{ "id": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "type": "Lesson", "title": "Considering and analysing attitude in non-fiction writing", "description": "

I can make predictions about a writer's attitude through contextual information and then identify and analyse their attitude.

", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing", "slugs": { "keyStage": "ks4", "subject": "english", "course": "english-secondary-ks4-aqa", "unit": "non-fiction-changing-views", "lesson": "aiming-high-in-a-comparative-summary" }, "counts": { "video": 1, "worksheet": 1, "presentation": 1, "quiz": 2, "question": 12 } }, "licence": { "html": "A English lesson by Oak National Academy licenced under the terms of Collection 2 and Open Government Licence (OGL).", "originalHtml": "

Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

", "type": "Oak (Collection 2) - OGL" }, "source": { "url": "https://www.thenational.academy/teachers/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary", "title": "Lesson: Considering and analysing attitude in non-fiction writing | KS4 English | Oak National Academy", "name": "Oak National Academy" }, "items": [ { "type": "Resource", "resourceType": "Presentation", "title": "Considering and analysing attitude in non-fiction writing", "url": "https://docs.google.com/presentation/d/135VuNhgiYN509mSlewdvGUlgnUg6-OlJDc6N4Y37sjk", "documentType": "Google Slides", "id": "04e22629-119b-a9a5-7e00-ac6e325035f5", "studentUrl": "https://oak.quizalize.com/a/aiming-high-in-a-comparative-summary/presentation", "teacherUrl": "https://oak.quizalize.com/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary#presentation", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 568.3984375, "height": 523.125, "width": 930 } }, "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "6f0e5dcf-e7e1-1d63-abca-44ab6755399c", "type": "Content", "contentType": "Details", "content": { "text": "

Key learning points

The writer's attitude is the way that they feel towards a subject.
We might make predictions about a writer's attitude by considering contextual information around the text.
We might analyse the writer's attitude by considering the connotations of their word choices.
We also might analyse the writer's attitude by considering language techniques such as semantic fields.

Common misconception

A writer's attitude will remain the same throughout a non-fiction text.

If a writer is recounting an experience then their attitude may change from the beginning to the end of their text.

Keywords

Attitude - the way someone thinks or feels about a particular thing
Context - background information that can help us understand a text further (e.g. when it was written)
Sensational - causing great public interest and excitement
Candid - truthful and straightforward; frank
Sceptical - not easily convinced; having doubts or reservations

" }, "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing" } }, { "type": "Resource", "resourceType": "Video", "title": "Considering and analysing attitude in non-fiction writing", "url": "https://www.thenational.academy/teachers/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary#slide-deck", "frame": { "pageWidth": 1920, "boundingBox": { "x": 648, "y": 2068.5234375, "height": 532.5, "width": 942 } }, "transcript": "

Hello everyone and welcome to this lesson, considering an analysing attitude in non-fiction writing.

My name's Dr.

Clayton and I'm going to guide you through learning journey today.

For today's lesson, we're going to take two non-fiction texts, which offer an account of an event.

We're going to think about how we consider what the attitude of the writer is towards the event.

Being able to identify an analyse attitude is so important, which helps you unlock how a writer feels about the subject they're writing on, which will then help you determine perhaps how they might want to influence the opinion of the reader.

So if you're ready, grab your pen, laptop, whatever you use for this lesson, and let's get started.

So by the end of the lesson, you'll be able to make predictions about a writer's attitude, so contextual information, then identify and analyse their attitude.

So we have five words today we're gonna be focusing on as our keywords.

They've identified in bold throughout the learning material.

And I've tried to point them out them as well so you can see them being used in context.

So our first keyword is attitude, and this means the way someone thinks or feels about a particular thing.

So we're talk about the writer's attitude, talk about how they feel about subject.

Our second keyword is context, which is background information that helps understand a text further.

So when it was written, for example.

We're gonna take some time to think about what questions we might ask about the contextual information, how that might help us approach a text.

Our third keyword is sensational, which means causing great public interest and excitement.

Now we're thinking about it in terms of text.

