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Att skriva en argumenterande text

Skapad 2015-10-02 14:21 i Modersmål och Studiehandledning Kungsbacka Förskola & Grundskola
Lesson plan to prepare for and write an argumentative text
Grundskola 7 – 9 Modersmål
Together we will decide upon an topic of interest where there are opposing views. We will discuss the pros and cons of each side of the argument and look at how to write an argumentative text (the different parts, techniques). Finally, you will write an argumentative text of your own on the chosen topic.

Innehåll

Syfte (Lgr11):

Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.

Centralt innehåll (Lgr11):

Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.

Viktiga begrepp:

Argumentative text
Argument: Point, Counterpoint and Rebuttal
Introduction: Hook and Thesis statement
Persuasive techniques: Ethos, Logos and Pathos,
Transition words

Konkritesering av målen:

We will work through a number of different exercises aimed at identifying an area/subject that you would enjoy writing and argumentative text about. We will then do further exercises aimed at learning more about the structure, vocabulary etc of this type of text.

You will write an argumentative text which they will then share for peer review, before revising and editing it and handing in a final version for grading.

Arbetsätt: 

Initially, we will discuss possible ideas for a topic for the whole group to use, why they might work and why others might not. The group will make the final decision on the topic based upon what interests them.

We will watch videos, read articles etc to get exposure to the different view points people might have on this topic. We will have a group discussion to explore our thoughts further.

We will work together to identify and discuss the two sides of the argument and to decide which arguments are the strongest to take into your final text. To aid this we will be look at Points, Counterpoints and Rebuttals with the aim of ensuring that the arguments are logical and hang together.

We will analyse a model text to help us identify the important elements within such a text, the style used, format, language, etc

We will look at persuasive techniques that can be used.

You will write the argumentative text in parts, and we will refer back to the model text as we go.

You will share a draft version of your text with each other and me - to give and get feedback 

You will revise and edit your text based upon the feedback you received and submit a final version for grading

Bedömning:

We will work together to identify and discuss the two sides of the argument and to decide which arguments are the strongest to take into your final text. To aid this we will be look at Points, Counterpoints and Rebuttals with the aim of ensuring that the arguments are logical and hang together. You will not be judged on the ideas you have for the arguments but on how you put them together and into a cohesive text.

You will be assessed and graded on your ability to put all of your learnings together into a balanced and persuasive argumentative text. Grading will be based upon the attached matrix. But in summary:

  • Text Structure (The whole structure of the text, Red Thread, The introduction, Content of the paragraphs, Presentation of various arguments for and against, The conclusion)
  • Language Structure (Verb tense harmony, Using conjunctions /transition words, Consistent use of perspective, Word formation and Sentence structure / grammar.)
  • Linguistic Variation (Opinion Marking, Variation in words and concepts, Vocabulary and Descriptions and reasoning.)

Submitted work:

Each pupil will submit a draft version of a written argumentative text for feedback and then ultimately they will revise and edit this version and hand in a finished draft at the end of the period for grade-setting.

The text can be handwritten or typed-up.

Timing:

This work will be carried out over a period of about 8 weeks.

Kopplingar till läroplanen

  • Syfte
  • formulera sig och kommunicera i tal och skrift,
    Ml
  • anpassa språket efter olika syften, mottagare och sammanhang,
    Ml
  • Centralt innehåll
  • Strategier för att skriva olika typer av texter med anpassning till deras typiska uppbyggnad och språkliga drag. Skapande av texter där ord och bild samspelar.
    Ml  7-9
  • Beskrivande, förklarande, instruerande och argumenterande texter, till exempel tidningsartiklar och arbetsbeskrivningar. Texternas innehåll, typiska språkliga drag samt deras ord och begrepp.
    Ml  7-9
  • Ord och begrepp för att uttrycka känslor, kunskaper och åsikter. Ords och begrepps nyanser och värdeladdning. Bildspråk och idiomatiska uttryck.
    Ml  7-9

