1. Learning Objective: To REVISE how to vary sentence types and punctuation for effect. Learning Outcome: To write persuasively using a variety of sentence openers.

2. Describing Kevin Obnoxious Unpleasant Annoying
Describing Kevin
Obnoxious
Unpleasant
Annoying
Using the words above, write three sentences about the way teenagers are often viewed.

3. Assessment Objectives AO5 and AO6
What the exam board say
What it means
AO5
AO6
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.  
- Organize information and ideas, using structural and grammatical features to support coherence and cohesion of texts
Clear understanding of audience, why you are writing and the form you are writing.
Organized paragraphs for effect. Detailed information in paragraphs.
Ambitious words and
different sentence structures are used confidently. Spelling is accurate and punctuation is accurate, controlled and sophisticated.
Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation

4. There are three types of sentences, can you name them?
Sentence Types
There are three types of sentences, can you name them?
Simple
Compound
Complex

5. Simple sentences
A simple sentence has a subject and a verb.
Teenagers are annoying.
Teenagers are moaners.
Why do teenagers think they own the world?
Write down one simple sentence of your own disagreeing with this viewpoint.

6. Write down one compound sentence of your own in support of teenagers.
Compound sentences
A compound sentence is when two simple sentences are joined by a connective/conjunction, normally ‘for’, ‘and’, ‘but’, ‘yet’ or ‘so’.
Young people are meant to be happy but teenagers moan all the time.
Thirteen year olds are grumpy so it’s safer not to approach them!
Teenagers are messy creatures and their bedrooms are like rubbish tips!
Write down one compound sentence of your own in support of teenagers.

7. Complex Sentences
These are formed when you join a main clause and a subordinate clause together.
Main clause – has a subject and a verb and makes sense on its own.
Subordinate clause – does not make sense on its own.

8. The subordinate clause can be put before the main clause:
Because they are thirteen, the pupils are very annoying.
Or in the middle of the main clause:
The teenagers, who were all spoiled brats, groaned when they were told to pick up the litter.
Now, create two complex sentences of your own in support of teenagers.

9. Varying sentence starters
To make your writing stand out, it is important that you vary the way you start sentences.
You can do this in a number of ways:
Use verbs (ing words)
Use adverbs (ly words)

10. Using verb starters A verb is a doing or a being word.
E.g: run, dance, skip, walk, talk, believe, hope, love, think, dream, scream, worry, laugh, choke, wave, giggle, stroll, whistle, shuffle, crawl, write, drink, eat…
Using verbs to start some sentences is a great way of adding variety to your sentences. E.g.
Texting their friends is an obsessional habit for the youth of today!
Think about it, teenagers have nothing to moan about!
Write down one sentence of your own, in support of teenagers, using a verb starter.

11. Colons – Two dots on top of each other :
There are three uses for a colon.
A colon can also be used to introduce a list.
The contents of his room included the following: a half-eaten sandwich, a week’s worth of washing and something unrecognisable under his bed!
A colon can be used before a summary.
To summarise: teenagers are ungrateful, unruly and downright obnoxious!
A colon can be used before a statement of fact.
There is one ruler in our house: Kevin the teenager!
Now, write your own sentence in support of teenagers, using a colon.

12. Semi-colons;
Two uses
To link two separate sentences that are closely related, in place of a connective.
The teenager was speeding and the cat didn’t stand a chance.
This can be changed to:
The teenager was speeding; the cat didn’t stand a chance.
Separate words or items in a long, complicated list.
She enjoyed herself this weekend: she went shopping for clothes; she looked at her Justin Bieber posters; she texted her friends for six hours and she refused to do the dishes.
Now, write your own sentence in support of teenagers using a semi-colon.

13. Who do you think she is speaking to? (audience)
Opening of a speech by a parent of a teenager.
Greetings fellow sufferers,
Are your instructions regularly ignored? Is a bedroom in your own home completely out of bounds to you? If you answered yes to these questions, then like me, you must be a parent to a child of 13 or over! I’m here today to talk about the trouble with bringing up teenagers.
Attempting to communicate with teenagers can be a dangerous business; my son Jamie is particularly troublesome. Up until he was 12 years and 364 days old, he was an absolute delight. However, Jamie turned 13 and transformed into a moody, monotone teenager spending hours on his mobile texting his friends, while barely speaking two words to the people who feed and clothe him! But hey, we’re just his parents, why should we expect anything else?
Who do you think she is speaking to? (audience)
What is she hoping to achieve? (purpose)
Which techniques can you spot?

14. Is this a fair representation of teenagers?
Are all teenagers like Kevin?
Q and A – I will write down on board some of the good things teenagers do.

15. Your turn Write a response in support of teenagers. SUCCESS CRITERIA
A variety of sentences and sentence openers;
Varied, ambitious punctuation;
Rhetorical questions
SS: Greetings fellow teenagers….
SS: Are you sick and tired of being blamed for everything?