Text Types and Purposes · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.2 - Write articles on given issues for publication in international newspapers and magazines.

By the end of the lesson, learners can:

Identify the structural features and formatting guidelines of a newspaper or magazine article, including headline, byline, lead paragraph, body paragraphs, and conclusion.
Differentiate between the styles and expectations of local and international publications when writing articles.
Draft a complete article of at least 400 words on a given issue, using an engaging headline, a strong lead, and well-organised body paragraphs.
Revise a draft article for clarity, coherence, factual accuracy, and appropriate tone for an international readership.
Peer-edit classmates’ articles using a simple checklist, giving constructive feedback on structure and 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.2 - Apply writing skills to specific life situations. 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 articles on given issues for publication in international newspapers and magazines.
Suggested placement: Semester 2, Week 14 (Week 34 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.151: 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.2
Curriculum reference: NaCCA curriculum document, p. 151

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 essays and passages from books
- Journals and the Internet
Assessment (2.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.