Literacy Unit Summary Plan
Name:
Class:
Year Group: Six
Non-fiction Unit 3
Argument
Term:
Week Beginning:
Outcome
Objectives
Write an effective persuasive argument and/or balanced discussion, making appropriate language, style
and structural choices to meet a particular purpose and audience (marking and feedback against agreed
success criteria).
In order that children make effective progress in core skills across the year, it is important that these
Strands are planned for in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
Overview
These are in addition to the Objectives listed below.
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Through reading, identify the language, grammar, organisational and stylistic features of balanced
written discussions which: summarise different sides of an argument; clarify the strengths and
weaknesses of different positions; signal personal opinion clearly; draw reasoned conclusions based
on available evidence.
Recognise and understand the distinction between the persuasive presentation of a particular view
and the discursive presentation of a balanced argument.
First explore orally and then write a balanced report of a controversial issue, summarising fairly the
competing views, analysing strengths and weaknesses of different positions, drawing reasoned
conclusions where appropriate, using formal language and presentation as appropriate.
Use reading to investigate conditionals, for example using if, then, might, could, would, and their
persuasive uses, for example in deduction, speculation, supposition. Build a bank of useful terms and
phrases for persuasive argument, for example similarly... whereas...
Overall, help to build the ability to select the appropriate style and form to suit a specific purpose and
audience, drawing on knowledge of different non-fictional text types and adapting, conflating and
combining these where appropriate.
Prior Learning
Check that children can already:
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Identify and discuss elements of persuasion when they encounter them in texts.
Recognise the difference between the expression of a particular viewpoint and the presentation of a
balanced discussion.
Understand how texts are and can be adapted to suit different purposes and audiences.
Use clear language to present a spoken argument or point of view.
1. Speaking
 Use a range of oral techniques to present persuasive arguments and engaging narratives
 Participate in whole-class debate using the conventions and language of debate, including standard
English
2. Listening and responding
 Analyse and evaluate how speakers present points effectively through use of language and gesture
 Listen for language variation in formal and informal contexts
 Identify the ways spoken language varies according to differences in the context and purpose of its
use
6. Word structure and spelling
 Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on
paper and on screen
7. Understanding and interpreting texts
 Recognise rhetorical devices used to argue, persuade, mislead and sway the reader
8. Engaging with and responding to texts
 Compare how writers from different times and places present experiences and use language
9. Creating and shaping texts
 In non-narrative, establish, balance and maintain viewpoints
10. Text structure and organisation
 Use varied structures to shape and organise text coherently
 Use paragraphs to achieve pace and emphasis
11. Sentence structure and punctuation
 Use punctuation to clarify meaning in complex sentences
12. Presentation
 Use different styles of handwriting for different purposes with a range of media, developing a
consistent and personal legible style
Phase 1 – approx 4 days
Phase 1 Learning outcomes
Resources
Children explore a controversial issue (possibly
related to other areas of the curriculum) through
reading and discussing a wide range of texts
providing examples of for, against and balanced
views. These include a variety of formats, on paper
and on screen, and probably some media texts, for
example TV clips.
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Phase 2 – approx 4 days
Phase 2 Learning outcomes
Children explore one or more issues through
discussion, debate and role-play, and practise the
oral presentation of both one-sided and balanced
arguments.
Children can use clear language and
appropriate presentational features both to
present a particular case (argument) and to
provide a balanced overview (discussion).
Phase 3 – approx 3 days
Phase 3 Learning outcomes
Children reread and analyse some of the discussion
texts, identifying key language, structure,
organisation and presentational features, as
preparation for writing.
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Phase 4 – approx 4 days
Phase 4 Learning outcomes
Following teacher modelling, children write both a
one-sided (persuasive) argument and a balanced
(reasoned) discussion selecting their own approach
and medium for each, to suit their purpose and
audience.
Children can write both an effective argument for a
particular case and a balanced discussion of an
issue, selecting language, form, format and content to
suit a particular audience and purpose.
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Children can identify bias when considering a
controversial issue.
Children can identify when it is appropriate to use
formal and impersonal language.
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Children can recognise the structure and
language features of both a persuasive argument
and of a balanced discussion.
Children can understand and apply impersonal
and formal language when appropriate.
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Wide variety of texts and other materials that express or explore views on a particular
controversial issue
Writing flier 9 - Persuasion: stating your case..., Ref: 0532/2001
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201per
s9.pdf (PDF 105Kb)
Writing flier 10 - Discussion, Ref: 0532/2001
Progression in persuasion texts
Progression in discussion texts
Grammar for writing, Ref: 0107/2000, Year 6
http://www.standards.dfes.gov.uk/primary/publications/literacy/63317/
ICT/literacy/history case study from Learning how to learn: key aspects of learning across the
primary curriculum, Ref: 0526-2004 G, from Learning and teaching in the primary years
http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/
The National Curriculum in action website includes examples of discussion at Year 6
http://www.ncaction.org.uk/search/index.htm