LESSON OUTCOME Plan a persuasive text effectively by sequencing and structuring information, ideas and events.

1. LEARNING OBJECTIVE Present a case persuasively, making selective use of evidence, using appropriate theoretical devices and anticipating responses and objections. LESSON OUTCOME Plan a persuasive text effectively by sequencing and structuring information, ideas and events.

2. Age spots • Dilated blood vessels • Skin to look older • Sunburn can cause: • Freckles • Wrinkles • Skin cancers Overexposure to sunlight can result in painful, red, sunburnt skin. The greatest sun damage occurs between 10am and 4pm, when the sun’s rays are strongest. Even on cloudy days sunscreen should be used. Sun protection is also important in the winter. Snow reflects up to 80% of the sun’s rays, causing sunburn and damage to uncovered skin. Winter sports in the mountains increase the risk of sun damage because there is less atmosphere to block the sun’s rays. • SUN SCREENS • Absorb, reflect or scatter the sun’s rays on the skin. • Come as ointments, creams, gels, lotions, sprays and wax sticks. • Are labelled with SPF numbers. • The higher the SPF, the greater the protection from sunburn. • “Broad-spectrum” reflect both UVA and UVB rays. • Are not perfect – avoid peak sun hours and dress sensibly. • TIPS FOR SUN PROTECTION • Use a broad-spectrum sunscreen with an SPF of at least 15. • Use a water-resistant sunscreen if going in water. • Reapply sunscreen frequently – every 1.5 hours. • Wear a broad-brimmed hat and sunglasses. • Seek shade whenever possible. • Wear protective, tightly-woven clothing. • Avoid peak sunlight hours between 10am and 4pm.

3. Why be active? • The good news is you don’t have to be good at sport to be active. Small changes to your everyday routine, such as walking or cycling to school, increase your activity and help you to feel and look good. Activities like dancing and rollerblading are also a great way of increasing your activity and having fun at the same time! As well as having fun, taking part in physical activity is a great way to: • reduce boredom; • meet up with your mates and also meet new people; • unwind from your studies and relieve stress and tension. And there are also lots of benefits to your health: weight control; helping you to breathe more easily, which is especially important if you have asthma; building stronger bones. Exercise and fitness are part of looking good, feeling great and being healthy. Playing sport or keeping fit will help give you the confidence to feel good about your body and the way that you look, and help you study at school. In spite of the stereotype of the lazy teenager, our survey shows that most of you would like to be fitter. Looking good, feeling great!

4. You can do it! So, take up a sport that you think you might enjoy – some will choose a sport where they will play in a team, others will prefer to compete against their own personal best. There are also many alternative sports that mix teamwork and individual performance, such as kick-boxing or kendo. The type of activity is less important than ensuring that you are enjoying some form of exercise some of the time. How often should I exercise? Most people your age are physically active for about half an hour a day, most days of the week. This may sound good, but it’s not enough to get the full health benefit. You should be aiming for one hour of moderate intensity activity each day. Moderate intensity activity makes you feel warm and breathe more heavily than usual. More vigorous activity is fine as long as you feel okay and are still able to talk. This is known as your comfort zone. If you are unable to do this, you are probably working at too high an intensity. You don’t have to do one hour of activity all in one go. You can build up over the day. Every little bit counts, but try to include some activity that is non-stop for 10–15 minutes – this would really help your heart health.

5. Task: • Write a leaflet persuading teenagers to use sunscreen • when they go out in the sun. The leaflet will be • displayed in school libraries and used in PSHE lessons to • encourage teenagers to be safe in the sun. • Important features of your writing for your task: • Include some information selected from the sunscreen • fact sheet. • Organise related information together in paragraphs. • Suggest actions to take and give examples to make • your points clear. • Address the reader/audience directly (you/your). • Write mainly in the present tense. • Start with a clear introduction and finish with a • conclusion linked to the title or opening. • Task: • Write a leafletpersuadingteenagers to use sunscreen • when they go out in the sun. The leaflet will be • displayed in school libraries and used in PSHE lessons to • encourage teenagers to be safe in the sun. • Important features of your writing for your task: • Include some information selected from the sunscreen • fact sheet. • Organise related information together in paragraphs. • Suggest actions to take and give examples to make • your points clear. • Address the reader/audience directly (you/your). • Write mainly in the present tense. • Start with a clear introduction and finish with a • conclusion linked to the title or opening.

6. LEARNING OBJECTIVE Be able to select appropriate and effective vocabulary. LESSON OUTCOME Experiment with figurative language in conveying a sense of character

7. Figurative Language Words or phrases that create pictures in the reader’s mind… My best friend like a My best friend is a right Similes, metaphors, personification 

8. Task: • Write about an event involving one of your friends, which clearly shows what sort of person he/she is and which creates a really vivid picture of him/her so that the producers of the TV programme can appreciate his/her potential entertainment value. • Features to include: • Use of past tense for narrative (‘was’ not ‘is’) • Use of present tense for introducing character (‘is’ not ‘was) • Well-chosen detail (good things not bad!) • Dialogue that reveals character (something they’ve said) • Extended noun phrases (use an adjective with each noun) • Figurative language, including similes and metaphors • Task: • Write about an event involving one of your friends, which clearly shows what sort of person he/she is and which creates a really vivid picture of him/her so that the producers of the TV programme can appreciate his/her potential entertainment value. • Features to include: • Use of past tense for narrative (‘was’ not ‘is’) • Use of present tense for introducing character (‘is’ not ‘was) • Well-chosen detail (good things not bad!) • Dialogue that reveals character (something they’ve said) • Extended noun phrases (use an adjective with each noun) • Figurative language, including similes and metaphors

9. My mother always reminds me of a young, inquisitive ostrich. It’s not just that she’s tall, it’s the overall shape created by an elongated, slim upper body and a pair of knotted-string legs separated by a large middle portion. A small head, framed by wispy strands of hair that refuse all attempts at control, and a pair of rather large feet, complete the picture. Her head always seems to be pushed forward, as if trying to get a better look at something. This is because she usually is: her very clear, very blue eyes are short-sighted and she’s always losing her glasses; but it’s also because she takes such an intense interest in just about anything and everything. Some of my friends say that when they first met her they felt like they were under interrogation, but then they came to realise that she was just interested – in them, their families, in what they do, think, everything! “People are absolutely fascinating, Jane! They teach you so much!” She’s really embarrassing to be with, sometimes, because she talks to anyone – and this is why I arrived home last week and found a ‘bag-lady’ drinking tea in our kitchen. “This is Annie – she’s just having a cup of tea while we think about where she could spend the night!” announced my mother in response to the look of horror on my face as I took in the mountain of overflowing carrier bags, and the twitching of my nose as it tried to identify the unfamiliar smell. The over-bright tone, and the way even more strands of hair than usual seemed to have escaped, giving her the look of a dandelion seed-head, made me think that my mother was not really on top of the situation.

10. “I’m just going to help Jane get started on her homework, Annie – won’t be a minute!” she trilled, sounding like one of those really phoney mothers they have in situation comedies on the television, while propelling me very firmly back through the kitchen door and into the living room. “What’s going on?” I demanded as my mother closed the door behind us and collapsed onto the sofa. “Don’t ask!” she said – then proceeded to tell me. Apparently, my mother had arrived home from work to find Annie sitting on our front doorstep, in the rain, surrounded by her collection of bags, and crying. “Well I couldn’t just step over her and ignore her, could I?” pleaded my mother. Which is why she had brought her in for a cup of tea and listened to her tale of woe, which, as far as my mother could make out basically came down to her having nowhere to spend the night – “though she doesn’t seem to have a very secure grip on reality – and her sense of distant past and recent past seems a bit confused, I must admit,” remarked my mother, absentmindedly winding a loose thread around her finger as she tried to make sense of Annie’s rambling tale. “I’ve made all sorts of suggestions and phoned every department I can think of that might have some sort of responsibility for situations like this and, well, I can’t find anybody to take any responsibility. It really is a terrible state of affairs . . . ” Before she could get on her soapbox about social responsibility, I cut in.

11. Are you and your friends the people we’re looking for? • Channel X is looking for a group of friends to spend a week at an outdoor pursuits centre in Scotland. We need people with good personalities who viewers would enjoy watching as they have a go at a range of activities such as orienteering, rock-climbing, canoeing and pot-holing. • Interested? • All you have to do is write to us and tell us a story involving one or more of your • friends, which clearly shows what sort of people they are and which creates a really vivid picture of them. • Some suggestions: • Decide what aspects of your friends’ personalities and behaviour would make television viewers want to watch them. • You should try to think of an incident which really brings out this aspect of your friend’s character. • Create as vivid a picture as you can of your friend by including some, or all, of the following: • – a description of what they look like: physical features, style, physical mannerisms, gait, etc.; • – what they say and how they say it: tone, pace, vocal mannerisms; • – how they think of themselves: self-confidence; • – what other people think and say about them: those who know them well and those who don’t.

12. What can we improve? Finally catching sight of them, Helen thrust her arm into the air like an Olympic shot-putter about to throw, and bellowed to attract their attention. They, and the rest of the audience, turned just in time to see her as she belly-flopped on to the unsuspecting string section tuning up for the overture, having missed her footing as she strode across the corner of the orchestra pit.

13. Ostrich??? Blue eyes Big hips WHAT SHE SAYS Slim WHAT SHE LOOKS LIKE Big feet Tall MY MOTHER Small head Long legs Knotted string! WHAT HAPPENS Pokes forward-wispy hair-dandelion?