Hello children. Hope you had a nice weekend.

This week we are continuing to look at a balanced argument.

When writing a balanced argument, it is important to remember that it doesn’t matter whether you are for or against the issue to begin with. You must present both sides of the argument fairly.

Then, in the final paragraph, after balancing both sides of the argument, you can state which side you agree with.

Lesson 3LO: To identify the structure of a balanced argument.

Today we are going to be reading an example of a balanced argument.

You will need to: Think about the structure of the balanced argument.

TASK 1On the next page, you will find a flow map for you to complete. The main task is to really think about the ingredients of each paragraph in a balanced argument. The flow map gives you prompts to respond to.

Either print out the flow map and complete it or write down your answers on paper or a home learning book.

Go to page 6 and 7 for the example text for you to read.My example answer sheet is on slide 8 (no peeking until you have had a go yourself).

IntroductionWhat is the purpose of the introduction?

Is this paragraph for or against school uniform? What are 3 main points mentioned in this paragraph?

Is this paragraph for or against school uniform? What are 3 main points?

ConclusionWhat is the purpose of the conclusion?

Is this paragraph for or against? What are 3 main points?

Is this paragraph for or against? What are the 3 main points?

Should school uniform be banned?Ever since school uniforms were introduced in Victorian times, they have been a contentious subject. Some argue they create a sense of belonging but do they limit individuality? In this discussion, both sides of the argument will be explored– why some teachers and possibly parents love them, and why most kids don’t!

Some people argue that fashionable clothes can distract children from their schoolwork. Discussing where they bought their latest trainers or the size of their hair bow can be an added disturbance in the classroom. In addition, they say that school uniform makes everyone look the same, whereas if you let children wear their own clothes it would be obvious whose parents had lots of money and whose did not. The poorer children might get bullied, they claim.

Furthermore, the more fashion-conscious children might not want to risk getting their own clothes dirty or torn, so they might not want to do activities such as art. Many teachers feel that school uniform is good for discipline and makes the children feel part of the school and gives them a sense of pride to be part of that school community. They maintain that on school trips, it is easier to check all the children are present if they are wearing school uniform. What’s more, some adult jobs (e.g. flight attendants, nurses or policemen) involve wearing a uniform, so children might as well get used to it early. Finally, school uniform makes life easier for busy parents because they know exactly what their child is going to wear each day and they know they’re not going to get into any argument about whether a certain garment is suitable to wear to school!

Critics of school uniform argue that making children wear exactly the same clothes stifles their individuality and creativity. In some countries, like France and America, school uniform is almost unheard of. Most adults do not have to wear a uniform to work and would be horrified if their bosses suggested it so why should children have to wear one to school? Furthermore, some schools insist that uniforms are bought from a certain shop, and this can be expensive. Poorer children would have to buy their uniforms second-hand which could embarrass them. Moreover, the style of school uniform does not suit everyone. Some uniforms look atrocious on children; maybe they would feel more self-confident in their own clothes?

There are yet more problems with school uniform. Everyone wearing the same clothes can lead to lots of lost property because there might be five blue fleeces left in the playground and nobody knows who they belong to. Children would recognise their own clothes much more easily. What’s more, children don’t argue over clothes on non-uniform days, so why would they tease each other if they wore their own clothes all the time? Finally, the point about children wearing school uniform so they can be spotted easily on school trips isn’t true because children often wear their own clothes on outings anyway.

In conclusion, there are advantages and disadvantages about wearing uniform AND wearing ordinary clothes to school. On balance, although I hated wearing school uniform myself, I think there are probably more arguments in favour of school uniform. They do stop arguments in the playground, they do make life easier for busy parents, but most of all they let children get on with being children because they’re not worried about messing their nice clothes up.

This paragraph is against school uniforms. Main arguments are:

1. Stifles creativity and individuality.

2. Parents don’t wear uniforms.

3. School uniform is expensive and may not suit all children

Introduction

What is the purpose of the introduction?This introduces the topic that will be discussed. Gives a brief introduction to the ideas that will be discussed in more detail.

Is this paragraph for or against?This paragraph is in favour of school uniforms. Main arguments are:

1. Fashion is disrupting to the lesson.

2. It can show who has the richest parents.

3. Children could get bullied.

Is this paragraph for or against?This paragraph is in favour of school uniform. Mainarguments are:

1. Children won’t want to ruin nice clothes.

2. The feel part of school community.

3. It is easier for parents choosing their clothes.

ConclusionWhat is the purpose of the conclusion?This paragraph gives the opinion of the writer after weighing up the pros and cons.

This paragraph is against:Main arguments are:

1. Lots of lost property2. Children don’t argue on

non uniform day so why normally.

3. Children often wear non uniform on school trips anyway.

ANSWERS

LESSON 4

LO: To explore the language used in a balanced argument

LESSON 4

LO: To explore the language used in a balanced argument

Last lesson you looked at the structure of a balanced argument.We discovered that there is:An Introduction This introduces the topic that will be discussed. Gives a brief

introduction to the ideas that will be discussed in more detail.

