Block 6: Persuasive

Block 6: Persuasive

2/17-2/20

1 week (4 days)

TEKS:

5.1A, 5.9A, 5.10A, 5.12, 5.12A, 5.12B, 5.12/Fig. 19D, Fig. 19A-C

Week Time

Frame

Lessons Focus

1 2/17-2/20 1-4 5.1A, 5.9A, 5.10A, 5.12, 5.12A, 5.12B, 5.12/Fig. 19D, Fig. 19A-C

0 Flex Days

Block 5: Expository

Lesson TEKS & Objective/Product Procedure

1

TEKS: 5.10A, 5.12, Fig. 19A-C

Obj: We will analyze, make inferences, and

draw conclusions about persuasive text

and provide evidence from text to support

their thinking.

Product: I will analyze, make inferences,

and draw conclusions about persuasive

text and provide evidence from text to

support my thinking by analyzing the

characteristics of the genre.

Focus: Genre Study: Persuasive Texts

Whole Group Text(s): “Everglades Forever: Restoring

America’s Great Wetland” (Journeys, Unit 2, Lesson 8, pg.

200) Independent Text(s): “A Mom’s Life: Choose the zoo over

the circus” (included in the handouts)

Approach: Interactive Read Aloud & Minilesson

Resources/Materials:

Genre Study Anchor Chart: Persuasive Texts

2

TEKS: 5.10A, 5.12

Obj: We will identify the author’s

viewpoint or position and explain the basic

relationships among ideas (parallelism,

comparison, causality) in the argument.

Product: I will identify the author’s

viewpoint or position and explain the basic

relationships among ideas (parallelism,

comparison, causality) in the argument.

Focus: Persuasive Text Analysis

Whole Group Text(s): “Everglades Forever: Restoring

America’s Great Wetland” (Journeys, Unit 2, Lesson 8, pg.

200)

Independent Text(s): “A Mom’s Life: Choose the zoo over


Approach: Minilesson


Persuasive Text Analysis

3 TEKS: 5.12B

Obj: We will recognize exaggerated,

contradictory, or misleading statements in

text.

Product: I will recognize exaggerated,

contradictory, or misleading statements in

text.

Focus: Persuasive Language

Whole Group Text(s): None

Independent Text(s): “A Mom’s Life: Choose the zoo over


Approach: Minilesson


Persuasive Language Anchor Chart

4 TEKS: 5.10A, 5.12A, 5.12/Fig. 19D

Obj: We will analyze, make inferences, and

draw conclusions about persuasive text

and provide evidence from text to support

their thinking.

Product: I will analyze, make inferences,

and draw conclusions about persuasive

text and provide evidence from text to

support my thinking by analyzing the

characteristics of the genre.

Focus: Bridging Persuasive Texts

Whole Group Text(s): “To The Store Manager” (included

in the handouts)

Independent Text(s): 2011 Released Item (included in the

handouts)

Approach: Minilesson/Independent Practice


STAFF DEVELOPMENT

Lesson 1

Genre Study: Persuasive Texts

Lesson Overview: 5.10A, 5.12, Fig. 19A, B, C

Whole Group Text: “Everglades Forever: Restoring America’s Great Wetland” (Journeys, Unit

2, Lesson 8, pg. 200)

Independent Text: “A Mom’s Life: Choose zoo over circus” (included in the handouts)


BEFORE THE LESSON

1. Create the Anchor Chart: Genre Study: Persuasive Texts.

2. Plan for Stopping Points – During the reading, you still want to stop to discuss AND

MODEL the following by tracking your thinking on a sticky note DURING the read

aloud.

o After the 1st page, ask: What is the author telling about? (the Everglades and how to

preserve them) Follow up with: What information does the map give you? (it shows

where different parts of the Everglades are located. )

o After reading the quote by Marjory Stoneman Douglas, ask: Why do you think the

author includes this quote? Turn and talk to a partner about your thinking.

o At the end of the selection, ask: What does the author want the reader to think or do

after reading this text? (She wants to persuade readers to help protect the swamps

because if we don’t, these animals may not survive.)

