Text Types and Purposes · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.2 (Content Standard 2.4.2.CS.1) - Write a persuasive text (e.g. debate) that states and defends a position and responds to objections raised about it.

By the end of the lesson, learners can:

Define persuasive text and identify its key features (claim, reasons, evidence, concession, rebuttal) in a given sample.
State a clear position on a given topic and defend it with at least three supporting reasons and relevant evidence.
Anticipate and respond to at least one objection to their position using the concession-and-rebuttal strategy.
Structure a persuasive essay with an introduction, body paragraphs, and a conclusion that reinforces the position.
Evaluate a peer’s persuasive text against a simple checklist and offer constructive feedback using appropriate language.

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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.2 - Write a persuasive text (e.g. debate) that states and defends a position and responds to objections raised about it.
Suggested placement: Semester 2, Week 11 (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.
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.148: the code 2.4.2.LI.2 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 2.4.2.CS.1
Curriculum reference: NaCCA curriculum document, p. 148

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Work in pairs to plan and compose an argumentative essay.
Initiating Talk for Learning: Using think-pair-share, learners collaboratively discuss ideas for their essay.
Process Approach: Learners in mixed groups, go through the process of writing an argumentative essay.
Note: Argumentation is a critical quality of self-development and leadership, which learners will acquire in the learning activity. Logic and critical-thinking skills are also acquired as learners analyse their topic before writing and evaluating what has been written.
Evaluating and analysing points in their writing will enable learners to think critically and creatively, anticipate consequences, recognise opportunities and be risk takers.
Teaching and Learning Resources:
- Sample essay
- Passages from books
- Journals
- Sample texts from social media
- Story map etc.
Assessment (2.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.