L.O. To identify and understand emotive language, and its effect on readers.
The PowerPoint begins by asking students to look at two different headlines at a time and to decide which one is most emotive, and why. They then focus on two particular headlines and translate their ideas to paper by writing a PEE paragraph.
In the next activity, they then have a go at editing a series of headlines by replacing words with more emotive words. Students should share ideas as an entire class.
Students then look at a newspaper article and underline/highlight the emotive words. They then complete a table whereby they think about 'more emotive' and 'less emotive' words than the ones in the article.
As a final activity, or as homework, students answer the following question about the newspaper article in PEE paragraphs:
How does the writer’s choice of emotive language make us (the readers) feel about the dog and its previous owners?
The PowerPoint begins by asking students to look at two different headlines at a time and to decide which one is most emotive, and why. They then focus on two particular headlines and translate their ideas to paper by writing a PEE paragraph.
In the next activity, they then have a go at editing a series of headlines by replacing words with more emotive words. Students should share ideas as an entire class.
Students then look at a newspaper article and underline/highlight the emotive words. They then complete a table whereby they think about 'more emotive' and 'less emotive' words than the ones in the article.
As a final activity, or as homework, students answer the following question about the newspaper article in PEE paragraphs:
How does the writer’s choice of emotive language make us (the readers) feel about the dog and its previous owners?
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