Persuasive Writing Unit #2 by Kristen Corbi Dolan Middle School, Stamford, CT Persuasive Writing Unit Day 1-Advertising Mini-Unit · Journal Question: Describe the last time you had to convince your parents to let you do or buy something they disapproved of? · Discuss journal question-what words/ideas did you use? Did it work? Why/how? · Segue-what is a word we use for trying to convince someone something? · PERSUADE! Definition of persuasive writing: writing which is meant to change the way a reader thinks or acts · How are kids persuaded every day? ADVERTISING! · Brainstorm the ways ads persuade us to buy stuff · Strategies handout--includes the terms Bandwagon, Testimonial, Compare & Contrast, Name-calling, Emotional Words, Faulty Cause & Effect, Transfer · Homework Assignments-"Ad strategies" sheet (find an ad for each strategy) and/or "Looking at Ads" sheet (depends on need or ability level) Day 2-Ad project begins · Warm-up with a discussion of FACT vs. OPINION · opinion=view or belief held by a person; fact=specific statement which can be proven. Opinions must be supported by facts in order for your readers to be convinced · Advertising Project-design a product (invention) and make us want to buy it · Three parts to the project-written, visual, graphic. Steps: 1. list products you might be interested in, 2. choose your audience, 3. draw your product or ad roughly · Part one-brainstorm ideas for product. What you need to decide: what is it? To whom will you sell it? How much will it cost? Why would we want to buy it? What ad strategy might you use? · In class and HW, finish first design Day 3-written part of project · Related grammar mini-lesson · Work on written part of project-review paragraph form · Paragraphs of project-1. intro=general statement about the product; 2. describe the ad strategies you used and why, 3. conclude by stating why we would like to buy it · complete sentences and correct punctuation of course are needed Day 4 · Journal question: If you won $1000, what would you buy? · One day of class to get projects together-finalizing. Due next day. Day 5-6 · Begin presentations and evaluations of projects, continue to next day if necessary Persuasive Essay Writing *The Persuasive Letter* Day 1-2 · Journal Question: If you were principal for a day, what would you change about the school and why? · Read the play, "Zero Tolerance" aloud Day 2 · Finish play · Answer questions 1 & 2 in class, "finish the ending" for HW Day 3-persuasive writing assignment #1 · Review issues in play (related journal entry if applicable) · Discuss individual rights and how to change the rules · Go over homework and ending ideas · Give writing assignment-the persuasive letter · Go over letter format, how to set up a friendly letter · Define and describe flattery · HW-brainstorm ideas for letter Day 4 · How to write the persuasive letter INTRO-state issue and give flattery BODY PARAGRAPHS-support your claim, offer suggestions and consequences CONCLUSION-restate the issue, end with some prediction or hope · Work on drafts in class-finish for HW Day 5 · Continue to work on drafts · Individual conferences w/ the teacher In between essays-grammar activities CMT-Based Activity · Go over with students the CMT scoring of persuasive essays (w/ handout) · In groups, students will read actual essays from past tests (each gp gets the same pkt) · Each group will agree on one score for each of the essays in the packet · We will then share and discuss the answers as well as reveal the actual score *The Persuasive Essay* Day 1 · Journal question: If you could change one thing about the world, what would it be and why? · Handout on the essay assignment w/ topic choices · Take note on the persuasive writing process-Redefine persuasive writing: Writing that changes someone's opinions or actions · How to choose an issue to write about-care about it (interest and emotion), maybe know a little about it, be willing to research and devote time to it · Steps of persuasive writing 1. Choose an issue and take a stand on it 2. Gather info to support your position 3. Determine your audience 4. Organize and draft your information 5. Edit and publish your writing · Ways to persuade-very much like advertising techniques 1. Compare and contrast 2. Cause and effect 3. Examples and descriptions-quotes, details, stories 4. Choice of words-don't beg, plead, or demand 5. Balance fact and opinion · Remember this mnemonic device-AIDA A-Grab Attention I-Maintain Interest D-Develop Desire A-Motivate Action Day 2 · Review paragraph writing-related warm-up activity or handout · Hand out the persuasive graphic organizer · Outline what function each paragraph performs 1 - intro-issue, opinion, 3 reasons 2 - body #1-reason #1 and evidence 3 -- body #2-reason #2 and evidence 4 -- body #3-reason #3 and evidence 5 -- conclusion-sum up, repeat 3 reasons using different words · Read sample essay · Use the graphic organizer to graph the sample essay-for HW if necessary Day 3 · Handout on transition words · Transition words are important because they emphasize the most important parts of your argument by signaling when your persuasion is coming · They also make your paper read more smoothly · Facts vs. Opinions Review-review definitions of facts and opinions · Activity-Create two columns on a sheet of paper. Take the topic you have chosen and list any facts you know about it, in the second column list your opinions about your topic. · Share and discuss · HW Assignment-outline of essay, collect and check Whenever possible · Begin researching in the media center and/or computer lab · 2 days per class if possible Day 4 · Review topic sentences and how to use them in the essay-warm-up sheet if applicable · If students have not learned about this yet, it is time to teach about correct paragraph form · How to do bibliographies · Hand out sheet for biblio samples · Use books/mags/etc in class and make citations-trade and correct Day 5 · Share grading rubric with class · One-two class periods to write drafts Day 6-after drafts are due · Peer editing (go over this process if it's the first time for the students) · Final products should be due soon after this Related lesson for lower group · Instead of reading the play and doing the essay, after the advertising project a thorough teaching of the essay process and a letter to the principal might be better · Choose issues as a class and pick one issue to change about the school · Write a letter as a class on the overhead · Students can then choose their own topics and write their own letters When essays are finished, perhaps on the day the essays are due, give a Persuasive Writing Quiz on the technicalities of PW.