLp.02 Show evidence of Give learners an extract from your chosen play where the characters use very informal A play set in the past. Ideally, it
reading ahead when reading language. Learners read aloud the extract simultaneously in groups, taking the roles of the should also contain examples of
an unseen text aloud.* different characters. As they read aloud, learners should use their awareness of the language informal language, e.g. Our Day
and structure to inform intonation, pace and pitch. If possible, play learners an extract from a Out by Willy Russell,
9Rg.04 Analyse the purpose film/recorded performance of the same play so that they can hear the language spoken. An Inspector Calls by J B
and effect of a writer's choice Priestley, Pygmalion by George
of formal or informal language Display a continuum of formality: Bernard Shaw.
in a text.
Informal ------------------------------------------------------------------------------- Formal An extract from a film version or
9Wg.05 Vary the degrees of a recorded performance of your
formality and informality to Give each learner a card showing the name of the character they were reading aloud and ask chosen play.
enhance and emphasise them to stick the cards on the continuum to identify the level of formality the character uses in
meaning in relation to the their speech. Cards showing the names of the
context, purpose and characters in the play.
audience. Once all the characters have been placed on the continuum, ask learners:
 Do all the characters use the same degrees of formality in their speech? Sticky tack
 Why do you think [character name] uses such informal language?
 Why do you think [character name] uses more formal language?
 What do the degrees of formality add to our understanding of the characters?
Ask learners to predict what they think will happen next in the play. Based on their predictions
ask learners to write the next scene. Before they start writing, learners should plan the
language that they will use for each character and give a rationale for its use.
9SLr.02 Analyse the meaning In small groups, ask learners to swap their scripts with someone else. On their partner’s Learners’ draft scripts
and impact of variations in own script, ask learners to: (completed as part of the activity
and others’ communication.  identify an example of where the use of language is effective at conveying the in the previous row).
intended effect and explain why it is effective
9Wp.04 Evaluate and edit to  identify an example of where the use of language does not add to our understanding
improve the accuracy and of the character and explain how it could be improved.
effectiveness, in relation to
identified purpose and Once all learners have had a chance to share their scripts, give them a series of questions to
audience, of language, answer in feedback to help them to focus on purpose and audience. These questions could
grammar and structure in a include:
range of different texts.  How did you make your script appeal to your intended audience?
 What impact are you trying to have on your intended audience?
9Wp.01 Sustain a fast, fluent  How have you tried to create this impact?
and legible handwriting style.*
36
 Why did you make this character use this style of language? What are you trying to
communicate about their character?
 Why does the character say this here? What does this show about a) what is
happening? b) how are they feeling?
 What does the characters’ language convey to the audience about their relationship
to one another?
Give learners time to edit their texts in response to peer and teacher feedback. As they are
writing, circulate around the room and encourage learners to use a fast, fluent and legible
handwriting style. This could include praising learners who are already demonstrating a good
style and recommending intervention strategies for those who are not using an appropriate
style.
37
Unit 9.5 Wax poetic
Unit 9.5 Wax poetic

Outline of unit:
In this unit, learners will read a range of texts and practise writing confidently in similar types of texts using appropriate spelling strategies as necessary. Learners
will analyse how the structure of a text can be manipulated for effect, manipulate features for effect in their own writing, and synthesise information that they have
heard. Learners will analyse the use of linguistic and literary techniques in a text, explore points of agreement and disagreement in their own and other’s analysis,
and use linguistic and literary techniques for effect in their own writing. Learners will analyse how a writer combines different features for effect in a text, analysing
the different layers of meaning, and applying combinations of features in their own writing. Learners will evaluate talk and give constructive feedback in a sustained
discussion.
Reading
Explain possible interpretations, explicit and implicit, of a writer's use of linguistic and literary techniques, e.g. explaining how hyperbole suggests a character's
attitude, or how an oxymoron is used to emphasise a point.
Comment on a writer's implied meaning and intended effect.
Enjoy reading a wide range of texts.*
Writing
Use, with confidence, a range of strategies for spelling correctly.
Create effects by using a range of linguistic and literary techniques.
Begin to combine the use of structural, linguistic and literary features to create a specific effect.

