Name:

Cam Bailey

Topic: Persuasive Writing

Date:
4/22/16
Standards of Learning Plan Format
Virginia Teachers for
Tomorrow
Title

Philosophical Chairs: What are we missing?

Standard(s) of
Learning

5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.

Key Vocabulary/
Concepts

Persuasion
Evidence
Reasoning
Audience
Room space for movement
Promethean Board
Article for discussion
Notepad for dictation of evidence
Read aloud the more important parts of a divisive Earth Day issue. Ask
around about students environmental concerns to spark interest in the article.
Continue with the article, framing the outline for which the students will
debate.
Ensure all the students have an understanding of the article. Give
them time to form an opinion.
Split the class into three groups, those on either side of the issue and
those undecided. Have the students move to corresponding sides of
the room.
Ask the students to try and persuade others to join their side, why their
opinion or idea is more attractive and right than the other. Purposefully
leave out usable evidence.
Poke holes in the students arguments. Then ask what is missing from
their persuasion. From there, cement the necessity of evidence.
Provide and ask for examples of how evidence backs up an opinion and
can be used in persuasive writing.
Now apply evidence to the specific environment topic under discussion.

Materials

Introduction
(Hook)

Instructional
Activities/Strate
gies

Accommodation
s,
If necessary

N/A
Entirely a classwork activity.

Closure Activity

Have the students give their reframed arguments to persuade any dissenters.
Ask about and clarify the difference between their first attempts. Transition
this verbal argument style into persuasive writing. Emphasize the use of

Name:

Cam Bailey

Topic: Persuasive Writing

Date:
4/22/16
Standards of Learning Plan Format
Virginia Teachers for
Tomorrow

Follow-Up/
Homework
REFLECTION
(TO BE COMPLETED
AFTER YOU TEACH)

evidence and how its supports opinion.

N/A

-The lesson plan is not static, and depends on the speed of the students
understanding.
-Used the article less than expected, the students picked up the topic very
well, formed their own opinions quickly. The article should only be referenced
is necessary to spark discussion.
-The lesson plan should be moved along once the students show progress in
the idea of using evidence, regroup into small groups and the whole class as
many times as needed.
-Solidify the transition from Earth Day argument to use in persuasive writing:
facts, charts, graphs, visuals, other evidence, etc.

https://mises.org/library/recycling-what-waste