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4th GradePersuasive Essay

Unit 27/22/2016

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

ELAMichigan State StandardsResource Materials Packet

Writing Unit of Study4th Grade – Persuasive Essay, Unit 2Table of Contents

General ResourcesSuggested Mentor Texts and Criteria........................................................................................................................……….1

Glossary of Terms for Opinion Writing......................................................................................................................……….3

On-Demand Assessment and General Assessment Background Information...........................................................……….4

Writing Process Steps – Generic Poster....................................................................................................................……….5

Some Possibilities for Purposeful Use of Share Time................................................................................................……….6

Rehearsing and Planning Bookmark..........................................................................................................................……….7

Working With Your Partner.......................................................................................................................................……….8

Background Information on Journey Checklists: Process and Product ……………………………………………….……………….…….…..9

Resources Specific to Unit of Study

Process Journey Chart - Specific to the Unit ……………………………………………………………………………………………………………….…10

Transitional Words - Vocabulary for Essay Writing……………………………………………………………………………………………………..….11

Reflection for Persuasive Essays…………………………………………………………………………………………………………………………………….12

Anchor Charts Specific to Unit………………………………………………………………………………………………………………………………………..13

Sample: Teaching Text without Transitions and with Transitions…………………………………………………………………………………..19

Essay Transitions…………………………………………………………………………………………………………………………………………………………….20

Boxes and Bullets Essay Outline……………………………………………………………………………………………………………………………………..21

Teacher Sample Boxes and Bullets Essay Outline…………………………………………………………………..……………………….………………22

Boxes and Bullets General Planner …………………..…………………………………………………………………..……………………….………………23

Claim Stems for Persuasive Essays…….……………………………………………………………………………………………………………………………24

Claim, Audience and Reasons Form..………………………………………… …………………………………………………………………………………25

Gathering Evidence Form…………………………………………………………………………………………………………………………………….…………26

Rules for Punctuating and Formatting Dialogue……………………………………….………………………………………………………….…………27

Organizational System for Evidence - Example ……………………………………………………………………………………………………………...28

Please also review the following located on Atlas under Resources Section:Immersion Phase: Creating a Vision for Writing – This packet will give you information and samples for Immersion and subsequent lessons.

Teacher Created Materials – This packet provides teacher created examples for this unit such as handouts, draft paper options, anchor charts, and other such resources.

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

Mentor Texts and Criteria – Persuasive Essay 4th Grade

This is a suggested list to consider when collecting possible mentor text. Please review books you have available that also meet the criteria. Replace or add to the list.

4th Grade Persuasive Essay Criteria: 1) Persuasive Essay or letter, 2) Students can relate to topic 3)Writing shows an introduction, body and conclusion 4) Easily identifiable claim and reasons to support claim, 6) Varied evidence (e.g. facts, micro-stories, surveys, interviews, quotes from an expert or every day person, etc.) in support of reasons and claim, 8) Qualities of good writing evident as effective lead, convincing tone through word choice and sentence fluency, urges reader to take action, conclusion restates claim and directly “speaks” to reader, etc. 9) High interest level.

Titles in bold print are those referenced specifically in mini-lessons.

Literature – Trade Book Suggestions & ArticlesTitle Author Notes to Teacher

Why Should We Save Water?

Tony Stead http://www.capstonepub.com/classroom/programs/whats-your-point/ What’s the Point? Series 4th grade

What is the Most Important Invention?


Should Children Be Paid to Go to School?


What Item Would You Put into a Time Capsule?


Debate It! Scholastic News If your school subscribes to Scholastic News, this column showcases two sides of a particular issue.

Kid Central: Debate Time for Kids If your school subscribes to Time for Kids, this column showcases two sides of a particular issue.

Are Organized Sports Better for Kids? Yes!

Kathleen McAlpin Blasi Text looks at both sides of this debateSee other titles in the ‘Flip Sides Series’ from Mondo Books

Should Kids Play Video Games?