Sustain an effective organisation of talk in a range of familiar contexts.
38
Listen, evaluate what is heard, and generate a reasoned response that draws on a range of sources.
Explore points of agreement and disagreement to gain a greater understanding of the issues and meet the needs of the task.*
Evaluate own and others' talk, including giving constructive feedback.*
Key vocabulary
shape poem
sonnet
haiku
structural features
synthesise
linguistic techniques
literary techniques
evaluate
39

9Ri.01 Read and discuss a Organise learners into small groups, and give each group a different shape poem. Shape A range of shape poems.
range of fiction genres, poems poems are poems written in the shape of the subject so that the visual impact of the layout on
and playscripts including the the page enhances the meaning. They are sometimes called concrete poems. They do not
contribution of any visual have to rhyme. The subjects can be simple and light-hearted or serious, but can be
elements or multimedia.* represented by a concrete image. Ask learners for their first impressions of this type of poem.
9Ra.01 Enjoy reading a wide Ask learners to analyse their poem using a poetry analysis framework. The framework should
range of texts.* include the following questions:
 What is the poem about?
9Wc.01 Write confidently in a  What is the writer’s purpose?
range of different genres of  How does the shape of each poem help to achieve this purpose?
fiction and types of poems.*  What is the relationship between the words and the shape of the poem?
 Which do you think is most important – the words, the shape, the white space, or all
9Ww.03 Use the most equally? Why?
appropriate spelling strategy  What other visual elements are used to enhance the meaning of texts? Images, white
as necessary space, font size and style?
Ask learners to be ‘envoys’ for their group to discuss their analysis. As learners return to their
groups, ask them to identify the successful features of a shape poem and share these to
create a class list.
Challenge learners to write a shape poem on a topic of their choice. Emphasise that the
shape of the poem must echo its theme or message. Learners can use the class list of
features as success criteria.
As learners write their poems, support their spelling of words by eliciting different strategies
they could use to spell words correctly, for example:
 thinking of other words that sound the same
 thinking of other words with the same root
 writing pairs of words that learners often confuse (contrastive pairing) and learning
them
 thinking of words with the same suffixes and prefixes, e.g. nouns ending in -tion or -
ity.
9Rs.01 Analyse how the Give learners a poem with a fixed structure, e.g. a sonnet, a haiku. Once learners have had A poem that uses a fixed
structure of a text can be the opportunity to read through the poem, ask them questions such as: structure and contains examples
manipulated for effect in a  What is the poem about? of linguistic and literary
range of fiction and non-fiction  What is the intended purpose? techniques, e.g. Sonnet 130 by
texts, including poetic forms.  What is the theme? William Shakespeare, Sonnet 43
by Elizabeth Barrett Browning.
40
9Wc.03 Manipulate features  How does the structure of the poem help to achieve this purpose?
and conventions for a chosen  How does the structure of the poem help to communicate this theme?
purpose for an intended effect.
Depending on your choice of poem, learners may or may not already be familiar with its
9SLs.01 Listen, synthesise structural features. Initially, however, you are only looking for learners’ first impressions. If
what is heard, and generate a necessary, at this point you can introduce learners to the key structural features of the poem
reasoned response that draws and discuss their purpose, for example, in a sonnet you could talk about the number of lines,
on a range of sources. rhyme scheme, iambic pentameter, and volta.
To encourage familiarity with structural features that are new to learners, ask them to practise
using them in their own writing. The volta, for example, is where there is a change in thought
or emotion. Give a couple of examples to learners as a model and ask them to create their
own examples. Once they are familiar with the structural features, ask learners to annotate
their copy of the poem to identify them in the poem.
Organise learners into small groups and ask them to analyse the use of one of the structural
feature used in the poem. Each group should focus on a different structural feature. In their
analysis, learners should consider:
 why the poet has used this structural feature
 the difference the structural feature makes to the way the poem is read
 the impact of the poem on the reader.
Once learners have completed their analyses, ask them to share with the rest of the class. As
each group presents, learners should listen carefully and make notes on their own copy of the
poem.
Once learners have heard from each group, ask them to synthesise the information that they
have heard to give an analytical response to the following question:
 How does the poet use structural features for effect?
9Rv.03 Develop precise, Using the same poem as in the previous row, ask learners to identify: A poem that uses a fixed
perceptive analysis of how  the mood or tone of the poem structure and contains examples
linguistic and literary  any literary techniques of linguistic and literary
techniques are used, e.g.  any linguistic techniques techniques, e.g. Sonnet 130 by
explaining how euphemisms William Shakespeare, Sonnet 43
conceal bias in a political Ask learners to discuss the effect of the techniques they identify: by Elizabeth Barrett Browning.
statement, or why a particular  What effect do you think the poet wanted to create?
idiom is used by a character.
Learners should annotate their copy of the poem as they discuss it. Tell them to use a
9SLg.02 Explore points of different coloured pen to the one they used for their notes on the structural features. This will
agreement and disagreement allow learners to distinguish between their notes more easily.
to gain a greater
41
understanding of the issues Ask learners to share their analyses with the rest of the class. Encourage learners to explore
and meet the needs of the where they agree and disagree with one another’s interpretations, for example, two learners
task.* may have opposing ideas about why a particular metaphor has been used. Elicit from
learners what led them to reach their own particular interpretation, how both interpretations
9Wv.02 Make conscious use could be equally valid, and how to use evidence from elsewhere in a text to support an
of linguistic and literary interpretation.
techniques to shape the
intended meaning and effect. Tell learners that they are going to create their own poem, in the same style as the poem they
have been studying. As part of the activity in this row, learners should plan the topic, theme or
message of their poem and the linguistic and literary techniques that they will use to convey
their intentions. This planning could be done in a grid, for example:
Linguistic and literary Example Rationale for its use

