Transcript Persuading Students to Persuade

Persuading Students to
Persuade
B Y E V E LY N R O M A N
6 TH G R A D E
OBJECTIVE:
Students will compose a five-paragraph
persuasive paper
TEKS: Reading
(11) Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make inferences
and draw conclusions about persuasive text and provide
evidence from text to support their analysis. Students are
expected to:
(A) compare and contrast the structure and viewpoints of
two different authors writing for the same purpose, noting
the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive
texts.
TEKS: English
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to
an audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling
idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of
events, cause-effect, compare-contrast) and building on ideas to create a focused,
organized, and coherent piece of writing;
(C) revise drafts to clarify meaning, enhance style, include simple and compound
sentences, and improve transitions by adding, deleting, combining, and rearranging
sentences or larger units of text after rethinking how well questions of purpose, audience,
and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written
work for appropriate audiences.
TEKS: English
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to write persuasive essays for appropriate audiences that establish
a position and include sound reasoning, detailed and relevant evidence, and
consideration of alternatives.
(19) Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when speaking
and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the
context of reading, writing, and speaking:
(viii) transitional words and phrases that demonstrate an
understanding of the function of the transition related to the organization of
the writing (e.g., on the contrary, in addition to);
TEKS: English
(20) Oral and Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to:
(A) use capitalization
(B) recognize and use punctuation marks including:
(ii) proper punctuation and spacing for quotations; and
(21) Oral and Written Conventions/Spelling. Students spell correctly.
Students are expected to:
(A) differentiate between commonly confused terms (e.g., its, it's; affect, effect);
(B) use spelling patterns and rules and print and electronic resources to determine and
check correct spellings; and
(C) know how to use the spell-check function in word processing while understanding its
limitations.
TEKS: English
(21) Oral and Written Conventions/Spelling. Students spell
correctly. Students are expected to:
(A) differentiate between commonly confused terms (e.g., its, it's; affect,
effect);
(B) use spelling patterns and rules and print and electronic resources to
determine and check correct spellings; and
(C) know how to use the spell-check function in word processing while
understanding its limitations.
TEKS: English
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the information they gather. Students
are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources (e.g.,
reference texts, periodicals, web pages, online sources) and data from experts;
(B) differentiate between primary and secondary sources;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information
concerning those sources according to a standard format; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and
reliable sources.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information
according to the purpose of the research and their audience. Students are expected to synthesize the
research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
(C) presents the findings in a consistent format; and
(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge
sources (e.g., bibliography, works cited).
TEKS: English
(26) Listening and Speaking/Listening. Students will use
comprehension skills to listen attentively to others in
formal and informal settings. Students will continue to
apply earlier standards with greater complexity. Students
are expected to:
(A) listen to and interpret a speaker's messages (both verbal and
nonverbal) and ask questions to clarify the speaker's purpose and
perspective;
CCRS
Writing:
o
o
o
o
o
IA1
IA2
IA3
IA4
IA5
o
o
o
o
o
IIA1
IIA5
IIA9
IIB3
IVB2
IVB3
Research
Reading:
o
Listening
o
o
VB1
VB2
Activity 1
Journal Writing:
Think about the commercials and advertisements you have
seen or read; Select a commercial you like and one you
dislike. Discuss what characteristics each commercial has
that sway your opinion about each commercial.
Time: 10 minutes
Activity 2
Ink-Think: Students are given examples of advertisements both
print and media. Students are asked to summarize what the ads
are trying to persuade you to do.
Time: 10 minutes
Pair-Share: Students will share their examples and summary.
Time: 4 minutes
Share out: Volunteers to share their findings
Time: 2-4 minutes
Activity 3
After summarizing the advertisements students respond to the following
questions?
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What is the advertisement about?
Who is the target audience?
How are they enticing you to the product?
Why is this product a “must have”?
How is the product acquired?
What statements may/may not sway you to the product?
What adjectives/descriptive words describe the advertisement?
Is there a catch phrase, slogan, or symbol they use to capture your
attention and represent their product?
Time: 10-12 minutes (will use as the next day journal reflection if no time)
Share out responses Time: 5-7minutes
Activity 4
Students will prepare to
compose a persuasive paper
.
Students create a graphic
organizer to begin
brainstorming ideas of
items, viewpoints , or
changes they wish to
persuade others to follow.
Next, students are to select
three ideas and develop 3-5
supporting details about
each idea.
Time: 15-20 minutes
Activity 5
Students will select the idea they wish to focus on in their persuasive
paper.
Review or introduce
-“hooks” (handout)
-main idea/thesis statement
Time: 5-7 minutes
Next, students will begin to compose an introduction.
Time: 10 minutes
Activity 6
Students will use a graphic organizer to organize the supporting details of
their persuasion paper.
Students should have 3-5 supporting details. Each detail will be a paragraph
in their paper.
Time: 12-15 minutes
Once the graphic organizer has been completed, students will research fact
for each detail. (computer/library)
Reflective writing: Explain why you chose the particular graphic organizer to
organize your details
Time: 5 minutes
Activity 7
Students are to research a fact for each detail from either an
online or book source.
Time: 15 minutes (each group)
Students will begin writing the body of their persuasive paper
Time: 15 minutes (each group)
Activity 8
Reflective journal: Discuss the ease or difficulty of locating a valid and reliable
resource to support your details; list at least 2 websites you visited.
Time: 10 minutes
Students will write a conclusion to their persuasive paper.
Students are given examples of introductions and conclusions to review. They will
answer a few questions comparing the introductions and conclusions
Time: 10 minutes
Students will review their introduction, and write a conclusion that restates their
introduction.
Time: 15 minutes
Activity 9
Students are placed in their peer response groups.
Time: 30 minutes
Reflective journal: What questions arose from your peer
response meetings? Elaborate on how you are feeling
about your writing after the meeting.
Time: 7 minutes
Activity 10 & 11
2nd rough drafts, and writer-teacher
conference
Time: 35-40 minutes
Activity 12
Students will meet one final time with their peer response
group.
Time: 30 minutes
Activity 13 & 14
Final draft- students will take all their information and
compose their final draft of their persuasive paper.
Time: 40 minutes
Self-assessment- (handout)
students are asked to self-evaluate their thinking and
writing process (questions vary)
Was idea easy to formulate?
 Did peer response help or hinder writing?
 What area might you have wanted/needed more time with?
 What organizational skills were used for writing this piece?
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