SHS1 English Language · Semester 2 Week 13: Text Types and Purposes

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.3 - Write articles on given issues for publication in national newspapers and magazines.

By the end of the lesson, learners can:

Identify the structural features of a newspaper or magazine article (headline, byline, lead paragraph, body paragraphs, conclusion) from sample materials.
Explain the differences between the purpose of an article and that of other text types studied in previous weeks, such as letters and memos.
Use cohesive devices such as besides, in addition, moreover, furthermore, since, while and as to link ideas within and across paragraphs for coherence.
Draft a complete article of three to five paragraphs on a given issue, using the process approach of planning, drafting, revising and editing.
Peer-review a classmate’s article and offer constructive feedback on structure, coherence and clarity of the central idea.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Text Types and Purposes (4.2)
Content standard: 1.4.2.CS.2 - Apply writing skills to specific life situations. 1.4.2.LO.1 Utilize a process-oriented approach to craft descriptive, creative, informative and persuasive written compositions. 1.4.2.LO.2 Create email, memorandum, program agenda, application (job, services, etc.) acceptance letter and articles based on provided subjects using suitable formatting.
Indicator: 1.4.2.LI.3 - Write articles on given issues for publication in national newspapers and magazines.
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.82: the code 1.4.2.LI.3 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.4.2.CS.2
Curriculum reference: NaCCA curriculum document, p. 82

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials.
Critical Thinking Skills:
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc.
- Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills.
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc.), suitable background information and a conclusion.
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
- Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essays and passages from books
- Journals and the Internet.
Assessment (1.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.