techniques
Hyperbole I waited an eternity, but To convey the feeling of
nothing arrived. time dragging on and on.
Learners can share their planning with a partner to discuss and edit their poem, as
necessary, based on the feedback they receive.
9Ri.09 Analyse how a writer Ask learners to look at their annotations of the poem they have been studying in the previous A poem that uses a fixed
uses a combination of features two rows and identify a section of the text that demonstrates structural features and linguistic structure and contains examples
to enhance their intended and literary techniques. Model an analysis of the poem that explores the poet’s combination of linguistic and literary
meaning, e.g. a poet using of features, for example, the following is taken from Sonnet 43 by Elizabeth Barrett Browning: techniques, e.g. Sonnet 130 by
enjambment to emphasise key William Shakespeare, Sonnet 43
language choices. I love thee to the depth and breadth and height by Elizabeth Barrett Browning.
My soul can reach, when feeling out of sight
9Ri.04 Analyse and explore Learners’ planning grid from the
different layers of meaning The use of iambic pentameter stresses certain words, shown by the underlining: activity in the previous row.
within texts, including bias.
I love thee to the depth and breadth and height
9Wc.08 Combine the use of My soul can reach, when feeling out of sight
structural, linguistic and literary
features to create a specific Learners could deduce from the use of iambic pentameter that these are important words that
effect the poet wishes to emphasise.
As well as using iambic pentameter, a structural feature, the poet has also used repetition of
the word ‘and’ rather than use punctuation to make a list:
I love thee to the depth and breadth and height
42
One possible interpretation of this is that by adding space between the nouns, the poet wants
the reader to space out the words ‘depth’, ‘breadth’ and ‘height’ as they read to add
emphasise to them.
At this point, elicit from learners commonalities between the effects of the features and
techniques, e.g. both are to add emphasis and draw the reader’s attention to particular words.
Tell learners that this is first part of the analysis and the next step is to consider why the poet
wants to draw the reader’s attention to these words in particular. Elicit suggestions from
learners. If learners give different interpretations, ask them to consider which is more likely to
reflect the poet’s intention and why, or to consider whether the poet could have intended to
express multiple layers of meaning.
Ask learners to refer back to their poetry planning grid and ask them to edit and add to it to
plan how they could combine structural, linguistic and literary features for effect in their own
writing.
Once learners have finished their plans, give them time to write their poems.
9SLr.01 Evaluate own and Organise a poetry jam for learners to share their own completed poems. This could be done Copies of learners’ poems.
others' talk, including giving as a whole class, or learners could be organised into groups.
constructive feedback.* Videos of performance poets.
Before learners read their poems aloud, ask them to create a class list of success criteria
9SLm.02 Sustain an effective identifying what a successful poetry reading would look and sound like. If required, learners
organisation of talk in a range could watch videos of performance poets as a reference point.
of familiar and unfamiliar
contexts. After each learner has read their poem, ask the rest of the group to evaluate the performance
against their agreed success criteria.
While learners are giving their feedback, circulate around the room and intervene if learners
are struggling to sustain their feedback discussion. To support the discussion, you could:
 provide learners with a scaffold of sentence starters for introducing new information
 provide learners with a list of joining phrases for adding to someone else’s point
 monitor the discussion, and when there are quiet times ask learners whether there is
anything they would add, change, develop or clarify to what has already been said.
43
Unit 9.6 New worlds
Unit 9.6 New worlds

