Name: Shannon Sramek Time Allotted: 60 minutes Grade Level: 6th Subject: Persuasive Writing Title: The Other

Side of the Fence Materials Required: - Sticky Notes - T-Chart o Paper copy [three for each student] o Copy for Board - Graphic Organizer - Copies of articles:
o o o o o o o o o o o o http://www.timeforkids.com/news/danger-dessert/99091 http://www.timeforkids.com/news/sleep-tight/54321 http://www.timeforkids.com/news/need-milk/42511 http://www.timeforkids.com/news/super-smog-china/116231 http://www.timeforkids.com/news/all-aboard-panda-express/86591 http://www.timeforkids.com/news/rescuing-cheetahs/86681 http://www.timeforkids.com/news/goodbye-bamboo/86691 http://www.timeforkids.com/news/work-your-mind/37186 http://www.timeforkids.com/news/sites-worth-saving/16086 http://www.timeforkids.com/news/president%E2%80%99s-climate-plan/97006 http://www.timeforkids.com/news/going-green/86721 http://www.timeforkids.com/news/theyre-back/91016

Michigan Content Expectations (GLCE, Common Core State Standard or Next Generation Science Standard written out) CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Objective(s): A specific, measurable portion of a GLCE or HSCE (may more clearly state with Blooms taxonomy verb) including the level of proficiency. The student will {Blooms taxonomy
verb}{level of Blooms taxonomy learning} so that they demonstrate 80% proficiency on the end of lesson assessment.

TSW create graphic organizers to demonstrate their understanding of opposing views so that each student is able to come up with at least two reasons to be for a claim and two reasons to be against a claim. TSW identify both the claim and opposing view to an argument or statement so that they are able to correctly identify their claim and a possible opposing view.

TSW will organize the reasons and evidence to support their claim and the opposing view using a TChart so that they have at least two accurate reasons for their claim and two accurate reasons for the opposing view.

Assessment: The students will create two for/against t-charts throughout the lesson with the for being their claim and against being the opposing view. They will create one in pairs before creating one individually. This allows me to see that they understand that each topic has good and bad to each topic and the importance of both sides. Students will be required to state their claim as well as the opposing claim, coming up with two reasons for their claim and two reasons against their claim. These components will them be transferred to a graphic organizer that students will use the next day to draft their first argumentative essay. The students will each be given an article to read that can be looked at from two different views. They will pick a side [their claim] and come up with the other side [opposing view]. Once this is done, they will complete their for/against T-chart [described above] using information found in the article.

Instructional Procedure: What information do students need to accomplish the objective?

(The following steps dont have to occur in number order 1 -9, nor are they necessarily separate components. You may structure your lesson however you like to best meet your planning needs but make sure to somehow still identify that you have each component.)

1. Anticipatory Set: a. Start telling a story: i. The other day I wanted some coffee, but I forgot my money in my room. My sister was with me and I knew that she would help me out. However, she wasnt just going to give me the money and I had to convince her. I did a bad job at persuading her and didnt get coffee b. Using the strategy Bottoms Up, Heads Together [1] have the students brainstorm ways that I could have persuaded her to get me coffee. This allows them to start thinking about being persuasive and the different components required to make somebody believe what you think. i. The students will collaborate with the members of their table by sitting with their knees on their chairs and elbows on the table. When their heads are together. The students will brainstorm in their group about what I could say to convince my sister to give me coffee. c. Remind the students that we have been talking about persuasive writing. i. Have them write their definition of persuade on a sticky note and then discuss it. 1. Collect the sticky notes so you can quickly assess if the students have a basic definition for the word. [if the students demonstrate that they do not have a full grasp a. Definitions such as the following would be acceptable i. To try and convince someone ii. To get someone to change his or her minds

d. Tell the students that today we are going to be learning about four parts of a persuasive essay and talking about one specific part: Opposing View i. Give the students questions/statement that can be answered using yes or no, allowing them to become Action Thermometers[2]. Each side of a set will be assigned a part of the room [yes being on the left and no being on the right]. After being asked the preplanned questions, students will move to that side of the room that supports their opinion. By using this strategy, we are physically creating the two different parts of the T-Chart. We will discuss how the side of the room they are on is the claim they are making and all those on the other side of the room are of the opposing view. ii. Once they have picked a side, they will Think-Pair-Share[3] with their peers. They will first think about how they would state their claim if they were trying to convince me to pick their side. Once each student has come up with a sentence, they will place their hands on their heads and find a partner. They will then share their sentences with each other. Once this is done, one student from each group will share what their partners statement was. 1. Sample questions/statements include things such as: a. Gym is the best special. b. Summer is the best season. c. Everybody should have a pet dog because they are the best. 2. State Purpose and Objective of Lesson: a. Today I want you to be able to think about the opposing view. Opposing view means the side of the argument that doesnt think like you. i. For example, is the statement is Cats are the best and you believe that, the opposing view would be that dogs are the best. b. We all want to be better writers. When it comes to persuasive writing, its not only enough to tell what you believe, you have to think about the other side of an agreement. Not only do we want to try to persuadeor convincesomeone else to consider our point of view, but also we want to be respectful of his or her view. 3. Instructional Input/Direct Instruction: a. The teacher will give the students a brief description of the four parts of a persuasive essay including claim, support, opposing view, and closing. We have been talking about our claims, which are simply the side we pickwhat we believe. Today we are going to be thinking about our claims, but also thinking about what someone else might think about a topic. i. We will focus mainly on the component of opposing views 1. Talk to the student about how a t-chart can be used to help organize their thoughts about a specific topic. a. Once this has been discussed, have the students pull out their argumentative note paper that they started creating when talking about the claim. Have them use their Two Column Notes [4] to write about opposing view and T-charts, drawing a picture of the T-chart on left side of the paper.

