captivating and holding attention or interest

speaking personally to another person or group of people, often by name, within a sentence

pronouns that refer to specific people or things (e.g., I, you, he, she)

the reason or intention behind the creation of a text

a prompt urging immediate response or engagement from the audience

Considering and emulating the use of direct address in the opening of a speech

English

Developing reading skills and personal responses to non-fiction texts

Using inference and embedded quotations to craft effective summaries

Considering and understanding the attitude of a non-fiction text

Crafting an effective comparison of non-fiction texts

Considering and emulating the use of anaphora in speech writing

Considering and emulating onomatopoeia and alliteration in speech writing

Using colons, dashes, and semicolons effectively in opinion writing

Considering and emulating the use of rhetorical questions in opinion writing

Considering and emulating the use of extended analogies in non-fiction writing

Considering and analysing the use of anecdotes in a non-fiction text

Considering and emulating the use of similes in non-fiction writing

Considering and analysing attitude in non-fiction writing

Analysing and comparing language techniques in non-fiction writing

Considering and emulating the use of hyperbole in opinion writing

Using comparatives and superlatives to effectively compare non-fiction texts

Planning a speech and building your counter-argument

Using rhetorical devices to write an effective speech

In 'Non-Fiction: Changing Views', pupils compare language choices used in non-fiction texts. In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language, to express similar or differing viewpoints.

In 'Non-Fiction: Crime and Punishment', pupils analyse the language choices of authors in non-fiction texts. In 'Non-Fiction: Changing Views', pupils compare language choices in non-fiction texts.

In this unit, pupils develop their non-fiction reading and writing skills. They look at a range of nineteenth century and modern texts in tandem, and practise comparing viewpoints. They then practise emulating different techniques from the texts in order to develop their speech and opinion writing.

Non-fiction: changing views

Depiction or discussion of violence or suffering

a narrative technique where the story is told by an all-knowing narrator

speaking personally to another person or group of people, often by name

providing detailed descriptions of locations in a speech or writing

the use of statistics and data to support an argument in a speech

speeches are delivered aloud to listeners

speeches don't use an introduction or conclusion

speeches often use a more conversational tone

grammar and sentence structure are less important with speeches

How do speeches differ from other types of text?

The tone/style of an effective speech is...

I am here today to speak about a subject close to my heart.

Ladies and gentlemen, we are running out of time.

Keeping animals in captivity must end today.

Trapped, depressed, anxious - this is how animals in captivity feel everyday.

Which of these is an example direct address that you could use to begin a speech?

make you look like a know-it-all and disengage the audience.

make it difficult for your audience to follow your argument.

confuse young children who may be listening

make it difficult for your to remember your speech

Using complex vocabulary in a speech can add detail and show your expertise but too much can...

engage your audience and grab their attention

give brief reasons to support your argument

summarise why your listeners should care about this issue

Starting with the first, put these steps for writing an effective introduction in the correct order.

Which of the following are personal pronouns?

What is the main purpose of the introduction in a speech?

Which of the following is a good way to conclude a speech?

What is an effective way to organise the main points in a speech?

What is a good strategy to start writing a speech?

to use the same speech for different events

so you can tailor your message/style to appeal to them

Why is it important to know your audience when writing a speech?

This lesson was made for home learning during the pandemic.

Considering and emulating the use of direct address in the opening of a speech

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.