Tara Peterson Text looks at both sides of this debateSee other titles in the ‘Flip Sides Series’ from Mondo Books

Student Authored Work Author Topic/Title Notes to Teacher

Frank I Need a New Allowance See PDF link under ‘Resources Section’ on AtlasJeff Don’t Eat Bugs See PDF link under ‘Resources Section’ on AtlasElla Everyone Should Have a Sibling See PDF link under ‘Resources Section’ on AtlasKevin More Lunch Time See PDF link under ‘Resources Section’ on Atlas

1Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

http://www.capstonepub.com/classroom/programs/whats-your-point/








Mentor Texts, Continued

Teacher Authored Work Author Topic/Title Notes to Teacher

Mrs. Wells’ Class Kids Need Morning Snacks! See PDF link under ‘Resources Section’ on Atlas

Common Core Author Topic/Title Notes to Teacher

Reading and Writing Project at Teachers College (www.readingandwritingproject.com) Author Topic/Title Notes to Teacher

Writing Pathways by Lucy Calkins Author Topic/Title Notes to Teacher

Lucy Calkins Recess. Grade 4 Annotated Demonstration Text p. 204Sample 1 Television Shouldn’t Be Over

WatchedStudent Sample p. 186

Sample 2 Vote Against Math Student Sample p. 187

Websites Code: WWWwww.readingandwritingproject.com (Teacher’s College)


GLOSSARY OF TERMS FOR OPINION WRITING

Persuasive essay – an essay that states a strong claim, supported by reasons, and backed up by evidence. Its purpose is to convince another person or group to agree with a claim on an issue.

Opinion – a judgment formed about something, not necessarily based on fact or knowledge.

Fact – information that is certain and can be proven.

Claim – an opinion supported by reasons and/or evidence.

Reasons – support claim

Evidence – details, facts, reasons, statistics, research, and personal stories that directly relate to and support reasons and back up claim.

Sources – websites, informational texts, reports, and articles developed by experts.

Opinion vs. Claim

An opinion is a judgment formed about something, not necessarily based on fact or knowledge. A claim is an opinion supported by reasons and/or evidence.


On-Demand Assessment and General Assessment Background Information

On-Demand Writing Performance Assessment Explanation

Each district should develop a comprehensive writing assessment plan that includes on-demand writing performance assessment tasks. Please follow district guidelines for the specifics of administering, scoring, and analyzing this task. It is highly recommended that teachers conduct on-demand writing assessments throughout the year. Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can do on their own, where they need additional help, and possible next teaching points. For more comprehensive information, please read: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.

When to Conduct the On-DemandAn On-Demand Writing Performance Assessment, if given, should be administered before the Immersion Phase begins.

General Assessment Background Information

Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource. Writing Pathways was designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3 rd through 5th grade MAISA unit is generally aligned with Writing Pathways’ learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district).

The following are some of the components available in the Writing Pathways assessment resource. If districts choose not to utilize Writing Pathways, they should consider creating similar components to support their assessment of student writing and subsequent teaching.

A. Learning Progressions for each text typeB. On-Demand Performance Assessment Prompts for each text typeC. Teaching RubricsD. Student ChecklistsE. Leveled Student Writing SamplesF. Annotated Demonstration TextsG. Writing Process Learning Progressions

The text also includes an extensive background section on areas such as: Components of the Toolkit, Conducting On-Demand Performance Assessments, Norming Meetings and Subsequent Scoring, Using Results and Adapting Writing Curriculum, Self-Assessment Checklists, Tracking Data, Teaching Using Learning Progressions, Transference to Content Areas, Designing Reading-Writing Performance Assessments, etc. Source: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.

Additionally, teachers should regularly engage in formative assessment. They should collect student work throughout the unit to determine student progress, form strategy groups, and plan next instructional steps.


Each lesson has a share component. Modify based on students’ needs. The following are other share options.

Some Possibilities for Purposeful Use of the Share Time

Name Purpose MethodFollow-Up on Mini-Lesson

To reinforce and/or clarify the teaching point

Share an exemplar model (student or teacher) Share a student who had difficulty and the way

in which he/she solved the problem Share the story of a conference from the

independent work time Provide another opportunity for active

engagement Provide a prompt to initiate student

conversation, “Turn and tell your partner…”

Problem Solving To build community and solve a problem

Review To recall previous strategies /prior learning

To build repertoire of strategies

To contextualize learning

Pose a “review” question to the class: “Today we learned one revision strategy. What other revision strategies do you use?” These strategies may be listed on a chart.

Looking Ahead to Tomorrow

Introduce a new teaching point – set-up for the next mini-lesson

Celebratory Celebration of learning Boost student morale Promote membership

in the “literacy club”

Share the work of 2-3 students Provide an opportunity for a whole class share:

“You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.”

Source: Teachers College Reading and Writing Project


Working With Your Partner

Listening Purpose - Tell partner what s/he should listen for in your piece. How can your partner help you?