b. The student will participate in conversation about the opposing view, asking questions when necessary. We will compare writing an argumentative essay to playing a sport; there are always two teams that are playing, much like there are always two sides to an issue. We play against the other team, trying to make the fans believe that we are the team to root for much like when we write. When we write an argumentative essay, we are trying to convince the readers that they should think deeply about our side. When playing a sport, the other team is obviously there and we notice this, but we use their presence to make ourselves look better. It is important to think about the opposing view and other perspectives within our essay to make the reader see that there are two sides of the story, but that they should side with us.root for our side. 4. Modeling: a. Go through the T-Chart [5] with the students using statement Everyone should have a dog because they are the best pets. Using a green marker, come up with a claim and think of at least two reasons for that claim. 1. Example: Dogs are the best pets and everyone should have one ii. At the end, come up with an opposing viewpoint and write that in red, coming up with two reasons for that view. 1. Example: Dogs are the worst pets or ___ is the best pet. b. Once you complete the T-Chart as a class, read an article [from the list above] addressing the four parts in it i. Talk to students through the process of filling out the t-chart. 1. Tell them that the first thing to do is look at the issue or question and come up with a claim. a. For now, this can be a simple statement such as There are many reasons that ____ are better than ___ 2. Once the claim is set, think of an opposing view to the claim. 3. Fill out the two sides of the T-chart with reasons for and against the claim. 4. Remind the students that when they write, they need to discuss the opposing viewpoint towards the end of the paper. The last thing a reader reads is what they remember most. By putting it towards the end of the paper [before the closing] the writer is showing the reader that they believe there are two sides of the story, but that their side is the one that is most supported. 5. Guided Practice: a. Pair the students up and give them an article. Each group will get the same article so we can have a class discussion about what each group decided was a for and against. i. Have them read and create a t-chart following through the discussed process. 1. In one color, come up with their claim and at least two reasons supporting it. 2. In another color, come up with a view opposing their claim and at least two reasons to support it. b. Once they are done, create a for and against T-Chart as a class about the article discussing how they found the reasons for their claim and for the opposing view.

c. We will then talk about how the information on the chart can then be transferred to a graphic organizer that will be helpful in their future writing. i. This graphic organizer will include: 1. Effective lead 2. 3 ideas to support claims a. [Though at the moment they may only have two, but we will work on that later.I dont want to overwhelm them with coming up with too many ideas for a claim] 3. A statement recognizing the opposing view 4. Closing that restates the claim 6. Independent Practice: Have the students brainstorm ideas that they would like to write about, reminding them that tomorrow they will be going to the computer lab to be doing some research about each topic. Each student will write their idea on a sticky note, getting teacher approval for the topic before starting on their t-chart that will later be used to write a persuasive essay.

7. Differentiated Consideration (Adjust instruction, tools, resources or activities for students who): Have prepared topics for students who struggle with coming up with one. Have students write down their ideas and then separate them into different column. Have students start with the pros first as to not get overwhelmed with their thoughts. good 8. Closure: a. Remind the students of the importance of looking at another viewpoint when writing an argumentative essay or letter. Have them answer the question Why do we need to look at opposing viewpoints? on a sticky note to look at later.

Claim:

Opposing View:

For Claim

Again Claim [for Opposing View]

1 Students attempted a claim, but still needs to work.

N Student did not try to write a claim and needs extra help.

Claim

Student states a Student writes claim that can a claim, but has be supported nothing to do by the article. with the article.

Opposing View

The student composed a logical opposing view based on the article and connected to the claim.

The student composed an opposing view that was not directly connected with the claim.

The student attempted to write an opposing view but struggled.

Student did not try to write an opposing view and needs extra help.

For

The student provided at least 2 reasons for their claim based on their article. The student provided at least 2 reasons against their claim based on the article.

Against

The student Student did not provided at Student gave attempt to least one reasons for come up with reason for but did not reasons for their claim connect to the and needs extra based on the article. help. article. The student Student did not provided at Student gave attempt to least one reasons come up with reason against but reasons against their did not connect against and claim based on to the article. needs extra the article. help.

Support 1:

Support 2:

Support 3: