Year 8 Unit 3: A Perfect World

Section 1 Exploring a fictional Skills focus: Writing: Argument Student Book pp. 94–95
future: Lesson 1 Workbook pp. 86–87
Main R8.1B Identify and retrieve a R8.1C Summarise a short text R8.1E Make inferences from
Curriculum range of key information in a text or speech effectively, selecting specific evidence found in a text
Objectives or in spoken language. appropriate and relevant detail. or in spoken language, including
specific vocabulary choices.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display and read just the first seven lines of the extract – but not the Prompt students with additional
introduction or the rest of the extract. questioning, for example was the Great
• What can students deduce about this story? Pollution a positive or negative event?
• What might be meant by the ‘Great Pollution’? What might have been polluted?
• Can students guess anything further about the world in which the story
Deepen
is set?
Encourage students to identify the specific
• Give students two or three minutes to discuss their ideas with a partner.
clues that prompted their responses.
Take feedback.
First phase 15 minutes Support
• Read the complete extract. Take students’ initial responses but point Take feedback after each question in
out that Activities 1 and 2 will further challenge their skills of inference Activity 1 to check understanding and
and deduction. ensure progression.
• Ask students to complete Activity 1. Deepen
• Take feedback. Ask volunteers to share their summaries and invite the Challenge students to include all key
class to evaluate the relevance of each detail and the brevity of the details in their summaries but in as few
summary as a whole. words as possible.
Second phase 20 minutes Support
• Read through Activity 2. Point out that students must note their inferences Complete Activity 2, question 1a as a
(or guesses!) but also explicitly note the specific clues that led to them, whole class or in a supported group.
where possible. Deepen
• Ask students to complete Activity 2. Can students infer any other ideas or
details from the extract?
Plenary 10 minutes Support
• Take feedback on Activity 2, focusing in particular on the clues from which Recognise and validate any
students deduced or inferred their responses. relevant suggestions.
• Discuss as a whole class: has the writer engaged students’ interest in this Deepen
world, and in the story? How? Challenge students to predict how the
story might develop (although there are
no significant clues in the extract).

Set workbook activities 5 minutes

Point students towards the activities on pp. 86–87 of the Workbook.
Check understanding and answer any questions.
These activities focus on summarising key ideas and inference.
Year 8 Unit 3: A Perfect World
Section 1 Exploring a fictional Skills focus: Writing: Argument Student Book pp. 96–97
future: Lesson 2 Workbook pp. 88–89
Main R8.2B Express a critical response W8.3A Write in Standard English W8.1A Gather and structure
Curriculum to a text through writing, and a largely appropriate register. a range of relevant ideas
Objectives discussion or presentation, by before writing.
considering the text’s features
and their effects.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display the definition and example of subject and verb in the Point out that many sentences begin
Grammar Boost activity. subject–verb. Make clear that the subject
• Ask students to identify a subject and verb in a range of sentences, for and verb are not always the first two
example five sentences from the extract adapted as single-clause words in a sentence.
sentences. Deepen
• Take feedback to check accuracy. Challenge students to find all the subjects
and verbs in the first paragraph of
the extract.
First phase 15 minutes Support
• Recap briefly the extract, read in the previous lesson. Suggest students first complete three
• Ask students to complete Activity 3. details from the extract before comparing
• Take feedback on Activity 3. them with their own world.
• Point out that responses to question 2 are entirely subjective but may Deepen
have been manipulated by the writer’s choices. Discuss how. Ask students to repeat the Grammar
• Ask students to complete the Grammar Boost activity. Boost activity, rewriting sentences in the
• Take feedback to check accuracy. simple past tense, with special attention
to inflections of ‘to be’.
Second phase 20 minutes Support
• Read through Activity 4. Take feedback at each stage of the
• Discuss initial ideas as a whole class to share and develop thinking. writing process to check progression.
• Ask students to complete Activity 4. Deepen
Challenge students to produce two
openings: a dystopian vision in addition
to their utopia.
Plenary 10 minutes Support
• Ask students to work with a partner to identify particularly effective Recognise and validate any
ideas/sentences. appropriate choices.
• Ask volunteers to share their choices with the class. Deepen
• Are these story openings effective and engaging, or not? Look for Encourage students to revise their
responses that recognise the lack of conflict in a perfect world – an writing to include a hint of potential
essential element in an engaging story. How could conflict be introduced? conflict, for example a positive aspect of
life that, it is
suggested, has a sinister side.

Set workbook activities 5 minutes

Point students towards the activities on pp. 88–89 of the Workbook.
Check understanding and answer any questions.
These activities focus on responding to ideas, and subjects and verbs.
Year 8 Unit 3: A Perfect World
Section 2 Building an argument: Skills focus: Writing: Argument Student Book pp. 98–99
Lesson 3 Workbook pp. 90–91
Main R8.1B Identify and retrieve a range R8.1C Summarise a short text or speech effectively, selecting
Curriculum of key information in a text or in appropriate and relevant detail.
Objectives spoken language.
Secondary R8.1E Make inferences from specific evidence found in a text or in spoken language, including
Curriculum specific vocabulary choices.
Objectives

Introduction 10 minutes Support

• Display the sentence ‘School is important.’ Prompt students to suggest explanations
• Ask: Do you agree with this statement? and then examples of why or how school
• Ask students to suggest ways in which the argument could can be important.
be strengthened. Deepen
• Explicitly identify the ways in which students’ suggestions strengthen the Ask students themselves to identify
argument (for example, that they act as evidence or provide explanation). the ways in which their suggestions
strengthen the argument.
First phase 15 minutes Support
• Read the article and take students’ immediate responses. Ask: Do you find Work with students using a process of
this argument powerful and convincing? elimination, examining one sentence at
• Ask students to complete the Skills Boost activity. a time.
• Take feedback to check and share understanding.
• Note that the two paragraphs are structured differently: in Deepen
Paragraph 1, the topic sentence comes first, followed by the Challenge students to write a further
evidence and then the explanation; in Paragraph 2, the evidence paragraph arguing for or against
comes first, followed by the explanation and then the topic sentence. homework. Ask them to annotate this to
identify each feature.
Second phase 20 minutes Support
• Read through Activity 1, ensuring understanding of the function of Begin Activity 1 as a whole class or in
topic sentences. Emphasise that they are not always the first supported groups, working together
sentence in until students are confident enough to
a paragraph. complete it independently.
• Ask students to complete Activity 1. Deepen
• Take feedback on Activity 1, aiming to find agreement. Ask students to summarise each topic
• Discuss the positions of the topic sentences. For each paragraph, ask: sentence in their own words.
What was the writer’s intention in structuring the paragraph like this?
Plenary 10 minutes Support
• Read aloud the topic sentences identified (paraphrasing them when Work with students to identify key
necessary). Note that this creates an effective summary of the text. information in the topic sentences to
• Ask students to use the topic sentences they have identified to write a include in a summary.
summary of the text in their own words. Deepen
Challenge students to write their
summary in 20 words or fewer.

