UBD Unit Planning: Persuasive Writing in a Social Studies Context

Agenda:1. Agenda and Materials Review2. Genre Study: Persuasive Writing

1. Forms and Features3. Mentor Text: Modeling after a familiar example

1. Field Trip2. Guest Speaker

4. Plucking Standards and Breaking Them Down1. Reading Standards2. Social Studies Content3. Social Studies Skills

5. Creating a Vision6. Grouping and Sequencing Standards7. Weekly Vision and Mini-Lessons8. Rubric Application

Materials Review:

“No-Frills” planning guide Sample Mentor Texts Forms and Feature Review Useful Tools and Organizers

Forms:Persuasive Essay

Persuasive Letter

Op-Ed Piece

Brochure

Advertisement

Speech

Debate Script

Feature Article

Genre Study: Persuasive Texts

Convincing

Research, Facts,Data

It’s important!

Considering the Audience

(ethos)

Fact Vs. Opinion

Evidence

Point of View

Argument

Persuasive Writing

Big Words:Ethos

Pathos

Kairos

Propaganda

Rebuttal

Perspective

Forms and Features:

Essay: claim, main points, evidence, paragraph format, thesis, research,

rebuttal

Letter: claim, main points, evidence, perspective, letter format, opening,

research

Brochure: visuals, facts and data, product/site/landmark, interesting info

Advertisement: visuals, propaganda, audience, standout features

Speech: claim, main points, evidence, rebuttal, lead, closing, inspiration

Periodical: claim, main points, evidence, rebuttal, lead, connection to topic

Debate Script: claim, main points, evidence, multiple rebuttals

Mentor Texts: Clear Examples

Common reference point Broken down for features, content, and

craft Same topic/focus as unit of study Written in at a level students can

attempt to emulate 3-5 for variety but also depth Not just a mentor text- what are the

mentor PARTS?

Writing and Social Studies: Comprehensible Input and Output

Contextualized learning Language transfer Experience Writing has meaning

Standards: Writing, Skills, and Content

Standard Broken Down

Skills:

Standard Broken Down

Content: Social Studies

Standard Broken Down

Creating a vision:

Ultimately, what are you trying to accomplish with your students? What should they walk away from this unit knowing, doing, and feeling? What was their experience during this unit? How did you support them and what were they able to do independently? Did they

become experts on something?

Group and Sequence Logically:

Research and Brainstorm -- BluePre-writing and Drafting -- BlueWriting and Extending -- GreenCraft -- GreenRevising with Craft -- YellowEditing -- PinkPublishing -- Pink

Creating a Weekly Vision:

How will you know at the end of each week that your students are progressing towards a final piece?

What should their work demonstrate by the end of the week?

Do you need more time for content?

Vision and Mini-Lessons

Weekly Vision Mini-Lesson Topics

Brainstorming/Research

Pre-writing and Drafting

Writing and Extending

Crafting

Editing and Publishing