Anne Mars Instructional Leadership Education 707 April 22, 2012

Day 1 May 1 After reading a persuasive article, students will brainstorm a list as to what they know about persuasive writing. This will become an anchor chart. The teacher will show students a sentence that states an opinion. For example, Chocolate ice cream is better than vanilla ice cream. Students will read a short story and generate a list of topics on which they have an opinion Students will organize ideas using a graphic organizer Assessment- students will share topics/information www.readwritethink.org

Use anchor chart is a classroom reference that can give students visual support. They can be referenced for by teachers and students to anchor thinking. States an opinion or position Gives reasons for opinion Backs up opinion with data, evidence, expert quotes, examples, and so on. Offers possible solution Restates position in conclusion Cooperative learning will be used during lesson to share/compare their work

Students will then brainstorm on their own and choose an issue by listing the issues they feel strongly about. Its important for students to find common ground between their own opinion on an issue and the opposite opinion. Students will find similarities and differences between their argument and the opposition by creating a Venn diagram. (Identifying similarities and differences, Marzano). Teachers will conference with students to discuss ideas

Marzano, R, Pickering, D, & Pollock, J. (2005). Classroom instruction that works. Upper Saddle River, New Jersey: Pearson Education.

Teacher will model a topic web Teacher will list pros/cons related to the issue Teacher/students will examine other issues such as changing the drinking age. Students will use a teacher provided graphic organizer to fill in pros/cons of this issue. Students will use a graphic organizer to list pros/cons Students can create a comic, short story, or commercial based upon their chosen topic. www.eduplace.com

Teacher will model using the internet, books, magazines, articles, etc. to gather information about topic. Students will write down topics in journals and think about questions that they can include in their research to support their topic. Students will think about, draw pictures (pictorial representations), or write what sources they will use for their research(non linguistic, Marzano). Students pair up and share ideas. Teacher will take class to the library where students can engage in time using various resources available

Marzano, R, Pickering, D, & Pollock, J. (2005). Classroom instruction that works. Upper Saddle River, New Jersey: Pearson Education.

Talk to students about main ideas/supporting details. Use a graphic organizer to fill information in about getting a puppy. Model how these will become paragraphs in a writing piece. Teacher should model a student written piece and discuss it. In small groups, students will fill in main ideas based on topic and supporting details www.scholastic.com

KWL /Other graphic organizer Students brainstorm transition words Students read a reading selection, note transitional words Students use transitional words within their own writing piece Assessment Quiz- a short quiz that students will take in order to choose the correct transitional word in a sentence.
www.scholastic.com

Students will use RAFT or PAC strategy to illustrate their persuasive writing piece to the other students Students will revise/identify audience Cooperative learning Student centered activities Assessment- questioning

www.readwritethink.org

www.readingquest.org

Students will utilize several resources such as books, internet, magazines, websites, etc. Students will use a chart to identify several different types of leads; a quote, a personal experience, or a strong bold opinion. Assessment teacher review Around the clock pairing will be used

Students will review an article that needs editing Students will use a visual persuasive writing editing checklist to make corrections within the passage Students will use colored pencils to edit selection Assessment- teacher observation/notes

www.readwritethink.org

Students will go over the revising/editing guide questions Use rubric for ideas / organization Ask questions (see within lesson plan) Assessment teacher conferences

www.readwritethink.org

Students will learn about several forms of persuasive writing such as business letter, essay, speech, and, editorial. Students will write a short piece in form they have chosen. Assessment- partners will edit each others writing piece.

www.thinkquest.org

Students will use writing checklist Students will revise writing pieces Students will choose what to publish Students will write final copy Assessment- teacher will hold final writing conference Several choice board extension activities will be offered Publishing party will occur within the classroom www.razzledazzlewriters.com

Students will write final copy Assessment- teacher will hold final writing conference Several choice board extension activities will be offered Publishing party will occur within the classroom www.razzledazzlewriters.com

The following is a list of resources that will be required to complete this unit of study:

Language Arts curriculum supervisor Fourth grade team teachers Building technology specialist Computer access Video camera Colored pencils Articles and reading selections as noted in unit Overhead projector Teacher created materials that give a clear visual overview of the unit Writers workshop materials Writing textbook

Mini lessons require greater amount of time then the time I have allotted Students do not have background information Students encounter difficulty while using technology Students cultural background interferes with their written expression Teacher gets off topic and does not stick to key standards or objectives