or against Students are What are the most in order to let students take the same it. asked to vote convincing arguments on effective notes). opinion)? Considering how their writing yes or no. the so far? How do reflects audiences, purposes – they affect someone What facts have surprised Teacher notes thinking about this you? Organisational features, down the rough argument and trying to Have they made you think structure, language to convey percentage of make up their mind? differently? If they have, what meaning the responses. made an impact? If they have not, what is it about the topic that makes you so certain? Begin planning to design a poster (in pairs or groups of four) that expresses your opinion after watching the video clips. (Examples of pro and anti-death penalty campaign posters available in resources folder of Justice in modern world). 17 Create piece of How can you turn these Poster advertising pro Read a range of non-fiction two information pieces of information or Each or pair then selects and against capital (challenge) effective from the last argumentative reasoning their best death penalty punishment in resource ‘pro’ posters lessons most into an image and a and their best death folder. Knowing purpose, audience – ‘against’ one for convinces you slogan? penalty advertising ideas. context of writing to support the death that there comprehension penalty should be a Students in pairs or They then have to write the and one death penalty? groups of four begin reasons for their choices Organisational features, against. planning their images and before producing the posters. structure, language to convey Which piece of slogans for their posters. meaning evidence from
or against it. Students are asked to vote yes or no. Teacher notes down the rough percentage of the responses. What are the most convincing arguments on the so far? – How do they affect someone thinking about this argument and trying to make up their mind? in order to let students take effective notes). What facts have surprised you? Have they made you think differently? If they have, what made an impact? If they have not, what is it about the topic that makes you so certain? Begin planning to design a poster (in pairs or groups of four) that expresses your opinion after watching the video clips. (Examples of pro and anti-death penalty campaign posters available in resources folder of Justice in modern world). the same opinion)? Considering how their writing reflects audiences, purposes Organisational features, structure, language to convey meaning 17 Create two effective posters – one for the death penalty and one against. piece of information from the last lessons most convinces you that there should be a death penalty? Which piece of evidence from How can you turn these pieces of information or argumentative reasoning into an image and a slogan? Students in pairs or groups of four begin planning their images and slogans for their posters. Each or pair then selects their best ‘pro’ death penalty and their best ‘against’ death penalty advertising ideas. They then have to write the reasons for their choices before producing the posters. Poster advertising pro and against capital punishment in resource folder. Read a range of non-fiction (challenge) Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning
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