ENG315WI Unit Plan PDF

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Required for ENG315WI Kristen Sovis...

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Vanessa Suarez, Olivia Pandola, Kailey Hoffman, Nicole Lower ENG 315 Unit Plan: 3rd Grade Unit: Convince Me- G or PG! (Persuasive Writing) Overview: For this unit, the focus is persuasive writing in the third-grade classroom. To teach this type of writing, the teacher will ease into the main idea of persuasive writing through the introductory brainstorming activity of G versus PG writing. As for this unit, we will begin by explaining to the class they are having a movie party and need to decide on an animated film as a whole. From here, we will then discuss the topic of persuasive writing and write down components (topic sentence, supporting detail, concluding statement) for this writing style; the teacher will write the three different elements in a class discussion. Following this, the teacher will begin to map out ideas with students for their pieces. The class will brainstorm ideas of animated movie titles they want to see as their films they want to see while the instructor writes them on the whiteboard. However-- there is a twist. The teacher will then explain to students that the school only allows G-rated movies to be played; therefore, if they want one of these PG movies, they have to work to write a persuasive piece for the school to allow either PG-rated movies or only G-rated movies in school. From here, it is time for the instructor to give students the chance to take initial action on their pieces with teacher support and modeling. To accomplish this, the educator will display and model how to use the persuasive writing organizer and allow them time to begin. Rationale: The unit, persuasive writing, is created in order to help students form opinions backed up with reliable research and facts in order to persuade their reader. The unit will walk students through what opinions looks like, how to convince their reader, use mentor texts as examples, and work collectively as a group to form supporting details. Our choices will reflect best practices in teaching writing because we will first create a positive atmosphere for writing, reading, and learning. According to Charles Whitaker “students should feel they are a part of a community of people supporting each other in developing as writers, readers, and thinkers” (Whitaker 1). We will make students feel like their work is valued and celebrated as well as a space where they can share their ideas and opinions respectively. Heard’s idea of providing constructive and positive feedback in order to enhance students’ writing is another best practice that we will make sure to use. This will not only motivate students, but will help them to become more independent when it comes to their writing. Lastly, we will also incorporate Ray’s rationale of the organization of writing. We plan to use a graphic organizer to plan the student’s writing, as well as making a T-chart as a group in one of our lesson plans. It works with students step by step through forming a persuasive paper while giving ample time for writing and coming up with details and ideas to share collectively as a group. We will use scaffolding methods and explicit instruction to listen to the teacher’s instruction and modeling the strategies, work together as a class to come up with opinions and bouncing back ideas together, and giving students time on their own to work on the strategies in their writing. Learning objectives:

CCSS.W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Students will participate in multiple lessons where they will be required to backup an opinion they hold. The first activity requires students to give practical reasoning for the movie they want to have shown for the movie party. Recognition of facts versus opinion for students is an important place to begin when starting a persuasive writing unit. Students will be sharing and backing up opinions with evidence to prove they understand opinions.Linking words and phrases will be discussed to allow student work to be organized and easier to follow along with. A conclusion will be added to reinterpret all that was said beforehand. CCSS.W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section Adding facts to persuasive writing allows the writer to appear more reliable and trustworthy. While writing a persuasive students will find facts, definitions, and details to backup their writing and persuade their audience to do something. This will be introduced during the drafting process and revisited in the revision process. Linking words and phrases will be discussed to allow student work to be organized and easier to follow along with. A conclusion will be added to reinterpret all that was said beforehand. CCSS.W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Students can use technology to do research and produce ideas including: details, definitions, and facts to back up their persuasive work. Once a research question is proposed, research can begin. Research can include information on the chosen movie, reviews, and details to back up the students reasoning for wanting to show the movie in class. For other persuasive writing students can use technology for other proposed research questions. Once writing is finished

being edited, students will work on publishing on computers for an audience. CCSS.W.3.7. Conduct short research projects that build knowledge about a topic. Students will research topic of choice to attempt to persuade audience to do something. Students will learn how to formulate a research question, and how to begin researching at the library and online. Researched facts, definitions, and ideas make a writer more credible. CCSS.W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Graphic organizers can be used by students to organize ideas of past experiences, facts, and details that they may want to add from doing research for their persuasive writing. A graphic organizer will be used by students to sort reasoning and details to support reasons. This can be used as a structure to an essay. CCSS.W.310. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences With various prompts used during the persuasive writing unit, students will have to work within different time restrictions. During the group prompt with the movie rating essay, students will be given less time than they would be for a well researched topic of their choice.

Text citations and Annotations: I Wanna Iguana: Orloff, Karen Kaufman. I Wanna Iguana. Putnam Pub Group, 2004. I Wanna Iguana by Karen Kaufman Orloff is about a young boy named Alex who tries to convince his mother to let him have a pet iguana. He writes all of his arguments down on paper; he promises she won’t have to feed it or clean its cage. Alex’s mother then responds with her reasons as to why she doesn't want him to get a pet iguana. The two pass notes back and forth trying to persuade each other to see/understand their side of things. This will be one of the mentor texts provided to the students. They will use this book to get ideas on what persuasive arguments are. The teacher will read this text aloud and have a group discussion with the students about Alex’s arguments. The

