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Persuasive Writing Unit ~5 essays in 17 days~

Persuasive Writing Unit ~5 essays in 17 days~. Common Core Standards 2013 Edition. Common Core State Standards Writing – English 10.

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Persuasive Writing Unit ~5 essays in 17 days~

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  1. Persuasive Writing Unit~5 essays in 17 days~ Common Core Standards 2013 Edition CCSS 2013 edition

  2. Common Core State StandardsWriting – English 10 10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. To develop claims and counter claims fairly. 10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 10.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products. 10.W.10 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 tasks, purposes, and audiences. CCSS 2013 edition

  3. Common Core State StandardsLanguage – English 10 10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (particularly parallelism and sentence fluency) 10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (particularly the colon, semi-colon, and spelling) 10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (particularly to edit) CCSS 2013 edition

  4. Common Core State StandardsLanguage – English 10 10.L.4 Determine or clarify the meaning of unknown and multiple-meanings words and phrases choosing flexibly from a range of strategies. (particularly to consult specialized reference tools such as thesaurus and visual thesaurus or Grammar Girl’s blog and podcasts) 10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS 2013 edition

  5. Goals – Day 1 • Content Goals • Discuss Topic-Audience-Purpose (10.W.4) • Practice lateral thinking puzzles • Practice pre-writing strategies with two prompts • Write an essay to use as a baseline for the unit • Language Goals • To narrow a topic while including thorough supporting details. CCSS 2013 edition

  6. Lateral Thinking • Lateral thinking is trying to solve a problem by thinking broadly instead of being determined you can solve it with your initial ideas. • Lateral thinking is a skill that helps writers think of various ideas related to a single topic. CCSS 2013 edition

  7. Mind Sweep Activity • At the top of your paper, write “Writing is…” • Number down the left side of the paper 1–10. • For the next few minutes, complete the sentence ten times. You may write positive or negative ideas about what writing means to you. • Whip around! We will share some of your responses now. CCSS 2013 edition

  8. Mind Sweep Activity – Finale • Think about all the ideas that have been shared. • Choose one negative thought about writing. • How you could turn it into something positive? (Turn that frown upside down.) CCSS 2013 edition

  9. Pre-write Models Built for Mass CCSS 2013 edition

  10. Outline for Mass Elaboration CCSS 2013 edition

  11. T.A.P. determines what you pre-write • Topic • Audience • Purpose • CCSS 10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS 2013 edition

  12. A Word on ScoringThis is an incentive to write and practice your skills. • The essays are worth 40 points each (unless they’re scored according to the rubric – which will not be mentioned in advance) • 6 points for the pre-write • 5 points for the introductory and concluding paragraphs (with five or more sentences in each paragraph) • 8 points for each body paragraph (with eight or more sentences in each) • The truth is, the more you write, the better you will do. Quantity matters. CCSS 2013 edition

  13. Analyze the prompt • To begin any approach to a prompt, it helps to identify topic, audience, and purpose (TAPs). • What is your greatest fear? Write a multiple-paragraph essay for your teacher explaining your details about your fear. • What is the prompt’s topic? • Who is the intended audience? • What is the purpose of your essay? • Pre-write this prompt. CCSS 2013 edition

  14. Whole-class Think Aloud • Look at the pre-write you wrote about fear. • How many different ways did the class respond to the “fear” prompt? • fear of physical elements • fear of supernatural elements • phobias • Now, what are some other ways to connect to this topic? What are other fears you could have written about? • Keep in mind it’s important to choose a topic you can write a lot about even if it’s not a topic you think you prefer. CCSS 2013 edition

  15. Pre-write this prompt Take this to heart, these prompts are incredibly vague so that you personalize the topic. If you can’t personalize it enough to care about the topic, you need to reconsider your pre-write planning. • School is not the only place to learn. Write a multiple-paragraph letter to a teacher in which you identify something you remember learning outside of school and explain why this has been important to you. CCSS 2013 edition

  16. Day 1- Review & Self-Evaluation • Ticket out the door: finish your pre-write on a topic you learned outside of school. • Self-evaluation on pre-write: • What was the most difficult task this period? Be specific and use details. • What is getting easier for you? Be specific and use details. • Homework = fear pre-write and learning outside school pre-write CCSS 2013 edition

  17. Goals- Day 2 • Content Goals • Discuss benefits of pre-writing • 6-traits focus: ideas & content • Practice some lateral thinking puzzles • Practice narrowing two broad topics • Language Goals • To understand how careful editing teaches convention skills in context of real writing. CCSS 2013 edition

