Teaching and learning sequence
Arguing a Point: Part B
Author: Belinda Wallace (adapted by Lyn Bareta and Christina Smith)
Last updated: January 2009
What do my students need to learn?
What are my students’ current strengths and learning needs?
Revise the information about your students’ current strengths and needs based on the information gained from the persuasive writing samples. These could be done before the start of Arguing a Point A
. The example scenario describes how one year 11 teacher might have interpreted such results.
Curriculum links
Principles: Which principles underpin your planning in this sequence?
Values: Which values will you model and explore as you teach this sequence?
Key competencies: The following competencies are specifically developed in this unit:
- Using language, symbols, and texts: create texts to record and communicate ideas.
Learning Area: English
- Processes and strategies AO: Which processes and strategies will you want students to use?
- Mode: Reading and Writing
- Levels: level 6
Assessment links
English, level 6: all achievement objectives, writing
Achievement standard: AS90053 (English 1.2): Produce formal writing
. The suggested assessment is formative only because this achievement standard is assessed externally.
What do I need to know and do?
Select from and adapt the teaching and learning tasks below to meet your students’ identified learning needs. You could use the
learning needs questions (Word 20KB)
to help you adapt the sequence to these needs.
Learning tasks
- 1)
Learning task 1: Are you convinced?
Expected time frame:
1-2 lessons
This task involves the students in analysing and discussing examples of persuasive writing from the NZ English exemplars
/NZATE formal writing exemplars.
- 2)
Learning task 2: Analysing the structure of argument texts
Expected time frame:
2-3 lessons
This task involves the students in developing and organising their ideas for written argument texts.
- 3)
Learning task 3: Exploring the language of argument texts
Expected time frame:
2-3 lessons
This task involves the students in examining the language features of effective written argument texts and beginning to select and use these features.
- 4)
Learning task 4: Making your point
Expected time frame:
1 lesson
In this task, the students demonstrate their learning by writing an effective argument text of about 250 words.
What is the impact of the teaching and learning?
Formative assessment: Use the criteria for effective argument that the class developed in Part A of this sequence to provide specific written feedback to students on the effectiveness of their written argument. Ensure that the students understand the aspects of their writing that are strengths and those that they will need to continue working on in their next writing task.
Next steps for learning: Having now identified evidence of students’ learning progress, reflect on how effective your chosen teaching approaches and strategies have been. Plan to build on what worked well and to address any less effective areas.
