Unit: Non-Fiction Texts and View Point Writing

Lessons:

20 lessons

Reading unseen non-fiction texts: Between a Rock and a Hard Place – Aron Ralston

In this lesson, we’ll be starting to consider how we can use our reading strategies to respond to non-fiction material. We will be working with an extract from Aron Ralston’s autobiography, Between a Rock and a Hard Place. During the session, we will be tracking the events in our new text and asking key questions of the material by responding to a series of prompts to allow us to extend our thinking and observe some of the features that are particular to non-fiction material.

Examining thoughts and feelings: Between a Rock and a Hard Place – Aron Ralston

In this lesson, we’ll complete the reading of this climactic moment from Aron Ralston’s autobiography Between a Rock and a Hard Place. During the session, our focus will be on defining the writer’s thoughts and feelings and tracking how the writer communicates this. We will work through the text systematically, using our reading strategies to support us in unpicking the text and drawing our final conclusions at the end.

Exploring the writer’s perspective: Between a Rock and a Hard Place – Aron Ralston

In this lesson, we'll be looking at how to examine the writer’s perspective. We will be continuing to work with our text, Between a Rock and a Hard Place by Aron Ralston. We will look at how understanding Ralston’s viewpoint helps us to make further observations about the attitudes and feelings communicated within the account. In order to help us do this, we will work with a writing frame and key quotations, building our response systematically. Once you have written your response, there will be a model answer for you to self-assess against and track your progress.

Close analysis of writer’s methods: Between a Rock and a Hard Place – Aron Ralston

In this lesson, we will continue to work with our text of the week, an extract from Aron Ralston’s autobiography Between a Rock and a Hard Place. We will start by considering what subject terminology is useful to know when approaching non-fiction texts. We’ll then be reminding ourselves of the process we have been using to select ‘rich’ evidence before using a slow writing method to create our analysis of a set passage. Finally, you will have an opportunity to assess your progress against our reading skills criteria and a model response.

Evaluative response: Between a Rock and a Hard Place – Aron Ralston

In this final lesson, we will be considering how to give an evaluative response to our set text from Aron Ralston’s autobiography Between a Rock and a Hard Place. We will return to our evaluative planning techniques and work through our response together; first the planning process and then the actual write up. At the end of the session, you will have the opportunity to assess your progress against our success criteria.

Examining thoughts, feelings and perspective

In this lesson, we’ll complete the reading of our extract from Touching the Void by Joe Simpson whilst considering the thoughts and feelings he presents. Prior to this, we will be finding out a little bit more about Joe Simpson and his companion Simon Yates so that we can establish the very particular perspective of this incident. At the end of the session, you will write your response to the writer’s attitude in the selected passage; this will allow you to draw together your learning. A model answer will be provided for you to assess your progress.

Close analysis of language: Touching the Void – Joe Simpson

In this lesson, we will be following our process for analysing a writer’s language use by examining a passage from Joe Simpson’s Touching the Void in more detail. As usual, we will ensure that we have selected ‘rich’ and connecting evidence that allows us to build our analysis before completing a slow write. We will then be checking our progress against our criteria and examining a model response.

Summarising ideas across two texts: Between a Rock and a Hard Place – Aron Ralston and Touching the Void – Joe Simpson

In this lesson, we will be considering what the skill of summary requires by working with our two non-fiction texts, Between a Rock and a Hard Place and Touching the Void. We will look at how we need to understand the focus of the question and select relevant supporting evidence to answer our question. Crucial in the skill of summary is the idea of synthesising information across the two texts and showing what we have understood / can infer. During the course of the lesson, we will break down the process and experiment with sentence stems to support our written responses.

Comparing writers' perspectives and methods

In this lesson we will be comparing our unseen fiction texts and looking at how the two writers’ perspectives influence the way they write their accounts of being trapped. We will break down the task and first establish key similarities and differences in their attitudes. We will then use a planning frame to read extracts from the two texts and select our evidence. You will have an opportunity to write up your response using a framework to support your answer. At the end of the lesson, you can check your response against our success criteria and a model answer.

Reading Unseen non-fiction texts: The Hawaiian Archipelago – Isabella Bird

In this lesson, we'll be continuing our reading of unseen non-fiction texts, this week looking at a pre-1900 extract from the pioneering Victorian explorer and naturalist, Isabella Bird. As usual with our first reading, we will be tracking the events and responding to a series of prompts to develop our understanding of the text. At the end of the lesson, we will reflect on the ‘Big Picture’ issues the text has presented by considering the 4 Conflicts.

Analysis of language

In this lesson, we'll be following our process for analysing a writer’s language use by examining the final part of our extract from Isabella Bird’s The Hawaiian Archipelago. As usual, we will ensure that we have selected ‘rich’ and connecting evidence that allows us to build our analysis before completing a slow write. We will then be checking our progress against our criteria and examining a model response.

Alternative Perspectives: Hawaiian Archipelago – Isabella Bird

In this lesson, we will begin to develop our response to Isabella Bird’s perspective by defining her thoughts and feelings and placing her extract within a social and historical context of Victorian travel writing. Next, we will look at a written response to the extract using a writing frame to help organise your thoughts. At the end of the lesson, there will be an opportunity to assess your progress against a model response.

Personal response: Who has inspired you?

In this lesson, we'll be reflecting on the three non-fiction texts we have read and considering who has inspired us the most: Ralston, Simpson or Bird. In order to arrive at your decision, you will have an opportunity to engage in an evaluative task before reviewing your candidate’s story and finally writing up your response. The main priority today is to give your personal response, really reflecting on your feelings towards each of the individuals and the decisions they have made.

Generating ideas: Stimulus extract

In this lesson, we’ll be looking at viewpoint or discursive writing. We'll be exploring a question that will build on our unseen non-fiction reading which gave us individuals who could be considered inspirational. We will be considering the statement: “People who save lives, or help improve the lives of others, are the true role models of today.” Today, we will examine a response to this statement and consider how it has been constructed.

Writing an effective introduction

In this lesson, we'll return to our plan and look at how to develop an effective introduction to our essay. We will start by reviewing the model answer and considering how the introduction works. We will then look at the technique of a ‘drop paragraph’ and consider how different choices are made depending on the purpose and audience of our task and the relationship we need to establish with our reader. After examining the features of a ‘drop paragraph’ you will return to your own plan and write the first section of your essay.

Creating an impact: Rhetorical devices and sequencing

In this lesson, we'll return to our essay plan and look at how to build the main body of our response, thinking about the function of the paragraph, the desired effect on the reader and the types of rhetorical devices that might be best to choose. We'll do this as a slow write to give you time to think about your options. At the end of the lesson, we’ll critique our writing and compare to the model answer for fluency and control.