Interactive Read Aloud: Everglades Forever

1. Introduce Text. “Today, we are going to start reading and learning about persuasive

texts! What does it mean if something is “persuasive?” (Elicit responses.) What types of

texts would we consider as persuasive? (Types of Persuasive Texts: Letters, Letters to the

Editor, Billboards, Advertisements, anything with a call to action) Today, we are going to

read “Everglades Forever.” At first, this text will seem like it is expository, but the author

is giving us a bunch of information with the purpose of persuading us to think, do, or feel a

certain way! I want you to listen carefully and pay attention to when the author “calls”

you to action, or tells you what they want you to do after reading.

2. Stopping Points – During the reading, you still want to stop to discuss AND MODEL the

following:

o After the 1st page, ask: What is the author telling about? (the Everglades and how to

preserve them) Follow up with: What information does the map give you? (it shows

where different parts of the Everglades are located. )

o After reading the quote by Marjory Stoneman Douglas, ask: Why do you think the

author includes this quote? Turn and talk to a partner about your thinking.

o At the end of the selection, ask: What does the author want the reader to think or do

after reading this text? (She wants to persuade readers to help protect the swamps

because if we don’t, these animals may not survive.)

Minilesson: Persuasive Text Genre Study

1. Display the Persuasive Text Genre Study Anchor Chart and discuss the definition of

Persuasive Texts with your students.

2. Explain that all Persuasive texts have certain characteristics. “Thinking about the

“Everglades Forever,” let’s talk about what all persuasive texts have in common and what

we should be NOTICING when we read them.”

Facilitate discussion using the bullet points below. You may have to model YOUR thinking

about the Genre Noticings.

All of these selections…

are written arguments that try to convince readers

the author wrote them to persuade readers to think, do, or feel a certain way

the author takes a firm stance on an issue because of personal feelings

are organized in a certain way, depending on the author’s approach

authors use credible sources to support their personal feelings; gives readers confidence that

the author knows what they are talking about

includes facts and opinions, may use some persuasive language

ALWAYS includes a call to action that tells the reader what they should do

3. Complete the Genre Noticings column of the Persuasive Texts Genre Study Anchor Chart.

4. Distribute a copy of the Persuasive Texts Genre Study Anchor Chart with the Noticings

already filled in.

.

5. For each Noticing, cite a text example from “Everglades Forever,” and record it in the Book

Examples column of the Anchor Chart. Students will do the same on their copy.

6. Paste the completed Genre Study Anchor Chart in the Whole Group Section of their

Reading Notebook. (A completed sample is included at the end of the lesson.)

Independent Practice: Have students read the Letter to the Editor “A Mom’s Life: Choose the

zoo over circus” independently or in partners.

***You will probably need to explain what a letter to an editor is to your students.***

Persuasive Text – a written argument that tries to convince the

reader to think a certain way or take action *SAMPLE ANCHOR CHART*

Noticings

Author’s Purpose: to persuade

Author’s Viewpoint/Position: the

stance the author takes on an issue

because of personal feelings

Organizational Patterns/Text Structures:

Comparison-the author compares

opposing viewpoints to show how their side

is better

Causality-the author uses cause & effect

relationships to emphasize why we need to

do something or think a certain way

Parallelism-the author repeats

words/phrases to emphasize ideas of equal

importance

Sources: used to support the author’s

argument

Credible, professional people

Published studies

Facts & statistics

Books, journals, & articles

Call to Action: statement usually

found near the conclusion of a

persuasive text and will tell the reader

what the author wants them to do

Book Examples

Author’s Purpose: to persuade the

reader to be a part of restoring and

protecting the Everglades


authors believe that the Everglades is a

habitat to many rare or endangered animals

that needs to be restored and protected


Causality

Sources: the author uses interviews with

credible professionals at the Royal Palm

Visitor Center, part of Everglades National

Park.

