What? All will learn 6 features of writing an effective argument. Most will be able to identify these 6 in a written argument. Some will be able to demonstrate these features in their own writing.

How? Watching a YouTube clip Learning an acronym. Analysing some text. Writing a paragraph. Peer assessment.

Why? In preparation for GCSE English Language Paper, Section B – ‘Producing Non-Fiction Texts’ which you will take in Year 11. “An A* student will write effectively with all language choices made to appeal to a particular reader...”

KS3 – Level 8 Writing descriptors GCSE English Language AO4 A* AF1 - My writing has a creative selection and adaptation of a wide range of forms and conventions to meet varied writing challenges with distinctive personal voice and style which is matched to intended effect. write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader. AF6 - My sentence structures are imaginative, precise and accurate, matched to my purpose and intended effect on the reader. use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling. AF3 - My writing has a well controlled structure of subject matter and my management of paragraphing provide textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose. organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall Coherence.

Learning Check On your whiteboard, write down three things that you have to do to get an A* in GCSE writing. Put it into your own words!

Watch! Watch this argument. Now, on your whiteboards, write down 3 things that you think make an effective argument. All will learn 6 features of writing an effective argument.

A R M I E S Anecdote Rhetorical Question Modal Verbs Imperatives Emotive Language Statistics / Second Person All will learn 6 features of writing an effective argument.

ARMIESARMIES Anecdote Rhetorical Question Modal Verbs Imperatives Emotive Language Statistics / Second Person Stop wasting time! 35% of teenagers believe… Is this really what you want? A similar thing happened in my community… You could wait for someone else… The situation is revolting

Learning Check On your whiteboard, draw an emoticon to show how secure you feel with your understanding of the Armies acronym… Uh oh – CONFUSED!!! OK – fairly confident By Jove, I’ve got it! All will learn 6 features of writing an effective argument.

Some people think that the police target teenagers. Write an article for a newspaper where you argue for or against this idea A few weeks ago I was idly browsing through the items on display in my local shop when I became aware of people watching me. I looked up only to see two police officers bearing down on me with aggressive looks on their faces. Had I been caught with half the shop’s produce in my bag? No. Was I in the process of producing a weapon and holding the shop to ransom? Again, no. So, you may ask, what crime had I committed? Possibly the worst crime of all: I was guilty of being a teenager in public. Star Challenge: What is the tone of this piece? Find evidence to support your answer. Task Find & annotate one example for each letter of ARMIES. Most will be able to identify 6 features in a written argument.

Some people think that the police target teenagers. Write an article for a newspaper where you argue for or against this idea A few weeks ago I was idly browsing through the items on display in my local shop when I became aware of people watching me. I looked up only to see two police officers bearing down on me with aggressive looks on their faces. Had I been caught with half the shop’s produce in my bag? No. Was I in the process of producing a weapon and holding the shop to ransom? Again, no. So, you may ask, what crime had I committed? Possibly the worst crime of all: I was guilty of being a teenager in public. Rhetorical question Modal verb Second person Anecdote Emotive language Most will be able to identify 6 features in a written argument.

Demonstrate Students these days spend far too much time looking at screens. Write a paragraph in which you argue for this idea. Some will be able to demonstrate these features in their own writing.

Peer Assess Swap Books with your neighbour and ask them to highlight and label all the features of that they can find in your work. ARMIES Some will be able to demonstrate these features in their own writing.

Get Thinking… How can we make an argument more cohesive? Stretch & Challenge!

SOME CONNECTIVES TO HELP... Firstly In the first place… In conclusion Secondly In addition Furthermore What is more… To sum up Therefore To conclude To begin with…

Learning Check On your whiteboard write down the acronym ARMIES with a definition for each letter. Stand up, salute and shout ‘yes sir!’ when you’re done. There’s a prize for the winner ;) All will learn 6 features of writing an effective argument.