Sixth grade, Seventh grade, Eighth grade, Ninth grade 4 more , Sixth grade, Seventh grade, Eighth grade, Ninth grade 2, Views SWBAT: write a 4 or 5 CMT writing prompt in 45 minutes. Grade Level – Summary and Rationale: In this unit, students will learn different types of persuasive writing and identify an author’s purpose through examples and group practice. The purpose of this unit is to teach students to read subjectively. Persuasive Writing Lesson plans and teaching resources use of Transition Words Students explore and understand the use of transition words in context and write their own persuasive essay using transition words. Includes printable handout. This lesson is designed for grades Persuasive Writing A complete unit for second. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise. Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Persuasive Essay Teacher Resources. Find Persuasive Essay lesson plans and worksheets. Showing 1 - of 1, resources. 1 In 1 Collection Persuasive Writing-"Those Whales" 7th - 10th Persuasive Essay: Grade 5 5th CCSS: Designed. Improve your fifth graders' persuasive writing skills in four weeks. Working independently, in peer editing.
- A Step-by-Step Plan for Teaching Argumentative Writing
- related activities
- Can You Convince Me? Developing Persuasive Writing
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A Step-by-Step Plan for Teaching Argumentative Writing
We will read this as a class. Is this a fact or opinion about barbecue? Is the author stating facts or opinions about barbecue? In your opinion, why does the author think this way? As the students independently work on this worksheet I will be walking around and helping as needed, taking note to the kinds of answers given.
The students will hand in this work. Students will be placed in groups of and given a short persuasive essay written by students in their grade level. All of the grade level persuasive essays that the students read will be purposefully one-sided so students will have a vivid picture of persuasion. Groups will read the essays and fill out corresponding worksheets. The worksheets will simply ask the student: After groups have completed the worksheets, their findings will be discussed with the class.
Essay Dissection Students will be placed into groups of Each group will be given a short persuasive essay and worksheets that correspond all essays will be grade level appropriate and written by students of their age group.
Can You Convince Me? Developing Persuasive Writing
Each group will have a different essay and each member of the groups is responsible for filling out their own worksheet. The worksheets will ask the following questions: Must provide at least 4 examples. Does the author use facts, opinions or both? I will be walking around the room, keeping the students on task, and asking them questions about their essays as well as taking note of things that many students do not understand, and the things that students grasp very well.
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After the groups have finished reading their essays and filling out their worksheets, they will then come back together. Each group will be called to the front of the class and share what their essay was about and discuss the answer to each of the questions. When the first group is done presenting, they will then call upon the group they would like to go next, and that group will call upon the next group and so on. As extended independent practice, students will be asked to complete another worksheet that corresponds with their group essay from the guided practice assignment as homework.
The worksheet will ask: What facts or opinions make you agree or disagree? In your opinion why might the author have written the essay? Students will demonstrate their understanding of the essay as well as their understanding of the topic of persuasion.
Each student will have 5 minutes maximum to present their visual representation of the essay they were assigned. Students will be asked: Is the author presenting a fact or opinion? What supporting evidence is shown in the visual?
When all students have presented, I will close the lesson by sharing with the students the importance of being able to understand persuasive texts. Not only should they be able to just read, but actually understand what they have read. The visuals that they have made are illustrations of their understanding of a persuasive text.
To bring the lesson to a complete close, I will ask students to pull out their graphic organizers from the PowerPoint lecture. I will then ask the students each of the key terms from our lesson, and ask for examples for each.
I will then ask for feedback on what students enjoyed about the lesson and things that they did not understand. This will be time for clarification.
Students who are learning English can complete the same activities, but with print material that is more to their ability level. Students who have harder times comprehending grade level print material can be given the same readings, but with highlighted texts in which the key concepts are highlighted, as well as texts with marginal notes written and highlighted by myself. This modification can be beneficial to not only ELL students but students who read below grade level. According to the theory of multiple intelligences, students can be linguistically and spatial intelligent.
The texts being read will play to those who are linguistically intelligent by offering chances to express thoughts verbally as well as in writing. For those students who are spatially intelligent, the assessment assignment of creating a visual to represent a persuasive text plays to their abilities.
Students who are spatially intelligent can be very creative with this portion of the lesson. Gifted students can complete the extended practice worksheet with the following higher level thinking questions: What other possible supporting evidence could the author argue?