Arkansas State Personnel Development Grant

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Lesson Two


 

Essential Element: Writing (persuasive)

 

Framework(s):

Write to describe, to inform, to entertain, to explain, and to persuade.

  • W.5.5.1

  • W.5.6.1

  • W.5.7.1

 

Create expository, narrative, descriptive, and persuasive writings.

  • W.5.5.3

  • W.5.6.3

  • W.5.7.3

  • W.5.8.3

 

Rationale:

Students will formulate an opinion and learn to support it by participating in kinesthetic activities that require them to share thoughts with like-minded students and face off against opponents.

 

 

Materials:

  • Marker and 2 poster boards

  • Pen and paper

 

 

Direct Explanation:

Raise your hand if you usually win an argument. Today we'll see how well you do when you face off against an opponent.”

 

Model/Procedure:

After the anticipatory set, put a continuum on the floor big enough to accommodate the number of students in your class. On one end put “yes”, on the other put “no”. Have the students stand where they feel on the issue. Example: Students should wear uniforms in school. If they agree, they stand on the "yes" end of the continuum; if they disagree, they stand on the "no" end; if they are undecided they stand somewhere in the middle.

Then, ask students to draw a line on their paper with two arrows at either end. Label one end "no" and the other end "yes." Next, ask them to make an X representing where they stand on the controversial statement.

 

Next, the teacher asks students to write down three reasons why they marked the X at the yes or no end. Students then are directed to two corners of the room where they will share ideas and add to their list of supporting points. One corner is for those who marked an X on or near the "yes" on their continuum; the other is for those who marked the "no" end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position. Students meet in their corners, read from their lists of supporting points, and strengthen their arguments.

When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Four volunteers for the "yes" side line up facing four volunteers for the "no" side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth until all points have been debated.

 

Guided Practice:

Next, students write their paragraph or essay with a main idea, supporting points, arguments refuting their opponent, and a conclusion that restates their main idea and explains why the issue is important.

 

 

Application:

Have the students write an essay or a paragraph using another similar controversial issue. Have the students follow the same process to develop the writing.

 

 

Assessment:

Students are graded on a 1-4 rubric. A top score of 4 indicates that students have included a main idea, supporting points, an argument that refutes their opponent, and a conclusion. The paragraph or essay is logically organized.

 

 

Tier II Additions/Accommodations:

  • Have the student use a graphic organizer at their desk

 

Assessment: Same as Tier I

 

 

Tier III Modifications:

  • Have a student use a buddy to “co-write” the paragraph

  • Have the student write a sentence instead of a paragraph or essay

 

 

Tier III Assessment:

  • Same as Tier I, if co-writing with a buddy

  • Students are graded on a 1-4 rubric for sentence construction. A top score of 4 indicates that the student created a grammatically correct sentence summarizing the main idea.

 

 

Tier IV Modifications:

  • Have the student use a graphic organizer with picture/icons/written words

  • Have student dictate a sentence to another person

 

Assessment: Modified rubric to determine if student attempted a sentence or simply gave a word

 

 

Tier V Modifications:

  • Student will chose icons of how they felt during instruction

  • Pre-teach icons and/or feeling words if needed

  • Allow students to use movement to align themselves with a particular group

 

Assessment: Student identifies how they felt by showing icon/picture.

 

 

 

Reference:

 

Modified from www.lessonplanspage.com, Marcy Winograd

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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