Kelly Ann Conner

TWS MS Five Lesson Unit

1! of !12

Topic: Persuasive Writing

Grade and Subject: Eighth Grade English
Overarching Understanding: I understand that persuasion changes the way we see the world.
Essential Question: How does persuasion change the way the we see the world?
Common Core Standards:
CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons
and evidence.
a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically
b) Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or
text
Standards of Learning:
SOL 8.3 The student will analyze, develop, and produce creative or informational
media messages.
a) Evaluate the persuasive/informational technique being used in nonprint
media including television, radio, video, and Internet
SOL 8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
a) Identify intended audience
c) Distinguish between a thesis statement and a topic sentence
d) Organize details to elaborate the central idea and provide unity
Instructional ObjectivesSkills:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
2.0 I can explain the purpose of an essay (SOL 8.7d) (understanding).*
3.0 I can locate the thesis statement in an introductory paragraph (SOL 8.7c)
(understanding).
4.0 I can recognize the topic sentences in an essay (SOL 8.7c) (understanding).
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
6.0 I can develop introductory topic sentences (SOL 8.7c) (creating).
7.0 I can organize the details of an essay to provide unity and flow (SOL 8.7d)
(creating).
8.0 I can distinguish between a logical appeal and an emotional appeal (SOL 8.3a)
(analyzing).*
Instructional ObjectivesKnowledge:
9.0 I know the meanings and differences between logical appeal and emotional appeal
(SOL 8.3a).
10.0 I know the meanings of thesis statement and topic sentence (SOL 8.7d).
11.0 I know the differences between the types of writing styles such as narrative,
expository, persuasive, and informational (SOL 8.3).

Kelly Ann Conner

TWS MS Five Lesson Unit

2! of !12

LESSON ONE
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
2.0 I can explain the purpose of an essay (SOL 8.7d) (understanding).*
8.0 I can distinguish between a logical appeal and an emotional appeal (SOL 8.3a)
(analyzing).*
Materials:
L1 Bellringer
L1 Passages for authors purpose
L1 Passages for audience and appeal
L1 Notes
L1 Passage sort
L1 Exit Slip
White boards, markers, and tissues
Doc cam
Procedures:
Teacher Actions

Student Actions

BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes

Students observe learning

objectives and agenda for the day.
Students complete bellringer.
Students read silently if they
finish early. Students pass
bellringer up.

REVIEW OF AUTHORS PURPOSE

Teacher informs students they are starting a unit on
persuasive writing. Teacher guides students through review
notes on authors purpose. Teacher displays passages on
doc cam and reads them aloud or asks for a volunteer. After
each passage, the teacher asks whole class if the passage is
entertaining, persuasive, or informative (and why). Teacher
instructs students to first discuss it with their elbow partner
and then offer an answer for the whole class on their white
boards. Teacher guides students through notes on authors
purpose.
15 minutes

Students take notes on authors

purpose as a review. Students
observe passages on doc cam.
Students raise their hands to
volunteer to read. Students
determine whether current
passage is entertaining,
persuasive, or informative.
Students work with a partner first
before offering an answer on their
white boards. Students fill out
notes along with teacher.

Kelly Ann Conner

TWS MS Five Lesson Unit

3! of !12

WHO IS THE INTENDED AUDIENCE?

Teacher guides students through notes on intended
audience. Teacher displays new passages on doc cam and
reads them aloud or asks for a volunteer. Teacher first asks
students to help identify the authors purpose in the
passage. Then the teacher models finding the intended
audience with the first passage. For the other passages, the
teacher asks for students to identify the intended audience
(and explain how they reached that answer). Teacher
instructs students to first discuss it with their elbow partner
and then offer an answer for the whole class on their white
boards.
15 minutes

Students take notes on intended

audience. Students observe
passages on doc cam. Students
raise their hands to volunteer to
read. Students determine the
intended audience of the passage.
Students work with a partner first
before offering an answer on their
white boards.

