Lesson Title: Grade Level: Subject: CC/GPSs:

Persuasive Writing using Publisher 7th ELA

Description of Learning Goals, Standards, Objectives

ELACC7 !: Write arguments to support claims with clear reasons and relevant evidence a !ntroduce claim"s#$ ac%nowledge alternate or opposing claims$ and organi&e the reasons and evidence logicall' b Support claim"s# with logical reasoning and relevant evidence$ using accurate$ credible sources and demonstrating an understanding o( the topic or te)t *ategor': + *reativit' and !nnovation Standard: Student demonstrates creative thin%ing$ constructs %nowledge$ and develops innovative products and processes using technolog' !ndicator: ,ses models and simulations to e)plore comple) s'stems and issues The students will have a chance to be creative when the' choose their own prompt (or their Letter to the Editor

"ational #ec$nolog% Standards:

Long&#er' Learning Goal or O(tco'e:

At the end o( this unit students will be able to write persuasive$ e)positor' and narrative essa's with the correct (ormat and minimal errors

A)CD Objectives or O(tco'es:

A(ter watching the digital stor' the students will be able to appl' the steps to writing an argument into a Letter to the Editor paper with little to (ew errors Description of Assess'ent -e(ore the lesson the students will create a .WL chart on writing persuasive essa's to gage what students %now on the topic A(ter when the students create their own letter to the editor on the topic o( their choosing this will be graded using the rubric attached

Assess'ent Plan:

Description of Activities *it$ #ec$nolog% and +aterials Activit% Design: Class starter and lesson connection: -uilding on prior %nowledge o( writing persuasive essa's$ to start class the students will watch a video on the steps to writing a good essa' Students will be advised to ta%e notes and as% an' /uestions the' have

#eac$er and st(dent activities:

A(ter watching the video the teacher will pass out

0ubric

*ATEG102 /ntrod(ction 1Organi2ation3

,&A*eso'e
The introduction is inviting$ states the main topic and previews the structure o( the essa'

-&Good
The introduction clearl' states the main topic and previews the structure o( the essa'$ but is not particularl' inviting to the reader Transitions clearl' show how ideas are connected$ but there is onl' one

.&"eeds /'prove'e nt !&+(st 0edo

The introduction states the main topic$ but does not ade/uatel' preview the structure o( the essa' nor is it particularl' inviting to the reader There is no clear introduction o( the main topic or structure o( the paper

#ransitions 1Organi2ation3

A variet' o( thought(ul transitions are used$ as is evidenced b' at least two transition words The' clearl' show how ideas are connected

Some transitions wor% well3 but connections between other ideas are (u&&'

The transitions between ideas are unclear or none)istant

0elevant$ telling$ Supporting details Supporting details and S(pport for /ualit' details give and in(ormation are in(ormation are relevant$ #opic 1Content3 the reader important in(ormation 4ain topic stated in introductor' paragraph is clearl' supported relevant$ but one %e' issue or portion o( the essa' topic is unsupported but two or more %e' issues or portions o( the essa' topic are unsupported

Supporting details and in(ormation are t'picall' unclear or not related to the topic

Concl(sion 1Organi2ation3

The conclusion is strong and leaves the reader with a (eeling that the' understand what the writer is 5getting at 5 Ever' paragraph has sentences that var' in length$ including compound and compoud6comple) sentences

The conclusion is recogni&able and ties up almost all the loose ends

The conclusion is There is no clear recogni&able$ but does not conclusion$ the tie up several loose ends paper just ends

Sentence Lengt$ 1Sentence 4l(enc%3

At least 778 o( the sentences in the essa' are compound or compound6 comple)

At least 798 o( the sentences in the essa' are compound or compound6comple)

Too man' simple sentences3 7th grade writers must use variet'