Outline of unit:
In this unit, learners will give and respond to text recommendations, spell correctly in their own writing and show understanding of different parts of a word that
impact spelling. Learners will analyse the implications of explicit information on the meaning of a text. Learners will evaluate the writer’s choice of organisational
and linking features and use them for effect in their own writing. Learners will manipulate language to express complex ideas and opinions, make well-judged
contributions to shape a discussion, and show the ability to compromise during turn-taking. Learners will select the most appropriate reading strategy, analyse and
respond to a range of ideas, viewpoint and purposes, and establish a clear viewpoint in their own writing. Learners will write to express multiple viewpoints, adapt
their communication for impact, plan and deliver a presentation, and analyse the meaning and impact of variations in communication.
Reading
Discuss how a writer organises and links the content of their text for clarity and effect.
Identify and discuss the impact of explicit information on the reader.
Use a range of reading strategies to identify and distinguish between main and subsidiary points in texts.
Make a reasoned choice when reading for different purposes, including for pleasure.
Writing
Spell most words correctly, including some complex polysyllabic words and unfamiliar words.
Show understanding of word families, roots, derivations and morphology in spelling.*
Use a range of organisational features to support the intended purpose and audience.
Use a consistent viewpoint in fiction and non-fiction writing.
Develop distinctive voices, both personal and for different characters.

Adapt language to express complex ideas and opinions in detail.
Adapt communication to create appropriate impact on different audiences.*
Develop a discussion by synthesising and building on the shared ideas.
44
Balance the needs of others and the task when turn-taking, showing sensitivity about when to contribute and when to listen.
Plan and deliver presentations and persuasive speeches confidently in a range of contexts, making choices about the most appropriate media.*
Discuss the meaning and impact of variations when communicating.
Key vocabulary
recommendation
preference
polysyllabic
explicit
derivations
morphology
organisational features
linking features
compromise
turn-taking
reading strategy
viewpoint
purpose
communication
variations
45