1. Read/Listen

2. Talk/Discuss

3. Flag spot/s needing changes

4. Switch Roles

5. Revise or Edit – Make Changes


BACKGROUND INFORMATON ON JOURNEY CHECKLISTS – PROCESS AND PRODUCT

One of the primary goals of this unit, or instruction for that matter, is for students to successfully do this work independently. To that end, teachers must teach steps for writing a particular piece. These steps should be consistent within and across pieces, as well as text types. This unit is based on having students cycle through the writing process: Generating ideas for writing, rehearsing, planning, drafting, revising and editing. To guide students from beginning to end, we advocate two different journey checklists: a process checklist and a product-driven one. The process journey checklist encompasses generating ideas, rehearsing, planning and drafting. It is written specific to the unit. In contrast, the product checklist focuses more on revising and editing. This checklist aligns to either the text type of narrative, opinion, or Information. Also, it contains specific items included in Common Core State Standards for Writing.

Process Journey Checklist – A sample one is included in each unit. Modify and change based on students’ background and experience with the writing process, as well as other items a teacher wants to emphasize. This checklist will help guide students as they navigate multiple times in writing a piece from start to finish. They will not have to rely on the teacher to tell them what to do next. Often the checklist is built one item at a time as it is introduced or reviewed in lessons. Once all steps have been taught, students are ready to try the process again without as much teacher direction. The checklist will serve as their guide through the journey of writing on their own. The student column is for them to list the date the step was completed. The teacher column is for when teachers’ cross-check student work. If grades are given, teachers often equate each step to a number of points that go toward a final grade for a piece. Please note: Checklists from grade level to grade level are aligned.

Process is just as important as product in learning how to write! Therefore, we highly encourage teachers to monitor students’ growth in these areas.

Product Journey Checklist (named Student Checklists in Writing Pathways by Lucy Calkins) – Once students go through the initial steps of the process (i.e. generating ideas for writing, rehearsing, planning, and drafting), they shift to using a product-driven checklist to guide their revising and editing work. It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. There is one checklist per text type. Use the same checklist for each unit teaching that text type. (Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.) If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type.

After students discover many of these items during immersion, teachers often distribute the checklist as a summary of what was discovered and to guide future work. In addition to being used after immersion as a review of what that text type should include, the student checklists may also be used throughout the unit and prior to celebration to guide students’ thinking and self-monitoring. Also, the product checklists are excellent for assisting students in setting writing goals or noting areas they want to give special attention. Time should be devoted to teaching students how to effectively use these checklists. Follow the To, With and By model as needed: Model for students and with students how to use the checklists on sample text before expecting them to do it by themselves.

Please note: These checklists are end-of-the-year expectations. Monitor student growth and provide additional instruction for the whole class, small groups, or individuals on areas needing improvement.


PROCESS JOURNEY CHECKLIST - Unit 2: Persuasive Essay

Name: ______________________________ Insert date in student box when completed.

Generating Ideas, Planning and Drafting Student TeacherStudy Mentor TextRead published writing that resembles what I want to write. Generate Ideas – Think of a problem and opinions

(strong feelings) about them. Select and Develop Seed IdeaCreate a Strong Claim from OpinionSamples: People think…but I think…, It is important that…, People should, People should not, Kids need to…, Kids shouldn’t…, ____ is the worst_____, _____is the best_____ Brainstorm and Rehearse Reasons – select strongest ones

Plan – Use Boxes and Bullets to organize claim and reasons(Consider audience)Gather Evidence to Support ClaimVary evidence: Research – information and facts, micro-stories, your own knowledge, research – quotes from experts, surveys, interviews, etc.Draft Body Paragraphs – use transitions, reasons, and evidenceDraft Introduction – hook reader, state claim and reasons

Draft Conclusion – restate claim, talk directly to your audience, ask reader to take action

Revising*Refer to Writing Pathways by Lucy Calkins, “Opinion Writing Student Checklist”, Structure and Development sections, Grade 4, pp. 160-161.

Editing*Refer to Writing Pathways, by Lucy Calkins, “Opinion Writing Student Checklist” Language Conventions section, Grade 4, page 162.

PublishingShare Essay with intended audience

*It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type for the areas of structure, development and conventions. Source: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.


