3 - Writing Websites
In this lesson the class writes text for a website for various Fairtrade producer groups to advertise their products.
N.B. Students could build their websites in IT.
This lesson plan has links to Curriculum aims and programmes of study in English, Citizenship, Geography, Computing and PSHE.
Computer access for students/pairs of students and mini whiteboards
To write clear and persuasive text to convince young people to buy Fairtrade goods.
To be able to choose appropriate language and content for a website targeting a specific audience.
Using mini-whiteboards, students write down 3 reasons why people should buy Fairtrade.
Download documents in Welsh:
Students go to www.mifruta.cl and explore the website, answering the following questions:
• What is the purpose of the website?
• What audience is it aimed at?
• What topics are covered?
• What is the tone of the website?
• How well is the information explained?
• Find examples of language used on the website which is used (a) to inform (b) to describe (c) to persuade
• How could the website be improved?
Split the class into groups and assign each group a producer group. Explain that each group is going to write the text for their producer’s website aimed specifically at persuading young people to buy their Fairtrade product.
Discuss with the class:
• What information young people need to convince them to buy Fairtrade
- What Fairtrade is
- Information about the producer group
- Individual stories of the producers
- Information about the country the producers come from
- Fun facts about Fairtrade
- Places to go for further information
- 3 reasons to buy Fairtrade
• How they will research and verify the extra information they need.
It’s important to stress to students that although websites such as Wikipedia are really useful to gain an overall view of a country or issue, they can be unreliable because the information on them is contributed from many different users. This is also the case of blogs or websites which are written by individuals.
To make sure that the information they put on their website is correct to the best of their knowledge they need to check it against other sources of information.
• Decide on a success criteria for the project with the class.
Distribute the producer stories, producer group profiles and country profiles to the class and, working in their groups they compile a list of information they want to include on their website and identify what they need to find out. Students then split the website into sections and assign tasks to each group member.
Groups present their website to the class and it is assessed against the success criteria.
As an extension activity students could write a review of each other’s websites for a Fairtrade magazine.