Call to Action:

Farming The

Everglades

are in danger

and

threatened.

Development

Not conserving

water

Cause

Cause Cause

Cause

Effect

Persuasive Text – a written argument that tries to convince the

reader to think a certain way or take action

Noticings

Author’s Purpose: to persuade





Comparison-the author compares

opposing viewpoints to show how their side

is better

Causality-the author uses cause & effect

relationships to emphasize why we need to

do something or think a certain way

Parallelism-the author repeats

words/phrases to emphasize ideas of equal

importance


argument

Credible, professional people

Published studies

Facts & statistics

Books, journals, & articles

Call to Action: statement usually

found near the conclusion of a

persuasive text and will tell the reader

what the author wants them to do

Book Examples

A Mom's Life: Choose the zoo over circus

Written by Amy Lorentzen Special to the Register

Oct. 4, 2012 | desmoinesregister.com

I can recall savoring cotton candy, watching dancing bears and riding an elephant at the circus when I was

growing up. It was a memorable experience, but it’s one my kids won’t be allowed to have.

Circuses, no matter how well run, can lead to mistreatment of animals. The lifestyle of traveling,

confinement and forcing animals to perform on demand is, at its base, against the creatures’ nature.

Animal rights groups allege that many performing animals are abused or denied food in order to bully them

into learning their routines. Groups like the ASPCA argue there are minimal government standards on the

treatment of circus animals, and that the standards are poorly enforced and violators are rarely prosecuted.

Instead of spending lots of money at the circus, I encourage you and your family to see a wider variety of

wild and exotic animals at the zoo.

At the big-name circuses, it costs about $100 for a family to buy tickets, have snacks and drinks and come

home with a souvenir. For that amount, you could get a season pass for the whole family to our local zoo, or

take a day-trip to Omaha for its spectacular animal exhibits at the Henry Doorly Zoo.

How the zoo really trumps the circus, I think, is that your children learn about the animals, and how to help

them. Many zoo animals are endangered. Some are rescued orphans that have been given a safe home in an

enclosure that models their natural habitat.

At Blank Park Zoo, spokesman Ryan Bickel notes that visitors are educated about conservation issues. The

zoo is also monitored by the Association of Zoos and Aquariums.

“The accreditation process ensures that animals at an accredited zoo receive fantastic animal care,” Bickel

says.

Groups such as the Humane Society of the United States and the ASPCA have fought against circuses,

carnivals and other traveling animal shows for years, arguing that the animals often suffer physically,

socially and psychologically as a result of extended confinement and being on the road.

Feld Entertainment, the parent company of Ringling Bros. and Barnum &Bailey, has fought back, suing

animal rights groups and lawyers on grounds of racketeering and malicious prosecution, among other

claims. Janice Aria, director of animal stewardship for the circus, which is performing at Wells Fargo Arena

in Des Moines through Sunday, said in the 142-year history of the company’s circus, “no animal has ever

been abused or denied food as part of training.”

“This would make no sense when the basis of training is reward and the close bond with the trainer,” Aria

said in a statement. “Furthermore, all traveling performing animals are regularly inspected by federal, state

and municipal agencies with whose regulations we willingly comply.”

Animal care, she said, remains at the forefront of circus priorities. Circus officials also pointed to studies

that showed circus animals did not have a stress response to traveling.

While the circus argues that it uses incentives to train their animals, that they provide educational materials

to circus-goers and donate money toward conservation projects, it still personally makes me uncomfortable.

So what can you say when someone invites your child to go to the circus or your little one sees a poster for

the show and begs to go?

With my kids, I’ll explain that we respect all living creatures, and that sometimes animals in the circus are

sad or angry over being locked up, traveling and performing. As they get older I can ask them to imagine if

they had to sleep in a truck or rail car, then get on stage every day and listen to loud music and dance and

jump, even if they didn’t want to.

