Alvarado Intermediate School
Teacher: White / Grade & Subject:
4th Writing / Week of:4/20-4/24, 2015 / Unit & Essential Questions:
Writing Persuasive Texts
  • How does exposure to rich literature help us become accomplishedwriters?
  • What are some things in our daily lives that can inspire our writing?
  • What does persuasive writing look like?
  • How can I persuade my audience?

TEKS/Learning Objectives:
(4.10, 11,12) Students will learn to analyze, make inferences, and draw conclusions about texts across genres. (M)
(4.19) Students will learn to write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
(TH,F) / On-going TEKS/ACTIVITIES:
Monday-Friday
Read Aloud
Friday:
(Set Purpose for Reading)
Authors evoke emotion from their readers. (... readers want to be present or transported to the scenes of the story. One of the best ways to do such a feat is to 'EvoketheEmotions’. Listen and identify this skill in the novel today by giving evidence from the text.
Academic Vocabulary of Instruction:
Persuasive Text, Audience, Issue, Evidence, WHY SAPPED, Why, Source, Anecdote, Percent, Proportion, Example, Date
1. Persuasive Text: Papers that convince the reader to believe or do as the author thinks, believes, or does.
2. Audience: The person or people you are trying to convince
3. Issue: The topic that you are writing about
4. Evidence: the reasons you are using to frame your argument
5. WHY SAPPED: Strategies used in persuasive papers (TWA)
  • Why: Why that reason is important
  • Source: When an author cites another resource other than him/herself
  • Anecdote: When the author gives a personal story that further supports the reason given
  • Percent: Giving a percent about how many other people also believe in or have benefited from that reason
  • Proportion: Giving a proportion of people that the reason affects
  • Example: Giving a specific example of how that reason supports the cause of the author
  • Date: Providing a specific date that something happened which supports the cause of the author
/ Customized Learning:
MONDAY:
Supplementary Support:
(Creating Reading Review Posters)
  • No penalty for spelling errors 1,2
  • Encouragement for classroom participation 1,4,5,24
  • Peer tutoring/paired working arrangement 1,2,3,24
  • Teacher check for understanding 1,3,5,6,24
  • Peer assistance/Tutoring-as needed 11,12,13
  • Cooling-off period when frustrated 7
Language Support:
(Creating Reading Review Posters)
  • Peer interaction (same language peer, as needed.) (B)
  • Peer Interaction (I/A/AH) 1, 3, 17, 18, 19, 20, 21, 22, 23
  • Pronunciation of social/academic language (B)
  • Pronunciation of academic terms (I/A/AH) 1, 3, 17, 18, 19, 20, 21, 22, 23
Respectful, Responsible, Problem Solver Support:
(Creating Reading Review Posters)
  • Clearly defined limits 6
  • Positive Reinforcement 6
TUESDAY: MATH STAAR
WEDNESDAY: READING STAAR
THURSDAY:
Supplementary Support
(Introducing Persuasive Writing)
  • Encouragement for classroom participation 1,4,5,24
  • Teacher check for understanding 1,3,5,6,24
Language Support
(Introducing Persuasive Writing)
  • Pre-teaching social and academic vocabulary (B)
  • Pre-teaching academic vocabulary (I) 1, 3, 17
  • Pre-teaching low-frequency academic vocabulary (A/AH)
18, 19, 20, 21, 22, 23
  • Modeling (I/A/AH) 1, 3, 17, 18, 19, 20 21, 22, 23
Respectful, Responsible, Problem Solver Support:
(Introducing Persuasive Writing)
  • Positive support 6
FRIDAY:
Supplementary Support:
(Group Debate Persuasive Issue)
  • Encouragement for classroom participation 1,4,5,24
  • Peer tutoring/paired working arrangement 1,2,3,24
  • Teacher check for understanding 1,3,5,6,24
  • Peer assistance/Tutoring-as needed 11,12,13
Language Support:
(Group Debate Persuasive Issue)
  • Peer Interaction (I/A/AH) 1, 3, 17, 18, 19, 20, 21, 22, 23
  • Promote active reasoning (thinking through information, asking why) 3
  • Promote active manipulation to help remember content 3
Respectful, Responsible, Problem Solver Support:
(Group Debate Persuasive Issue)
  • Clearly defined limits 6

A
Engage / Explore / Explain / Elaborate/Extend / Evaluate/Assess
Essential Question(s) & Hook / Instruction and Mini-Lesson / Guided Practice: / Independent Practice
(I do, we do, you do)
MONDAY / Reading Support
(CRITICAL WRITING)
In groups, students will create a poster outlining the differences in reading genre, text structures and text features. Also, students will identify reading strategies used for the Reading STAAR.
(PURPOSEFUL TALK)
Groups will share and explain their posters to the class. / (CT) Individuals vote for the most effective poster. Briefly state why.
TUESDAY / MATH STAAR
WEDNESDAY / READING STAAR
THURSDAY / Questions:
What is persuasive writing? (1)
HOOK/ACTIVITY
(PURPOSEFULTALK)
Read Aloud Mentor Texts and sample persuasive papers.
  • Click, Clack, Moo
  • Earrings
  • Dear Mrs. Larue
  • Letter to the Editor
  • Choosing My Own Bedtime
Then, discuss persuasive elements of those texts.(Audience, Issue, Evidence) / ACTIVITY:ClassDiscussion using the student packet.
1. Analyze the WHYSAPPEDstrategies for writing persuasive texts. (TWA)
2. Specific transitional phrases for persuasive texts.
3. Possible leads for persuasive texts
4. Brainstorming Ladder / (CT)Exit ticket:
What does it mean to persuade? / Assessment:
Brief Persuasive Pre-Assessment
(Discuss results)
FRIDAY / Hook:
Read Aloud
Night of the Twisters / Present the Persuasive Prompt to students. “ / ACTIVITY: “Convince Me!”
(PURPOSEFUL TALK)
1. In designated groups, students will draw a card containing an issue to be debated.
2. They will have twenty minutes to prepare their debate.
3. Groups will present their debate to the class.
4. Class will decide “Convinced” or “Not Convinced” for each group presenting. / (CT) Students will vote for the best presentation and tell why.