< Back

Homework Should be Banned

  • Grade: Year 4
    Activity type: Printable

Homework Should be Banned

Course
English
Grade
Year 4
Section
Writing
Outcome
Writing a Persuasive Text: 'Homework Should Be Banned'
Activity Type
Printable
Activity ID
17496

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

Patricia Celikbilek, Teacher
Read More

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

Vanessa Wills, Parent
Read More

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

Chris Rayment, School Principal
Read More
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United Kingdom – National Curriculum

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

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

Australia – Australian Curriculum

  • Year 3
    • Language

      • Language for interaction

        • ACELA1476 – Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

        • ACELA1477 – Examine how evaluative language can be varied to be more or less forceful

    • Literacy

      • Interacting with others

        • ACELY1676 – Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

        • ACELY1792 – Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

        • ACELY1677 – Plan and deliver short presentations, providing some key details in logical sequence

      • Creating texts

        • ACELY1682 – Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose

        • ACELY1683 – Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

        • ACELY1685 – Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

New Zealand – National Standards

  • Y3 – Year 3
    • Y3.W – Writing

      • They draw on knowledge and skills that include:

        • Y3.W.1 – Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text

        • Y3.W.6 – Using a basic text structure to organise their text effectively for its purpose (e.g., a story with a beginning, a middle, and an end)

        • Y3.W.8 – Attempting to write complex sentences

        • Y3.W.9 – Constructing sentences in which the tenses are mostly consistent

        • Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly

        • Y3.W.3 – Encoding (spelling) unfamiliar words by:

          • Y3.W.3.c – Applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly

  • 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.

  • 3 – Year 3
    • 3.WS – The writing standard

      • Key characteristics of students' writing at this level

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

          • 3.WS.1.a – Content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to a curriculum topic and that sometimes includes detail and/or comment

          • 3.WS.1.b – Mainly simple and compound sentences that vary in their beginnings and lengths and in the simple conjunctions used

          • 3.WS.1.c – Attempts at some complex sentences

          • 3.WS.1.d – Some specific vocabulary that is appropriate to the content of the text.

  • 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.

United States – Common Core State Standards

  • 2 – Grade 2
    • W.2 – Writing

      • Literacy

        • W.2.1 – Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

      • Literacy

        • W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

        • W.2.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

      • Literacy

        • W.2.7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

        • W.2.8 – Recall information from experiences or gather information from provided sources to answer a question.

    • SL.2 – Speaking & Listening

      • Literacy

        • SL.2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

        • SL.2.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

        • SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

          • SL.2.1.a – 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.2.1.b – Build on others’ talk in conversations by linking their comments to the remarks of others.

          • SL.2.1.c – Ask for clarification and further explanation as needed about the topics and texts under discussion.

      • Literacy

        • SL.2.6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

    • L.2 – Language

      • Literacy

        • L.2.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

        • L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

          • L.2.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

        • L.2.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.2.5.a – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

      • Literacy

        • L.2.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.2.2.a – Capitalize holidays, product names, and geographic names.

      • Literacy

        • L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.2.3.a – Compare formal and informal uses of English.

  • 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.