Argument Unit - Digital Education Resource Archive …

1 Argument UnitThe NationalLiteracyStrategy2 Year 6 Planning Exemplification 2002 2003: Argument UnitContents Framework objectives3 unit plan4 Features of a discussion text5 Resources A D6 Detailed lesson plans and transcripts14 Supplementary resources E H21 The NationalLiteracyStrategy3 Year 6 Planning Exemplification 2002 2003: Argument UnitFramework objectivesText15. to recognise how arguments are constructed to be effective, through, the expression, sequence and linking of points; the provision of persuasive examples, illustrations and evidence; pre-empting or answering potential objections; appealing to the known views and feelings of the audience;16. to identify the features of balanced written arguments which, summarise different sides of an Argument ; clarify the strengths and weaknesses of different positions; signal personal opinion clearly;18. to construct effective arguments : developing a point logically and effectively; supporting and illustrating points persuasively; anticipating possible objections; harnessing the known views, interests and feelings of the audience; tailoring the writing to formal presentation where appropriate;19.

2 To write a balanced report of a controversial issue: summarising fairly the competing views; analysing strengths and weaknesses of different positions;Sentence5. to use reading to: investigate conditionals, using if .. then, might, could, would, and their uses, indeduction, speculation, supposition; use these forms to construct sentences which express, possibilities, hypotheses; explore use of conditionals in past and future, experimenting with transformations,discussing effects, speculating about possible causes (past), reviewing a range ofoptions and their outcomes (future);Word8. to build a bank of useful terms and phrases for Argument , , whereas;Outcomes Written Argument , a debate and reading and writing test practice papersThe NationalLiteracyStrategy4 Year 6 Planning Exemplification 2002 2003: Argument unit unit 51 from Grammar for Writing. Shared reading: read and discuss content of discussion text ( Sample Text A); analyse and annotate for organisation ofcontent and create writing (demonstration) fast planning.

3 Import contentfrom another curriculum area and organise it into reading: analyse and annotate text ( Sample Text A)for language features and create checklist for discussion writing (teacher as scribe) referring to introduction and some paragraphs of the text usingchecklist. Shared reading and writing: revision (demonstration and teacheras scribe): revise the opening paragraph and one or two furtherparagraphs of the 51 from Grammar for reading: analyse discussion text ( Sample Text C) atboth organisational and sentence/word content from another curriculum area, quick plan forwriting a discussion text. Then discuss how to use the samematerial in a debate and organise the children into groups toprepare for a reading: do a reading test paper all together, based on adiscussion writing: do a writing test paper all together, involving adiscussion Writing Reading Writing Reading Writing Reading Writing In pairs, analyse and annotate another discussion text( Sample Text B) for organisation of content andcreate discussion pairs, fast planning practice.

4 Using children sexisting knowledge of an issue, make brief notes indiscussion pairs, analyse and annotate another text ( Text B) for language features and add tochecklist for discussion pairs and referring to skeleton -frame, writeremaining and closing paragraphs of the text, the remaining and concluding paragraphs ofthe in spelling logs; identify the tricky bits of recentlyused words from this and other pieces of writing. Inpairs, test each other s spelling , analyse another discussion text ( Text D) at both organisational and sentencelevel/word explain the organisation of theirtext(s) and generalise for discussion as atext explain the reasoning behindtheir contribute their additionalpoints for the checklist or explain howthe existing checklist works for SampleText explain the reasoning behindtheir writing in relation to the explain where and why theyhave made on the principles behind thesentence explain their reading test writing test and applyFridayAnalyseand applyMondayAnalyseTuesdayApplyWednesdayT hursday FridayShared text and sentence levelGuided Independent workPlenaryIntensive two-week plan for Year 6 Term 2 unit 3: ArgumentIndividually, do a reading test paper (discussion text).

5 Individually, do a writing test paper (discussion text).In groups, prepare to defend one or other side of the Argument in a debate later in the NationalLiteracyStrategy5 Year 6 Planning Exemplification 2002 2003: Argument UnitFeatures of a discussion textPurposeTo present Argument and information from differing viewpointsGeneric text structure Statement of the issue plus a preview of the main arguments arguments for, plus supporting evidence arguments against, plus supporting evidence (alternatively, Argument /counter- Argument ,one point at a time) Recommendation summary and conclusionSentence/word level features Simple present tense Generic human (or non-human) participants Logical connectives, , however Movement is from the generic to the specific, Hunters agree .., Mr Smith, who hashunted for many years, .. Emotive language may be used to engage interest or persuade the s knowledge You can turn the title into a question, we hunt whales?

6 Open by introducing the reader to the discussion you may need to add why you aredebating the issue. Try to see the Argument from both sides. Support your views with reasons and evidence. In your conclusion, you must give a reason for what you decide. If you are trying to present a balanced viewpoint, check that you have been fair to forplanning a discussionSample Text AThe NationalLiteracyStrategy6 Year 6 Planning Exemplification 2002 2003: Argument UnitShould mobile phones be banned in schools?In the last few years there has been an explosion in the use of newcommunications technologies, including mobile phones; it is estimated thatover 70% of young people aged 10 14 now own one. Considerable debatehas taken place in the press recently as to whether pupils should be allowed totake their mobile phones into one can deny the positive benefits of children communicating freely witheach other, and pupils argue that using a mobile phone to talk to or text-message their friends is simply one way of doing this, using new parents are in favour too, and like the reassurance of knowing their child can be safer and more independent if they have a mobile phone, sincethey can contact them at any time if necessary.

7 They cite the potential risksfaced by some children travelling , schools point out that carrying a mobile phone could in itself make a child more vulnerable to theft or mugging, both on the street and even in theplayground. Police figures confirm that a high proportion of crimes committed against young people involve thefts of mobile phones. Schools areconcerned, moreover, that allowing pupils to bring their mobiles to schoolcould create a competitive atmosphere amongst children and result in somechildren feeling left out and unvalued. In addition they claim that pupils Education would be affected by the distraction of phones ringing in doctors fear that children using mobiles could suffer long-term braindamage. Until this is disproved, it would seem that schools might best protecttheir pupils from this and other problems by making them leave their mobilephones at NationalLiteracyStrategy7 Annotated Text AYear 6 Planning Exemplification 2002 2003: Argument UnitPassive constructionPassive constructionPast tense to give relevant informationFormal languageLanguage of debate.

8 Strong assertionLanguage of debatePresent tense generally usedComplex sentence using connectiveStatistics to reinforceConnective implying contradictionFormal languageConditional form suggests hypothesisConditional form suggests hypothesisConnectiveConnective implyingan accumulation of argumentsConnective phrase showing a logical relationship between the two sentences PassiveConditional form also distances author from the Argument and so suggests a balanced presentationEmotive language toemphasise point Text levelSentence / word levelTitle A question summarising the issue being discussed. Keywords: mobile phones, banned, Paragraph 2 Against a ban. 1st sentence presents an Argument based on children s needs. 2nd sentence adds a new Argument (safety). 3rd sentence elaborates on this with evidence. Paragraph 3 For a ban.

9 1st sentence contests the safety Argument in Paragraph 2. 2nd sentence adds confirming evidence. 3rd and 4th sentences introduce two new reasons for a Final paragraph 1st sentence offers compelling reason for a ban, based on the issue of safety. 2nd sentence adds to this clinching Argument a summary of Paragraph 3. Introduction First paragraph Presents the facts that have given rise to the question in the mobile phones be banned in schools?In the last few years there has been an explosion in the use of new communications technologies, including mobile phones; it is estimated that over 70% of young people aged 10-14 now own one. Considerable debate has taken place in the press recently as to whether pupils should be allowed to take their mobile phones into one can deny the positive benefits of children communicating freely with each other, and pupils argue that using a mobile phone to talk to or text- message their friends is simply one way of doing this, using new technology.

10 Many parents are in favour too, and like the reassurance of knowing their child can be safer and more independent if they have a mobile phone, since they can contact them at any time if necessary. They cite the potential risks faced by some children travelling , schools point out that carrying a mobile phone could in itself make a child more vulnerable to theft or mugging, both on the street and even in the playground. Police figures confirm that a high proportion of crimes committed against young people involve thefts of mobile phones. Schools are concerned, moreover, that allowing pupils to bring their mobiles to school could create a competitive atmosphere amongst children and result in some children feeling left out and unvalued. In addition they claim that pupils Education would be affected by the distraction of phones ringing in doctors fear that children using mobiles could suffer long-term brain damage. Until this is disproved, it would seem that schools might best protect their pupils from this and other problems by making them leave their mobile phones at Text BThe NationalLiteracyStrategy8 Year 6 Planning Exemplification 2002 2003: Argument UnitHas the time come to ban cars fromthe centre of towns and cities?