October2007

FourthGrade WritingPersuasiveWriting

UnitPlanGrade Fourth GradeUnitTitle PersuasiveWritingBriefDescription Inthisunit,studentswillexplorethedifferentformsofpersuasivewriting,buildingfromthepersuasiveletterwrittenin

thirdgrade,andtowardthepersuasiveessayinfifthgrade.TimeFrame 5weeksKeyConcepts/Themes

Effectivewritersusethewritingprocesstopersuadereaderstounderstandoracceptapointofview.

ClassroomRoutines

MiniLessonstoexplorethedifferentformsofpersuasivewriting.Independentwritingtopracticethepersuasivewritingcraft.Conferringtomonitorandguideindividualstudentwriting.Sharingstudentworktoinstruct,gainfeedback,andcelebrate.

GradeLevelExpectations

GLE1A14Followingthewritingprocessfrom graphicorganizertopublishingGLE2F1Usingcompletesentences(declarative,imperative,exclamatory,andinterrogative)GLE3B1IdentifyconceptsandideasinwrittentexttocompleteanorganizerGLE3C13Writingapersuasivetextwithamainidea,supportingpoints,andconclusionGLE3E1 Writewith anaudienceandpurposeinmind

EnduringUnderstandings

Readersandwritersshouldrecognizepersuasivewriting/persuasivetechniquesinallcontexts(i.e.pamphlets,commercials,advertisements,speeches,petitions).

Persuasivewritingcomesinvariousforms,butisalwaysintendedtoconvincethereaderofaperspective. Writersuseevidence(opinionssupportedbyfacts)tobuildaconvincingargument.

EssentialQuestions

Whatdoespersuasivewritinglooklike? HowcanIpersuademyaudience? Howdowriterspresenttheiropinionandprovidesupportingevidencetoproduceaconvincingargument?

October2007

Vocabulary Audience:theauthorsawarenessofaudience:writingforaspecificpurposewithaspecificreaderorgroupofreadersinmindAuthorsPurpose:theauthorsintentorreasonforwriting:toexplainorinform,toentertain,topersuadeBias:amentalleaning,inclination,orprejudiceConcludingSentence:closing/endingsentenceafterallthedetailshavebeenincludedinthebodyoftheparagraphEnvironmentalPrint:printandothergraphicsymbols,inadditiontobooks,thatarefoundinthephysicalenvironmentExpositoryText: presentsfacts,opinions,definitionsof terms,andexamplestoinformthereaderaboutaspecifictopicFormalBusinessLetter: aformalbusinessletterhasaprescribedform(fullblock,block,semiblock)andcontainsareturnaddress,insideaddress,salutation,bodyparagraphs,closing,andsignatureSample:http://englishplus.com/grammar/00000149.htmFriendlyletter: friendlyletter(informalorpersonalletter)hasfiveparts:heading,greeting,body,closing,andsignatureSample:http://englishplus.com/grammar/00000143.htmMainIdea:theimplicitorexplicitmessagewhatatextismostlyaboutthethemeofthetext.Media:meansofcommunication,includingprintandvisualworks,liveandtelevision/film/videoperformances,audio,Internetpluralof mediumMediaTechniques:

printtechniques:textfeaturessuchasheadlines,captions,boldfacetype languagetechniques:style(e.g.,dialect,wordchoice,propaganda) symbolictechniques:visualsymbols(e.g.,objects,setting,color) technicaltechniques:cameraangles,lighting,focus,etc.

Notetaking:useofasystem(e.g.,graphicorganizer)tosummarizeconceptsandideaspresentedinprint,verbal,andnonverbalcommunicationsParallelStructure: parallelismthedeliberaterepetitionofsimilaroridenticalwordsandphrasesinneighboringlines,sentences,orparagraphshttp://www.virtualsalt.com/rhetoric.htmPersuasiveWriting: seekstoinfluencereadersorlistenerstoagreewithaperspectiveorperformanaction(e.g. editorials,advertisements,persuasiveessaysandletters,publicserviceannouncements,positionpapers).PointsofView:theperspectivefromwhichastoryistold

firstpersonpointofview:thenarratorparticipatesintheactionandreferstohimself/herselfasI secondpersonpointofview:notfrequentlyusedtheyouin directions,explanationsorarguments

October2007

thirdpersonpointofview:thenarratorisnotacharacterinthestory,andreferstothecharactersasheorsheastheeventsaretoldo limitedomniscientpointofview:thenarratorrelatestheinnerthoughtsandfeelingsofjustonecharactero omniscientpointofview:thenarratorisallknowingandcan relatetheinnerthoughtsandfeelingsofallthecharacters

Purpose:writingtoexplainorinform,toentertain,ortopersuade.TypesofSentences:

Declarativesentence:informsthereaderpunctuatedwithaperiod Exclamatorysentence:expressesstrongfeelingspunctuatedwithan exclamationpoint Imperativesentence:commands,givesorders,makesrequests usuallypunctuatedwithaperiod,sometimeswithan

exclamation point Interrogativesentence:asksaquestionpunctuatedwithaquestionmark

SupportingDetails:examplesprovidedtodescribe,explain,or reinforcethemainideaKnowledgeandSkills

Whatstudentswillknow: WritingProcess(Collectideas,Chooseidea,Nurtureidea,Draft,Revise,Edit,Publish,Celebrate) Howtorecognizetheformsofpersuasion (i.e.letters,pamphlets,etc.) Howtorecognizeopinions(mineandopponents) Thedifferentstrategiesauthorsusetoconvincetheiraudience

Whatstudentswillbeabletodo: Usethewritingprocesstoconstructandsupportaconvincingargument Formanopinionandsupportitwithspecificevidence(facts/examples) Useknowledgeofaudience(proponents&opponentsviewpoints)toformanargument Choosethebestformofpersuasionfortheirargument

AssessmentandScoringGuides

PersuasiveWritingChecklist Rubricforpersuasivewritingpiece EndofUnitassessment

Resources DearMrs.LaRue:LettersfromObedienceSchool byMarkTeaguefoundinCompositionGrades23 LessonsThatChangeWriters,Lesson48ToKillaMockingbirdBookReview

October2007

TimeForKids:Level4PersuasiveHowGreatisHarryPotter?,TheIditarod,theBestSportintheWorld(attached)

TimeForKids:Level3 MoreWhatdoYouThink?DoYouHavetoFinishFirsttobeaWinner?(attached) HighSchoolMusical2 reviews(attached)

TeacherNotes WritingCycle:Duringthisunit,studentsshouldworkthroughthewritingprocessalongsidetheteacherminilessons.TheargumenttheychoosefortheirPersuasiveOrganizershouldwaittobedrafteduntilafterReviewingtheChecklist:Lesson15. Thoughtheywillnotbedraftingtheirpiece,theywillbewritingeveryday.Theycanusethestrategiessuggestedintheunitandapplythemtomanyoftheideastheyhavecollectedforpersuasivewriting.Forexample,ifthestudentsareworkingonfactstosupporttheirargument,thestudentswhohavealready plannedtheirargumentfortheirseedideacanthenapplythisstrategytootherideastheyhavecollected.Or,oncestudentshavetriedasamplingofleadsfortheirseedideaandselectedtheleadthatworksbest,thestudentscanexperimentwithleadsforotherideastheyhavecollected.Theymaywishtopublishpiecesfromthesetopicsduringanopencycletimebetweenunitslaterintheyear.Editing:Itisimportantforstudentstogetintotheroutineofselfeditingtheirworkthroughoutthewritingcycle,insteadofleavingeditingonlyforthefewdaysattheend.Itisrecommendedthatteachersinstructstudentsoneditingtechniqueseachdayduringthelastfiveminutesofwritingtime,beforedebriefingbegins.Forexample,theteachermayaskstudentstocirclewordstheythinkmaybespelledincorrectlyanduseaclassroomresourceorstrategytocorrectthreeofthewords.Or,theteachermayhaveeverystudentlookforpunctuation marksattheendofsentencesandhavestudentsfixareaswhereendmarksareneeded.Theteachermayhavestudentssearchforfiveverbsusedintheirnotebooksandcirclethem.Theninstructthestudentstothinkofmorevividverbsthatmaybeabetterwordchoice.StrategyGroupWork:Theteacherwillwanttopullgroupsofstudentstogetherforstrategyworkduringwritingtimethroughoutthisunit.Samplestrategygroupscouldinclude:Studentsstrugglingtoapplyaminilessonteachingpoint,studentswithsimilarweaknessesnotedfrom conferencenotesfrom previousunits,advancedwritersneedingadditionalchallenge,studentsneedingwordworkregardingwordchoiceandvocabularydevelopment,andstudentswhoneedadditionalhelpthinkingthroughtheirpersuasivearguments.

SampleCalendar Seeattached.

October2007

FourthGradePersuasiveWriting: SampleCalendarMonday Tuesday Wednesday Thursday Friday

Week1 MiniLessonImmersion:Whatdoesitmeantopersuade?

MiniLessonImmersion:Whatdoespersuasionlooklike?

MiniLessonImmersion:Whataretheformsofpersuasion?

MiniLessonCollectingIdeas:Howtocollectstrongideasforpersuasivewriting?

MiniLesson

Week2 MiniLesson

Collecting:FindingStrongArguments

MiniLessonPickingaSeed:ChoosinganArgument

MiniLessonWritingChecklist(Componentsofagoodpersuasive

argument)

MiniLessonNurturing:

BuildingAGoodArgument(MyFacts/Examples)

MiniLessonNurturing:

BuildingaGoodArgument(AddressingmyOpponentsViewpoint)

Week3 MiniLessonNurturing:

DifferentLeadsforDifferentPersuasiveForms(PreDraft)

MiniLessonNurturing:

TransitionwordstoMakeaClearArgument(Pre

Draft)

MiniLessonNurturing:

ConcludingyourArgument(Pre

Draft)

MiniLessonReviewing

Checklist(Includingcomponentsinyourpersuasivedraft)

MiniLessonDrafting:

LearningthroughMentorTexts

Week4 MiniLesson

MiniLessonRevising:

CheckingforSupportingEvidence

MiniLessonRevising:

CheckingforPersuasiveLanguage

MiniLessonEditing:

Punctuation

MiniLessonEditing:

VaryingtypesofSentences

Week5 MiniLessonPublish:Review

ExpectationsonChecklist

MiniLesson

MiniLessonFloatDay

MiniLessonCelebrate

MiniLessonEndofUnitAssessment

October2007

Thisblankcalendarisattachedforteacherstouseasatemplatewhenplanning theunitfor their ownclassroom.Whenusingthistemplate,teachersmaywantto thinkabouthowlongthe unitisdesignedtotake,planforwhentogivethe assessmentandworkbackwardtodecidewhichlessonstoteachforhis/herclassroom.

UnitCalendarMonday Tuesday Wednesday Thursday Friday

Week1 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

Week2 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

Week3 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

Week4 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

Week5 MiniLesson MiniLesson MiniLesson MiniLesson MiniLesson

October2007

MiniLessonTopic SampleMiniLesson,SampleTeacherLanguageand/orLessonDescriptionWhatDoesItMeantoPersuade?

SuggestedResources: DearMrs.LaRue:LettersfromObedienceSchool byMarkTeague foundinCompositionGrades23

WhatDoesPersuasionLookLike?

MiniLesson:Whatdoesitmeantopersuade?Link: Inthirdgradeyoulearnedaboutdifferenttypesofletterwriting.Onereasontowritelettersistotrytoconvincesomeoneofyourpointofview.TeachingPoint: Studentswilldevelopaworkingdefinitionforpersuasion.Model: AsIreadDearMrs.LaRue,Iwantyoutolistenforwhatthedogistryingtodo.Readthestorystraightthrough.Attheendofthestoryask,Whatwasthedogtryingtodo?Havestudentsturnandtalktoapartneraboutwhatthedogistryingtodo.HelpthemarriveattheconclusionthatIkewastryingtoconvincehisownerofsomething.Convincingsomeoneiscalledtryingtopersuadethem.ActiveEngagement: Thinkaboutatimewhenyouorsomeoneyouknowhastriedtopersuade,orconvince,someone. Theteachermaywanttoshareapersonalexample.Thenhavestudentsturnandtalktoapartnertoshareoneof theirown personalexperiences.SendOff: Today inyourwritersnotebook,Iwantyoutowriteaboutatimeyoutriedtoconvince/persuadesomeoneofsomething.Thismaybethesameexampleyoujustsharedoranewone. Attheendofwritingtime,wewill sharesomeofthesepersuasiveexamples.Share: Studentssharetheirpersonalexamplesinfrontoftheclassorinsmallgroups(soeveryonecanbeheard).

MiniLesson:Whatdoespersuasionlooklike?Link:Yesterdaywetalkedaboutwhatitmeanstotrytopersuadesomeoneelseofsomething,whetheritisyouropinion,oryourpointofviewonsomething.WedidthatbyreadingDearMrs.LaRue.TeachingPoint:Today,IwouldlikeyoutohelpmeaswegobackintothetextandlookforwaysthatIke(thedog)triedtoconvince,orpersuade,Mrs.LaRuethathewashavingaterribletimeatObedienceSchool.Model:Lookbackatthefirstfewlettersin thebooktomakealistofwhatyou(teacher)noticedIkedoingtotrytoargue,orconvinceMrs.LaRuetotakehimhome.Usechartpaper/SmartBoard,etc.

October2007

WhatAretheFormsofPersuasion?

SuggestedResources: LessonsThatChangeWriters,Lesson48ToKillaMockingbirdBookReview,TimeForKids:Level4PersuasiveHowGreatisHarryPotter?,TheIditarod,theBestSportintheWorld(attached)

WhenIreadaboutIkespleainthefirstletter,Iseeheistryingtoconnecttomyemotionsandmakeme(orMrs.LaRue)feelsorryforhim.IalsonoticehowheusessomestrongwordslikehorrorandemphasizeswordslikePRISONandBADDOGSusingcapitalletters.ActiveEngagement:Now,Iamgoingtoreadafewmoreletters.WhenIstop,pleaseturntoyourpartnertoshareaboutwhatelseyounoticedIkedoingtotrytoconvinceMrsLaRuetotakehimhome.(Readafewlettersandgivethemsomeopportunities,aswellasasmallamountofsharingtime,topointoutothertechniques.)SendOff:Asyouheadofftoday,pleaselookbackinyournotebook totheentryyouwroteonday1ofthisunit,aboutthetimeyoutriedtopersuade,orconvince,someoneaboutsomething.SeeifyouincludedHOWyoudidit,andifnot,pleaseaddthatintoday.Share:Wouldanyoneliketoshareaboutthewaysyouusedtotrytopersuadesomeoneelseaboutyourpointofview,oropinion?

MiniLesson:Whataretheformsofpersuasion?Link:WehavebeentalkingaboutpersuasivewritingandyesterdaywelookedathowIke,from DearMrs.LaRue,triedtoconvinceMrs.LaRuetotakehimhomefromobedienceschool.TeachingPoint:Persuasivewriting,orpersuasion,cantakeonmanyforms.Ikewroteletters,andthatisonewaytousepersuasivewriting.Today,wearegoingtotalkaboutsomeoftheothersformsofpersuasivewriting.Model:Someotherkindsofpersuasivewritingthatyoumaynothaveheardofarebookreviews,editorialsinnewspapersandspeeches/debatesbycandidatesforgovernment.Asareader,IusebookreviewstodecidewhatbooksIshouldorshouldnotread.Ireadeditorialstofindoutwhatisgoingoninourcommunityorworldandheardifferentpeoplespointsofview.Asacitizenandavoter,IlistentopoliticalcandidatesspeechesanddebatestodecidehowIshouldvote.ActiveEngagement:Now,Iwouldlikeyouandapartnertotalkaboutotherwaysthatpeopletrytoconvinceyouaboutthings.Thinkabouthowyoumightread,hearandseepersuasioninyoureverydaylife.(Ideascouldincludepamphlets,brochures,magazinearticles,magazineadvertisements,television/radiocommercials,etc.)SendOff:Today,asyougobacktoyournotebook,pleasethinkaboutatimethatyouhave

October2007

HowtoCollectStrongIdeasforPersuasiveWritingDayOne

TeacherNotes:Thisisasamplelistofideas.Pleasecreatealistofmeaningful ideasforyou.

*Wewillbereferringtothetwolistswemaketodayandtomorrowthroughouttheunit.Pleasekeepthemposted.

beenpersuadedaboutsomething,especiallyifitworked.Whydiditwork?Whatdidthatperson,orthosepeopledo?Howdidtheyconvinceyou? Whatformofpersuasionwasit?Aletter?A speech?Share:Wouldanyoneliketoshareaboutthetimepersuasivewriting/persuasionwasusedonyou?

MiniLesson:HowtoCollectStrongIdeasforPersuasiveWritingDayOneLink: Yesterdaywelearnedaboutthemanyformsofpersuasion. Youwroteaboutatimethatyouwerepersuadedtodosomething.TeachingPoint: Awriteroften arguesaboutsomethingtheyfeelpassionateaboutsomethingthey reallylike.Model: IwanttomodelforyouhowIcomeupwithtopicsIenjoyandfeelpassionateabout.IthinkabouttopicsthatIknowaboutandreallylike. Theycouldbeaboutthingsclosetome(HomeandSchool)orinmycommunity/country/world(Society). Makeachartsimilarto theonebelowwithsomeofyour(teacher)likes.ModelbrainstormingtopicsofListofThingsILikeWiththestudents.ListofThingsILike

DietCoke BookClubs EnergySaving Recycling Carpooling IndependentMovies

ActiveEngagement: Whataresomethingsthatyoureallyenjoythataffectyourlife?Encouragestudentstoshareideasthatpositivelyimpacttheirlives?Addtheseideastothelisttheteacherstarted.SendOff: Inyourwritersnotebook,beginalistofideasthatyoufeelpassionatelygoodabout.Theseideasshouldbethingsthatpositivelyimpactyourlives. Youmaylookattheotheritemsinyournotebooktogiveyouideas. Afteryoucreateyourlist,choose12ideasyou

October2007

HowtoCollectStrongIdeasforPersuasiveWritingDayTwo

TeacherNotes:Thisisasamplelistofideas.Pleasecreatealistofmeaningfulideasforyou.

wouldliketofurtherexploreinyournotebook. Youcanwriteaboutwhythesethingsareimportanttoyou.Share: Studentssharetheirlistofideaswiththeclass.Encouragestudentstoaddon totheirownlistofideasthroughlisteningtootherlists.

MiniLesson:HowtoCollectStrongIdeasforPersuasiveWritingDayTwoLink:Yesterdaywediscussedhowtofindthingsthatwereallylikeorthingsthathavechangedourlivesforthebetter.Wefeelstronglyaboutthesethingsinagoodway.TeachingPoint:Today,Iwanttotalkaboutthingsthatwedontlike.Therearemanythingsouttherethatwefeeljustasstronglyabout,butinadifferentwaytheybugus,orirritateus,orwewouldliketochangethem,evenifwedontknowhow.Awriterarguesaboutsomethings/hefeelsstronglyaboutandwantstochange.Model:TherearemanythingsintheworldIfeelstronglyaboutbecauseIdontlikethem.Forexample,Idontliketrash,soIreallycannotstandthecompaniesthatmaketoyswithtonsofpackagingthathastobethrownaway. Iknowthatwillendupinalandfillandmaybeneverdecompose.Icouldwriteletterstocompaniesaboutthepackagingandaskthemtochangethistorecyclablepackaging.

ThingsIWanttoChange DietPepsi TrashinLandfills LengthofSummer HowFoodisProduced PriceofGas RealityTV

ActiveEngagement:Withapartner,talkaboutsomeofthethingsyouwouldliketochange.Maybetheseareatyourhome,hereatschool,orintheworld.(Useteacherdiscretionastowhetherthisgoesonawholeclasslist.)SendOff:Today,inyournotebook,writedownalistof someofthethingsyoufeelstronglyaboutandwanttochange.Afteryoucreateyourlist,circleafewyoufeelstronglyenough

October2007

FindingStrongArguments

aboutthatyoumightwanttopursuethemevenfurther.Youmaybeginwritingwhyyoufeelstronglyaboutoneoftheitemsyoupicked.Share:Wouldanyoneliketosharesomeofthethingsfromyourlist?

MiniLesson: FindingStrongArgumentsLink: Overthepastcoupleofdayswehavebrainstormedtwodifferentlists:Onehadideasthatwelikedsomuchwewanttoconvinceotherstoenjoythemaswell.Theotherhadideasofthingswedidnotlikeandwantedtochange.TeachingPoint: Wewillnarrowdowntheselistsofideastodeterminewhichonesprovidethestrongestarguments.Model: Lookingatourfirstlistofideasweenjoyed,IquicklythinkaboutwhyIputthoseideasonthelist.IreallyliketheflavorofDietCoke.Itmakesmefeelreallygoodandgivesmeenergyfortheday.Iknowthisisnotthehealthiestchoice,soalthoughIenjoyit,IdontthinkIwouldwanttoconvinceothersofthisidea.IaddedBookClubstomylistofideasbecauseIthinktheyareagoodwaytogetadultsandstudentsreading.Theyarebothsocial andeducational. OprahWinfreyhasevenstartedoneonhershowtogetpeoplereading. Inotonlyhaveastrongopinion,butalsohavefactstosupportthisidea.IamgoingtojotdownmyargumentnexttoBookClubs(onmylist)andputastarnexttoit,asthiswilllaterremindmethatImightwanttoarguethis. Teachercancontinueworkinghis/herwaythroughthelist.ActiveEngagement: Overthepastcoupleofdaysyouaddedtoourlistssomeideasofthingsyouenjoyorwantchanged.Letsthinkaboutwhysomeofthesewereaddedtothelist,justlikeImodeledforyou.Teacherwillaskastudenttoshareargumentstosupportanidea.Thestudentwillthinkthroughwhetheritwouldmakeastrongargumentornot.SendOff: Nowgobacktoyourownlistsinyourwritersnotebook.Thinkaboutwhyyouaddedeachideaandwhetheritwouldmakeastrongenoughargument.Remember,astrongargumentusuallycontainsbothopinionandfacts.Putastarnexttothestrongerarguments. Tohelpyouthinkthroughyourideas,youmaywriteaboutwhysomeofyourstarreditemswouldmakegoodarguments.Share: Whichideasfromyourlistmadeforstrongerargumentsandwhy?

October2007

ChoosinganArgument

WritingChecklist.(Expectations)

MiniLesson:ChoosinganArgumentLink:Nowthatwehavespentsometimelookingatpersuasivepieces,andthinkingaboutgoodarguments,wearereadytochooseonestrongargumentforourpersuasivepieces.TeachingPoint:Asyouchooseanargumentforapersuasivepiece,itmustbeatopicyouknowenoughaboutthatyoucanbuildaconvincingargument.Model: Forexample,onmysecondlist,IputDietPepsiasoneofmydislikes(orthingsIwanttochange.)ThereasonforthatisbecauseIliketheflavorofDietCokeandtheenergyitgivesme,butthatmightnotbeastrongenoughargumentbecauseitisbasedonlyonopinions.So,ImightpicksomethinglikeTrashinLandfills,becauseIknowthatcompaniescanchangethisiftheywantto,andIknowthatsomanyproductsmadenowadayscanbemadeusingrecyclablematerialsthosearebothfacts.Factsareagoodbasisforasolidargument.(Continuetalkingthroughthelistyoustarredanddiscusshowwhatyouknowhelpsyoubuildyourargument.)ActiveEngagement:So,pleaselookatyourlistyounarroweddown inyournotebooks(usingstars)yesterdayandfindoneargumentyoufeelstronglyaboutandyouknow,orcouldfindout,quiteafewfactsabout.(Sharesomeoftheseasaclassaftertheyhavedoneit.)SendOff:Now,today,onceyoufindonetopicyoufeelstronglyabout,andknowenoughabout, youmaybegintowritedownfactsandopinionstohelpyoubuildyourargument.Share:Wouldanyoneliketosharethegoodargumentyoufound?

