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Campaign leafletsYear 7 reading task
Key Stage 3 English LEAconsultants, heads of Englishdepartments and Year 7 teachersStatus: Recommended
Date of issue: 01-2006
Ref: DfES 1789-2005 CDO-EN
Assessing pupils progress in English at Key Stage 3
Year 7 reading taskCampaign leaflets
Framework objectivesReading 8Infer and deduce meanings using evidence in the text, identifying where andhow meanings are implied.
Reading 13Identify, using appropriate terminology, the way writers of non-fiction matchlanguage and organisation to their intentions, e.g. in campaign material.
Assessment focusesAF2 Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.AF3 Deduce, infer or interpret information, events or ideas from texts.AF4 Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.AF5 Explain and comment on the writers uses of language, including
grammatical and literary features at word and sentence level.AF6 Identify and comment on writers purposes and viewpoints and the
overall effect of the text on the reader.
Time neededTwo consecutive one-hour lessons. Timings will need to be adapted if lessonsare longer or shorter than 60 minutes.
These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time to complete the task, working independently. Unfinished tasks are unlikely to produce evidence on all the assessment focuses.
Teachers may adjust the timings for the task to take account of their particularcircumstances, but should bear in mind that spending overmuch time on anysection may disadvantage pupils.
Pack includesTeacher notesOHT 1 headline from Cats Protection leafletText A Cats Protection leafletOHT 2 first section of Cats Protection leafletOHT 3 Text B RNLI leaflet Pages 24 of reading bookletPages of answer bookletMarking guidelinesExemplar responses
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Task outlineThis task requires pupils to read and respond to two leaflets which promotespecific charities: Cats Protection and the Royal National Lifeboat Institution(RNLI). There is a particular focus on audience, purpose and text type,especially the way the leaflets seek to persuade the reader.
Textual conventions are identified in the first text through shared reading inorder to support pupils towards a more independent study of the second text.
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LESSON 1 Share the learning objectives with the class, rephrasing as appropriate for
Starter (5 minutes) Display OHT 1 (Just 3 a month) and ask pupils, in pairs, to speculate
on what kind of text this might be and how they know. Ask them to focuson audience and purpose.
Take brief feedback, drawing out the following: The text seeks to persuade the reader to give a regular amount of
money All this refers to some information which will follow in the text It is some kind of charity, raising money for a good cause It is aimed at a reader who is likely to support such a cause.
Introduction (25 minutes) Show the complete Cats Protection leaflet (page 2 of pupil reading booklet)
and give pupils a few moments to read it to themselves. Clarify any vocabulary that pupils may not understand. Draw out, through question and answer, the purpose and effect of the
following whole-text features: The photographs, many of which show cute kittens The subheadings which contain facts and figures The rubber stamp graphic Other graphics such as the paw prints The text box How will your regular donation help? The image of the three coins (75p per week equates to 3 per month).
Next, display OHT 2, the first part of the text down to supporting thecommunity with cat care, and model the process of text marking. Draw out the following word- and sentence-level features through annotation of the text: Repetition of JustJust as a cohesive device to imply how little is
needed to make a difference Ellipsis ( just for starters) to suggest how much more still needs to
be done Extended noun phrases (largest cat charity/responsible cat ownership)
to emphasise importance and status Emotive adjectives (needy cats/vital refuge) to evoke sympathy and a
sense of urgency Vocabulary choices (dedicated/rescuing/care/refuge/responsible) to aid
cohesion throughout the paragraph First person plural (we) to imply a common cause
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Connectives which provide additional information (as well as / inaddition) to emphasise just how much is being done.
The purpose of this activity is to focus pupils on precise ways in whichlanguage is used to persuade the reader. Pupils should be encouraged toconsider the intended effect on the reader and the way in which that has beenconstructed by the writer of the text. It will be necessary to provide pupilswith a list of these word- and sentence-level features, on the board orflipchart, as an aide memoire prior to the next activity.
Development (20 minutes) Briefly revisit the purpose (persuasion), audience (readers who consider
themselves to be caring and responsible) and text type (non-fiction charityleaflet) and ensure that pupils are clear about these.
Refer pupils again to page 2 in the pupil reading booklet (the completetext) and ask them, in pairs, to text mark the remainder of the text, lookingfor language features which seek to persuade. The list of features providedon the board or flipchart should be available to support pupils as theywork.
Plenary (10 minutes) Ask pupils to share one or two features they identified. Ask other pupils to
comment on the intended effect on the reader, focusing constantly onpurpose and audience.
Make sure that any other important features (such as use of facts andstatistics and the direct address to the reader) are noticed and added tothe list on the board or flipchart.
Complete the lesson by saying that pupils will be looking at persuasivenon-fiction in another text in the next lesson.
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LESSON 2 Remind pupils of the learning objectives for these two lessons.
Introduction (15 minutes) Display OHT 3, revealing the photograph only. Ask pupils, working individually, to write down some adjectives that
describe the image of the man in the photograph. Take brief feedback. Next, reveal the strapline (Hell facesub-zero temperatures) and ask
pupils to add to their ideas. Take brief feedback, asking pupils to explaintheir reasons for any changes or additions.
Finally, reveal the caption and the bank details and ask pupils what kind of text this might be and how they know. Ask them to focus on audienceand purpose.
Remind pupils of the text they read last lesson persuasive non-fiction,along with the features listed on the board or flipchart. Briefly, draw out anysimilarities between the two texts (e.g. emotive vocabulary, use ofphotographs, direct address to the reader, etc.)
This introductory section is designed to bridge the two lessons and toencourage pupils to transfer skills from one lesson to another. Both texts arepersuasive, non-fiction charity leaflets and pupils should be invited to look forsimilarities as well as fundamental differences between the two. It is importantto maintain the emphasis on purpose, audience and text type whilstencouraging pupils to consider the effect the writer is attempting to create forthe potential reader.
Development (45 minutes) Distribute the pupil reading booklet which contains complete versions of
both texts. Remind pupils that they have already read the Cats Protectionleaflet as well as the first page of the RNLI leaflet. Give them five minutes toread the second page of the RNLI leaflet on their own. Do not read the textaloud to the class.
Direct pupils to the word insignia in the final paragraph and ask whetherany pupil knows its meaning as a symbol or design which showsmembership, e.g. of an organisation. Show them how they might haveworked out its meaning from the examples given, e.g. badges, flags, ties, etc.
Hand out the answer booklet, and briefly show pupils how to use it. Advisethem to attempt all questions.
Tell them that they have the rest of the lesson to complete the tasks.
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These are not test conditions, so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly and so on). Do not, however, providesupport that means that the pupils are no longer responding to the taskindependently. If this kind of support is necessary for an individual pupil in thecontext of the lesson, you will need to take the degree of support into accountwhen making the assessment judgement.
It is good practice to: tell pupils if they have not written enough or are writing too much; prompt them to explain their answer more clearly; generally encourage them; clarify a question or issue for the whole class if there seems to be