UbD Writing Unit Plan Template Teachers Name: Morgan Schertz Unit Title: The Art of Persuasion Approximate

Time Frame: Four 40-minutes lessons Prerequisite skills: Students have previously learned the basic components of persuasive writing. Essential Vocabulary: Persuade: to cause someone to do something through reasoning or argument Voice: the author's style, the quality that makes his or her writing unique, and which conveys the author's attitude, personality, and character Audience: the people reading an authors work Position: the authors point of view/opinion on a topic Mentor texts: I Wanna Iguana by Karen Orloff The True Story of the Three Little Pigs by Jon Scieszka Dear Mrs. LaRue: Letters from Obedience School by Mark Teague Otter-ly Adorable by Miss Schertz Materials (internet, supplies) Anchor Chart Markers (for teacher) Internet Writing Notebooks Pencils (for students) Brief Summary of the Unit: The unit will begin with a reading of I Wanna Iguana by Karen Orloff. The students and teacher will create an anchor chart that organizes the reasons Alex uses to persuade his mother as valid or invalid. In the next lesson, students will revisit what persuasive text is, why and how authors use persuasion, and the correct persuasive writing format through the use of anchor charts. In the following lesson, students will think of a pet that they would like to have and create a circle map, outlining all the reasons why their parents should let them have that pet. Students will conference with the teacher to choose their 3 best reasons. Students will then create a tree map to expand on their reasons. Then students will write the first drafts of their essays. Once the first drafts are completed, the class will discuss effective transitions, how to move from one reason/idea to another, the use of loaded words, and finally how to conclude their essay to achieve the most impact. Students will be asked to revise their first drafts, using the new skills taught. Topic/genre: Persuasive Writing Grade Level: 3rd Grade

Stage 1 Desired Results Standards: CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-LITERACY.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-LITERACY.W.3.1.b Provide reasons that support the opinion. CCSS.ELA-LITERACY.W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. CCSS.ELA-LITERACY.W.3.1d Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) Competency/Objectives: Students will show understanding of valid reasons by identifying valid and not valid reasons given a mentor text. Students will show understanding of persuasive composition by using effective transitions with valid reasons given a claim to support. Established Goals: The student will use the writing process to write a persuasive essay about owning a pet, supporting a point of view with valid and logical reasons. Enduring Understandings: Builds on 1. Authors use persuasive writing to argue for Numbers correlate to enduring understandings and essential questions. or against a position that their readers may 1. The unit will begin with a reading of I Wanna Iguana by Karen Orloff. The students and agree or disagree with. teacher will create an anchor chart that organizes the reasons Alex uses to persuade his 2. Writers include only relevant and valid mother as valid or invalid. details to persuade readers. 2. Students will revisit what persuasive text is, why and how authors use persuasion, and the correct persuasive writing format through the use of anchor charts. Essential Questions: 3. Students will think of a pet that they would like to have and create a circle map, 1. What makes a reason valid in persuasive outlining all the reasons why their parents should let them have that pet. Students will writing? conference with the teacher to choose their 3 best reasons. Students will then create a 2. What is the purpose of persuasive writing? tree map to expand on their reasons. Students will write the first drafts of their essays. 3. How does pre-writing help organize your 4. Once the first drafts are completed, the class will discuss effective transitions, how to ideas? move from one reason/idea to another, the use of loaded words, and finally how to 4. How can persuasive writing become more conclude their essay to achieve the most impact. convincing? 5. Students will be asked to revise their first drafts, using the new skills taught. 5. Why should you revise your writing? Students will know How to use valid reasons to support an argument How to organize thoughts in a logical way

 How to use effective transitions, strong vocabulary, and convincing conclusions How to revise writing to make it more convincing Students will be able to Distinguish between valid reasoning and invalid reasoning Plan before writing Use effective transitions, strong vocabulary, and convincing conclusions to engage the reader Write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence. Stage 2 Assessment Evidence Performance Task: Write a persuasive essay Performance Task Statement: Students will use the writing process to write a logical persuasive essay using effective transitions, strong vocabulary, and convincing reasons to persuade their parents to allow them to have a pet. Students will understand that Persuasive writing can be used to sway a readers opinion about an issue Persuasive writing should only use valid and logical reasons to support the authors viewpoint. Students will be able to Create a logical persuasive argument using valid reasoning to support their opinion about the topic. Other evidence: Strong vocabulary Use of appropriate transitions Rational sequencing Accommodations: Students with special needs will be given extra time to work on their essay. The teacher will work with these students at the back table (while other students are working individually) to brainstorm ideas and outline their essay. Pre-assessment: Students will be pre-assessed on the first draft of their persuasive essay. Students will be expected to provide at least two valid reasons to support their claim and use some transition words throughout the essay. Formative assessment: Students will be asked to organize the reasons Alex uses to persuade his mom as valid or invalid.

Students will be asked informal questions about persuasive writing in lessons 2 and 4.

Summative assessment:
CATEGORY Attention Grabber 4 - Above Standards The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The position statement provides a clear, strong statement of the authors position on the topic. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the authors position. 3 - Meets Standards The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The position statement provides a clear statement of the authors position on the topic. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the authors position. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the authors train of thought. Transitions show how ideas are connected, but there is little variety The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. 2 - Approaching Standards The author has an interesting introductory paragraph but the connection to the topic is not clear. A position statement is present, but does not make the authors position clear. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the authors position. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Some transitions work well, but some connections between ideas are fuzzy. The authors position is restated within the closing paragraph, but not near the beginning. 1 - Below Standards The introductory paragraph is not interesting AND is not relevant to the topic.

Position Statement Evidence and Examples

There is no position statement. Evidence and examples are NOT relevant AND/OR are not explained.

Sequencing

Arguments and support are provided in a logical order that makes it easy and interesting to follow the authors train of thought. A variety of thoughtful transitions are used. They clearly show how ideas are connected The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Many of the support details or arguments are not in an expected or logical order, distracting the reader. The transitions between ideas are unclear OR nonexistent. There is no conclusion the paper just ends.

Transitions

Closing paragraph

Capitalization & Punctuation

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the readers attention and interrupt the flow.

Lesson Plan Day 1 Grade Level: 3rd Length of Instruction: 40 minutes Standard(s) Addressed (Common Core) CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion. CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts, definitions, and details. Content Objectives Given a mentor text, the student will be able to identify persuasive arguments that are valid and invalid without error. Mentor Text: Title: I Wanna Iguana by Karen Orloff Genre: Fiction Materials: I Wanna Iguana by Karen Orloff Large Construction Paper Markers Writing Notebooks Pencils Language Objectives Given a mentor text, the student will raise his or her hand to share their thoughts about the differences between valid and invalid reasons at least one time. Strategy Focus: Identify and classify the reasons given in I Wanna Iguana by Karen Orloff as valid or invalid. Vocabulary: Persuade: to cause someone to do something through reasoning or argument Audience: the people reading an authors work Number of Students: 22 Instructional Location: Classroom

Add any relevant information that is essential to understanding the context of your lesson: The unit will begin with a reading of I Wanna Iguana by Karen Orloff. The students and teacher will create an anchor chart that organizes the reasons Alex uses to persuade his mother as valid or invalid. Prerequisite Skills: Students have previously practiced writing persuasive essays. They have also learned the difference between fact and opinion. Enduring Understanding: Writers include only relevant and valid details to prove their point.

