FourthGrade Writing PersuasiveWriting UnitPlan

Grade UnitTitle BriefDescription TimeFrame Key Concepts/Themes Classroom Routines Fourth Grade PersuasiveWriting Inthisunit,studentswillexplorethedifferentformsofpersuasivewriting,buildingfromthepersuasiveletterwrittenin thirdgrade,andtowardthepersuasiveessayinfifthgrade. 5weeks Effectivewritersusethewritingprocesstopersuadereaderstounderstandoracceptapointofview. MiniLessonstoexplorethedifferentformsofpersuasivewriting. Independentwritingtopracticethepersuasivewritingcraft. Conferringtomonitorandguideindividualstudentwriting. Sharingstudentworktoinstruct,gainfeedback,andcelebrate. GLE1A14Followingthewritingprocessfrom graphicorganizertopublishing GLE2F1Usingcompletesentences(declarative,imperative,exclamatory,andinterrogative) GLE3B1Identifyconceptsandideasinwrittentexttocompleteanorganizer GLE3C13Writingapersuasivetextwithamainidea,supportingpoints,andconclusion GLE3E1 Writewith anaudienceandpurposeinmind Readersandwritersshouldrecognizepersuasivewriting/persuasivetechniquesinallcontexts(i.e.pamphlets, commercials,advertisements,speeches,petitions). Persuasivewritingcomesinvariousforms,butisalwaysintendedtoconvincethereaderofaperspective. Writersuseevidence(opinionssupportedbyfacts)tobuildaconvincingargument. Whatdoespersuasivewritinglooklike? HowcanIpersuademyaudience? Howdowriterspresenttheiropinionandprovidesupportingevidencetoproduceaconvincingargument?

GradeLevel Expectations

Enduring Understandings

Essential Questions

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Vocabulary

Audience:theauthorsawarenessofaudience:writingforaspecificpurposewithaspecificreaderorgroupofreadersin mind AuthorsPurpose:theauthorsintentorreasonforwriting:toexplainorinform,toentertain,topersuade Bias:amentalleaning,inclination,orprejudice ConcludingSentence:closing/endingsentenceafterallthedetailshavebeenincludedinthebodyoftheparagraph EnvironmentalPrint:printandothergraphicsymbols,inadditiontobooks,thatarefoundinthephysicalenvironment ExpositoryText: presentsfacts,opinions,definitionsof terms,andexamplestoinformthereaderaboutaspecifictopic FormalBusinessLetter: aformalbusinessletterhasaprescribedform(fullblock,block,semiblock)andcontainsa returnaddress,insideaddress,salutation,bodyparagraphs,closing,andsignature Sample:http://englishplus.com/grammar/00000149.htm Friendlyletter: friendlyletter(informalorpersonalletter)hasfiveparts:heading,greeting,body,closing,andsignature Sample:http://englishplus.com/grammar/00000143.htm MainIdea:theimplicitorexplicitmessagewhatatextismostlyaboutthethemeofthetext. Media:meansofcommunication,includingprintandvisualworks,liveandtelevision/film/videoperformances,audio, Internetpluralof medium MediaTechniques: printtechniques:textfeaturessuchasheadlines,captions,boldfacetype languagetechniques:style(e.g.,dialect,wordchoice,propaganda) symbolictechniques:visualsymbols(e.g.,objects,setting,color) technicaltechniques:cameraangles,lighting,focus,etc. Notetaking:useofasystem(e.g.,graphicorganizer)tosummarizeconceptsandideaspresentedinprint,verbal,and nonverbalcommunications ParallelStructure: parallelismthedeliberaterepetitionofsimilaroridenticalwordsandphrasesinneighboringlines, sentences,orparagraphs http://www.virtualsalt.com/rhetoric.htm PersuasiveWriting: seekstoinfluencereadersorlistenerstoagreewithaperspectiveorperformanaction(e.g. editorials, advertisements,persuasiveessaysandletters,publicserviceannouncements,positionpapers). PointsofView:theperspectivefromwhichastoryistold firstpersonpointofview:thenarratorparticipatesintheactionandreferstohimself/herselfasI secondpersonpointofview:notfrequentlyusedtheyouin directions,explanationsorarguments

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Knowledgeand Skills

Assessmentand ScoringGuides Resources

thirdpersonpointofview:thenarratorisnotacharacterinthestory,andreferstothecharactersasheorsheas theeventsaretold o limitedomniscientpointofview:thenarratorrelatestheinnerthoughtsandfeelingsofjustonecharacter o omniscientpointofview:thenarratorisallknowingandcan relatetheinnerthoughtsandfeelingsofallthe characters Purpose:writingtoexplainorinform,toentertain,ortopersuade. TypesofSentences: Declarativesentence:informsthereaderpunctuatedwithaperiod Exclamatorysentence:expressesstrongfeelingspunctuatedwithan exclamationpoint Imperativesentence:commands,givesorders,makesrequests usuallypunctuatedwithaperiod,sometimeswithan exclamation point Interrogativesentence:asksaquestionpunctuatedwithaquestionmark SupportingDetails:examplesprovidedtodescribe,explain,or reinforcethemainidea Whatstudentswillknow: WritingProcess(Collectideas,Chooseidea,Nurtureidea,Draft,Revise,Edit,Publish,Celebrate) Howtorecognizetheformsofpersuasion (i.e.letters,pamphlets,etc.) Howtorecognizeopinions(mineandopponents) Thedifferentstrategiesauthorsusetoconvincetheiraudience Whatstudentswillbeabletodo: Usethewritingprocesstoconstructandsupportaconvincingargument Formanopinionandsupportitwithspecificevidence(facts/examples) Useknowledgeofaudience(proponents&opponentsviewpoints)toformanargument Choosethebestformofpersuasionfortheirargument PersuasiveWritingChecklist Rubricforpersuasivewritingpiece EndofUnitassessment DearMrs.LaRue:LettersfromObedienceSchool byMarkTeaguefoundinCompositionGrades23 LessonsThatChangeWriters,Lesson48ToKillaMockingbirdBookReview

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 TimeForKids:Level4PersuasiveHowGreatisHarryPotter?,TheIditarod,theBestSportintheWorld (attached) TimeForKids:Level3 MoreWhatdoYouThink?DoYouHavetoFinishFirsttobeaWinner?(attached) HighSchoolMusical2 reviews(attached)

TeacherNotes

SampleCalendar

WritingCycle: Duringthisunit,studentsshouldworkthroughthewritingprocessalongsidetheteacherminilessons.Theargumentthey choosefortheirPersuasiveOrganizershouldwaittobedrafteduntilafterReviewingtheChecklist:Lesson15. Though theywillnotbedraftingtheirpiece,theywillbewritingeveryday.Theycanusethestrategiessuggestedintheunitand applythemtomanyoftheideastheyhavecollectedforpersuasivewriting.Forexample,ifthestudentsareworkingon factstosupporttheirargument,thestudentswhohavealready plannedtheirargumentfortheirseedideacanthenapplythis strategytootherideastheyhavecollected.Or,oncestudentshavetriedasamplingofleadsfortheirseedideaandselected theleadthatworksbest,thestudentscanexperimentwithleadsforotherideastheyhavecollected.Theymaywishto publishpiecesfromthesetopicsduringanopencycletimebetweenunitslaterintheyear. Editing: Itisimportantforstudentstogetintotheroutineofselfeditingtheirworkthroughoutthewritingcycle,insteadofleaving editingonlyforthefewdaysattheend.Itisrecommendedthatteachersinstructstudentsoneditingtechniqueseachday duringthelastfiveminutesofwritingtime,beforedebriefingbegins.Forexample,theteachermayaskstudentstocircle wordstheythinkmaybespelledincorrectlyanduseaclassroomresourceorstrategytocorrectthreeofthewords.Or,the teachermayhaveeverystudentlookforpunctuation marksattheendofsentencesandhavestudentsfixareaswhereend marksareneeded.Theteachermayhavestudentssearchforfiveverbsusedintheirnotebooksandcirclethem.Then instructthestudentstothinkofmorevividverbsthatmaybeabetterwordchoice. StrategyGroupWork: Theteacherwillwanttopullgroupsofstudentstogetherforstrategyworkduringwritingtimethroughoutthisunit.Sample strategygroupscouldinclude:Studentsstrugglingtoapplyaminilessonteachingpoint,studentswithsimilarweaknesses notedfrom conferencenotesfrom previousunits,advancedwritersneedingadditionalchallenge,studentsneedingword workregardingwordchoiceandvocabularydevelopment,andstudentswhoneedadditionalhelpthinkingthroughtheir persuasivearguments. Seeattached.

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FourthGradePersuasiveWriting: SampleCalendar
Week1 Monday MiniLesson Immersion: Whatdoesitmean topersuade? MiniLesson Collecting: FindingStrong Arguments Tuesday MiniLesson Immersion: Whatdoes persuasionlook like? MiniLesson PickingaSeed: Choosingan Argument Wednesday MiniLesson Immersion: Whataretheforms ofpersuasion? MiniLesson WritingChecklist (Componentsofa goodpersuasive argument) MiniLesson Nurturing: Concludingyour Argument(Pre Draft) MiniLesson Revising: Checkingfor Persuasive Language MiniLesson FloatDay Thursday MiniLesson CollectingIdeas: Howtocollect strongideasfor persuasivewriting? MiniLesson Nurturing: BuildingAGood Argument(My Facts/Examples) MiniLesson Reviewing Checklist(Including componentsinyour persuasivedraft) MiniLesson Editing: Punctuation Friday MiniLesson

MiniLesson Nurturing: BuildingaGood Argument(Addressingmy OpponentsViewpoint) MiniLesson Drafting: LearningthroughMentor Texts

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MiniLesson MiniLesson Nurturing: Nurturing: DifferentLeadsfor Transitionwordsto DifferentPersuasive MakeaClear Forms(PreDraft) Argument(Pre Draft) MiniLesson MiniLesson Revising: Checkingfor Supporting Evidence MiniLesson Publish: Review Expectationson Checklist MiniLesson

MiniLesson Editing: Varyingtypesof Sentences

MiniLesson Celebrate

MiniLesson EndofUnitAssessment

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Thisblankcalendarisattachedforteacherstouseasatemplatewhenplanning theunitfor their ownclassroom.Whenusing thistemplate,teachersmaywantto thinkabouthowlongthe unitisdesignedtotake,planforwhentogivethe assessmentand workbackwardtodecidewhichlessonstoteachforhis/herclassroom. UnitCalendar Monday Tuesday Wednesday Thursday Friday Week1 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

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MiniLessonTopic WhatDoesItMeantoPersuade? SuggestedResources: DearMrs. LaRue:LettersfromObedience School byMarkTeague foundin CompositionGrades23

SampleMiniLesson,SampleTeacherLanguageand/orLessonDescription MiniLesson:Whatdoesitmeantopersuade? Link: Inthirdgradeyoulearnedaboutdifferenttypesofletterwriting.Onereasontowrite lettersistotrytoconvincesomeoneofyourpointofview. TeachingPoint: Studentswilldevelopaworkingdefinitionforpersuasion. Model: AsIreadDearMrs.LaRue,Iwantyoutolistenforwhatthedogistryingtodo. Readthestorystraightthrough.Attheendofthestoryask,Whatwasthedogtryingtodo? Havestudentsturnandtalktoapartneraboutwhatthedogistryingtodo.Helpthemarriveat theconclusionthatIkewastryingtoconvincehisownerofsomething.Convincingsomeoneis calledtryingtopersuadethem. ActiveEngagement: Thinkaboutatimewhenyouorsomeoneyouknowhastriedto persuade,orconvince,someone. Theteachermaywanttoshareapersonalexample.Then havestudentsturnandtalktoapartnertoshareoneof theirown personalexperiences. SendOff: Today inyourwritersnotebook,Iwantyoutowriteaboutatimeyoutriedto convince/persuadesomeoneofsomething.Thismaybethesameexampleyoujustsharedora newone. Attheendofwritingtime,wewill sharesomeofthesepersuasiveexamples. Share: Studentssharetheirpersonalexamplesinfrontoftheclassorinsmallgroups(so everyonecanbeheard).

WhatDoesPersuasionLook Like?

MiniLesson:Whatdoespersuasionlooklike? Link:Yesterdaywetalkedaboutwhatitmeanstotrytopersuadesomeoneelseofsomething, whetheritisyouropinion,oryourpointofviewonsomething.WedidthatbyreadingDear Mrs.LaRue. TeachingPoint:Today,Iwouldlikeyoutohelpmeaswegobackintothetextandlookfor waysthatIke(thedog)triedtoconvince,orpersuade,Mrs.LaRuethathewashavingaterrible timeatObedienceSchool. Model:Lookbackatthefirstfewlettersin thebooktomakealistofwhatyou(teacher) noticedIkedoingtotrytoargue,orconvinceMrs.LaRuetotakehimhome.Usechart paper/SmartBoard,etc.

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WhenIreadaboutIkespleainthefirstletter,Iseeheistryingtoconnecttomyemotionsand makeme(orMrs.LaRue)feelsorryforhim.Ialsonoticehowheusessomestrongwordslike horrorandemphasizeswordslikePRISONandBADDOGSusingcapitalletters. ActiveEngagement:Now,Iamgoingtoreadafewmoreletters.WhenIstop,pleaseturnto yourpartnertoshareaboutwhatelseyounoticedIkedoingtotrytoconvinceMrsLaRueto takehimhome.(Readafewlettersandgivethemsomeopportunities,aswellasasmall amountofsharingtime,topointoutothertechniques.) SendOff:Asyouheadofftoday,pleaselookbackinyournotebook totheentryyouwroteon day1ofthisunit,aboutthetimeyoutriedtopersuade,orconvince,someoneaboutsomething. SeeifyouincludedHOWyoudidit,andifnot,pleaseaddthatintoday. Share:Wouldanyoneliketoshareaboutthewaysyouusedtotrytopersuadesomeoneelse aboutyourpointofview,oropinion? MiniLesson:Whataretheformsofpersuasion? Link:WehavebeentalkingaboutpersuasivewritingandyesterdaywelookedathowIke, from DearMrs.LaRue,triedtoconvinceMrs.LaRuetotakehimhomefromobedience SuggestedResources: LessonsThat school. ChangeWriters,Lesson48ToKill TeachingPoint:Persuasivewriting,orpersuasion,cantakeonmanyforms.Ikewroteletters, aMockingbirdBookReview,Time andthatisonewaytousepersuasivewriting.Today,wearegoingtotalkaboutsomeofthe ForKids:Level4Persuasive othersformsofpersuasivewriting. HowGreatisHarryPotter?, Model:Someotherkindsofpersuasivewritingthatyoumaynothaveheardofarebook TheIditarod,theBestSportinthe reviews,editorialsinnewspapersandspeeches/debatesbycandidatesforgovernment.Asa World(attached) reader,IusebookreviewstodecidewhatbooksIshouldorshouldnotread.Ireadeditorialsto findoutwhatisgoingoninourcommunityorworldandheardifferentpeoplespointsofview. Asacitizenandavoter,IlistentopoliticalcandidatesspeechesanddebatestodecidehowI shouldvote. ActiveEngagement:Now,Iwouldlikeyouandapartnertotalkaboutotherwaysthatpeople trytoconvinceyouaboutthings.Thinkabouthowyoumightread,hearandseepersuasionin youreverydaylife.(Ideascouldincludepamphlets,brochures,magazinearticles,magazine advertisements,television/radiocommercials,etc.) SendOff:Today,asyougobacktoyournotebook,pleasethinkaboutatimethatyouhave WhatAretheFormsof Persuasion?

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beenpersuadedaboutsomething,especiallyifitworked.Whydiditwork?Whatdidthat person,orthosepeopledo?Howdidtheyconvinceyou? Whatformofpersuasionwasit?A letter?A speech? Share:Wouldanyoneliketoshareaboutthetimepersuasivewriting/persuasionwasusedon you? HowtoCollectStrongIdeasfor PersuasiveWritingDayOne MiniLesson:HowtoCollectStrongIdeasforPersuasiveWritingDayOne Link: Yesterdaywelearnedaboutthemanyformsofpersuasion. Youwroteaboutatimethat youwerepersuadedtodosomething. TeachingPoint: Awriteroften arguesaboutsomethingtheyfeelpassionateaboutsomething they reallylike. Model: IwanttomodelforyouhowIcomeupwithtopicsIenjoyandfeelpassionateabout. IthinkabouttopicsthatIknowaboutandreallylike. Theycouldbeaboutthingsclosetome (HomeandSchool)orinmycommunity/country/world(Society). Makeachartsimilarto the onebelowwithsomeofyour(teacher)likes.ModelbrainstormingtopicsofListofThingsI LikeWiththestudents. ListofThingsILike DietCoke BookClubs EnergySaving Recycling Carpooling IndependentMovies ActiveEngagement: Whataresomethingsthatyoureallyenjoythataffectyourlife? Encouragestudentstoshareideasthatpositivelyimpacttheirlives?Addtheseideastothelist theteacherstarted. SendOff: Inyourwritersnotebook,beginalistofideasthatyoufeelpassionatelygood about.Theseideasshouldbethingsthatpositivelyimpactyourlives. Youmaylookatthe otheritemsinyournotebooktogiveyouideas. Afteryoucreateyourlist,choose12ideasyou

TeacherNotes:Thisisasample listofideas.Pleasecreatealistof meaningful ideasforyou. *Wewillbereferringtothetwo listswemaketodayandtomorrow throughouttheunit.Pleasekeep themposted.

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wouldliketofurtherexploreinyournotebook. Youcanwriteaboutwhythesethingsare importanttoyou. Share: Studentssharetheirlistofideaswiththeclass.Encouragestudentstoaddon totheir ownlistofideasthroughlisteningtootherlists. HowtoCollectStrongIdeasfor PersuasiveWritingDayTwo TeacherNotes:Thisisasample listofideas.Pleasecreatealistof meaningfulideasforyou. MiniLesson:HowtoCollectStrongIdeasforPersuasiveWritingDayTwo Link:Yesterdaywediscussedhowtofindthingsthatwereallylikeorthingsthathave changedourlivesforthebetter.Wefeelstronglyaboutthesethingsinagoodway. TeachingPoint:Today,Iwanttotalkaboutthingsthatwedontlike.Therearemanythings outtherethatwefeeljustasstronglyabout,butinadifferentwaytheybugus,orirritateus, orwewouldliketochangethem,evenifwedontknowhow.Awriterarguesaboutsomething s/hefeelsstronglyaboutandwantstochange. Model:TherearemanythingsintheworldIfeelstronglyaboutbecauseIdontlikethem. Forexample,Idontliketrash,soIreallycannotstandthecompaniesthatmaketoyswithtons ofpackagingthathastobethrownaway. Iknowthatwillendupinalandfillandmaybenever decompose.Icouldwriteletterstocompaniesaboutthepackagingandaskthemtochangethis torecyclablepackaging. ThingsIWanttoChange DietPepsi TrashinLandfills LengthofSummer HowFoodisProduced PriceofGas RealityTV ActiveEngagement:Withapartner,talkaboutsomeofthethingsyouwouldliketochange. Maybetheseareatyourhome,hereatschool,orintheworld.(Useteacherdiscretionasto whetherthisgoesonawholeclasslist.) SendOff:Today,inyournotebook,writedownalistof someofthethingsyoufeelstrongly aboutandwanttochange.Afteryoucreateyourlist,circleafewyoufeelstronglyenough

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aboutthatyoumightwanttopursuethemevenfurther.Youmaybeginwritingwhyyoufeel stronglyaboutoneoftheitemsyoupicked. Share:Wouldanyoneliketosharesomeofthethingsfromyourlist? FindingStrongArguments MiniLesson: FindingStrongArguments Link: Overthepastcoupleofdayswehavebrainstormedtwodifferentlists:Onehadideas thatwelikedsomuchwewanttoconvinceotherstoenjoythemaswell.Theotherhadideasof thingswedidnotlikeandwantedtochange. TeachingPoint: Wewillnarrowdowntheselistsofideastodeterminewhichonesprovide thestrongestarguments. Model: Lookingatourfirstlistofideasweenjoyed,IquicklythinkaboutwhyIputthose ideasonthelist.IreallyliketheflavorofDietCoke.Itmakesmefeelreallygoodandgives meenergyfortheday.Iknowthisisnotthehealthiestchoice,soalthoughIenjoyit,Idont thinkIwouldwanttoconvinceothersofthisidea. IaddedBookClubstomylistofideasbecauseIthinktheyareagoodwaytogetadultsand studentsreading.Theyarebothsocial andeducational. OprahWinfreyhasevenstartedoneon hershowtogetpeoplereading. Inotonlyhaveastrongopinion,butalsohavefactstosupport thisidea.IamgoingtojotdownmyargumentnexttoBookClubs(onmylist)andputastar nexttoit,asthiswilllaterremindmethatImightwanttoarguethis. Teachercancontinue workinghis/herwaythroughthelist. ActiveEngagement: Overthepastcoupleofdaysyouaddedtoourlistssomeideasofthings youenjoyorwantchanged.Letsthinkaboutwhysomeofthesewereaddedtothelist,just likeImodeledforyou.Teacherwillaskastudenttoshareargumentstosupportanidea.The studentwillthinkthroughwhetheritwouldmakeastrongargumentornot. SendOff: Nowgobacktoyourownlistsinyourwritersnotebook.Thinkaboutwhyyou addedeachideaandwhetheritwouldmakeastrongenoughargument.Remember,astrong argumentusuallycontainsbothopinionandfacts.Putastarnexttothestrongerarguments. To helpyouthinkthroughyourideas,youmaywriteaboutwhysomeofyourstarreditemswould makegoodarguments. Share: Whichideasfromyourlistmadeforstrongerargumentsandwhy?

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ChoosinganArgument

MiniLesson:ChoosinganArgument Link:Nowthatwehavespentsometimelookingatpersuasivepieces,andthinkingabout goodarguments,wearereadytochooseonestrongargumentforourpersuasivepieces. TeachingPoint:Asyouchooseanargumentforapersuasivepiece,itmustbeatopicyou knowenoughaboutthatyoucanbuildaconvincingargument. Model: Forexample,onmysecondlist,IputDietPepsiasoneofmydislikes(orthingsI wanttochange.)ThereasonforthatisbecauseIliketheflavorofDietCokeandtheenergyit givesme,butthatmightnotbeastrongenoughargumentbecauseitisbasedonlyonopinions. So,ImightpicksomethinglikeTrashinLandfills,becauseIknowthatcompaniescanchange thisiftheywantto,andIknowthatsomanyproductsmadenowadayscanbemadeusing recyclablematerialsthosearebothfacts.Factsareagoodbasisforasolidargument. (Continuetalkingthroughthelistyoustarredanddiscusshowwhatyouknowhelpsyoubuild yourargument.) ActiveEngagement:So,pleaselookatyourlistyounarroweddown inyournotebooks(using stars)yesterdayandfindoneargumentyoufeelstronglyaboutandyouknow,orcouldfindout, quiteafewfactsabout.(Sharesomeoftheseasaclassaftertheyhavedoneit.) SendOff:Now,today,onceyoufindonetopicyoufeelstronglyabout,andknowenough about, youmaybegintowritedownfactsandopinionstohelpyoubuildyourargument. Share:Wouldanyoneliketosharethegoodargumentyoufound? MiniLesson:WritingChecklist Link:Wehavespentquiteafewdaystalkingaboutpersuasivewriting,startingwith Dear Mrs.Larueandcontinuingwithourexplorationoftheformsofpersuasivewriting.Nowthat wehavefoundagoodargument,onethatweknowwecouldsupportwithfacts,itistimeto lookaheadtothewritingwewilldo. TeachingPoint:InorderforeveryonetoknowexactlywhatIwillbelookingforfromthe publishedpiecethatwewillworktoward, IhaveaPersuasiveWritingChecklistforyoutouse asyouworkthroughthewritingprocess. Model:Youwillnoticethatmanyofthestepsonthechecklistarepartofwhatwealreadydo ingoodwriting.Someofthesteps,likesupportingdetailsandgoodleadandconclusion,may benewtoyou.Thatisokay,becausewewillbeworkingthroughthistogether.

WritingChecklist. (Expectations)

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ActiveEngagement:Lookthischecklistoverandseewhatotherquestionsyoumighthave. Knowingyourquestionsaheadoftimecanhelpyoupreparefortheanswersaswegettothem inourfuturediscussions. SendOff:Pleasestaplethisintoyourwritingnotebooksoyoucanrefertoitthroughoutour futurelessonsandthroughoutyourwritingprocessasyouworkonyourpersuasivepiece.You maybegintowriteideasinyourwritersnotebookaboutwhatyoumayincludeforeachofthe areaslisted Share:Discusswithapartnerthethinkingandwritingyoudidtoday. Buildinga GoodArgumentDay MiniLesson:BuildingaGoodArgumentDayOne(AuthorsViewpoints) Link: Wevelearnedhowwriterschoosestrongargumentsbyincludingbothpassionate, One strongopinionsandfacts. SuggestedResources: TimeFor TeachingPoint: Writersuseopinionsandfactstobuildthestrongestargumentpossible. Kids:Level4 TheIditarod,the Model: LetsreadTheIditarod,theBestSportintheWorld. RememberwhenwereadDear BestSportintheWorld(attached) Mrs.LaRueandwethoughtaboutwhatIkewastryingtoconvinceMrs.LaRueof?AsIread,I willmodelwhatIhearastheauthorspointofviewwhathe/sheistryingtoconvincemeof? TeacherResources: Makecopiesof Readthetextandmodel addingtheconvincingargumentsto theleftsideofthechartbelow. thePersuasiveOrganizerfor AuthorsPointofView OpponentandPointofView studentstoorganizetheir Iditarodisthebestsportintheworld! arguments/evidence.Theycankeep Theargumentsare: thisintheirWritersNotebooks. Dogsaretheworldsgreatestathletes supportedbyfacts/examples. Verylongraceinvolvinggreat endurance. Followssamerouteofalifesaving, importantdogteam. Teamsport. Outdoorsinroughconditions.

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ActiveEngagement: Letslookatthetwolistswemadefrom severaldaysago. Theteacher willchooseoneargumenttousewiththeclassandhavethemhelpfillouttheauthors viewpointon anewchart, liketheoneabove. SendOff: Today,lookattheideayouchosetoargueaboutinyourwritersnotebook. RecordyourargumentsontheleftsideoftheorganizerIgiveyou.(seeattached) Students shouldattach organizerintheirwritersnotebook. Share: Whatargumentsdidyourecordinyourchart? BuildingaGoodArgument(Day Two) MiniLesson:BuildingaGoodArgumentDayTwo(ThinkingAboutYourAudience) Link:Yesterday,wetalkedabouthowyoucanbeginbuildingagoodargumentaroundyour pointofview.WereadTheIditarod,theBestSportintheWorld.Wealsoworkedonthe charttoseetheauthorspointofview. TeachingPoint:Today,wewilltalkabouthowawriterneedstoconsiderhis/heropponents pointofviewaswell,becausenoteverypointofviewwillbeacceptedbyeveryone. Model: Whenyouthinkaboutyourargument,youmustthinkaboutthosewhowilldisagree withyou.Yesterdaywelookedathowourpointofviewwillhelpusbuildagoodargument dowehaveenoughtocreateaconvincingargument?(Shareexamplesofthinkingfrom yesterdayschartonTheIditarod,theBestSportintheWorld.)TodayIwanttolookatthat sameargumentandthinkaboutsomeonewhomightdisagreewithme.Theyarepartofmy audiencesoIneedtohavetheminmind.(Buildonideasfromyesterdayandtalkaboutwho mightbeopposedandwhattheargumentsmightbe) AuthorsPointofView OpponentandPointofView Peoplewholikefootball thinkitisexciting. Peoplewhodontthink dogsaretheworlds greatestathletes. Marathonsrunnersare greatathletes.

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 Peoplewholike baseball. Hockeyisalsoonice. Studentsoftenstruggleseeingthe pointofviewofothers.Some studentsmayneedtoworkinpairs duringwritingtimetoday,witha partnertakingontheroleofthe opponent.Whatmightthatperson looklike?Actlike?What backgroundmighttheybecoming from?Thiswillactivatetheschema neededtothinkoftheopponents pointofview.
nd ActiveEngagement:Nowletsgobacktothe2 listwemadeyesterday (chosenclasstopic forstrongargument,fromdayone)andthinkaboutwhom ouropponentsmightbeandwhy theywouldbeopposedtous.(Keepthisasawholeclassactivity,justlikeyesterday.) SendOff:Today,asyouplanyourpersuasivepiece,andyouthinkaboutwhatpointswillbe importanttoemphasize,thinkalsoaboutwhoyouropponentsmightbe.Knowingwhotheyare andwhattheymightthinkopposedtoyourpointofviewisimportanttomakingyour persuasivepiecework.So,today,addwhatyouthinkmightbeyouropponentspointof view to thechartyoustartedyesterday. Share:Wouldanyoneliketoshareabouthowyouthoughtofyouropponentandhis/herpoint ofview?

DifferentLeadsforDifferent PersuasiveForms

MiniLesson:DifferentLeadsforDifferentPersuasiveForms Link:Sofarwehavelookedatseveralpiecesofpersuasivewritingandtalkedaboutthe forms. Nowthatweknowaboutwhatformthewritingmighttake,wecanlookatamore specificpart:thelead. TeachingPoint:Therearemanydifferentleadsyoucanuseforyourpersuasivepiece,and choosingtherightonewillbeimportantinconvincingyourreaderaboutyourideas. Model: Letslookbackatthefourpersuasivepieceswehavealreadyread.In DearMrs. LaRue,IkeoftenstartswithquestionstoappealtoMrs.LaRuesemotion:Howcouldyoudo thistome?,Wereyoureallysoupsetaboutthechickenpie?Inthebookreview,Colleen Connellpresentsthecharactersnamerightupfrontandthenhooksthereadersattention: ScoutFinch,astrong,young,levelheadedgirl,isabouttostartthemostcomplexand

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interestingjourneyofherlife.ThearticleabouttheHarryPotterbooksbeginswitha statementandafact:Ifsalesmeananything,theyrethegreatestkids booksever.Asof2003, morethan250millioncopiesoftheHarryPotterbookshadbeensold.And,inthearticle abouttheIditarodsleddograce,theauthorbeginswithaquestionandanopinion:Whatsthe greatestsportingeventintheworld?Alloftheseleadshookmeasareaderandmakemewant tofindoutmoreabouttheauthorsopinion,evenifImightdisagreewithit. ActiveEngagement:Letsgobacktotheideaourclassfocusedonthepastfewdays.Infour smallgroupswewillcomeupwithaleadforeachofthesefourstrategies:appealstoemotion, interestinghook,statementandfact,questionandfact.(Eachgroupwillonlycomeupwith leadsforoneofthestrategies,butmaycomeupwithmorethanonelead.)Thenwewillshare ourleads. SendOff:So,justlikewedidforourclasstopic,thinkabouthowyouwillpickthekindof leadthatwillbethebest,andmostconvincing,foryourreaders.Youwantthemhookedand youwantthemtoknowyouropinion/pointofviewvery earlyinyourpiece. Tryavarietyof leadsforyourtopicinyourwritersnotebook.Theleadyoulikebestcanbeincludedonyour organizer. (TheyshouldusethePersuasiveOrganizertohelpthemdothis.) Share:Wouldanyoneliketosharetheleadyoucameupwithandtalkabouthowyouchose thislead?

UsingTransitionWordstoSignal MiniLesson:UsingTransitionWordstoSignal Evidence Link: Yesterdaywelearnedthedifferentwayswecanhookareaderintoreadingour Evidence arguments,eveniftheydonotagree:Byappealingtoemotions,providinganinterestinghook, SuggestedResources: DearMrs. givingastatementandfact,orgivingaquestion&fact. LaRue:LettersfromObedience TeachingPoint: Writerskeeptheaudiencesattentionandfocusbymakingtheirarguments SchoolbyMarkTeague clearandobvious.Transitionwordsareonewaythatawritermakestheirpointsobvioustothe reader.Thesewordssay,Hey,herecomessomeevidence! Teachernotes:Makeanoverhead Model: LetslookatthetransitionwordsauthorMarkTeagueusedin DearMrs.LaRueto th, th th th ofOctober4 5 ,and6 letters makeIkesargumentsobvious.ShowanoverheadoftheOctober4 letter.WhenIreadthe fromDearMrs.LaRue. Youwill firstsentencethatbeginswithYoushouldsee, thissignalsmeasareadertopayattentionto

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alsowanttocopyseveralother lettersfromDearMrs.LaRue for theActiveEngagement.

Ikesnextpoint,whichtellsmetheteachersareforcinghimtoperformmeaninglesstasks. WhenIreadAndanotherthing, thatsignalsmetohearIkesnextargumenttobebrought home.HefeelsthatMrs.LaRuessafetyisinjeopardybecauseshedoesnotlookbothways.In th theOctober5 letter,Ikegivesargumentsandthensays,Nevertheless. Thissignalsmethat Ikeisgoingtomakeapoint. TransitionWordstoSignalEvidence Youshouldsee(gettingreadyto giveevidence) Andanotherthing(addingonto existingevidence) Nevertheless(summarizingand makingapoint) ActiveEngagement: Putstudentsintogroupsof23.Provideeachgroupwithadifferent letterfrom DearMrs.LaRue.ReadthroughtheletterIhavegivenyou.Circleallofthe transitionwordsthatsignalupcomingevidence.Then,thinkaboutwhatthosetransitionwords aredoingforthereader. Photocopyand distributeotherlettersfromthebook. Whatare sometransitionwordsyoufoundthatwecanaddtoourlist? SendOff: Lookatthepersuasiveorganizeryoubegan severaldaysago.Sofaryouhave recordedalead,yourarguments,andyouropponentsviewpoints. Thinkaboutthelistof transitionwordswejustmadeandthepurposeofeach.Whichtransitionwordswouldfitwith eachargument?Addatransitionwordnexttoeachargument(onyourpersuasiveorganizer) thatyoumightconsiderusingwhendrafting. Ifstudentsfinishbeforetheendofwritingtime, theyshouldcontinuetoworkintheirnotebooks. Theycancollectmoreideas,trythewriting strategiestootherideastheyhavecollected,andwritearoundothertopics. Share: Whattransitionwordsdidyouusetosignalimpendingevidence tosay,Hey, evidenceiscoming?

ConcludingYourArgument

MiniLesson:ConcludingYourArgument Link:Nowthatwehavelookedatbuildinganargumentfromagoodleadthroughits

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supportingdetailsandtransitionwords,itistimetolookathowtowriteaconclusion. TeachingPoint:Youcouldloseyourreaderifyoudonthaveagoodconclusioninapieceof writing,butinapersuasivepiece,itcouldmeantheyjuststoplistening,ortheydontbelieve you,meaningyoujustdidallthatworkfornothing. Model:WhatdoyouthinkwouldhappenifIendedmypersuasivepieceby saying,Nowyou seewhyIamright!orInyourface!Iwouldlosemyreader,andIriskoffendingeventhose readerswhootherwisewouldhaveagreedwithme.Letmegobacktosomeofourtextsand lookathowthosewritersconcludedtheirarguments.IseeIkefinisheshisargumentbysaying, Youmaynotknowit,Mrs.LaRue,butyouneedadog.ThearticlesaboutHarryPotterand theIditarodsleddograceusetheirentirelastparagraphsasaconclusion(youcanreadthat here.)And,ColleenConnellconcludesherbookreviewbysaying,Irecommendthisamazing noveltoanyonewholovesbecomingpartofthestoryandthelivesofthecharacters,andto readerswhowontmindforgettingtheworldaroundthem.Eachoftheseconclusionssounds different,buteachonecomesbacktotheoriginalpointandoftenrefersbacktotheevidence sharedalongtheway,asagoodpersuasiveconclusionmustdo. ActiveEngagement:Today,pleaseworkwithapartnertothinkofagoodconclusiontothe pieceweworkedonasaclass.Iknowwehavenotwrittenthebodyofourworkyet(justthe leadandtheideasforsupportingdetails)butwehaveenoughinformationtowriteagood conclusion.(Sharesomeoftheseconclusions.) SendOff:Now,inyourwritingtoday,(usethePersuasiveOrganizer)asyoupreparetowrap upyourdraftofthepersuasivepiece,thinkabouthowyoucandevelopagoodconclusionto helpyoucompleteyourargument. Tryconcludingyourpieceavarietyofwaysinyourwriters notebook.Whenyouthinkyouhavefoundthebestway,recorditonyourorganizer. Share:Doesanyonehaveagoodconclusiontosharetoday?

ReviewingChecklist

MiniLesson:ReviewingChecklist Link:Nowthatmanyofushavechosenanargument,supportedit, andcreatedaleadand conclusionforourPersuasivepiece,letslookbackatthechecklistyouhaveinyournotebook. TeachingPoint:Todayyouwilllookatthechecklisttoseeiftheargumentsyouhavemade fulfillalltherequirementsofapersuasivepiece.

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Model: IwillhelpusstartbylookingatourPersuasiveOrganizerforthetopicwechoseasa class.IamgoingtoworkmywaythroughthechecklistbeforeIevenstartmyfirstdraftsoI knowIhaveallthepartsfirst.(Lookthroughclasslist/organizerandtalkaboutmeeting/not meetingrequirements. ActiveEngagement:Now,Iwouldlikeyoutotradeyour(completed)PersuasiveOrganizer withapartnerwhowillevaluatewhichrequirementsyouhavemet,andwhichonesyoumay stillneedtoworkon. (Sendoffaspartnerstoworkonthis,each withacopyofthechecklist, andtimeforreviewandfeedback.Comebacktoshareobservationsandlearning.) SendOff:Nowthatyouhavefeedbackfromonereader,youcanusethattofillthegaps(if any)andbeginwritingyourdraft. Share:Wasanyoneabletousethefeedbackgainedfromapeerandbeginafirstdrafttoday? LearningThroughMentorTexts DayOne SuggestedResources: TimeFor Kids:Level3 MoreWhatdoYou Think?DoYouHavetoFinish FirsttobeaWinner?(attached) MiniLesson:LearningThroughMentorTexts DayOne Link: Youhavenowcompletedplanningandcheckingyourargumenttoincludepersuasive strategies. TeachingPoint: Asyouwriteyourdraft,continuetothinkaboutincludingcorestrategies thatall authorsusetopersuadetheirreaders:Anattentiongrabbinglead,strongargument usingtransitionwords,andaclearconclusion. Model: LetsreadDoYouHavetoFinishFirsttobeaWinner? WhenIreadthis,Inoticed thattheauthorusesaquestion,Doyouhavetofinishfirsttobeawinner? tohookthereader. InoticedthatargumentsweregivenfortheYesside,sayingtobeawinneryoumustwinthe game,notjustparticipateinasport.TherearealsoopposingargumentsontheNoside, sayingthattoomuchimportanceisplacedonwinning.Thereisanothermeaningofwinner besidesthatoffinishingfirst. Someonewhoisateamplayerandshowssportsmanshipisa winner.Ialsonoticedtheauthorwroteaconcludingsentenceforeachargument. SendOff: Asyoudrafttoday,regardlessofform,thereshouldbecorestrategiesincluded: Attentiongrabbinglead,strongargumentsforandagainst,andaclearconclusionrestatingthe argument. Share: StudentsmaysharetheirdraftswiththeclassduringGroupShare.

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LearningThroughMentorText MiniLesson:LearningThroughMentorTextsDayTwo Link:Nowthatweareallintoourdraftsofpersuasivepieces,andwehavelookedatmany DayTwo differentformsofpersuasivewriting,includingletterstotheeditor,Iwouldliketoshare SuggestedResources: HighSchool anotherfewexamplesthatmighthelpyouasyourformyourarguments:moviereviews. Musical2reviews(attached) TeachingPoint:Nomatterwhatformyouchoose,thewayyoubuildasolidargumentwill alwaysbethesame. Model:IamgoingtoreadthroughthesemoviereviewsforHighSchoolMusical2andthen wecantotalkabouthowthesewritersbuildtheirargumentsusinggoodleads,supporting details,andastrongconclusion,andwhetherornotIamconvinced. ActiveEngagement:Letsdiscusshowthesewriterstriedtobuildconvincingargumentsand howthiscanhelpusdothesame. SendOff:Asyoucontinuetoworkonyourdraft,thinkabouttheseauthorstechniquesand howyouareworkingtowardyourconclusion,keepingyourpurposeandaudienceinmind. If studentsarecompletedwiththeirdraft,theymaydraftothertopicsfromtheirwritersnotebook. Share:(Nosharing,orjustaninformalcheckinwitheachstudentindividually.) CheckingforSupporting Evidence MiniLesson:CheckingforSupportingEvidence Link:Nowthatmostofusareclosingoutourdrafts,letslookforplacestorevise. TeachingPoint:Revisioncanhelpusidentifythedifferencebetweensupportingdetails(facts) andadditionalopinions. Model:Letslookatthemoviereviewsagain.(Chooseoneofthetworeviews.)Iamgoingto taketwodifferentcoloredhighlightersandpickoutsupportingdetails(facts)withoneand additionalopinionswithanother.Asawriter,Iwanttomakesuremypersuasivepieceshares anopinionandsupportsitwithfacts.ImustbecarefultoavoidaddingotheropinionsasI write,butthatisahardtraptoavoid.(Completeactivity.)Youseehowthisauthorused moreopinionsthanfacts.Aretheynecessarilytrueforeveryone?Ifnot,thentheyareopinions andcouldactuallyweakenmyargument. ActiveEngagement:Now,withapartner,pleasetaketwodifferentcolorsanddothesameon theothermoviereview.Wherearethefactsandwherearetheopinions?Istheonewithmore factsmoreconvincing?(Continuediscussingafteractivity.)

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SendOff:Today,asyoubeginlookingatyourdraftforrevisions,usethissamemethodto analyzeyourpieceforsolidsupportingevidenceandopinions. Share:Wouldanyoneliketoshareyour(highlighter)findingsfromthedraftorthegraphic organizer? CheckingforPersuasive Language MiniLesson: CheckingforPersuasiveLanguage Link:Nowaswecontinueclosingoutourdrafts,letslookfor otherplacestorevise. TeachingPoint:Revisioncanhelpusmakesurewearechoosingthebestwordsforour persuasivepiece. Weneedtousestrongwordsthatwillhelpuspersuadeourreaders. Model:LetslookattheHighSchoolMusicalreviewsagain.Today,Iwanttohighlightsome st ofthepersuasivewordsandphrasesthewriterused.InthearticleBetterThanthe1 HSM,I seethewordssuperior, muchimproved,andhighlyrecommend.Thesewerealltermsthe authorusedtomakehisargumentstrongandtopersuadeyoutoseehisside. ActiveEngagement:Now, IwantyoutolookatthesecondHighSchoolMusicalreviewand findpersuasivewordsorphrasesthisauthorusedtoconvinceyouofhisside.Havestudents turntoapartner todiscusswhattheyfound. SendOff:Today,asyoubeginlookingatyourdraftforrevisions,Iwantyoutohighlightwith adifferentcolorfromyesterday,persuasivewordsandphrasesyouhaveusedinyourpiece. ThenIwantyou tofindsomeplacesinyourdraftwhereyoucouldchangeyourwordstomake themmorepersuasiveoraddpersuasivephrasestomakeyourargumentstronger. Share:Wouldanyoneliketosharechangesyoumadetoyourpiecetodaytomakeitbetter?

MiniLesson:Punctuation Link: Yesterdaywerevisedbycheckingthelanguageinourdraftstoensureitwas SuggestedResources:Overheadof convincing.Todaywearegoingtobeginediting.Onepartofeditingischeckingpunctuation. TheIditarod,theBestSportinthe TeachingPoint: Yourpunctuationshouldincludecommas,periods,questionmarks,and World(seeattached). exclamationpoints.Thisaddsinterestandhelpstoholdyourreadersattention. Model: Letslookatafamiliarpiece,TheIditarod,theBestSportintheWorld.Letslookat theparagraphatthetopofthesecondcolumnthatbegins,Whataboutmarathonrunners?Im goingtohighlighttheendingpunctuationineachsentence.Inoticedtheauthorusedaquestion mark,period,period,exclamationpoint,andaperiod. Asareaderthisalmostmakesmehear Editing CheckingPunctuation

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theauthorpersuadingme.Itisgoodtotrytousedifferenttypesofsentencesinyourwriting declarative(declaringsomething),interrogative(question),exclamatory,andimperative (command). Whenusingthesedifferenttypesofsentences,youneedtousethecorrect punctuationattheend. ActiveEngagement: Lookatyourdraft.Chooseoneparagraphfromyourdraft.Highlight orcircleyourendingpunctuation.Doyouhavevariedpunctuation,orhaveyourepeatedthe samemarks? Ifmostofthemarksarethesame,couldyoutrytoincludeadifferenttypeof sentence,tokeepthereaderinterested. SendOff: Today,finisheditingyourdraftforvariedpunctuation. EditingVaryingTypesof Sentences SuggestedResources:Overheadof TheIditarod,theBestSportinthe World(seeattached). MiniLesson:VaryingTypesofSentences Link: Yesterdaywerevisedbycheckingthetypesofsentencesinourdraftsandtheir punctuationtoholdourreadersattention..Todaywearegoingtolookatoursentence structure andhowtousesimpleandcompoundsentencesinourwritingtomakeitinteresting. TeachingPoint: Youneedtohavevariedsentencestructureincludingbothsimpleand compoundsentences. Model: Letslookatthepiecefromyesterday,TheIditarod,theBestSportintheWorld, again.Letsgobacktotheparagraphatthetopofthesecondcolumnthatbegins,Whatabout marathonrunners? Thistime,asIreadit,Iwanttopayattentiontosentencestructure.The firstsentenceisasimplesentenceincludingonlyonethought/idea.However,inthesecond sentencetheauthorusesacommatoturntwosentencesintoone.Thecommaseparatesone simplesentencefromanother.Thisiscalledacompoundsentence.Includingvariedsentence structureallowsthepaceofthetexttochangeandmakesitlessrepetitiveandboring. ActiveEngagement: Lookatyourdraft.Chooseoneparagraphfromyourdraft. Takesome timetolookatyoursentencestructure.Haveyouincludedonlysimplesentences?Ifso,what sentencescouldbecombinedusingacommaorthewordand tomakethemacompound sentence? SendOff: Today,finisheditingyourdraftforsentencestructure.

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MiniLesson:Publish:ReviewExpectations/Checklist Link:Nowthatweareallgettingtowardthepublishingphaseofthewritingprocess,itstime forustorevisitthePersuasiveChecklist. TeachingPoint:Itstimetocheckourownworktoseeifwehavemetalloftheexpectations ofpersuasivewriting. Model:Wehavespentagreatdealoftimetalkingaboutpersuasivewriting,andwehave lookedatmanydifferentformsofpersuasion.(Haveafewonhandtoshow.)Inallofthem,no mattertheform,allthestepsonthisPersuasionChecklistarefollowed/present.Iknowasa Youmaywantstudentstoshare writer,Iwanttomakesuremypiecehasthesameparts,andIwillusethischecklisttohelpme theirchecklistwithapartnerbefore besure. Usechecklistwithpieceyouhavebeenmodelingfromthroughouttheunit.Iwill theybeginpublishing.Thiswill wanttomakesuretoshowexamplesonmychecklistsowhenIshare,Icanclearlyexplainmy givethestudentsanopportunityto thinkingaboutmypiece.Iwillmakesuretolist,underExamplesometransitionwordsI hearexamplesfromeachotherand used.IwillalsolistsomepersuasivewordsIused.IfIcantfindanytolist,thisletsmeknow askanyfinalquestions. IstillneedtoworkonrevisingmypiecebeforeIwritemyfinaldraft. ActiveEngagement:(None.) SendOff:Today,asyoureviewthepieceyouarepublishing,besuretomeetallthe expectationsofthePersuasiveChecklist. Thenyoushouldbegintopublishyourpiece. Share:(Checkinwitheachstudenttobesureallareontrackwiththepublishedpieces.) Publish:Review Expectations/Checklist

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PersuasiveOrganizer Lead:___________________________________________________________________ _______________________________________________________________________

________________________________________________________________________ AuthorsPointofView OpponentandPointofView

Conclusion:______________________________________________________________ _______________________________________________________________________

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TwoReviewsofHighSchoolMusical2 Betterthanthe1stHSM,7October2007
Author:matheusmarchettifromBrazil

HIGHSCHOOLMUSICAL2isagreatmadefortelevisionmotionpicture,thatisbringing musicalsclosetomoderndayteenagers.TherearemanythingssuperiorinHIGHSCHOOL MUSICAL2,tonameafew,themusicandthesongsweremuchmoreimprovedandhadthe lyricswerejustbetter,butwhatgoesontopofitall,isthattheyusedoriginality. ThefirstHIGHSCHOOLMUSICALwasamazing,verynice,somewhat"classical"butIwassort oflikearemakeofthe70'shitteenmusicalGREASE. Anyhow,IhighrecommendHIGHSCHOOLMUSICAL2toteensandadults,whoenjoymusicals.

ShouldBeRenamedTheAdventuresofTroyandSharpay,22September2007
Author: conor007 fromScotland

IfeltGabriellawastossedtothesidelines.TroyandGabriella'srelationshipwasasubplot.The mainstory,IfeltwasSharpay'sattemptsatgettingZacEfron'sattention. Ithoughtthesongswereokaybutnowherenearascatchyasthefirstone. Singingabreakupwasterrible.Itwouldhavebeenmuchmorepowerfulifitwasspoken. I'veheardpeoplementionthisbefore,theeditingwasprettybad.Itwasallovertheplaceduring thesongs. Anotherthing,AshleyTisdalescharacterseemedlikeaweesillyandannoying7yearold comparedtoHSM1. Butanyway,GirlswilllikeitbutIthoughtitwasokay. Thanksforreading.

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PersuasiveWritingChecklist Skill Check When Completed Example

Clearlyidentifiedpurpose

Usessupportingdetailstobackup pointofvieworargument Lead:Openingstatement introducesopinionorpointof view Informationorganizedinlogical order Conclusion:Containsa concludingstatementorsummary Usespersuasivewordsorphrases

Usestransitionalwordsorphrases

Choosesapersuasiveform specifictoanaudience Editsforspelling,punctuation, paragraphs,mechanics Evidenceofrevision

Thoughtfultitle

Neathandwriting,orpresentation

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PersuasiveWritingScoringGuide

4 Criteria Process Strongevidence ofeffectively applyingthesteps ofthewriting process. Audience& Clearlyshowsan awarenessof Purpose audienceand statesastrong opinion. Control Containsaclear controllingidea. Clearlyprovides specificand relevant details/examples tosupport opinion. Containsstrong persuasivewords andphrases. Consistentlyuses complete sentences.

3 Evidenceof effectively applyingthesteps ofthewriting process. Showsan awarenessof audienceand statesanopinion.

2 Someevidenceof applyingthesteps ofthewriting process. Showssome awarenessof audienceand opinionmaynot beclearly expressed. Containsageneral senseofdirection, butlacksfocus. Maycontainsome detailsthatdonot supportopinion.

1 Lacksevidenceof applyingthesteps ofthewriting process. Showslittleorno awarenessof audienceanddoes notcontainan opinion. Isdifficultto followand/or lacksfocus. Detailsdonot supportopinion.

Containsa controllingidea. Providesrelevant details/examples tosupport opinion.

Support

Word Choice Sentences

Structure

Usage/ Mechanics

Containssome persuasivewords andphrases. Containssome incomplete sentencesthat maybedistracting tothereader. Containseffective Containsleadand Attemptsto leadand conclusionpiece includealeadand conclusionpiece iswritteninan conclusionpiece iswritteninavery organized,logical iswrittenina organized,logical order. somewhat order. organizedorder. Containsfew Maycontainsome Containserrorsin errorsin errorsin grammar/usage, grammar/usage, grammar/usage, punctuation, punctuation, punctuation, capitalization, capitalization, capitalization, and/orspelling and/orspelling. and/orspelling thatmaybe thatarenot significantly significantly distractingtothe distractingtothe reader. reader.

Contains persuasivewords andphrases. Generallyuses complete sentences.

Lackspersuasive wordsand phrases. Includes incomplete sentencesthatare distractingtothe reader. Lacksalead and/orconclusion pieceisnot writteninan organized,logical order. Containsrepeated errorsin grammar/usage, punctuation, capitalization, and/orspelling thatmaybe significantly distractingtothe reader.

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Title:

PersuasiveWriting WritingAssessment 4 CommunicationArtsWriting

GradeLevel: SubjectArea:

MissouriGradeLevelContentExpectation(s):
Reading1G.4,Writing2B,2B.4,2C.4,2C.4,2D.3,2F.4,2F.4, 2F.4,2E.4,and2E.4

ShowMeStandardsAddressed: Knowledge(Content): Performance(Process): CA1,2,3and4 1.5,1.6,1.8,2.1,2.2

MaterialsNeededforAssessmentCompletion: o Copyofassessment Part1 timedmultiplechoice o Copyofassessment Part2 untimedprompt o Pencil PreAssessmentInstructions: o Studentswillhave22minutestocompletePart1of theassessment.

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Name_________________________Date__________________ Part1 Readeachsentence.Findthewordthatcantaketheplaceofthe underlinedwordinthesentencesbelow. 1. Willyouhelp__________searchformylostwatch? O we O me O you O they Theteacherasked___________ournames. O he O us O they O we

2.

Findthesentencethatiswrittencorrectlyandisacomplete sentence. 3. O O O O O O O O Ineedtobuyanewpairofshoes. WheredidYouputyourblackshoes? Mygoodshoesnolongerfitme Didyouchooseanewpairofshoes! didyougotothegamelastnight? WestayedHome. Wasthegameexciting. Ihitahomeruninthelastinning.

4.

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5.

