Teacher: Linda Brumfieldcourse: Language Arts

Teacher: Linda Brumfieldcourse: Language Arts

Teacher: Linda BrumfieldCourse: Language Arts

Lesson Title: The Art of Persuasion

Key Learning: Genre influences organization, techniques, and style of writing.

Unit Essential Question: How does genre influence organization, techniques, and style of writing.

Concept: Persuasive Standard: 1.4.5.C., 1.5.5.A, B, C, E, G, Organization: 1.5.5.C, E, Focus1.1.5.A, E, Content: 1.5.5.B, E. Style: 1.5.5.D, E.

Written Mechanics Concept: Grammar: Punctuation, Spelling, Sentence Formation: 1.5.5.F

Lesson Essential Questions : / Lesson Essential Questions for a Persuasive:
Organization:
1. What are the essential components of a persuasive writing piece?
2. How do the essential components of persuasion impact the message of a writing piece?
3. How do effective writers use organizational structures to better persuade the reader?
4. How does an effective persuader influence his/her readers?
5.How do writers select techniques to persuade an audience?
Lesson Essential Questions for Written Mechanics:
1.How can I identify correct grammar?
2.How does correct punctuation impact writing?
3.How does a misspelled word affect one’s writing?
4.Why do effective writers use a variety of sentence structures in their writing?
Acceleration/Previewing:
(Key Vocabulary) / Daily: Review the powerpoint: The Art of Persuasion
Persuade,
Bias, opinion, claim, using big names, logos, pathos, ethos, kairos Persuasive essential components convince bias
time order defend humor target audience scare propaganda tactics: ads commercials band wagon
Daily Activating Strategies: / Day 1:Have you ever tried to persuade your parents to let you go to a sleep over, or buy you a game or cell phone?
Turn and Tell your partner about your experience and tell them how you went about trying to persuade them.
Days 2: Read a student example persuasive and have pairs of studentsanalyze the piece for inclusion of an introductory paragraph with a hook and thesis stating three points or argument, topic and supporting sentences for each of these three points, and a conclusion paragraph which restates the thesis. Discuss whole class.
Day 3: Show the slideshow focusing on hooks.
Days 4-
Teaching Strategies:
(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) / Day 1: 1. Conduct whole class discussion of student attempts at persuasion
2. Read several persuasive pieces and record techniques on a class pad
3. Use Smart Board slideshow to review elements of a persuasive piece
4. Using the overhead and the model persuasive piece, the teacher and class will underline and label the thesis to mark the thesis statement and number the three points in the introductory paragraph, and read each paragraph underlining the topic sentence and noting the supporting details (4-Square graphs working backwards from a persuasive piece using the Smart Board or overhead as students volunteer categories and subcategories of information to show how a piece is formed using a graphic organizer – Use 4-Square.
5. Using the Smart Board, the teacher will model the creation of completing a persuasive map using the map on :
6. The teacher will scaffold the completion of a persuasive map using online or printed graphic organizers (See slideshow for sites).
7. The Teacher will hold individual editing conferences about completed graphic organizers and students will correct errors /add omitted components.
Day 2:
1.Show and explain the hamburger visual graphic organizer for a paragraph. Show the Hooks power point. The teacher will model how to create an introductory paragraph with a hook and thesis stating in one sentence the three points of argument.
2. Partners pair share ideas for creating a hook. Have students create the hook and thesis using the computer to find interesting and compelling facts about their topics. The teacher will hold individual editing conferences of the hooks and thesis statements, and students will correct errors/ add omitted components
Days 3-5:
1. Teacher model creation of the each paragraph with a topic sentence, supporting details, and conclusion sentence and the conclusion paragraph with the restatement of the thesis.
2. Students will create each part of the draft paragraph by paragraph.
3. The teacher will hold individual editing conferences of the rough paragraphs, and students will correct errors/ add omitted components.
Days 6-8:
  1. Teacher model page set-up; margins, font, line spacing, ect.
  2. Students will word process persuasive pieces and print one.
  3. Hold teacher Conferences to edit and have students make corrections, add a picture (model), and print 3 copies. Collect.

Distributed Guided Practice/Summarizing Prompts:
(Prompts Designed to Initiate Periodic Practice or Summarizing) / See above.
Extending and Refining:Students will be given a persuasive prompt and write a persuasive piece using the techniques taught in class.
See recipe for Successful Writing Lesson Plan to review components of Persuasive, informational, compare and contrast, and narrative.
Summarizing Strategy:
(Learners Summarize & Answer Essential Question) / Day 1: Students will share their persuasive maps with a partner.
Day 2:Students pair share hooks.
Day 3: Students will partner edit.
Days 4-: Students will share all or completed parts of their rough drafts with a partner and make corrections if needed.