Ms Stolty has been working hard with her Year 3 and 4 students, explicitly teaching them to consider all points of view when exploring the topic of whether homework should be given to students. They learnt the power of persuasive language and techniques, including using rhetorical questions and attributing facts to those that would have authority over the subject matter (though they were definitely allowed a little poetic licence, as no doctors were actually sited in their work!) Daily scaffolding using lots of 'I do, we do' processes and graphic organisers led to her students independently producing remarkable persuasive arguments, for and against homework. Here are five samples of their work for you to enjoy; though Ms Stolty congratulates all her students who put an enormous effort into their work.
