Persuasion Writing Part 1 Topic: Writing a Persuasive Essay (Choosing and researching a topic) Length of class: 50 minutes Who

are your students and what are their specific learning needs? 7th grade mixed ability language arts students. A few have a 504 plan allowing extended time or for behavior. Standard(s) to be addressed: IB Learner Profile Traits: Knowledgeable They explore concepts, ideas and issues that have local and global significance. Open Minded They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, making reasoned, ethical decisions. 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. (W.7.1.) 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (W.7.7.) 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (W.7.8.) 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 discipline-specific tasks, purposes, and audiences. (W.7.10.)

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): EQ: How can I influence others? Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Teacher - Given a list of appropriate topics, students will be able to choose and develop facts about a topic for a persuasive paper as specified by the rubric and assignment sheet. Students - I can choose and develop an important local or global issue for the subject of my persuasive essay. Teacher Given modeling and guided practice, students will be able to effectively research a topic using reliable internet and other sources every time they conduct research. Students - I can effectively research my topic using reliable internet and other sources. Teacher - Given modeling and guided practice, students will be able to synthesize their research into a graphic organizer, as specified by assignment sheet. Students - I can synthesize my research into a summary/graphic organizer for my paper. Instructional method(s) chosen in this lesson: Modeling, direct instruction, graphic organizer, online independent research, summary writing, partner share.

Materials/Resources: I-Pads/Netbooks/computers, graphic organizers, pencils, document camera/overhead, list of topics.

Lesson Sequence: 1. Hook: Are you a communicator? How about open-minded? Do you show the knowledgeable learner trait everyday? Well, today youll get a chance to show that to everyone! Today you are going to choose the topics for your persuasive essays. (Go over and remind students of the three IB Learner Profile Traits and their meanings.) This is why we are going to choose topics with an important local or global significance. (Go over agenda and learning objectives.) Here is a list of possible topics you can choose. If you think of another important issue other than the ones on this list that you would like to address in your paper, come talk to me for permission. (Pass out list of possible topics and topic slips. Have students fill out slip stating their name and chosen topic.) 2. Take a few minutes to decide what topic youd like to choose, because then I will pass out the I-Pads for you to research your topic. You will have 30 minutes to do your

research, so its important to know your topic before you start. 3. Pass out graphic organizer. Go over all parts as a group. Coach students to look for the components on the graphic organizer and fill them in while they are researching. Show them my completed graphic organizer and give examples of how I researched a good hook, then some statistics for my supporting details. 4. On the overhead, show examples of appropriate websites to use for information, and some non-examples (eg. Blogs, Wikipedia) 5. Have each student choose an I-Pad and allow 30 minutes for research. Tell students they can conduct other research on their own time in the computer lab or at home if needed. Move through the room monitoring their appropriate and on-task use of the technology. Give assistance as needed. 6. Have students return I-Pads to cart. Assessment of learning (How will I know if students achieved my learning objectives?) Informal observation at this time. I will also evaluate the finished essays during revision and final evaluation/grading.