9Ra.03 Give and respond to Ask learners to share any science fiction short stories, novels or films they have enjoyed. A list of science fiction novels or
text recommendations, Invite opinions and recommendations for reading or viewing. To supplement this, you could short stories to choose from for
showing awareness of others' give learners a list of possible science fiction novels or short stories to choose from for independent reading by writers
preferences. independent reading. If possible, provide a range of science fiction books for learners to read. such as H.G. Wells, Arthur C.
Ask learners to choose a novel or short story and to read at home. Clarke, John Wyndham, Ray
9Ww.01 Spell correctly, Bradbury, George Orwell, Jules
including complex polysyllabic Create a class book club and allocate some time, e.g. once every week or two weeks, for Verne, Isaac Asimov, Ursula K.
words readers to share their opinions of the texts they are reading. You may wish to nominate some Le Guin, Stephen King, Philip K.
learners each time in advance, to give them time to prepare, or it could be spontaneous. Dick, Matt Haig.
Learners discuss their reading, make recommendations and exchange books as appropriate.
As part of learners’ independent reading, ask them to record any new words they encounter
in their reading. Encourage learners to focus on the spelling of complex polysyllabic words.
You can support them by providing a range of strategies, for example:
 Ask learners to think of words of the same form (words with the same suffixes and
prefixes, e.g. nouns ending in -tion or -ity).
 Give learners a word root and asking them to write down all the words they can think
of that come from the same root. Include adding prefixes or suffixes, changing verb
forms, making singulars plural, and making plurals singular.
 Give learners a spelling ‘rule’, such as doubling the final consonant before -ing or -y
and ask them to write all the examples they can think of, and any exceptions.
9Ri.03 Analyse the Choose a science fiction text to read with learners in class. Give learners one or two chapters A science fiction novel or short
implications of identified to read at home, then, in class, ask learners to discuss and answer the following questions: story, e.g. Nineteen Eighty-Four
explicit information on the  What have we learnt in the first chapter(s) about: by George Orwell, Journey to
meaning of the rest of a text. o the main character(s) the Centre of the Earth by Jules
o the setting Verne, How to Stop Time by
9Ww.02 Show understanding o the opening situation? Matt Haig.
of word families, roots,  What do you predict will happen, based on what the writer has told us at the start?
derivations and morphology in  Is there anything hinted at, or implied, that you think will become important later on?
spelling.*
 What is the tone of the opening chapters? How is this tone created? Think about
words, phrases, details the writer has chosen to describe.
 What does the tone suggest about the rest of the story?
Ask learners to identify any new words in the novel. In small groups they brainstorm other
words they can think of with a similar root, prefix or suffix, or verbs that work the same way in
different forms. Introduce ‘rules’ of morphology as necessary.
Learners write their ideas into a short analysis of the start of the novel or short story.
46
9Rs.02 Evaluate the impact of Once learners have read more of your chosen novel or short story, split the class into two and A science fiction novel or short
a writer's choice of ask them to complete the following activity in pairs: story, e.g. Nineteen Eighty-Four
organisational and linking  one half the class identifies all the ways that the writer organises the story within a by George Orwell, Journey to
features on the intended chapter or section the Centre of the Earth by Jules
audience.  the remaining half of the class identifies all the ways that the writer links phrases and Verne, How to Stop Time by
sentences, e.g. time adverbial words or phrases, adverbs of manner, a new Matt Haig.
9Ws.02 Use a range of paragraph with a clear change of topic.
organisational features to
achieve particular effects with Ask learners to discuss the purpose and effect of the organisational and linking features they
purpose and audience in mind. have identified, (e.g. to move the story on, create suspense, slow the pace down, speed the
pace up, introduce a new topic or character, change the scene, or show a new aspect of a
character).
Tell learners that they are going to plan and write a short story of their own using a specified
number of these linking features. During their planning, learners should consider what
purpose each feature they use will have and what its impact will be on the audience.
9SLm.03 Manipulate language Ask learners to take part in a ‘hot-seating’ activity using the characters from your chosen text. A science fiction novel or short
to express complex ideas and Organise learners into small groups, with each group carrying out the activity simultaneously. story, e.g. Nineteen Eighty-Four
opinions in detail. Within each group, learners choose (or are allocated) a character from the text, taking turns by George Orwell, Journey to
to be in the ‘hot seat’ and be interviewed by the rest of the group. the Centre of the Earth by Jules
9SLg.03 Shape the direction Verne, How to Stop Time by
and content of a discussion Allow learners time to research their character and plan how they will respond, considering Matt Haig.
with well-judged contributions the character’s:
 use of language
9SLg.04 Demonstrate the  tone
ability to compromise during  degree of formality
turn-taking to prioritise the  attitude and viewpoints
achievement of the intended  relationships with other characters
outcome of the discussion.
Allow time for learners to prepare some appropriate questions. Encourage open questions
that invite extended answers so that learners can discuss the motivations and actions of their
character in detail. This could be done by giving them a selection of question stems that
require extended answers, for example:
 How do you feel about … ?
 Why did you … ?
 What do you think about … ?
Encourage effective turn-taking by asking learners to stand up to ask their questions. If two
learners stand up at the same time, encourage them to compromise over which question
47
should be asked first and which can wait in order to ensure a coherent discussion. You could
also ask the learner in the ‘hot seat’ to invite questions from other group members.
9Ri.06 Select the most Introduce or elicit the fast reading strategies of skimming and scanning and the slower A range of texts on the same
appropriate reading strategy to reading strategies required for reading for pleasure or for reading poetry. topic, e.g. space travel. Texts
locate and extract information should include a range of
and ideas from a variety of Give learners a range of short texts on the same topic, e.g. space travel. Explain to learners contrasting text types, e.g. a
texts. that they are going to find information from across the whole range of texts. Ask learners: newspaper article, an interview
 Which reading strategy will you use to find the main idea of a text? [skimming] with an astronaut, an extract
9Ri.10 Analyse and respond to  What is the best way to find specific information? [scanning] from a science fiction text, an
the range of ideas, differing  Are skimming and scanning slow or fast reading techniques? argument text for and against
viewpoints and purposes in a  Do you need to read every word? countries spending money on
variety of related texts.  What will you look for when skimming? space programmes.
 What will you look for when scanning?
9Wc.05 Establish and sustain
a clear and logical viewpoint Give learners a set of questions to answer based on the texts you have given them. The
throughout fiction and non- specific questions will vary depending of the texts chosen. Explain that learners will need to
fiction writing. choose the most appropriate reading strategy to answer each question, depending on
whether they are looking for main ideas/viewpoints, or specific details. Questions could
include:
 Which texts tell us about …?
 Which texts express opinions?
 Which texts contain emotive language?
 Whose point of view is each text written from? How can you tell?
 Which texts contain dates?
 Which texts contain numbers?
 Which text has the most facts?
Elicit the features of an argument text and ask learners to identity an argument text, e.g. texts
exploring the arguments for and against countries spending money on space programmes.
Ask learners to analyse the texts in more detail, with questions such as:
 What is the purpose of the text?
 What ideas or message does the writer want to convey?
 What is the writer’s viewpoint on this issue?
 How does the writer convey this viewpoint?
