Arguing a Point: Part B

Learning task 1: Are you convinced?

Dimension of effective practice	Learning task	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.	Before you start: Work with the students to complete Part A of this teaching and learning sequence. Teaching and learning purposes To support students in developing an understanding of: the features of an effective argument text the performance and achievement criteria for the achievement and unit standards.
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Teaching and learning 1. Choose three or four samples of persuasive writing from the NZ English exemplars or NZATE formal writing exemplars. Hand out the samples to your students (one sample each). Ask the students to read the text and highlight: the topic of the text the writer’s argument or viewpoint the reasons they give for holding their belief some effective features of the text some ways in which the writing could be improved. When the students have completed their task individually, group them with other students who have the same text to discuss and compare their responses. 2. Ask each group to present their text and their responses to the class. Alternatively, regroup the students with others who have looked at different texts and ask each student to describe the text and their responses to the rest of their group. 3. Distribute all of the persuasive writing samples so that every student has a copy of each sample. Working in groups or individually, the students evaluate the samples according to the achievement criteria (PDF 19KB) and the performance criteria of NCEA Achievement Standard AS90053. 4. As a class, discuss all of the groups’ ideas. If relevant, refer to the assessors’ feedback on the exemplars and discuss their evaluations. 5. If appropriate for your students, ask them to evaluate their own or a classmate’s writing according to the criteria discussed above. In pairs or small groups, get them to discuss ways to improve the writing.

Learning task

What to notice

Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.

Before you start: Work with the students to complete Part A of this teaching and learning sequence.

Teaching and learning purposes
To support students in developing an understanding of:

the features of an effective argument text
the performance and achievement criteria for the achievement and unit standards.

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Teaching and learning

1. Choose three or four samples of persuasive writing from the NZ English exemplars or NZATE formal writing exemplars. Hand out the samples to your students (one sample each). Ask the students to read the text and highlight:

the topic of the text
the writer’s argument or viewpoint
the reasons they give for holding their belief
some effective features of the text
some ways in which the writing could be improved.

When the students have completed their task individually, group them with other students who have the same text to discuss and compare their responses.

2. Ask each group to present their text and their responses to the class. Alternatively, regroup the students with others who have looked at different texts and ask each student to describe the text and their responses to the rest of their group.

3. Distribute all of the persuasive writing samples so that every student has a copy of each sample. Working in groups or individually, the students evaluate the samples according to the achievement criteria (PDF 19KB) and the performance criteria of NCEA Achievement Standard AS90053.

4. As a class, discuss all of the groups’ ideas. If relevant, refer to the assessors’ feedback on the exemplars and discuss their evaluations.

5. If appropriate for your students, ask them to evaluate their own or a classmate’s writing according to the criteria discussed above. In pairs or small groups, get them to discuss ways to improve the writing.

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Arguing a Point: Part B

Learning task 1: Are you convinced?

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