Not exact matches
I am currently running a campaign to literally ask our target
audience what they want to
read and what they currently
read... hopefully will yield some good
responses and insightful information.
I felt Ms Ronnei's
response was entitled to a larger
audience, as large as the
audience that had
read my original profile.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better
responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts
read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore
audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.
The lesson follows a step - by - step learning journey, in which students learn through: - Defining and exemplifying the key dramatic devices; - Relating key dramatic devices to the themes of confusion and deception; -
Reading and comprehending the predominant plot events in Act II Scene I. - Completing an essay style
response in which they consider how dramatic devices help to create Shakespeare's intended effects upon
audiences.
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ThinkCERCA focuses on developing students» ability to
read a text and produce a written
response using the CERCA framework: (1) make Claims, (2) support claims with textual Evidence, (3) explain their Reasoning, (4) recognize Counterarguments, and (5) use language that appeals to a particular
Audience.
Due to underwhelming
response by the Defender loving
audience...
Read More
The texts, created by writing school students, were displayed on the screen for the
audience to
read along as the editors worked their way through the copy, exposing their candid editorial
responses and rationales for what they recommended doing to the content.
My comment was a
response to Derek's last statement, Jack, and was a request to the
reading audience, not a criticism of either of you.
Public
readings allow writers to focus on the way their work sounds when
read aloud, to share their story with an
audience and receive an immediate
response.
Those who are drafting discussion papers should be careful to structure the document so that it can be
read and accessed by
audiences with a range of literacy levels and limit the number of questions requiring a
response.