Children Should Wear Hats at School

Children Should Wear Hats at School

Course
English
Grade
Year 5
Section
Writing
Outcome
Writing A Persuasive Text: All Children Should Wear Hats At School
Activity Type
Printable
Activity ID
17518

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This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • Year 4
    • Language
      • Language for interaction

        • ACELA1488 – Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group

        • ACELA1489 – Understand differences between the language of opinion and feeling and the language of factual reporting or recording

    • Literacy
      • Interacting with others

        • ACELY1689 – Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences

      • Creating texts

        • ACELY1694 – Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

        • ACELY1695 – Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

        • ACELY1696 – Write using clearly-formed joined letters, and develop increased fluency and automaticity

        • ACELY1697 – Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

  • Y4 – Year 4
    • Y4.W – Writing
      • They draw on knowledge and skills that include:

        • Y4.W.1 – Using language and a simple text structure that are appropriate for the purpose, e.g., an orientation, sequenced events described in the past tense, and linking words to show sequence (for a recount)

        • Y4.W.2 – Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information

        • Y4.W.5 – Using written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning

        • Y4.W.6 – Using mainly simple and compound sentences, along with some complex sentences, that vary in their beginnings, structures, and lengths and are mostly correct grammatically

        • Y4.W.7 – Correctly using subject-verb agreement, tense agreement, and pronouns and prepositions

        • Y4.W.8 – Using capital letters, full stops, question marks, and exclamation marks correctly and using speech marks, commas for lists, and apostrophes for contractions correctly most of the time.

  • 4 – Year 4
    • 4.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 4.WS.1 – These texts will include, when appropriate:

          • 4.WS.1.a – Content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often includes detail and/or comment supporting the main points

          • 4.WS.1.b – Mainly simple and compound sentences that vary in their beginnings,structures, and lengths and are mostly correct grammatically

          • 4.WS.1.c – Attempts at complex sentences

          • 4.WS.1.d – Words and phrases, in particular, nouns, verbs, adjectives, and adverbs, that clearly convey ideas, experiences, or information.

  • 5 – Year 5
    • 5.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 5.WS.1 – These texts will include, when appropriate:

          • 5.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points

          • 5.WS.1.b – Paragraphs that group ideas

          • 5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically

          • 5.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose, including subject-specific vocabulary.

  • 3 – Grade 3
    • W.3.1 – Writing
      • Literacy

        • W.3.4 – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

        • W.3.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

        • W.3.6 – With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

      • Literacy

        • W.3.7 – Conduct short research projects that build knowledge about a topic.

        • W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

      • Literacy

        • W.3.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.3.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons.

          • W.3.1.a – Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

          • W.3.1.b – Provide reasons that support the opinion.

          • W.3.1.c – Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

          • W.3.1.d – Provide a concluding statement or section.

    • SL.3 – Speaking & Listening
      • Literacy

        • SL.3.2 – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.3.3 – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

        • SL.3.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.3.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.3.1.b – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

          • SL.3.1.c – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

          • SL.3.1.d – Explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

        • SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

    • L.3 – Language
      • Literacy

        • L.3.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

        • L.3.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.3.5.b – Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

      • Literacy

        • L.3.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.3.1.a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

          • L.3.1.b – Form and use regular and irregular plural nouns.

          • L.3.1.c – Use abstract nouns (e.g., childhood).

          • L.3.1.d – Form and use regular and irregular verbs.

          • L.3.1.e – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

          • L.3.1.f – Ensure subject-verb and pronoun-antecedent agreement.*

          • L.3.1.g – Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

          • L.3.1.h – Use coordinating and subordinating conjunctions.

          • L.3.1.i – Produce simple, compound, and complex sentences.

        • L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.3.2.a – Capitalize appropriate words in titles.

          • L.3.2.d – Form and use possessives.

          • L.3.2.e – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

          • L.3.2.f – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

          • L.3.2.g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

      • Literacy

        • L.3.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.3.3.a – Choose words and phrases for effect.*

  • 4 – Grade 4
    • W.4 – Writing
      • Literacy

        • W.4.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

        • W.4.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

      • Literacy

        • W.4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic.

        • W.4.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

      • Literacy

        • W.4.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.4.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

          • W.4.1.a – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

          • W.4.1.b – Provide reasons that are supported by facts and details.

          • W.4.1.c – Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

          • W.4.1.d – Provide a concluding statement or section related to the opinion presented.

    • SL.4 – Speaking & Listening
      • Literacy

        • SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.

        • SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

          • SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

        • SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    • L.4 – Language
      • Literacy

        • L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

      • Literacy

        • L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.4.1.a – Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

          • L.4.1.b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

          • L.4.1.c – Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

          • L.4.1.d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

          • L.4.1.f – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

          • L.4.1.g – Correctly use frequently confused words (e.g., to, too, two; there, their).*

        • L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.4.2.a – Use correct capitalization.

          • L.4.2.b – Use commas and quotation marks to mark direct speech and quotations from a text.

          • L.4.2.c – Use a comma before a coordinating conjunction in a compound sentence.

          • L.4.2.d – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.4.3.b – Choose punctuation for effect.*

          • L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).