APPEALS
Teacher goes over notes on appeals with students. Using
the same passages, the teacher models finding both an
emotional and logical appeal in the passage. For the other
passages, the teacher asks students to first discuss it with
their elbow partner and then offer an answer for the whole
class on their white boards (finding both an emotional and
logical appeal). Teacher instructs students to keep notes in
folders, to be used again later.
15 minutes

Students fill out notes along with

the teacher. Students observe
passages on doc cam. Students
raise their hands to volunteer to
read. Students determine the
appeal used in the passage.
Students work with a partner first
before offering an answer on their
white boards. Students store notes
in folders.

PASSAGE SORT ON APPEALS

Teacher hands out envelopes with around 20 short passages
in them. Each passage can be categorized as either an
emotional or logical appeal. Teacher instructs students to
work with their elbow partner, reading each passage aloud
and then sorting them into piles depending on whether they
are emotional or logical. Teacher goes over the passages
with the class.
15 minutes

Students read the passages aloud,

discuss with their partner to
determine whether they are
emotional or logical, and then sort
the passages according to the
appeal.

EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete
them for a grade. Teacher moves around room to assist
where needed. Teacher collects exit slip.
15 minutes

Students complete exit slip.

Students read silently if they
finish early. Students pass exit
slips forward.

Kelly Ann Conner

4! of !12

TWS MS Five Lesson Unit

LESSON TWO
Skill Objectives of the Day:
3.0 I can locate the thesis statement in an introductory paragraph (SOL 8.7c)
(understanding).
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
Materials:
L2 Bellringer
L2 Passages for theses
L1 Notes (in student folders)
L2 Essay Topic Choices
L2 Exit Slip
Mobile lab
White boards, markers, tissues
Doc cam
Procedures:
Teacher Actions

Student Actions

BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes

Students observe learning

objectives and agenda for the
day. Students complete
bellringer. Students read silently
if they finish early. Students pass
bellringer up.

STUDENTS SHARE WORK

Teacher pre-selects excellent student work from the
previous class. As students work on the bellringer, teacher
asks specific students if they would mind sharing their work
on the doc cam with the class. Teacher either displays work
on the doc cam and talks about the strengths or has students
share their own work and then points out strengths.
5 minutes

Students either give or deny

approval for work to be shared.
Students either share their work
or observe the work of their
peers.

Kelly Ann Conner

TWS MS Five Lesson Unit

5! of !12

THESIS IDENTIFICATION
Teacher guides students through notes on thesis statements.
Teacher displays passages on doc cam and reads them aloud
or asks for a volunteer. Teacher first asks students to identify
the purpose of the passage. Teacher then models finding the
thesis statement with the first passage, reminding students
that it is a summary of an argument. For the other passages,
the teacher asks students to first discuss it with their elbow
partner and then be ready to offer an answer for the whole
class. Teacher points out how the thesis statement often
appears as the last sentence in the introduction and usually
includes the words should or need.
10 minutes

Students take notes on thesis

statements. Students observe
passages on doc cam. Students
raise their hands to volunteer to
read. Students determine the
thesis of the passage. Students
work with a partner first before
offering an answer on their white
boards.

TOPIC SELECTION
Teacher introduces students to three choices for the
persuasive essay and distributes the half sheet with the
options available. Teacher goes over options with students.
Teacher instructs students to keep choices in their folders.
5 minutes

Students select their favorite

topic and choose either for or
against. Students keep the sheet
in their folders.

THESIS DEVELOPMENT
Teacher introduces her own persuasive essay topic. Teacher
models writing a thesis statement with help from the class.
Teacher instructs students to work in pairs to create a thesis
for the opposing side of her essay. Teacher asks students to
share their thesis statements for the opposing side on their
white boards. Teacher instructs students to then develop the
thesis for their own persuasive essays individually, typing
them directly into the document. Teacher asks students to
volunteer to share their own theses. Teacher points out
strengths of the shared theses.
15 minutes

Students work as a class to help

the teacher create a thesis
statement for her essay. Students
then work in pairs to create a
thesis for the opposing side.
Students share their opposing
side thesis on their white boards.
Students work individually on
their personal thesis and
volunteer to share. Students take
note of what makes a strong
thesis.

