Transcript Beach safety teaching

Beach Safety
Monday, 13 April 2015
All passages:
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Number the paragraphs
Look up ALL words you do not understand. (These will usually
be the interesting ones!).
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Consider the balance between FACT and opinion in any
passage.
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Annotate onto your text any presentation devices that have
been used.
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(Extension: annotate the intended effect of the presentation device
on the reader.)
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15 minutes today. Generally HWK…
Activities to engage: Speed and
accuracy.
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In your yellow books, answer the following questions. 10
minutes. Work on your own, as though this were an exam.
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Find and highlight five facts in one colour and five opinions in
another colour.
What does RNLI stand for?
What should you do if you are caught in a rip? List three things.
(3 marks)
What should surfboarders never do? (2 marks)
In your own words, explain what happened to Carolyne Yard
and her family, as described in the leaflet. (4 marks)
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How does the leaflet persuade the
reader to donate to the RNLI?
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Discuss with your table group.
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Develop a composite answer – PEE – to
feedback to the class.
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Which answer is best: WHY?
Look again and we will discuss
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Who the audience is and how we know;
Why this form has been chosen and how
presentation devices contribute to the
effectiveness;
What the purpose of the leaflet is and how
we know.
IN 3s – a task
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, produce an article for the national TV news
teaching the audience to be safe ‘On the Beach’.
Use the material here, not your imagination…
Roles:
Reporter
RNLI lifeguard
Beach-goer who has been rescued in the past
Perform and…
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…peer-assess each others’ performances
awarding a star and window.
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Focus on to what extent the information in
the text was included and whether the
purpose was made clear.