Essential Question: What makes a reason valid in persuasive writing? MINI LESSON Setting the Purpose: The teacher will tell students, Today are going to begin our next unit of writing called Persuasive Writing. What do you think persuasive writing is? Students should say that in persuasive writing a person argues to defend a position or claim that they are trying to make. This type of writing tries to convince the reader to agree with the authors perspective. Connect to prior learning: The teacher will ask students, When have we used persuasive writing in the past? Students should say that they used persuasive writing several weeks ago to write an essay on the school districts decision to implement school uniforms for the following year. Introduce and explain: The teacher will tell students, I am going to read you a book called, I Wanna Iguana by Karen Orloff. In the book, a young boy named Alex tries to persuade his mother into letting him get an iguana. Your job is to think about the reasons that Alex uses to convince his mother and decide if they are valid (good reasons) or if they are not valid (bad reasons). Strategy Teaching: The teacher will read the book to students at the carpet. Students will be asked to return to their desks and get out their writing notebooks and a pencil. The teacher will draw a t-chart on the large construction paper. One side of the t-chart will be labeled Valid while the other side of the t-chart will be labeled Not Valid. Students should copy the chart down in their writing notebook. The teacher will use the book to read each reason that Alex uses. As the teacher reads each reason, the students will classify the reason as Valid or Not Valid. The teacher will write the reasons in the corresponding columns. When the t-chart is finished, the teacher will hang it in the classroom for students to reference throughout the unit. Valid Not Valid Clean the cage, water Cute and feed it Try to clean his room Lurch will eat it Buy lettuce Quiet Wont notice it Small Keep cage in his room Like a brother (?) Lonely needs a friend The teacher will ask students, Why is it important to use valid reasons in persuasive writing? Students should say that valid reasons make an author more credible or believable. The students should notice how Alexs mom did not let him get an iguana until Alex was ab le to provide valid reasons for why she should let him.

Active Engagement: The teacher will tell students, Lets try to think of our own valid or not valid reasons for convincing Mrs. Pate to get a class rabbit. The teacher will draw a t-chart on the board. One side of the t-chart will be labeled Valid while the other side of the t-chart will be labeled Not Valid. The teacher will have students talk with the person sitting next to them about possible valid or not valid reasons for getting a class rabbit. Then the teacher will open the discussion up to the entire group. The teacher will write down student ideas on the corresponding columns. Valid Not Valid Educational Learn how Soft to take care of an animal We will love it Students can take turns Eats carrots and lettuce cleaning the cage, giving Will be out of the way it water and feeding it Small Quiet Fun to play with Need a class pet Link to Independent Writing: The teacher will tell students, Now that you have practiced separating valid reasons from not valid reasons, you are ready to write your own persuasive essay. Tomorrow we will learn more about persuasive essays. Then you will begin outlining your own persuasive essay that will try to convince your parents to get you a pet. SHARING TIME: Students will be able to share their ideas about valid and invalid reasons during the class discussion and with a partner. TEACHER-STUDENT CONFERENCES: I will not hold conferences during this lesson. Assessment: Formative: The teacher will informally assess students during class discussion for understanding of the differences between valid and nonvalid reasons. If the students seem to be struggling with the concept, the teacher should review what was discussed on the following day. How might you extend this lesson? This lesson could be extended by having students work in groups to create a t-chart of valid and non-valid reasons for getting a pet of their choosing. Groups could present their t-chart to the class. Discuss how you differentiated instruction for your learners during this lesson? Students with disabilities will not be required to copy the t-chart down in their writing notebooks. Instead, I will provide them with a copy. Brief Reflection Notes:

Lesson Plan Day 2 Grade Level: 3rd Length of Instruction: 40-minutes Standards Addressed (Common Core): CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases to connect opinion and reasons. CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section. Content Objectives Given a mentor text, the student will investigate and define what persuasive writing is, how authors use persuasion and what the format of persuasive writing looks like without error. Mentor Text: Title: The True Story of the Three Little Pigs by Jon Scieszka Genre: Persuasive, Fantasy Materials: The True Story of the Three Little Pigs by Jon Scieszka Anchor Chart Paper (3) Markers Writing Notebooks Pencils Language Objectives Given a mentor text, the student will raise his or her hand to share their thoughts about what persuasive writing is, how authors use persuasion and what the format of persuasive writing at least one time. Strategy Focus: Identify the purpose and format of persuasive writing. Number of Students: 22 Instructional Location: Classroom