So why or how might a writer try to create a text interest the public? Our fourth keyword is candid, which means truthful and straightforward, frank.

We're gonna think about how the contextual information surrounding a text might help us determine how truthful we think it might be.

Our final key word is sceptical, which means not easily convinced, having doubts or reservations.

We're going to apply that to one of our non-fiction texts and they ask you towards the event.

So I'll just give you a moment to write down those keywords and their definitions.

So pause the video, write them down now.

Fantastic.

Let's get started with the lesson.

So we have two learning cycles in our lesson today.

For our first learning cycle, we're going to think about specific questions we might ask about non-fiction texts and the context around them.

In order to predict what we think the right attitude will be.

So predict how we think the writer will feel about a subject.

For our second learning cycle, we're going to identify and analyse what attitude of the writer is towards the event they're describing by zooming on individual word choices and considering the connotations as well as the language techniques they've used.

So as I said, we're going to spend this learning cycle.

Think about how we might use contextual information we've given about a text in order to make a prediction about how the writer feels about a subject.

Now specifically look at non-fiction text.

So look at text that are designed to inform, persuade, or educate.

You might think that informative or factual text, the righteous attitude shouldn't matter, but actually, it's vitally important to consider the attitude of those texts 'cause it influence the information facts and how they're presented to us.

So, before reading a text, you can start making some predictions about a writer's attitude by considering the contextual information.

Now, context is one of our keywords means background information about the writer and the publication of the text.

So you might ask who is writing the text? How might they feel about the subject? So you might make predictions based on age, sex, or experience of the writer and think about how far might influence their attitude, when was the text written? Does this potentially change how the subjects viewed and presented? So in some cases, how a writer feels about subject might be influenced by the social, cultural, political norms of the time.

What form is the text? How might this impact the attitude? So by form we mean whether it's a letter, an informative article speech, a personal essay, or an opinion piece.

And finally, what predictions can we make about the attitude based on the title? So are there any words that stick out to suggesting a certain tone, for example.

So let's put those questions into practise because of the following title information about our first non-fiction text.

So our first text is \"Are We Having Fun Yet?\" by Elizabeth Day.

A journalist's account of attending the Glastonbury Festival in 2005.

So, consider that information you've been given and answer the following questions.

So who is writing the text? How might they feel about the subject? When was the text written? Does this potentially change how the subject is viewed and presented? What form is the text? How might this impact the attitude? And what predictions can we make by the attitude based on the title? So pause video, answer the questions now.

Welcome back everyone.

Let's talk through what you might have said.

So who is writing the text? How might they feel about the subject? So Elizabeth Day is a journalist, she's attending for work rather than pleasure.

So a journalist is writing about an event.

It's like they've been told to do so by the editor, which might suggest the event is not something they personally choose to attend, if they had the choice, which might affect how they feel about the event, if they've been told to go rather than chosen to go.

When was text written? Does this potentially change how the subjects viewed and presented? So it was written in 2005.

So potentially you might think there's more widespread publicity around events.

So potentially the writer may need an attitude to be more extreme to differentiate it.

Think about how widespread and common reviews events are.

Perhaps you might think the writer would need a strong opinion on the event not to make it stand out.

What form is the text? How might this impact the attitude? So it's a newspaper article.

It's designed to be potentially sensational.

Remember that newspapers are trying to get you to read their stories.

Therefore, we might think the writer may have written the text in a way to generate that public interest.

What predictions can we make about the attitude based on the title? So the title seems quite sarcastic.

It's questioning the idea about having fun at the festival, which applies a negative attitude.

It almost feels like a play in the classic are we nearly there yet? Which we have associated being bored with.

So it doesn't give us a particularly positive feeling from the title.

It's important 'cause the title sets the tone for the text.

So now, for a quick check for understanding.

I'd like you to tell me whether the following statement is true or false.

So is it true or false? The fact that Day's article is written in the newspaper is an unimportant contextual detail.

Pause the video, take a few moments to consider.

The correct answer is false, it is an important detail.

Now I'd like you to know why it's important.

