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Unit Title: Writing a Persuasive Essay Developed by: Kelley Sullivan Grade: 4th Subject: Writing Genre: Persuasive
Targeted Standards: CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented. CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.) Objectives: Students will be able to identify the audience to whom they are writing and trying to persuade. Students will be able to form at least three arguments to support their opinion. Students will be able to identify possible counter-arguments of their audience. Students will be able to go through each stage of the writing process while working on their essay (pre-writing, drafting, revising, editing, and publishing). Enduring Understanding (Big Ideas): -The purpose of persuasive writing is to try and convince your audience using reasons that support your opinion. As the result of this unit, Students will know (concepts)
-That their opinion should be supported with main arguments using details and evidence -That when trying to persuade their audience, they should consider/anticipate the counter-arguments of their audience
Essential Question(s)--overarching and topical: Who are you trying to persuade? What is your opinion and why do you feel that way? What opinions might your audience have? As the result of this unit, Students will be able to (skills) -Use details and evidence to support their main arguments -Structure a persuasive essay using an introduction, three body paragraphs containing their main arguments, and a conclusion
Assessment
Performance Task(s): (a)What will students do to demonstrate their learning? Students will write their own persuasive essay in response to our principals suggestion that we will have mandatory uniforms at our school. They will progress through the writing process in order to continually adjust their essays until they are ready for their essays to be published. (b) What criteria will you use to assess student performance? (Attach checklist, rubric, etc. or explain criteria) Checklists and rubric (see below) Student behavior while working with a writing partner and/or in small groups will also be monitored and factors in to a portion of their final essay grade (also included on rubric below). Other Evidence (preassessment, formative, summative): Preassessment: Discussing as a class what it means to persuade and judging by their responses what students already know about writing with a persuasive style Formative: I will be conferencing with students individually and in small groups, since they will be progressing throughout the writing process at varying times throughout this unit. Through these conferences I will be able to check for student understanding, and I will be taking note of students effort and participation during the allotted writing time. Summative: Students will submit their final copy of their essay along with all of the copies from each stage of the writing process. How will students reflect and self-assess their own learning? -As students work with a partner to revise, they need to consider the suggestions that their partner made. -In the editing process, the students will self-edit, then peer-edit, and then finally I will edit their papers. This allows them to have three different people look over their writing. -Before submitting their published copy of their essay, students fill out a self evaluation where they highlight what they did well, why they liked their writing, and some goals for future writing (see below)
As you prepare, think about How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea(s) and questions in the unit? How will you equip them with needed skills and knowledge?
Learning Plan
Provide a clear description of the scope and sequence of student activities over the course of your unit. Lesson #1: (Whole class) Ask students if theyve ever tried to persuade their parents to let them do something. Talk about what it means to persuade. Introduce I Wanna Iguana and complete anchor
How will you cause students to reflect? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and selfevaluate their skills, knowledge, and understanding throughout the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?
chart listing valid reasons and invalid reasons for wanting something. I will then show a video from our school principal to introduce the topic of school uniforms. Present task to students that they need to decide whether or not this is a good idea and then write an essay to our principal trying to persuade her either way. As a class, list phrases to use when presenting an opinion and the reasons supporting that opinion. (Individual) Students begin prewriting (using graphic organizer). Lesson #2: (Whole class) Using the two anchor charts on the SMART Board, we will discuss the how authors persuade their readers, identifying possible counter arguments, and how to organize a persuasive essay. (Individual) Students will use the OREO organizer to outline their essay. I will begin conferencing with students to see how they are planning to organize their essays. Lesson #3: (Whole class) Using the SMART Board anchor chart with a focus on powerful words to use to persuade someone, we will collect ideas as a class and then share a list found online. (Individual) Students will choose about five powerful words that they think might help them write more effectively. They will continue their OREO organizer and begin flash drafting. When finished, they will be encouraged to read through their draft out loud to themselves and think about where they can add details and make their argument stronger. I will continue conferencing with students to help if they are stuck or finish early and are ready to continue working on their essays. Lesson #4: Students finish drafting (if applicable) and move to revising their writing. I will meet with students individually to discuss revisions for their essays. Students will be encouraged to add details and expand their writing. They will meet with a writing partner to give and receive feedback on each others essays. Lesson #5: Students will be revising and self- and peer-editing during this time. I will conference with students to discuss what changes they are making to their writing. Lesson #6: Students will be working on their final copy of their persuasive essay at this time if they have finished revising and editing. Lesson #7: Students will finish any revisions and editing to complete their final copy. Sharing may take place at this time for the students who are finished. Students will fill out comment and suggestion cards for one another, and they will fill out self evaluation forms for themselves.
Persuasive Pre-Writing
Persuasive Word Box Three reasons WHY I have this opinion:
My opinion:
Description of issue-
My Opinion statement-
Paragraph #2
Paragraph #3
Paragraph #4
Reason #1-
Reason #2-
Reason #3-
Summarize my 3 reasons
Body Explain your argument in detail. You will use one of your three reasons in each body paragraph. Restate the reason as the first sentence of each paragraph and then write three sentences to support each argument. The last sentence should transition your readers to the next paragraph.
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Conclusion Restate your argument and include your strongest reasons. Try to include some persuasive language!!
Name:
Not Yet
Starting To
Yes!
Introduction My essay begins with an attention grabber. I describe the issue/situation without stating my opinion. I stated my claim/opinion. Three Body Paragraphs I separated my main arguments into three paragraphs. Each argument is supported with at least three details/pieces of evidence. Each paragraph is at least five sentences long. I saved my strongest argument for last and put it in my 3rd body paragraph. Conclusion I restated my claim/opinion. I summarized my strongest arguments that support my claim/opinion. I finished my essay with a call to action or concluding statement to help convince my reader.
Name:
Not Yet
Starting To
Yes!
Introduction Your essay begins with an attention grabber. You describe the issue/situation without stating your opinion. You stated your claim/opinion. Three Body Paragraphs You separated your main arguments into three paragraphs. Each argument is supported with at least three details/pieces of evidence. Each paragraph is at least five sentences long. You saved your strongest argument for last and put it in your 3rd body paragraph. Conclusion You restated your claim/opinion. You summarized your strongest arguments that support your claim/opinion. You finished your essay with a call to action or concluding statement to help convince your reader.
Comments:
Name: ________________________
Organization
perhaps by emphasizing or repeating words that would make my readers feel emotions.
If it felt right to do so, I chose precise details and facts to help make my points and used figurative language to help the readers see my point of view. I made choices about which evidence and details were best to include or not include to help support my main points. I used a convincing tone in my writing. Language Conventions Spelling I used what I know about word families and spelling rules to help me spell and edit. I used dictionaries to help me when needed. When writing long complex sentences, I used commas to make them clear and correct. I used periods to fix my run-on sentences.
Punctuation
Pre-writing (5 points): Ideas, Lists, Topics, Events Drafting (5 points): Putting ideas down on paper Rough copy including a main idea or ideas from pre-writing Revising (5 points): Peer comments and suggestions Changes made to first draft Working with a writing partner Editing (5 points): Self-editing project Peer-editing project Making changes in grammar, spelling, and punctuation in project Final Copy (5 points): Revised and edited Completely finished with project Sharing (5 points): Reading project to peers Giving feedback on peers projects Argument (5 points) Student states their position through an argument statement Supporting Reasons (15 points) Three main reasons are stated to support argument Introduction and Conclusion (10 points) Essay opens with an introduction Essay ends with a concluding paragraph
Additional comments:
75 points
Name: _____________________________________
Date: ____________________
I feel that way about my essay because __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Rate yourself by coloring in the stars. 1 star = Poor, 2 stars = Average, 3 stars = Good, 4 stars = Excellent Effort put into project
Creativity of project
Something I really like about my persuasive essay is __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ A goal that I have for my future writing is __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________