in writing, this means to make something even better

words that sound the same, but have a different spelling and meaning

to completely destroy or eliminate something

in the context of structure, this means that your writing feels connected and complete

Re-drafting a persuasive speech

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

Writing a speech: openings and closings

Preparing to write 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

words that sound differently, but have the same spelling

They're heroes and have made such a difference.

Their mission is to make inequality a thing of the past.

They're continued commitment to change is remarkable.

Which sentence has **not** used the correct homophone?

Its time to come forward and make a stand.

Which word beginning with 'm' describes a structural feature that repeats and develops ideas from the beginning of a piece of writing at the end?

Why should a speech incorporate a range of paragraph lengths for effect?

Which word beginning with 'e' can be described as: 'to completely destroy or eliminate something'?

Have you ever considered the impact of your actions on future generations?

You must act now for the sake of future generations.

Which of these sentences is an interrogative sentence?

"Believe in the power of collective action", is an example of what type of sentence?

Which modal verb would make this sentence sound most commanding: you __________ act now!

When a text appeals to the reader using the pronoun 'you' this is an example of:

Which rhetorical device can be described as: 'the use of numbers, or numerical data, to provide evidence.'?

We must unite, challenge and change the outcome.

Sport is empowering, challenging and for us all.

Which of these examples uses a rule of three and personal pronouns?

Re-drafting a persuasive speech

Lesson outcome