So pause the video, take a few moments to consider.

Welcome back everyone.

You might have said, potentially the fact the article appears in the newspaper could influence Day to try to make the story seem more sensational.

So very well done if you've got those right.

Amazing what so far everyone.

The first task of the lesson.

What I'd like you to do is take what we just did with Day's article and apply it to our second non-fiction text, which is \"Greenwich Fair\" by Charles Dickens.

A personal reflection on visiting an annual event in 1839.

So, I'd like to consider that information and answer the following questions.

So who is writing the text? How might they feel about the subject? When was the text written? Does this potentially change how the subject is viewed and presented? What form is the text? How might they impact the attitude? And what predictions can we make about the attitude based on the title? So pause the video, answer the questions now.

Welcome back everyone.

I saw some great work there.

What I'd like us to do is consider Izzy's answers and think about how well they align with your ideas.

So question one, who is writing the text? How might they feel about the subject? And Izzy said that Dickens is the novelist.

So maybe that's just focus on other people and entertainment.

So this idea here is that a novelist is used to think about how other people respond.

I see writer's entertainment of others.

So perhaps attitude will move on that tries to entertain.

When was text written? Does this potentially change how the subject is viewed and presented? So it's written in Victorian England.

So potentially that means its attitude may differ from modern attitudes 'cause there were different expectations of events.

So perhaps you might have different opinions on certain aspects.

It's likely for example, you have a more relaxed attitude towards safety then we would as a modern audience.

Because subtle expectations have changed.

What form is the text? How might they impact the attitude? And easy said it's a personal account.

So that suggest attitude may be more candid.

So perhaps attitude may be more truthful because it was a personal account rather than something that's gonna be published.

What predictions can we make about the attitude based on the title? So title seems very straightforward, potentially suggests something very frank or perhaps informative.

There's no embellishment to the title.

It simply states the name of the event.

So I'd like you to pause the video to see how well is these ideas align with your ideas.

Well, welcome back everyone.

So now we've made some predictions about what we think the attitude of Day and Dickens might be towards their events.

We're going to look at the articles themselves and analyse what their attitudes are.

Amazing work so far everyone, into the second learning cycle.

We're going to read the articles, consider how we can analyse how the writers feel about their subject matter.

So as I said, now we've made some predictions based on the contextual information.

We're going to look at the text themselves.

We're going to focus on Day's \"Are we having fun yet first?\" Now there's a copy of Day's \"Are we having fun yet?\" in the additional materials.

What I'd like you to do is read the article.

So pause the video, read the article now.

Welcome back everyone.

Now we're just gonna take a moment to consider how you feel about the article.

This lesson's all about attitude.

So each take a moment to consider what your attitude towards Day's article is.

How does it make you feel? Pause the video, take a few moments to consider.

Welcome back everyone.

Had some great discussions there.

Now your reaction may have been positive or negative.

Now always remember that how you feel about a text is important.

It helps to unlock that question of why.

Why do I respond in a certain manner? So for example, if you've always wanted to go to Glastonbury, you might feel the Day is being a bit ungrateful to be there and not appreciate it, when other people would love to go.

On other hand, if attending festivals is not something you enjoy, you might respond to Day's article a relief because of someone else who feels the same way that you do.

So, now that we've read Day's article, we're going to think about what attitude towards Glastonbury is.

Before we do that, I want you to take a moment to consider how we might analyse our attitude.

So pause the video, take a few moments to consider.

Welcome back everyone.

Now attitude is all about emotion and how that emotion is conveyed to the reader.

So as like pupil Izzy says, perhaps we could examine the connotations of their word choices as well as their use of language techniques and the effect on the reader.

So now let's have a go at putting that into practise.

Let's consider what Day's attitude towards Glastonbury might be throughout the article.

So I'd like you to begin by thinking about the start of the article.

How does Day feel about Glastonbury at the beginning? Pause the video, take a few moments to consider.

Welcome back everyone.

Now as our pupil Laura says, I think she feels quite sceptical.

So remember this is one of our key words, it means having doubts.

