KS3 – Viewpoint booklet Term 3 Name:

Lesson 1:
Big Question: How can planning improve my work?
Do Now Task: Should we have phones in school? Complete the table below
giving three positives and negatives for this statement.
Positives Negatives

What do you NEED to include in a letter?

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Language Devices to use Topic of paragraph 1:

List 3: Plan to write a letter
to Mr Jamieson
arguing for or against
using phones in school
Topic of paragraph 2: Topic of paragraph 3:

My viewpoint: Example sentences to use:

Phones are a bad idea in school because…

Did you know phones are responsible for 38% of bad behaviour…
I know my school life wouldn’t have been this same if I couldn’t have my phone…
 Cox Green School
Maidenhead
SL6 3AX
Dear Mr Jamieson

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Lesson 2:
Big Question: Can I reflect on my work?
Do Now Task: Complete the recall quiz
1. What is a viewpoint?
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2. What different forms of writing can you remember?
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3. What is the definition of accumulating?
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4. Write down any language devices you can remember
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5. What is the definition of apathetic?
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Look back at your letter from yesterday. Work through the tasks in green pen.
Pick one paragraph to re-write making improvements based what you need to
improve on. For example: If you didn’t use any short sentences – improve your
paragraph by adding in short sentences.

Green pen: Paragraph improvements:

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Lesson 3:
Big Question: Can I share my viewpoint?
Do Now Task:
In what different ways can someone share their viewpoint?
1.
2.
3.
4.
What different language devices can someone use to help them share their
viewpoint?
1. Rhetorical Questions
2.
3.
4.
Task 2: Below are several statements; in the lines underneath explain why you
agree or disagree with the statement. You must use at least ONE rhetorical
device in each response.

1. Human beings are not responsible for climate change or global warming
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2. Everyone should eat a vegetarian diet
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 3. Zoos are not humane and should be shut down
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4. All children should play a sport
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Task 3: Read through the article below and complete the questions
Eat Right: Live Longer
It has been scientifically proven that the less junk food a person consumes, the longer they are likely to live. So why
isn’t everyone dumping the junk? Jordan McIntyre investigates.
Fast food equals fat
A staple part of twenty-first century British home-life is the weekly takeaway treat: finger-licking burgers, sticky ribs
and crispy chicken wings are, for many, the normal Friday night feast. The average national calorie count in the UK
is a whopping 4500 a day, a key factor in the obesity cases that are soaring. Fast food is packed with fat and obesity
contributes to a range of health issues - most significantly heart disease and depression. So why aren’t we changing
our lifestyles?
Short on time
Families these days are spending less and less time at home during the working week. School commitments, work
meetings and extra curricular activities mean that time is short and fewer people are prepared to put in the effort to
prepare fresh, healthy meals.
And when time is tight, it seems we are even more willing to compromise our waistlines for a little bit of what we
fancy – fast fatty food.
Eat yourself healthy
However, Georgia Thomas of the University of Food says, ‘I am convinced that it is possible to live a busy lifestyle
AND prepare healthy, satisfying meals. It seems that people have simply got out of the habit of cooking. We are
busy people; how do we reward ourselves? You guessed it - food.’ Britain clearly needs to shift the stodge, and fast.

1. What is the writer’s viewpoint on healthy eating?

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2. Highlight any language devices that have been used (eg. Rhetorical questions,
triplets)
3. Do you agree or disagree with the information presented in the article? Why?
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Lesson 4:
Big Question: What do I know about chess?
Directions: Read the following passage and answer the questions that follow. Refer to
the text to check your answers when appropriate.
Chess is called the game of kings. It has
been around for a long time. People have
been playing it for over 500 years. Chess is
based on an even older game from India.
The chess we play today is from Europe.
Chess is a two-player game. One player
White Chess Pieces
uses the white pieces. The other uses the

