Grades 9 12 Lesson Plan Standard Lesson joining the conversation about young Adult Literature Students create a persuasive case calling for the adoption of a particular young adult literature title into their school's language arts curriculum by writing letters or speeches. Grades 9 12 Lesson Plan Unit Copyright Infringement or Not? The debate over Downloading Music This lesson takes advantage of students' interest in music and audio sharing. Students investigate multiple perspectives in the music downloading debate and develop a persuasive argument for a classroom debate. Grades 9 12 Lesson Plan Standard Lesson Communicating on Local Issues: Exploring Audience in Persuasive letter Writing Students will research a local issue, and then write letters to two different audiences, asking readers to take a related action or adopt a specific position. Writing Genres: Model Persuasive lessons lessons and resources from one of the nnwp's popular in-service classes "I love taking these classes.
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Grades 9 12, lesson Plan Standard Lesson, developing Persuasive arguments through Ethical Inquiry: Two Prewriting Strategies. In this lesson, students use focused prewriting strategies to explore content and ethical issues related to a persuasive assignment. Grades 6 8, lesson Plan Standard Lesson, developing Citizenship Through Rhetorical Analysis. Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing. Grades 9 12, lesson Plan Standard Lesson, persuasive techniques in Advertising. Students will be introduced to persuasive techniques used in advertising, analyze advertising, and explore the concepts of demographics, marketing for a specific audience, and dynamic advertising. Grades 9 12, lesson Plan Standard Lesson, persuading an Audience: Writing Effective letters to the Editor. Students use persuasive writing and an understanding of the characteristics essay of letters to the editor to compose effective letters to the editor on topics of interest to them. Grades 9 12 Lesson Plan Standard Lesson Argument, persuasion, or Propaganda? Analyzing World War ii posters Students analyze world War ii posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.
Grades 6 12, lesson Plan, persuade me in five slides! Creating Persuasive digital Stories. After students write persuasive essays, use this lesson to challenge them to summarize their essays concisely by creating golf five-slide presentations. Grades 7 10, lesson Plan Standard Lesson, picture This: Combining Infographics and Argumentative writing. After researching topics that the students have chosen, students write argumentative essays. Then, using piktochart, students create their own infographics to illustrate their research. Grades 9 12, lesson Plan Standard Lesson, and in Conclusion: Inquiring into Strategies for Writing Effective conclusions. While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.
Grades 9 12, lesson Plan Standard Lesson, authentic Persuasive writing to Promote summer reading. Turn summer reading lists from a teacher-centered requirement to a student-driven exploration by asking students to create brochures and flyers that suggest books to explore during the summer months. Grades 9 12, lesson Plan Standard Lesson, persuading readers with Endorsement Letters. Students explore the genre of commercial endorsements, establishing characteristics and requirements for the genre. Each student then composes an endorsement of a product, service, company, or industry. Grades 9 12, lesson Plan Unit, myTube: Changing the world With Video public Service Announcements. This assignment will go viral with students as they think about the meanings of words and images reviews in public service announcements from before creating a psa of their own.
If you havent had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what youve been doing, give it a try. And lets keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing. Want this unit ready-made? If youre a writing teacher in grades 7-12 and youd like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative writing unit. Just click on the image below and youll be taken to a page where you can read more and see a detailed preview of whats included. Join my mailing list and get weekly tips, tools, and inspiration—in quick, bite-sized packages—all geared toward making your teaching more effective and fun. To thank you, ill send you a free copy of my e-booklet, 20 ways to cut your Grading Time in Half, which has helped thousands of teachers spend less time grading! What to read Next.
To, persuade ) by thisyearslove
Once each mini-lesson was done, i would then give students the rest of the period to work independently on their writing. During this time, i would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working. I would encourage students to share their work with peers and give feedback at all stages of the writing process. If I wanted to make the unit even more student-centered, english i would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read my post on self-paced learning ).
As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft thats pretty close to done. Only then do we start fixing the smaller mistakes. Finally, the finished essays are handed in for a grade. At this point, Im pretty familiar with each students writing and have given them verbal (and sometimes written) feedback throughout the unit ; thats why i make the writers workshop phase last so long. I dont english really want students handing in work until they are pretty sure theyve met the requirements to the best of their ability. I also dont necessarily see final copies as final; if a student hands in an essay thats still really lacking in some key areas, i will arrange to have that student revise it and resubmit for a higher grade.
In my experience, ive found that students appreciate having a clear picture of whats expected of them when beginning a writing assignment. At this time, i also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment. Before letting students loose to start working on their essays, i make sure they have a solid plan for writing. . I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.
I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, i start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing. For some students, this early stage might take a few more days, and thats fine: I would rather spend more time getting it right at the pre- writing stage than have a student go off willy-nilly, draft a full essay, then realize they need. Meanwhile, students who have their plans in order will be allowed to move on to the next step. The next seven to ten days would be spent in writers workshop, where i would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources.
Persuasive, writing, unit - ppt download
I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need. Next, wed have a philosophical Chairs debate (learn about this in my discussion strategies post which is very similar to This or That, except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade. Before leaving this step, i would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for whats to come. Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? Its generally a written prompt that describes the task, plus the rubric I will use to score their final product. Anytime plan i give students a major writing assignment, i let them see these documents very early.
An activity like this or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like women have the same opportunities in life as men. Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side. Every class of students I have ever had, from middle school to college, has loved loved loved this activity. Its so simple, it gets them out of their seats, and for a unit on argument, its an easy way to get them thinking about how the art of argument is something editor they practice all the time. Once students have argued without the support of any kind of research or text, i would set up a second debate; this time with more structure and more time to research ahead of time.
from best was Katie wood ray in her book. Since i want the writing to be high quality and the subject matter to be high interest, i might choose pieces like jessica laheys. Students Who lose recess Are the Ones Who need it Most and david Bulleys, school Suspensions Dont, work. I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, i would likely return to these pieces to show students how to execute certain writing moves. Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, i would have them do some informal debate on easy, high-interest topics.
This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I dont claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, type Im always interested in how other people do the things I can already do; maybe youre curious like that, too. Before i start, i should note that what I describe in this post is a fairly formulaic style of essay writing. Its not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing thats more natural and fitting to the task and audience, but i also think they should start with something thats pretty clearly organized. So heres how I teach argumentative essay writing. One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves.
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Listen to this post as a podcast: For seven years, i was a writing teacher. Yes, i was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write. Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue reviews for as long as i keep this. But over the next year or so, i plan to also share more of what i know about teaching students to write. Although i know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing. So lets begin with argumentative writing, or persuasive writing, as many of us used to call.