Transitional WordsCommon Connectives to connect/link multiple sentences


ADDITION SEQUENCE CONSEQUENCE CONTRAST

in addition toand similarlylikewiseas well as besidesanotherfurthermorealsomoreoverand thentoonot only….alsoevenbesides this/thatin the same way

first (ly) initiallyin the first stage / phaseone reason / advantage to begin withsecond(ly) etc.in the second stage / phaseanother reason / advantagethenearlier / laterafter this / that at this pointfollowing this / thatfollowing this / that a further reason / advantagein the final stage / phasethe final reason / advantage

as a resultthussothereforeconsequentlyit follows thattherebyeventuallythenin that caseadmittedly

Howeveron the other handdespitein spite ofthoughalthoughbuton the contraryotherwiseyetinstead ofratherwhereasnonethelesseven thoughcompared with in contrastalternatively

CERTAINTY CONDITION DEFINITION SUMMARY

obviouslycertainlyplainlyof courseundoubtedly

ifunlesswhetherprovided thatfor, so that,whetherdepending on

is refers tomeansthat is consists of such aslike

in conclusionin summarylastly, finallyto sum upto concludeto recapitulateto short

EXAMPLE REASON/CAUSE & EFFECT TIME TIME: Continued

for instanceone examplejust asin particularsuch asnamelyto illustrate

Since, as, so,because (of)due toowing to the reason whyin other wordsleads tocause of/ caused

beforeformsince, asuntilmeanwhileat the moment when whenever

as soon asjust presentlyat the presentcurrently

Reflection for Persuasive Essays

Name _________________________________________Date __________________________

We have learned so much about ourselves as writers, about one another, and about writing workshop. Writers take time to reflect on who they are as a writer. Think about yourself as an opinion writer and answer the following questions.

Student Reflections on Opinion – Persuasive Essay

Select some questions for students to reflect on based on their experience with essays. 1. How did you know that your essay had a strong claim?

2. What have you learned about writing persuasive essays?

3. What kind of research or support did you include?

4. What did you learn about writing persuasive essays that you didn’t know before?

Other possible questions: 5. What was hard for you?

6. What did you do very well?


How to Write a Persuasive Essay

Study Mentor Text Generate Ideas – strong feelings, problems, etc. Select Seed Idea Create a Strong Claim from Opinion

Brainstorm and Rehearse Reasons – select strongest ones Plan – Use boxes and bullets to organize claim and reasons

Gather Evidence to Support Claimo Research – information, factso Micro-stories – personal or from others o Your own knowledgeo Research – quotations from expertso Surveys and interviews – everyday person or expert

Draft Body paragraphs – use transitions, reasons and evidence Draft Introduction – hook reader, state claim, share reasons Draft Conclusion – restate claim, talk to your audience, ask them to take action

SAMPLE ANCHOR CHART: How to Write a Persuasive Essay

13Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools

SAMPLE ANCHOR CHART: Characteristics of Persuasive Essays

SAMPLE ANCHOR CHART: Persuasive Essay Ideas

Mentor Text Strong Feeling from Mentor Text Ideas

My Writing Ideas

Should Children Be Paid to go to School?

Bored Tired

Going to school is better than staying home for school

School should start later.What is the Most Important Invention?

Thoughtfulness Care

Smoke detectors should be in every home.

The electric stove makes


CHARACTERISTICS OF PERSUASIVE ESSAYS

A persuasive essay is one in which the writer shares his/her opinion with others to assist them in making an informed decision.

Noticings: Author gives opinion (strong feeling) about a topic Opinion is called a claim because it can be supported by reasons and evidence Author backs up opinion with reasons and evidence Facts are given a lot about opinion Structure/Organization – Beginning (introduction), middle (body) and ending (conclusion) Introduction – hooks reader. Here’s different ways - … list Introduction – states claim and sometimes gives reasons Body – includes reasons and evidence to support those reasons Types of evidence: - Facts- Personal stories (micro-stories with a slant)- Surveys- Interview information- Quotes from experts- Quotes from everyday people Usually there are at least 2 reasons Conclusion – restates claim in a different way / urges reader to do something Conclusion – different types we noticed: - list Title - gives a sneak preview of the author’s opinion Sometimes the writer signaled a new reason with transition words

transition words we noticed: -list

Paragraphs No pictures or only one Use of persuasive vocabulary – samples: it is imp, people should, this needs to be dealt with, best,

deserves, necessary… Convincing tone Sources listed (sometimes)

And other aspects as noticed

cooking a lot easier.What Item Would You Put into a Time Capsule?

Sentimentality Happiness

Family photos capture important memories.

Playing games brings happiness to people.