Vocabulary: Persuade: to cause someone to do something through reasoning or argument Voice: the author's style, the quality that makes his or her writing unique, and which conveys the author's attitude, personality, and character Audience: the people reading an authors work Position: the authors point of view/opinion on a topic

Add any relevant information that is essential to understanding the context of your lesson: Students will revisit what persuasive text is, why and how authors use persuasion, and the correct persuasive writing format through the use of anchor charts. Prerequisite Skills: Students understand the differences between valid reasons and invalid reasons used for supporting persuasive writing arguments.

Enduring Understanding: Authors use persuasive writing to argue for or against a position that their readers may agree or disagree with. Essential Questions: What is the purpose of persuasive writing? MINI LESSON Setting the Purpose: The teacher will tell students, Before we can begin to write our persuasive essays, we need to learn about the components of persuasion. I want all of you to be able to write fantastic papers that convince your parents to buy you a pet of your choosing. In order to do that though, we need to talk about what persuasion is and why we use it. Connect to prior learning: The teacher will tell students, Yesterday we learned about the differences between valid and non-valid reasons in persuasive writing. Remember, valid reasons are things that can be proven, are known to be true, and will convince your readers to agree with you. Invalid reasons are either not related to your topic or can be disagreed with by your reader. Today we are going to define what persuasive writing is, how authors use persuasion, and what the format of persuasive writing looks like. I am going to read The True Story of the Three Little Pigs by Jon Scieszka. This is a persuasive story written from the viewpoint of the Big Bad Wolf. While I read, I want you to consider what the purpose o f this story is. The teacher will read the story to students on the carpet. Introduce and explain: After reading the story, the teacher will ask students, What was the purpose of this story? Students should say that the purpose of the story is to convince the reader that the Big Bad Wolf was unfairly accused in the story of The Three Little Pigs. The teacher will ask students, Did he persuade you to believe him? What persuasive tactics did you notice in the story? The teacher will call on students to share their ideas about the story. Strategy Teaching: The teacher will put the first anchor chart on the board, labeled Persuasive Writing. The teacher will ask students what th e purpose of persuasive writing is and why authors try to persuade their readers. Students should take notes in their writing notebooks. Students will help identify the following: Purpose: Tries to convince a reader to agree with the authors opinion or belief, or to take action Why Authors Persuade: To change their minds To attract readers To sell something To get you to do something

To support a cause

The teacher will put the second anchor chart on the board, labeled How do authors use persuasion? The teacher will ask stud ents how authors use persuasive writing in the media. Students will help identify the following: Free gift with purchase Advertisements Humor Celebrity/famous person endorsements Bandwagoneveryone else is doing it Play on your emotions Use facts to support Scare tactics The teacher will put the third anchor chart on the board, labeled Persuasive Format The teacher will ask students how an author should begin their essay. Students will help identify the following: Purpose: Audience: WHO are you trying to persuade? Introduction/Argument/Proposal Reason 1 facts, examples, support Reason 2 facts, examples, support Reason 3 facts, examples, support Conclusionrestate argument Active Engagement: The teacher will tell students, Now that we have some clear definitions of what persuasion is, how it is used, and the appropriate format, turn to a partner and share how you think the Big Bad Wolf tried to persuade us in the story and why he did so. Students should say that the Big Bad Wolf tried to persuade us through his use of humor. He tried to persuade us because he wanted to convince us of his innocence and get out of jail. Link to Independent Writing: The teacher will tell students, Now that you understand what persuasive writing is and how it is used, we can begin to write the first drafts of our essays. Tomorrow you will begin to brainstorm, outline, and write your persuasive essay. You must keep in mind the purpose of persuasion (to convince a reader to agree with you) and the correct persuasive format, which will be hung in the classroom as a reminder. INDEPENDENT WRITING: During the lesson the teacher will be modeling the anchor charts on the board for students. Students should write down the teachers model in their writing notebooks.

