Writing Unit: Persuasion
TEKS:
6.18 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
Objectives:
Students will write a persuasive essay on a self-selected topic that includes sound reasoning, detailed and relevant evidence, and consideration of alternatives.
Students will use collaborative technology to compile research.
Students will publish completed essays in written format and through a podcast.
Materials / Resources:
- iPads with Internet access
- Writer's notebook
- Chart paper and sticky notes (or document camera, paper, and media projector)
- media projector/computer, or iPad connected to media projector
- District Rubric for Persuasive Essay - District Writing Rubrics
Selected Sites and Productivity Tools
- Padlet.com - Resource Page
- NEWSELA.com
- NYTimes-Room For Debate
- Alternate editorial sites
- GoogleDocs
- Class eChalk Page
- Library/District Research Databases
- GarageBand app
- Optional Educreations tutorial on Persuasive Essay
Process:
Day 1 - Teacher presents a series of current issues from news headlines using NEWSELA. Teacher presents splashpage from NY Times - Room for Debate website. Students briefly explore the websites for key issues. Using chart paper and sticky notes (students record key issues that they find interesting, engaging, or relevant to them on sticky notes and apply to a Circle Map. Alternately, a blank Padlet could be created and students record their ideas on the electronic stickies.
Teacher would then facilitate moving the stickies together under similar topics and themes. This could also be transferred to a Tree Map. On Padlet, the notes could be moved in the same way.
Individuals, table groups, or teacher-selected groups would select a key issue or topic of their choice. If individual, then they would form groups based on similar topics to help provide support through the process. Teacher would create a Padlet for each group/topic for students to begin adding information, ideas, and resources. Using the provided sites, the students would be begin to research their issue. Teacher would provide probing questions and help refine their ideas.
Teacher would end first day by reviewing the rubric with students and planning their next research day. Possible homework would be to continue the research process through either the Padlet or adding to a GoogleDoc
Day 2 - Teacher reviews rubric and assignment expectations. Teacher reviews the model essays on the Resource Padlet, identifying the key components (This could also be done through an Educreations Tutorial as part of lesson or homework the previous night).
Students continue researching their topic and recording electronic notes on Padlet or GoogleDoc. Research resources will include the selected sites, library databases, or even a teacher-created Custom Google Search for students requiring additional support.
Students write rough draft in GoogleDoc.'
Day 3 - Students go through revision process (self and peer) using the rubric. If key lapses in required components, allow students opportunity to continue research. Students who have completed revising and editing can move on to final draft.
Day 4 - Students can record essay on GarageBand to create a podcast. This will be housed on the class eChalk page, sent to teacher on GoogleDrive, or linked to on Class Padlet or blog. Allowing students to record the podcast will provide an opportunity for more expression and conveying tone than a written essay alone.
Day 5 - Students should read at least one essay and listen to the companion podcast and provide feedback. If time permits, students should listen to and read more than one.
Teacher should end with class discussion on purpose of this unit and pros/cons of the process. Students should share new learning either about topics, or process.
Possible extensions - Class debate on key issues; multimedia presentations created by group with text, sound, podcast, images in Keynote or iMovie.
I think this objective works really well with the iPads beacause of the ability to tap into topics that are immediately relevant to the students. I also like the idea of creating a flipped podcast/screencast outlining key persuasive essay components; students could continue to refer to this as needed throughout the lessons.
ReplyDeleteAs a librarian, I would want to see a method for citing sources included in this lesson plan. I'm also wondering how much time students would have to conduct their research before formulating their opinions. I think it would be interesting, especially if there are students with differing viewpoints on similar topics, to allow them to go back and revise their work after the peer reviews, and talk about how opinions can change or strengthen based so the opinions expressed by others.
Overall I think this seems like a really good lesson that would be very interesting to teach.
I appreciate the input. I missed that citing sources component, but it second nature when I teach lessons - but definitely needed for others considering this lesson. As far as researching goes, I think that I would give them 2 days, especially to explore both sides of an issue as the TEKS require. I think the iPad would make this lesson much more fluid than the setting up lab//library time.
DeleteGreat lesson!!! You may want to do the closing activity in the beginning. You may also want to use a RAN Chart (by Tony Stead). This is a great chart for reading and analyzing nonfiction text. I love the pace and the collaboration. Good job!!!
ReplyDeleteThanks Monique! I could probably beef up the questioning for Day 2 at the start of the lesson to make sure that the research was more effective. I could also utilize a circle map / tree map combo in place of RAN chart through their individual research process. It is always a struggle spending too little research time vs. students losing interest. I think that the rubric, questioning, and TMs or RAN chart would be helpful in that end. I appreciate the feedback!
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