1.3.+Persuasive+Writing+-+Week+2



= __ Scaffolding - Week 2 (lesson 4) __ =

====Now that the students are beginning to get a good idea of what a persuasive piece looks like, they will be starting to examine the structure. The students will all look at the newspaper articles that they had completed for homework in the previous lesson and decide if it is a persuasive article or not. If they do not have an appropriate article, the teacher will provide them with one. ====

====The students are to then critically read the articles and highlight/underline the emotive words. When completed, the students will share with the class the words they found and as a class it will be decided if the words are forceful, tentative, or medium. ====

====The students are to then come up with a short argument against what has been written. They are to draw on 3 pieces of evidence with supporting statements. The students are allowed to invent evidence for the purpose of this task. I.e. If they have chosen an article on the poor facilities, they could claim that a contractor has said "...." etc. Some of these will be shared with the class (depending on student preference). ====

= __ Scaffolding - Lesson 5 __ =

====The teacher will have prepared an example of a short persuasive piece (please see appendix 1). This will be displayed to the class so that they can see the correct structure. The teacher will then explain each paragraph and how it should be written. The students will then be asked to look at the mind map from the first lesson and select the issue that they would like to write about. ====

====Each student will be given a planning sheet, and the remainder of the lesson would be spent planning their persuasive piece (Please see appendix 2). The students are to make sure that they have their 3 arguments before the next lesson. This will be homework if not completed in class. ====

= __ Scaffolding - Lesson 6 __       =

====The students should be well into the planning of their persuasive piece. This lesson would be spent in the computer room and the students are to locate some research on the internet to support their arguments. The teacher would need to advise the students of what research is valid and what is not. Correct referencing is not crucial for the purpose of this task, as the emphasis is more on simply obtaining relevant research. Students will be advised to simply record the website that provided them with the information. ==== = =