MiniLesson:WritingChecklistLink:Wehavespentquiteafewdaystalkingaboutpersuasivewriting,startingwith DearMrs.Larueandcontinuingwithourexplorationoftheformsofpersuasivewriting.Nowthatwehavefoundagoodargument,onethatweknowwecouldsupportwithfacts,itistimetolookaheadtothewritingwewilldo.TeachingPoint:InorderforeveryonetoknowexactlywhatIwillbelookingforfromthepublishedpiecethatwewillworktoward, IhaveaPersuasiveWritingChecklistforyoutouseasyouworkthroughthewritingprocess.Model:Youwillnoticethatmanyofthestepsonthechecklistarepartofwhatwealreadydoingoodwriting.Someofthesteps,likesupportingdetailsandgoodleadandconclusion,maybenewtoyou.Thatisokay,becausewewillbeworkingthroughthistogether.

October2007

Buildinga GoodArgumentDayOne

SuggestedResources: TimeForKids:Level4 TheIditarod,theBestSportintheWorld(attached)

TeacherResources: MakecopiesofthePersuasiveOrganizerforstudentstoorganizetheirarguments/evidence.TheycankeepthisintheirWritersNotebooks.

ActiveEngagement:Lookthischecklistoverandseewhatotherquestionsyoumighthave.Knowingyourquestionsaheadoftimecanhelpyoupreparefortheanswersaswegettotheminourfuturediscussions.SendOff:Pleasestaplethisintoyourwritingnotebooksoyoucanrefertoitthroughoutourfuturelessonsandthroughoutyourwritingprocessasyouworkonyourpersuasivepiece.YoumaybegintowriteideasinyourwritersnotebookaboutwhatyoumayincludeforeachoftheareaslistedShare:Discusswithapartnerthethinkingandwritingyoudidtoday.

MiniLesson:BuildingaGoodArgumentDayOne(AuthorsViewpoints)Link: Wevelearnedhowwriterschoosestrongargumentsbyincludingbothpassionate,strongopinionsandfacts.TeachingPoint: Writersuseopinionsandfactstobuildthestrongestargumentpossible.Model: LetsreadTheIditarod,theBestSportintheWorld. RememberwhenwereadDearMrs.LaRueandwethoughtaboutwhatIkewastryingtoconvinceMrs.LaRueof?AsIread,IwillmodelwhatIhearastheauthorspointofviewwhathe/sheistryingtoconvincemeof?Readthetextandmodel addingtheconvincingargumentsto theleftsideofthechartbelow.

AuthorsPointofView OpponentandPointofViewIditarodisthebestsportintheworld!Theargumentsare:

Dogsaretheworldsgreatestathletessupportedbyfacts/examples.

Verylongraceinvolvinggreatendurance.

Followssamerouteofalifesaving,importantdogteam.

Teamsport. Outdoorsinroughconditions.

October2007

BuildingaGoodArgument(DayTwo)

ActiveEngagement: Letslookatthetwolistswemadefrom severaldaysago. Theteacherwillchooseoneargumenttousewiththeclassandhavethemhelpfillouttheauthorsviewpointon anewchart, liketheoneabove.SendOff: Today,lookattheideayouchosetoargueaboutinyourwritersnotebook.RecordyourargumentsontheleftsideoftheorganizerIgiveyou.(seeattached) Studentsshouldattach organizerintheirwritersnotebook.Share: Whatargumentsdidyourecordinyourchart?

MiniLesson:BuildingaGoodArgumentDayTwo(ThinkingAboutYourAudience)Link:Yesterday,wetalkedabouthowyoucanbeginbuildingagoodargumentaroundyourpointofview.WereadTheIditarod,theBestSportintheWorld.Wealsoworkedonthecharttoseetheauthorspointofview.TeachingPoint:Today,wewilltalkabouthowawriterneedstoconsiderhis/heropponentspointofviewaswell,becausenoteverypointofviewwillbeacceptedbyeveryone.Model: Whenyouthinkaboutyourargument,youmustthinkaboutthosewhowilldisagreewithyou.Yesterdaywelookedathowourpointofviewwillhelpusbuildagoodargumentdowehaveenoughtocreateaconvincingargument?(ShareexamplesofthinkingfromyesterdayschartonTheIditarod,theBestSportintheWorld.)TodayIwanttolookatthatsameargumentandthinkaboutsomeonewhomightdisagreewithme.TheyarepartofmyaudiencesoIneedtohavetheminmind.(Buildonideasfromyesterdayandtalkaboutwhomightbeopposedandwhattheargumentsmightbe)

AuthorsPointofView OpponentandPointofView Peoplewholikefootball

thinkitisexciting. Peoplewhodontthink

dogsaretheworldsgreatestathletes.

Marathonsrunnersaregreatathletes.

October2007

Studentsoftenstruggleseeingthepointofviewofothers.Somestudentsmayneedtoworkinpairsduringwritingtimetoday,withapartnertakingontheroleoftheopponent.Whatmightthatpersonlooklike?Actlike?Whatbackgroundmighttheybecomingfrom?Thiswillactivatetheschemaneededtothinkoftheopponentspointofview.

DifferentLeadsforDifferentPersuasiveForms

Peoplewholikebaseball.

Hockeyisalsoonice.

ActiveEngagement:Nowletsgobacktothe2nd listwemadeyesterday (chosenclasstopicforstrongargument,fromdayone)andthinkaboutwhom ouropponentsmightbeandwhytheywouldbeopposedtous.(Keepthisasawholeclassactivity,justlikeyesterday.)SendOff:Today,asyouplanyourpersuasivepiece,andyouthinkaboutwhatpointswillbeimportanttoemphasize,thinkalsoaboutwhoyouropponentsmightbe.Knowingwhotheyareandwhattheymightthinkopposedtoyourpointofviewisimportanttomakingyourpersuasivepiecework.So,today,addwhatyouthinkmightbeyouropponentspointof viewto thechartyoustartedyesterday.Share:Wouldanyoneliketoshareabouthowyouthoughtofyouropponentandhis/herpointofview?

MiniLesson:DifferentLeadsforDifferentPersuasiveFormsLink:Sofarwehavelookedatseveralpiecesofpersuasivewritingandtalkedabouttheforms. Nowthatweknowaboutwhatformthewritingmighttake,wecanlookatamorespecificpart:thelead.TeachingPoint:Therearemanydifferentleadsyoucanuseforyourpersuasivepiece,andchoosingtherightonewillbeimportantinconvincingyourreaderaboutyourideas.Model: Letslookbackatthefourpersuasivepieceswehavealreadyread.In DearMrs.LaRue,IkeoftenstartswithquestionstoappealtoMrs.LaRuesemotion:Howcouldyoudothistome?,Wereyoureallysoupsetaboutthechickenpie?Inthebookreview,ColleenConnellpresentsthecharactersnamerightupfrontandthenhooksthereadersattention:ScoutFinch,astrong,young,levelheadedgirl,isabouttostartthemostcomplexand

October2007

UsingTransitionWordstoSignalEvidence

SuggestedResources: DearMrs.LaRue:LettersfromObedienceSchoolbyMarkTeague

Teachernotes:MakeanoverheadofOctober4th,5th,and6thlettersfromDearMrs.LaRue. Youwill

interestingjourneyofherlife.ThearticleabouttheHarryPotterbooksbeginswithastatementandafact:Ifsalesmeananything,theyrethegreatestkids booksever.Asof2003,morethan250millioncopiesoftheHarryPotterbookshadbeensold.And,inthearticleabouttheIditarodsleddograce,theauthorbeginswithaquestionandanopinion:Whatsthegreatestsportingeventintheworld?Alloftheseleadshookmeasareaderandmakemewanttofindoutmoreabouttheauthorsopinion,evenifImightdisagreewithit.ActiveEngagement:Letsgobacktotheideaourclassfocusedonthepastfewdays.Infoursmallgroupswewillcomeupwithaleadforeachofthesefourstrategies:appealstoemotion,interestinghook,statementandfact,questionandfact.(Eachgroupwillonlycomeupwithleadsforoneofthestrategies,butmaycomeupwithmorethanonelead.)Thenwewillshareourleads.SendOff:So,justlikewedidforourclasstopic,thinkabouthowyouwillpickthekindofleadthatwillbethebest,andmostconvincing,foryourreaders.Youwantthemhookedandyouwantthemtoknowyouropinion/pointofviewvery earlyinyourpiece. Tryavarietyofleadsforyourtopicinyourwritersnotebook.Theleadyoulikebestcanbeincludedonyourorganizer. (TheyshouldusethePersuasiveOrganizertohelpthemdothis.)Share:Wouldanyoneliketosharetheleadyoucameupwithandtalkabouthowyouchosethislead?

