Lauren Scott Writing Lesson Plan 2 Title: Strengths of Persuasive Writing Goals/Objectives Students will be able to identify the

e following as strengths in persuasive writing: an attention grabbing opening sentence, an introduction paragraph, three on topic supporting detail paragraphs, a strong concluding paragraph, no use of first person pronouns (I, We, Us), and no spelling or grammatical errors. In addition, students will be able to recognize the difference between the authors opinion and statements of fact. Standards PA Standards Aligned System-Reading Comprehension R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. R5.A.1.6.1: Identify the authors intended purpose of text. R5.A.1.6.2: Identify, explain, and/or describe examples of text that support the authors intended purpose. PA Standards Aligned System-Writing 1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting details, citing sources when needed. Materials and Preparation Print copies Examples 1 & 2 persuasive essays (attached, but actual print outs will have skipped lines and large margins for students to write notes) Transparencies of Examples 1 & 2 persuasive essays Overhead projector Print copies of list of strengths (Notes) Pencils Print copies of homework sheet

Classroom Arrangement & Management Issues I will provide all materials The lesson will be taught in the students normal context, their classroom, with desks in the usual arrangement to minimize management issue. As always, students will have their Habits Of Work and Learning (HOWL) rubrics with them. Here, both positive and negative feedback is recorded in these throughout the day (ex: if a student shows great participation OR if a student is off task/needs multiple re-directives)

Plan (45 minutes) Hook / Introduction (5 minutes) Imagine that your school was considering eliminating recess! Today we are going to look at some essays that students wrote in response to their school trying to do just that. By pointing out how these students were powerful communicators and by pointing out areas they could improve, we can prepare ourselves to be powerful communicators and get ready for our own persuasive writing.

Call upon schema: I will then ask students to take out their notes on strong persuasive writing from yesterday and ask students to remind the class about the important elements of a strong persuasive essay; (an attention grabbing opening sentence, an introduction paragraph, three on topic supporting detail paragraphs, a strong concluding paragraph, no use of first person pronouns (I, We, Us), and no spelling or grammatical errors.) Guided Practice (15 minutes) I will then direct the students attention to the overhead projector where the first piece of writing will be (Example 1). I will ask that the students silently read along with me as I read it out loud and to keep in mind strengths and weaknesses for our discussion which will immediately follow the shared reading. This example will be the strong example, and students will be expected to point out the elements of a strong persuasive essay, which I will mark on the overhead transparency copy as we go along and students will mark on their own papers in the margins or skipped blank lines, where space is provided.

Example 1 Recess is an essential part of the day! Recess allows students to focus in class, to get exercise, and to interact with other kids. It is for these very important reasons that our school must keep recess as a part of our daily routine. At recess, students are able to burn off energy so they can focus more in class. If students dont get to be active at recess time, they may be too squirmy and fidgety in class to pay attention. Students need a break to clear their minds and absorb what they learned. Students need recess to release their physical energy so they can use their mental energy in class. Recess is important to students health. Students do not get much exercise by sitting in a classroom, but they can get exercise while at recess. Games like basketball, football, and jump rope are common activities that provide exercise at recess. By being outside, students can also get vitamin D from the sun, which doctors say is an important vitamin. These are examples of how recess provides opportunities for students to be healthy. Recess is a great time for students to build social skills, which is an important part of school. Students need recess to interact with each other and make friends. If students dont have recess time to interact with friends, they may do it during class and get in trouble. Also, if students dont have this time for socialization, they may not look forward to coming to school. Recess provides a great opportunity for peer interaction. Students need recess so they can get the exercise they need, focus in class, and interact with their peers. We need to come together to save this important time of the day. The time to act is now, because if we dont act now, when?

Independent Practice (15 minutes) After the discussion and marking on the overhead transparency of the first piece of writing, I will then tell the students that their job is to review a second example (Example 2) to look for strengths and weaknesses. I will then pass out the second example, giving the students ten minutes to make notes on the second example, and then 5 minutes to discuss with their seat partner. This example is the weak example, and students will be expected to point out where the essay needs work.

Example 2 We have recess at 1:30 PM. Students would be really upset if they didnt have recess, because of the fun things that go on at recess. Students would miss basketball, football, and jump rope. Students would be upset without these activities. Recess is a great opportunity for students to get exercise. Students need exercise to be healthy. Recess provides room for movement that the classroom doesnt. Students like the whether. Recess is important for students health. Students can socialize with one another at recess, which is an important part of school. The classroom is not where students should be chatting about off topic things, but at recess they can. At recess, students can make friends and discuss common interests. Recess is the perfect time for peer interaction. We would really whine a lot if we dont get recess. Recess is important. Students need recess because of exercise, Coach Rita, and interaction with friends. Whats your favorite time of the day?
Guided Practice (7 minutes) We will then go through the second piece of writing together, pointing out where the author needs to improve. I will mark on the transparency as we go through and students will mark on their own papers. Closing (3 minutes) I will ask the students to put all three handouts (the two examples of writing and their note sheet from yesterday) in their writing folder, informing them that they should use these as reference when we begin our own persuasive writing as well as on their homework sheet (which will be another example of a persuasive piece of writing). I will explain that for homework, students are to mark on the essay where there are strengths and weaknesses, just as we did in class, noting that on this homework example there will be BOTH strengths AND weaknesses. Assessment of Goals/Objectives Listed Above The students will be assessed based on the discussion while we review both pieces of writing. The students will also be assessed based on the similar homework activity

Anticipating students responses and your possible responses Example 1: This is the strong example and it is anticipated that students will point out that there is an attention grabbing opening sentence, there is good structure (an introduction paragraph, three supporting detail paragraphs, and a concluding paragraph), that the author stays on topic, that there are no first pronouns used, and there are no spelling or grammatical errors. Examples 2: Please see THE ATTACHED PDF for anticipated student responses. While this is what is expected of students, I may need to guide them to some of the answers through questions such as, Does this sentence fit in with the main idea of the paragraph? Homework: Please see THE ATTACHED PDF for anticipated student responses, which will be reviewed at the start of the following class.

Accommodations For the independent example, I or Mr. Swing can read the example out loud to any student with a reading decoding or comprehension disability For students with a writing or motor processing (handwriting) IEP, I can provide two color or shape coded keys with the anticipated strength and weakness responses so that these students can simply jot down the color or shape on the examples rather than writing out the words Mr. Swing, the special education teacher always circulates to all IEP students during writing class for extra support

Resources Crawford, L. W., Sipe, R. B., Calfee, R. C., & Zaner-Bloser (Firm). (2008). Strategies for writers: Level H. Columbus, Ohio: Zaner-Bloser.