SHARING TIME: Students will be encouraged to share their ideas throughout the entire lesson through a whole-group discussion format. They will also be asked to share with a partner during the lesson. TEACHER-STUDENT CONFERENCES: I will not hold conferences during this lesson. Assessment: Formative: The teacher will informally assess students during class discussion for understanding of what persuasive writing is, how authors use persuasion, and what the format of persuasive writing looks like. If the students seem to be struggling with the concept, the teacher should review what was discussed on the following day. How might you extend this lesson? In order to extend this lesson, I would have students identify real-life examples of ways authors use persuasion in the media. Students would look through magazines and cut out any ads or articles that are persuading the reader to do or buy something. Students would glue the magazine clipping on a piece of construction paper and write a brief paragraph explaining what the author is trying to persuade the reader into believing and how they are doing it. Discuss how you differentiated instruction for your learners during this lesson? Students with disabilities will be given a copy of the anchor charts for personal reference in their journals. Brief Reflection Notes:

Lesson Plan Day 3 Grade Level: 3rd Number of Students: 22 Instructional Location: Classroom

Length of Instruction: Two 40-minute lessons Standards Addressed (Common Core): CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion. Content Objectives: Students will show understanding of persuasive composition by identifying and creating three valid reasons for having their parents let them get a pet. Mentor Texts: Title: Dear Mrs. LaRue: Letters from Obedience School by Mark Teague Genre: Fiction Materials: Dear Mrs. LaRue: Letters from Obedience School by Mark Teague Circle Map Outline Tree Map Outline Pencils Lined Paper Writing Notebooks Pencils Language Objectives: Students will identify three valid reasons given a persuasive prompt. Strategy Focus: Using valid reasons to support a persuasive claim in a logical format. Vocabulary: Circle Map: A graphic organizer that is used to brainstorm ideas for a topic Tree Map: A tree map is a visualization of hierarchical structures.

Add any relevant information that is essential to understanding the context of your lesson: Students will think of a pet that they would like to have and create a circle map, outlining all the reasons why their parents should let them have that pet. Students will conference with the teacher to choose their 3 best reasons. Students will then create a tree map to expand on their reasons. Once the teacher has conferenced with the student again, they may begin to write the first draft of their essay.

Prerequisite Skills: Students have a clear understanding of what persuasive writing is and why authors use it. Students are able to identify valid reasons versus non-valid reasons for persuasive arguments. Enduring Understandings: 1. Writers include only relevant and valid details to prove their point. 2. Authors use persuasive writing to argue for or against a position that their readers may agree or disagree with. Essential Questions: 1. How does pre-writing help organize your ideas? 2. How can persuasive writing become more convincing? MINILESSON Setting the Purpose: The teacher will tell students, Today we are going to begin the first drafts of your persuasive essays. Connect to prior learning: The teacher will tell students, Two days ago we learned the difference between using valid reasons and non-valid reasons to support our argument. Yesterday, we discussed what persuasion is and how we see it in the media. Today we will read Dear Mrs. LaRue: Letters from Obedience School by Mark Teague and practice identifying valid reasons using a circle map. Keep in mind that you will need to use valid reasons in your persuasive essays. Introduce and explain: After reading the story and completing the circle map as a class, the teacher will explain, Today you will begin to outline and write your persuasive essay. You will first use the circle map to brainstorm valid reasons for why your parents should allow you to have a pet of your choosing. You will first write the type of pet in the middle circle of the chart. Then you will write your valid reasons in the bigger circle. Once you are done, you will bring your circle map to the back table for me to see. Strategy Teaching: Students will have a blank circle map at their desks. Students may want to look at the t-chart from the first lesson as a model for using valid reasons. As students finish the circle map, they will bring it to the back table for the teacher to review. The student and teacher will circle three reasons that are valid to be included in their argument. Then the teacher will give the student a tree map. On the tree map, the student will list the three reasons that the teacher and the student picked out. The student will expand on the three reasons with two supporting details each. The student should have the tree map reviewed by the teacher when finished. Then students may begin writing their first drafts. Active Engagement: The teacher will complete a circle map with the entire class using examples from Dear Mrs. LaRue: Letters from Obedience School by Mark Teague. The teacher will also have an example tree map to show students at the back table. Link to Independent Writing: The teacher will tell students, Remember, we are going to use the circle map to brainstorm at least three valid reasons to u se in our persuasive

essays. The tree map that you will complete will provide you with an outline for your writing. These two tools will help to make your paper more organized and convincing for the reader. INDEPENDENT WRITING The students will be working on their circle map at their desks. The teacher will sit at the back table and conference with students as they finish their circle map. The teacher will then explain the tree map to students individually. Students will complete the tree map and turn it in to be reviewed by the teacher. Once approved, students will begin writing their essays. SHARING TIME Students will share their thoughts about valid and not valid reasons while we create a circle map for Dear Mrs. LaRue: Letters from Obedience School by Mark Teague as a class. TEACHER-STUDENT CONFERENCES The teacher should conference with each student. During the conference, the teacher will ask students what their strongest reasons are for convincing their parents to let them have a pet. The teacher will ask students if they have any questions about the assignment. The teacher sould collect the circle maps and tree diagrams from students after they have completed each step of the assignment. Assessment(s): Formative: I will give formative assessments based on the students circle maps and tree diagrams. I will check that each student has a clear understanding of valid reasons and that they have good supporting details for each reason. Summative: Students will be given a pre-assessment grade based on the first draft of their essays. How might you extend this lesson? In order to extend this lesson, students could conference with one another before showing their circle map to the teacher for review. I could also have students work together to create supporting details for each reason, or have students share their tree diagrams with a partner for feedback. Discuss how you differentiated instruction for your learners during this lesson? During this lesson, students with special needs will need to work with the teacher at the back table. The teacher will guide students through the circle map and help them create supporting details for the tree diagram. If some students really struggle with the assignment, they may only pick two reasons with two supporting details each for their essay. Brief Reflection Notes:

Name: __________________________________

Name: __________________________________________

Topic: ___________________________________

Valid Reason #1: ______________________________________________________________ _____________________________________________________________________________ Supporting Detail #1 __________________________________ __________________________________ __________________________________ Supporting Detail #2 ____________________________________ ____________________________________ ____________________________________

Valid Reason #2: ______________________________________________________________ _____________________________________________________________________________ Supporting Detail #1 __________________________________ __________________________________ __________________________________ Supporting Detail #2 ____________________________________ ____________________________________ ____________________________________

Valid Reason #3: ______________________________________________________________ _____________________________________________________________________________ Supporting Detail #1 __________________________________ __________________________________ __________________________________ Supporting Detail #2 ____________________________________ ____________________________________ ____________________________________

Lesson Plan Day 4 Grade Level: 3rd Length of Instruction: 40 minutes Standard(s) Addressed (Common Core) CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion. CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases to connect opinion and reasons. CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section. Content Objectives Students will show understanding of the revision process by identifying three changes to make to their writing and creating a final draft. Mentor Text: Title: Otter-ly Adorable by Miss Schertz Genre: Persuasive Writing Materials: Otter-ly Adorable by Miss Schertz Students First Drafts Pencils Projector Computer White Board White Board Markers Lined paper Language Objectives Given Miss Schertzs first draft, the student will raise his or her hand to share their thoughts about what revisions need to be made at least one time. Strategy Focus: Revising writing to use effective transitions, loaded words, and strong conclusions. Vocabulary: Persuade: to cause someone to do something through reasoning or argument Voice: the author's style, the quality that makes his or her writing unique, and which conveys the author's attitude, personality, and character Audience: the people reading an authors work Position: the authors point of view/opinion on a topic Number of Students: 22 Instructional Location: Classroom

Add any relevant information that is essential to understanding the context of your lesson: Once the first drafts are completed, the class will discuss effective transitions, the use of loaded words, and finally how to conclude their essay to achieve the most impact. Students will be asked to revise their first drafts using the new skills taught.

Prerequisite Skills: Students have a clear understanding of what persuasive writing is and why authors use it. Students are able to identify valid reasons versus non-valid reasons for persuasive arguments. They have written the first draft of their persuasive essays. Enduring Understandings: Authors use persuasive writing to argue for or against a position that their readers may agree or disagree with. Writers include only relevant and valid details to persuade readers. Essential Questions: 1. How can persuasive writing become more convincing? 2. Why should you revise your writing? MINI LESSON Setting the Purpose: The teacher will tell students, I have been so proud of how hard you have all been working on the first drafts of your persuasive essays. I have really enjoyed reading them and see all the great reasons that you have to convince your parents. Today we are going to begin the process of revising our essays in order to make them better. Connect to prior learning: The teacher will ask students, Can anyone tell me what it means to revise something? The students should say that revising something means to change a piece of work to make it better. The teacher will ask, What are some ways that we can c hange our writing to make it better? Students should say that we can correct spelling errors, check our grammar, use neat handwriting, add transitions phrases, use precise vocabulary, and add, change, or delete ideas and words. Students have learned about these things individually, but have not put them into practice during writing revisions. Introduce and explain: The first thing that you are going to do is help me to revise the persuasive essay that I wrote for my parents. Then you are going to work independently on the first draft of your essayrevising and improving the essay to the best of your abilities. Strategy Teaching: The teacher will put their persuasive essay on the whiteboard using the projector and read it to the students: Kittens are the best. They are easy to take care of. If you got me a kitten I would clean its litter box every week. I would always feed it in the morning before school and at night at dinner. Kittens have very few needs. Kittens need a lot of attention but I would be home after school to play with it and on the weekends. They also need a lot of sleep and I will not bother the kitten then. If we have to leave the house all day the kitten will be fine because it has everything it needs at home. Kittens teach good responsibility. Having my own kitten will help me become more responsible so one day I can become a good babysitter. That is why you should get me a kitten.

The teacher will ask students, So, how do you like my essay? Do you think it could use some revisions? Lets start with looki ng at transitions. Did I use any transitions in my essay? Students should say that I did not use transitions well in my essay. As a class, we will re-read the essay and add in transitions where necessary: Kittens are the best. Firstly, they are easy to take care of. If you got me a kitten I would clean its litter box every week. I would always feed it in the morning before school and at night at dinner. Secondly, kittens have very few needs. Kittens need a lot of attention but I would be home after school to play with it and on the weekends. They also need a lot of sleep and I will not bother the kitten then. If we have to leave the house all day the kitten will be fine because it has everything it needs at home. Thirdly, kittens teach good responsibility. Having my own kitten will help me become more responsible so one day I can become a good babysitter. In conclusion, that is why you should get me a kitten. The teacher will ask students, Are we done? Students should say no, we still have more revisions to make. The teacher will tell students, Not lets look at our word choice. Is there anything in there that you think sounds a little strange? The teacher will make the f ollowing corrections on the board: Kittens make the best pets. Firstly, they are easy to take care of. If I had a kitten, I would clean its litter box every week. I would always feed it in the morning before school and at night at dinner. Secondly, kittens have very few needs. Even though kittens need a lot of attention, I would be home to play with it after school and on the weekends. I also know that kittens seek a lot of sleep. I will never bother the kitten when it is sleeping. Kittens do not require a lot of immediate care though, so if we have to leave the house all day the kitten will be fine because it has have everything it needs at home. Thirdly, kittens teach excellent responsibility skills. Having my own kitten will help me become more prepared so one day I can to become a good babysitter. In conclusion, that is why you should get me a kitten. The teacher will ask students, Are we done? Students should say no, my conclusion is still not very good. The teacher will tell students, The conclusion to your paper should summarize the three valid reasons that you used to persuade your reader. Lets look at mine again and see if we can make it better. Kittens make the best pets. Firstly, they are easy to take care of. If I had a kitten, I would clean its litter box every week. I would always feed it in the morning and at night. Secondly, kittens have very few needs. Even though kittens seek a lot of attention, I would be home to play with it after school and on the weekends. I also know that kittens need a lot of sleep. I will never bother the kitten when it is sleeping. Kittens do not require a lot of immediate care though, so if we have to leave the house all day the kitten have everything it needs at home. Thirdly, kittens teach excellent responsibility skills. Having my own kitten will help me become more prepared to become a babysitter. In conclusion, I think that I would benefit from owning a kitten because they are easy to take care of, have very few needs, and teach helpful responsibility skills. The teacher will tell students, Now that I have modeled how to revise a paper, I want you to go through your first draft and do the same thing. Add transitions, loaded words, and a strong conclusion. The teacher will give students new writing paper to work on their revisions. Once students are done, they will write the final draft of their essays.

Active Engagement: Students will be engaged in whole group discussion. Students will be encouraged to share their ideas about the teachers revisions. Link to Independent Writing: After modeling the strategy on the board, students will work individually at their desks to revise their first drafts and create their final essays. INDEPENDENT WRITING: While students work on their revisions, the teacher will be available to monitor student work, answer questions, and provide feedback. SHARING TIME: Students will share their thoughts on the rug during an open discussion of revisions being made to the teachers essay. Students will be encouraged to share their final essays with the class once completed. TEACHER-STUDENT CONFERENCES: Students will show the teacher their revisions before starting their final draft. The teacher will look over any spelling or grammar mistakes that the student has made. Then the student will write their final draft. Summative Assessment:
CATEGORY Attention Grabber 4 - Above Standards The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The position statement provides a clear, strong statement of the authors position on the topic. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the authors position. 3 - Meets Standards The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The position statement provides a clear statement of the authors position on the topic. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the authors position. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the authors train of thought. 2 - Approaching Standards The author has an interesting introductory paragraph but the connection to the topic is not clear. A position statement is present, but does not make the authors position clear. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the authors position. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. 1 - Below Standards The introductory paragraph is not interesting AND is not relevant to the topic.

Position Statement Evidence and Examples

There is no position statement. Evidence and examples are NOT relevant AND/OR are not explained.

Sequencing

Arguments and support are provided in a logical order that makes it easy and interesting to follow the authors train of thought.

Many of the support details or arguments are not in an expected or logical order, distracting the reader.

Transitions

A variety of thoughtful transitions are used. They clearly show how ideas are connected The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Closing paragraph

Transitions show how ideas are connected, but there is little variety The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Some transitions work well, but some connections between ideas are fuzzy. The authors position is restated within the closing paragraph, but not near the beginning.

The transitions between ideas are unclear OR nonexistent. There is no conclusion the paper just ends.

Capitalization & Punctuation

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the readers attention and interrupt the flow.

How might you extend this lesson? This lesson could be extended in a variety of ways. Students could create a picture to go along with their story. We could also mail the persuasive essays to their parents (since the assignment was to try and persuade the students parents into getting them a pet). Student s will be asked to use the same methods in these four mini lessons to write another persuasive essay on a topic of their choosing. Discuss how you differentiated instruction for your learners during this lesson? Students with special needs will need to work with the teacher on their revisions. For one student, I will personally re-write the students and have them copy the final draft (due to speech and handwriting difficulties).

Brief Reflection Notes: