Myranda Michaud January 2, 2014 English Grades 7-8 Unit Persuasive Writing

Lesson: Persuasive Writing Environmental Issues1

Essential Questions: 1. 2. 3. 4. What does it mean to persuade someone? Why is important to be able to persuade others? How can we persuade others to accept our ideas when writing and speaking? How can we determine what causes are worth writing and speaking about?

Student Outcomes / Objectives Students will Develop a critical stance in regard to environmental issues Research information to support their stance Write persuasive essays Participate in peer conferencing Evaluate their writing through self-assessment

Common Core Standards:

ME.CC.RI.8. Reading Standards for Informational Text Key Ideas and Details Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Integration of Knowledge and Ideas Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Writing Standards

RI.8.2.

RI.8.4.

RI.8.8.

ME.CC.W.8.

This unit in an adaptation from readwritethink.org. Bibliographic information: Henry, Laurie A. Persuasive Essay: Environmental Issues. ReadWriteThink. International Reading Association, n.d. Web.

W.8.1. W.8.1(a) W.8.1(b) W.8.1(c) W.8.1(d) W.8.1(e) W.8.2. W.8.2(a)

W.8.2(b) W.8.2(d) W.8.2(f)

W.8.4.

W.8.5.

W.8.7.

W.8.8.

W.8.10.

Text Types and Purposes Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Research to Build and Present Knowledge Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Language Standards Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Recognize and correct inappropriate shifts in verb voice and mood. Vocabulary Acquisition and Use

ME.CC.L.8.

L.8.1. L.8.1(d)

L.8.6.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Preparation A. Materials a. Student: writing utensils, paper b. Teacher: handouts, computers/IPads with internet access B. Need to do ahead of time: print copies of Role Play Activity Sheet, Persuasion Map graphic organizer, Persuasive Essay Rubric, Conferencing with a Peer handout, and sample persuasive essay Should Marine Mammals Be in Captivity? Gather additional resources on environmental issues (books, magazines, newspapers and/or schedule a time for the class to go to the library. C. Websites a. Should Marine Mammals Be in Captivity? essay http://teacher.scholastic.com/dolphin/conwin1.htm b. A Students Guide to Global Climate Change http://epa.gov/climatechange/kids/index.html c. EPA Student Center http://www.epa.gov/students/ d. National Environmental Trust http://www.pewtrusts.org/our_work_category.aspx?id=110 e. Persuasion Map Interactive http://www.readwritethink.org/classroomresources/student-interactives/persuasion-30034.html

Procedure:
SESSION 1 1. Begin the class by asking, What makes a good argument? Have students share their ideas about making a good argument. 2. Conduct the Role Play Activity by selecting two student volunteers to read the parts of parent and child in Scenario 1 and two student volunteers to read the parts in Scenario 2. Once the readings are finished, compare the two scenarios and discuss which one provided a better argument. Ask students to identify what made the argument better. 3. Introduce the genre of persuasive essays by reading aloud the sample persuasive essay Should Marine Mammals Be in Captivity? printed from the Internet. Prior to reading, engage students in a brief discussion about whether they think marine mammals should be kept in captivity. Students should respond by stating their opinions on the topic and providing a few reasons to support their opinions. (This step could also be done as a journal writing activity with time for sharing responses with the whole class.)

4. After reading the essay, students will do a Think, Pair, Share before engaging in a class discussion in response to the essay. Questions for students to consider: Do you agree or disagree with the author of the essay? Were you swayed from their previous thoughts on this topic? Why? Students should use information presented in the essay and/or background knowledge to support their opinions. 5. Conduct a mini-lesson on effective strategies to use in persuasive writing. Persuasion PowerPoint: http://www.readwritethink.org/lesson_images/lesson56/persuasive_strategies.pps 6. Working in pairs or independently, students will refer back to the essay to complete the Check the Strategies graphic organizer. When completed, the students will engage in a class discussion to go over their answers.

SESSION 2 1. As a whole class, have students brainstorm topics that could be used in writing a persuasive essay about an environmental issue. The topics should be pertinent to the students and their daily lives. Is there something that is happening in the community that students feel strongly about? For example, are there plans to do away with a park to widen a roadway? Is a major corporation dumping chemicals or pollutants in the local river? Are there any other environmental issues that concern students, such as air pollution, global warming, or endangered animals? Should hunting be banned? 2. Once students have generated a list of possible topics, have each student select one topic that he or she is interested in pursuing. Students should each generate a list of ideas and questions specific to his or her topic. What information do they already know about the topic? What do they want to know more about? 3. Conduct a mini-lesson on how to formulate a thesis statement. Select a very general topic that all students are familiar with, such as water pollution. Have students generate a list of their ideas about water pollution. Model the development of a thesis statement or question that could guide further research and set the tone for a persuasive essay. For example, Local rivers are becoming more polluted and new laws need to be created to prevent pollution from continuing. 4. Have students begin exploring their selected topics to obtain some general background knowledge about the issues. (This general research can be accomplished using Internet resources, print resources, or both.) Once some background knowledge has been gained, students can select a particular issue to focus on and develop thesis statements for their essays. 5. Allow students time on their computers/IPads to access the environmental websites and find supporting evidence for their essays. It is helpful if the websites are already bookmarked on the computers (Moodle?). [Note: If other topics are selected for this lesson, you will need to prepare a list of websites that students can use for their research.] Students should also be

encouraged to use print resources, such as books, magazines, and newspaper articles, to find information to support their thesis statements. 6. Make sure that students remember to take notes and print relevant information that they locate to support their thesis. All notes and printed materials will need to be submitted with the final copy of the essay. 7. Instruct students to continue researching their topics as homework, if more time is needed.

SESSION 3 1. Begin this session by conducting a mini-lesson that focuses on the language and voice used when writing in the persuasive genre. Provide students with opposing examples of strong versus weak statements. 2. Before beginning a first draft of their essays, have students use the Persuasion Map graphic organizer or interactive Persuasion Map as a prewriting activity. Using the information gathered during Session 2, students can enter their thesis, the three main reasons to support their thesis, and facts and examples to validate each reason. Remind students to print their maps (if using the interactive one) when they are finished as the tool does not enable students to save their work online. 3. Using the completed persuasion maps, students can begin writing a first draft of their essays. They should be reminded to refer back to the Check the Strategies charts. 4. When one or two students have completed their first drafts, model a peer conference. Distribute copies of the Peer-editing Checklist handout. Engage in a conference with one of the students to show how the conversation might take place using the handout as a guide. If a particular component of the persuasive essay is missing, model how suggestions can be offered. As students complete their first drafts, they can be paired for peer review and conferencing. 5. Students should continue with the writing process as they work through editing and revising their first draft. 6. Students can then meet with a different peer for additional feedback using the Peer-editing Checklist handout, if time allows. 7. Briefly review the criteria for evaluation of the essays using the Persuasive Essay Rubric. Establish a final due date for the essays to be submitted.

INDEPENDENT WORK Students should complete their revisions and prepare a final draft of their persuasive essays to be submitted on the established due date. In addition, students should self-assess their essays using the Persuasive Essay Rubric and Peer-editing Checklist handout. Finished essays should be

submitted, along with the Conferencing with a Peer handouts, the self-assessment rubrics, the persuasion map printouts, and any notes or information printed off the Internet that was used to support the writing.

Modifications / Differentiation Have students share their essays with the class and discuss or debate the topics. Students can also examine the essays to see which ones do the best job of persuading the audience and why. Encourage students to write their essays in the form of a letter and send them to a particular person or organization that has an interest in the specified topic. For example, it may be appropriate to send letters to politicians, corporations, the President, etc. Students may need extra support/time to complete the steps of this lesson.

Role Play Activity

Scenario 1

Child: Can I get my own computer?

Parent: No. We already have a computer in the family room that you can use.

Child: But I want my own in my room.

Parent: Why do you need your own when you can use the one in the family room any time you want?

Child: Because I have to share it with everyone else in the family. <pause> You know, all the other kids at my school have their own.

Parent: I dont believe that all the kids at your school have their own computers.

Child: Well, maybe not everyone but all my friends have their own.

Parent: I dont see any reason for you to get your own computer.

Child: But I NEED one!

Parent: You dont need a computer. You can use the one in the family room.

Child: *sigh

Scenario 2

Child: Can I get my own computer?

Parent: No. We already have a computer in the family room that you can use.

Child: But when Im working on schoolwork in the family room, there are so many disruptions. If I had a computer in my room I would be able to focus on my homework more and get better grades.

Parent: Hmmm. I can see your point but Im still not sure you need a computer of your own. <pause> We can make some family ground rules to follow when someone is working at the computer. How about no watching television, keeping voices down, and going into another room to talk on the phone?

Child: I also have to share the computer with the whole family. Everyone is always bugging me to get off when I still have homework to do. And sometimes I cant get on to do my homework because someone else is using it.

Parent: We can set a schedule for using the computer giving everyone an equal amount of time to use it.

Child: But some days I need more time if I have a report or big assignment. Setting a schedule might not give me enough time to finish everything I have to do.

Parent: You have a good point there. Ill think about it.

Name: ___________________________________

Date: ________________________

CHECK THE STRATEGIES

Take another look at the persuasive piece, Should Marine Mammals Be in Captivity? What strategies does the author use to try to persuade you? Read through each strategy and decide whether the author used that strategy by writing yes or no in the second column. If you write yes, then explain how the author used that strategy.

Persuasive Strategy

Yes/No

How does the author use it?

Writer____________________________________ Peer-Editor ________________________________

Topic:_______________________________________________________________________________

Persuasive Essay: Peer Editing Checklist

_____ 1) Writer reviews paper/completes checklist. _____ 3) Editor completes the checklist. _____ 2) Editor reads the paper. _____ 4) Conference (peer-editor/writer)

Conference Date/Time:__________________________ Mrs. Michauds initials_____________________

Suggestions for improvement: 1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________

Items well done: 1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________ Are there parts of the essay that are unclear? Yes/No If so, underline them and put a question mark (?) next to the passage. Does the essay contain facts to support the claims made? Yes/No Provide (3): 1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________

Additional comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________