Exposition

Web links: Creating an argument letter: BBC steps to help and activities Page 3 of "writing to argue" (look at the bottom where it says 123456) is great for helping kids to edit and choose the best and most relevant information to use in their essay. Interactive task. Definitely Level 3!

A NZ wiki from students about rights and responsibilities http://communityrights.wikispaces.com/ Rights

What are Human Rights? UNDHR Universal Declaration of Human Rights

Universal [] Don’t Discriminate @http://www.youtube.com/watch?v=kNxdjkjXpxI media type="file" key="Youth-for-Human-Rights-International-2[www.savevid.com].mp4" width="300" height="300" Don’t torture [] media type="file" key="Youth-for-Human-Rights-International-5[www.savevid.com].mp4" width="300" height="300"

**Exposition texts handouts** . (TMR = Teacher made resource: you are free to use all sheets) [|Dictagloss.doc]TMR. **All children should go to schoo**l (text taken from staff resource folder: author unknown) [|Exposition texts.doc]TMR. Highlights purpose, structure and language features of Exposition texts. //**All children should go to school**.//(Text sourced from staff folder: author unknown) [|Joint construction exposition about sport.doc] TMR: Joint construction of exposition text: **//Should sport be compulsory//.** [|Exposition letter question a letter to an uncle.doc]TMR questions for Level 2 text from ESL Text Types Folder. **//Letter to an Uncle//** about smoking. p30. [|Exposition+texts+bicycle+helmets.doc]TMR: Letter to the Editor: Against the Compulsory helmet law for cyclists. **//We should not be forced to wear helmets//** [|Exposition texts CHL question sheet.doc]TMR: Questions for the //**Compulsory Helmet Law**// text above. Ss identify structure and language features of exposition texts. Follow up activity: students write the opposing view. [|exposition scaffold.doc]TMR: Scaffold (high support) for writing exposition texts (//**students to choose topic**//) [|Giving opinions advice.doc]TMR: Using **//modal verbs//** to give advice. (Post activity: Students post problem for discussion0 [|Should is a modal verb.doc]TMR: "//**Should" and conjunctions**// for giving advice. [|why should we conserve our forests.doc]TMR for Level 2 Assessment Task (As a follow up task) //**Tree conservation**// [|Should the legal age of drinking and smoking be lowered.doc]TMR for Level 3 text from IEP Curriculum Frameworks Folder. 17(c) Used as a Reading and Responding ex. for strong L2 learners. //**Legal Age of drinking and smoking**//

Public Speaking: Exposition Texts Level 2/3 (Note: spoken Expositions are not assessed at Level 2 but is good practice) [|Speech persuasive to ask for money model.doc]TMR. Teacher model of //**spoken exposition**//: Introduction to public speaking. Note: Teacher should model the speech first using palm cards and have Ss identify the persuasive langauge.techniques. [|public speaking What adjudicators look for.doc]Tale resource to help Ss prepare for speech. **"Strictly Speaking"** [|OMG Public speaking.doc]TMR from information on the net. [] [|public speaking butterflies.pdf]Tale resource: calming the nerves "**Strictly Speaking**" [|Public speaking assessment sheet.doc]Tale resource. Note: A better resource is the L3 IEC **assessment grid for spoken expositions**: Give Ss a copy to award points to their peers. Prizes for the winners.

= Persuasive texts - Visual =

Photo Fakery Before and after of important historical photographs that have been altered.

more altered photos