INTRODUCTIONS
Teacher guides students through notes on introductions.
Teacher models writing introduction for her own persuasive
essay with help from class. Teacher points out the structure
of the introduction, beginning with an attention-grabbing
hook and ending with the thesis statement. Teacher instructs
students to then write the introductions for their persuasive
essays individually. Teacher asks students to volunteer to
share and points out strengths.
15 minutes

Students fill in notes on

introductions. Students help the
teacher write the introduction for
her own essay. Students write
introductions for their own
essays. Students volunteer to
share.

Kelly Ann Conner

TWS MS Five Lesson Unit

EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete them
for a grade. Teacher moves around room to assist where
needed. Teacher collects exit slip.
15 minutes

6! of !12
Students complete exit slip.
Students read silently if they
finish early. Students pass exit
slips forward.

Kelly Ann Conner

7! of !12

TWS MS Five Lesson Unit

LESSON THREE
Skill Objectives of the Day:
4.0 I can recognize the topic sentences in an essay (SOL 8.7c) (understanding).
6.0 I can develop introductory topic sentences (SOL 8.7c) (creating).
Materials:
L3 Bellringer
L1 Notes (in student folders)
L3 Exit Slip
Mobile lab
Doc cam
Procedures:
Teacher Actions

Student Actions

BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students to
complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes

Students observe learning

objectives and agenda for the
day. Students complete
bellringer. Students read silently
if they finish early. Students pass
bellringer up.

STUDENTS SHARE WORK

Teacher pre-selects excellent student work from the previous
class. As students work on the bellringer, teacher asks
specific students if they would mind sharing their work on
the doc cam with the class. Teacher either displays work on
the doc cam and talks about the strengths or has students
share their own work and then points out strengths.
5 minutes

Students either give or deny

approval for work to be shared.
Students either share their work
or observe the work of their
peers.

TOPIC SENTENCE DEVELOPMENT

Teacher guides students through notes on topic sentences.
Teacher brings back her own persuasive essay topic. Teacher
models writing the topic sentences for her essay, using the
bellringer from earlier with help from class. Teacher
instructs students to then develop the three topic sentences
for their persuasive essays individually, once again using the
bellringer to help. Teachers moves around room to provide
help where needed. Teacher asks students to volunteer to
share their own topic sentences and points out strengths.
30 minutes

Students fill in notes on topic

sentences. Students work as a
class to help the teacher create
topic sentences for her essay.
Using their completed
bellringers, students work
individually on personal topic
sentences and volunteer to share.

Kelly Ann Conner

TWS MS Five Lesson Unit

8! of !12

BODY PARAGRAPHS
Using personal essay, teacher models on how to build a
body paragraph from the topic sentence. Teacher asks for
students suggestions. Teacher instructs students to add the
body paragraphs to their own essays. Teacher moves around
room to offer assistance where needed.
25 minutes

Students offer suggestions to

help write the body paragraphs
for the teacher essay. Students
add body paragraphs to their
own essays.

EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete them
for a grade. Teacher moves around room to assist where
needed. Teacher collects exit slip.
15 minutes

Students complete exit slip.

Students read silently if they
finish early. Students pass exit
slips forward.

Kelly Ann Conner

TWS MS Five Lesson Unit

9! of !12

LESSON FOUR
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
7.0 I can organize the details of an essay to provide unity and flow (SOL 8.7d)
(creating).
Materials:
L4 BellringerPersuasion Map
L4 Thesis Practice (1, 2, and 3)
L4 Checklist and Example Essay
L4 Peer Review Instructions
L4 Exit SlipAudience Practice
Mobile lab
Doc cam
Procedures:
Teacher Actions

Student Actions

BELLRINGER
Teacher introduces learning objectives and agenda for the
day. Teacher distributes bellringer and instructs students
to complete it (for a participation grade). Teacher moves
around room to assist where needed. Teacher collects
bellringer.
15 minutes

Students observe learning

objectives and agenda for the day.
Students complete bellringer.
Students read silently if they finish
early. Students pass bellringer up.

