Final Project Individual Worksheet

Persuasive Writing
Prompt 1: Supporting Literacy Development through Language (Language supports)
This will be a five day unit. The instructional supports included before the learning task
is meant to help students in understanding what persuasive writing is, and examples of
persuasive writing. The teacher will start with a class discussion in which she will discuss
persuasion and have the students come up with their own strategies to convince others to agree
with perspective on a certain topic. Then, the teachers will do a mini-lesson on developing a
persuasive writing piece meanwhile providing multiple examples. As the lesson plan takes place
the students will learn about persuasive writing as a whole class discussion at the beginning of
class, peer edits in as partners, and getting feedback from the teacher. As the students move from
one lesson to the next, there will be a growth in understanding persuasive writing. All of these
instructional supports will enable the students to understand and use the language functions.
Objectives
The language objective that my group and I have created is SWBAT identify
characteristics of persuasive arguments. The instructional support for this particular objective is
that the students will have an example of a persuasive editorial. The students will be able to
analyze the writing technique(s) used in the reading. The reading and format of this persuasive
editorial will demonstrate what persuasive writing is and what it looks like. Now, going back to
the first objective SWBAT create and present persuasive arguments. The instructional supports
as mentioned earlier, allow students to make a connection to their home by writing a persuasive
letter to their parents. This specific instructional support is also fun and engaging for students.
The second objective is SWBAT evaluate the effectiveness of persuasive arguments.
Instructional Supports
The instructional supports for this objective are the evaluation sheets that will be
provided for the students. The teachers will use a scenario (with two viewpoints). The students
will choose a position, and then have a small debate to get practice in persuading one another and
developing strong arguments. As part of the evaluation the students will first do the debate
without research and then do a second debate with research to support their stance, this will help
students understand that it is important to have research and evidence to support our position.
The evaluations include a chart in which the student will write down notes and a summary of the
arguments made by the other students. Students will be discussing and presenting their position
and students will fill out the diagram (for the two positions) and take notes of what each group is
saying. This will be sort of like a debate. Doing this activity will allow students to develop better
arguments and provide evidence to support their position. Because the students are comparing

the groups based on how much they were persuaded by the group, the students have put their
knowledge about persuasive writing to practice.
In conclusion, instructional support will be included throughout all of the lessons that will
help students gain a better understanding of persuasive writing and apply their new learning.
Students will also be able to effectively use the language function for the language objectives
that we have developed. The lesson plans involve class discussion, individual work, partner
work, and group activities which will all play a role in furthering each students understanding on
persuasive writing. The teacher introduces persuasive writing before the lesson unit takes place.
The Teacher then starts off the lesson unit with a class discussion. The instructional supports are
examples, evaluations sheets, and making a connection to home. All of these instructional
supports will guide the students through the lessons.
Prompt 2: Monitoring Student Learning
The classroom we will be working in is very diverse. In order to meet students unique
needs, the teacher will create lessons by connecting to the students prior knowledge of using
persuasive writing. If the students dont have any experience with persuasive writing, the
teachers will try to make connections by asking students, for example Have you ever wanted to
convince your parents to let you do something? Maybe go outside to play? Increase your
allowance? Give you a no chores day? Our attempt to meet students unique needs/learning
styles, we are incorporating a variety of activities and use various approaches (. ELL students
will have an opportunity to demonstrate what they have learned in all or some of the activities
done through. The teachers will also develop assessments that will allow students to be assessed
multiple times and in different ways (oral, writing, observation during think pair share, group
activities, and presentation.)
We are connecting to the students by having them write a persuasive essay to their
parents over something they really want. ELL students parents may not speak English, therefore
the ELL students have the option to write their persuasive letters in their native language first,
and then translate it to English. Level 1 or 2 students may write their letters and turn in their
letters in their native language by integrating native language and content, English language
learners develop a strong foundation in oral language and literacy that will readily transfer to
English (Gottlieb, p. 4). Allowing the ELL students to use their native language in class will
engage them and enable them to understand persuasive writing and demonstrate what they have
learned. The group work also demonstrates their learning through interaction amongst the
students. It must be noted that ELL students must adjust to socializing with group members,
adapt to the school or classroom environment, and progress academically simultaneously
(Gottlieb, p. 24). On the Evaluation Sheet the students will be able to circle how confident they
are about constructing a persuasive argument (very, medium, little, not confident). The teacher
will take these results to further help the students understand and be able to use persuasive
writing.

In conclusion, the teachers will be defining what persuasive writing is, how it is used, and
why it is important. The students will use a KWL to demonstrate their learning throughout the
lesson, these will be turned in at the end of the unit. Accommodations/modifications made to the
lessons include but are not limited to: providing one on one, reiterate definitions and purpose
of the lesson, allow students to write in their native language, use laptops or computers to type
and translate words, use dictionaries to look up definitions, and organizers to help students in the
writing process. The teacher will assess the students by using various types of assessments (each
with its own rubric), the students will have the opportunity to choose the type of assessment they
would like to use.

References
Gottlieb, Margo (2006). Assessing English language learners. Thousand Oaks, CA. Corwin
Press, Inc. Print.

Reflection:
Reflection Criteria

Max

Notations are provided throughout the portfolio that clearly explain the
evidences, and how they align to the competencies for this course.
All reflections clearly explain how the evidences demonstrate the candidates
growth with working with English language learners.
All reflections illustrate the ability to effectively critique work and provide
suggestions for future growth.

15
15
15

Score