Ubd Writing Unit

Persuasive Essay: Writing Unit by Rachel Goldstein
Stage 1 - Desired Results

Enduring Understanding:
Persuasive writing is regularly used to
influence others in society.

Grade Level:
3
rd
Grade
Essential Questions:
-Why is your cause important enough to
persuade others to join you?
-What is included in a good persuasive
essay?

Content Area Addressed:
Writing--Persuasive
Common Core State 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.3.1.A
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.3.1.D
Provide a concluding statement or section.
With guidance and support from peers and
adults, develop and strengthen writing as
needed by planning, revising, and editing.
Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and
sort evidence into provided categories.
Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of discipline-
specific tasks, purposes, and audiences.

Unit Objectives
-Students will brainstorm important causes
that need public assistance and reasons
why after reading The Lorax, The Dream,
and/or Common Ground.
-Students will compose an essay outline
that organizes their point of view, reasons,
and conclusions for a persuasive essay.
-Students will write a persuasive essay
draft that selects a cause, tells why, and
concludes the points discussed in the essay.
-Students will participate in The Writers
Workshop
Peer conference
Teacher conference
-Students will complete a final draft
persuasive essay to convey their side of an
issue.
-Students will include at least three
arguments with supporting details.
-Students will use proper formatting and
grammar conventions.
-Students will complete a TAG sheet in
which they evaluate their partners essay.

Stage 2 Assessment Evidence (name the three kinds of assessment you have chosen
and provide a brief description of these assessments)
Assessment #1:
Persuasive essay outline

Assessment #2:
Persuasive essay rough draft
Teacher-student conference

Assessment #3:
Summative assessment: Persuasive essay
final draft

Assessment #4:
Peer conference TAG sheet
Stage 3 Learning Plan
W: (where/what):
Students will talk and think about community issues that require assistance from the
public. They will also learn about persuasive writing and how to form a persuasive essay.
By the end of the unit, students should understand how to persuade an audience to join
them for a good cause (of their choice).

H: (hook/hold): It is not important to conserve our natural resources. Read Common
Ground, The Dream, and/or The Lorax.

E: (equip/experience/explore):
As a group the students will make a list of issues that relevant to their lives and their
community. Class discussion and lessons will be geared toward furthering student
knowledge and facilitate critical thinking about these types of causes.

R: (rethink/revise):
Students will start off exploring and brainstorming a cause of their choice. Once they
have chosen a cause to persuade others to join, they will outline their essays. Then, they
will create their first drafts. After the completion of the first draft, students will
participate in peer conferencing as well as teacher-student conferencing to get feedback
and make revisions on their first drafts. Students will then revise and create a final draft
to be submitted for grading.

E: (evaluate):
Individual students will evaluate the necessity of community assistance in their cause.
Students will self-assess their work and peer-assess the work of their classmates during
conferencing. Students will return to the essential questions of the unit and create a final
persuasive essay.

T: (tailored):
Students will have a choice on which cause to persuade their audience to join for their
persuasive essays in order to make their writing more personal and increase student
interest in the assignment.

O: (organized):
This unit is organized in a progression that builds upon the lesson prior. Each lesson
depends upon the students performance on the previous task (outline, draft, conference,
final draft).

How Many Lessons of What Length?

Unit has 4 total lessons
Lesson Plans
Class discussion/information
gathering
Outlining essay
Teacher-student conferencing
Peer share/conference
1 2 3 4 5
Writers
Workshop
Student did not
participate in
Writers
Workshop.
Student did not
turn in
necessary parts
to show
participation.
Student turned
in some but not
all necessary
parts to show
Writers
Workshop
participation.
Student turned
in necessary
materials, but
did not show
effort in
Writers
Workshop.
Student
participated in
The Writers
Workshop: Peer
conference,
Teacher
conference. (all
parts included)
Outline Student
composed an
essay outline
that did not
include point of
view, reasons,
or conclusion.
Student
composed an
essay outline
that contained
only one of the
following
-point of view
-reasons
-conclusion
Student
composed an
essay outline
that contained
two of the
following
-point of view
-reasons
-conclusion
Student
composed an
essay outline
that contains
point of view,
reasons, and
conclusions in
an unorganized
format.
Student
composed an
essay outline
that organizes
point of view,
reasons, and
conclusions.
Drafting Student did not
complete one or
both drafts.
Student
completed both
first and final
drafts, but did
not make proper
edits.
Student created
a first draft and
final draft with
proper edits
made from one
to the next.
Essay
Organization
Students essay
is not organized
in any logical
manner.
Students essay
is missing two
or more
components of
organization.
Students essay
is missing one
component of
organization.
Students essay
contains intro., 3
body
paragraphs, and
conclusion, but
not organized.
Students essay
contains
introduction
paragraph, 3
body paragraphs
(reasons), and a
conclusion
paragraph.
Content Student did not
include
reasons/Student
is missing
supporting
details for all
reasons.
Student
included two
reasons, but is
missing some
supporting
details.
Student
included two
reasons with
supporting
details.
Student
included three
reasons, but is
missing some
supporting
details.
Student
included at least
three arguments
(reasons) with
supporting
details.
Grammar Student did not
properly format
essay, had more
than two
sentence
fragments,
incorrect
punctuation, or
capitalization
errors.
Student properly
formatted some
of the essay, had
two sentence
fragments,
incorrect
punctuation, or
capitalization
errors.
Student properly
formatted essay,
had one or
fewer sentence
fragments,
punctuation, or
capitalization
errors.
Student had one
major
formatting or
grammar error
in the entire
essay.
Student used
proper essay
formatting and
correct
grammar.
Class BiscussionInfoimation uatheiing

!"#$%#&%'(
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.

Objective:
-Students will brainstorm important causes that need public assistance and reasons why after
reading The Lorax by Dr. Seuss.

Prior Knowledge:
Students have studied a chapter on Using Earths Resources in their science textbooks.
Students have written short persuasive paragraphs.

Essential Questions:
-Why is your cause important enough to persuade others to join you?

Materials:
-The Lorax
-Wiitei's Notebook
-Pencil

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The teachei will begin the unit by ieciting the following sentence to the stuuents: !" $% &'"
$()'*"+&" "' )*,%,*-, '.* &+".*+/ *,%'.*0,%. She will ask foi stuuent iesponses befoie
ieauing The Loiax alouu to the stuuents. Aftei ieauing, the teachei will ask stuuents to
make connections between The Loiax anu the last chaptei of science about pieseiving
Eaith's iesouices. Some connections may incluue
"We leaineu how not to cut uown tiees, anu they cut uown the tiees in The Loiax."
"We leaineu about conseiving oui natuial iesouices, anu the tiees in the stoiy aie a
natuial iesouice."

The teachei will ask stuuents to iecall why it is so impoitant to conseive oui natuial
iesouices.

She will ask stuuents to talk hei out of thinking $" $% &'" $()'*"+&" "' )*,%,*-, '.* &+".*+/
*,%'.*0,% by giving specific ieasons anu uetails. Aftei stuuents finish giving theii ieasons
anu uetails, she will tell them that they just 8.&'6#%.% hei. "Can someone please tell me
what it means to peisuaue."

"We will be leaining how to use peisuasive wiiting to get people to join us in a gieat cause.
0ne gieat cause that the Loiax was passionate about is iebuiluing the foiest of tiuffula
tiees. Be tiieu to talk the boy in the stoiy into planting moie tiees foi the Biown-Bai-Ba-
Loots anu othei cieatuies to live. What aie some ways that he tiieu to peisuaue the boy to
help him."

"We will be thinking of oui own causes that aie impoitant to us. 0ne cause that we all know
is impoitant is conseiving oui iesouices. You may choose to peisuaue youi ieaueis to help
conseive oui natuial iesouices. You may choose a whole new topic all togethei. What aie
some othei examples of gieat causes that we woulu want to peisuaue people to join."

Allow time foi stuuent iesponses anu suggestions.

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The teachei will instiuct stuuents to biainstoim iueas of causes that they woulu like to
peisuaue an auuience to join. They shoulu come up with ieasons why this is a goou cause
anu why people shoulu help. They shoulu wiite uown theii biainstoim in theii wiitei's
notebooks.

Expectations: Stuuents will be woiking inuepenuently anu silently at theii own uesks. They
shoulu iaise theii hanus with questions.

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At the enu of the wiiting peiiou, stuuents will be instiucteu to look at the stuuents sitting
acioss fiom them anu shaie what iueas they hau. Stuuents will have some time to shaie
while the teachei walks aiounu to facilitate conveisations with guiuing questions. She
shoulu also be making suie stuuents aie on task anu talking about theii biainstoims. Aftei
about thiee minutes of paitnei shaiing, the teachei will ask foi stuuent volunteeis to shaie
theii iueas with the whole class in case some of theii classmates aie having tiouble coming
up with a cause they like. Teachei will tell stuuents that they aie alloweu to use the same
cause as a classmate, but theii ieasons anu uetails latei in the essay shoulu look much
uiffeient.

>-/'.(
The teachei will close by giving the stuuents a quick look into the futuie of this unit. She
will tell the stuuents that they will fiist outline theii cause, ieasons, anu uetails. Aftei the
teachei looks ovei theii outlines, she will confeience with stuuents about how to pioceeu
with theii fiist uiafts.

She will tell the stuuents that they shoulu not lose any poition of this wiiting pioject. They
shoulu keep all papeis on the LEAvE AT SCB00L siue of theii folueis.

The teachei will e-mail paients to let them know that theii stuuents shoulu not leave these
papeis at home oi thiow them away.

0utlining Essay

!"#$%#&%'(
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.

Objective:
-Students will compose an essay outline that organizes their point of view, reasons, and
conclusions for a persuasive essay.
-Students will participate in The Writers Workshop
Peer conference
Teacher conference

Prior Knowledge:
Students have written short persuasive paragraphs. Students have read The Lorax and discussed
causes that would require us to persuade others to join.

Essential Question:
-What is included in a good persuasive essay?

Materials:
-Drafting a Persuasive Writing Essay outline worksheet and SMARTBoard projectable from
Houghton Mifflin Common Core Writing Handbook
-SMARTBoard
-Pencil

Mini-Lesson:
The teacher will project the Drafting (outlining) projectable onto the SMARTBoard. She will
guide the students in taking their thoughts from their brainstorm and organizing them onto the
outline.
Using what we talked about yesterday with The Lorax and our science lessons, what could our
cause be summed up as?
She will take student suggestions and choose one. She will write it on the Title or topic line.
Suggestions include: Save our planet, Conserve our resources, Dont cut down our trees, etc.

On our opinion line, we will write in a complete sentence exactly what we want our readers to
help us with. An example might include Please help conserve our natural resources, we need to
work together!

The teacher will explain that the students need to come up with three reasons why their readers
should help them with their cause. They will come up with three reasons to conserve natural
resources. This may include
We are killing homes of many plants and animals.
With less trees, there is less oxygen, and people are not as healthy.
Our natural resources may not last forever!

The teacher will write the students reasons on each reason line of the projectable.
We cant just stop there! We need to explain and give details about our reasons. Our readers
may not understand what we mean by something like killing the homes of plants and animals, so
we need to explain.
The teacher will go one-by-one with the reasons the students listed and write their
details/explanations on the details lines of the projectable.

Finally, when we are all finished listing and explaining our reasons, we need to really make sure
we have our readers attentions. We need to have a solid concluding statement that reminds them
just what we want from them. What kind of concluding statement can we use for this cause?
Student responses may include Dont waste our natural resources!; Lets work together to save
our planet!; etc.

Independent Writing Time:
The teacher will hand each student a printed copy of the outline organizer so that they can begin
their own outlines like they just did together using their own causes. She will remind students
that this time is to be used wisely, and they are to work quietly and independently on completing
their outlines. The teacher will walk around to answer any questions and make sure students are
on task.

The students will be informed that this outline is due the following day. They will be reminded
not to leave this outline or their brainstorm from the previous lesson at home.

Share:
Instead of having students share out loud with the whole class, the teacher will pair students
using their name rockets to pair and share their outlines. This will help students who are
struggling with understanding the organization or coming up with reasons see an example from
their classmates. Students will spend about five minutes sharing with their partners. The teacher
will walk around making sure students are on task and help further their conversations.

Teachei-Stuuent ConfeiencingFiist Biaft Wiiting Bay

!"#$%#&%'(
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Objectives:
-Students will write a persuasive essay draft that selects a cause, tells why, and concludes the
points discussed in the essay.
Peer conference
Teacher conference
-Students will include at least three arguments with supporting details.
-Students will use proper formatting and grammar conventions.

Prior Knowledge:
causes that would require us to persuade others to join. Students have created an outline to
organize their opinion, reasons, supporting details, and conclusions.

Teacher Preparation:
The teacher will look over student outlines to separate students into conference groups and see
which students need help in certain areas before beginning first drafts.

Essential Question:
Materials:
-Students essay outlines (Houghton Mifflin)
-Paragraph graphic organizer (Me)
-Writers notebooks
-Pencil

Mini-Lesson (10 minutes):
Today is the first day of conferencing for our persuasive unit. This means I have grouped you
into small groups to come meet with me about your essays based on what I saw in your outlines.
While I am meeting with the groups, I expect everyone else to be starting on their first drafts of
their essays. I will give you back your outlines and a new graphic organizer that may help you
with your final draft.

The teacher will pass out the graphic organizer. She will draw their attention to the page. The
graphic organizer has five large blocks for your five paragraphs. In each block is an explanation
of what each paragraph should have. For example, in the first paragraph you need to have an
introduction sentence, this is probably going to be located on your outline on the opinion line.
You also need to briefly list all three of your reasons in complete sentences without fully
explaining them. You will find similar explanations in each paragraph box. You do not need to
actually write your draft in these boxes. In fact, you probably will not want to because there is
not enough room. This is just to help you see what you need in each paragraph.

Independent Writing Time with Conferences (30 minutes):
The teacher will remind students that they should be working quietly and independently at their
own desks to write their first drafts. The teacher will call back the first small group to conference
with. She will help them make the changes needed and clear any confusion about the outline in
order to help them begin their first drafts.

This draft will be due in two days. The teacher will remind students that they are not to keep
ANY PART of this unit at home (brainstorm, outline, draft).

Share (5 minutes):
The teacher will ask for student volunteers to share what they have written so far to the class.
After the student shares, the teacher will allow time for questions from the class about his/her
draft.

(After the students turn in their first drafts, the teacher will edit and give feedback. She will meet
with students during free time throughout the next few days before the next writing class as there
is only time for a full writing period once per week. The students will be assigned a final draft for
the following week.)

Peer Share/Conferencing

!"#$%#&%'(
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Objectives:
Peer conference
Teacher conference
-Students will complete a final draft persuasive essay to convey their side of an issue.
-Students will complete a TAG sheet in which they evaluate their partners essay.

Prior Knowledge:
causes that would require us to persuade others to join. Students have created an outline to
organize their opinion, reasons, supporting details, and conclusions. Students have created a draft
that includes an argument, reasons and details, and a conclusion. Students have received
feedback on first drafts and have spent a writing day writing final drafts of their persuasive
essays.

Teacher Preparation:
The teacher has edited students first drafts and given them back to students for them to complete
final drafts. She has created TAG sheets for students to evaluate peer papers.

Essential Question:

Materials:
-Essay Final Drafts
-TAG sheet (me)
-Pencil

Mini-Lesson (5 minutes):
The teacher will pass out final drafts so that no student receives his or her own paper. She will
then pass around the TAG sheet for peer evaluation.
For the final step of your Writers Workshop for your persuasive essays, you will be like the
teacher for a minute! You have a half-sheet of paper on your desk that says TAG on it. There are
three questions that you will need to answer about the essay that is in front of you:
T Tell your partner what you liked about his/her paper.
A Ask a question. What didnt you understand?/What more would you like to know?
G Give a suggestion to make your partners paper even better!
You will read the essay in front of you and answer these three questions. I want you to keep in
mind that whatever you write on here will be read by the papers owner. We need to be
respectful and polite in our evaluations. You will do this on your own and silently. When you are
finished please turn it in to me.

Peer evaluation/TAG sheet (10 minutes):
Students will have time to work silently and independently on their TAG sheets. Students will
turn in all papers to the teacher.

The teacher will look at TAG sheets before handing them back to the owners in order to be sure
that there are no rude/disrespectful comments made.

Share(10 minutes):
The teacher will ask if anyone in the class would like to share their essays aloud with the class
and talk about how they felt about the writing process.

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Persuasive Essay: Writing Unit by Rachel Goldstein

Stage 1 - Desired Results

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