1.2.+Persuasive+Writing+-+Week+1

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= __ Scaffolding - Week 1 (Lesson 1) __ =

====Students will be introduced to ‘The Road to Delhi’ theme for their integrated unit of work. A great way to start this unit of work would be to find out what some of the positives and negatives are of Delhi hosting the 2010 Commonwealth Games. This is a great starting point for the students to start thinking about what they might be interested in writing about. ====

**The Mind Map (an example)**

====Students are then divided into groups of 4 and given one of the issues that were raised in the mind map. Each group will be given a piece of butcher paper and a bright marker to write with. Each group should nominate a scribe who will do the writing, and the role of presenting will be evenly distributed between each group member. They will have 5-10 minutes in their groups to record the following: ====


 * 1) ====Why is this issue important (at least 3 reasons)? ====
 * 2) ====Who does this affect and how does it affect them? ====
 * 3) ====Who might disagree with this issue and why? ====

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Once students have had time to answer these questions, they will be shared to the rest of the class. Each group will come to the front of the room to share their answers. Students should be writing all of the information that is being presented into their English books. ====

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">b) Find at least 2 articles in the newspaper that are reporting the Commonwealth Games.
= __ Scaffolding - Lesson 2 __ =

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students will each share with the class the articles they found in the paper and explain to the rest of the class why it was chosen. ====

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The class will then be divided in half for a whole class debate. The group on the left will be the team that is arguing ‘for’ the issue, and the team on the right will be arguing ‘against’ the issue. Each group will have a turn at arguing both ‘for’ and ‘against’. The two issues that will be argued are as follows: ====

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Once the students are divided into their groups, they will have to decide who will be the spokesperson for the group. This is a very important role, and it is best to choose the person that is most confident at speaking to a group of people. Each group will be required to come up with at least 5 reasons in their argument, and be able to explain the reasons. Students should be allowed at least 10 minutes preparation for their debates. ====

= __ Scaffolding - Lesson 3 __ =

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students will be looking at the type of language that is used in a persuasive or argumentative piece of writing. To get the students thinking about language, the teacher will ask the students to think of some modal verbs. These will include forceful words, medium words, and tentative words. The teacher will have written enough out on past-it notes so that each students has 2 or 3 each. ====

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">- There is no doubt
====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students will then be required to put their word/words into a sentence and place it on the white board where they think it fits in. The left hand side of the whiteboard would be for the tentative words, the middle for the middle words, and the right for the forceful words. This activity encourages the students to start thinking about the language they can use to persuade their audiences. The teacher will also advise the students of what strengh word would be used at what time. There is no use for the students to know what language to use without knowing when to use it. ====

====<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">The students will then draw up a table in their English books and record all of the words in their corresponding collumn. The students are to then select one of the issues discussed in the first lesson and write a short persuasive piece on why it is important. Students are encouraged to use evidence, but the emphasis for this lesson is on the language being used. ====