Positives (for) paragraph

A paragraph giving around 3 arguments in favour

Positives (for) paragraph

A second paragraph giving another 3 arguments in favour

Negatives (against)paragraph

A paragraph giving the other side of the argument with around 3 arguments against.

Negatives (against) paragraph

A second paragraph giving another 3 arguments in against.

Conclusion The writer weighs up the argument and gives her opinion.

Today’s lessonToday we are thinking about the language that is used in a balanced argument.

We have another example of a balanced argument to read.Although you may want to check it has a similar structure to the one we identified in the last lesson, the focus of today’s lesson is to identify the language used and steal any useful vocabulary.

TASK 1On the next 2 pages, there is an example of a balanced argument.

Have a read through the example text and see whether you can jot down any features of language you notice including the style of the language and the sentence types.

Should Zoos be banned?

Zoos are very popular and have been around, in one form or another, for over 100 years now. Originally, zoos’ conditions were poor and animals were treated badly. However, now, they have grown more suitable for both humans and animals although many people still question if it is right to be doing this to animals. This balanced argument will discuss whether zoos should be kept open or banned, consider the benefits to all species and debate whether the potential damage caused is too high.

Firstly, the most critical reasons as to why zoos should be kept open is that they can prevent extinction of certain animals. In the wild, animals can be hunted and eaten by any predator that could threaten their existence. All animals in Zoos can be treated easily if they fall ill and can be fed healthier food. Furthermore, now, in the 21st century, the cages can be modified to suit the animal or animal’s needs. Consider Twycross Zoo as an example. Recently, they spent over £20,000 pounds redesigning their monkey and gorilla sanctuary: this investment has enabled the animals there to thrive. Their natural habitats, which are in decline for a variety of reasons, cannot guarantee protection whereas a zoo can ensure a species’ survival.

Additionally, Zoos can be great fun for humans and can also teach them more about animals. Some people say that you can learn about animals on TV and the Internet without actually seeing the animal in real life. However, you can’t see their interactions with others of the same species; observe them in habitats that replicate their own and you can’t feel their skin, fur or scales through a screen.

However, one argument against zoos being kept open is that being trapped in one cage can bore an animal. In addition to this, bright camera flashes can shock animals, and people love to take pictures of anything they find interesting - including animals. Unfortunately, Sea World (in America) is regularly in the news for these negative reasons. They have had to put down several of their Orcas as the animals have started to display disturbing behaviours such as: head-banging against the glass, harming other orcas within the tanks and finally grievously harming humans during performances.

Moreover, animals that are caged up cannot grow well and do not learn how to hunt properly. They cannot experience how it feels to roam the wild freely. They can only meet other animals in their cage so cannot socialise and this can cause stress, increased anxiety levels and often this leads to self-harming behaviours being displayed, which were mentioned above. Sometimes, animals are removed from their natural habitats and separated from their families. How would you feel if you were seized from everything you know and placed inside a glass cage for the rest of your life?

In conclusion, I personally think Zoos should be kept open. They can keep animals healthy, feed them when they need food and stop their extinction. Animals that live within zoos often have an extended life span compared to animals in the wild which demonstrates how happy they are. It also proves that zoos can benefit animals! I would like the next generation to be able to see the animals we see today in zoos and ensure that no other animals have to become extinct. Will we be able to guarantee the preservation of all species for the future in the wild? I feel that zoos are the safest, easiest and supportive way of ensuring the continuation of all animals.

How did you get on?Did you notice any of the following:

● Formal tone (A more serious tone)● Facts and informative language (including real examples given)● Conjunctions and adverbials (Firstly, However, Moreover etc) ● Rule of three (When three words or phrases are listed to create a

stronger argument e.g. ‘...you can’t feel their skin, fur or scales through a screen.’)

● Rhetorical question (When the writer asks the reader a question which doesn’t need an answer. It is there to make the reader think)

● A range of sentence types. (For example relative clauses and subordinate clauses.)

● Dashes, semicolons and colons.

TASK 2On the next page you will find a bubble map.

In the first bubble, the language features have been identified for you.

In the outside bubble, you need to see if you can find any examples of this language feature in the text. The text you will be using is the‘Should zoos be banned?’ text on pages 13 and 14.

Balanced argument

Language featuresFormal language

Facts and information

Rule of three

Rhetorical question Conjunctions

and adverbials

Range of sentence types

How many conjunctions and adverbials can you find?

● Furthermore

Can you find a relative clause?

Can you find a subordinate clause?

Balanced argument

Language features

Formal tone

Facts and informationRule of three

Rhetorical question Conjunctions

and adverbials

Range of sentence types

How many conjunctions and adverbials can you find?

● Furthermore● Firstly,● In addition,● Furthermore, ● Additionally, ● However,● Unfortunately,● Moreover,

Can you find a relative clause?

Can you find a subordinate clause?

This balanced argument will discuss whether zoos should be kept open or banned, consider the benefits to all species and debate whether the potential damage caused is too high.

Recently, they spent over £20,000 pounds redesigning their monkey and gorilla sanctuary

Their natural habitats, which are in decline for a variety of reasons, cannot guarantee protection whereas a zoo can ensure a species’ survival.

