Persuasive Writing



Persuasive Writing Language ArtsGrade 61.14.14Core ContentCC.W.6.1 Write arguments to support claims with clear reasons and relevant .W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant .W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ObjectivesStudents will be able to identify the issue, position, audience, and call to action in persuasive writing. Students will be able to define persuasive writing, including purpose and techniques. Students will be able to create an interactive outline for a persuasive letter.ActivitiesAs a class, co-create this anchor chart. Add any other relevant ideas generated by students:Think-Pair-Share: What is persuasive writing? Create new chart with headings:Issue: The ProblemPosition: What the writer thinks about the problem?Audience: Who is the author talking to?Call to Action: What does the writer want the audience to do?All persuasive writing will have these four parts. Silently read “Pocket Money”. As a table, identify the issue, position, audience, and call to action. Call on tables to come fill in chart. Have students help you generate ideas for issues. Then expand on position, audience, and call to action. Create Persuasive Outline Bags:Decorate the outside of paper bagsCut flap on one of the long sidesOn a 3x5 write “Issue” and have students write their issueStaple to top, inside of bagLabel post-it with “Introduction” and subtopics of capture, position on topic, and three reasons. Glue to outside of bagOne on die cut, label it “Audience” and have students label their audienceOn the other die cut, label it “Call to action” and have students write their call to action on it. Glue die cuts on the outside of the bag on the long, skinny sidesOn three separate 3x5 cards, label the top Reason #___, skip a couple lines and add “Details:”Clip reasons together with a paper clipLast 3x5 is the conclusion: one side is the argument restated, the other is your last line, the clincher. Share at your tables and hang on the student work display.Students will finish this during “Work on Writing” time during Daily 5. AdaptationsHave a list of potential ideas for issues to discuss in letter.By allowing students to work in strategic groups, they will be able to support each other. EvaluationThe on-going class discussion will serve as formative assessment. The final product (the bags) will be a summative assessment. This is just one lesson in a unit, which will culminate in a summative assessment in the form of a persuasive letter. MaterialsCopy of “Pocket Money” for each studentPosters for anchor chartsMarkersPaper bag for every studentScissorsFive index cards per student (or similar sized paper)Lined post-it for each studentGluePaper Clips2 separate die cuts (1 per student) ................
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