9/19/2014 Zoho Creator - PYP Grade 3 SS Units

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PYPRecordID 1644
AcademicYear 2014-15
Grade 3
Subjectarea PYP Language
UnitTitle Persuasive Writing (Exposition)
Teachers Tetley, Barratt, Thoburne
StartDate 18-Aug-2014
EndDate 01-Oct-2014
Proposed
Duration:
Numberof
Hours
25
OverNumberof
Weeks
6.5
LinktoPOIunit Linked
NameofPOI
unit
Unit 1
Established
Goals
Students will develop a sound understanding of how to argue for or against a point of view.
Understandings Students will understand that . . .
structure and organization of text conveys meaning.
there are different perspectives on issues.
Essential
Questions
What is the purpose of persuasive writing?
Where can we find examples of persuasion?
What are the essential features of persuasive writing?
Knowledge Students will know . . .(Knowledge)
arguments need to be thoughtfully organized.
features of persuasive texts (statement of position, supporting arguments / evidence, and conclusion)
their audience needs to be identified.
arguments can be constructed in various ways (e.g. speech, letter, essay, presentation).
persuasive writing is usually done in the 1st person.
Skills Students will be able to . . . (Skills)
construct a strong statement of position and develop supporting arguments.
apply evaluative language to their arguments.
identify the difference between facts and opinions.
Prior
Assessment
Students will write a letter to Mr Batchelor persuading him to allow or not allow free choice in Grade 3.
Performance
Task
Students will produce a digital presentation containing a drama skit about a situation in which school
children have to make the right choice to solve the issue. Presentations must include what influenced the
child to make the choice and the consequences of their choice. Students will include a reflection
demonstrating their understanding of the central idea (choices bring responsibility).
Performance
TaskEvidence
Co-constructed with students.
OtherEvidence Ongoing observations
Anecdotal notes
9/19/2014 Zoho Creator - PYP Grade 3 SS Units
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Co-constructed criteria
Student reflections
Peer and teacher assessments
Moderationof
Assessment
Co-constructed criteria
- The persuasive texts are well organized and contain a title, statement of position, arguments, and
conclusion.
- The arguments include elaboration/evidence.
- The texts contain emotive words, persuasive language, and connectives.
- The audience is identified.
- It is clear which parts of the text are facts and which are opinions.
Learning
experiences
Learning Activities: (include differentiation)
- Brainstorm arguments for and against an issue
- Examine and deconstruct articles (from e.g. Sports Illustrated for Kids, Time for Kids, newspapers) to
identify the features of persuasive texts
- Highlight features (with markers) of persuasive texts
- Construct arguments visually, orally and in writing
- Engage in a debate on a topic.
- Persuasive-related activities from 2nd Steps social skills kit
- Watch arguments about issues.
- Write persuasive texts using a graphic organiser
- Identify and discuss language features of persuasive writing.
- Develop statements of position (without supporting arguments).
- Determine different levels of persuasive texts according to agreed criteria.
- Read alouds
Resources Book- Dear Mrs La Rue, Oh No George, Would you Rather
Writing Fun (website)
TeacherNotes