Published on June 25, 2014
June 26, 2014 Jennifer Healy Bala Cynwyd Middle School Example Lesson Plan Position: 6 th Gr Teacher with ML Certifications Introduction to Persuasive Writing Lesson Resources: Lessonplanadaptedfromconceptspresentedin http://www.scholastic.com/teachers/lesson-plan/important-book-lesson-plan and http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html?tab=4 ii. Studentsmaysupportorrefutetheauthor’sargument.Ifstudentsdonot offerother‘importantthings’,modelacounterargument. iii. Duringthediscussions,recordother‘ImportantThings’offeredbythe studentsforeachsubjectanddetermine,asaclass,which‘ImportantThing’ istheMOSTImportant. **Studentsshouldfindthattheyalreadypossesssomeskillsforpersuasion throughtheguideddiscussions. III. Lesson Activity (approx. 20 mins) b. Introduce the day’s writing assignment. i. Tell students that they will be working in groups to create an ‘Important Thing’ paragraph for rain. ii. Display and discuss the ‘TheImportantThing’ParagraphFormatSheets thatthegroupswillusetorecordandpresenttheir“ImportantThing” argument. iii. Note that students should use the available scratchpaper,personalwhite boards,orchartpapertobrainstormthevariousimportantthingsaboutrain beforetheydrafttheirparagraphusingtheFormatSheets. iv. The teacher will ask “Can you Convince Us?” and state that the goal of each group is to convince the other groups that they have selected the most ‘Important Thing’ about rain. c. Studentsprepareandpresenttheir ‘ ImportantThing’paragraphsingroups using the ‘TheImportantThing’ParagraphFormatSheets. i. Record the ‘Important Thing’ stated by each group on the board during the presentations. ii. Read aloud the page about rain from Wise’s TheImportantBook . iii. Afterallparagraphshavebeenpresented,discusswhich‘ImportantThing’is trulythemostimportantthingaboutrainanddiscusshowthegroup(s) presentedtheirargument. d. Iftimepermits,studentswillsharetheirWriter’sPromptresponsesanddiscuss whethertheirargumentwasconvincingtotheclassand/orteacher. IV. After Day 1 e. Students will practice identifying and developing persuasive arguments for a position through oral and written communications during proceeding sessions. V. Assessment: a. Teacher will informally evaluate student persuasive skills during interactive reading and group drafting phases; specifically, Teacher will assess the students’ ability to: i. Identify and communicate convincing arguments and counterarguments; ii. Share and respect each other’s thoughts and writing. b. Teacher will assess relevance and completeness of group paragraphs.