When family or friends invite us to go to the circus it’s an opportunity to tell them some of the reasons why

we prefer a zoo trip instead.

The circus is here in Des Moines now, so I’ll sign off by simply reminding you of this: the Blank Park Zoo

is open all year.

Lesson 2


Lesson Overview: 5.10A, 5.12, 5.12A, 5.12/Fig. 19D

Whole Group Text: “Everglades Forever: Restoring America’s Great Wetland” (Journeys, Unit

2, Lesson 8, pg. 200)



BEFORE THE LESSON

1. Create the Anchor Chart: Persuasive Text Analysis.

Minilesson: Persuasive Text Analysis

1. Display the Persuasive Text Analysis Anchor Chart and discuss the characteristics listed with

your students.

2. Use “Everglades Forever” to model completing the Persuasive Text Analysis for your

students.

Independent Practice: Have students use the Letter to the Editor “A Mom’s Life: Choose the

zoo over circus” to complete a Persuasive Text Analysis independently, in partners, or in small

groups.


Title:

Author’s Purpose:




Organizational Patterns/Text

Structures:

-comparison

-causality


argument

Call to Action: statement usually found

near the conclusion of a persuasive text

and will tell the reader what the author

wants them to do

Text Evidence:

Side A Side B

Cause

Cause Cause

Cause

Effect


Title: Everglades Forever: Restoring

America’s Wetlands

Author’s Purpose: to persuade the reader to be a part of

restoring and protecting the Everglades

Author’s Viewpoint/Position: the stance

the author takes on an issue because of

personal feelings

the authors believe that the Everglades

is a habitat to many rare or endangered

animals that needs to be restored and

protected


Structures:

-comparison

-causality

Organizational Patterns/Text Structures: Causality


argument

The author uses interviews with

credible professionals at the Royal

Palm Visitor Center, part of Everglades

National Park.




wants them to do

The author wants the reader to commit

to the responsibility of guarding,

protecting, and restoring the

Everglades.

Side A Side B

Cause

Cause Cause

Cause

Effect

Farming The

Everglades

are in danger

and

threatened. Development

Not conserving

water

Cause

Cause Cause

Cause

Effect


Title:

Author’s Purpose:





Structures:

-comparison

-causality


argument




wants them to do

Text Evidence:

Side A Side B

Cause

Cause Cause

Cause

Effect

***ANSWER KEY***


Title: A Mom’s Life: Choose the Zoo Over

Circus

Author’s Purpose: The author wrote this letter to persuade

the reader to go to the Blank Park Zoo

instead of the circus that was coming to

town.




The author believes that children really

learn about animals at the zoo by

observing them in enclosures that model

their natural habitat. Her viewpoint on

zoos is that they abuse animals and/or

deny them food; also, circus animals

simply perform, which is not natural

animal behavior.


Structures:

-comparison

-causality

Comparison

Circus Zoo -Can lead to

mistreatment of

animals -Constant traveling

and confinement

-Tickets are Expensive

-Are said to abuse

and/or deny animals

food

-Forcing animals to

perform is against

their nature

-animals are often

endangered, so the

zoo is considered a

safe home

-Enclosure models

their natural habitat

-Much less expensive

than the circus

-Accreditations ensure

zoo animals receive

fantastic care

-Children learn about

natural animal

behavior


argument

The author uses a variety of sources:

-facts from groups, such as ASPCA and the

Humane Society

-Interview with spokesman for Blank Park

Zoo, Ryan Bickel

Side A Side B

Cause

Cause Cause

Cause

Effect

-quotes from a spokesman for Feld

Entertainment




wants them to do

The author tells the reader to go to the zoo

instead of the circus.

Text Evidence:

“When family or friends invite us to go to the

circus it’s an opportunity to tell them some of

the reasons why we prefer a zoo trip instead.

The circus is here in Des Moines now, so I’ll

sign off by simply reminding you of this: the

Blank Park Zoo is open all year long.”

Lesson 3

Persuasive Language

Lesson Overview: 5.12B, 5.12/Fig. 19D

Whole Group Text: Examples included on Anchor Chart



BEFORE THE LESSON

1. Create the Anchor Chart: Persuasive Language.

Minilesson: Persuasive Text Analysis

1. Display the Persuasive Language Anchor Chart and discuss the definitions of each from the

Anchor with your students.

2. Use “Everglades Forever” and the Text Examples included on the Anchor Chart to model how

each example uses language to persuade the reader to think, do, or feel a certain way. (See

completed Anchor Chart for examples.)

Independent Practice: Have students use the Letter to the Editor “A Mom’s Life: Choose the

zoo over circus” to identify any types of persuasive language and complete a Persuasive

Language Chart independently, in partners, or in small groups.

Persuasive Language

Types of Persuasive Language

Definition

Text Examples

Exaggerated Statement that stretches the truth

Misleading Unreliable information

Contradictory Goes against

prior information

Persuasive Language ***WITH ANSWERS***


Definition

Text Examples

Exaggerated Statement that stretches the truth “I’m starving!”

“They would become to the guardians and protectors of the

only Everglades in the world, helping this wild and wonderful

place to go on forever.” Misleading Unreliable

information “The Fushigi

ball defies gravity!”

Contradictory Goes against

prior information “I promise to take care of my pet.” But in real life…you neglect your responsibilities.

Maybe not all “pale

people” thoroughly enjoy

tropical starburst.

Not all “pale people”

sunburn easily either.

There are other ways for people to miss the

billboard: looking down at their phone, driving and

watching the road, or just not paying attention.

Persuasive Language Student Name:__________________


Definition

Text Examples


Misleading Unreliable information

Contradictory Goes against prior information

***Answer Key***

Persuasive Language


Definition

Text Examples


None in this text

Misleading Unreliable

information

None in this text

Contradictory Goes against prior information

The author quoted animal rights groups that allege that many performing animals are abused or denied food in order to bully them into learning their routines. Later in the letter, she also quotes a spokesman for Feld Entertainment who said, “no animal has ever been abused or denied food as part of training.” Those two sources of information are contradictory.

Lesson 4

Bridging: Author’s Purpose, Text Organization, Author’s Viewpoint, Inferring - Persuasive

Texts

Lesson Overview: 5.10A, 5.12A, 5.12/Fig. 19D

Text: “To The Store Manager” (included in the handout)

Approach: Minilesson and Small Group/Partner Practice

BEFORE THE LESSON

1. Divide your students into 3-6 cooperative learning groups, and ensure you have made a copy of

the passage for each student. Each group should receive a copy of the passage and a copy of the

questions (included in the handouts).

***NOTE: It is your discretion to use this Bridging Lesson and Engagement Strategy as it is

written, or you may choose to give the assessment “A Letter to the Editor” as an independent

practice.***

Bridging: Author’s Purpose, Text Organization, Inferring - Persuasive Texts

1. Make sure the Persuasive Genre Study Anchor Chart, Persuasive Text Analysis, and

Persuasive Language Anchor Chart are visible and accessible in your classroom.

2. Each group should have a copy of the question pages, along with their own personal copy of the

passage. Have students read the passage independently, tracking their thinking using the Genre

Noticings Chart.

3. When all students are done reading, they should answer the questions. You may choose to

assign each group one question, two questions, all questions, etc. Structure this activity however

it would work best for you.

4. First, have students determine what the question is asking them using the Anchor Charts from

the lessons you have taught as a reference.

5. In their groups, students should answer their question and be able to defend and explain each

answer choice they chose as the best answer. They should also identify which choice is the:

WORST

DISTRACTOR

CLOSE answer choice that some students might think was correct if they didn’t read

the question correctly

6. After all groups have a chance to complete the task, clarify and verify.

***You will need to monitor groups and ensure they are following the directions and are not

getting off track.***

Independent Practice: Students complete the passage and questions for Paul’s letter to the editor

(included in the handouts).