  18. Peer Editing & Pre-writing Peer editing and pre-writing are two of three best ways to improve your writing dramatically. The third best way is to elaborate as much as possible. • Pre-writing improves your ideas and organization scores plus it takes time in advance but allows you to produce text more quickly overall. • Peer Editing improves your self-editing skills to improve your conventions score. All our essays after this one will be peer edited by classmates or in the “fishbowl.” CCSS 2013 edition

  19. Pre-writing = Ideas & Contentfocus on main idea & provide strong supporting detailsWhen you do the pre-write, the essay writes itself. CCSS 2013 edition

  20. Narrow the topic. • Today, we are going to make sure that your topic isn’t too broad. • We’ll start with a very broad topic • Global Issues • By the way, issues are not necessarily problems. • Think. How can you tell that Global Issues is too broad? CCSS 2013 edition

  21. Narrow the topic- Step One • List 10 different Global Issues • Economy • ? • ? CCSS 2013 edition

  22. Narrow the topic - Step 2 • Select one of those issues then list subtopics for the selected issue • Poverty • 1- malnutrition • 2- • 3- CCSS 2013 edition

  23. Narrow the topic - Step 3 • Select one of those issues then list subtopics for the selected issue • Malnutrition • 1- • 2- • 3- • Now you have a narrowed topic: malnutrition CCSS 2013 edition

  24. Narrow the topic- again • Now practice again, with a different topic. • We’ll start with a broad topic • Sports or activities • How can you tell that Sports or Activities is too big? CCSS 2013 edition

  25. Narrow the topic- Step 1 • List 10 different sports or activities. • volleyball • checkers • ? CCSS 2013 edition

  26. Narrow the topic- Step 2 • Select one of those sports or activities. • List subtopics for the selected sport or activity. • Volleyball • 1 • 2 • 3 CCSS 2013 edition

  27. Narrowing Your Topic- Step 3 • Select one of those subtopics. List subtopics for that issue. • Serving volleyballs • 1 • A • B • C • 2 • A • B • C • 3 • A • B • C CCSS 2013 edition

  28. Day 2- Review & Assessment • What is the connection between full pre-writes and your “Ideas & Content” score? • What can you assume the connection between thoughtful peer editing and self-editing will be on your “Conventions” score? • Homework = world issues and sport/activity pre-writes CCSS 2013 edition

  29. Goals – Day 3 • Content Goals • Practice two lateral thinking puzzles • Focus on organization • Organize narrowed topics in several ways to evaluate best organizational impact • Language Goals • To practice narrowing topics and to set personal goals for improving my own writing. CCSS 2013 edition

  30. Pre-writing = Organizationstrong introduction, conclusion, concluding sentences for each body paragraph, & sequenceWhen you do the pre-write, the essay writes itself. CCSS 2013 edition

  31. Practice choosing a topic. • You learned different ways to choose a topic. Now practice! • Brainstorm 10 different topics for this prompt. • Imagine that you had the chance to meet anyone in the world. Write a multiple paragraph letter to your teacher explaining why you would like to meet that person. CCSS 2013 edition

  32. Sharing • Who chose famous people? • Examples • Who chose fictional people? • Examples • Who chose supernatural people? • Examples • Who chose normal people? • Examples CCSS 2013 edition

  33. Practice narrowing that topic. • Pick two people you know the most about and list reasons and details to support choosing to meet these people (remember that hot, cute, and gorgeous are the same reason). Person #1 Person #2 1. 2. 3. 1. 2. 3. CCSS 2013 edition

  34. Narrow the topic • In your quad, choose one person you can agree to continue brainstorming about. This may be a compromise. • Brainstorm ten or more diverse reasons to meet this person. Being specific instead of vague can help you with the quantity of ideas. • One member of the group will need to sacrifice a clean sheet of paper. Rip it into twelve fairly rectangular pieces. Write one reason you want to meet this person on each (cheap post-it note). CCSS 2013 edition

  35. Two Ways to Organize • Now you’ll learn two ways to organize all those ideas. • List, group, label • Order of importance CCSS 2013 edition

  36. List, Group, Label – Listing words • Quad-up. • In your group, tell each other the names of the people you thought you’d like to meet. Choose one topic per group- one that everyone knows and agrees to brainstorm about. • Start with that student’s list and add more words or phrases that relate to the topic. • Use sticky notes/scrap paper and write reason per note. The goal is to have sixteen reasons to meet this person, so continue brainstorming reasons. CCSS 2013 edition

  37. Grouping the words (categorize) • 5. Group the words you have listed by looking for those that have something in common. • 6. Notice the groups make subtopics for body paragraphs and some post-it notes make great details CCSS 2013 edition

  38. Fish Bowl • We need one group’s ideas under the document camera – • How should we arrange these into groups so we can “label” them? CCSS 2013 edition

  39. List, Group, Label- Labeling words • 7. Once you have grouped your words, decide on a label or name for each group. • 8. Decide on a focus for your topic and write a sentence (thesis statement). • 9. Look at your groups and decide which groups fit with your thesis and which to throw out. • 10. Number the groups that fit in a logical order to create an organizational structure for writing. CCSS 2013 edition

  40. Order of Importance • Think about another way you might organize your paper. • From most important to least important • From least important to most important • Which is the most effective? • The Greeks determined that it’s most effective to put your most important reason last. • Order of importance is another way to organize! CCSS 2013 edition

  41. Reflection Day 3 • What one or two parts of this lesson made you look at pre-writing and/or organizing differently? • Explain clearly using specific details. • How will you use these strategies to make your writing better in the future? (Guess what? This is asking you to write a goal for yourself.) • Homework = a pre-write on your choice of a famous person to meet CCSS 2013 edition

  42. Goals – Day 4 • Content Goals • Purpose and definition of elaboration • Link to writing well and scoring well on the HSPE • Voice (rubric review) Elaboration is voice and ideas • Quick write (putting elaboration to work) • Identify elaboration strategies • take notes and write examples • Reflect • Language Goals • To practice these elaboration strategies to add more content to your writing. CCSS 2013 edition

  43. Definition of Elaboration • Elaboration means telling the reader more using • Specific words • Extensions (phrases, clauses) • Onion-like layering of detail • Strategies such as anecdotes or scenario, lists for specificity, examples, definitions, descriptions, quotations, statistics, and facts. • Elaboration adds to your ideas and content, voice, and sentence fluency. In short, it’s very important. CCSS 2013 edition

  44. Advice from Mark Twain • “Don’t say the old lady screamed. Bring her on and let her scream.” • (Show don’t tell) “The Scream” by Edvard Munch CCSS 2013 edition

  45. Elaboration Rules • Elaboration is a great way to add more ideas to those empty pre-writes. Elaboration is ideas & content. • Elaboration is a great way to show the reader the person behind the essay. Elaboration is voice. • Elaboration is the difference between a “2” and a “3” on the HSPE. It’s the differences between passing and failing. • Keep in mind that you need a “4” on the HSPE if you don’t do well on conventions and “4s” a very obtainable. (A “4” and a “1” pass, and a “3” and a “2” pass) • Beware, elaboration is the first thing you cut when you’re hurrying to write an essay. It’s the kind of short-cut that doesn’t work. Instead train yourself to be a quick pre-writer and quicker drafter. You’ll be writing better essays faster and write fewer in the long run. CCSS 2013 edition

  46. Elaboration = Voice cares about topic & reader (avoids being routine, predictable, lifeless, or bored) CCSS 2013 edition

  47. Quick Write (paragraph or list brainstorm) • Pretend someone just wrote you a note (or texted you) that said, “There’s a new kid coming to our school.” • What kind of details were left out? • What kind of details would you want to know? • What did they leave out? The elaboration! • Let’s do a whip around to share some ideas. CCSS 2013 edition

  48. My most embarrassing moment was when... When I was in 7th grade, we went on a field trip... Write the word “anecdote” on your paper. What does elaboration look like? • ANECDOTES -- An anecdote is a short narrative inserted into an essay that develops an idea or argument. This sounds like. . . CCSS 2013 edition

  49. Develop your point with an anecdote. I learned not to lie in second grade when I faked being sick to stay home from school. It seemed like an idea that always worked for kids on TV shows, so I tested it out. I played sick then watched TV all morning. Then my grandma came up to me, felt my forehead, and told me I was sick. Was this a joke? Of course, I was playing sick I “should” feel warm. It turned out that was when my first chicken pox sprouted, and I was home sick, in agony, for two weeks. That’s why I’ve never played sick since then. My lie didn’t pay. CCSS 2013 edition

  50. Anecdotes - your turn • Think- On your own paper, write a short anecdote that might work in your invention essay. • Pair- Share this with your partner. • Discuss the images in the anecdote that are vivid. • Share- one anecdote with the whole class CCSS 2013 edition

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