Argumentative/Persuasive… · B6 English Language

Lesson notes

Learning Objectives

Indicator: B6.4.13.2.4 - Provide a concluding statement that follows from argument presented and pose a rhetorical question on the topic.

By the end of the lesson, learners can:

Identify the two essential parts of an effective conclusion: a concluding statement that restates the argument and a rhetorical question that leaves the reader thinking.
Write a concluding statement that summarizes and reinforces the claim and reasons presented in a persuasive essay.
Compose a rhetorical question that follows naturally from the argument and engages the reader emotionally or intellectually.
Combine a concluding statement and a rhetorical question to complete a persuasive essay or debate speech.
Evaluate sample conclusions to determine whether they follow from the argument presented and include an effective rhetorical question.

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: Argumentative/Persuasive Writing (4.13)
Content standard: B6.4.13.2 - Write arguments to support claims with clear reasons and relevant evidence
Indicator: B6.4.13.2.4 - Provide a concluding statement that follows from argument presented and pose a rhetorical question on the topic.
Suggested placement: Term 3, Week 7 (Week 31 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: English Language Curriculum (Basic 4-6), 2019, p. 208
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Have them go through the writing process to present/state an opinion, explain and justify it so as to persuade the reader to accept the opinion or point of view.
- Teach the features of a debate e.g. vocatives, taking a stand etc. Put learners in groups and have them select a controversial or debatable topic. Divide the class into two to prepare using the writing process as a guide, and to debate on the topic.