7/29/2019 Writing Unit Lesson Plan (Day 1)

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Josh Abbott

Lesson: Persuasive Writing Day 1

Lesson Title: Persuasive Writing

Materials Needed: Students reading response notebooks, Pro/Con T-Chart, Elmo, The TrueStory of the Three Little Pigs

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1. Intro:

Today, we are going to talk about a new style of writing. You may have written

persuasive writings last year, but we are gong to go a little deeper this time with them, and we

are going to write them in a different writing style. Who knows what a persuasive writing is?

Right, its when you write something trying to make someone see our point the way you do. In

the story The True Story of the Three Little Pigs, we hear the story of the three little pigs; only

this time we hear it from the wolfs point of view. After reading the story I will ask: what made

this a persuasive piece? Have students share with their partners, then call on a student or two to

share what they and their partner discussed. Right, because we have heard the other story, form

the pigs, when we hear it from the wolfs point of view the wolf gives us what happened on his

side of the story, he is telling us what happened, and why it made him look bad, even though he

wasnt trying to be bad. This is a great example of a persuasive piece.

2. Demonstrate knowledge or skill: (Modeling) When we write persuasive pieces, we usually write our opinion, or what we want others

to believe, just like the wolf did in the book we just read. So lets say I believe we should have

longer recess. So if I was given the prompt Should we have longer time at recess? I would

write, I think we should have longer time at recess because itll let us have more free time. We

can also use more of our energy so we can do more schoolwork later. Also, having a longerrecess helps us build social skills, and how to play fair in games, and sports Now with your pod

mates, discuss, did I do a good job? Would you take my side in this argument? What can I do

next time to maybe make it stronger? *Save this writing piece for later in the unit

3. Provide guided practice:(Guided practice)Lets share your thoughts. I want you all to have out your Pros and cons t-chart, and as we

discuss some of the things I did well, and some of the things I could improve on, I would like

you to record them on your charts. Call on students to share, asking which column (pro or con)

what they shared belongs in. *I will write down their ideas on my pro and con t-chart using the

Elmo, as students do it on theirs.

4. Collaborative Practice:Now, Id like you with your pod partner, back at your desks to write a short (two-three

sentences) persuasive piece just like I did. It can be about anything you and your partner agree

should be changed (such as longer recess). Then, when you are done, Id like you to switch with

the other group at your pods, and just like you all id with my piece, tell them what you liked

about it, where were its strengths, and what they could do next time, or add, to make it stronger.

You will write by combining your ideas, and provide feedback to your peers together (talk

through it, come to an agreement between the two of you).

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5. Provide extended practice and transfer: (Independent practice)

After you and your partner have finished, I would like you to all, independently, do a

WTL about what you believe makes a strong persuasive piece and why you believe this. When

you finish with that, turn it in to me and move into independent reading.

6. DIFFERENTIATION of Content, Process or Product:

For this lesson, as it is a starting lesson differentiation may not be needed. However, as

there are partnerships occurring a lot, depending on pod arrangements, I may pre-assign groups

to work with one another on the collaborative part (this may have been done prior as seating

arrangements may have been made to accommodate this already). However, for struggling

learners I can also provide a writing frame for the WTL (independent portion). For advanced

learners, I may ask them to provide a more in depth explanation of what makes a strong

persuasive writing, and/or why is it important to have persuasive writings.

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Pros and Cons of Persuasive Writing

Pro Con