To The Store Manager,

1 I am a good customer at the Shop & Go and have been shopping at your

store for many years. In the past I have asked store clerks, cashiers, and

managers to order organic foods and produce, yet I am still unable to

buy these products at your store.

2 Organic foods are healthier than foods grown with pesticides. Pesticides

are polluting our waters. From the Chesapeake Bay to the Gulf of Mexico,

fish and birds are dying in record numbers due to pesticide poisoning,

according a research report published in Science Weekly. Even the beautiful

bald eagle, the symbol of American strength, fell victim to these

hazardous chemicals. In humans, the buildup of pesticides can cause

damage to internal organs and the brain.

3 I am urging you to stock organic foods now. The people of our town need

a place to buy healthy food products. I know many people who would

shop at your store if organic foods were available. Additionally, you'd be

doing a great thing for the environment. Please consider my request and

contact me if you need any information.

Sincerely,

Mi Yong Chen

555-2121

P.S. The table below is from WebMD.com. If you can't offer lots of

organic fruits and vegetables, please do so for those highest in pesticides.

1 What can the reader infer from the information in Mi Yong’s letter?

A Farmers who use pesticides to grow produce negatively impact animals.

B Organic foods cost less.

C Organic foods are available in all stores.

D Foods grown with pesticides can cause cancer.

2 Based on the information in this letter, Mi Yong would most likely agree with

which of these statements?

F Eating organic produce helps to avoid health problems.

G Pesticides are unlikely to affect grocery store produce.

H Chesapeake Bay and the Gulf of Mexico provide healthy fish.

J Storing organic produce is expensive and difficult.

3 Mi Yong organizes the information in his letter, mostly by —

A describing what is required for a product to be labeled "organic."

B explaining the reasons why he is a customer at Shop & Go.

C comparing the products available at Shop & Go versus other stores.

D stating his opinion and offering statements that support it.

4 What is Mi Yong’s main argument?

F Foods grown with pesticides have health benefits.

G People prefer the taste of organic produce.

H Organic foods should be available in Shop & Go.

J Most people do not buy groceries from Shop & Go because of a limited

selection.

5 Mi Yong uses the information in paragraph 2 to show –

A pesticides are polluting our environment.

B all of the vendors who sell organic fruits and vegetables.

C the various fruits and vegetables that are highest in pesticides.

D the differences between organic and nonorganic fruits and vegetables.

6 Which of these sources does Mi Yong use to support his argument?

F Information from scientific research

G Stories from books

H Interviews with experts

J Personal observations

7 What does Mi Yong hope to accomplish by writing his letter?

A To explain to the manager the reasons for pollution

B To convince the store manager to sell organic products

C To present readers with facts about running a grocery store

D To show readers the types of groceries available to them

Answer Key

Question Answer TEKS

1 A 5.12/Fig. 19D

2 F 5.12A

3 D 5.12A

4 H 5.12A

5 A 5.12A

6 F 5.12A

7 B 5.10A

Read the selection. Then choose the best answer to each

question.

Dear Editor,

1 In your recent article “Just a Play Day,” you argue that playing

video games is a waste of time. You also describe video-game

players as lazy young people who loaf for hours in front of a

screen. I respectfully disagree with your opinions. I would like

to offer some examples that show that playing video games has

many benefits.

2 On Saturday I visited my friend Devan. He was playing a video

game that looked like fun. It was no ordinary game, though. It

was created by the National Aeronautics and Space

Administration (NASA) to help kids understand what it is like to

be an astronaut and work at the International Space Station. By

playing the game, Devan was learning how to build a spaceship

and manage a crew of astronauts. Devan wants to become an

astronaut one day, and this game teaches him about some of

the skills astronauts need in their work.