All animals in Zoos can be treated easily if they fall ill.

you can’t feel their skin, fur or scales through a screen..

Now, they have grown more suitable for both humans and animals although many people still question if it is right to be doing this to animals.

This balanced argument will discuss …

Furthermore, now, in the 21st century,

head-banging against the glass, harming other orcas within the tanks and finally grievously harming humans during performances.

How would you feel if you were seized from everything you know and placed inside a glass cage for the rest of your life?

In the wild, animals can be hunted and eaten by any predator that could threaten their existence.

Here are some of the answers you may have found:

Lesson 5

LO: To explore a range of conjunctions and adverbialsLO: To practise debating an argument

Last lesson we identified that a range of adverbs and conjunctions are useful when writing a balanced argument.

Today we are going to practise using them.

Task one Sort the adverbials and conjunctions into the correct place.

Adding information Contrasting information

Similarly Moreover However On the other hand Although

In addition Additionally In contrast Furthermore Likewise

Task one Sort the adverbials and conjunctions into the correct place.

Adding information Contrasting information

Similarly Moreover In addition Additionally Furthermore Likewise

However On the other hand AlthoughIn contrast

ANSWERS

Firstly Secondly On the one hand As a result Because

Consequently Due to For this reason Hence Thus

In consequence In order to In this way Otherwise An outcome of

Since So that Subsequently Therefore Although

Though Even though While On the other hand However

Despite this Nevertheless Otherwise On balance In conclusion

Here are some more useful conjunctions and adverbials

Have a read through

Task 2Have a debate with a member of the family.

If you have an available family member, today you are going to have a debate.

Even if you both have the same opinion about deforestation, you will need to take one side of the argument each. One person will be talking about all the positives of deforestation and the other person will be talking about the negatives of deforestation. You will be trying to convince the other person your side is the stronger argument.

You will need to use the notes you have made for the positives and negatives of deforestation. Take it in turns to present each argument for or against deforestation and respond to what your partner says. Make sure you try and use a range of adverbials and conjunctions when speaking for example:

I understand what you are saying. However, I disagree because …

See how many adverbials and conjunctions you can use.

Here are the conjunctions and adverbials to help you.

Similarly Moreover In addition Additionally Furthermore Likewise However On the other hand Although In contrast

FirstlySecondlyOn the one handAs a resultBecauseConsequentlyDue toFor this reasonHenceThusIn consequence

In order toIn this wayOtherwiseAn outcome ofSinceSo thatSubsequentlyThereforeAlthoughThoughEven thoughOn balance

WhileDespite thisNeverthelessOtherwiseIn conclusion

Don’t have an available family member?

Not to worry. You can be a journalist. Pretend you are making a documentary for TV about the positives and negatives of deforestation.

You could pretend you are at a forest that is about to be cut down and you could talk about the positives and negatives of deforestation and even add your opinion to it.

If you like, you could video yourself and pretend to have a microphone. Add some emotion to your voice and use some nice vocabulary so you sound like an expert.

On the following pages there is one more example of a balanced argument, should you wish to read another example.

Should Homework Be Banned? Anyone who has ever been to school knows what it is like to be sent home with piles of homework. For years, teachers have been setting extra maths, spellings and other assignments to be completed outside of regular lesson times. But with the increasing pressures of modern day life, there is a growing call for homework to be banned. Here are some of the arguments for and against.

Many people see homework as an important part of school life; almost like an extension of the lesson. As children have so many different aspects of learning to cover, being able to complete homework is essential as it is helping to reinforce their learning ensuring they don’t forget important facts. This way, pupils can continue the learning at home, which in turn helps their understanding and knowledge of the subject. In fact, recent research shows a positive link between the amount children do for homework and their achievement levels.

In addition to this, many parents welcome the chance to support their child’s education at home. Practising spelling or listening to their child read gives parents the opportunity to play a part in their child’s learning. It also gives them a clearer understanding of how their child is progressing and where they might need extra support.

On the other hand, aren’t children entitled to a break from learning? After spending all day at school, a few hours ‘downtime’ spent watching television, playing computer games or exercising outside is essential for a healthy, fun-loving child. In fact, the government’s own health guidelines recommend people aged between 5-18 should exercise for at least 60 minutes a day. Where are children going to fit that in if they are busy doing homework every evening?

Similarly, many parents feel overwhelmed with the amount of homework their child brings home. With so many after school activities and clubs on offer, they feel there isn’t enough time to fit everything in. Furthermore, due to ever-increasing government expectations, parents sometimes feel unable to help their child as the work is too hard or on a subject matter they are not familiar with.

In conclusion, there are many strong arguments for and against banning homework from schools. If it helps a child’s education, then surely homework is a good thing. Then again, time away from studying to play is also incredibly important to a child’s wellbeing. On balance, I don’t believe homework should be banned because it really is an important part of learning. However, I also believe there should still be time in the day for fun! Therefore, perhaps schools should come up with a compromise: keep homework, but don’t set so much!