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English

Students create visual and multimodal texts to promote rail safety within their local community. Choose suitable activities from 3 differentiated lessons.

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  • Teacher notes
  • Teacher notes

      Read the teacher notes first for instructions and suggested learning pathways. You can then choose to teach all 3 lessons or select a couple of activities which suit your students best.

  • Lesson plan
  • Lesson 1: Evaluative language: bringing in ideas

      Students brainstorm all they know about evaluative language and how it is used to express an opinion or point of view using hexagons. They explore modality as a way to indicate the strength of an opinion or position. They practise identifying evaluative language in rail safety related visual or multimodal images, exploring how evaluative language, images and shapes work together to communicate an opinion or point of view in a rail safety text.

       

      They then complete an independent deconstruction of a visual or multimodal rail safety image and describe the different evaluative language features using the Think See Wonder strategy.

    • Resource

      Media and multimodal texts

    • Resource

      Video & poster resources

    • Resource

      HookED Hexagon Template

    • Resource

      Question Prompts for Visual and Multimodal Texts

    • Resource

      HookED Describe ++ Map

  • Lesson plan
  • Lesson 2: Evaluative language: connecting ideas

      Using their Think See Wonder maps from Lesson 1, students compare the features of different texts used to promote rail safety. They interpret the evaluative language features used in a text with an effective message about rail safety, their purpose and their effect using a Stations activity. They work in groups to create their own ranking criteria for comparing and ranking texts.

  • Lesson plan
  • Lesson 3: Evaluative language: extending ideas

      Students write a persuasive text (structured argument) justifying a claim about rail safety needs of young people in your local community. They select an important rail safety issue for an identified group, identify an action that would help keep this group safe, and create an action message using evaluative language that will appeal to the group.

       

      They then develop a media campaign which builds awareness of their message, attempts to influence people, persuades people to take action, and/or reduces the incidence of unsafe behaviours around trains, tracks and level crossings.