Introduction Invitation Exploration Explanation Take Action Assessment
Grade: Middle School
Time Frame: 2 days
Objectives: Given a lesson on writing persuasively, students will be able to write and revise a persuasive paper about Hollywood's portrayal on space sciences.
Materials: Computer lab, paper, pencil, and multi-colored paper
Royster, Jacqueline Jones (1994). Writer's choice: composition and grammar. New York : Glencoe.
Overview: Writing a persuasive paper. Brief notes taken from: Writer's Choice: Composition and Grammar.
Unit 6.1 Writing Persuasively: Your world is full of topics for persuasive writing. What changes would you like to see in your school and community and in the larger world? You can explore the following sources to discover issues on which to express your opinion: reading, media, and conversation.
Unit 6.2 Determining a Position: Persuasive writing often grows out of a disagreement on an issue that has at least two sides. Taking a position means standing up for one side. What ever the issue, it is a good idea to explore the issue thoroughly, pro and con lists can help. You also need to determine who your readers are-when your goal is to influence opinions, you need to know your readers-who they are and how they think.
Unit 6.3 Evaluating Evidence: To persuade others, you must present support, or evidence, for your position. Evidence in persuasive writing: fact, opinion, statistic, example, and reason. Not all pieces of evidence are equally strong. Statements can sounds like facts but be untrue. Some "facts" are really opinions in disguise. Also, some people who offer opinions are experts on the issue, while others are not. Some evidence isn't relevant; it doesn't prove what the writer says it proves, or it has no bearing on the issue.
Unit 6.4 Developing a Strategy: Even the most brilliant ideas achieve nothing unless they reach and audience. Whenever you want peoples attention, you must compete with all the noise and clutter that surrounds them. A playful imagination can help grab peoples attention-real-life stories, fables, parables, ballads, and letters to people from the past or future. You might consider using visuals, such as pictures, charts, and graphs to call attention to the issue. Then build you case by: 1) State your position clearly, 2) Present sound, relevant evidence, 3) Answer the opposition, and 4) Begin or end with your strongest point.
Unit 6.5: Strengthening Your Argument: To revise persuasive writing, set it aside for a time, and return to it later. This will give you a fresh, new perspective. You may find, as many writers have, that your best ideas will come during revision. Peer review is also helpful to get outside opinions. Revising persuasive writing: 1) Do I make my position clear? 2) Do I present enough evidence? 3) Is the evidence strong? relevant? 4) Do I keep my audience in mind? 5) Do I achieve my purpose?
Teacher: Explainer/Facilitator
Students: Decision Makers/Discussers
Methods: Have the students get into groups of 3 or 6 to participate in Six Hats. Each group will have a stack of multi-colored paper that they will fold into hats and the six hats worksheet that explains the position of each hat. Pose the question: "Should Hollywood portray Solar Sciences wrong just to entertain us?" Each student should wear a hat (they can only wear each color once so everyone can have a turn) for two minutes, and then they are to pick up a new hat. Let the class discuss the topic for a period of time while you make sure they are acting the role of the hat they are wearing.
Hats
White- facts, numbers, and information. What information do we have? What information do we need?
Red- emotions, feelings, tips, and hunches. What do we feel about this question?
Black- caution: points out problems, the weaknesses, and dangers of the idea. Does it work? Is it safe? Is it practical?
Yellow- advantages and benefits. Which are the benefits? What is the advantage of doing it?
Green- exploration, suggestions, new ideas: constructive ideas, and alternatives to action. What can we do here? Are there any solutions?
Blue- thinking about the act of thinking, establish new steps for thinking, and thinking process control. How do we evaluate the stage where we are?
Teacher: Facilitator, Coach
Students: Decision Makers, Discussers
Methods: After the kids have discussed their ideas, have them get out paper and pencil. On the board, draw a T-chart with "What I've heard/seen about Solar Science in movies," and "What I want to know (is this true?)." Have the students answer these to points and write the answers on the board. The kids can take notes too. Also write down movies and examples of scenes with Solar Science in them. From the kids who think movies portray Solar Science incorrectly, get some solutions to how Hollywood could change this.
Teacher: Expert, Tour Guide
Students: Curious adventurers
Methods: From the kids list, see what you can answer from the columns. Look for answers and resources, and have the kids look for answers too. Everyone can report back and discuss their finds (answers can be supplied all through the unit study). Then it is time to explain how to write a persuasive paper (using the overview notes from above) where the kids take a stand on the issue of Solar Science in the movies.
Take Action
Teacher: Consultant, Facilitator
Students: Creators
Methods: The kids should then begin work on a persuasive paper where they take a stand on the Hollywood and Solar Science. This paper should be compiled during the entire unit and turned in at the end. With each lesson presented, the kids should be able to form their opinions and gather facts. They can be taken to the computer lab to type the paper or you can have them work at home or after school in the lab on typing. Encourage the kids to add visuals to their papers, and consider even giving time for peer reviewing. They need to decide these points and any others you come up with:
1. Does Hollywood portray Solar Science correctly?
2. How do you feel about their portrayal?
3. If they portray Solar Science incorrectly, what can they do to solve/correct this problem?
4. If they portray it incorrectly, list examples of movies and the scenes portrayed incorrectly. If they portray it correctly, list examples of movies and the scenes portrayed correctly.
5. How can you find out (information literacy) the true answer to the Solar Science posed in movies?
During the invitation, you are conducting informal assessment. Just observe and listen to the kids. During the exploration and explanation, there is more informal assessment. Look for participation and note taking. The take action activity should involve formal assessment. Grade the papers and consider having them present their paper.