O O O O

Didyoubuyagallonofmilk? TheStarsfascinateme. Dontignorethewarning? Thelatchisclosed

Findthesentencethatiswrittencorrectlyandisacomplete sentence. 6. O O O O Momsaid,dividethepieces. Thelensfelloutofmyglasses, Watchoutforthewasp! Wasthefaucetdripping.

Fornumbers7and8findthewordforeachblankthatbest completesthestory. The___7___firefightersswiftlyputouttheflames.There wouldhavebeenmore ___8___withouttheirquickaction. 7. O O O O 8. O O O O strange tired silly brave help damage concern happiness

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Usetheparagraphbelowtoanswerthefollowingquestions. Thefirstthanksgivingwasin1621.Itwascelebrated bythePilgrimsinPlymouth,Massachusetts. Thepilgrims hadninetytwoNativeAmericanguests.Theybrought turkeypumpkins,andpopcorntothecelebration.I learnedaboutthisinthebookthepilgrimsfirst Thanksgiving.

9. ChoosethebestwaytowriteSentence1. O ThefirstThanksgiving wasin1621. O TheFirstThanksgivingwasin1621. O TheFirstthanksgivingwasin1621. O bestasis 10 .ChoosethebestwaytowriteSentence2. O ItwascelebratedbythePilgrimsinplymouth, Massachusetts. O ItwascelebratedbythePilgrimsinPlymouth, massachusetts. O ItwascelebratedbythePilgrimsinplymouth, massachusetts. O bestasis 11. ChoosethebestwaytowriteSentence3. O Theybroughtturkey,pumpkins,andpopcorntothe celebration. O Theybroughtturkeypumpkinsandpopcornto the celebration. O Theybroughtturkey,pumpkinsandpopcorn, tothe celebration. O bestasis

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12.ChoosethebestwaytowriteSentence4. O IlearnedaboutthisinthebookThePilgrimsFirst Thanksgiving. O Ilearnedaboutthisinthe bookThePilgrimsFirst Thanksgiving. O IlearnedaboutthisinthebookThepilgrimsfirst Thanksgiving. O bestasis

Readeachgroupofphrases.Markthephrasethathasan underlinedwordthatisspelledwrong.Iftherearenounderlined wordsthatarespelledwrong,markthespaceAllcorrect. 13. O O O O 14. O O O O 15. O O O O 16. O O O O tryto understend issomeone there outerspace Allcorrect be careful throw theball I toldyou Allcorrect howdidit happen cleanclohes inmy heart Allcorrect my sister seeyoulater wergoing Allcorrect
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Findthewordorwordsthatcorrectlycompleteseachsentence. 17. Theseedswill______________afterseveraldays. O sprout O sprouting O sprouts O sprouted

Findthewordorwordsthatcorrectlycompleteseachsentence. 18. I____________yourmissingbook. O find O finds O found O finding

19.Itryto________________thenewspaperdaily. O reads O reading O willread O read

20.We___________tosurpriseourscoutleader. O wanted O wants O wanting O bewanting

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Readeachsentence.Findthesentencethatisacompletesentence andiswrittencorrectly. 21. O O O O Eatingdeliciousapples. Pickedthemthismorning. Fromhighinthetree. Togetherwesnackedonapples.

22. O O O O

Wesaysgoodbye beforetheygo. Wewillmissthemverymuch? Themneighborsaremoving. Theyhavelivedhereformanyyears.

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Name___________________________ Date__________________ Part2 Directions:Readthepromptintheboxbelow.

YourschoolhasdecidedtostophavingpizzaforTuesdaylunches toimproveschoolwidenutrition.Doyouagree?Doyou disagree?Writealettertoyourprincipalexpressingyour opinionsonthisissue.

Directions: Usethespacebelowforyourprewriting. Thismaybeaweb,alist,oragraphicorganizer.

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Directions: Writethefirstdraftofyourpiece.Look backatyourpromptandyourprewritingasyouare drafting.

____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
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____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

_______________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________

_______________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________

_______________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________

_______________________________________

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Directions: Nowyouneedtoreviseandedityourdraft. RereadyourdraftandusetheWritersChecklistbelowto makesureyourdraftincludesalloftheitemsonthe WritersChecklist.Youmaymakechecksintheboxes afteryouhavecheckedyourpaperforeachitem. WritersChecklist

Mypaperhasabeginning,middleandend. Mypaperstaysonthetopic. Mypaperincludesdetailsandexamples. Mypaperusescompletesentences. Mypaperincludescorrectpunctuation,capitalization,grammar andspelling.

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Directions: Nowitistimetowriteyourfinalcopyof yourstory.Whenyouwriteyourfinalcopy,makesureyou includeanychangesyoumadewhenyourevisedandedited yourdraft.

____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
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____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
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WritingMapLikeAssessmentScoring ScoringGuideforMultipleChoice (1pointeach) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. me GLE:W2D.3 us GLE:W2D.3 Ineedanewpairofshoes. GLE:W2F.4 Ihitahomerunlastinning. GLE:W2F.4 Didyoubuy agallonofmilk? GLE:W2F.4 Watchoutforthewasp! GLE:W2F.4 brave GLE:R1G.4 damage GLE:R1G.4 ThefirstThanksgivingwasin1621. GLE:W2B.4 bestasis GLE:W2C.4 Theybroughtturkey,pumpkins,and GLE:W2C.4 Ilearnedthisinthebook ThePilgrims GLE:W2B trytounderstend GLE:W2E.4,2E.4 allcorrect GLE:W2E.4,2E.4 cleanclohes GLE:W2E.4,2E.4 wergoing GLE:W2E.4,2E.4 sprout GLE:W2D.3 found GLE:W2D.3 read GLE:W2D.3 wanted GLE:W2D.3 Togetherwe snackedonapples. GLE:W2F.4 Theyhavelivedhereformanyyears. GLE:W2F.4

ScoringGuideforPromptWriting Prompt: SeeattachedDistrictScoringGuide(Grades47) GLEAddressed:W1A.4,W2B.4,W2C.4,W2D.4,W2F.4,W3A.4, W3E.4

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ElementaryWriting AnAnalyticalScoringGuideforClassroomUse 4 Criteria Structure Hasaneffective beginning, middleandend. 3 Hasabeginning, middle,andend 2 1

Control

Containsaclear controllingidea.

Containsa controllingidea.

Support

Clearlyaddresses thetopicand providesspecific andrelevant details/examples. Containswords thatarespecific, accurate,and suitedtotopic.

Addressesthe topicanduses relevant details/examples.

WordChoice

Sentences

Containssome wordsthatare specific, accurate,and relatedtothe topic. Consistentlyuses Generallyuses complete complete sentences. sentences.

Hasevidenceof Maylack beginning, evidenceofa middle,andend. beginning, middle,and/or end. Containsa Isdifficultto generalsenseof followand/or direction,but lacksfocus. lacksfocus. Generally Attemptsto addressesthe addresstopic, topic,butmay butlacksfocus. containsome detailsthatare notrelevant. Useswordsthat Useswordsthat tendtobe areconsistently repetitive, repetitive,dull, imprecise,and andcolorless. ordinary. Containssome incomplete sentencesthat maybe distractingto thereader. Showssome awarenessof audienceand purpose. Containserrors in grammar/usage, punctuation, capitalization, and/orspelling thatmaybe significantly distractingto thereader. Includes incomplete sentencesthat aredistracting tothereader. Showslittleor noawarenessof audienceand purpose. Contains repeatederrors in grammar/usage, punctuation, capitalization, and/orspelling thatmaybe significantly distractingto thereader.

Clearlyshowsan awarenessof audienceand purpose. Usage/Mechanics Containsfew errorsin grammar/usage, punctuation, capitalization, and/orspelling. Audience& Purpose

Showsan awarenessof audienceand purpose. Maycontain someerrorsin grammar/usage, punctuation, capitalization, and/orspelling thatarenot significantly distractingtothe reader.

October2007