Set workbook activities 5 minutes

Point students towards the activities on pp. 90–91 of the Workbook.
Check understanding and answer any questions.
These activities focus on identifying key ideas and exploring structure.
Year 8 Unit 3: A Perfect World
Section 2 Building an argument: Skills focus: Writing: Argument Student Book pp. 100–101
Lesson 4 Workbook pp. 92–93
Main R8.2A Explore a writer’s R8.3A Explore the impact of some W8.1A Gather and structure
Curriculum or speaker’s intention of the writer’s key structural or a range of relevant ideas
Objectives and viewpoint. organisational choices. before writing.

Secondary
Curriculum
Objectives

Introduction 15 minutes Support

• Ask: What do you understand by the term ‘argument’? Establish a more concrete argument
• Consolidate students’ understanding that an argument in the context scenario, making both participants’
of an ‘argument text’ is not an aggressive exchange between two points of view clear before asking
people: it is an expression of a point of view. students to identify the problem.
• Present students with an argument scenario (for example, a child Deepen
trying to convince a parent that they should have a later bedtime). Ask students to suggest similar scenarios
• Ask students to identify the problem the argument is addressing (for and to identify possible problems at the
example, that the child believes their bedtime is too early). heart of them.
First phase 15 minutes Support
• Read through Activity 2, checking that students understand each of the In Activity 2, ask students to summarise
three stages in the given structure. the problem, the reason given and
• Ask students to complete Activity 2. the action suggested in the article
• Take feedback, noting the paragraph-by-paragraph structure of the verbally, before asking them to complete
article: an introduction outlining the problem; paragraphs explaining the activity.
the problem; a conclusion calling for action. Deepen
• Ask students to complete Activity 3. Ask students to identify evidence or
• Take feedback on Activity 3, discussing which side of the argument most examples from their own experience to
students find more compelling. support the points they note in Activity 3.
Second phase 15 minutes Support
• Read through Activity 4. Take feedback after each step of the
• Ask students to complete Activity 4 planning process.
• Take feedback to ensure that students have identified specific problems, Deepen
not simply decided whether they believe homework is a good or bad idea. Place students in pairs, asking one
student in each pair to plan an argument
for and the other against homework,
regardless of their own personal views.
Plenary 10 minutes Support
• Ask partners to check that each of the three planning stages achieves its Recognise and validate any
aim in each other’s work. relevant responses.
• Ask volunteers to share ideas from their planning with the class. Discuss Deepen
whether or not the class finds the argument convincing and compelling, Ask partners with opposing arguments
and why this is. to debate which of them has created the
most compelling argument and why.

Set workbook activities 5 minutes

Point students towards the activities on pp. 92–93 of the Workbook.
Check understanding and answer any questions.
These activities focus on planning an argument.
Year 8 Unit 3: A Perfect World
Section 3 Choosing vocabulary 1: Skills focus: Writing: Argument Student Book pp. 102–103
Lesson 5 Workbook pp. 94–95
Main R8.1B Identify and retrieve a range R8.1E Make inferences from specific evidence found in a
Curriculum of key information in a text or in text or in spoken language, including specific vocabulary
choices.
Objectives spoken language.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display an image from a newspaper website: a portrait of a person, a Prompt students with relevant details. For
group of people or a place. example: ‘She is smiling, so that implies
• Ask: What can you infer about this person (or people or place) from the that …’
clues in the picture? What can you infer about the situation? Deepen
• Take feedback, gathering as wide a variety of inferences as possible. Challenge students to make five or
more inferences.
First phase 15 minutes Support
• Read the webpage and take students’ initial responses. Ask: Do you find Check students’ understanding of
the argument convincing? Would you sign the petition? Why is this? the term ‘statistics’, giving examples
• Ask students to complete Activity 1. if necessary.
• Take feedback to check understanding. Deepen
• Note that question 4 focuses on the writer’s intention. Ask: Who do you Ask students to write a summary of
think must have been the writer of this webpage? Whose views and ideas the ideas in the webpage in 15 words
does the page include? or fewer.
• Guide students’ discussion to recognise that the writer must have created
the page on behalf of the company Theirworld, and that it represents the
views of the company.
Second phase 20 minutes Support
• Remind students of the key terms ‘inference’ and ‘imply’, and Take feedback after each question to
their meanings. ensure understanding and progression.
• Ask students to complete Activity 2. Deepen
• Make it clear that, in their responses, students should avoid simply Challenge students to identify other
repeating words or phrases from the webpage; instead, they should focus sentences in which the writer implies the
on identifying what the writer is implying. difference that access to quality care
can make.
Plenary 10 minutes Support
• Take feedback on Activity 2, and reinforce the key terms again. Recognise and validate all
• Remind students that the charity Theirworld campaigns to improve the relevant responses.
lives of young children. Ask: What is implied by the name of the charity? Deepen
Encourage students to evaluate the
webpage. Ask: Are you convinced by the
argument presented? Why is this?

Set workbook activities 5 minutes

Point students towards the activities on pp. 94–95 of the Workbook.
Check understanding and answer any questions.
These activities focus on key points and intentions.
Year 8 Unit 3: A Perfect World
Section 3 Choosing vocabulary 1: Skills focus: Writing: Argument Student Book pp. 104–105
Lesson 6 Workbook pp. 96–97
Main R8.4B Explore the impact of W8.3G Select vocabulary in W8.3H Spell homophones,
Curriculum some of the writer’s or speaker’s text and spoken language with words with single/double
Objectives significant vocabulary choices. growing precision. letters and ‘silent’ letters with
some accuracy.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display the nouns ‘ant’, ‘Alice’, ‘air’, ‘Antarctica’, ‘ambulance’, Supply the three categories (common,
‘anger’, ‘Abdul’ and ‘adventure’. proper and abstract) into which the
• Ask students to sort these nouns into three groups. nouns should be sorted.
• Look for and guide responses that recognise the distinctions between Deepen
common nouns, abstract nouns and proper nouns (noting that the latter Ask: How many more nouns can you add
can be identified by their initial capital letters). to each of the three groups?
First phase 15 minutes Support
• Read through Activity 3. Note that the activity asks students to identify After the Spelling Boost activity, read
only nouns, not noun phrases or any other word classes. each row of words aloud to ensure that
• Ask students to complete Activity 3. students recognise each one.
• Take feedback, exploring the connotations of each noun choice (for
example, that the noun ‘journey’ suggests progress and a destination). Deepen
• Read through the Spelling Boost activity. Discuss the fact that the word In Activity 3, encourage students to
‘silent’ appears in speech marks. Explain that this is because, even though comment on each of their chosen
the letters aren’t sounded independently, they can have an effect on the nouns in as much depth and detail as
other sounds in a word. possible. In the Spelling Boost activity,
challenge students to add other
• Ask students to complete the Spelling Boost activity.
examples to
• Take feedback, noting common patterns such as the fact that ‘k’ always
the lists of words featuring each
appears before ‘n’.
‘silent’ consonant.
Second phase 20 minutes Support
• Read through Activity 4. Point out that the focuses of this activity Suggest that students complete only
are effective structure and vocabulary choice, not the length of the Activity 4, question 1, using one of the
letter. (Students should write no more than 150 words.) given nouns and one of the given verbs in
• Look at the Vocabulary Bank and note that the majority of the words each of their three sentences.
also appear in the webpage. Deepen
• Ask students to complete Activity 4. Challenge students to imply rather
than clearly state their opinions
where possible.
Plenary 10 minutes Support
• Ask partners to identify effective sentences in each other’s writing. Recognise and validate any effective
• Ask volunteers to share their effective sentences. vocabulary in students’ writing.
• Ask the class to identify whether the ideas in each volunteered sentence Deepen
are implied or clearly stated, and to consider the impact of specific Ask students to suggest positive and
vocabulary choices. constructive targets for improvement in
their partner’s writing.

Set workbook activities 5 minutes

Point students towards the activities on pp. 96–97 of the Workbook.
Check understanding and answer any questions.
These activities focus on positive nouns and verbs.
Year 8 Unit 3: A Perfect World
Section 4 Choosing vocabulary 2: Skills focus: Writing: Argument Student Book pp. 106–107
Lesson 7 Workbook pp. 98–99
Main R8.1B Identify and retrieve a R8.1E Make inferences from R8.4B Explore the impact of
Curriculum range of key information in a text specific evidence found in a text some of the writer’s or speaker’s
Objectives or in spoken language. or in spoken language, including significant vocabulary choices.
specific vocabulary choices.
Secondary R8.2A Explore a writer’s or speaker’s intention and viewpoint.
Curriculum
Objectives

Introduction 10 minutes Support

• Display two or three sentences containing adjectives and adverbs. Prompt students to identify, for example,
For example: words that name objects and words that
o The sleeping baby breathed quietly. name actions.
o Some tall buildings sway slightly in strong winds. Take and display notes on the discussion
• Ask students to identify the nouns, verbs, adjectives and adverbs in to support students throughout
the sentences. the lesson.
• Work with students to identify methods of determining word classes Deepen
(noting, for example, that many adverbs end in –ly and that nouns can
Challenge students to write their
be preceded by a determiner).
own sentences that each contain a
• Note that verbs ending –ing can act as adjectives (for example,
noun, a verb, an adjective and an
‘swaying’).
adverb.
First phase 15 minutes Support
• Read the webpage. Take feedback after Activity 1, question 1
• Take students’ immediate responses. Ask: How do you feel about the to ensure understanding. Complete
plight of the orangutan, after reading the webpage? question 2 as a whole class or in
• Ask students to complete Activity 1. supported groups.
• Take feedback, explicitly highlighting that students have had to use their Deepen
skills of inference to identify the writer’s intention. Ask students to identify which questions
required inference.

Second phase 20 minutes Support

• Read the introduction to Activity 2 to check understanding. Refer students to their earlier discussion
• Ask students to complete Activity 2. on word classes, and the notes taken.
Deepen
Challenge students to identify other
significant adverb or adjective choices in
the webpage.
Plenary 10 minutes Support
• Take feedback on Activity 2 to share and develop understanding. Recognise and validate all
• Ask: Is the impact of the webpage created mainly by the ideas it contains, relevant responses.
or by the writer’s vocabulary choices? Discuss the merits of both. Deepen
Ask students to select effective sentences
from the webpage and to rewrite them
omitting adjectives and adverbs. Ask:
What is lost?

Set workbook activities 5 minutes

Point students towards the activities on pp. 98–99 of the Workbook.
Check understanding and answer any questions.
These activities focus on understanding the text, and commenting on adjectives and adverbs.
Year 8 Unit 3: A Perfect World
Section 4 Choosing vocabulary 2: Skills focus: Writing: Argument Student Book pp. 108–109
Lesson 8 Workbook pp. 100–101
Main R8.4B Explore the impact of W8.3G Select vocabulary in W8.3H Spell homophones,
Curriculum some of the writer’s or speaker’s text and spoken language with words with single/double
Objectives significant vocabulary choices. growing precision. letters and ‘silent’ letters with
some accuracy.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display a selection of words from the Spelling Boost activity, Reveal that none of the words is spelled
with the unspoken or unstressed vowel missing. For example: correctly, and that each is missing a
‘seprate’, ‘vegtable’, ‘famly’. vowel. Ask students to select and position
• Ask students to identify the spelling errors and to correct them. the correct vowel.
• Ask: What do these spellings have in common? Deepen
Display all 16 words with the relevant
vowels omitted.
First phase 15 minutes Support
• Ask students to complete question 1 of the Spelling Boost activity. In the Spelling Boost activity, ask students
• You may wish to complete question 2 as a spelling test rather than to work on just the first two rows
including the elements of a memory game. If not, note that the activity of words.
is similar to a party game in which an array of objects are displayed on Deepen
a tray then covered. In the Spelling Boost activity, ask students
• Ask students to complete question 2. to identify the word class of each
• Take feedback, discussing how many spellings students have learned. given word.
• Ask students to complete Activity 3. In Activity 3, challenge students to
• Take feedback. Referring to the example sentence in question 2, ask: create a wholly positive and then a
What impact do the vocabulary choices have on the presentation of wholly negative noun phrase describing
the orangutan? the orangutan.
Second phase 20 minutes Support
• Ask students to complete Activity 4, question 1a. Take feedback after each step of the
• Take feedback to share and develop ideas. writing process in Activity 4, question 2.
• Ask students to complete questions 1 and 2. Encourage students to make full use of
• Read through question 3. the Vocabulary Bank provided.
• Emphasise that vocabulary choice is the key focus of the activity, and Deepen
that students’ intention should be to influence the reader’s opinion and Encourage students to use their own
encourage agreement with their point of view. vocabulary choices in preference to
• Ask students to complete question 3. those provided.
Plenary 10 minutes Support
• Ask students to share before and after examples of their writing: Recognise and validate any effective
sentences featuring unmodified nouns and/or verbs from their first draft, vocabulary choices.
and the improved versions after review. Deepen
• Ask the class to comment on the impact added in each case. Encourage partners to review each
other’s work, suggesting further revisions
to their choices of verbs, adverbs
and adjectives.

Set workbook activities 5 minutes

Point students towards the activities on pp. 100–101 of the Workbook.
Check understanding and answer any questions.
These activities focus on silent vowels, and adding impact with noun phrases and adverbs.
Year 8 Unit 3: A Perfect World
Section 5 Assessment: Lesson 9 Skills focus: Writing: Argument Student Book pp. 110–111
Workbook pp. 102–103
Main R8.1B Identify and retrieve a R8.1E Make inferences from R8.2A Explore a writer’s
Curriculum range of key information in a text specific evidence found in a text or speaker’s intention
Objectives or in spoken language. or in spoken language, including and viewpoint.
specific vocabulary choices.
R8.4B Explore the impact of W8.1A Gather and structure W8.2C Use the organisational
some of the writer’s or speaker’s a range of relevant ideas conventions of a range of forms,
significant vocabulary choices. before writing. for a range of purposes and
audiences, with confidence
and understanding, including
spoken-language forms such
as presentations.
W8.3G Select vocabulary in text and spoken language with growing precision.
Secondary
Curriculum
Objectives

Introduction 10 minutes
Ask students to read the webpage. Check their understanding of any unfamiliar vocabulary, and of the context of the webpage: from a website aimed at
Explain to students that they will have 25 minutes to complete the reading section of the assessment, and a further 25
minutes to complete the writing section.

Assessment task 50 minutes

Ask students to complete the reading section of the assessment. Any students finishing sooner can begin the writing task.
After 25 minutes, ask students to move on to complete the writing section of the assessment.
Point out that they should plan their writing, and that you will assess their plans as well as their finished pieces of writing.
You may wish to give students further guidance on how much they should write, and the amounts of time they should
use for planning, writing and checking their responses.

Workbook assessment task

• Point students towards the article and activities on pp. 102–103 of the Workbook.
• Give students the opportunity to read the article. Briefly discuss it with them and answer any questions.
• Students should read the article again carefully before answering the questions that follow it.
• Make clear your expectations of when this task will be completed. For example, it may be a homework, or
students may be given time during an additional lesson.
Year 8 Unit 3: A Perfect World
Section 6 Supporting key points: Lesson 10 Skills focus: Writing: Student Book pp. 112–113
Argument Workbook pp. 104–105
Main R8.3A Explore the impact of some of the writer’s key structural or organisational choices.
Curriculum
Objectives

Secondary
Curriculum
Objectives

Introduction 15 minutes Support

• Display the following viewpoint. Recap the difference between ideas or
Human beings use too much plastic. information that are clearly stated, and
• Take students’ responses. Ask: Do you agree? implied ideas that require readers to use
• Add the following statistic. their inference skills.
Over 90% of the plastic ever used has never been recycled – that’s an
estimated 6300 million tons used just once, then burned or buried. Deepen
• Ask: What does the statistic tell us? What does it imply? Emphasise the Encourage students to identify the
difference between the two questions. (It tells us that most plastic is reasons that supporting evidence
burned or buried rather than recycled; it implies that we should recycle makes a point both more plausible and
more plastic.) more significant.
• Discuss to what extent the viewpoint is supported and strengthened by
the statistic.
First phase 15 minutes Support
• Read the newspaper article. Check students’ understanding of its In Activity 1, remind students of the
vocabulary and its key ideas. difference between what is shown
• Ask: What is the writer’s opinion? (question 1a) and what is suggested
• Ask students to complete Activity 1. (question 1c) as explored at the start of
• Take feedback to check understanding. the lesson.
Deepen
How convincing is this evidence? Why?
Why not?
Second phase 15 minutes Support
• Read through Activity 2, noting that the information from each section of In Activity 2, work with the whole class
text is paraphrased. or supported groups to identify the three
• Clarify and check students’ understanding of the roles of points, elements in A–C. Students can work on
examples and explanations. D–F independently.
• Ask students to complete Activity 2. Deepen
Ask students to summarise the two
sections in their own words.
Plenary 10 minutes Support
• Take feedback on Activity 2 to check understanding. Recognise and validate any relevant new
• Challenge pairs to discuss and note down alternative examples that could examples suggested.
support the key points made in these two sections. Deepen
• Take feedback. Ask: Where and how might you look for
an expert opinion or statistic to support
these points?

Set workbook activities 5 minutes

Point students towards the activities on pp. 104–105 of the Workbook.
Check understanding and answer any questions.
These activities focus on evidence, and points, examples and comments.
Year 8 Unit 3: A Perfect World
Section 6 Supporting key points: Skills focus: Writing: Argument Student Book pp. 114–115
Lesson 11 Workbook pp. 106–107
Main R8.3A Explore the impact of W8.2D Link paragraphs in W8.3B Divide text into
Curriculum some of the writer’s key text and spoken language paragraphs with accuracy
Objectives structural or organisational using adverbials to signal the and consistency.
choices. development of ideas.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display the following sentence from the newspaper article. Work as a whole class or in supported
In the years ahead, AI will have an extraordinary impact on our lives, groups to identify the example in the
from self-driving cars to robot surgeons, but we would be foolish to allow sentence first, and then to distinguish the
ourselves to become too reliant on them. point from the link.
• Ask students to recall the three elements often found in paragraphs or Deepen
sections of argument text, as discussed in the previous lesson: a key point, Encourage students to note and share
an example and a link to the main argument. their thinking as they deduce which
• Ask students to identify these three elements in the displayed sentence. element is which.
First phase 15 minutes Support
• Read through Activity 3, pointing out that its focus is on sequencing the In Activity 3, question 2, work with the
three elements. Note that the example given in question 2 relies on small whole class to rewrite the sentence,
revisions to the sentence, and that students will need to make similar focusing first on sequencing the elements
small revisions to create sentences that make sense. and then on making small revisions so
• Ask students to complete Activity 3. the sentence makes sense.
• Take feedback to check understanding and clarity of expression. Deepen
• Ask students to complete the Grammar Boost activity. In Activity 3, question 2, challenge
• Take feedback to check fluency. students to rewrite and link the three
elements of the sentence in as many
different ways as they can. (They could
refer to question 1 for a list of the
possible sequences.)
Second phase 20 minutes Support
• Read through Activity 4, checking students’ understanding. Recall students’ work in Activities 2
• If time allows, encourage students to conduct some research to identify and 3 and the Grammar Boost activity
evidence or examples to support their ideas. If not, explain that they may to support their writing.
make up expert views and statistics to support their arguments. Deepen
• Ask students to complete Activity 4. Encourage students to gather or
formulate two or three possible examples
and/or pieces of evidence to support
their points before deciding which is the
most effective.
Plenary 10 minutes Support
• Ask partners to identify and label the point, example and link in each Recognise and validate any effective
of the paragraphs in each other’s work. point, example or link.
• Ask volunteers to share a paragraph with the class. Deepen
• Ask students to discuss whether they find the view expressed compelling. Note the ways in which volunteers’
paragraphs are sequenced. Ask: Which
sequences are more effective?

Set workbook activities 5 minutes

Point students towards the activities on pp. 106–107 of the Workbook.
Check understanding and answer any questions.
These activities focus on ordering points, examples and comments, and using fronted adverbials to link sentences.
Year 8 Unit 3: A Perfect World
Section 7 Structuring sentences: Skills focus: Writing: Argument Student Book pp. 116–117
Lesson 12 Workbook pp. 108–109
Main R8.2A Explore a writer’s or speaker’s R8.4A Explore the impact of some of a writer’s or
Curriculum intention and viewpoint. speaker’s choices of grammatical features and sentence
structure.
Objectives
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display the following two sentences. Prompt students with elements of the
o I would be very grateful if you could please sit down and, if sentences they could compare, such as
possible, stop talking. sentence length and vocabulary choice.
o Sit down and stop talking.
Deepen
• Discuss: Which sentence has greater impact? Why? Ensure that both
Ask students to create their own pairs
sentence lengths and the tone of the vocabulary are discussed.
of sentences with similar meanings but
• Reinforce the point by asking volunteers to perform each sentence.
different lengths and tones.
• Ask: How do the sentences suggest or create the tone each performer has
chosen to use?
First phase 15 minutes Support
• Read the article and take students’ initial responses. Complete Activity 1, question 1 as a whole
• Discuss: How important are manners? Why is this? class or in supported groups before
• Read through Activity 1, checking students’ understanding of the term asking students to complete question 2
‘statistics’ and the concept of a scientific study. independently.
• Take feedback to check understanding. Deepen
• Explain that evidence that contradicts a writer’s main point may also be Ask: What do you think you can work out
included in an argument text. Ask: Why might this be? about the writer, based on his opinions?
• Guide discussion to appreciate that this may make the ‘problem’ of the You could prompt students to consider
argument clearer. the elements of age, values and gender.
Second phase 20 minutes Support
• Remind students of the activity at the beginning of the lesson, and the For Activity 2, question 1b, work with the
effect of the shorter sentence. whole class or a supported group to read
• Read through Activity 2, questions 1a and 1b. the second paragraph aloud and hear
• Ask students to complete Activity 2, questions 1a and 1b. the emphases created.
• Take feedback to check understanding, and read through question Deepen
1c. Read the rewritten sentences aloud, highlighting the staccato Ask students to select other sentences
tone created by the short sentences. from the article and experiment with
• Ask students to complete the rest of Activity 2. swapping clauses to explore the impact.
Plenary 10 minutes Support
• Take feedback on the rest of Activity 2. Take two minutes to model examples of
• Ask students to suggest other ways in which sentence structure can the different ways sentence structure can
be varied, for example with fronted adverbials and additional be manipulated.
clauses.
Deepen
• Note the lesson’s key learning points: writers can emphasise an idea by
Ask students to formulate their own
using short sentences and by positioning it at the end of a sentence.
examples of different ways sentences can
be structured and lengthened.

Set workbook activities 5 minutes

Point students towards the activities on pp. 108–109 of the Workbook.
Check understanding and answer any questions.
These activities focus on evidence and sentence length.
Year 8 Unit 3: A Perfect World
Section 7 Structuring sentences: Skills focus: Writing: Argument Student Book pp. 118–119
Lesson 13 Workbook pp. 110–111
Main W8.3C Use a balance of W8.3E Make deliberate choices of W8.3I Use upper-case letters,
Curriculum single-clause sentences, sentence length to achieve clarity. end punctuation, commas,
Objectives coordinate and subordinate speech marks and apostrophes
clauses with confidence. correctly, with accuracy
and consistency.
Secondary W8.1A Gather and structure a range of W8.3D Use a range of sentence openings in addition to
Curriculum relevant ideas before writing. subject–verb sentence openings, starting to develop variety.
Objectives

Introduction 10 minutes Support

• Display the following three sentences. Ask students to identify the single clause
o The old wooden door creaked loudly. sentence and then explain how they
o The door creaked and opened wide. selected it.
o The door creaked because it was old.
Deepen
• Ask students to identify the ‘odd one out’.
Ask students to rewrite the multi-clause
• Look for responses that recognise the single-clause sentence.
sentences using different conjunctions
• Note the similar length of all three sentences, pointing out that short
and then as two single-clause sentences.
sentences can be multi-clause sentences, and that long sentences can be
single-clause sentences.
First phase 15 minutes Support
• Read through the Punctuation Boost activity, ensuring students Complete question 1 of the Punctuation
understand how the writer has used this punctuation in the Boost activity as a whole class or in
given examples. supported groups, adding semi-colons
• Ask students to complete the Punctuation Boost activity. together before students add dashes
• Take feedback to check accuracy and understanding. independently in question 2.
• Ask students to complete Activity 3. Deepen
• Take feedback, focusing on accuracy and clarity as well as impact. In Activity 3, challenge students to
restructure the sentences in as many
more different ways as they can.
Second phase 20 minutes Support
• Read through Activity 4. Take feedback after Activity 4, question 2
• Point out that the activity highlights the importance of sentence variety. to ensure and discuss the clarity and
Note that this is valuable in creating clarity, impact and variety. accuracy of students’ responses.
• Ask students to complete question 1. Deepen
• Take feedback to share and develop ideas. Encourage students to consider their
• Ask students to complete the rest of Activity 4. vocabulary choice as well as their
sentence structure.
Plenary 10 minutes Support
• Ask partners to identify any sentences, or groups of sentences, in each Recognise and validate any sentences
other’s work that are structured particularly effectively. that achieve clarity and/or impact.
• Ask volunteers to share examples. Ask the class to comment on what and Deepen
how impact has been created. Focus students’ attention and comments
on only sentences they have restructured
for impact.

Set workbook activities 5 minutes

• Point students towards the activities on pp. 110–111 of the Workbook.
• Check understanding and answer any questions.
• These activities focus on using dashes and semi-colons, and experimenting with and writing sentences.
Year 8 Unit 3: A Perfect World
Section 8 Using rhetorical Skills focus: Writing: Argument Student Book pp. 120–121
devices: Lesson 14 Workbook pp. 112–113
Main R8.1B Identify and retrieve a R8.2A Explore a writer’s or R8.4B Explore the impact of
Curriculum range of key information in a text speaker’s intention and viewpoint. some of the writer’s or speaker’s
Objectives or in spoken language. significant vocabulary choices.

Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Ask students to write one sentence arguing that students should always Prompt students with a sentence starter
do their homework (highlighting its benefits and/or the problems caused such as ‘Homework is …’ or ‘Students
by not doing it). who don’t do their homework …’.
• Take feedback, gathering a range of examples from volunteers. Ask the
class to identify how the volunteers have tried to give their ideas impact.
Deepen
• Focus on two or three examples. Ask: How could more impact be added?
Give students an opportunity to review
Look for responses that recognise the value of vocabulary choice,
and revise independently the vocabulary
sentence structure and/or rhetorical devices.
and sentence structures they have used
to create impact.

First phase 15 minutes Support

• Read the extract. In Activity 1, focus students on one
• Ask students to complete Activity 1. paragraph of the extract at a time,
• Take feedback to check understanding. Ask: Do you agree with the writer? exploring how each one could contribute
Why is this? to their responses.
• Focus on how the extract is written. Ask: How has the writer tried to Deepen
persuade you? Challenge students to write a summary of
• Ask students to identify one or two effective choices of vocabulary or the extract in 20 words or fewer.
sentence structure.

Second phase 20 minutes Support

• Read through Activity 2 to refresh students’ awareness of Complete Activity 2, question 1 as a
rhetorical devices. whole class. In question 2, focus students’
• Ask students to complete Activity 2, question 1. attention on scanning for one device at
• Take feedback to check understanding. a time.
• Ask students to complete Activity 2. Encourage them to use complete Deepen
sentences as their examples. Challenge students to identify multiple
examples of each device.
Plenary 10 minutes Support
• Take feedback to check understanding. Use directed questioning to focus Model removing one or two rhetorical
students’ attention on considering the impact each device adds to the devices in the extract, for example
writer’s key ideas, viewpoint and intention. replacing the rhetorical question with a
• Ask: How effective are rhetorical devices? Why? statement. Ask: What effect is lost?
• Ask students to write a short encyclopaedia entry on the topic Deepen
of rhetorical devices: what they are, how they are used and why Ask students to rewrite their examples
they are used. with the rhetorical device removed, for
example replacing the rhetorical question
with a statement. Ask: What effect is lost?

Set workbook activities 5 minutes

Point students towards the activities on pp. 112–113 of the Workbook.
Check understanding and answer any questions.
These activities focus on identifying rhetorical devices.
Year 8 Unit 3: A Perfect World
Section 8 Using rhetorical Skills focus: Writing: Argument Student Book pp. 122–123
devices: Lesson 15 Workbook pp. 114–115
Main W8.3I Use upper-case letters, W8.1A Gather and structure W8.3G Select vocabulary in
Curriculum end punctuation, commas, a range of relevant ideas text and spoken language with
Objectives speech marks and apostrophes before writing. growing precision.
correctly, with accuracy
and consistency.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Display the terms ‘possession’ and ‘contraction’. Use the examples from the Punctuation
• Ask students to write one sentence including an apostrophe showing Boost activity as models.
possession, and one including an apostrophe showing contraction.
• Ask volunteers to share examples to check understanding. Display Deepen
a correct example of each to model correct usage. Ask students to write a paragraph
• Ask partners to check correct usage in each other’s sentences. including three or four apostrophes and
• To explore common misunderstandings, ask students to share any one intentional error. Challenge partners
errors found. to spot the errors in each other’s work.
First phase 15 minutes Support
• Ask students to complete the Punctuation Boost activity. In Activity 3, suggest that students refer
• Take feedback to check accuracy. to Activity 2 in the previous lesson to
• Ask volunteers to recap the definitions of rhetorical devices. recap understanding of rhetorical devices.
• Ask students to complete Activity 3. Deepen
• Take feedback on Activity 3, discussing the usage, structure and impact of In the Punctuation Boost activity,
each device. challenge students to write five sentences
demonstrating correct usage of ‘it’s’
and ‘its’.
Second phase 20 minutes Support
• Read through Activity 4. Ask the class or supported groups
• Ask students to complete question 1. to select one idea from Activity 4,
• Take feedback to share ideas. question 1 on which all students can
• Ask students to complete question 2. focus, encouraging them to develop
• Again, take feedback to share ideas. ideas together.
• Ask students to complete questions 3 and 4. Deepen
Encourage students to consider
vocabulary and sentence structure
carefully in their writing.
Plenary 10 minutes Support
• Ask students to check their response to Activity 4 for accurate use of Recognise and validate accurate usage of
apostrophes. Take examples of correct usage and any corrections found. any rhetorical device.
• Ask students to share examples of rhetorical devices they used in Deepen
response to Activity 4. Focus students on the usage, structure and impact Encourage students to consider how
of each device. many rhetorical devices is too many.
Warn students to beware of overuse.
 Unit 3: A Perfect World
Set workbook activities 5 minutes
Point students towards the activities on pp. 114–115 of the Workbook.
Check understanding and answer any questions.
These activities focus on apostrophes and using rhetorical devices.

Year 8
Section 9 Introductions and Skills focus: Writing: Argument Student Book pp. 124–125
conclusions: Lesson 16 Workbook pp. 116–117
Main R8.2A Explore a writer’s R8.2B Express a critical response R8.3A Explore the impact of
Curriculum or speaker’s intention to a text through writing, some of the writer’s key
Objectives and viewpoint. discussion or presentation, by structural or organisational
considering the text’s features and choices.
their effects.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Ask students to imagine they are planning a speech to persuade other Ask partners to support each other as
students to take better care of the school grounds. they compose their speeches orally.
• Ask: How would you introduce your point of view? How would you Deepen
conclude your argument? Suggest that students next use a different
• Allow three minutes for students to discuss and note down their ideas. medium to express their argument, by
• Take feedback. Discuss what the functions of an introduction and of a writing the first and last paragraphs of a
conclusion are, and how these are best achieved. persuasive letter on the subject.
First phase 15 minutes Support
• Read the explanation before the extracts and ensure students’ Focus first on answering all questions in
understanding of what content they will contain. relation to Extract A before moving on to
• Read the ‘Introduction’ sections of both Extract A and Extract B. You may Extract B.
also wish to reread the complete extracts at the start of Sections 7 and 8. Deepen
• Ask students to complete Activity 1. When taking feedback, ask students
• Take feedback to check and develop to identify the most significant word(s)
understanding, encouraging discussion. in the sentences and phrases they
• Note that the writers’ topics and points of view are not explicitly have identified.
introduced (for example, neither extract states ‘In this article, I will …’
or
‘In my opinion …’).
Second phase 20 minutes Support
• Read through Activity 2 and check students’ understanding. Complete Activity 2, question 1 as a whole
• Discuss why each technique is engaging, for example what the appeal of class or in supported groups before
stories is or why surprising the reader is effective. asking students to complete question 2
• Ask students to complete Activity 2. independently.
Deepen
Encourage students to develop their
responses to Activity 2, questions 1b and 2b,
identifying the impacts of specific ideas and
vocabulary choices.
Plenary 10 minutes Support
• Take feedback on Activity 2, to share and develop understanding. Recognise and validate any relevant
• Ask: Which introduction is most effective, and why? responses to Activity 2.
• Ensure that students recognise the importance of making both the topic Deepen
and the point of view engaging. Ask: How could each writer have used
another one of the techniques to engage
the reader?

Year
Set 8
workbook Unit 3: A Perfect World
activities 5 minutes
Point students towards the activities on pp. 116–117 of the Workbook.
Check understanding and answer any questions.
These activities focus on introductions.
Section 9 Introductions and Skills focus: Writing: Argument Student Book pp. 126–127
conclusions: Lesson 17 Workbook pp. 118–119
Main W8.1A Gather and structure W8.2C Use the organisational W8.3A Write in Standard
Curriculum a range of relevant ideas conventions of a range of forms, for English and a largely
Objectives before writing. a range of purposes and audiences, appropriate register.
with confidence and understanding,
including spoken-language forms
such as presentations.
Secondary W8.2B Use appropriate W8.3C Use a balance of single- W8.3E Make deliberate
Curriculum linguistic conventions to achieve clause sentences, coordinate choices of sentence length to
Objectives a wider range of purposes and and subordinate clauses achieve clarity.
address with confidence.
a wider range of audiences,
e.g. to explain, to describe or
to persuade, with confidence
and understanding.
W8.3G Select vocabulary in text and spoken language with growing precision.

Introduction 10 minutes Support

• Display the following statement. Discuss and note points for and against
Money cannot buy happiness. the statement before asking students if
• Ask: Do you agree? they agree with it.
• Encourage students to discuss both money’s benefits and the causes of
Deepen
happiness that cannot be bought.
Ask partners to discuss the statement
• Note points both for and against the statement for reference in the final
and note points both for and against it,
writing task of the lesson.
before taking feedback.
First phase 15 minutes Support
• Read the ‘Conclusion’ sections of both Extract A and Extract B. You may In Activity 3, complete question 1 as
also wish to reread the complete extracts at the start of Sections 7 and 8. a whole class or in supported groups
• Ask students to complete Activity 3. before asking students to complete
• Take feedback to check and develop understanding. question 2 independently.
• Note that the conclusion to Extract B begins ‘In short, ...’ Deepen
• Discuss the fact that phrases such as this one are helpful but In Activity 3, encourage students to
not necessary. develop their responses to questions 1c
• Ask students to complete the Skills Boost activity. and 2c, identifying the impacts of specific
• Take feedback to check accuracy and understanding. ideas and vocabulary choices.
Second phase 20 minutes Support
• Recap the ideas gathered at the start of the lesson. Focus students on completing and
• Read through Activity 4. discussing their introductions, moving on
• Ask students to complete questions 1 and 2. to conclusions only if time allows.
• Take feedback, discussing the reasons for students’ choices of key points.
Deepen
• Recall students’ learning on sentence lengths in the ‘Introduction’ of
Challenge students to write two or three
Extract A from Section 7.
introductions, experimenting with different
• Ask students to complete Activity 4.
techniques to engage the reader.
Plenary 10 minutes Support
• Ask volunteers to share introductions, and then conclusions, with Recognise and validate any
the class. effective choices.
• Ask the class to identify and evaluate successful features in each, and Deepen
possible improvements that could add more impact. Ask students to annotate the key features
of their writing.

Set workbook activities 5 minutes

Point students towards the activities on pp. 118–119 of the Workbook.
Check understanding and answer any questions.
These activities focus on conclusions.
Year 8 Unit 3: A Perfect World
Section 10 Reviewing and Skills focus: Writing: Argument Student Book pp. 128–129
revising: Lesson 18 Workbook pp. 120–121
Main R8.3A Explore the impact of some W8.2C Use the organisational conventions of a range
Curriculum of the writer’s key structural or of forms, for a range of purposes and audiences, with
Objectives organisational choices. confidence and understanding, including spoken-language
forms such as presentations.
Secondary
Curriculum
Objectives

Introduction 10 minutes Support

• Read the extract, ensuring students’ understanding of its context: this Prompt students with leading questions,
is a model of an article written by a (fictional) student. such as ‘What is the job of the first and
• Ask the class to suggest elements for a checklist of the key features of last paragraphs?’ and ‘Can you name the
an argument text and the job that each one does, based on their three key elements that should be found
learning so far in this unit. in each paragraph?’
• Note their responses. Deepen
Encourage students to include linguistic
as well as structural features in
their checklists.
First phase 25 minutes Support
• Read through the Argument Text Checklist at the beginning of Activity Take feedback after each of questions 1–3
1. Ensure students’ understanding of the term ‘main body’ (the in Activity 1 to monitor understanding and
majority of the writing in the text, as opposed to, for example, an reinforce key learning.
introduction and/or conclusion). Deepen
• Compare the checklist in the Student Book to the checklist created during Ask students to identify which sentence
the introduction to the lesson, discussing any points that students did performs which function in the
not suggest. introduction and in the conclusion.
• Ask students to complete Activity 1, questions 1–3.
• Take feedback, aiming to agree as a class which features are present
in the text and which features are missing.
Second phase 15 minutes Support
• Read through Activity 1, question 4. Work as a whole class or in supported
• Explain that students can create fictional scientific research, expert groups to craft sentences for one or two
opinions or statistics in order to add evidence to the extract. missing points.
• Ask students to complete Activity 1, question 4. Deepen
• If time allows, suggest that students suggest two or three ideas for each Challenge students to identify any
missing feature. explanations or evidence that are
present but could be more effective, and
suggest improvements.
Plenary 10 minutes Support
• Ask volunteers to share examples of the sentences written in response to Recognise and validate any responses
Activity 1, question 4. that include the desired feature.
• Ask the class, in each case, to choose one sentence that they would Deepen
award a place in the text, and to explain why they think it is effective. Ask students to share examples of
explanations or evidence that they
have improved.

Set workbook activities 5 minutes

Point students towards the activities on pp. 120–121 of the Workbook.
Check understanding and answer any questions.
These activities focus on identifying points, examples and comments
Year 8 Unit 3: A Perfect World
Section 10 Reviewing and Skills focus: Writing: Argument Student Book pp. 130–131
revising: Lesson 19 Workbook pp. 122–123
Main W8.1B Correct a range of errors in W8.1C Review and revise vocabulary choice after writing.
Curriculum spelling, punctuation and grammar
Objectives independently after writing, beginning to
develop strategies for proofreading.
Secondary W8.3H Spell homophones, words with W8.3I Use upper-case letters, end punctuation, commas,
Curriculum single/double letters and ‘silent’ letters speech marks and apostrophes correctly, with accuracy
Objectives with some accuracy. and consistency.

Introduction 10 minutes Support

• Display the following multi-clause sentence. Suggest breaking the sentence into two
We are damaging our planet and we should change our ways. shorter sentences and replacing the
• Ask students to suggest ways in which sentence structure and vocabulary words ‘should’ and ‘damaging’.
choices could be adjusted to give this sentence more impact. Deepen
Suggest that students consider using an
adverb, adjective or rhetorical device to
add impact.
First phase 20 minutes Support
• Read through Activity 2, ensuring understanding. Note that this Take feedback after each question to
activity focuses on reviewing and revising a range of textual monitor progress and understanding.
elements: vocabulary, sentence structure and rhetorical devices. Deepen
• Ask students to complete Activity 2. Encourage students to suggest as many
• Take feedback, discussing as wide a range of suggestions as possible, impact-adding improvements as they can.
and their impacts.
Second phase 15 minutes Support
• Discuss the concept of ‘careless’ errors: errors that you may make Briefly recap the rules/guidance for each
while rushing, rather than those made due to a lack of error, for example when an apostrophe
understanding. is needed, the various meanings of
• Read through the list of common careless errors at the beginning of the different homophones.
Skills Boost activity, checking understanding. Deepen
• Ask students to complete question 1 of the Skills Boost activity. Emphasise Ask students to compile a checklist of
the importance of noting the errors in the order in which they are found. common but easily misspelt words.
Suggest looking through their own
writing and the Student Book to
prompt them.
Plenary 10 minutes Support
• Take feedback on question 1 of the Skills Boost activity to check and Recap the rules for any errors that
validate accuracy. students did not find.
• Discuss any categories of error overlooked by a significant number
of students. Note these, to guide future learning and target setting. Deepen
• Explain that question 2 of the Skills Boost activity is intended to prompt Ask students to write two or three
students to identify which errors they tend to overlook. sentences containing each of the five
• Ask students to complete question 2 of the Skills Boost activity. kinds of error. Ask partners to identify
• Take feedback. and correct each other’s errors.

Set workbook activities 5 minutes

Point students towards the activities on pp. 122–123 of the Workbook.
Check understanding and answer any questions.
These activities focus on reviewing vocabulary choices and sentence structure, and checking for careless errors.
Year 8 Unit 3: A Perfect World
Section 11 Assessment: Lesson 20 Skills focus: Writing: Argument Student Book pp. 132–133
Workbook pp. 124–125
Main W8.1A Gather and structure W8.1C Review and revise W8.2C Use the organisational
Curriculum a range of relevant ideas vocabulary choice after writing. conventions of a range of forms,
Objectives before writing. for a range of purposes and
audiences, with confidence
and understanding, including
spoken-language forms such
as presentations.
W8.3A Write in Standard W8.3B Divide text into W8.3C Use a balance of
English and a largely paragraphs with accuracy single-clause sentences,
appropriate register. and consistency. coordinate and subordinate
clauses with confidence.
W8.3E Make deliberate W8.3G Select vocabulary in W8.3H Spell homophones,
choices of sentence length to text and spoken language with words with single/double
achieve clarity. growing precision. letters and ‘silent’ letters with
some accuracy.
W8.3I Use upper-case letters, end punctuation, commas, speech marks and apostrophes correctly, with
accuracy and consistency.
Secondary
Curriculum
Objectives

Introduction 10 minutes
Ask students to read Activity 1. Point out that they should plan their writing, and that you will assess their plans as well as their finished pieces of writi
Time may have been allocated before the lesson for students to research topics for the writing task. If not, explain that students should make up evidenc
Explain to students that they will have 15 minutes to complete the planning section of the assessment, a further 25
minutes to complete the writing section and a further 10 minutes to review, revise and proofread their writing.

Assessment task 50 minutes

Ask students to complete the planning section of the assessment.
After 15 minutes, ask students to move on to complete the writing section of the assessment.
After a further 25 minutes, ask students to move on to complete the reviewing and revising section of the assessment.
You may wish to give students further guidance on how much they should write, and the amounts of time they should use for planning, writing and check

Workbook assessment task

• Point students towards the task and sample student response on p. 124 of the Workbook.
• Give students the opportunity to read the task and sample response. Briefly discuss these with them and
answer any questions.
• Students should identify the errors in the sample response before planning how they will improve it. They should
then write an improved version, adding one or two paragraphs of text.
• Make clear your expectations of when this task will be completed. For example, it may be a homework, or
students may be given time during an additional lesson.