Why Should We Save Water? Fear Compassion

It’s not a good habit to take long showers.

Conserving water is important to our earth.

Strong Feelings from Ideas Across My Day

Oatmeal is the best breakfast to eat every day.

People should start their day with a healthy breakfast.

Drivers should not touch cell phones while driving.

Teachers should have more time for planning.

Exercise should be incorporated more into our school day.

Fast food restaurants should serve healthier food or only healthy foods!

Coaches should not yell at players.

Children should have early bedtimes.

SAMPLE ANCHOR CHARTS


Steps to Writing Paragraphs in a Persuasive Essay

Step 1 is Paragraph 1 write your claim - be sure to indent! (you will add more to the introduction later) Step 2 is Paragraph 2 write your first reason - be sure to indent! Step 3 is Add evidence to paragraph 2 - write each piece of evidence one after the next to support your

reason. Step 4 is Paragraph 3 write your second reason - be sure to indent! Step 5 is Add evidence to paragraph 3 - write each piece of evidence one after the next to support your

reason. Step 6 is Paragraph 4 write your third reason – be sure to indent! Step 7 is Add evidence to paragraph 4 – write each piece of evidence one after the next to support your

reason. Step 8 is write your claim again - be sure to indent! (you will add more to the conclusion later)


Writing with Our Goals in Mind

Step 1 – Use checklist to set goals. Look for areas marked “starting to” or “not yet.”

Step 2 – List/Record my goals. I want to work on…

Step 3 – Make a plan. Think, talk, and write an entry about HOW I can practice the goals I chose.I can do this by…

Step 4 – Keep goals in mind when working.

SAMPLE ANCHOR CHART

Claim Stems

People think ______, but I think __________

It is important that... People should… People should not… Kids need to… Kids shouldn’t… ________is the worst ______ ________is the best________

Steps to Writing a Micro-Story

Read over my reasons. Think of a micro-story that would support my claim. Begin with a topic sentence that includes the reason. Rehearse it and ‘show not tell.’ Write micro-story and ‘show not tell.’ At the end of my micro- story, explain how my story supported my

reason.

SAMPLE ANCHOR CHARTS

Ways We Can Make Our Essays Convincing

Play on the readers’ emotionso Feeling wordso Convincing wordso Repeating words

Use sound words to grab the readers’ attention

Ask important questions


Types of Evidence

Research – information and facts

Micro-Stories One time… For example…

My knowledge I learned… I know…

Quotes from research or experts Set up the quotation with an

introduction – include name, title, background

Insert quote In the book/article by ____,

he/she said “ _____.”

Surveys/Interviews _____ out of _____ say… _____ said, “ ___________.”

SAMPLE ANCHOR CHARTS: Introductions and ConclusionsSee lessons for specific mentor text titles that correlate to the following charts.


Intros That Grab Your Readers Attention

Start with your claim let your reader know where you stand right away!

Type Example

Ask a question “Have you ever taken a shower and all of a sudden the water goes cold?” p. 6

It’s important because “Water is very important.” p. 8

Surprising fact In many countries around the world, there is not enough water. p. 14

Imagine… Imagine a world with so little water that is costs more than gasoline. p.20

Anchor ChartConclusions That Make an Impact!

Restate your claim

Talk directly to your audience

Ask your reader to take action

Phrases to Conclude a Persuasive Essay

o People should realize…o People should think…o People realize that when they…they feel…o People should care about this because…o This is important because…o (Claim) is critical for people to …

Sample: Teaching Text without Transitions and with Transitions


Possible Sample text after demonstration

One reason people should eat oatmeal each and every day for breakfast is because it is healthy. For example, oatmeal contains protein and fiber which are important nutrients for our bodies. Also, right on the oatmeal box it says, “Heart Healthy”. This shows that oatmeal is healthy for your heart. In addition, oatmeal is 100% whole grain and not processed with added ingredients or chemicals like many other cereals. This proves that oatmeal is a healthy breakfast choice.

SAMPLETeaching Text

Without TransitionsPeople should eat oatmeal each and every day for breakfast because it is a healthy choice. Oatmeal contains protein and fiber which are important nutrients for our bodies. Right on the oatmeal box it says “Heart Healthy” which tells you that it is healthy for your heart. Oatmeal is 100% natural whole grains and not processed with added ingredients and chemicals like many other cereals.

These charts should be co-constructed with students based on how they would describe things, mentor text read, and immersion activities completed. This particular chart has been enlarged so it can be shown on a document camera or something similar.


SAMPLE ANCHOR CHART

Essay Transitions

Introducing a Reason…Use these transitions to introduce a reason

- One reason,- Another,- Also,- In addition,- Etc.

Providing an Example…Use these transitions to introduce evidence – micro-story, example, etc.

- For example, - Another example, - An example that shows this, - For instance, - One time, - A moment that illustrates this is, - Another example of this is, - Etc.

Making a Point…Use these transitions to make a point or explain evidence

- This shows that,- This is evidence that,- This proves,- This story highlights,- This is important because,- The thought I have about this is,- Etc.

Boxes and Bullets Essay Outline

Evidence 1

Evidence 2

Evidence 3


Reason

Introduction with Claim:

Evidence 1

Evidence 2

Evidence 3

Evidence 1

Evidence 2

Evidence 3

Note to teacher: The amount of evidence for each reason may vary. Between 1-3 bullet points for evidence is a good goal. Students will jot short notes into their organizers and write their findings as longer entries in their notebooks.

Students will jot short notes into their organizers (as shown) and write their findings as longer entries in their notebooks. The amount of evidence for each reason may vary. Between 1-3 bullet points for evidence is a good goal.

Teacher Sample Boxes and Bullets Essay Outline

Evidence Micro-story - basketball coach yelling


Reason

Reason

Conclusion - Restate Claim:

Introduction with Claim: It is important for coaches not to yell at young athletes.

Reason #1: One reason it is important for coaches not to yell at young athletes is because it brings down the team’s spirit

Interview - school running coach, Mrs. Crossley

Evidence My knowledge - wanting to quit soccer, example Survey - 16 out of 16 student athletes agree that coaches should not yell at young athletes

Evidence Research - Article from CNN about coach bullying

Boxes and Bullets


Reason #2: Another reason it is important for coaches not to yell at young athletes is because their players may lose interest in sports.

Reason #3: Additionally, it is important for coaches not to yell at young athletes because it makes them feel like they’re being bullied.

Conclusion - Restate Claim: It is important for coaches not to yell at young athletes.

Name: _____________________________________________

Claim Stems for Persuasive Essays

People think ______, but I think __________ It is important that... People should… People should not… Kids need to… Kids shouldn’t… ________is the worst ______ ________is the best________


-------------------------------------------------------------------------------------------------

Name: _____________________________________________

Claim Stems for Persuasive Essays

People think ______, but I think __________ It is important that... People should… People should not… Kids need to… Kids shouldn’t… ________is the worst ______ ________is the best________

Claim Audience Reasons FormUse this form after writers have brainstormed reasons for their claim and also evaluated reasons by starring strong reasons vs. weak reasons. This form could also be drawn in writer’s notebooks by students as three column notes.

Claim Audience Reasons


Gathering Evidence FormSurveys, Interviews, & Research

Survey:I would like to survey _______________________________________________ (Define Group)

My survey question is ___________________________________________________________

_____________________________________________________________________________

Interview:I would like to interview ____________________________________________

My interview questions include ___________________________________________________


The interview can happen - On the phone In person Skype Facetime

Expert:I need to research _________________________________________________

I can use - Books The internet Magazines other ____________________


RULES FOR PUNCTUATING AND FORMATTING DIALOGUE

There are quotation marks around the parts that are spoken.

The first letter of each spoken part is capitalized.

There are dialogue tags that explain who is talking each time the speaker changes.

A new paragraph is started after the speaker changes.

The dialogue tags can go before, after, or in the middle of dialogue.

The first letter of the dialogue tag is not capitalized unless it is a name or the beginning of a sentence.

There’s always punctuation—a comma, a period, a question mark—at the end of the spoken parts. It goes inside the quotation mark.

There’s always a period or comma at the end of the dialogue tag.

Source: Lattimer, Heather. (2003). Thinking thorough genre: Units of study in reading and writing workshop 4-12. Portland, MA: Stenhouse.


Organizational System for EvidenceBefore beginning this unit, teachers will need to develop a system for student to gather and organize evidence. Teachers may decide to have students sort their evidence into file folders with notecards, envelopes, small baggies, or something similar. Students will need to be able to move their evidence from folder to folder or envelope to envelope as they discern which type of evidence fits with the appropriate reason. This system will help students organize their research and evidence, so it doesn’t have to be rewritten again until publishing time. Of course, teachers may choose any system that works for them. An example of one such system is provided here.


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