3 My little sister Louisa loves to play history games whenever she

visits the computer center at our neighborhood library. The

history games help players imagine what it would be like to

live during a particular time. Louisa is especially interested in

learning about the pioneering days of the 1800s. In fact, that’s

all she talks about. So the next time I have a history report

due, I can turn to Louisa for the knowledge she’s gained from

video games.

4 Even though you insist in your article that playing video games

has no value, Devan and Louisa’s use of video games is anything

but a waste of time. You also suggest that young people tend to

play video games for hours at a time. However, I recently read a

report published by researchers at the University of Michigan,

and they suggested that it is not a problem for kids to play video

games for as long as two hours a day. Louisa definitely doesn’t

play that much. In fact, our library regulates computer use by

limiting people to 30 minutes at a time in order to allow other

library visitors the opportunity to use the computers. Devan does

play video games a bit longer than Louisa. He says he plays

about an hour a day. However, I think playing video games an

hour a day or a few hours a week fits well with a balanced, busy

schedule. And I know a lot about having a busy schedule.

5 Like Devan and Louisa, I enjoy playing video games. But

while I play video games almost daily, I also attend sports

practices, complete my schoolwork on time, and organize

activities for the computer club. In fact, being able to play

video games often encourages me to get my tasks done

throughout the day so that I can reward myself with some

game play in the evening.

6 You also might not be aware that playing video games can

actually help improve study and athletic skills. The University of

Michigan researchers found that playing video games can help

people pay more attention to details and clues and learn math

skills such as memorizing and using strategies. Some video

games can help improve eye–hand coordination, which would be

helpful in sports when throwing, catching, or hitting a ball.

7 I hope you and your readers will consider the many advantages

of playing video games that I have presented. Playing video

games is not a waste of time. In addition to being fun to play,

video games provide educational experiences. Who knows?

Even you might enjoy playing them!

Sincerely,

Paul Arroyo

8th grader

Austin, Texas

1 Based on information in his letter, Paul would most likely agree with

which of these statements?

A Neighborhood libraries need more variety in the video games they have for students to use.

B Young people have the responsibility to keep video games from interfering with their schoolwork.

C The skills that students need to succeed in school are best learned on

computers.

D Young people should not be allowed to play video games unless an adult is available to supervise them.

2 Which of these sources does Paul use to support his argument?

A Personal experiences and information from a research report

B Facts collected by a library and a university

C Interviews he conducted with family members

D Information from a newspaper article titled “Just a Play Day”

3 Paul organizes the information in his letter mostly by —

A stating the editor’s opinions about playing video games and then providing evidence to dispute them

B comparing one person’s experience with playing video games to another person’s experience

C describing problems with playing video games and then offering solutions

D listing ways playing video games can improve students’ grades and

skills

4 What can the reader infer from the last sentence of Paul’s letter?

A Paul would like to play a video game against the editor.

B Paul knows that the editor will have a change of opinion about video games.

C Paul believes that the editor needs to play video games every day.

D Paul thinks that the editor has not played video games.

5 Paul uses the information in paragraphs 2, 3, and 6 to show that —

A playing video games encourages people to be active in their daily

lives

B video games can help students strengthen their skills in a variety of areas

C students tend to play video games that relate to what they are learning in

school

D playing video games helps people develop their creativity

6 What does Paul hope to accomplish by writing his letter?

A To describe the many types of video games available to young people

B To explain to readers that playing video games prepares young people for future careers

C To request that libraries limit the use of computers used to play video games

D To convince readers that playing video games has many benefits

7 Paul’s main argument is that —

A video games have educational value

B young people like video games

C video games help develop skills useful in sports

D most young people play video games daily

Answer Key

Question Answer TEKS

1 B 5.12A

2 A 5.12A

3 A 5.12A

4 D 5.12/Fig. 19D

5 B 5.12A

6 D 5.10A

7 A 5.12A

Block 6: Persuasive

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Transcript of Block 6: Persuasive