Persuasive Writing Unit by Kristen Corbi Dolan Middle School, Stamford, CT Week 1-2 Objectives: TSWBAT define persuasion/persuasive writing and identify ways in which we are persuaded and use persuasion. (CMT) TSWBAT identify advertising strategies in print, internet, on TV advertisements. TSW design a product and advertise it using one or more of the advertising techniques. TSW write a three-paragraph persuasive paper about their product. TSW orally present their products to the class. Warm-up/Journal Question: When was the last time you had to convince your parents to let you to or buy something they disapproved of? Terms/definitions/lessons: Persuasive writing: writing which is meant to change the way the reader thinks or acts Advertising strategies: bandwagon, testimonial, compare & contrast, name-calling, emotional words, faulty cause & effect, and transfer Product design: who will buy it (audience)? why would they want to buy it? what strategies will you use to sell it? Three-paragraph composition format: introduction (what is the product, how does it work, etc.), body (why people should buy it, advertising technique used, etc.), conclucion (closing remarks) Related mini-lessons: Choosing the right words: They're/there/their and its/it's Using commas to make sentences make sense Punctuation review Assessment: Project evaluation and completion of warm-up activities Week 2-4 Objectives: TSWBAT define, identify, and use persuasive writing techniques. (CMT) TSW research and select necessary information on chosen persuasive topics. TSW write essays using the correct persuasive writing format and a graphic organizer. (CMT) TSWBAT identify the parts of a persuasive composition by looking at a sample essay. TSWBAT select and apply transition words and phrases. (CMT) (Advanced groups) TSWBAT devise objections to their position and counter them. (CMT) TSWBAT distinguish between fact and opinion, and brainstorm facts and opinions about their topics. TSW participate in a peer editing exercise. TSW brainstorm, edit, revise, and publish their work (the writing process). TSW make correct bibliographic citations when necessary. Warm-up/Journal question: If you could change one thing about the world, what would it be? Terms/definitions/lessons: To choose a persuasive issue: care about it, know a little about it, be willing to research it Steps of persuasive writing: 1. choose an issue and take a stand, 2. gather information to support your opinion, 3. determine your audience, 4. organize and draft your paper, 5. edit and publish Ways to persuade: compare & contrast, cause & effect, details/descriptions (examples, quotes, stories, etc.), word choice (balance of fact and opinion, do not beg or demand) A.I.D.A. (mnemonic device): grab Attention, maintain Interest, develop Desire, motive Action Fact vs. Opinion: fact=statements that can be proven, opinion=statements that cannot be proven, but are supported by facts "The Paragraph Hamburger": the top and bottom buns are introduction and conclusion, and the meat is the body of the essay. With the intro and conclusion, you'd have a big mess! Five-six paragraph persuasive essay set-up: introduction (state issue, opinion/position, and three reasons), body paragraphs (topic sentence, one reason, and details), conclusion (restate opinion, restate three reasons, make closing remarks) [Higher ability groups will have a sixth paragraph that has two countering statements.] Related mini-lessons: Identifying topic sentences Choosing transition words Assessment: Grammar quiz, final essay, completion of warm-ups Week 3-4 TSW read and discuss the issues in the play, "Zero Tolerance," by Adam Grant (Scholastic Action, Oct. 1996). TSW define and discuss "zero tolerance" policies and their opinions on them. TSW write the ending to the play. TSW formulate their own discipline policy for the school and write a persuasive letter to the principal in order to get her to agree with it. (CMT) TSW read persuasive responses to CMT prompts and grade them based on given criteria. TSW design travel brochures for Stamford using persuasive techniques. Warm-up/Journal Questions: If you were the principal for a day, what one thing would you change at Dolan, and why? Terms/definitions/lessons: Zero tolerance policies: a "get tough" action taken by a school, in which rule-beakers do not get second chances. All misbehaviors that fall under the same category face the same severe consequences. Review of letter format: heading, salutation, closing Persuasive letter form: same as persuasive essay, except audience is much easier to assess. Use flattery in the introduction and conclusion. Related mini-lessons: Avoiding run-on sentences and fragments Choosing confusing words (homonyms) correctly Assessment: Persuasive writing quiz modeled after CMT prompt, letter to principal, completion of warm-ups, Stamford Travel Brochure project.