So it sounds if she doesn't know why anyone would enjoy the festival.

So now, I'd like to think about how Day has presented the attitude to the reader? So which words give you the impression that Day is sceptical of Glastonbury? Why'd they give you that impression? Pause the video, take a few moments to consider.

Welcome back everyone.

Let's talk through what you might have said.

So you might have picked up on the colour imagery at the start of the text.

I found the quotations tea-colored and dark brown mud.

'Cause of how the brown colour creates an unattractive, off put colour imagery that wouldn't make the reader feel energised or happy to read it.

You also might have picked up on Daisy's hyperbole and how the phrase is near devastation and survivors of terrible natural disaster use exaggeration show how far removed the festival is from a pleasant experience.

So, we might say that Day begins the article with a sceptical attitude towards the festival.

Now I'd like to think about what our attitude towards the festival is, as we progress through the text.

So what attitude does Day have in the middle of the article? Pause the video, take a few moments to consider.

Welcome back everyone.

As like pupil Sophia says, you might have thought that Day's attitude changes to become one of pleasant surprise.

What I'd like you to think about now is which words give you that impression? Why? Pause the video.

Take a few moments to consider.

Welcome back everyone.

Let's talk through what you might have said.

So, you might have noticed the change of pathetic fallacy in the text.

So Day says the rain had given way to an overcast sky.

Now we associate rain with sadness, so it mimics the action of tears falling.

So the fact it stopped raining, it's merely cloudy could represent our Day's emotions are becoming more positive.

You also might have considered how Day plays in stereotypes of behaviour to just a polite gentleness about the people attending Glastonbury by calling them well-spoken degree students sipping pimms, which just the people are intelligent and polite.

So, we can see Day's attitudes starting to become more positive as the article progresses.

What I'd like you to think about now is what is the attitude towards the end of the article? Pause the video, take a few moments to consider.

Welcome back everyone.

Now as the our pupil Sam says, it feels the attitude has shifted to one of reluctant admiration and positive feelings towards the festival.

So, now I'd like to tell you which words give us that impression and why? What's changed since the beginning of the article? Pause the video.

Take a few moments to consider.

Welcome back everyone.

Let's talk through what you might have said.

So you might have noticed the colour imagery has shifted rather than the brown imagery at the beginning of the article.

We now have the image of a man wearing huge pink Afro-wig and pink offers an pleasant, warm, positive connotations.

We also might think of the final line, \"In fact, it's almost nice, this Glastonbury thing.\" But we can see she used the word \"nice,\" just a positive feeling, but also used \"almost\" and \"thing\" to imply that she feels reluctantly positive about it.

Now I'm going to ask you to write a summary of an analysis for the final task of the lesson.

So let's take a look at example of one now.

So we might summarise Day's attitude towards Glastonbury like this.

Day's initial attitude towards Glastonbury feels sceptical.

The reference is a tea-colored and dark brown mud creates off-putting visual imagery, which coupled the exaggerated scenes of near destruction creates an unappealing image of Glastonbury.

However, towards the end of the article, we can see his attitude shifting towards reluctant admiration through the change to positive, affirming pink colours.

And her admission is \"almost nice.\" So here we've offered statements about Day's attitude and the shift in her attitude throughout the article.

We've embedded quotations as evidence.

We've analysed those quotations to link to our point about the attitude.

So keep all of those things in mind for the final task.

Now, for a quick check for understanding.

I'd like you to tell me whether the following statement is true or false.

So is it true or false? That Day's attitude towards Glastonbury shifts throughout the article.

Pause the video, make your selection now.

The correct answer is true.

Now I'd like you to tell me why it's true.

So pause the video, take a few moments to consider.

Welcome back everyone.

You might have said that Day's attitude arguably being a sceptical and then appears to change one of reluctant admiration at the end of the article.

So very well done if you've got those right.

So now that we've looked at our first non-fiction article, let's take a moment to think about our second one.

So our second non-fiction article is Dickens' \"Greenwich Fair.\" There's a copy of Dickens' \"Greenwich Fair\" in the additional materials.

