Date: LO: to understand how to read for meaning

Reading for Meaning

Starter:
Name the technique and say whether it is better suited for argue or persuade –
1. I understand that you think school uniforms are necessary and help us to focus, however I
would like to suggest they are outdated.
2. I would like you to stop and consider just how many defenceless animals will be affected by
your heartless decision.
3. Many would argue that 2/5 is too small a number and that it actually does not suggest that
mobile phones are widely available to all teenagers.
4. It is absolutely imperative that you follow through on the advice that you have previously
given.
 Response to
a text…

Response to reading

• Remember that for Section A: Directed

Writing, you are responding to a text or
texts.

• What does this mean?

Top tips What do the underlined
words mean?

• As you read, look for clues that suggest how the

writer feels. Can you see evidence of bias? Is
there a flaw in their argument?
• Look out for a range of ideas, both implicit and
explicit
• Think about how you are responding to these
ideas. Respond to a range of ideas from the text
and evaluate them.
 Task: in groups of 3, read the extract
You will go
• Make notes on: through the same
steps in the exam!
• What it is about
• The main ideas
• The point of view/perspective of the writer
• How do you know what their purpose/perspective is? What do they say; how
do they say it; what is the effect?
• Contextual information – what do you learn about the text from the overview
given at the beginning?
• Any bias the writer may have and why you think this

10 minutes
Text – Why Go Vegan?

Feedback
End of lesson review
• Explain these terms to a partner…

• Context
• Bias
• Point of view
• Perspective
 LO: to understand how to deconstruct Q1 and write a
Date:
response

Responding to a text
Starter: Organise these exam command words
into levels. How are you making your decisions?
Level 7
Appropriate Level 6
Identifies Level 5
Level 4
Selects
Level 3
Limited
Level 2
Successfully Level 1
General
Assimilates
Sophisticated
Relevant
 Use PIPS to help you develop a response

PIPS
• Point from text – rewrite and put it into context
• Inference of evidence & evaluation - explore what has
been said; consider explicit & implicit meanings along
with any bias.
• Personal response with reasons – how do you respond to
this particular idea? What is your opinion? Why?
• Solution – can you offer a solution? Is there another way
of looking at or considering this point?
 Mini question 1 task– how should you
approach this?
Do steps 1 and 2.
STEPS:
Task:
1. Read the question and underline the
keywords Write a letter to your Headteacher. In it, you
2. FAPP should present your ideas on the introduction of
3. Read the passage(s) a vegan menu, once a week, to the school
canteen.
4. Plan your ideas • Identify and evaluate the ideas presented in
5. Write up your response the passage.
• Consider the advantages and disadvantages
of this idea.

The bullet points help you to focus on the Begin your letter with, ‘Dear Ms Franklin,’
main ideas and this is where you get your
reading marks from.

5 minutes
 In pairs, go back through
the text and highlight
anything useful to the
task.
Always keep the question in mind as you
do this
Task:

Write a letter to your Headteacher. In it, you

should present your ideas on the introduction of
a vegan menu, once a week, to the school
canteen.
• Identify and evaluate the ideas presented in
the passage.
• Consider the advantages and disadvantages
of this idea.

Begin your letter with, ‘Dear Ms Franklin,’

What style will you write in? What do you know
about letters?
Task:

Where will you find Write a letter to your Headteacher. In it, you
should present your ideas on the introduction of
information on a vegan menu, once a week, to the school
advantages and canteen.
disadvantages? • Identify and evaluate the ideas presented in
the passage.
• Consider the advantages and disadvantages
of this idea.

What must you Begin your letter with, ‘Dear Ms Franklin,’

consider when writing
to a Headteacher? What does
What does identify evaluate mean?
mean?
 Task:

Group plan Write a letter to your Headteacher. In it, you should

present your ideas on the introduction of a vegan
menu, once a week, to the school canteen.
• Identify and evaluate the ideas presented in the
passage.
Join up with another pair and plan • Consider the advantages and disadvantages of this
idea.
your answer.
Begin your letter with, ‘Dear Ms Franklin,’

The writer’s views in the passage Your views with reasons. This is where you develop your RESPONSE.
How do they convey this view?
Agree:

Include 3 points here Disagree:

 Success Criteria - writing In your groups of 4,
write up a group
answer. 20 minutes!
Style
Accuracy
• Sophisticated techniques such as
anaphora • Connectives – link ideas
• Repetition
Peer assess: exchange
• List of 3 your answer with
• Aanother groupsentence types
range of different
• Effective use of punctuation (at least
and write down
• Counteryour feedback. Comments
argument
5)
must be
linked to the success criteria for both reading
• Facts
• and
Paragraphs
• Short sentences for effect
writing. • One line paragraphs • Organisation of ideas
Use the ‘Writing Style’ • Link between paragraphs • Links and transitions between ideas
sheet to help you. • Circular structure and paragraphs
• Rhetorical question • Fluency
• Vocabulary for effect • Topic sentences
Thank you for downloading this resource; I hope it is useful! You can
view the full Language Paper 2 scheme of work here. Or you can find
the revision scheme of work here.

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