Stage 1: Identify Desired Results

CC6.7

Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.

I can…

– identify where persuasion could be used in everyday situations.

– find reasons and facts to support my stand on an issue

– properly organize and structure my information into at least three paragraphs (intro, evidence, conclusion)

– consider the opposing side and try my best to convince them otherwise

What is persuasive writing and what is it trying to do?

What might you include in your essay/writing to help convince your audience? (facts, counterarguments, personal experiences, examples, comparisons, quotes)

What are scenarios in your life where persuasion may have been used? (advertisements, convincing parent to buy you something, job interviews…)

Prerequisite Learning:

Before doing this activity, students must be able to properly structure sentences and paragraphs.

Basic literacy skills (reading and writing)

Instructional Strategies:

As persuasive writing is still a newly forming idea, there will be a lecture/questioning/discussion portion to help grow their understanding but let them shout out the information they already know.

To help with pre-writing, I will provide a graphic organizer.

Providing a teacher example could be helpful.

To make sure there is an understanding of the content, students will put a thumbs up/down.

Essays will be written to grade level expectations (400-600 words, 3-5 paragraphs).

If time permits, allow students to read aloud their persuasive arguments, reminding them to use an engaging tone to convince us.

Stage 2: Determine Evidence for Assessing Learning

Stage 3: Build Learning Plan

 Begin the class by asking for a definition of persuasion/to persuade. Write the definition of persuasive writing on the board in student friendly language:

“is writing to convince someone to do something/make someone believe in something.”

Brainstorm examples of persuasion in real life. Then view the videos and discuss what the character was trying to persuade the audience of.

*Writing big ideas on the board and asking for student understanding.

Development:                                Time: 20-40 minutes, depending on class length

Read aloud your own example (which includes the six pieces of evidence below).

Then ask what pieces of evidence you used to help convince your audience, some examples being examples, facts, personal experiences, comparisons, counter arguments, quotes…

*Pause to ask for student understanding.

Now ask students to brainstorm an idea that they would like to persuade someone of as you hand out the graphic organizer.

Describe how to use the graphic organizer: their topic, three reasons, and three examples that support each reasoning and that using it may be helpful for pre-writing.

Instruct students to begin writing a persuasive paper about their topic, explaining that it should be at least three paragraphs. Remind them to keep in mind the audience for their paper when writing. They may use a laptop to find quotes/evidence that supports your position.

Learning Closure:                        Time: 5 minutes

When class is almost to an end, ask how everyone is doing with their papers (thumbs up/down).

– If students are not finished, ask them to persuade you in giving them more time next class rather than assigning it as homework.

– The chance that students are finished; ask the class for examples they used that fit into one of the six categories. Class reward (ex. Loonies or suckers) if they can do this.

Allow for a minute of tidying up before the bell rings.

This lesson could easily take place over multiple lessons by having students read their paper to the class as if we were the intended audience for their paper.

Projector & Speaker

Videos:

Full House, The Lorax, TV Commercial https://youtu.be/FkVzNqykJR8?si=8aIBoYzyh9TgJQrf

https://www.wingclips.com/movie-clips/the-lorax/selling-air

https://www.youtube.com/watch?v=mdsPvbSpB2Y

Whiteboard & Markers

Graphic Organizer for Pre-Writing

Paper & Pencils

Laptops

Possible Adaptations/

Differentiation:

Modelling how and what to write in their graphic organizer.

Providing a teacher example and audiovisual examples (different resources).

Allow assistive technology for those who require it.

Time for a Body Break.

Provide additional time to complete assignments.

Presenting orally just to teacher rather than the whole class (student could also make use of multimedia).

 Management Strategies:

Flicker the lights to quiet students and get attention.

Providing examples to make expectations clear, and spark student ideas so they contribute to the discussion.

Safety Considerations:

For visually impaired students, keep everything in the same place.

Pre-watch videos to ensure they are age appropriate.

Stage 4: Reflection