a description of a person, often highlighting their background, personality and achievements - can also be used as a verb

to exaggerate something a lot to make a point or to make it sound more dramatic

using words to create vivid pictures in a reader's mind

involves expressing an idea using different words while retaining its original meaning

something that is based on facts and not influenced by personal feelings or opinions

Exploring a non-fiction text with multiple perspectives

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

Exploring historical perspectives of men

Exploring autobiographical texts

Considering alternative perspectives of war in non-fiction texts

Developing analytical responses

Identifying and analysing a writer’s perspective

Comparing the presentation of perspectives in non-fiction texts

Comparing tone and language choices in non-fiction texts

Reading and forming opinions on a 19th century text

Comparing and evaluating non-fiction texts

Creating comparative analytical paragraphs

Identifying and exploring complex ideas in a text

Creating layered language analysis

Planning an analytical response

Varying sentences and using anecdotes to express a viewpoint

Understanding what makes a persuasive speech

Persuasive writing: using credible and effective rhetorical devices

Developing a viewpoint using structural features

Writing a speech: openings and closings

Preparing to write a persuasive speech

Re-drafting a persuasive speech

Considering non-verbal features in presenting a speech

Preparing and delivering a powerful speech

In 'Women's rights across the ages', students look at the way language has evolved in the discussion of gender, from the 18th Century to today and to what extent this reflects changing social attitudes. In 'Macbeth: Lady Macbeth as Machiavellian Villain', students examine the play's unconventional female lead, considering how sympathetically she might be viewed by audiences across the ages. 

In 'Writing with passion', students complete the unit by writing an opinion article, protesting about something that they feel strongly about. In 'Women's rights across the ages', students practise voicing a strong personal viewpoint through a persuasive speech. 

In this unit, pupils read a wide range of non-fiction texts from across history that are centered around the topic of women's rights. They first read a range of texts and identify key themes and techniques within them, before then planning, writing, re-drafting and delivering their own speech.

Women's rights across the ages: non-fiction reading and writing

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

An article summarising historical events.

An article about a person: their life, achievements and personality.

Which language device beginning with 'i' can be defined as 'using words to create vivid pictures in a reader’s mind'?

she exaggerates to emphasise the danger faced by survival experts.

she minimises the danger and experiences faced by survival experts.

she provides accurate and realistic descriptions of their experiences.

In her article 'The woman who helps keep Bear Grylls safe', Saner uses hyperbole. This is when ...

What type of quotation can be defined as follows? 'The use of the exact words from an original source (spoken or written) and needs speech marks to show the words are from another source'.

What type of quotation can be defined as follows? 'The use of own words to paraphrase or express ideas from another source'.

Which word best completes the following sentence? 'Using a third person narrative voice can create __________ viewpoint.'

salutation (for example: 'Dear Sir/Madam')

Which of these features would not conventionally be found in an article?

If a writer is writing in third person, what pronouns would they use?

Which word beginning with 't' can be described as 'the attitude or feeling conveyed by a writer towards the subject matter and audience'?

the central theme or message of the text.

the grammatical structure of the sentences.

the interpretation of events or ideas based on a particular viewpoint or bias.

It helps comprehension by activating prior knowledge and creating expectation.

It makes the text more difficult to understand.

It discourages critical thinking and analysis.

What are the benefits of using information to make predictions about a text before you read it?

Which of these is **not** an example of contextual information?

Exploring a non-fiction text with multiple perspectives

Lesson outcome

Content guidance