We analyze multiple texts from

argumentative type

I. Expected learning
Competition Capacity Indicators

Recover information
Locate relevant information in argumentative texts
from various texts
with complex structure and varied vocabulary.
writings.

Reorganize
information of Establish differences between the facts of multiple texts
various texts with complex structure.
writings.

Deduce the meaning of words and expressions with

figurative sense, based on explicit information.

Deduce cause-effect relationships and comparison.

Understand texts among the ideas of a text with a complex structure and
writings. Infer the meaning varied vocabulary.
of the written texts.
Deduce characteristics in argumentative texts with
complex structure.

Deduce the arguments in texts with structure

complex.
Explain the author's intention in the use of resources.
Reflect on the textual, based on their knowledge and context
form, content and sociocultural.
context of the texts
writings. Comment on the effectiveness of the arguments in texts.
with complex structure.

II. Didactic sequence

30
Start minutes

We greet our students and encourage them to establish the coexistence rules for the
development of the session.
We wrote the following situation on the board and asked a student to read it:

José is a fourth-year high school student, he is sixteen years old and is in love with Nancy.
His parents have told him that he is not yet old enough to think about love, let alone have it.
in love. Despite this, she has decided to talk to her parents and give them arguments for them to accept.
your relationship.

4.osecondary school degree 37

After the reading, we asked the students: If you were José, what arguments would you use to
convince your parents?
We listened to the students' arguments and asked again: what does it mean to argue?, what does it entail?
In other situations, do you use arguments? Is it easy for you to do so? Why?
We lead the participations and link them to the purpose of the session: Identify, deduce and
reflect on the content and form of multiple argumentative texts.

90
Development minutes

We learn
We present relevant information about argumentation to the students.

What is it?
It is a speech that presents facts, reasons, proposals, with the aim of
defend a personal or collective stance.

What is your purpose? Convince the reader.

Thesis (position that is defended)

What elements does it present? Arguments (reasons that support the thesis)
Conclusion (confirms the thesis)

Examples / cases
What are the types of Authority quotes (opinions, contributions from recognized personalities)
arguments? Based on statistical data
Emotional (appeals to emotions and feelings)

Next, we invite you to read the texts 'I like Twitter' and 'I hate Twitter' that are found
in the reading comprehension notebook, and we facilitate the application of the following strategies:
Before the reading
The students conduct a broad and general review of both texts. Let's remember that this
this process will allow them to identify titles and the length of the texts.
They make a reading of each title asking themselves: What will the text be about? What ideas does it suggest to me?
the title? Do I like or hate Twitter?, why?
Then they reflect: Why will I read the text?
During reading
The students carry out a first silent reading of the texts. Next, we pose them
Questions like: What information do I deduce from what I've read? What is the reading about?
They carry out a second reading and apply the highlighting technique to identify information.
explicit from each text.
They answer questions like:
What arguments does the author make to emphasize that he likes Twitter?
What arguments does the author point out to emphasize that he hates Twitter?
They also underline specialized language terms in the texts: interface, microfiction, cyberspace,
high-tech, SMS, link, etc.

38 Reading Comprehension 4 - Teacher's Manual

After the reading
We asked the students the following questions to identify some key characteristics of the

What type of texts are they?, why?

In this case, the texts are argumentative because they defend the personal positions of the authors.
regarding Twitter.
Who are they addressed to?
Regarding the content of the texts, if they had to present their own arguments to express themselves in favor
o en contra del Twitter, ¿cuáles serían estos? Piensen en dos para cada caso.
With different colors, the elements of argumentative texts and the types of arguments stand out.
For example, the cases.
Develop a simple outline with the thesis, the arguments (according to the types), and the conclusion.
This will allow them to better visualize the structure of the text.
They establish comparisons between the ideas of the texts.
In this case, let us note that the two authors, in order to support their opinions, specify the advantages.
advantages and disadvantages of Twitter, depending on whether their stance is for or against.

Next, we highlight in the texts the richness of vocabulary and expressions in a figurative sense.
We can use marginal annotations to interpret metaphors, analogies, and other figures.
used.
To confirm the predictions made by the students, we asked:
The personal reasons presented for and against Twitter, did they align with those of the
authors?
What is your opinion on the topic addressed in the texts? State your position in favor or against.
based on the arguments put forth by the authors and others of their own.
Teamwork and answering the questions on the work sheet
After analyzing both texts, we formed pairs and indicated that they develop the questions that arise.
they are raised in the corresponding form.
We accompany the work of each team to provide timely feedback and to help them develop.
correctly the questions.
Once the time planned for this activity has elapsed, we assign each group a question, whose
The response will then be compared with those of the other groups.
We provided feedback on the necessary aspects and congratulated the work done by each.
team.

Evaluation
We practice
We ask the students to read the texts "Defending Innocence" and "Let’s Be Alert to Abuse".
child psychological", in the reading comprehension notebook, and that they apply the strategies used in
the previous activity.
At the end of the reading, the students form pairs and share their answers. Voluntarily,
They present their answers and support them orally.
We intervene to clarify doubts and specify ideas.
It is important to emphasize the why of the answers in order to foster reflection on the successes.
and difficulties.

4.omiddle school degree 39

 15
Closure minutes

Metacognition
We invite students to reflect on their learning process.
starting from the following metacognitive questions:
What steps did I follow to identify the elements of the argumentation and the
types of arguments?
What difficulties did I encounter in the process of applying the strategies?
What skills have I developed in this session?

Extension
We advise the students to read the texts 'Week of the Dead' and 'Sanctions'
that the wind carries,” in the reading comprehension notebook, and that they apply the
strategies worked on in the session to answer the questions raised in the form
of work.
Students need to be encouraged to carry out this activity responsibly.

40 Reading comprehension 4 - Teacher's manual