Unit2893958
Topic: Persuasion
Subject(s): English Language Arts
Days: 18
Grade(s): 5th
Know: Understand: Do:
Clues to identifying author's purpose is to persuade (5.1.09)
Persuasive techniques: (5.1.02, 5.1.03)
* Hyperbole
* Word choice
* connotation/denotation
* Repetition
* Emotional appeal
Difference in logical reasoning & propaganda
Parts/format of formal letter
Precise language and details; relationship between verbs & adverbs (5.2.08)
Meaning and steps for higher thinking skills - Deductive reasoning, Analyzing Perspectives
Persuasive writing is used for the purpose of influencing the thinking and actions of the reader.
Persuasive speaking is used for the purpose of influencing the thinking and/or actions of the viewer or listener.
Identify and describe the techniques an author uses to persuade (5.1.08)
Use text passages to support explanation of the author's use of language (5.1.09)
Use deductive reasoning to distinguish between propaganda and logical reasoning (ET)
Interpret and organize information to support opinions and problem solve
Analyze perspectives within multiple persuasive texts (ET) (5.1.10)
Write persuasive text with controlling idea and supporting arguments using persuasive techniques (5.2.03)
Write and deliver persuasive oral presentation with visual (5.3.01, 5.3.04)
Write drafts using word choice to create tone and mood in persuasive writing (5.2.07)
Evaluate draft for points of view and word choice (5.2.08)
Write formal letter to persuade (5.2.04)
* Business
* Government
* Organization
Edit for correct, precise use of language
(5.2.05)
Identify shades of meaning in related words
(5.1.01, 5.1.02)
Topic: Persuasion
Subject(s): English Language Arts
Days: 18
Grade(s): 5th
Common Assessments on what students should know and do in this unit:
Topic: Persuasion
Subject(s): English Language Arts
Days: 18
Grade(s): 5th
Key Learning: Persuasive writing is used for the purpose of influencing the thinking and actions of the reader.
Persuasive speaking is used for the purpose of influencing the thinking and/or actions of the viewer or listener.
Unit Essential Question(s):
How do writers and speakers influence the thinking and actions of others through persuasion?
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Concept: Concept: Concept:
Word Choice to Persuade Logical Reasoning Writing and Presenting
Persuasive Text
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Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):
How do writers use words to craft language to persuade? (A)
How do readers use text passages to demonstrate and explain the writer's use of language? (Constructing Support) (ET)
How do readers distinguish between logical reasoning and propaganda in persuasive text? (A)
How do readers analyze perspectives within multiple persuasive texts? (Analyzing Perspectives) (A)
How do readers interpret and organize information to support opinions? (Constructing support) (ET)
How do writers create text to persuade using a controlling idea and supporting arguments? (A)
How do speakers deliver a persuasive presentation that impacts listener's thinking? (A)
How do writers revise a draft to create a tone and mood in persuasive writing? (A)
How do writers evaluate a draft for point-of- view and word choice? (A)
How do writers edit for correct use of verbs and adverbs? (A)
What format is used to write formal letters? (A)
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Vocabulary: Vocabulary: Vocabulary:
Persuade, Hyperbole, Connotation, Denotation, Repetition, Emotional Appeal, Shades of Meaning
Propaganda, Bias Point of View, Tone, Mood, Formal Letter, Adverb
Additional Information:
Attached Document(s):
Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.
To purchase a copy of this document visit and click on Model Curriculum or call 866-955-3276.
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Vocab Report for Topic: Persuasion
Subject(s): English Language Arts
Days: 18
Grade(s): 5th
Concept:
Word Choice to Persuade
Persuade - Hyperbole - Connotation - Denotation - Repetition - Emotional Appeal - Shades of Meaning -
Concept:
Logical Reasoning
Propaganda - Bias -
Concept:
Writing and Presenting Persuasive Text
Point of View - Tone -
Mood -
Formal Letter - Adverb -
Topic: Persuasion
Subject(s): English Language Arts
Concept: Word Choice to Persuade
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers use words to craft language to persuade?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Logical Reasoning
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers distinguish between logical reasoning and propaganda in persuasive text?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Logical Reasoning
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers analyze perspectives within multiple persuasive texts? (Analyzing Perspectives)
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers create text to persuade using a controlling idea and supporting arguments?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do speakers deliver a persuasive presentation that impacts listener's thinking?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers revise a draft to create a tone and mood in persuasive writing?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers evaluate a draft for point-of-view and word choice?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers edit for correct use of verbs and adverbs?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Writing and Presenting Persuasive Text
5. Acquisition Lesson
Days: 18
Grade(s): 5th
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
What format is used to write formal letters?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Topic: Persuasion
Subject(s): English Language Arts
Concept: Word Choice to Persuade
6. Extending Thinking Lesson
Days: 18
Grade(s): 5th
Lesson Essential Question:
How do readers use text passages to demonstrate and explain the writer's use of language? (Constructing
Support)
Time (in days):
-1
Topic: Persuasion
Subject(s): English Language Arts
Concept: Logical Reasoning
6. Extending Thinking Lesson
Days: 18
Grade(s): 5th
Lesson Essential Question:
How do readers interpret and organize information to support opinions? (Constructing support)
Time (in days):
-1
Curriculum: Tammie Adkins Learning-Focused Toolbox
Course: ELA 05 6/19/09 Date: November 16, 2010 ET
Topic: Persuasion
Subject(s): English Language Arts
Days: 18
Grade(s): 5th
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities?
Put the Lesson Essential Questions, activities, and experiences in order.
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Curriculum: Tammie Adkins
Course: ELA 05 6/19/09
Learning-Focused Toolbox
Date: November 16, 2010 ET
Page 1 of 1
Curriculum: Tammie Adkins
Course: ELA 05 6/19/09
Learning-Focused Toolbox
Date: November 16, 2010 ET
Page 1 of 1
Learning-Focused Toolbox
Date: November 16, 2010 ET
Course: ELA 05 6/19/09
Page 1 of 1
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