What I'd like you to do is read the article.

So pause the video, read the article now.

Welcome back everyone.

Now as before, I want you to take a moment to think about what your attitude towards Dickens' article is.

How does it make you feel to read it? Pause the video, take a few moments to consider.

Welcome back everyone.

It was great to see people recognising that Dickens' article made you feel quite differently to Day's article.

I think that really comes down to the fact that both writers have a different attitude and that affects how we react to the articles, which hopefully I think shows you just how important the writer's attitude is.

So just as before, we now want to consider what Dickens' attitude towards the fair is throughout the text.

So pause the video, take a few moments to consider how Dickens feels about the fair.

Welcome back everyone.

As I said, it's great that people notice how different Dickens' attitude seems to be from Day's.

Because while Day's attitude seems to be sceptical, she feels quite moved from the event.

Dickens in the other hand shows a sense of overwhelmed excitement of being immersed in the fair throughout the text.

So now we want to consider how Dickens has created that effect.

So which words from the text would you choose to show this attitude of overwhelmed excitement? Pause the video.

Take a few moments to consider.

Welcome back everyone.

Now there are many words you could have chosen.

So don't worry if picked different words, these just some of the things you might have said.

So you might have thought that he opens with bustle, crammed and crowded.

He describes the crowd as rushing, shouting and screaming.

And he used the phrase ringing of the bells.

So now I'd like to think about those words and think about how they create the sense of overwhelmed excitement.

So pause the video, take a few moments to consider.

Welcome back everyone.

Let's talk through what you might have said.

So by opening with bustle, crammed and crowded, Dickens creates a semantic field of chaos, which is the popularity of the fair being swept along with the crowd.

By describing the crowd as rushing, shouting and screaming.

Dickens creates a sense of noise, enjoyment, and movement that shows excitement and joy.

And by referencing the \"ringing of the bells,\" Dickens using a phrase like connotations of joy, nostalgia, and celebration.

Well think of bells ringing out on a wedding day, for example.

So now for a quick check for understanding.

Which interpretation of the hectic adjectives such as crammed and crowded is the most relevant to Dickens' text.

So Laura said, I think the hectic adjectives create an unsafe atmosphere and apply that Dickens' attitude is one of fear and trepidation.

And Sophia said, I think the hectic adjectives create a chaotic atmosphere that hints at the popularity of the fair and the excitement of the crowd.

So pause the video.

Take a few moments to consider.

Welcome back everyone.

Now we might potentially think of crammed and crowded as creating this unsafe environment.

However, I don't think we could say we get that sense in the rest of the article.

So therefore, Sophia's said these adjectives create a chaotic atmosphere, hence the popularity of the fair and the excitement of the crowd is more relevant.

So very well done if you got that right.

Fantastic work everyone.

We are at the final task of the lesson.

So I'd like you to use your notes to write a summary of Dickens' attitude towards the fair.

So just remind our notes were that bustle, crowd and crammed created this semantic feel of chaos which shows a popular event.

The description of the crowd was rushing, screaming, and shouting, shows a sense of joyful excitement and noise.

And I referenced the ring of the bells as connotations of joy, nostalgia, and celebration.

Now, when you're writing a summary, remember to make a clear statement of Dickens' attitude to embed quotas evidence, and to explain how the quotations demonstrate your point.

So pause the video, write your summary now.

Welcome back everyone.

So some fantastic work there.

Now what I'd like you to do is read Sophia's summary of Dickens' attitude and give Sophia what went well and an even better if.

So Sophia wrote Dickens' attitude towards Greenwich Fair is one of overwhelmed excitement.

He implies the fair is incredibly popular that everyone has swept up in the momentum and noise of the crowd.

Furthermore, he creates sensation of joyous celebratory event.

So, pause the video.

Gives Sophia what went well and an even better if.

Welcome back everyone.

You might have said that what went well Sophia has stated Dickens' attitude and made some relevant points.

An even better if might be that Sophia hasn't included quotations and explained how they relate to a point.

Quotations are the foundation of our analysis 'cause they provide evidence from the text.

