{"CACHEDAT":"2026-06-05 18:21:00","SLUG":"roininen-eevamaija-61lWQMjuGp","MARKDOWN":"# Lesson title: How ethical is it to use cotton? - Past and present issues\n\n## Lesson sequence title: Comparing sources\n\nLesson no. 1 / 3\n\n### SSI: How ethical is it to use cotton? - Past and present issues\n\n# Subject: English\n\n### The goal is that the students learn to contextualize the information they are provided with.\n\n## Learner age range: 16-18\n\n## Year of subject learning: 10-12\n\n# Lesson context before / after HOW activity\n\nThis is a reading comprehension activity in a course that covers environmental issues. After doing this activity, the students will have debates related to this topic. So next steps would be to, first, define debate propositions, then find information to prepare for the debates (lesson sequence 2). The final activity would be to have debates (sequence 3). \n\n# HOW Activity\n\n## Duration in minutes: 60\n\n## MSL Domain: D3G3 Trace the viewpoints\n\n\n### Learning goal: The goal is that the students learn to contextualize the information they are provided with.\n\n### HOW: D3G3O2H1 Identify viewpoints expressed by different stakeholder groups.\n\n## HOW activity instruction\n\n[Texts about cotton.docx 21418](/api/attachments.redirect?id=d498c9f9-f88b-4fb4-be5d-54ad0732226f)\n\n\n\n1. Read the four text extracts. In each extract, find the arguments that describe the benefits of organic cotton or cotton in general. \n2. Next, for each text extract, determine what type of text is in question? Are they **descriptive**, **expository** (explaining and informing), **narrative** (telling a story), **argumentative** or **instructive?**\n3. After determining the text type for each extract, infer what genre they represent and/or what purpose they serve. \n4. What could be the underlying motive for producing and publishing each text? I.e. what is the agenda behind each text extract?\n5. Discuss the difference between argumentative and expository statements.\n\n\n### Suggested social form\n\nStudents either work independently and then the results are studied together. Alternatively, the students can work in groups of four so that each student reads one of the texts, does the activity and then presents the results for group. \n\n### Required infrastructure\n\nComputers and internet access or the texts printed out.\n\n##","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: How ethical is it to use cotton? - Past and present issues</h1>\n<h2>Lesson sequence title: Comparing sources</h2>\n<p>Lesson no. 1 / 3</p>\n<h3>SSI: How ethical is it to use cotton? - Past and present issues</h3>\n<h1>Subject: English</h1>\n<h3>The goal is that the students learn to contextualize the information they are provided with.</h3>\n<h2>Learner age range: 16-18</h2>\n<h2>Year of subject learning: 10-12</h2>\n<h1>Lesson context before / after HOW activity</h1>\n<p>This is a reading comprehension activity in a course that covers environmental issues. After doing this activity, the students will have debates related to this topic. So next steps would be to, first, define debate propositions, then find information to prepare for the debates (lesson sequence 2). The final activity would be to have debates (sequence 3).</p>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 60</h2>\n<h2>MSL Domain: D3G3 Trace the viewpoints</h2>\n<h3>Learning goal: The goal is that the students learn to contextualize the information they are provided with.</h3>\n<h3>HOW: D3G3O2H1 Identify viewpoints expressed by different stakeholder groups.</h3>\n<h2>HOW activity instruction</h2>\n<p><a href=\"https://wiki.scilmi.eu/api/files.get?sig=eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJrZXkiOiJ1cGxvYWRzLzhhOTkwNmEwLTQ1YzEtNGRjMy04ZTZmLWE2MDVjNjJkNmI2Zi9kNDk4YzlmOS1mODhiLTRmYjQtYmU1ZC01NGFkMDczMjIyNmYvVGV4dHMgYWJvdXQgY290dG9uLmRvY3giLCJ0eXBlIjoiYXR0YWNobWVudCIsImlhdCI6MTc4MDY3NjQ2MCwiZXhwIjoxNzgwNjc2NzYwfQ.iy-yOcO_YUETMkX_3xTO2dolQLHBAhfNCJmxoseafWg\" target=\"_blank\" rel=\"noopener\">Texts about cotton.docx 21418</a></p>\n<ol>\n<li>Read the four text extracts. In each extract, find the arguments that describe the benefits of organic cotton or cotton in general.</li>\n<li>Next, for each text extract, determine what type of text is in question? Are they <strong>descriptive</strong>, <strong>expository</strong> (explaining and informing), <strong>narrative</strong> (telling a story), <strong>argumentative</strong> or <strong>instructive?</strong></li>\n<li>After determining the text type for each extract, infer what genre they represent and/or what purpose they serve.</li>\n<li>What could be the underlying motive for producing and publishing each text? I.e. what is the agenda behind each text extract?</li>\n<li>Discuss the difference between argumentative and expository statements.</li>\n</ol>\n<h3>Suggested social form</h3>\n<p>Students either work independently and then the results are studied together. Alternatively, the students can work in groups of four so that each student reads one of the texts, does the activity and then presents the results for group.</p>\n<h3>Required infrastructure</h3>\n<p>Computers and internet access or the texts printed out.</p>","UPDATEDAT":"2026-05-14T08:37:57.576Z","ID":"f1840518-34bb-4769-a882-dfdbe70e49a3","TITLE":"Roininen, Eevamaija"}