SHS2 English Language · Semester 2 Week 12: Text Types and Purposes

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.3 - Compose texts to compare and contrast given issues or situations.

By the end of the lesson, learners can:

Identify the distinguishing features of a compare and contrast text, including signal words and parallel structure.
Use a Venn diagram or comparison chart to organise ideas for and against a given issue.
Compose a coherent compare and contrast paragraph on a given issue, using appropriate transition words such as “whereas”, “on the other hand”, “similarly”, and “in contrast”.
Compose a complete compare and contrast essay on a given topic, arranging ideas systematically from introduction to conclusion.
Evaluate a peer’s compare and contrast text against a simple checklist and provide constructive feedback.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Text Types and Purposes (4.2)
Content standard: 2.4.2.CS.1 - Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. 2.4.2.LO.1 Apply a procedural method to create texts that are descriptive, imaginative, persuasive and argumentative. 2.4.2.LO.2 Create minutes,Reports,Articles of local and international newspapers on assigned topics ,adhering to the appropriate formatting guidelines.
Indicator: 2.4.2.LI.3 - Compose texts to compare and contrast given issues or situations.
Suggested placement: Semester 2, Week 12 (Week 32 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.
Curriculum reference: NaCCA curriculum document, p. 148

Exemplars (from the NaCCA curriculum)

Experiential Learning:
- Learners are placed in mixed groups to debate. The winner of each round meets another group until the best group emerges.
- Learners choose their own speakers and judges.
- Each group writes out the speeches for the debate based on the given topic with suitable vocatives, persuasive language, and rhetorical questions.
- The ideas are well arranged, systematically, from the beginning to the end.
Talk for Learning: Learners in small groups discuss a given topic for a debate.
Structuring Talk for Learning: Learners, in their mixed ability groups, use concept maps to illustrate their ideas for and against a given topic.
Teaching and Learning Resources:
- Sample essay
- Passages from books
- Journals
- Sample texts from social media
- Story map etc.
Assessment (2.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.