black pieces. Each piece moves in a special way. One piece is called the king. Each player
has one. The players take turns moving their pieces. If a player lands on a piece, he or she
takes it. The game ends when a player loses his or her king. There are a few more rules, but
those are the basics.
Some people think that chess is more than a game. They think that it makes the mind
stronger. Good chess players use their brains. They take their time. They think about what
will happen next. These skills are useful in life and in chess. Chess is kind of like a work out
for the mind.
You don't always have lots of time to think when playing chess. There is a type of chess with
short time limits. It's called blitz chess. In blitz chess, each player gets ten minutes to use for
the whole game. Your clock runs during your turn. You hit the time clock after your move.
This stops your clock. It also starts the other player's clock. If you run out of time, you lose.
Games of blitz chess are fast-paced.
Chess is not just for people. Computers have been playing chess since the 1970s. At first
they did not play well. They made mistakes. As time went on they grew stronger. In 1997, a
computer beat the best player in the world for the first time. It was a computer called Deep
Blue. Deep Blue was big. It took up a whole room. By 2006 a cell phone could beat the best
players in the world. Chess sure has come a long way. Don't you think so?
1. What is the author's purpose in writing the second paragraph?
a. To explain the rules of chess b. To compare different types of games
c. To talk about game pieces d. To persuade people to play chess
2. Which is not a reason that chess is a good workout for the mind according to the text?
a. Good chess players think about what will happen next. b. Good chess players take a lot of risks.
c. Good chess players take their time. d. Good chess players use their brains.
3. How long have people been playing chess?
a. Over 100 years b. Over 500 years
c. Over 1000 years d. Over 5000 years
4. Where did the game that chess is based on come from?
a. Europe b. America
c. India d. All of these
5. Which best describes the main idea in the fourth paragraph?
a. This paragraph argues that players should think less.
b. This paragraph explains how blitz chess is played.
c. This paragraph explains time clocks work.
d. This paragraph describes many different ways to play chess.
6. How does a game of chess end according to the text?
a. One player takes all of the other player's pieces. b. One player makes it to the end of the board.
c. One player becomes king. d. One player loses his or her king.
7. Which happened first?
a. Computers did not play chess well. b. Deep Blue won an important game.
c. Cell phones got good at playing chess. d. Deep Blue took up a whole room.
8. How is blitz chess different from regular chess?
a. Each player has two kings. b. Players are blindfolded.
c. Players only have ten minutes to play. d. Players start from a random position.
9. If it's your turn in blitz chess, what happens when you hit the clock?
a. Both your clock and the other person's clock keep running.
b. The other person's clock stops running and yours starts.
c. Both clocks stop running.
d. Your clock stops running and the other person's clock begins.
10. When did a computer first beat a strong human player in chess?
a. 2006 b. 1997
c. 1970 d. 1976
Extended Response
How might playing chess be good for people? Refer to the text in your answer.

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Why might blitz chess be more challenging to play than regular chess? Use text to support
your answer.
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How have computer chess programs changed over time? Use the text in your answer.

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Lesson 5:
Big Question: What do I need to know about writing a persuasive speech?
Do Now Task:

Who are these people? What do they have in common?

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Task 1: You are going to be planning a speech to persuade people to vote for
you to the next Head boy/girl of Cox Green School.
In your speech you must address your viewpoint on climate change, school
uniform, and meals provided within the school canteen.
Firstly, you need to write down your viewpoint and ideas about each of those
topics.
Climate Change:
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School Uniform:
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Meals in the Canteen:
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Secondly, you need to think about what language devices you would use in your
speech. Use the example below to help you think about some of the sentences
you may use in your speech.
Language Device Sentence Paragraph to
include it in
Rhetorical Question How can we make a change to the planet? 1

Anecdote

We can make change, We can make an impact, We

can make a difference

Lastly, write down two sentences to explain what you want your overall
message to your audience to be.
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Lesson 6:
Big Question: Can I write my first draft of a persuasive speech?
Do Now Task: How many words can you make in 5 minutes? Write them below

N R I

T U I

N O T
Today’s task: Use your plans from yesterday’s lesson to map out your ideas into
the boxes below

Paragraph 1 – Who are you and why are you making this speech?

Paragraph 2 – What is your first point?

Paragraph 3 – What is your next point?

Paragraph 4 – What is your third point?

What is the final point that you want your listeners to hear from you?
 Time to check over your plan. Have you included:
- A Clear viewpoint and explanation of the three
topics (Climate change, school uniform, school
meals)
- A range of rhetorical devices (rhetorical
questions, triplets, direct address)
- A range of punctuation (! ? ; : , .)
- Correct spelling and punctuation
- Any short sentences
Lesson 7:
Big Question: Can I write a final copy of my persuasive speech?
Do Now Task: Read over the speech below.
Highlight any: Language devices
Punctuation
Anywhere the writer shares a clear viewpoint
Any short sentences

Model Paragraph from a speech:

I am William Wallace. And I see a whole army of my countrymen, here in
defiance of tyranny! You have come to fight as free men. And free men you are!
What will you do without freedom? Will you fight? Yes! Fight and you may die.
Run and you will live at least awhile. And dying in your bed many years from
now, would you be willing to trade all the days from this day to that for one
chance, just one chance, to come back here as young men and tell our enemies
that they may take our lives but they will never take our freedom!
You now have the rest of the lesson to write up your speech. Use all of the
planning from the last two lessons to help you write your final draft on the
next page. This is an assessed piece of work and should be completed in test
conditions.
My Speech to persuade people to vote for me for the next Head girl/boy of Cox
Green School
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