a person’s opinion or perspective on something

to strengthen or further support something - in this context-  an idea

to set-up, create or clearly introduce something - in this context - a viewpoint, argument or perspective

Writing a speech: openings and closings

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

Exploring a non-fiction text with multiple perspectives

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

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

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

As the tide turns, we risk losing everything we have collectively fought for.

Which of these sentences uses a modal verb?

What device has this opening sentence used: 'Like a badly swatted fly, the debate will not die.'?

Which type of sentences are the following: "A historic date for women. A historic date for humanity."?

"We must kick those age old stereotypes into the past! We must take control of the game now! It’s time to shift the goal posts!" is an example of ...

you repeat and develop an idea from the start of your writing at the end.

you reverse the order of your last paragraph.

you change the argument at the end and give an alternative viewpoint.

Mirroring is a good way to close your speech. This is where ...

clearly tell the audience the role they can play

Which of the following is not part of creating a successful 'call to action'?

We must make a change. We must act. We must make the difference.

Which of these is an example of anaphora?

Which of these is a declarative sentence?

Which of these words are not modal verbs?

Which word beginning with 'C' describes a piece of writing where all of the parts are clearly connected and well structured?

Gender discrimination is never justified.

They are all fighting for human rights. They are all advocating for change.

Hey, gender inequality is not cool, right?

The statistics reveal the true extent of the problem.

Which of these sentences would be considered informal?

Which device is being used in this sentence: "A government of the people, for the people, by the people, shall not perish from this earth."?

Exit Quiz

Which of these sentences uses a modal verb?