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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for English Language Arts Grade 6 Title: Persuasive Texts Subject: Reading, Writing, Speaking, Listening, and Viewing Topics: Persuasive writing Grade: 6 Designers: T. Walker; P. Martin Introduction
Unit Framework Title Writing a Persuasive Essay Unit Framework Annotation The persuasive unit will have a two-fold focus. The first part will focus on medias use of propaganda/persuasive techniques, such as bandwagon, testimonials, and hero appeal. Students will analyze and discuss examples of media advertisements utilizing these techniques. Students will then work with a partner or in a small group to create an advertisement to present to the class. To begin the second focus, students will read and analyze persuasive texts, emphasizing structure, audience, and support for argument. The culminating task for focus two will be a letter to parents or principal requesting permission to do something not ordinarily allowed (for example, use of book bags, one aspect of the dress code, extended curfews, going to mall with friends). Students will brainstorm things they wish they could do but cant, select one issue, and create a pro/con graphic organizer for arguments. Students may gather support for their argument through research, surveys, and/or interviews. The final project letter will include a clear statement of proposal with support, adequate rebuttal of anticipated counter arguments, an appropriate organizing structure in letter format, and strong, effective introductions and closings. Approximate Duration for the Unit Framework 4-6 weeks Author T. Walker; P. Martin Email Address cmccarle@doe.k12.ga.us

Standards
Focus Standards ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index). c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes). d. Identifies and analyzes main ideas, supporting ideas, and supporting details. e. Follows multi-step instructions to complete or create a simple product. ELA6W2. The student demonstrates competence in a variety of genres: The student produces a multi-paragraph persuasive essay that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 1 of 7 Copyright 2006 All Rights Reserved

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Georgia Performance Standards Framework for English Language Arts Grade 6

b. c. d. e. f. g. States a clear position of a proposition or proposal. Supports the position with organized and relevant evidence. Excludes information and arguments that are irrelevant. Creates an organizing structure appropriate to a specific purpose, audience, and context. Anticipates and addresses readers concerns and counter-arguments. Provides a sense of closure to the writing.

ELA6LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Identifies persuasive and propaganda techniques used in media and identifies false and misleading information. b. Identifies the tone, mood, and emotion conveyed in the oral communication. When delivering or responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals). c. Uses language for dramatic effect. d. Uses rubrics as assessment tools. e. Uses electronic media. ELA6W2. The student demonstrates competence in a variety of genres: The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions, web pages) that: a. Creates or follows an organizing structure appropriate to purpose, audience, and context. b. Excludes extraneous and inappropriate information. c. Follows an organizational pattern appropriate to the type of composition. d. Applies rules of standard English Complementary Standards (optional) ELA6R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues. d. Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words. ELA6RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA6RC2. The student participates in discussions related to curricular learning in all subject areas; the student b. Responds to a variety of texts in multiple modes of discourse. d. Evaluates the merits of texts in every subject discipline.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 2 of 7 Copyright 2006 All Rights Reserved

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Georgia Performance Standards Framework for English Language Arts Grade 6

ELA6W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure; the student a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA6W3. The student uses research and technology to support writing; the student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Produces brief research projects (compositions, multimedia presentations, graphic organizers, projects, etc.). c. Cites references. ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. c. Edits to correct errors in spelling, punctuation, etc. ELA6C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA6LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions, in which the student: b. c. f. g. h. j. Asks relevant questions. Responds to questions with appropriate information. Actively solicits another persons comments or opinions. Offers own opinion forcefully without being domineering. Responds appropriately to comments and questions. Gives reasons in support of opinions expressed.

Understanding and Goals

Unit Understandings, Themes, and Concepts (provide concepts students should retain as a result of this unit) Realize that mass media uses persuasive techniques in advertisements Recognize that arguments must be adequately supported to be effective and that counter arguments must be anticipated and rebutted Realize that writing can be an effective tool in persuading others Recognize that mode of discourse may change with audience and purpose

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 3 of 7 Copyright 2006 All Rights Reserved

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Georgia Performance Standards Framework for English Language Arts Grade 6

Primary Learning Goals or Essential Questions Reading Essential Questions What are some methods advertisers use to sell their products? What is the difference between fact and opinion? What makes an argument compelling? Writing Essential Questions Why must the writer anticipate opposition to his argument? What are the appropriate structures to present an argument? What are some techniques people use to try to persuade others? Listening/Speaking/Viewing Essential Questions Why is it important to understand propaganda techniques? Why must a speaker know his audience?

Balanced Assessments
Method/types Description Informal Observations *Observe students working individually, partnered, or in small groups to analyze authors purpose and development of argument *Observe students during argument supportgathering activities *Observe students during the writing process *Observe students participation in class discussions Dialogue and Discussion *Studentteacher discussions during conferencing and informal observations *Student to student dialogue or discussion of persuasive texts (both student and non-student texts) *Whole group discussions during brainstorming, share time, and model analysis Selected Responses *Content vocabulary quizzes *CRCT practice test: persuasive passage with questions *Analyze model essay and identify arguments and support Constructed Responses *Graphic organizers (pro/con; essay map plan) *Brainstorming topic ideas *Journal entries relating to model texts and student work *Construct an advertisement *Write a persuasive letter SelfAssessments *Identify arguments and supportive evidence ( self and peer reviews) *Revise and edit projects *Completed check sheets

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 4 of 7 Copyright 2006 All Rights Reserved

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Georgia Performance Standards Framework for English Language Arts Grade 6 Unit Performance Task(s)
Unit Performance Task Title Task 1: The Truth in Advertisements Task 2: I (We) Should Be Allowed to Description/Directions The first of two tasks in this unit is to create an advertisement (mode of discourse left to teacher discretion). Prior to beginning the unit, teacher will assess student background knowledge of argument and propaganda techniques. The students will discuss and analyze several examples of advertisements. Then, either individually, partnered, or in small groups, they will work to create an advertisement for presentation to the class. (See task bank: Advertising Propaganda for possible product options) The second task will be a letter to parents or school administrators requesting permission to do something prohibited. As preparation for this project, students will read, discuss, and analyze examples of persuasive texts. They will brainstorm possible topics, select one, find supporting evidence. Using their pro/con chart, they will compose their persuasive letter. Students should be prepared to share their final products. (See task bank: Movie Letter and/or Persuasion Letter for other possible product options) Rubric for Performance Task Not included; rubrics should be designed by the teacher (based on expectations and knowledge of students) and the students.

Student Work Sample with Teacher Commentary

Not available at this time

Sequence of Instruction and Learning

List and briefly describe the sequence of teaching strategies, teaching activities, and learning activities that will guide students to attainment of the intended standards. Sequence of Instruction and Learning Teacher Activities
Assess prior knowledge of persuasive genre Teach content vocabulary Discuss persuasive techniques used in advertising Model analysis of advertising techniques Conference and monitor student progress during completion of projects Examine model texts for effective argument development Discuss persuasive writing genre characteristics Discuss organizational structure appropriate for persuasion Discuss letter format Discuss fact vs. opinion Mini lesson on transitions used in persuasive activities

Student Activities
Discuss and analyze advertisements Work individually, partnered or in small groups to draft, edit, revise, refine, and present advertisements Respond to peer presentations Brainstorm possible topics Develop a clear position or a proposition or proposal Find/develop relevant evidence to support arguments (research, survey, interview, etc.) Create a pro/con graphic organizer Develop an essay plan (select arguments and evidence to include; anticipate and address counter arguments) Draft letter Participate in self and peer evaluations of work Revise, edit, and publish

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 5 of 7 Copyright 2006 All Rights Reserved

One Stop Shop For Teachers

Georgia Performance Standards Framework for English Language Arts Grade 6

Sequence of Activities, Tasks, and Assessments: Week 1: Ask students to bring samples of advertisements Assess prior knowledge of persuasive/propaganda techniques Teach content vocabulary Discuss and analyze sample advertisements Chart what makes ads appealing Do a mini lesson on persuasive (propaganda) techniques found in advertisements Continue reading and writing in journals Week 2: Brainstorm topics and presentations modes for advertisements (see task bank: Advertising Propaganda) Work individually, partnered, or in small groups to draft, revise, edit, and finalize advertisement Participate in teacher-student conferencing and student-student evaluations of work Share selected parts of project for peer interaction Continue reading and writing in journals Week 3: Devise a Mini lesson revisiting habits of good listeners and speakers Begin class presentations of advertisements with student feedback Connect advertising techniques to persuasive writing techniques Discuss/chart persuasive writing standard elements Read, discuss and analyze examples of persuasive writing (including speeches, essays, letters) Group brainstorming for narrowing of topic Share/chart topics with whole group Continue reading and journal writing Week 4: Select topic Do mini lessons on interviewing and conducting surveys Develop sample interview questions or create a survey Allow time for students to gather information (using surveys, interviews, and/or research) Continue teacher-student conferencing Share surveys or interviews or interesting facts gathered Continue reading and journal writing Week 5: Mini lessons on audience, purpose and structure of persuasive writing Present a mini lesson to review letter formatting Create pro/con graphic organizer Develop writing plan Begin drafting proposition or proposal letter Continue conferencing with student Continue reading and responding in journals

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 6 of 7 Copyright 2006 All Rights Reserved

One Stop Shop For Teachers

Georgia Performance Standards Framework for English Language Arts Grade 6

Week 6: Continue teacher-student and student-to-student discussions Revise and edit using teacher and peer comments Self assessment using teacher checklists, and analyzing their letter in terms of the elements of the standard Finalize letter Web Resources (optional) http://americanradioworks.publicradio.org/features/sayitplain/bobama.html www.americanrhetoric.com

Additional Elements
Notes and Reflections When possible, chart characteristics, attributes of genres, habits of speakers/listeners, and models. Having the visual representation of class discussions appeals to the visual learner, enhances learning for the ELL students, and provides a reference point for all students. If the teacher follows the suggested sequence of units 1-4, unit 4 will extend into second semester; however, the unit can easily be broken upon the completion of task 1 and Task 2 could be completed after the break. See task bank: School Improvement and/or Debate for other tasks related to persuasion, particularly to speaking). The tasks listed within this unit are merely suggestions. Teachers may choose to: use them as is or in addition to other tasks, modify them, or replace them with other tasks. Please see task bank: Commentary. This task can and should be implemented throughout the year. Teachers can decide where it best fits. Please note: The tasks referenced are suggestions only. Teachers may decide to modify them or move them to other places within the unit to fit the needs of their particular students. Teach the conventions of Standard English as needed; select elements indicated as problematic during student conferencing.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Unit 4 Persuasive Writing July 27, 2006 Page 7 of 7 Copyright 2006 All Rights Reserved