June 16, 2014 | By J Healy |
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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.
June 26, 2014 Jennifer Healy Bala Cynwyd Middle School Example Unit Plan Position: 6 th Gr Teacher with ML Certifications Persuasive Writing Unit Plan Summary Duration: The planned duration for this unit is 14 days (for class sessions of approximately 45-50 minutes). Standards: Refer to individual lesson plans for the Common Core State Standards for English Language Arts that are addressed in this unit. Unit Lessons: Day 1 – Introduction to Persuasive Writing: ‘Can You Convince Me?’ Writer’s Prompt: “ TheMostImportantThingaboutwhereIsitinclasstomeis….because….” Lesson Summary: Students employ their existing persuasive skills and knowledge through interactive and partner writing activities based around “The Important Book” by Margaret Wise Brown. Students are introduced to the elements of persuasive writing and use ‘the most important idea’ to convince others of their viewpoint. During the lesson, students will begin to identify and refute counterarguments using a context that is simple to build confidence and interest in the genre. Days 2 & 3 – Organization of Persuasive Writing: ‘Structure, It Does an Argument Good’ Writer’s Prompt: N/A; prior lesson entries will be revisited. Lesson Summary: Students identify the structure of persuasive writing (i.e., Beginning = Position, Middle = 3 Reasons, End = Conclusion) by evaluating sample “Milk, It Does a Body Good” commercials and preparing and presenting a poster via the ReadWriteThink ‘Printing Press,’ which include three benefits a particular food item or product. During the lesson, students will begin to determine positions and identify reasons to support their positions using a graphic organizer. Student Writer’s Entries from the prior lesson will be discussed and evaluated to determine whether their writing pieces include the three relevant structure elements. Writing pieces will be revised to reflect the persuasive writing structure. Days 4 & 5 – Ways To Persuade: ‘Facts, Feelings, or Philosophies: How Will You Persuade’ Writer’s Prompt: “All students should / should not be required to volunteer for 4 hours a month at in their community because….” Lesson Summary: Students examine the three ways to persuade (i.e., Logical, Emotional, Moral) through direct instruction (i.e., presentation), mentor texts, and discussions. Students share and evaluate their daily Writer’s Entry to determine which persuasion method they employed. Students then draft a second response using a different method. Students collect examples of persuasive communications in their community (e.g., print, audio, or video commercials) and