Writing Unit Amelia Lamsam

Grade: 5th Purpose: Persuasive Essays Student will be able to write an essay to persuade readers that his or her opinion on a controversial issue is the right one. The student presents one side of the issue and supports his or her opinion with arguments backed up by statistics, examples, and expert opinions. Common Core Standards : Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. CCL goals: Page 107 Informational: Writing in the Genre Include argument and persuasion where appropriate. Reveal the writers convictions about the topic through the writers unique voice. Write an engaging lead and first section that orient the reader and provide an introduction to the topic. Page 108 Essay: Writing in the Genre Provide a series of clear arguments or reasons to support the argument. Use opinions supported by facts. Write a logical, thoughtful ending. Page 109 Functional: Writing in the Genre Restate claim with further evidence. State a point of view and provide evidence. State the point of view of another individual. Mentor texts: 1 Hey, Little Ant by Phillip M Hoose This book is a back and fourth discussion between and ant and a boy. I think it would be great to help students conceptualize a counter argument and think of how to effectively respond. 2 My Brother Dans Delicious by Steven L. Layne This book is of a boy who hears all kinds of strange noises at night. He comes up with arguments to convince all of the monsters that his brother would be the better one to eat. I think this book would be good to help students to understand that they need multiple persuasive arguments.

3 The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry This book is about a tree that grows in the Amazon Forest. Two men come to chop it down. They fall asleep and then the animals who live in the tree try to convince him not to chop it down. This book deals a great deal with pathos or emotional arguments. I believe this would help students to understand the emotional appeals that can be made in a persuasive essay.

Day 1: Topic: What is a Persuasive Essay? How do you start? Persuasive Essay A persuasive essay attempts to persuade readers that a writers opinion on a controversial issue is the right one. The writer presents one side of the issue and supports his or her opinion with arguments backed up by evidence. Introductory Paragraph Begin with an attention grabber a technique used to grab the readers attention (Quotation, Definition, Fact). Transition to the main topic. The introduction will have a thesis statement, an affirmative sentence that expresses the writers opinion about the subject of the essay. Overview of points of the essay. Resources: My hand out My Brother Dans Delicious by Steven L. Layne Teacher actions: Read Aloud: - Before reading, draw a chart on the board or some paper with three columns. Title them Things Joey Says, Motives, and Intentions. Then tell the class to pay close attention to the things Joey says in this book, What is happening in the story to make him say those things (Motives)?, and Why he says those things (Intentions)?. - Read the book: My Brother Dans Delicious by Steven L. Layne - Ask students to share. Discussion: - Discuss how motives and intentions influence a persons opinion. - Highlight that persuasive essays are to convince. - Distribute and discuss handout Its All Greek to Me! - Instigate brainstorm for different ideas for a persuasive essay. What are you passionate about? - Help students start their own introductory paragraphs. GRRM I do: I am going to model the writing of an introduction to a persuasive essay. First I will need to think of a topic. How about: Should we have a dress code at our school? I will need to begin with an attention grabber. I am going to write: Did you know that more people visit facebook than Google these days?

Next we will need to transition to our main topic. Lets see. I wrote: Did you know that more people visit facebook than Google these days? Its true. Now more than ever a sense of individuality is valued in our society. My next step will be to develop my thesis. This sentence needs to express my opinion on dress codes in schools. I believe that dress codes restrict a persons expression freedom to express individuality amongst his or her peers. Did you see how I crossed out expression? It is okay to do that. Good writers monitor word choice while they are writing. Lastly, I will need to develop an over view statement. This will give the reader a road map of where I am going. Im going to read over what I have so far. Did you know that more people visit facebook than Google these days? Its true. Now more than ever a sense of individuality is valued in our society. I believe that dress codes restrict a persons expression freedom to express individuality amongst his or her peers. In this essay, I will cover several more important reasons why dress codes should not be implemented in schools, such as legal issues, social issues, and developmental issues. I have left room for revision, however, this brief introduction gives you a sense of where I am going with my essay. Now, lets try it together! We do: Now we are going to write an introduction together. First we should decide what our topic will be. Brainstorm ideas on the board. Vote on the topic choice. We need to begin with an attention grabber. Should we start with a quotation, definition, or fact? Let students think of an attention getter and one will write it on the board/overhead/elmo/chart paper. Next we will transition to the main topic. I will need another volunteer. Let another student write a sentence. Then we need to form a thesis statement. Remember, this needs to expresses the writers opinion about the subject of the essay. Lastly we need an overview of the main points of the essay. Student writes. Great! Have student read over what we have so far. What do you guys think? Allow students to make revisions as needed. Now its youre turn! You do together: Work with a partner to write an introduction following this same model. Now you get to practice this on your own. You do alone: Students work on their own introduction.

Student actions: - Listen to read aloud. - Participate in discussion. - Read and discuss hand out Its All Greek to Me! - Brainstorm what are you passionate about? - Choose a topic for persuasive essay. - Participate in GRRM - Write an introduction for their persuasive essays.

Its All Greek to Me!

The Greek philosopher, Aristotle, identified three different genres of rhetoric. Rhetoric is the art of discourse. Its aim is to improve a speakers or writers ability to inform, persuade, or entertain the audience or reader. In this coming unit we will focus on one of these genres. We will study how to write a persuasive essay. What is in a persuasive essay? A persuasive essay attempts to persuade the reader that the writers opinion on a controversial issue is the right one. The writer presents one side of the issue and supports his or her opinion with arguments backed up by evidence. How do you get started? The beginning of a persuasive essay always begins with an introductory paragraph. You begin an introductory paragraph with an attention grabber. Using an attention grabber is a technique used to grab the readers attention. Some people use quotations, while others use definitions or facts. Next, you will need to transition into your main topic. Then, you will have a thesis statement. This is a critical sentence. It tells the reader what the writers opinion is about the subject of the essay. Lastly, you will want to have an overview, to give a road map of the main points of the essay.

Day 2: Topic: Structuring the Essay Body Paragraphs Use of connectives Resources: Students ideas Teacher actions: Think back to yesterdays book: My Brother Dans Delicious by Steven L. Layne What were the different persuasive arguments that Joey used? -More food -Quality meal -Easy to capture -Exceptional Taste Note that he listed multiple reasons to make his argument. Explain and instigate power writing. Between each session give a minute break to relax and think of a new reason to write about. Teacher participates in the power writing session. Teacher models break apart Student actions: Students think back to the book from yesterday. Students think of the arguments in the book. Students listen to what power writing is. Students will power write for 2 mins on first point. Students will power write for 2 mins on second point. Students will power write for 2 mins on third point. Students will follow as the teacher models breaking apart into different points. Students will insert connectives into their paragraphs.

Day 3: Topic: Types of Evidence There are three kinds of evidence: - Statistics - Expert opinion - Example Resources: Library & Computer Teacher actions: Go over the three kinds or evidence. Allow research time. While students are researching, pull individuals for conferences on where they want to go from here with their persuasive essay. Student actions: Students will go out and find their own evidence.

Day 4: Topic: Ordering There are many ways to order a persuasive essay: Counter argument and rebuttal Problem, cause, solution Weakest in the middle Resources: Hey, Little Ant by Phillip M Hoose Teacher actions: Generative writing. Use learning as a gerund in a sentence. Now make that sentence the second sentence in a paragraph. Read Aloud: Focus on the counter arguments and rebuttals. Hey, Little Ant by Phillip M Hoose Discussion on what they remember. How does this impact order of persuasive essay? Student actions: Participate in generative writing. Listen to and discuss Hey, Little Ant by Phillip M Hoose Brainstorm counter arguments and form rebuttals for their own topic. Try to incorporate some into their essay. Students will use a self-assessment rubric to check and see how they are doing. They will reflect on this and we will conference the next day.

Day 5: Topic: Logic Equation for Persuasion Logos appeal to logic Pathos appeal to emotion Ethos appeal to authority Resources: My handout The Equation for Persuasion The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry Teacher actions: Go over the hand out Look for Logos, Pathos, Ethos. Read Aloud. Lead discussion. Allow writing time to incorporate what we have discussed today. Conference with students over self assessment rubric Student actions: Go over hand out and fill in blanks. Listen to the book. Discuss logos, pathos, and ethos. Apply to own writing.

Name: ______________________

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(Logos) (Ethos) (Pathos)

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The Equation for Persuasion

Read and fill in the above blanks. Aristotle also discussed three appeals, or methods of persuasion. He called these: logos, pathos, and ethos. Logos is an appeal to logic. You can appeal to a persons logic through facts, statistics, logical reasoning, analogies, and case studies. Ethos was an appeal to authority. This means that the author or speaker establishes credibility. This can be established through personal experiences or trust-worthy resources. Lastly, there is Pathos, which is an appeal to emotion. This can appeal to the audiences intrinsic belief in fairness, doing it for the children, patriotism, etc.

Day 6: Topic: Conclusion Key phrases Clincher Go full circle and connect to the introduction Ask a rhetorical question Give an action point Resources: http://www.youtube.com/watch?v=G-eStp4NqBU Teacher actions: Discuss the parts of the conclusion. Play the speech. Which clincher strategy or strategies did he use? Ask students to write their own conclusions. Student actions: Find which clincher was used for each speech. Write their conclusions. Share with a partner. Revise as needed. Hand in.

Assessment: There are scheduled conference times, during which I can see where in particular students need more help. On day 3, I conference with students. On day 4, the student does a self-assessment after writing. On day 5, we conference to go over the selfassessment. On day 6, the student finishes his or her work and I use a final rubric to grade the persuasive essay. Day 3 conference Teacher checklist: Has the student included and introduction? Does the introduction have an opener? Does the introduction have a transition? Does the introduction have a thesis? Does the introduction have an overview? Does the body have at least 3 points? Day 4 self-assessment Student checklist: Did I introduce my topic clearly? Did I state my opinion? Did I provide evidence? Did I include all of the parts of the intro? Did I consider the counter argument? Did I provide an adequate rebuttal? What is one thing I did well? What is one thing I can I improve? Day 5 conference Is the student noticing where improvements are needed? Is a concise argument forming? Final rubric: Attached Yes ______ ______ ______ ______ No No ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ Yes

______ ______ ______ ______ ______ ______ ______ ______

Differentiation and Extension: GRRM This will help students to make the connection between what they are supposed to do and what it will look like. This is a general differentiation strategy to help all students. Choice of topic This allows for differences in interest and level of abstract concepts. Conferences These allow for more direct teacher assistance, and allow for specific needs of students to be met. This is also a great opportunity for students who need a bit of a challenge to receive that individualized attention. Flexible Schedule This is not a set 6 day schedule, even though it has been outlined that way. It is free to change as needed.