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Introducing Pathos and Social Criticism - Persuasive/ Transactional Writing SOW KS3/ KS4/ GCSE
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Introducing Pathos and Social Criticism - Persuasive/ Transactional Writing SOW KS3/ KS4/ GCSE

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L1 LO: Analyse how pathos is used for effect (AO2) L2 LO: Write using pathos (AO5 & AO6) L3 LO: Interview someone about an example of injustice they witnessed or experienced (speaking and listening) L4 LO: Use pathos to write social criticism(AO5 & AO6) Enhance Your Students’ Understanding of Emotional Persuasion with Our GCE-Aligned Lesson Plans: Introduce your students to the intricate world of pathos with our curriculum, meticulously aligned with Edexcel GCE assessment objectives (AOs). In Lesson 1 (LO1), ‘Analyzing the Use of Pathos’ (AO2), guide your students through the critical analysis of emotional appeal in texts. Lesson 2 (LO2), ‘Writing with Pathos’ (AO5 & AO6), offers the opportunity for students to hone their skills in crafting emotionally resonant content. With Lesson 3 (LO3), you can facilitate a unique ‘Speaking and Listening’ exercise, encouraging students to conduct interviews that delve into real-life examples of injustice, thereby deepening their understanding of pathos in communication. Lesson 4 (LO4), ‘Using Pathos for Social Criticism’ (AO5 & AO6), empowers students to apply their knowledge in creating meaningful social critiques. These lessons are invaluable tools for empowering your students to excel in their GCE assessments through the mastery of emotional expression in their communication.
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6 Week SoW on Persuasive/ Transactional Writing & Language Analysis KS3/KS4/ GCSE Language Paper 2
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6 Week SoW on Persuasive/ Transactional Writing & Language Analysis KS3/KS4/ GCSE Language Paper 2

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Introduce an engegaing transactional and persuasive writing unit to your school’s KS3 or KS4 curriculum. Students will explore a range of historic and contemporary non-fiction texts addressing inequality in society in different forms in preparation for a transactional writing assessment. Texts: • Extract from Wild Swans - Jung Chang (1991) • Akala: ‘As I grew up, I became embarrassed by my mother’s whiteness’ – • Ought women not to be abolished altogether? – Clementine Churchill (1912) • Give women the vote – Bertha Brewster (1913) • An Open Letter To My Family Announcing My Resignation From Motherhood – N. Graham (2020) • ‘We must continue to dream big’: an open letter - Serena Williams (2016) • We Should All Be Feminists - Chimamanda Ngozi Adichie (2013) • The deadly truth about a world built for men – from stab vests to car crashes - Caroline Criado-Perez (2019) • To My Old Master - Jourdon Anderson (1865) • Brown is as pretty as white – W. E. B. Du Bois (1914) • 17 million Negroes cannot wait for the hearts of men to change – Jackie Robinson (1958) • An Open Letter To The Man Who Yelled “Go Back To Africa” At Me - Jd Dillard (2019) • Blogs from Americanah – Chimamanda Ngozi Adichie (2013) • I’m no longer engaging with white people on the topic of race – Reni Eddo Lodge (2014) • Why Explore Space? - Ernst Stuhlinger (1970) • Distilling Existence: A Study with Wilson Amunga - Yvonne Adhiambo Owuor & Bernd Hartung (2019) • Kebab Kid, London: ‘Take-away as a cult’ – Jay Rayner (2021) • Extract from Down and Out in Paris and London – Orwell (1933)