Kelly Ann Conner

TWS MS Five Lesson Unit

! of !12
10

STATIONS
Teacher goes over stations beforehand.
- 1: Thesis Practice (differentiated according to
readiness)
- 2: Checklist and Example Essay Comparison
(instructions at station)
- 3: Peer Review (instructions at station)
60 minutes (20 minutes at each station)

For the thesis practice station,

students complete the six-question
practice on creating thesis
statements. The task is
differentiated according to
readiness with the assignment
remaining mostly the same other
than the support provided. Students
work individually. Students place
assignment in tray when finished.
For the checklist and example
essay comparison station,
students look at their individual
essays and compare them to the
checklist and example essay,
making sure to include all
necessary elements in their own
essay. Students work individually.
Students keep checklist in their
folders.
For the peer review station,
students pull up their essay on their
laptop and then pass it to the right
in order to complete the peer
review sheet for someone elses
paper. Students work quietly and
individually. Students place peer
review in tray when finished (to be
graded by teacher before being
given to the student).

EXIT SLIP
Teacher goes over what the class did that day. Teacher
distributes exit slips and instructs students to complete
them for a grade. Teacher moves around room to assist
where needed. Teacher collects exit slip.
15 minutes

Students complete exit slip.

Students read silently if they finish
early. Students pass exit slips
forward.

Kelly Ann Conner

TWS MS Five Lesson Unit

! of !12
11

LESSON FIVE
Skill Objectives of the Day:
1.0 I can identify the intended audience of an essay (SOL 8.7a) (understanding).*
2.0 I can explain the purpose of an essay (SOL 8.7d) (understanding).*
5.0 I can construct arguable thesis statements (SOL 8.7c) (creating).*
7.0 I can organize the details of an essay to provide unity and flow (SOL 8.7d)
(creating).
8.0 I can distinguish between a logical appeal and an emotional appeal (SOL 8.3a)
(analyzing).*
Materials:
L5 Bellringer
Graded L4 Peer Review Instructions
Graded L4 Bellringer (Persuasion Map)
L5 Exit Slip
Printer (in teachers lounge)
Mobile lab
Doc cam
Procedures:
Teacher Actions

Student Actions

BELLRINGER
Teacher introduces learning objectives and agenda for
the day. Teacher distributes bellringer and instructs
students to complete it (for a participation grade).
Teacher moves around room to assist where needed.
Teacher collects bellringer.
15 minutes

Students observe learning objectives

and agenda for the day. Students
complete bellringer. Students read
silently if they finish early. Students
pass bellringer up.

STUDENTS SHARE WORK

Teacher pre-selects excellent student work from the
previous class. As students work on the bellringer,
teacher asks specific students if they would mind
sharing their work on the doc cam with the class.
Teacher either displays work on the doc cam and talks
about the strengths or has students share their own
work and then points out strengths.
5 minutes

Students either give or deny approval

for work to be shared. Students either
share their work or observe the work of
their peers.

Kelly Ann Conner

TWS MS Five Lesson Unit

! of !12
12

CONCLUSIONS
Teacher guides students through the notes on
conclusions. Using personal essay, teacher models on
how to build a conclusion. Teacher asks for student
suggestions. Teacher instructs students to add a
conclusion to their own essays. Teacher moves
around room to offer assistance where needed.
15 minutes

Students fill in notes on conclusions.

Students offer suggestions to help write
the conclusion for the teacher essay.
Students add conclusions to their own
essays.

ORGANIZATION AND LAST-MINUTE

DETAILS
Teacher distributes graded graphic organizers to help
students with organization. Teacher distributes graded
peer reviews to students to aid in editing and revising
their papers. Teacher instructs students to quietly
work on their essays individually (with the help of the
graphic organizers, peer reviews, and their
bellringers). Teacher assists where needed. Teacher
instructs student to read silently after they have
printed their essays.
35 minutes

Students work on their essays with the

help of the graphic organizers, peer
reviews, and bell ringers, printing
when they are finished. Students
silently read when they have completed
everything.

EXIT SLIP
Students complete exit slip. Students
Teacher goes over what the class did that day. Teacher read silently if they finish early.
distributes exit slips and instructs students to
Students pass exit slips forward.
complete them for a grade. Teacher moves around
room to assist where needed. Teacher collects exit
slip.
20 minutes