Ask learners to discuss the issue and decide which viewpoint they support. Learners use the
information from all the texts to write their own argument text on a question, for example:
 Should countries – or their own country – spend money on space programmes? Are
there more important things to spend money on than space programmes that would
benefit people more?
48
9Wc.06 Write to express Play the fake news clip and invite learners’ reactions. Ask questions such as: An audio clip of ‘fake news’, e.g.
multiple viewpoints.  Do you think this is a real news item? Why/why not? War of the Worlds radio drama,
 Who do you think would believe it? directed and narrated by Orson
9SLm.05 Adapt  Who might not believe it? Welles, (first broadcast 1938).
communication to create  How does the writer/speaker make it sound real?
appropriate impact on different
audiences.* Play the recording again and ask learners to identify and note down ways in which the writer
and the narrator have crafted the text to impact on the audience. These could include:
9SLp.04 Plan and deliver  the writer’s use of language
presentations and persuasive  the narrator’s tone of voice
speeches confidently in a
 sound effects
range of contexts, making
 structural features
choices about the most
appropriate media.*
Ask learners to imagine how the following people might react on hearing the fake news item
broadcast live for the first time:
9SLr.02 Analyse the meaning
and impact of variations in own  an old person who lives alone
and others’ communication.  a group of teenagers who hear the broadcast while they are in the park
 a young person who believes in aliens and hunts for them in his free time
 a taxi driver.
Organise learners into small groups and ask them to write a fake news report that includes
the viewpoints of each of these people on hearing the news. They could include the reactions
of the various people as if they were being interviewed by the news organisation and were
responding to a reporter interviewing them. To support their planning, learners can role-play
the reactions of the different people. Learners should consider:
 whether the person would believe the ‘news’ was real
 how they would react
 how they would express themselves through their ‘voice’.
Tell learners that they are going to act out their fake news reports. Ask learners to discuss the
most appropriate media for presenting their report. Encourage them to think about the
posture, body language, voice, tone and language of the news presenter, reporters and
interviewees. Ask groups of learners to perform their news report and for the rest of the class
to give peer feedback. Discuss how they have created impact in their scripts and in their
chosen medium of delivery.
49
Cambridge Lower Secondary English (0861) Stage 9 Scheme of W
Sample lesson 1
CLASS:
DATE:
Learning objectives 9Ri.09 Analyse how a writer uses a combination of features to enhance their
intended meaning, e.g. a poet using enjambment to emphasise key language
choices
9Ri.07 Use judiciously chosen textual references to develop analysis of texts.
Lesson focus / success The focus of the lesson is on the analysis of different features in a text. Learners
criteria are expected to identify the relevant features and discuss their purpose and effect,
supported by evidence from the text.
Prior knowledge / Previous Explain how a writer combines structural, linguistic and literary features for effect.
learning Use relevant textual references when supporting or disagreeing with a point.
Plan
Lesson Planned activities Notes
Introduction Ask learners to conduct an ‘information bounce’. In pairs, learners take it in
turns to recount what they remember about what they have read in your
chosen class novel so far. However, as they swap, the amount of time
should reduce:
 Learner 1 – 30 seconds
The purpose is to get learners to focus on the key parts of the novel that
stood out for them.
Main activities Ask learners to reflect on the outcomes from the introductory activity Copies of your
and discuss why that information was particularly memorable for them. chosen class
They should consider questions such as: novel.
 Why was that passage memorable for you?
 What impact did it have on you as a reader?
 Are there any particular words that stand out for you in this
passage? If so, which ones?
 Has the writer used any literary or linguistic techniques in this
passage? If so, which ones?
Ask learners to record their feedback in an analytical paragraph, using

