Guilty/Not guilty
Teacher Anne Girven, Gillian Bertram
| YEAR
|
LEVEL
|
DURATION
|
| 7-8
|
4
|
4 weeks
|
| Achievement Objective Being Assessed
|
Learning Outcomes
|
| Transactional Writing
|
Write an argument on an issue, expressing and explaining a point of view, in a range of authentic contexts, organising and linking ideas logically and making language choices appropriate to the audience.
|
| Processes
|
| Exploring Language
|
Identify, discuss and use the conventions, structures, and language features of arguments/persuasive texts.
|
| Thinking Critically
|
Discuss and convey meanings in arguments, exploring relevant experiences and other points of view.
|
| Processing Information
|
Gather, select, record, interpret, and present coherent, structured information from a variety of sources.
|
| Supporting Achievement Objective
|
Learning Outcomes
|
| Interpersonal Listening
|
Listen to and interact with others to clarify understanding of an argument, information, ideas, and opinions, contribute in one-to-one, small group, and / or class discussion.
|
| Interpersonal Speaking
|
Talk coherently in small and large groups about experiences, events, information, ideas, and opinions, organising arguments effectively, questioning and supporting others.
|
Teacher background reading
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Throughout this unit the reading programme should support the development of reading and writing arguments. Students will become aware of the text features and identify and discuss issues. It is suggested that the reading and writing of arguments be integrated with an area currently being studied
Focus on:
- the purpose of the text
- the power of the text
- evidence of
fact_opinion (RTF 8KB)
and the difference between the two
- language features of an argument evident in the text.
Introduce the concept of an argument
.
Identify what an argument is.
Discuss/brainstorm with students:
- what is an argument? (record ideas)
- why do we have arguments? (To persuade people, change view point, let off steam, debate
and discuss issues.) Record answers.
- where do arguments happen in our daily lives?
Learning task 1
Learning task 2
Assessment
Assessment Task
Teacher to discuss with students the progress indicators (see Assessment schedule) for writing the argument.
- Students will choose a topic they feel strongly about that is relevant to them or one that is related to the current theme/curriculum area.
- With a partner discuss their viewpoints and opinions. Consider - Who will be my audience?
- Students brainstorm and plan their argument.
- Discuss with their partner suggestions for change to make the argument more effective.
- Students write their draft argument.
- Edit and proofread.
- Read and share with a partner.
National Exemplar Project: Transactional Writing - Argument
assessment (RTF 12KB)
self_assessment (RTF 247KB)
RESOURCES
Electronic
Print
-
- Should Animals Be Kept in Zoos? - with supporting articles - Part 1 No. 4 1998
- Remembering the A-Bomb - with supporting article - Part 3 No. 2 1986
-
Is that a softdrink bottle you are wearing? - Part 4 No. 1 1999
could lead to arguments about recycling, using renewable or exhaustible resources, etc.
- War - Who wants to remember it? With supporting recount - Part 4 No. 2 1997
- Shifting sands - Part 4 No. 2 1996 Issues of erosion and recreational "needs" of humans.
-
A fishy question - Part 3 No. 3 1995
Information to support the arguments for and against the introduction of grass
-
Future thinkers - Part 4 No. 2 2000
Could be used to generate arguments about schools in the present and in the future
-
Tattoo - or Not? - Part 4 No. 1 1992
Issues surrounding a young man's decision whether to have a tattoo. Good identification of the pros and cons.
-
The Motorway Debate - Part 4 No. 1 1992
The issues of motorways are discussed putting forward the opinions of people who support motorway use and those who don't. Not a discussion per se but a good outline of issues involved from both sides.
FOLLOW UP
Assessment Resource Bank: other issues for discussion:
