Unit Name: Persuasive Writing and Short Stories Grade Level: 9th

Subject/Topic Area(s): Writing, and reading Short Stories Time Frame: 4 Weeks
Class Description/Developmental Needs of Students:
This class has 28 Students. 1 ELL at intermediate level and 3 students with IEPs. The accommodations are
placed within the daily unit plan. The class is approximately 2/3s female. This will be the first time this school
year that students will work in small groups.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS (State and/or National Content Standard (s):
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
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CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
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 tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes
or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.

Conventions of Standard English:

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.9-10.2.C
Spell correctly.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Stage One Desired Results Continued:

UNDERSTANDINGS: U
Students will understand:
-that writers successfully persuade and influence
people.
-that different writing formats entail different writing
structures and styles.
- the structure and tools used in persuasive writing:
including ethos, pathos, and logos.
- that writers analyze their subject and clarify their
position in order to write persuasively.

ESSENTIAL QUESTIONS: Q
Can writing create change in the world?
Can we utilize our passion to fuel our writing, in
order to influence and motivate people?
How does reading and analyzing different writers
techniques assist us in developing our own writers
voice?
How can our writing be a successful tool of
persuasion in the world?

- the importance of creating a strong, clear thesis in

order to write an effective persuasive essay.
KNOWLEDGE: K
Students will know:
- how to identify persuasive writing from other forms
of writing.
- how to develop a thesis statement to present their
position on a subject.
- how to effectively hook their audience in their
introductory paragraph.
- how to identify different genres, such as Dystopian,
Science Fiction, Post Apocalyptic, etc.

SKILLS: S Students Will Be Able To:

Develop a defensible thesis statement.
Construct an outline.
Write an effective hook.
Create developing sentences.
Construct an introductory paragraph.
Develop and incorporate transitions.
Develop a concluding paragraph.
Write a five paragraph persuasive essay
Develop an argument by introducing defensible
evidence.
Read and discover meaning in both Dystopian and
Science Fiction stories.
Cite strong evidence in text to support
understanding of text.

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASKS (STUDENTS WILL
DEMONSTRATE STANDARD BY):
(Essay assignment from the previous unit served as a
diagnostic tool for the present unit. It was the catalyst
behind the writing portion of this unit).
Formative Assessment: Students will respond
individually to a prompt in class by creating an
introductory paragraph to a persuasive essay.

Summative Assessment: Students will write a five

paragraph persuasive essay, convincing the reader that
their Dystopian film or Science Fiction film is an
excellent example of their respective genre, deserves
recognition, and should be considered for viewing
during class.

OTHER EVIDENCE (FORMATIVE): OE

Written Formative Assessments: Students will create
various hooks and thesis statements throughout
this unit.
Student discussion: Students will analyze and discuss
various introductory paragraphs and thesis statements.
Students will also examine and discuss the example of
their teachers introductory paragraph. Students will
also discuss various short stories, and analyze for
theme, plot, conflict, etc.
Student Journals: Students will have various Quickwrites and questions sheets to work on in their
journals, which will be collected.
Homework: Students will have homework
assignments that will also be evidence of progress
towards the standards.

STAGE THREE: LEARNING PLAN

(UNIT SEQUENCE)
LEARNING ACTIVTIES (WHERETO): L
The focus of this unit is Persuasive Writing. During this unit students will read and analyze Dystopian and
Science Fiction, in short story format. Students will learn how to determine what each author is attempting to
say through reading and analyzing their stories. Students will focus on the various styles and tools authors
utilize, and learn how to develop a voice in their own writing. Through various in-class writing sessions, journal
responses, and the final essay, students will learn to sharpen their writing skills, cite examples to support their
beliefs and/or position, and ultimately strengthen their ability to write effect arguments.

W Students will be know where they are going through The Daily Agenda, The Agenda lists Essential
Questions, objectives, and homework, and I write it on the board each day prior to the students entering the
classroom. At the beginning of each class I review The Agenda, meaning I review the learning goals, and the
plans for the day. There will also be a quick summary of The Agenda at the end of each class, in order to review
what we accomplished and to assign the students their homework.

H Students will be hooked by the various Dystopian and Science Fiction pieces they read throughout the unit.
The short stories are truly fascinating, with authors such as Vonnegut, Bradbury, Le Guin, etc. There will also be
several forms of discussion, such as small group, debate, Socratic Circle, etc., to grab their attention. Their
attention will also be held while they write their essay, as they will choose their own subject matter.

E Students will experience discovering the various characteristics of Dystopian literature and Science fiction.
They will be equipped through direct instruction on how to approach writing an essay; brainstorming,
developing a thesis statement, etc. They will be equipped with various graphic organizers to help them with
structure as they begin writing, such as Intro Paragraph Body of Persuasive Essay Essay Organizer. etc.
They will experience by practicing the various elements of persuasive essay writing, such as hooks, thesis
statements, transitions, etc., which will serve to strengthen their writing abilities. They will experience
analyzing short stories, and identify elements such as characters, theme, setting, etc. All of this combined will
equip and therefore prepare students to write their persuasive essays.
R- Students will reflect, revisit, revise, and rethink as they engage in small group discussions on the short
stories they are reading. This will enable them to again identify the various traits of these two genres, and also
the elements of short stories. This will continue when the students regroup and entire class discussions are held
on the stories. The journal writing and then discussion following will also offer students the opportunity to
reflect, revisit, revise, and rethink.
E Students will express understanding through their journal entries (quick writes, responses to questions,
prompts, and their own questions). They will practice writing hooks and thesis statements in class and for
homework. They will engage in meaningful self-examination through journal responses and group discussions.
6

T I will tailor my instruction by offering translations to my ELL, when the reading material is too
challenging. I will be certain to group her with helpful, patient students who will engage with her. I will also
have private discussions with her in order to check for understanding. When needed, I will create vocabulary
lists and alternate homework assignments for her. Regarding my students with IEPs, I will tailor instruction for
them by informing them ahead of time about the formative assessment, which should alleviate some of the
anxiety of an in-class assignment. I will work with each one privately in order to help them develop their thesis
statements and their outlines. I will also create various check-in points during the writing of their essay. I will
include as many visual representations (i.e., inverted triangle) to illustrate the structure of paragraph, short story,
etc. If needed, both my ELL and IEP students will be granted extensions and additional assistance from me for
their persuasive essay.

O- This unit will have students weave between reading short stories, responding through journaling and
discussion, and writing persuasive pieces. The organization is presented on the following pages:

Persuasive Writing
and Short Stories
MONDAY
Daily Agenda
Teacher introduces
structure of the
introductory paragraph
for a persuasive essay,
defining and giving
examples of:
1. Topic/Hook
2. Developing
sentences
3. Thesis
Students read:
Examples of opening
paragraphs.
Teacher explains
inverted triangle
shape for visual of
structure of intro
paragraph to entire
class, but as an
accommodation for
IEPs & ELL.
Inform IEP & ELL
students of upcoming
assessment.
__________________
Homework________
_
3 different hooks,
2 developing
sentences, and 1 thesis
for the following
prompt:
Should uniforms
become compulsory at
our school?

TUESDAY

WEDNESDAY
Daily Agenda

THURSDAY

FRIDAY
Daily Agenda

Review: structure of
opening paragraph of
persuasive essay

Review: elements of
dystopian and
science fiction.

Formative
Assessment: Intro
paragraph prompt:
Year Round School
Schedule.

Students form
reading groups
(predetermined by
teacher) moving
chairs quickly &
quietly.

Read aloud: 1984 Chapter 1, Section 4.

Class discussion:
What message is the
author, Orwell, trying
to send? Discuss: not
completing 1984.
Those who want to
complete it may do so
for extra credit.
Review:
Elements of Dystopian
fiction compare to
elements of Science
fiction.
________________
Homework_______
Predict what you
believe will happen in
1984. Give reasons for
your predictions and
cite at least two
passages to defend
your reasoning.

Groups popcorn
read Harrison
Bergeron
by Kurt Vonnegut
Journal: questions
on handout (identify
theme, setting, etc.)
Full class discussion
follows.
Adaptations:
Translation - story
for ELL in Spanish.
________________
_
Homework_______
None.

MONDAY
Daily Agenda
Review structure of
opening paragraph
in persuasive essay.
Examine: two
opening paragraphs
on screen, one weak
and one strong.
Examine - full
persuasive essay on
screen for structure,
& ethos, pathos,
logos, etc.
Evaluate strength of
hook and thesis
statement.
Examine:
conclusion.
Distribute:
Effective Hook
Techniques graphic
organizer

TUESDAY

WEDNESDAY
Daily Agenda
Introduce: the 5
elements of short
stories, and Poes
rules of short story.
Introduce author,
Ray Bradbury, and
his bio.
Reading groups:
Distribute short
story A Sound of
Thunder
by Ray Bradbury.
Teacher reads first
2 paragraphs aloud,
students complete,
popcorn reading
aloud in groups

Students create
hooks for various
prompts.

Journal: Students
answer question
sheet, (8 questions)
including: Which
element drives the
theme, plot, setting,
or character?

Private conference
ELL student,
check for
understanding,
through discussion.

Check for
understanding
through circulating
especially ELL and
IEP students

Homework:
Create hook & thesis
for prompts:
1.Should parents
limit how much time
children spend on
tech devices?
2. Should voting age
be lowered to 16?

Homework:
Complete all
questions from
class on A Sound of
Thunder

THURSDAY

FRIDAY
Daily Agenda
Journals: Create
two questions for
discussion on
Bradburys story.
Informal Socratic
Seminar on: A
Sound of Thunder.
Introduce essay
assignment.
Handout: info sheet
Review:
5 paragraphs w/2
lines of argument,
Identify Dystopian
elements & qualities
making it the best
Dystopian film.
2nd Option
Dystopian book, or
science fiction book
or film.
Best written will
win viewing of film
for the class
Review- how to
approach essay-i.e.
Brainstorm, etc.
Collect journals:
Check for
understanding.
Homework:
Determine your
choice of film (or
book) for essay.
Brainstorm and
create your thesis.
Begin outlines for
essay.
9

MONDAY
Daily Agenda
Students turn in
their choice of topic
for essay.
Review: Schedule
for essay assignment
Students - read
independently All
Summer in A Day by
Ray Bradbury.
Teacher returns
journals
Journals answer 5
questions on
handout, and write 3
dialectic journal
entries on All
Summer in A Day.
Check for
understanding
ELL student and
IEP students.
_______________
Homework:_____
Complete any
unanswered
questions and
dialectic entries
from class.

TUESDAY

WEDNESDAY
Daily Agenda
Full class discussion
on All Summer In A
Day. Compare to A
Sound of Thunder.
Teacher-Info on
Bradbury, and the
years he lived in
which greatly
influenced his
writing.
Teacher models her
opening paragraph
The Handmaids
Tale. Discuss thesis
statement, intro,
paragraph, and
possible three body
paragraphs.
Students work
independently on
outline & body
paragraphs for
essays.
Teacher: private
conference with
each student, return
& discuss formative
assessment, review
thesis statement and
outline.
_______________
Homework______
Continue working
on persuasive essay.

THURSDAY

FRIDAY
Daily Agenda
Student workday.
Students pair up,
share and critique
thesis statements.
Students - work
independently on their
outlines and body
paragraphs for essays.
Teacher continues
and completes private
mini conferences with
each student.
Teacher checks
progress of outline
and writing.

________________
Homework_______
Continue working on
persuasive essay.

10

MONDAY
Daily Agenda
Teacher reviews
the schedule for the
week, noting both
outline and essay
are due on Friday.
Students -reading
groups, popcorn
read The Lottery by
Shirley Jackson.

TUESDAY

WEDNESDAY
Daily Agenda
Student workday.
Students continue working
independently on their
essays.

Teacher Circulates room

to determine progress and
offer support as needed.

Journals - Four
questions assigned
to class.
Focused check for
progress: ELL & IEP
students.
Exit ticket
respond to the
following prompt:
How does the
author successfully
build suspense in
this story?

________________
Homework______
Work on essays

Homework_________
Complete essay

THURSDAY

FRIDAY
Daily Agenda
Students turn in:
Completed essay and
outline.
Students Divide
into reading groups,
popcorn read The
Ones Who Walk
Away From the
Olemas by Ursula Le
Guin.
Students Small
group discussion on
story.
Full Class
Discussion:
What is the message
Le Guin is sending
the reader?
Compare The
Lottery, The Ones
Who Walk Away
From The Olemas,
and The Hunger
Games.
What were the
messages the other
authors from this
unit sent?
________________
Homework_______
None

11

REFLECTIONS
The effectiveness of this Unit in helping students meet the learning goals:
This Unit was wonderfully effective in helping students meet the learning goals. The variety of
short stories allowed all my students to identify with and relate to at least one if not more. The
different authors offered my students such varying writing styles that the entire unit could have
been based upon that alone!
By combining short stories with the essay assignment, students were able to examine the short
stories and compare different writing styles. Students analyzed for elements such as plot, tone,
theme, characters, pacing, etc. Therefore when they approached their own essays, they were
armed with an awareness and understanding of several of the tools of literary elements. During
this unit we also reviewed the format of an essay. We examined the opening paragraph, the
hook, thesis statement, transitions, developing body paragraphs, and the concluding paragraph.
These essays were a huge improvement over the first essays assigned in the beginning of the
term. This was the main goal I set for my students to achieve; to improve their understanding of,
and skill at essay writing. There was a great disparity in my students essays and the free form
writing they employed in their journals. I wanted to find a way to combine these two writing
styles to strengthen and improve the quality of my students essay writing skills. By assigning an
essay the students were passionate about, I could blend their two writing styles.
Many of the students told me how much they enjoyed reading the science fiction short stories,
and that they found the messages the authors were trying to convey very relevant to their lives.
Clearly the short stories were was also a very effective part of this lesson.

Applying this Unit in future instruction:

I will apply what I have learned by continuing to lesson build through the UbD, Understanding by
Design model. By using this model I was able to determine the student learning goals, which
then allowed me to plan for teaching techniques such as determining meaning and use of new
vocabulary, and identifying and utilizing various literary techniques, (such as how structure,
developing a thesis, etc.).
Secondly, this Unit is a perfect example of how teaching something the students are interested in
creates a stronger impact on their motivation and the quality of their work. Their interest propels
them more deeply into the project. So I will continue looking for those avenues to include within
my unit plans.
Another learning aspect of teaching this unit related to individual student feedback. Each student
received a mini-writers conference after the assessment on the Intro Paragraph. Students very
much appreciated the private conference time, so we continued meeting during the Unit as they
began writing their essays. Many students also met with me after they received their grades, in
order to improve their essay. In the future I will be certain to incorporate more writing
conferences into all my units. These conferences actually help build and support students
confidence levels through addressing their individual writing weaknesses, as well as
acknowledging their strengths.

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