in relation to a text, to come to understand a text’s suggested ideas

Developing a summary of a non-fiction text by including inferences

English

Reading and comparing two texts about prisons: London (1862) and Norway (2013)

Using credible statistics in a piece of non-fiction writing

Summarising a non-fiction text: 'a letter to my son' (the Guardian, 2014)

Comparing texts about drug misuse: ‘Confessions’ (1821) and ‘A letter to’ (2014)

Using figurative language in non-fiction writing

Planning an open letter using single paragraph outlines

Reading an opinion article and creating rhetorical questions

Using structural features effectively in non-fiction texts

Using the conventions of website content creatively

Planning and writing website content

Revising and editing non-fiction writing

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 'Perspectives on Gender', pupils read challenging pre-20th century, non-fiction texts. In 'Non-Fiction Crime and Punishment', pupils compare authors' viewpoints on a range of non-fiction texts, throughout history. 

In this unit, pupils develop their non-fiction reading and writing skills by reading and responding to a selection of nineteenth century and modern non-fiction texts on the theme of crime and punishment. They practise summarising and comparing texts before writing an article and information text.

Non-fiction: crime and punishment

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction or discussion of sexual or domestic abuse or violence, including  threats of or the aftermath of.

Depiction or discussion of sexual violence

Depiction or discussion of mental health issues

Match each word to its definition (Non-fiction: crime and punishment).

Which of these is an example of manual labour? (Non-fiction: crime and punishment)

Henry Mayhew wrote a book called ‘The {{ }} Prisons of London: And Scenes of Prison Life’ published in 1862. (Non-fiction: crime and punishment)

Erwin James wrote an article called ‘The Norwegian prison where inmates are treated like {{ }}’ for the Guardian newspaper in 2013 (Non-fiction: crime and punishment).

Huge sparse crowds of people welcomed the football team home.

The garden was huge but the grass was sparse and uneven.

The population is quite sparse because lots of people leave the country.

My portion of chips was incredibly sparse so I was really full after lunch.

Which of these sentences use the word sparse correctly? (Non-fiction: crime and punishment)

The playground’s equipment was primitive so no-one went there.

Even though the machine was primitive, it made the model cars effectively.

The accommodation was primitive rather than luxurious.

Each pizza was a different, primitive size.

Which of these sentences use the word primitive correctly? (Non-fiction: crime and punishment)

Bastoy prison island is in {{ }} (Non-fiction: crime and punishment)

What is picking oakum? (Non-fiction: crime and punishment)

He believed more people should be sent to prison.

What is true of Henry Mayhew (1812-1887)? (Non-fiction: crime and punishment)

He spent time as a prisoner on Bastoy prison island.

What is true of Erwin James (1957-2024)? (Non-fiction: crime and punishment)

How is Bastoy prison island described by one of the prisoners in Erwin James’s article about the Norwegian prison written for the Guardian in 2013? (Non-fiction: crime and punishment)

This lesson was made for home learning during the pandemic.

Developing a summary of a non-fiction text by including inferences

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.