students will then work in small groups and further dissect the text. They will focus on the persuasive pieces of the text. The students will see how the characters write arguments to show their points of view. This text is tied to our learning objectives because it will help students see how to construct persuasive arguments. One learning objective it is particularly tied to is CCSS.W.3.8; the students will use the text to gather information to help them write their own persuasive arguments. Dear Mrs. LaRue: Teague, Mark. Dear Mrs. LaRue. Scholastic Inc, 2002. Dear Mrs. LaRue is about a dog that tries to get sent home from a Canine Academy. He writes letters to his owner Mrs. LaRue and tries to convince her to let him come home. This will be one of the mentor texts provided to the students. In addition to I Wanna Iguana, this text will help students see how to structure persuasive arguments to help people see their point of view. The teacher will read this text aloud to the students and stop at various parts of the text and discuss the persuasive arguments presented. Once the book is complete, the students will fill out a graphic organizer that lays out Ike’s persuasive arguments. The students will then fill out a Persuasive Writing Organizer to help them organize their thoughts on their own persuasive arguments. This text is tied to our learning objectives because it will help students see how to construct persuasive arguments. One learning objective it is particularly tied to is CCSS.W.3.8; the students will use the text to gather information to help them write their own persuasive arguments. Eat Your Peas: Gray, Kes, and Nick Sharratt. Eat Your Peas. Red Fox, 2009. Eat Your Peas is about a young girl named Daisy who refuses to eat her peas. Her mother crafts arguments to try to convince her of the reasons why it is important to eat your vegetables. Daisy and her mother go back and forth trying to persuade each other. The two characters share a special bond; they are both friends and mother/daughter. Their arguments/disagreements do not change the way they feel about one another. They are respectful while sharing their points of view. This will be one of the mentor texts provided to the students. This text will help students see both sides to an argument. The students will see the ways to try to persuade someone while being civil and polite. This text will help the students see that it is okay to disagree with someone about something and still be their friend. Students will work with this text in partners. Each partner will be assigned a side to debate. They will have to come up with new persuasive arguments to show why their side should be

victorious. This text is tied to our learning objectives because it will help students see how to construct persuasive arguments. One learning objective it is particularly tied to is CCSS.W.3.8; the students will use the text to gather information to help them write their own persuasive arguments. Lesson Plan: Persuasive Writing for 3rd grade Objectives for Lesson: CCSS.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Materials: ○ ○ ○ ○

Letters to Mrs. Larue: Letters from Obedience School by Mark Teague White chart paper Persuasive Writing organizer Markers

❖ Procedures: 45 minutes - 1 hour Warm up question: We will be using this book to help us see good reasons the dog uses to persuade his owner and what kinds of details he gives to support his thinking. Boys and Girls, have you ever wanted something from your parents and had to come up with reasons to beg them to give it to you? (5 min) Tell students that you will be reading a story about a dog that gets sent to obedience school because his owner does not think that he is behaving properly. Explain to students that the definition of obedience is to make sure that someone is following the rules like they are suppose to. In order to convince someone to do what you want them to, you have to give them good reasons and back it up with details. As you read, let students know that you will be filling out the chart paper together and stopping at different parts in the book to discuss the good reasons Ike, the dog, gives and what good details he shares to help his reason. (15 min) ❖ Stop at various parts of the book that are picked prior and work together as a class to talk about what makes them good reasons and how the details help prove his point even more. Let students know that this is an excellent strategy for their papers that they will be writing in the future. Probing questions can include: (10 min) → Why does he mention how long he is going to be in obedience school?

→ How does the author use the pictures to use imaginary versus reality? → What words does Ike use to try ton convince Mrs. Larue in his letters? Once the book is complete, go back and discuss the various ideas you and the class came up with together on the chart paper. Allow students to pair-and-share to talk about their favorite reason that is on the chart paper. (5 min)

→ → → →

● Instruct students that now they will work on a mini blurb and write to you in their composition books. They have To try to convince you to do something or give the class something. Different ideas can include: (5 min) More recess time A pizza party for good behavior have a homework pass purchase more books for the classroom library, etc.

They have to make sure they include three reasons and back it up with details. Allow enough time for students to write in their composition books and then come back as a class to share what they wrote. Pick a couple volunteers to share. Assessments: Teacher will listen to the ideas of what the students came up with in their composition book; teacher will also assess by monitoring the classroom as students are working. Moreover, it is the teacher’s job to also ask students to reflect if their opinions have changed after hearing from their classmates; this allows them to process the power of writing. Finally, the instructor will collect the persuasive writing organizers at the end of the lesson to review. Next Steps: Students will use the structure of the worksheet to help them with the persuasive essay in the future and they will have a basis of how to form proper reasons with details for their writing.

Chart Layout (Class Involvement): What does Ike want: To be picked up from Obedience School

Reasons Ike Gives:

Helping Details to Support:

-He has to be there for two months

-That is a lot of time in dog years

-He is given a lot of orders

-He is told to sit, roll over, and perform a lot of tasks that he does not want to do

-He is not fed well -he does not like the food that he is being served in the cafeteria

Persuasive Writing Organizer Name:________________________

I want to convince my audience to: ___________________________________________________________________.

I will accomplish this with the following reasons:

Reason #1: ___________________________________________________________ Detail to support my reason: _____________________________________________________________________ __________________________________________________________________________.

Reason #2: ___________________________________________________________ Detail to support my reason: _____________________________________________________________________ __________________________________________________________________________.

Reason #3: __________________________________________________________ Detail to support my reason: __________________________________________________________________________ __________________________________________________________________________.

Works Cited

Gray, Kes, and Nick Sharratt. Eat Your Peas. Red Fox, 2009. Heard, Georgia. The Revision Toolbox: Teaching Techniques That Work. 2nd ed., Heinemann, 2014.

Michigan K-12 Standards: English Language Arts. Michigan Department of Education. https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf Orloff, Karen Kaufman. I Wanna Iguana. Putnam Pub Group, 2004. Ray, K. W., & Laminack, L. L. (2001). The writing workshop: Working through the hard parts (And They’re All Hard Parts). Urbana, IL: National Council of Teachers of English. Teague, Mark. Dear Mrs. LaRue. Scholastic Inc, 2002. Whitaker, Charles. Best Practice in Teaching Writing. Write in the Middle....