MiniLesson:UsingTransitionWordstoSignal EvidenceLink: Yesterdaywelearnedthedifferentwayswecanhookareaderintoreadingourarguments,eveniftheydonotagree:Byappealingtoemotions,providinganinterestinghook,givingastatementandfact,orgivingaquestion&fact.TeachingPoint: Writerskeeptheaudiencesattentionandfocusbymakingtheirargumentsclearandobvious.Transitionwordsareonewaythatawritermakestheirpointsobvioustothereader.Thesewordssay,Hey,herecomessomeevidence!Model: LetslookatthetransitionwordsauthorMarkTeagueusedin DearMrs.LaRuetomakeIkesargumentsobvious.ShowanoverheadoftheOctober4th letter.WhenIreadthefirstsentencethatbeginswithYoushouldsee, thissignalsmeasareadertopayattentionto

October2007

alsowanttocopyseveralotherlettersfromDearMrs.LaRue fortheActiveEngagement.

ConcludingYourArgument

Ikesnextpoint,whichtellsmetheteachersareforcinghimtoperformmeaninglesstasks.WhenIreadAndanotherthing, thatsignalsmetohearIkesnextargumenttobebroughthome.HefeelsthatMrs.LaRuessafetyisinjeopardybecauseshedoesnotlookbothways.IntheOctober5thletter,Ikegivesargumentsandthensays,Nevertheless. ThissignalsmethatIkeisgoingtomakeapoint.TransitionWordstoSignalEvidence

Youshouldsee(gettingreadytogiveevidence)

Andanotherthing(addingontoexistingevidence)

Nevertheless(summarizingandmakingapoint)

ActiveEngagement: Putstudentsintogroupsof23.Provideeachgroupwithadifferentletterfrom DearMrs.LaRue.ReadthroughtheletterIhavegivenyou.Circleallofthetransitionwordsthatsignalupcomingevidence.Then,thinkaboutwhatthosetransitionwordsaredoingforthereader. Photocopyand distributeotherlettersfromthebook.Whatare sometransitionwordsyoufoundthatwecanaddtoourlist?SendOff: Lookatthepersuasiveorganizeryoubegan severaldaysago.Sofaryouhaverecordedalead,yourarguments,andyouropponentsviewpoints. Thinkaboutthelistoftransitionwordswejustmadeandthepurposeofeach.Whichtransitionwordswouldfitwitheachargument?Addatransitionwordnexttoeachargument(onyourpersuasiveorganizer)thatyoumightconsiderusingwhendrafting. Ifstudentsfinishbeforetheendofwritingtime,theyshouldcontinuetoworkintheirnotebooks. Theycancollectmoreideas,trythewritingstrategiestootherideastheyhavecollected,andwritearoundothertopics.Share: Whattransitionwordsdidyouusetosignalimpendingevidence tosay,Hey,evidenceiscoming?

MiniLesson:ConcludingYourArgumentLink:Nowthatwehavelookedatbuildinganargumentfromagoodleadthroughits

October2007

ReviewingChecklist

supportingdetailsandtransitionwords,itistimetolookathowtowriteaconclusion.TeachingPoint:Youcouldloseyourreaderifyoudonthaveagoodconclusioninapieceofwriting,butinapersuasivepiece,itcouldmeantheyjuststoplistening,ortheydontbelieveyou,meaningyoujustdidallthatworkfornothing.Model:WhatdoyouthinkwouldhappenifIendedmypersuasivepieceby saying,NowyouseewhyIamright!orInyourface!Iwouldlosemyreader,andIriskoffendingeventhosereaderswhootherwisewouldhaveagreedwithme.Letmegobacktosomeofourtextsandlookathowthosewritersconcludedtheirarguments.IseeIkefinisheshisargumentbysaying,Youmaynotknowit,Mrs.LaRue,butyouneedadog.ThearticlesaboutHarryPotterandtheIditarodsleddograceusetheirentirelastparagraphsasaconclusion(youcanreadthathere.)And,ColleenConnellconcludesherbookreviewbysaying,Irecommendthisamazingnoveltoanyonewholovesbecomingpartofthestoryandthelivesofthecharacters,andtoreaderswhowontmindforgettingtheworldaroundthem.Eachoftheseconclusionssoundsdifferent,buteachonecomesbacktotheoriginalpointandoftenrefersbacktotheevidencesharedalongtheway,asagoodpersuasiveconclusionmustdo.ActiveEngagement:Today,pleaseworkwithapartnertothinkofagoodconclusiontothepieceweworkedonasaclass.Iknowwehavenotwrittenthebodyofourworkyet(justtheleadandtheideasforsupportingdetails)butwehaveenoughinformationtowriteagoodconclusion.(Sharesomeoftheseconclusions.)SendOff:Now,inyourwritingtoday,(usethePersuasiveOrganizer)asyoupreparetowrapupyourdraftofthepersuasivepiece,thinkabouthowyoucandevelopagoodconclusiontohelpyoucompleteyourargument. Tryconcludingyourpieceavarietyofwaysinyourwritersnotebook.Whenyouthinkyouhavefoundthebestway,recorditonyourorganizer.Share:Doesanyonehaveagoodconclusiontosharetoday?

MiniLesson:ReviewingChecklistLink:Nowthatmanyofushavechosenanargument,supportedit, andcreatedaleadandconclusionforourPersuasivepiece,letslookbackatthechecklistyouhaveinyournotebook.TeachingPoint:Todayyouwilllookatthechecklisttoseeiftheargumentsyouhavemadefulfillalltherequirementsofapersuasivepiece.

October2007

LearningThroughMentorTextsDayOne

SuggestedResources: TimeForKids:Level3 MoreWhatdoYouThink?DoYouHavetoFinishFirsttobeaWinner?(attached)

Model: IwillhelpusstartbylookingatourPersuasiveOrganizerforthetopicwechoseasaclass.IamgoingtoworkmywaythroughthechecklistbeforeIevenstartmyfirstdraftsoIknowIhaveallthepartsfirst.(Lookthroughclasslist/organizerandtalkaboutmeeting/notmeetingrequirements.ActiveEngagement:Now,Iwouldlikeyoutotradeyour(completed)PersuasiveOrganizerwithapartnerwhowillevaluatewhichrequirementsyouhavemet,andwhichonesyoumaystillneedtoworkon. (Sendoffaspartnerstoworkonthis,each withacopyofthechecklist,andtimeforreviewandfeedback.Comebacktoshareobservationsandlearning.)SendOff:Nowthatyouhavefeedbackfromonereader,youcanusethattofillthegaps(ifany)andbeginwritingyourdraft.Share:Wasanyoneabletousethefeedbackgainedfromapeerandbeginafirstdrafttoday?

MiniLesson:LearningThroughMentorTexts DayOneLink: Youhavenowcompletedplanningandcheckingyourargumenttoincludepersuasivestrategies.TeachingPoint: Asyouwriteyourdraft,continuetothinkaboutincludingcorestrategiesthatall authorsusetopersuadetheirreaders:Anattentiongrabbinglead,strongargumentusingtransitionwords,andaclearconclusion.Model: LetsreadDoYouHavetoFinishFirsttobeaWinner? WhenIreadthis,Inoticedthattheauthorusesaquestion,Doyouhavetofinishfirsttobeawinner? tohookthereader.InoticedthatargumentsweregivenfortheYesside,sayingtobeawinneryoumustwinthegame,notjustparticipateinasport.TherearealsoopposingargumentsontheNoside,sayingthattoomuchimportanceisplacedonwinning.Thereisanothermeaningofwinnerbesidesthatoffinishingfirst. Someonewhoisateamplayerandshowssportsmanshipisawinner.Ialsonoticedtheauthorwroteaconcludingsentenceforeachargument.SendOff: Asyoudrafttoday,regardlessofform,thereshouldbecorestrategiesincluded:Attentiongrabbinglead,strongargumentsforandagainst,andaclearconclusionrestatingtheargument.Share: StudentsmaysharetheirdraftswiththeclassduringGroupShare.

October2007

LearningThroughMentorTextDayTwo

SuggestedResources: HighSchoolMusical2reviews(attached)

CheckingforSupportingEvidence

MiniLesson:LearningThroughMentorTextsDayTwoLink:Nowthatweareallintoourdraftsofpersuasivepieces,andwehavelookedatmanydifferentformsofpersuasivewriting,includingletterstotheeditor,Iwouldliketoshareanotherfewexamplesthatmighthelpyouasyourformyourarguments:moviereviews.TeachingPoint:Nomatterwhatformyouchoose,thewayyoubuildasolidargumentwillalwaysbethesame.Model:IamgoingtoreadthroughthesemoviereviewsforHighSchoolMusical2andthenwecantotalkabouthowthesewritersbuildtheirargumentsusinggoodleads,supportingdetails,andastrongconclusion,andwhetherornotIamconvinced.ActiveEngagement:Letsdiscusshowthesewriterstriedtobuildconvincingargumentsandhowthiscanhelpusdothesame.SendOff:Asyoucontinuetoworkonyourdraft,thinkabouttheseauthorstechniquesandhowyouareworkingtowardyourconclusion,keepingyourpurposeandaudienceinmind. Ifstudentsarecompletedwiththeirdraft,theymaydraftothertopicsfromtheirwritersnotebook.Share:(Nosharing,orjustaninformalcheckinwitheachstudentindividually.)

MiniLesson:CheckingforSupportingEvidenceLink:Nowthatmostofusareclosingoutourdrafts,letslookforplacestorevise.TeachingPoint:Revisioncanhelpusidentifythedifferencebetweensupportingdetails(facts)andadditionalopinions.Model:Letslookatthemoviereviewsagain.(Chooseoneofthetworeviews.)Iamgoingtotaketwodifferentcoloredhighlightersandpickoutsupportingdetails(facts)withoneandadditionalopinionswithanother.Asawriter,Iwanttomakesuremypersuasivepiecesharesanopinionandsupportsitwithfacts.ImustbecarefultoavoidaddingotheropinionsasIwrite,butthatisahardtraptoavoid.(Completeactivity.)Youseehowthisauthorusedmoreopinionsthanfacts.Aretheynecessarilytrueforeveryone?Ifnot,thentheyareopinionsandcouldactuallyweakenmyargument.ActiveEngagement:Now,withapartner,pleasetaketwodifferentcolorsanddothesameontheothermoviereview.Wherearethefactsandwherearetheopinions?Istheonewithmorefactsmoreconvincing?(Continuediscussingafteractivity.)

October2007

CheckingforPersuasiveLanguage

Editing CheckingPunctuation

SuggestedResources:OverheadofTheIditarod,theBestSportintheWorld(seeattached).

SendOff:Today,asyoubeginlookingatyourdraftforrevisions,usethissamemethodtoanalyzeyourpieceforsolidsupportingevidenceandopinions.Share:Wouldanyoneliketoshareyour(highlighter)findingsfromthedraftorthegraphicorganizer?

MiniLesson: CheckingforPersuasiveLanguageLink:Nowaswecontinueclosingoutourdrafts,letslookfor otherplacestorevise.TeachingPoint:Revisioncanhelpusmakesurewearechoosingthebestwordsforourpersuasivepiece. Weneedtousestrongwordsthatwillhelpuspersuadeourreaders.Model:LetslookattheHighSchoolMusicalreviewsagain.Today,Iwanttohighlightsomeofthepersuasivewordsandphrasesthewriterused.InthearticleBetterThanthe1stHSM,Iseethewordssuperior, muchimproved,andhighlyrecommend.Thesewerealltermstheauthorusedtomakehisargumentstrongandtopersuadeyoutoseehisside.ActiveEngagement:Now, IwantyoutolookatthesecondHighSchoolMusicalreviewandfindpersuasivewordsorphrasesthisauthorusedtoconvinceyouofhisside.Havestudentsturntoapartner todiscusswhattheyfound.SendOff:Today,asyoubeginlookingatyourdraftforrevisions,Iwantyoutohighlightwithadifferentcolorfromyesterday,persuasivewordsandphrasesyouhaveusedinyourpiece.ThenIwantyou tofindsomeplacesinyourdraftwhereyoucouldchangeyourwordstomakethemmorepersuasiveoraddpersuasivephrasestomakeyourargumentstronger.Share:Wouldanyoneliketosharechangesyoumadetoyourpiecetodaytomakeitbetter?

MiniLesson:PunctuationLink: Yesterdaywerevisedbycheckingthelanguageinourdraftstoensureitwasconvincing.Todaywearegoingtobeginediting.Onepartofeditingischeckingpunctuation.TeachingPoint: Yourpunctuationshouldincludecommas,periods,questionmarks,andexclamationpoints.Thisaddsinterestandhelpstoholdyourreadersattention.Model: Letslookatafamiliarpiece,TheIditarod,theBestSportintheWorld.Letslookattheparagraphatthetopofthesecondcolumnthatbegins,Whataboutmarathonrunners?Imgoingtohighlighttheendingpunctuationineachsentence.Inoticedtheauthorusedaquestionmark,period,period,exclamationpoint,andaperiod. Asareaderthisalmostmakesmehear

October2007

EditingVaryingTypesofSentencesSuggestedResources:OverheadofTheIditarod,theBestSportintheWorld(seeattached).

theauthorpersuadingme.Itisgoodtotrytousedifferenttypesofsentencesinyourwritingdeclarative(declaringsomething),interrogative(question),exclamatory,andimperative(command). Whenusingthesedifferenttypesofsentences,youneedtousethecorrectpunctuationattheend.ActiveEngagement: Lookatyourdraft.Chooseoneparagraphfromyourdraft.Highlightorcircleyourendingpunctuation.Doyouhavevariedpunctuation,orhaveyourepeatedthesamemarks? Ifmostofthemarksarethesame,couldyoutrytoincludeadifferenttypeofsentence,tokeepthereaderinterested.SendOff: Today,finisheditingyourdraftforvariedpunctuation.

MiniLesson:VaryingTypesofSentencesLink: Yesterdaywerevisedbycheckingthetypesofsentencesinourdraftsandtheirpunctuationtoholdourreadersattention..Todaywearegoingtolookatoursentencestructure andhowtousesimpleandcompoundsentencesinourwritingtomakeitinteresting.TeachingPoint: Youneedtohavevariedsentencestructureincludingbothsimpleandcompoundsentences.Model: Letslookatthepiecefromyesterday,TheIditarod,theBestSportintheWorld,again.Letsgobacktotheparagraphatthetopofthesecondcolumnthatbegins,Whataboutmarathonrunners? Thistime,asIreadit,Iwanttopayattentiontosentencestructure.Thefirstsentenceisasimplesentenceincludingonlyonethought/idea.However,inthesecondsentencetheauthorusesacommatoturntwosentencesintoone.Thecommaseparatesonesimplesentencefromanother.Thisiscalledacompoundsentence.Includingvariedsentencestructureallowsthepaceofthetexttochangeandmakesitlessrepetitiveandboring.ActiveEngagement: Lookatyourdraft.Chooseoneparagraphfromyourdraft. Takesometimetolookatyoursentencestructure.Haveyouincludedonlysimplesentences?Ifso,whatsentencescouldbecombinedusingacommaorthewordand tomakethemacompoundsentence?SendOff: Today,finisheditingyourdraftforsentencestructure.

October2007

Publish:ReviewExpectations/Checklist

Youmaywantstudentstosharetheirchecklistwithapartnerbeforetheybeginpublishing.Thiswillgivethestudentsanopportunitytohearexamplesfromeachotherandaskanyfinalquestions.

MiniLesson:Publish:ReviewExpectations/ChecklistLink:Nowthatweareallgettingtowardthepublishingphaseofthewritingprocess,itstimeforustorevisitthePersuasiveChecklist.TeachingPoint:Itstimetocheckourownworktoseeifwehavemetalloftheexpectationsofpersuasivewriting.Model:Wehavespentagreatdealoftimetalkingaboutpersuasivewriting,andwehavelookedatmanydifferentformsofpersuasion.(Haveafewonhandtoshow.)Inallofthem,nomattertheform,allthestepsonthisPersuasionChecklistarefollowed/present.Iknowasawriter,Iwanttomakesuremypiecehasthesameparts,andIwillusethischecklisttohelpmebesure. Usechecklistwithpieceyouhavebeenmodelingfromthroughouttheunit.IwillwanttomakesuretoshowexamplesonmychecklistsowhenIshare,Icanclearlyexplainmythinkingaboutmypiece.Iwillmakesuretolist,underExamplesometransitionwordsIused.IwillalsolistsomepersuasivewordsIused.IfIcantfindanytolist,thisletsmeknowIstillneedtoworkonrevisingmypiecebeforeIwritemyfinaldraft.ActiveEngagement:(None.)SendOff:Today,asyoureviewthepieceyouarepublishing,besuretomeetalltheexpectationsofthePersuasiveChecklist. Thenyoushouldbegintopublishyourpiece.Share:(Checkinwitheachstudenttobesureallareontrackwiththepublishedpieces.)

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PersuasiveOrganizer

Lead:___________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

Conclusion:______________________________________________________________

_______________________________________________________________________

AuthorsPointofView OpponentandPointofView

October2007

TwoReviewsofHighSchoolMusical2

Betterthanthe1stHSM,7October2007

Author:matheusmarchettifromBrazil

HIGHSCHOOLMUSICAL2isagreatmadefortelevisionmotionpicture,thatisbringingmusicalsclosetomoderndayteenagers.TherearemanythingssuperiorinHIGHSCHOOLMUSICAL2,tonameafew,themusicandthesongsweremuchmoreimprovedandhadthelyricswerejustbetter,butwhatgoesontopofitall,isthattheyusedoriginality.

ThefirstHIGHSCHOOLMUSICALwasamazing,verynice,somewhat"classical"butIwassortoflikearemakeofthe70'shitteenmusicalGREASE.

Anyhow,IhighrecommendHIGHSCHOOLMUSICAL2toteensandadults,whoenjoymusicals.

ShouldBeRenamedTheAdventuresofTroyandSharpay,22September2007

Author:conor007fromScotlandIfeltGabriellawastossedtothesidelines.TroyandGabriella'srelationshipwasasubplot.Themainstory,IfeltwasSharpay'sattemptsatgettingZacEfron'sattention.

Ithoughtthesongswereokaybutnowherenearascatchyasthefirstone.

Singingabreakupwasterrible.Itwouldhavebeenmuchmorepowerfulifitwasspoken.

I'veheardpeoplementionthisbefore,theeditingwasprettybad.Itwasallovertheplaceduringthesongs.

Anotherthing,AshleyTisdalescharacterseemedlikeaweesillyandannoying7yearoldcomparedtoHSM1.

Butanyway,GirlswilllikeitbutIthoughtitwasokay.

Thanksforreading.

October2007

PersuasiveWritingChecklist

Skill CheckWhen

Completed

Example

Clearlyidentifiedpurpose

Usessupportingdetailstobackuppointofvieworargument

Lead:OpeningstatementintroducesopinionorpointofviewInformationorganizedinlogicalorder

Conclusion:Containsaconcludingstatementorsummary

Usespersuasivewordsorphrases

Usestransitionalwordsorphrases

Choosesapersuasiveformspecifictoanaudience

Editsforspelling,punctuation,paragraphs,mechanics

Evidenceofrevision

Thoughtfultitle

Neathandwriting,orpresentation

October2007

PersuasiveWritingScoringGuide

Criteria4 3 2 1

Process Strongevidenceofeffectivelyapplyingthestepsofthewritingprocess.

Evidenceofeffectivelyapplyingthestepsofthewritingprocess.

Someevidenceofapplyingthestepsofthewritingprocess.

Lacksevidenceofapplyingthestepsofthewritingprocess.

Audience&Purpose

Clearlyshowsanawarenessofaudienceandstatesastrongopinion.

Showsanawarenessofaudienceandstatesanopinion.

Showssomeawarenessofaudienceandopinionmaynotbeclearlyexpressed.

Showslittleornoawarenessofaudienceanddoesnotcontainanopinion.

Control Containsaclearcontrollingidea.

Containsacontrollingidea.

Containsageneralsenseofdirection,butlacksfocus.

Isdifficulttofollowand/orlacksfocus.

Support Clearlyprovidesspecificandrelevantdetails/examplestosupportopinion.

Providesrelevantdetails/examplestosupportopinion.

Maycontainsomedetailsthatdonotsupportopinion.

Detailsdonotsupportopinion.

WordChoice

Containsstrongpersuasivewordsandphrases.

Containspersuasivewordsandphrases.

Containssomepersuasivewordsandphrases.

Lackspersuasivewordsandphrases.

Sentences Consistentlyusescompletesentences.

Generallyusescompletesentences.

Containssomeincompletesentencesthatmaybedistractingtothereader.

Includesincompletesentencesthataredistractingtothereader.

Structure Containseffectiveleadandconclusionpieceiswritteninaveryorganized,logicalorder.

Containsleadandconclusionpieceiswritteninanorganized,logicalorder.

Attemptstoincludealeadandconclusionpieceiswritteninasomewhatorganizedorder.

Lacksaleadand/orconclusionpieceisnotwritteninanorganized,logicalorder.

Usage/Mechanics

Containsfewerrorsingrammar/usage,punctuation,capitalization,and/orspelling.

Maycontainsomeerrorsingrammar/usage,punctuation,capitalization,and/orspellingthatarenotsignificantlydistractingtothereader.

Containserrorsingrammar/usage,punctuation,capitalization,and/orspellingthatmaybesignificantlydistractingtothereader.

Containsrepeatederrorsingrammar/usage,punctuation,capitalization,and/orspellingthatmaybesignificantlydistractingtothereader.

October2007

Title: PersuasiveWritingWritingAssessment

GradeLevel: 4SubjectArea: CommunicationArtsWriting

MissouriGradeLevelContentExpectation(s):Reading1G.4,Writing2B,2B.4,2C.4,2C.4,2D.3,2F.4,2F.4,2F.4,2E.4,and2E.4

ShowMeStandardsAddressed:Knowledge(Content): Performance(Process):CA1,2,3and4 1.5,1.6,1.8,2.1,2.2

MaterialsNeededforAssessmentCompletion:o Copyofassessment Part1 timedmultiplechoiceo Copyofassessment Part2 untimedprompto Pencil

PreAssessmentInstructions:o Studentswillhave22minutestocompletePart1oftheassessment.

October2007

Name_________________________Date__________________

Part1Readeachsentence.Findthewordthatcantaketheplaceoftheunderlinedwordinthesentencesbelow.

1. Willyouhelp__________searchformylostwatch? O we O me O you O they

2. Theteacherasked___________ournames. O he O us O they O we

Findthesentencethatiswrittencorrectlyandisacompletesentence.

3. O Ineedtobuyanewpairofshoes. O WheredidYouputyourblackshoes? O Mygoodshoesnolongerfitme O Didyouchooseanewpairofshoes!

4. O didyougotothegamelastnight? O WestayedHome. O Wasthegameexciting. O Ihitahomeruninthelastinning.

October2007

5. O Didyoubuyagallonofmilk? O TheStarsfascinateme. O Dontignorethewarning? O Thelatchisclosed

Findthesentencethatiswrittencorrectlyandisacompletesentence.

6. O Momsaid,dividethepieces. O Thelensfelloutofmyglasses, O Watchoutforthewasp! O Wasthefaucetdripping.

Fornumbers7and8findthewordforeachblankthatbestcompletesthestory.

The___7___firefightersswiftlyputouttheflames.Therewouldhavebeenmore ___8___withouttheirquickaction.

7.O strangeO tiredO sillyO brave

8.O helpO damageO concernO happiness

October2007

Usetheparagraphbelowtoanswerthefollowingquestions.

Thefirstthanksgivingwasin1621.ItwascelebratedbythePilgrimsinPlymouth,Massachusetts. ThepilgrimshadninetytwoNativeAmericanguests.Theybroughtturkeypumpkins,andpopcorntothecelebration.IlearnedaboutthisinthebookthepilgrimsfirstThanksgiving.

9.ChoosethebestwaytowriteSentence1.O ThefirstThanksgiving wasin1621.O TheFirstThanksgivingwasin1621.O TheFirstthanksgivingwasin1621.O bestasis

10 .ChoosethebestwaytowriteSentence2.O ItwascelebratedbythePilgrimsinplymouth,

Massachusetts.O ItwascelebratedbythePilgrimsinPlymouth,

massachusetts.O ItwascelebratedbythePilgrimsinplymouth,

massachusetts.O bestasis

11. ChoosethebestwaytowriteSentence3.O Theybroughtturkey,pumpkins,andpopcorntothe

celebration.O Theybroughtturkeypumpkinsandpopcornto the

celebration.O Theybroughtturkey,pumpkinsandpopcorn, tothe

celebration.O bestasis

October2007

12.ChoosethebestwaytowriteSentence4.O IlearnedaboutthisinthebookThePilgrimsFirst

Thanksgiving.O Ilearnedaboutthisinthe bookThePilgrimsFirst

Thanksgiving.O IlearnedaboutthisinthebookThepilgrimsfirst

Thanksgiving.O bestasis

Readeachgroupofphrases.Markthephrasethathasanunderlinedwordthatisspelledwrong.Iftherearenounderlinedwordsthatarespelledwrong,markthespaceAllcorrect.

13. O tryto understend O issomeone there O outerspace O Allcorrect

14. O be careful O throw theball O I toldyou O Allcorrect

15. O howdidit happen O cleanclohes O inmy heart O Allcorrect

16. O my sister O seeyoulater O wergoing O Allcorrect

October2007

Findthewordorwordsthatcorrectlycompleteseachsentence.

17. Theseedswill______________afterseveraldays. O sprout O sprouting O sprouts O sprouted

Findthewordorwordsthatcorrectlycompleteseachsentence.

18. I____________yourmissingbook. O find O finds O found O finding

19.Itryto________________thenewspaperdaily. O reads O reading O willread O read

20.We___________tosurpriseourscoutleader. O wanted O wants O wanting O bewanting

October2007

Readeachsentence.Findthesentencethatisacompletesentenceandiswrittencorrectly.

21. O Eatingdeliciousapples. O Pickedthemthismorning. O Fromhighinthetree. O Togetherwesnackedonapples.

22. O Wesaysgoodbye beforetheygo. O Wewillmissthemverymuch? O Themneighborsaremoving. O Theyhavelivedhereformanyyears.

October2007

Name___________________________Date__________________

Part2

Directions:Readthepromptintheboxbelow.

Directions: Usethespacebelowforyourprewriting.Thismaybeaweb,alist,oragraphicorganizer.

YourschoolhasdecidedtostophavingpizzaforTuesdaylunchestoimproveschoolwidenutrition.Doyouagree?Doyoudisagree?Writealettertoyourprincipalexpressingyouropinionsonthisissue.

October2007

Directions: Writethefirstdraftofyourpiece.Lookbackatyourpromptandyourprewritingasyouaredrafting.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

October2007

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

October2007

Directions: Nowyouneedtoreviseandedityourdraft.RereadyourdraftandusetheWritersChecklistbelowtomakesureyourdraftincludesalloftheitemsontheWritersChecklist.Youmaymakechecksintheboxesafteryouhavecheckedyourpaperforeachitem.

WritersChecklist

Mypaperhasabeginning,middleandend.

Mypaperstaysonthetopic.

Mypaperincludesdetailsandexamples.

Mypaperusescompletesentences.

Mypaperincludescorrectpunctuation,capitalization,grammarandspelling.

October2007

Directions: Nowitistimetowriteyourfinalcopyofyourstory.Whenyouwriteyourfinalcopy,makesureyouincludeanychangesyoumadewhenyourevisedandeditedyourdraft.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

October2007

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

October2007

WritingMapLikeAssessmentScoring

ScoringGuideforMultipleChoice (1pointeach)

1. me GLE:W2D.32. us GLE:W2D.33. Ineedanewpairofshoes. GLE:W2F.44. Ihitahomerunlastinning. GLE:W2F.45. Didyoubuy agallonofmilk? GLE:W2F.46. Watchoutforthewasp! GLE:W2F.47. brave GLE:R1G.48. damage GLE:R1G.49. ThefirstThanksgivingwasin1621. GLE:W2B.410. bestasis GLE:W2C.411. Theybroughtturkey,pumpkins,and GLE:W2C.412. Ilearnedthisinthebook ThePilgrims GLE:W2B13. trytounderstend GLE:W2E.4,2E.414. allcorrect GLE:W2E.4,2E.415. cleanclohes GLE:W2E.4,2E.416. wergoing GLE:W2E.4,2E.417. sprout GLE:W2D.318. found GLE:W2D.319. read GLE:W2D.320. wanted GLE:W2D.321. Togetherwe snackedonapples. GLE:W2F.422. Theyhavelivedhereformanyyears. GLE:W2F.4

ScoringGuideforPromptWritingPrompt: SeeattachedDistrictScoringGuide(Grades47)GLEAddressed:W1A.4,W2B.4,W2C.4,W2D.4,W2F.4,W3A.4,W3E.4

October2007

ElementaryWritingAnAnalyticalScoringGuideforClassroomUse

Criteria4 3 2 1

Structure Hasaneffectivebeginning,middleandend.

Hasabeginning,middle,andend

Hasevidenceofbeginning,middle,andend.

Maylackevidenceofabeginning,middle,and/orend.

Control Containsaclearcontrollingidea.

Containsacontrollingidea.

Containsageneralsenseofdirection,butlacksfocus.

Isdifficulttofollowand/orlacksfocus.

Support Clearlyaddressesthetopicandprovidesspecificandrelevantdetails/examples.

Addressesthetopicandusesrelevantdetails/examples.

Generallyaddressesthetopic,butmaycontainsomedetailsthatarenotrelevant.

Attemptstoaddresstopic,butlacksfocus.

WordChoice Containswordsthatarespecific,accurate,andsuitedtotopic.

Containssomewordsthatarespecific,accurate,andrelatedtothetopic.

Useswordsthattendtoberepetitive,imprecise,andordinary.

Useswordsthatareconsistentlyrepetitive,dull,andcolorless.

Sentences Consistentlyusescompletesentences.

Generallyusescompletesentences.

Containssomeincompletesentencesthatmaybedistractingtothereader.

Includesincompletesentencesthataredistractingtothereader.

Audience&Purpose

Clearlyshowsanawarenessofaudienceandpurpose.

Showsanawarenessofaudienceandpurpose.

Showssomeawarenessofaudienceandpurpose.

Showslittleornoawarenessofaudienceandpurpose.

Usage/Mechanics Containsfewerrorsingrammar/usage,punctuation,capitalization,and/orspelling.

Maycontainsomeerrorsingrammar/usage,punctuation,capitalization,and/orspellingthatarenotsignificantlydistractingtothereader.

Containserrorsingrammar/usage,punctuation,capitalization,and/orspellingthatmaybesignificantlydistractingtothereader.

Containsrepeatederrorsingrammar/usage,punctuation,capitalization,and/orspellingthatmaybesignificantlydistractingtothereader.