So, how can we rewrite Sophia's summary to include quotations as evidence? Pause the video, take a few moments to consider.

Welcome back everyone.

Now we might rewrite it too.

Dickens' attitude towards Greenwich Fair is one of overwhelmed excitement.

By opening with images of the bustle and crammed nature of the crowd.

Dickens applies, the fair is incredibly popular and that everyone has swept up with the momentum and noise of the crowd.

Furthermore, the ringing of the bells creates a sense of joyous celebration, which feeds into attitude of excitement and happiness.

So, now we've include our quotations evidence for Sophia's points, I'd like you to give your own answer at what went well and an even better if and make any necessary additions or changes.

So pause the video, read back through your own answer now.

Welcome back everyone.

Now it's always a good idea to pause after you've read some writing, reflect on what went well and what could be improved as that will help you grow and develop your writing.

You all did amazingly well everyone.

Here's a summary of what we covered.

The writer's attitude is the way they feel towards the subject.

We might make predictions about a writer's attitude by considering contextual information around the text.

We might analyse the writer's attitude by considering the connotations of their word choices.

We also might analyse the writer's attitude by considering language techniques such semantic fields and pathetic fallacy.

Now, I really hope you enjoyed the lesson everyone.

I hope to see you for another lesson soon.

Goodbye.

(mouse clicks).

