11.3 Persuasion

Unit 11.
3: As I See It Persuasion English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will examine persuasion as a writing genre and will understand the purpose and strategies associated with it. Students will read editorials about a variety of social issues and will learn to question while they read as a way to develop their own position on a topic. Transfer goal: Students will leave the class able to use their knowledge about editorials as a persuasive style to get involved with social issues and debates and present their opinions in written and oral form in a convincing manner to persuade people to join them.
Content Standards and Learning Expectations

Listening/Speaking L/S.11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature. Reading R.11.1 Examines context clues, uses reference sources and vocabulary expansion strategies to assess word meaning; analyzes the meaning of unfamiliar words and applies the new meaning to context; identifies Greek and Latin root words. R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. Writing W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays. W.11.5 Applies editing marks, self-correcting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process.
Big Ideas/Enduring Understandings:

Experiences, relationships, history, and culture influence identity. Persuasion attempts to influence beliefs and behavior. Persuasion has a unique set of characteristics and particular structure.
Essential Questions:
What is to identity and how is it shaped by cultural and experience? Why is it important to try to know your audience when writing a persuasive piece? In what ways is persuasion used to influence beliefs and behaviors?
June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks Content (Students will know)
Main idea or topic and important details Greek and Latin root words Fact and opinion Writing process Elements of persuasive essays Purposes for writing Editorial Position Argument Counterargument Thesis statement Evidence
Skills (Students will be able to)

Determine the purpose of written pieces. Analyze the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts. Infer and support the main idea. Write a persuasive essay. Complete a final draft using the writing process.
Content Vocabulary
Stage 2 - Assessment Evidence Performance Tasks

Persuasive Essay Students will use the outline they wrote in 11.3 Learning Activity Persuasive Check Point Sheet to write a persuasive essay. Students should follow the steps of the writing process starting by using the prewriting exercise to compose a draft. They will then edit and revise the draft and complete a final draft. Students will be assessed using a rubric: http://bms.westport.k12.ct.us/krodel/PoPro/ PaperRubric.htm Using an appropriate organizational structure, students will compose an editorial about an issue of personal interest and significance. Students will also submit their editorials to a newspaper or school newspaper for publication, if available. Students will choose a topic of personal interest for an editorial and use research skills to build strong, relevant arguments and elements. Students should use attachment 11.3
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. (See Learning Activities for suggested prompts.) o Reading Log Students will record titles and pages read each day. o New Vocabulary Personal Word Wall Students will record unfamiliar words they encounter throughout the unit. They will use context clues and reference materials to find the meanings of the words. Anecdotal evidence of comprehension and 2
Write an Editorial
June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

Performance Task Editorial Pre-Writing to plan their editorials. Students will be assessed using a rubric (see attachment: 11.3 Editorial Rubric). participation collected during discussions and group work Fact or Opinion in Editorials worksheet Persuasive Writing Check Sheet (see attachment 11.3 Learning Activity Persuasive Check Point Sheet).
Stage 3 - Learning Plan Learning Activities

Independent Reading Besides reading editorials throughout the unit, students should read a novel independently and/or in literature circles. Novels should have themes involving strong social issues. See Literature Connections for suggestions. The teacher takes an already written memoir that is included in the link below and will use attachment 11.3 Learning Activity Persuasion Check Point Sheet to break down a published persuasive text (short article) into its components (hook, thesis statement, main reasons, evidence, counter argument and closure) as a way to model and guide the learner through the process. This exercise will help students see how the pre-writing outline can lead to a high quality final copy. Examples written by advanced ESL students are available here: http://eslbee.com/persuasion_essays_models.htm Students will choose a controversial topic (year-round school, city-wide curfews for teens, etc) and choose a position. Using attachment 11.3 Learning Activity Persuasion Check Point Sheet, students will outline their arguments. This outline will be used as a pre-writing activity for the essay in Performance Task #1. The teacher will select a short, high-interest editorial to read aloud to the class. The teacher will model the effective use of questioning as a way to understand the authors position and purpose using the questions bulleted below. o Make a prediction about the editorial based on the title (Think Aloud/ write in the margin) o What is the issue? (Read to find the issue and underline it.) o What is the authors position? (Read to find the position and mark it in the margin) o How does the author support the position? (Circle evidence) o Does the author address the other side or point of view? (Underline the counterargument) o Describe how the editorial does or does not change the way you feel, believe, or stand on the issue. (Write notes in the margin) Students will practice this technique with another editorial provided by the teacher. (See Additional Resources)
Persuasive Writing Structure
Understanding Editorials Through Questioning1
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-7-Unit-3-Your-Opinion,Please.pdf
June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

Main Idea and Important Details Students will select editorials from the websites below (Additional Resources) or print-outs provided by the teacher. Using attachment 11.3 Learning Activity Main Idea, students will analyze the main idea and supporting details of the editorials and write a brief summary of the article in the space provided. The teacher will use attachment 11.3 Learning Activity Fact and Opinion as a tool to discuss and identify fact and opinion in editorial articles. The teacher will provide the students with the text for another editorial with sentences written one per line. The students will read each sentence and decide if the sentence is a fact or opinion. Students will read the article in attachment 11.3 Learning Activity Child Labor in small groups. Class will come back together to discuss the article and any questions the students may have. Students should answer the Readers Response and Writers Response questions in their Literacy Journals. Journal Entries: Students will choose two prompts from the Write Time section of the above article to respond to in their Response Journals. The teacher will provide 15-20 Greek and Latin root words and their meanings to the students (as a hand-out or on the board to be copied by the students.) The teacher will lead the students in a brainstorming session to think of words containing the roots. Students will work individually or with a partner to make note cards for each root. On the front of the 3x5 card, students will write the root. On the back the definition in the upper right corner, 2 examples of words containing the root in the upper left corner, a sentence using a word with the root in the lower right corner, and a picture or symbol that demonstrates the meaning of the word in the bottom right corner. (If 3x5 cards are not available, students can cut lined notebook paper to notecard size.) If computers with internet access are available, the game on the following site may be useful: http://teacher.scholastic.com/activities/athens_games/gamegreektome.htm Persuasive Writing: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-7-Unit-3-YourOpinion,-Please.pdf o Gathering topics page 11 o Gathering arguments and evidence page 12 o Audience page 14 o Developing a counterargument page 15 o Developing a thesis page 16 o Writing a closing page 22 Greek and Latin Root Words: http://www.strugglingreaders.com/pdf/Latin%20and%20Greek%20Word%20Roots%201.pdf 4
Fact and Opinion in Editorials
Persuasive study on a Social Issue Child Labor
Greek and Latin Roots
Sample Lessons
June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks Additional Resources
Use as reference: o Unit 8.3 Influencing Others to Make Decisions that Matter o Unit 9.4 Its a Matter of Opinion o Unit 10.2 Friendship in Fiction and Power of Persuasion o Unit 12.5 See it My Way Seeing the connection of persuasion by watching commercials, debates and more.. http://www.youtbe.com Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Editorials: o Junior Scholastic: www.teacher.scholastic.com o New York Times Upfront: www.teacher.scholastic.com/upfront o Teen Ink: http://teenink.com USA Today: http://usatoday.com Persuasive Essay Structure and Organization: http://www.hgpublishing.com/Free_Essay_Help/Types/Persuasive.html Persuasive Writing Prompts and Lesson ideas: http://www.webenglishteacher.com/argument.html
Literature Connections
The Bluest Eye by Toni Morrison Breadwinner by Deborah Ellis Homeless Bird by Gloria Whelan Crossing the Wire by Will Hobbs Year of the Impossible Goodbyes by Sook Nyul Chois Turn Homeward Hannalee by Partrica Beatty The No-So-Spangled Life of Sunita Sen by Mitali Perkins Red Scarf Girl by Ji-li-Jiang Darkness at Noon by Arthur Koestler http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF Literature Timeless Voices, Timeless Theme, Bronze o The Californias Tale by Mark Twain page 246 (Story: Draw Conclusion) o Valediction by Seamus Heaney page 252 (Poem: Summarize) o The Night the Bed Fell by James Thurber page 279 (Humorous Essay: Cause and Effect) o A Letter to a Clockmaker by Charles Dickens page 430 (Humorous Commentary: Fact and Opinion) o Stepping Out With My Baby by Paul Reiser page 431 (Humorous Commentary: Fact and Opinion) o Independence Hall by Charles Kuralt page 604 (Story: Authors Purpose) o Rattlesnakes Hunt by Majorie Kinnan Rawlings page 607 (Story: Authors Purpose) o from Barrio Boy by Enersto Galarza page 611 (Story: Authors Purpose) o I am a Native of North America by Chief Dan George page 615 (Story: Authors Purpose) o All Together Now by Barbara Jordan page 618 (Story: Authors Purpose) June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe 5

11.3 Persuasion

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Unit 11.

Content Standards and Learning Expectations

Big Ideas/Enduring Understandings:

Skills (Students will be able to)

Stage 2 - Assessment Evidence Performance Tasks

Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

Stage 3 - Learning Plan Learning Activities

Persuasive Writing Structure

Understanding Editorials Through Questioning1

Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

Fact and Opinion in Editorials

Persuasive study on a Social Issue Child Labor

Greek and Latin Roots

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