1. LO: To understand stereotypes

2. What is a stereotype? a widely held but fixed and oversimplified image or idea of a particular type of person or thing.

3. How are teenagers stereotyped? What do you think helps reinforce these stereotypes in society? How does the media portray teenagers?

4. https://www.youtube.com/watch?v=F-yDNkQgJE8 Watch Educating Essex clip. (first 10 minutes) How are the students presented? How are teachers presented? Are they stereotypical portrayals? Examples?

5. Now is your chance to respond to society’s stereotypes of teenagers! Write a short script for a YouTube vlog rant in which you address stereotypes of young people and outline how you want to be viewed.

6. LO: To understand how writers use language to create bias.

7. Read the article from Daily Mail about Educating Essex. What point of view is being portrayed? Is it a fair one? Use a highlighter to annotate any points of view being shown. Use a different colour for a new point of view.

8. Write the date and LO into your book. LO: To understand how writers use language to create bias. In pairs find 3 quotes where you think the students were portrayed unfairly – copy into your book with space in between each. Find 2 quotes that show the teachers have been portrayed unfairly – copy into your book with space in between each. EXT: Annotate the key words in the quote: what are the words suggesting? What word class is being used. E.G. “Panda-eyed” creates animal imagery, derogatory.

9. The writer has created bias through the use of language because/ by…

10. How has the writer tried to manipulate the reader with a bias account? White Board Task PEEZ

11. Peer assessment of PEEZ paragraphs. TWO STARS AND TWO WISHES Have they explained the quote/analysed the language and its connotations? Have they completed all sections of PEEZL? Have they given alternative interpretations? Have they embedded the quotation?

12. LO: To understand how to present an effective response.

13. Quickly sketch the layout of a formal letter. Can you name all the parts of the letter?

14. Writing to Respond Task You will be writing a letter to the editor of the Daily Mail in which you will respond to the article about Educating Essex. Now you are going to look at the mark scheme. You will be marked on their writing AND reading of the original text. You need to include quotes from the article and show personal opinion in response to the views presented in the original text.

15. What does this mean? For READING, you SHOULD: -Comment on the use of facts and opinions in the text -Comment on whether or not you agree with the facts and opinions used -Evaluate certain words or phrases in the texts and how effective the writer is at getting his ideas across

16. What does this mean? For WRITING you SHOULD: -Have no errors in spelling, grammar and use of punctuation. -Organise your ideas in a way that makes sense (don’t jump back and forth – start commenting on the letter from the first paragraph to the last in order). -Use a variety of adventurous and sophisticated vocabulary (this is a very formal letter). -Use paragraphs. -Use a variety of punctuation correctly!

17. Writing: W1- express what is thought, felt and imagined. W2- organisation of ideas (paragraphs and sentences). W3- Use a wide range of vocabulary. W4- Spelling, grammar and punctuation.

18. Reading: R1- understand EXPLICIT meanings (the literal meaning behind what is said). R2- understand IMPLICIT meaning (what is implied/suggested by the writer’s words and ideas). R3- analysing ideas, facts, opinions. R4- understand how writers achieve effects through language. R5- select evidence on purpose to support ideas.

19. Example: where has this person specifically commented on LANGUAGE used? Dear Mr Ferrell, In your letter you provide several reasons as to why you stand against capital punishment. One of the points you make is a biblical reference to the reference “thou shalt not kill”. While I agree that it is unacceptable for people to murder in cold blood, I disagree with your use of words from the bible. Firstly, if you are trying to reach a wide target audience, quoting the bible will not help you in your endeavours. Not all people are religious, nor do all people interpret biblical phrases and sayings in the same way. Unfortunately you are providing a very close minded reference to the reasons capital punishment should be abolished. Secondly, in the same paragraph you mention that killing is “wrong for everyone.” This is a sweeping judgement that forces individuals like me reading your letter to take a stand against. Your use of the collective noun “everyone”, again, limits the audience to which you direct. This is because not everyone will be in agreement with you. Furthermore…

20. Example: what impresses you about the way this text is written? Dear Mr Ferrell, In your letter you provide several reasons as to why you stand against capital punishment. One of the points you make is a biblical reference to the reference “thou shalt not kill”. While I agree that it is unacceptable for people to murder in cold blood, I disagree with your use of words from the bible. Firstly, if you are trying to reach a wide target audience, quoting the bible will not help you in your endeavours. Not all people are religious, nor do all people interpret biblical phrases and sayings in the same way. Unfortunately you are providing a very close minded reference to the reasons capital punishment should be abolished. Secondly, in the same paragraph you mention that killing is “wrong for everyone.” This is a sweeping judgement that forces individuals like me reading your letter to take a stand against. Your use of the collective noun “everyone”, again, limits the audience to which you direct. This is because not everyone will be in agreement with you. Furthermore…

21. Look at the planning grid. Fill it in with how you would respond to each section of the passage. Can you think of any effective language you could use in your response? E.G. express disgust, anger etc?

22. To finish… Number each section with 1 being the strongest point you have made in your plan going down to the least effective point made.

23. LO: To understand how to effectively plan ‘writing to respond’ letter.

24. Your letter should start with a brief introduction. Look at 3 examples, what makes them effective and why? What techniques can you spot?

25. Write your own introduction. It should be a short overview expressing clearly your opinion from the start and explain why you are writing. Peer assessment of introductions: Have they clearly expressed opinion? Is it brief and concise? Have they used any effective techniques in their writing? Choose 5 strong points from last lessons planning grid article and decide which order you should present them in. Remember, start and finish on a strong point to leave an impression on your reader.

26. Imagine you are one of the students from the programme, send a text to a friend in which you react to having first read the Daily Mail article.

27. LO: To understand how to present contrasting viewpoints

28. Read the Observer article. Summarise how this point of view is different from The Daily Mail article in 43 words exactly.

29. Skim read again in pairs and highlight 5 quotes where you feel the observer writer defends/counteracts views of the students and teachers at the school. Go back to your planning sheet and add these quotes and counter arguments to the original article. Show exemplars to show how to present the two viewpoints alongside each other and respond to both.

30. White Board Task Who, in your opinion, presents a better argument? Why?