", "id": "28090307-7ee1-37a4-2121-c6a20b94d52c", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing" }, "teacherUrl": "https://oak.quizalize.com/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary#video", "studentUrl": "https://oak.quizalize.com/a/aiming-high-in-a-comparative-summary/video" }, { "type": "Resource", "resourceType": "Worksheet", "title": "Considering and analysing attitude in non-fiction writing", "url": "https://docs.google.com/presentation/d/1msyW3Q8DUzUJwOdPnmCUEqOYMeIJgLjdCqm5ZEkI1G0", "documentType": "Google Slides", "id": "da00c7af-fec3-b3b4-cc05-f1bcbe8b156e", "studentUrl": "https://oak.quizalize.com/a/aiming-high-in-a-comparative-summary/worksheet", "teacherUrl": "https://oak.quizalize.com/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary#worksheet", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 705.0234375, "height": 1395, "width": 930 } }, "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "3813022d-c8be-1e8e-5376-6f791f0a4b94", "type": "Resource", "resourceType": "Quiz", "title": "Considering and analysing attitude in non-fiction writing", "quizType": "Starter quiz", "items": [ { "type": "Question", "question": { "text": "Charles Dickens wrote his account of Greenwich Fair in 1839, as such it is an example of ..." }, "questionType": "Multiple choice", "correct": [ { "text": "Victorian literature" } ], "choices": [ { "text": "Victorian literature" }, { "text": "Elizabethan literature" }, { "text": "Jacobean literature" }, { "text": "Shakespearean literature" } ], "id": "77b8cbee-2646-c95f-0fbc-6adc77436482", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "'The way someone thinks or feels about a particular thing' is the definition of which word beginning with 'a'?" }, "questionType": "Short answer", "correct": [ { "text": "attitude" } ], "id": "af76b457-814c-ec1d-7223-86caaeba018e", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "Which of the following is the definition of 'pathetic fallacy'?" }, "questionType": "Multiple choice", "correct": [ { "text": "attribution of human emotions to non-human things" } ], "choices": [ { "text": "attribution of human emotions to non-human things" }, { "text": "attribution of human characteristics to non-human things" }, { "text": "the use of images, words or nouns to represent abstract ideas or qualities" } ], "id": "3c331626-5aa2-ec5b-3469-e3438bc5e53c", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "What is being described here: 'the words, ideas, feelings or concepts we associate with a word or symbol.'?" }, "questionType": "Short answer", "correct": [ { "text": "connotations" }, { "text": "connotation" }, { "text": "a connotation" } ], "id": "3cca08e5-8013-67b1-83a7-964b37f3962a", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "Which of the following might be connotations of the colour pink?" }, "questionType": "Multiple choice", "correct": [ { "text": "happiness" }, { "text": "warmth" } ], "choices": [ { "text": "happiness" }, { "text": "anger" }, { "text": "disgust" }, { "text": "warmth" } ], "id": "dc02863c-f48a-217c-ee59-6149340525a9", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "Which of the options below could be useful synonyms for 'this suggests'?" }, "questionType": "Multiple choice", "correct": [ { "text": "this implies" }, { "text": "this illustrates" }, { "text": "this hints at" } ], "choices": [ { "text": "this implies" }, { "text": "this illustrates" }, { "text": "this confirms" }, { "text": "this concludes" }, { "text": "this hints at" } ], "id": "3ca8d55b-8f39-a314-9bbd-3ea1c70f4eb8", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" } ], "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing" } }, { "id": "9ca7da3d-527f-e844-e171-072d73e33eba", "type": "Resource", "resourceType": "Quiz", "title": "Considering and analysing attitude in non-fiction writing", "quizType": "Exit quiz", "items": [ { "type": "Question", "question": { "text": "In Dickens' 'Greenwich Fair', Dickens' attitude might be described as which of the following?" }, "questionType": "Multiple choice", "correct": [ { "text": "excited" }, { "text": "overwhelmed" } ], "choices": [ { "text": "sceptical" }, { "text": "excited" }, { "text": "hesitant" }, { "text": "overwhelmed" } ], "id": "02b1f52d-31e1-00cf-7cab-b47ef6dbd706", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "'Causing great public interest and excitement' is the definition of which word beginning with 's'?" }, "questionType": "Short answer", "correct": [ { "text": "sensational" } ], "id": "cb5d19e3-ea4b-a01e-2246-990b03610701", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "The contextual information we have about Day's 'Are we having fun yet?' is that it's a journalist’s account of attending the Glastonbury festival in 2005. What inferences might we make from this?" }, "questionType": "Multiple choice", "correct": [ { "text": "Day is attending for work rather than pleasure." }, { "text": "Day's account could be sensational in nature." } ], "choices": [ { "text": "Day is attending for work rather than pleasure." }, { "text": "Day is extremely excited to attend the festival." }, { "text": "Day's account could be sensational in nature." }, { "text": "The title suggests an informative article." } ], "id": "19e89754-7398-bcbd-dd10-bbac92fed438", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "By opening 'Are we having fun yet?' with repeated references to the colour 'brown', Day arguably creates ______ atmosphere." }, "questionType": "Multiple choice", "correct": [ { "text": "an unappealing" }, { "text": "an off-putting" } ], "choices": [ { "text": "an unappealing" }, { "text": "a joyous" }, { "text": "an off-putting" }, { "text": "an energising" } ], "id": "db7939e8-2f75-6fc9-ee8c-de09cac23811", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "'Truthful and straightforward; frank' is the definition of which word beginning with 'c'?" }, "questionType": "Short answer", "correct": [ { "text": "candid" } ], "id": "ef6df69e-ed9c-8bdf-433b-fce02addb176", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" }, { "type": "Question", "question": { "text": "'Not easily convinced; having doubts or reservations' is the definition of which word beginning with 's'?" }, "questionType": "Short answer", "correct": [ { "text": "sceptical" } ], "id": "08e4b930-f8d0-afd0-4c7a-f9152fb33475", "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb" } ], "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing" } }, { "id": "388259e4-1a7d-1265-e8c3-704e0cad463b", "type": "Content", "contentType": "Additional material", "content": { "text": "

We're sorry, but preview is not currently available. Download to see additional material.

", "download": { "src": "https://www.thenational.academy/teachers/programmes/english-secondary-ks4-aqa/units/non-fiction-changing-views/lessons/aiming-high-in-a-comparative-summary/downloads?preselected=additional+material" } }, "lessonId": "adc4b2c1-eebf-a169-3516-6199ff8a8ffb", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 10", "topic": null, "unit": "Non-fiction: changing views", "lessonCount": "18", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Considering and analysing attitude in non-fiction writing" } } ] }