Persuasive Writing Grades 6-12 Central Virginia Writing Project .
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Transcript of Persuasive Writing Grades 6-12 Central Virginia Writing Project .
Persuasive Writing Grades 6-12Central Virginia Writing Project
www.persuasivewriters.weebly.com
Introductions
Amy Hale● CPS/Assistant Principal● 6 years high school Social
Studies teacher● Member of CVWP since 2011● originally from Rustburg, VA● [email protected]
Maureen Jensen● ACPS / GRT / AVID● 15 years middle school LA
teacher● member of CVWP since 2012● originally from Philadelphia● [email protected]
From the VDOE
● Move students away from 5 paragraph, formulaic writing
● Conferencing, guided writing, revising, sharing, and using mentor texts builds skills
● Writing portfolios support student growth
From the VDOE
● Teach writing; don’t merely assign it
● Teach peer revision/editing; putting students in groups is NOT teaching peer editing
● Focus on purpose and audience
● Provide opportunities for students to change voice and audience
From the VDOE
● Every piece of writing does not have to be graded!
● Do incorporate writing into every lesson
● Don’t correct every error in student papers
● Use VDOE Resources including anchor sets and writing checklists
Today’s Agenda
Morning - A Workshop Cycle❏ Quick Write❏ Overview of the Workshop Cycle❏ Mini-Lesson: Counterarguments❏ Choice Boards, Planning, and Drafting❏ Break❏ Mini-Lesson: Revision❏ Mini-Lesson: Conferring❏ Sharing❏ Lunch
Afternoon❏ Choice Activity❏ Planning
Quick Writes
❏ Promote personal connection
❏ Assess student knowledge
❏ Summarize reading or lesson
❏ Reflect
❏ Encourage critical thinking
❏ Make predictions, inferences, hypotheses
Idea Generation
You could use:❏ RAFTS❏ Choice Boards❏ Newspaper/Magazine❏ TV/Radio❏ Discussions or Debates
Workshop Flow Chart
1. Idea2. Peer Conference3. Draft4. Conferencing 5. Revision 6. Peer Conference 7. Revision 8. Publish
Mini-Lesson: Counterarguments
Article: “To Fight Ebola, Create a Health Workforce Reserve Force”
Resource: http://www.thinkcerca.com
List Possible Counterclaims in Article
Using Mentor Texts
Mentor texts - Anchor texts
❏ help students envision possibilities for their own writing
❏ provide a model
❏ inspire and ignite
❏ encourage students to take risks by trying something new
❏ This is how real writers work – they look to other writers for ideas, craft, and structure.
Mini-Lesson Ideas for Persuasive Writing
Things that Bother Me
Turning Lists into Paragraphs
Finding an Audience
Using Humor to Persuade
Writing a Thesis Statement
All Reasons Are Not Created Equal
Writing Quickly and Continuously to Find First Thoughts
Loaded Language: Positive, Neutral, and Negative
Some Might Think: How to Write Counterarguments
Rhetorical Questions: Statements in Disguise
Leads that Capture the Reader’s Interest
Smooth Transitions
Cut It Out! Deleting Unnecessary Words
Call to Action
Mini-Lessons: short lessons that focus on a skill or concept that will relate to larger lesson
Choice Boards
Choice Board #1● Appropriate for students
in grades 6-12
Choice Board #2● Appropriate for students
in grades 9-12
Planning
Pick one graphic organizer to use to organize your thoughts once you have chosen a topic
Drafting
Revising vs. Editing
A.R.M.S.AddRemoveMove Substitute
C.U.P.S.CapitalizeUsagePunctuationSpelling
A couple of thoughts about revising and editing...
● It’s important to teach the distinction between revising and editing, but note that it is nearly impossible to focus on only one skill when looking back at your piece.
● Hold off on the peer revising or conferring for a while. We’ve got to get kids used to really combing through their own work again and again and again.
Mini-Lesson: Revising
Reverse OutlineA reverse outline is a map of a paper-in-process made by labeling/summarizing each paragraph into a single sentence. When you are writing, you are necessarily zooming in to work with details—sentences, words, and punctuation. It is easy to lose sight of the argument as a whole. A reverse outline enables you to zoom out, like a painter stepping back from a large canvas to see the big picture.
Revising
Writing Conferences
Questions for teachers to consider:❏ What are the goals of a writing conference?❏ When should I confer with students about their writing?❏ What will conferring look like in my classroom?❏ What are the teaching moves in a writing conference?❏ What should I teach in a writing conference?❏ How do I teach conferring procedures?
Mini-Lesson: Conferring
“It’s the writer’s prerogative”
● Writers should determine the direction and type of feedback for a conference.
● The writer stays in control of the piece. ● The conferring partner is very clear in
purpose.
Sharing
❏ One Sentence Whip Share❏ Author’s Chair
Sharing: Author’s Chair
Author’s Chair Feedback (Categories and Stems)
Quote Back
“My favorite part was…”
“I like your use of the word…”
Question
“Why did you decide to…”
“How did you come up with…”
“Where do you plan to go with…”
Connect
“Your writing reminds me of…”
LUNCH
● RAFT● Analyzing writing prompts● Rubrics and scoring● Thesis statements
Choice Stations
PLANNING TIME