Matriser

Ml
argumenterande text matrix - ÅK 7-9

Text Structure

Betyg E
Betyg C
Betyg A
The whole structure of the text
The pupil is able to compose phrases or short sentences into a coherent text with a limited number of simple linking or conjunctive words.
The pupil can compose phrases or sentences into a coherent text in a structured and efficient way by means of different linking words.
The pupil expresses themself in a well structured way and with fluency. They make use of introduction, continuation and conclusion in a way that is adapted to the purpose of the text.
Red Thread
logical sequence of thoughts
There are various arguments; pupil's train of thought is understandable
There are various arguments; pupil thoughts are in a logical order.
text includes introduction, various arguments in a logical order, and a conclusion.
The introduction
The introduction must entice the reader. In the introduction the pupil presents the thesis statement / text discussion.
Content of the paragraphs
coherent structure
The pupil tries to gather ideas into different paragraphs, but does not succeed everywhere.
The pupil has one idea per paragraph, but background support is missing or has no support in the literature mm.
Paragraphs develop the thoughts, one idea per paragraph (according to the text template) plus relevant support, eg experiences, literature, current affairs, studies, etc.
Presentation of various arguments for and against
harmony of arguments
There are various arguments and counterarguments but is not necessarily about the same aspects.
There are various arguments and counterarguments but is not necessarily about the same aspects.
There are arguments and counterarguments which are about the same aspects
The conclusion
The conclusion is connected to the introduction. The last sentence should make an impression and be memorable.

LANGUAGE STRUCTURE

Betyg E
Betyg C
Betyg A
Verb tense harmony
consistency of veb tense
Pupil can conjugate verbs, but sometimes does it wrong. There are errors with tense harmony but the text is understandable (the reader needs to make an effort to understand the text).
Pupil can conjugate regular verbs correctly, but they may makes mistakes with irregular verbs. There are errors with tense harmony but they do not interfere with the text.
Pupil can conjugate most verbs in a way that does not disrupt the communication. The student can use tenses appropriately for the text.
Using conjunctions /transition words.
Pupil uses only very simple conjunctions and transition words, it is sometimes difficult to follow their thoughts.
Pupil uses suitable conjunctions and transition words but not always appropriately.
Pupil uses suitable conjunctions and transition words and mostly appropriately.
Consistent use of perspective
passive or first / third person singular
Pupil switches between different perspectives in a way that makes the text difficult to understand.
Pupil chooses a consistent perspective that makes it clear which are their own arguments and which are counter-arguments (if there are counterarguments).
Word formation
relationship between verbs - adjectives - nouns etc
Pupil can use words from different parts of speech.
Text contains developmental errors showing that the pupil is learning the different grammatical structures.
Pupil has a clear and precise choice of words with words from different parts of speech.
Sentence structure / grammar
word order, main clause / subordinate clause, variety, case/kasus
Pupil uses simple grammatical structures and sentence patterns. No or very little variation in set patterns.
Pupil can use common grammatical structures and sentence patterns. Pupil adds variety to the text by trying more complex sentence structure.
Pupil can use appropriate grammatical structures and sentence patterns. The text has varied sentence structure to communicate the contents clearly and precisely.

LINGUISTIC VARIATION

Betyg E
Betyg C
Betyg A
Opinion Marking
either verb indicating the views or adjectives that persuades the reader
Pupil hasn't attempted to use opinion-markings.
Pupil use opinion markings but they are not always correct.
Pupil uses some opinion markings in an effective way.
Variation in words and concepts
synonyms, fixed phrases, metaphors and other stylistic devices
Pupil uses re-writing or reformulations as a medium for communication to work.
Pupil formulates themself in a variety of ways and also uses synonyms to avoid too many repetitions. Isolated reformulations may occur.
Pupil can effectively select an expression as a writing tool as a means to pinpoint or highlight parts of the text and know what associations these expressions give.
Vocabulary
words, concepts and phrases, and the ability to use these in writing
The pupil uses a large enough vocabulary to express themselves on everyday subjects, but can sometimes still make mistakes that disrupt communication when they express more complex thoughts or are handling unfamiliar topics or situations.
Pupil uses a sufficiently large vocabulary, even in areas that are beyond everyday topics. Generally, the student shows great certainty, but some confusion and incorrect word choice can occur without impeding communication.
Pupil uses a wide and varied vocabulary adapted to the text. Pupils use their vocabulary accurately and appropriately in relation to the purpose, situation and audience.
Descriptions and reasoning
descriptions are used to deepen reasoning
Pupils use statements without describing the context, causes and consequences.
Pupil tries to describe the context, causes or consequences but there is no clear connection with the arguments.
Pupil uses detailed descriptions that develop / deepen arguments
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