1. Learning Objective: To understand how to vary openings to sentences
Learning Objective: To understand how to vary openings to sentences. Learning Outcome: To write persuasively using a variety of sentence openers.

2. Assessment Objectives AO5 and AO6
What the exam board say
What it means
AO5
AO6
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.  
- Organize information and ideas, using structural and grammatical features to support coherence and cohesion of texts
Clear understanding of audience, why you are writing and the form you are writing.
Organized paragraphs for effect. Detailed information in paragraphs.
Ambitious words and
different sentence structures are used confidently. Spelling is accurate and punctuation is accurate, controlled and sophisticated.
Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation

3. Cristiano Ronaldo earns £265, 000 per week
Cristiano Ronaldo earns £265, 000 per week. His annual salary is approximately £15,334,867.
He plays football for Real Madrid.
Is this fair?
The average British soldier earns £28,000 per year. It will take the soldier 547 years to earn Ronaldo’s annual wage.
The average British GP earns £55,000 per year. It will take the GP 279 years to earn Ronaldo’s annual wage .

4. Double adjective start
Upgrade your Sentence!
Metaphor start
Teenagers are spoiled monsters.
Triple noun colon
Xboxes, iPhones, Canada Goose jackets: today’s teenagers are completely spoiled.
Double adjective start
Brattish and impolite, today’s teenagers are spoiled rotten.
Teenagers are spoiled.
Adverb comma
Truthfully, teenagers today are more spoiled than ever.
it isn’t/it is
Tackling the issue isn’t optional; it is our duty to ensure that we address the problem of spoiled teenagers.
More, more, more
The more we ignore the issue of spoiled teenagers, the more we contribute to the problem and the more serious the problem becomes.
Verb beginning
Ignoring the problem of spoiled teenagers is not going to solve anything.
Your turn: upgrade this sentence:
Footballers are overpaid.

5. Double adjective start Footballers are overpaid.
Upgrade your Sentence!
Metaphor start
Triple noun colon
Double adjective start
Footballers are overpaid.
Adverb comma
It isn’t/it is
More, more, more
Verb beginning
Your turn: upgrade this sentence:
Footballers are overpaid.

6. You will now write a paragraph arguing FOR this opinion.
‘Footballers are massively overpaid; their salaries would be better spent on healthcare and education.’
You will now write a paragraph arguing FOR this opinion.
Task:
Use the slow writing method to write your first paragraph jointly.
CHALLENGE: Can you develop a formula for slow writing your second paragraph?
Slow writing your first paragraph:
Sentence 1: State your first persuasive point. Begin with ‘I believe…’
Sentence 2: Provide evidence to support your point. Use an opinion that sounds like a fact. Begin with ‘It is well-known that…’
Sentence 3: Use a short sentence rhetorical question.
Sentence 4: Explain consequences, use an it is/ it isn’t sentence and a semi colon to link two ideas.
Sentence 5: End your paragraph with a triple noun colon sentence that sums up the point of the paragraph.
How to Slow Write:
Split your page like this:
Write your paragraph following the instructions in the bigger section.
Teacher note: Slow writing is when you take away the thought of HOW to write by providing specific guidance for each sentence. This allows them to concentrate on the content whilst providing the scaffold for organising effectively. Get the students to split their page as well so that they can annotate the work, explicitly thinking through both what they’re writing and how they’re writing it.

7. Review my learning pyramid
Review and Reflect
Review my learning pyramid
Self Assess:
Using the guidance below, highlight and annotate within the narrow section of your page what you have written and how effective you think it is:
Sentence 1: State your first persuasive point. Begin with ‘I believe…’
Sentence 2: Provide evidence to support your point. Use an opinion that sounds like a fact. Begin with ‘It is well-known that…’
Sentence 3: Use a short sentence rhetorical question.
Sentence 4: Explain consequences, use an it is/ it isn’t sentence and a semi colon to link two ideas.
Sentence 5: End your paragraph with a triple noun colon sentence that sums up the point of the paragraph

8. What the page could look like by the end.

9. Double adjective start Footballers are overpaid.
Upgrade this sentence!
Metaphor start
Triple noun colon
Double adjective start
Footballers are overpaid.
Adverb comma
It isn’t/it is
More, more, more
Verb beginning
To be printed