textual references to support their ideas. If necessary, provide a
scaffold to support learners, for example:
Point – The part of the text where … happened was memorable

because …
Evidence – The writer has used the word … / The writer has used
the technique …
Explain – This word/technique has the effect of … because …
You can model an example for learners to refer back to, using a A modelled
passage you have chosen from the text in advance. analytical
Ask learners to consider their earlier analysis of the structural features paragraph.
of the novel and identify any structural features in the passage they
50

chose. This could include the choice of sentence types, for example, or
the order of the paragraphs.
Tell learners that they are going to review their analytical paragraph
and incorporate their analysis of the structure as well as the language.
The purpose of doing this is to demonstrate how lots of techniques
work together to create a particular effect. Ask learners to consider the
impact of the two different techniques and then consider how they
interact with each other. You can demonstrate this by updating the
earlier model and scaffold with learners, for example:
Point – The part of the text where … happened was memorable

because …
Evidence – The writer has used the structural technique … to …
Explain – The impact of this is …
Evidence – The structural technique draws the readers’ attention
to the word … / The structural technique draws the readers’
attention to the linguistic/literary technique …
Explain – Together, these techniques have the effect of …
because …
End/Close/ Ask learners to assess a partner’s paragraph to identify positive

Reflection/Summar features and areas for improvement.
y
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
51
Sample lesson 2
CLASS:
DATE:
Learning objectives 9Wg.01 Use punctuation rhetorically to support the intention of the writing, e.g.
using ellipses in a character's dialogue to show nervousness.
9Rg.01 Analyse how the use of rhetorical punctuation can support a writer's
intended purpose.
Lesson focus / The focus of the lesson is on rhetorical punctuation and its impact on meaning.
success criteria Learners are expected to use rhetorical punctuation in their own writing to enhance
meaning and emotional effect.
Prior knowledge / Use all punctuation accurately and to enhance meaning.
Previous learning Explain how a writer's choice of punctuation can convey shades of meaning.
Plan
Introduction Show learners an image of two people running away from something. An image of two
Ask learners what the people in the picture might be saying to each people running
other, for example: away from
Character 1: Quick something.
Character 2: I can’t run anymore
Main activities In pairs, ask learners to imagine that they are the characters and
discuss how they would say the words to each other. Once learners
have had time to discuss the exchange in pairs, ask them to feedback
their ideas to the rest of the class. During feedback ask questions to
elicit key points such as:
 If one character is running ahead of the other, how loud will
they have to speak to be heard?
 What happens to our breathing if we run too far or too fast?
How does this affect our speech?
As a model, begin to make links between the way something is said

and how we use punctuation to demonstrate it in our writing, for
example, using an:
 exclamation mark to show the character is shouting – “Quick!”
 ellipsis to show that a character is breathless – “I can’t…run…
anymore.”
Discuss other punctuation marks and what they can be used to convey.
Record learners’ responses on the board as a reference point.
An image
containing two or
Show learners another image of two or more people and ask them to
more people.
write a conversation between the characters. Before they start writing,
The image
ask learners to plan the emotional effect they want to achieve in their
should be
dialogue, and decide how best to use punctuation to support this effect.
sufficient for
learners to be
Ask learners to swap their writing with a partner and read each other’s
able to
description and conversation. Ask learners to circle the examples of
demonstrate
rhetorical punctuation in their partner’s writing and write notes about
rhetorical
what they think the intended purpose was.
punctuation.
End/Close/ After swapping back, ask learners to check whether their partner found
Reflection/Summar their intentions clear. If it was unclear, ask learners to create an action
52

y plan outlining how they will revise their writing and what they will do
differently in their next draft to improve their writing.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
53
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Scheme of Work

Cambridge Lower Secondary

Unit and suggested order Suggested teaching time

Unit 9.1 Challenges 25 hours

Unit 9.2 The world we live in 25 hours

Unit 9.3 Finding a voice 25 hours

Unit 9.4 The past 25 hours

Unit 9.5 Wax poetic 25 hours

Unit 9.6 New worlds 25 hours

Total 150 hours

Sample lesson plans

Other support for teaching Cambridge Lower Secondary English Stage 9

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Lower Secondary English Stage 9

9Wp.01 Sustain a fast, fluent and legible handwriting style.*

Organisation of learning objectives into units

Unit 9.1 Challenges

Unit 9.1 Challenges

Recommended prior knowledge:

Speaking and Listening

Develop a discussion by synthesising and building on the shared ideas.

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 9.2 The world we live in

Unit 9.2 The world we live in

Recommended prior knowledge:

Speaking and Listening

Read aloud with confidence, accuracy and style.*

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Give learners time to write their planned text.

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 9.3 Finding a voice

Unit 9.3 Finding a voice

Recommended prior knowledge:

Speaking and Listening

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 9.4 The past

Unit 9.4 The past

Recommended prior knowledge:

Speaking and Listening

Use non-verbal communication techniques to enhance meaning.*

Learning objectives Suggested teaching activities Resources

Unit 9.5 Wax poetic

Unit 9.5 Wax poetic

Recommended prior knowledge: