Documente Academic
Documente Profesional
Documente Cultură
Tools used: newspaper (those columns that have argumentative texts in them), Times, KS Bull, Padlet
90 minutes (two-part lesson)
Subject:
Topic:
Level/Stream/
Class size:
Venue:
Computer laboratory
One computer for each student
Students
Characteristics
Pre-requisite
Knowledge:
1. Students should have prior knowledge on basic writing structure of argumentative essays.
2. Students should have grasped basic academic vocabulary used in argumentative essays.
Learning
Objectives:
Duration (min)
Description of activities
Rationale
Resources
Firstly, students pair up and label themselves 'A' or 'B' between the two
of them.
Thereafter, the teacher will change the audience and context by getting
students to imagine that they are teachers addressing this issue to a group
of concerned parents who have come to know about this issue.
o Student B will imagine himself/herself as a teacher and Student A
will be the concerned parent. Student B will then proceed to share
with Student A the measures the school will be implementing to
tackle the theft problem.
The teacher will then ask the students to list down the differences
between the ways they had presented their points to a friend and to a
parent. Each pair is to write their points on Padlet 1.
PowerPoint
slides
Padlet
- sample Padlet
site
(http://padlet.
com/wall/bab
cqo73mqei )
Writing Activity
A.
The teacher will first explain the meaning of macro rhetorical goals and
the factors which could be included in students essays to achieve the
macro rhetorical goal i.e. audience, purpose and context.
Thereafter, the teacher will show the class a sample essay in which the
writer does not keep in mind the macro rhetorical goals when writing.
Teacher will guide students to identify the macro rhetorical goal in that
essay.
o Teacher can provoke students' thinking by asking questions such
as "What do you think the writer is trying to achieve?" or "What
do you think the question is actually asking?"
Teacher will then guide the students to modify the essay in a way that
keeps in mind the audience, purpose and context.
o Teacher will walk students through the entire essay and check for
its organisation. "Does the organisation of the essay answer
the macro rhetorical goal?"
o Then teacher will show students how to change the organisation
and use words that suit the macro goals for that essay. Teacher
will explain how choice of words may also influence whether the
students achieve the macro rhetorical goals in their essay; which
will be explored in the next section of the lesson.
B. Academic vocabulary
They are tasked to highlight words in the authentic texts. They are to
highlight words that they think are general academic words commonly
found in argumentative texts.
The teacher will highlight salient words and also point out errors (i.e.
words that may not be academic). Students will then research the
synonyms of these words.
Sample essay
(refer to
'References'
page)
Deliverables
Once the essay has been collected, teacher will give feedback. It is not
necessary to show the students their grades for the essay.
Padlet