Graffiti – Art or Vandalism?
L/O: Identify the differences between writing to argue and persuade. Be able to use persuasive language and structure
effectively.
Reverse Graffiti: Usually temporary, made by cleaning
specific areas of dirt. Quite political, this highlights
problems with our environment.
Bansky: A street artist and political activist. His work has
been exhibited in the Tate Modern.
Often uses stencils.
A throw –up on a train. No particular artist? No particular
point?
WALT: Be able to use persuasive language and structure effectively.
I am your learning success arrow –stick me in your book, and let’s
move forward together!
Follow me!!
• What can you do already? Tick this.• What do you want to learn or revise
today? Circle this.
Glue your arrow into your book!
Watch out for the arrows and
the grade codes!
Flexing our persuasive muscles!
In groups of three, label
yourselves A, B, and C.
Person A
You think graffiti is art!
Person B
You think graffiti is vandalalism!
Person C
You are the language detective!
L/O: Be able to use persuasive language and structure effectively. (DL)
Flexing our persuasive muscles!
Persons A and B should attempt to persuade
each other that they have the correct
perspective.
Person C should listen very carefully and
note down any language or strategies they
use to do this.
L/O: Be able to use persuasive language and structure effectively. (DL)
Feedback: What persuasive techniques can you already use?What others do we know of that might be
useful in a persuasive speech?
L/O: Be able to use persuasive language effectively. (DM)
Three is a magic number…
Logos
Ethos Pathos
L/O: Be able to use persuasive structure effectively. (DM)
Group RolesMOTIVATOR
Ensure everyone in the group feels positive
and energised!
RECORDER
Record the ideas of the group neatly and
accurately.
COACH
Encourage and supply ideas. Support the
group.
CHALLENGER
Ask questions, challenging people to extend their ideas.
You have one minute to discuss the strengths of people in your group
and assign roles. Use the stickers to
indicate these.
The Golden Pen Award!!
This prize will go to the group who demonstrate the best team working
skills!
The Arguments:
• Read the
article.
• Complete the
table
identifying the
justifications
given for graffiti
as art or
vandalism.
You might want to split this task
up!
EXT:
Rephrase the ideas in your table using more persuasive language.
Good teamwork means:• Sharing a goal.• Respecting other’s opinions
even if you don’t agree with them.
• Everybody must speak, and everybody must listen.
• Supporting each other!
L/O: Be able to use persuasive language effectively. (DM/CL)
How do these speakers persuade us!?
• Match the terms
to the definitions.
• Identify where
these techniques
have been used
in the bold text
section of the
article.
Ext:What effect do these techniques
have?
Why?
Which techniques are not used?
Why is this?
Good teamwork means:• Sharing a goal.• Respecting other’s opinions
even if you don’t agree with them.
• Everybody must speak, and everybody must listen.
• Supporting each other!
L/O: Be able to use persuasive language effectively. (DM-CL)
Do you think this was an argumentative text or a persuasive one?
Why?
L/O: Be able to use persuasive language and structure effectively. (CL +)
Your job is to take the ideas from this argumentative article and write your own persuasive article for a school newspaper.
How to succeed!• Mind the GAP!
• Use persuasive devices effectively.
• Use the structure of your article to help persuade your audience!
L/O: Be able to use persuasive language and structure effectively.
GenreAudiencePurpose
Use the tasks you have completed today to remind you of what these are!
Remember how to draw your audience in! Appeal to them!Present your arguments (you can be biased!)Reinforce your point at the end!
You Must: Show a consistent opinion and use some persuasive techniques to help the reader understand. Use paragraphs to show new points.(EH-DM)You Should: Use a range of persuasive techniques to influence your reader. Use a structure which draws the reader in at the beginning and reinforces your point at the end. (DH-CM) You could: Control your writing carefully, using a range of techniques. Aim your points at the logos, ethos and pathos of the reader. Use sophisticated connectives to make your article flow. (CH+)
Write an article for a school newspaper, persuading your peers that graffiti is either art or vandalism.
Assessment!Peer progress: What has ___________done well?
Even better if?
My progress: Have I moved up the arrow?
Could I have moved further? How?
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