Teacher: Leticia Sitler
Subject Area: Language Arts
Grade Level: 2nd Grade
Unit Title: Persuasive writing/Time 1.5 hours
Lesson Title: Bling for Sale!!
Objectives:
The
student will be able to generate ideas and plans for writing by using
brainstorming, and clustering
TEKS §110.13. English Language Arts and
Reading
(A)
plan a first draft by generating ideas for writing (e.g., drawing, sharing
ideas, listing key ideas);
(20) Writing/Persuasive Texts. Students write
persuasive texts to influence the attitudes or actions of a specific audience
on specific issues. Students are expected to write persuasive statements about
issues that are important to the student for the appropriate audience in the
school, home, or local community.
ELPS
C(1)(A)use prior knowledge
and experiences to understand meanings in English;C(2)(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
C(3) (E) share information in cooperative learning interactions;
MATERIALS/RESOURCES NEEDED:
BOOK
“LA TORTILLERIA” BY GARY PAULSEN
Sticky
notes for revising, adding descriptive languageWriting Journal
15 Min Anticipatory Set: Prior to the lesson the students will discuss what bracelets they have created at their social studies center. They will brainstorm ideas as to why anyone would want to buy their product. If they feel that they can brainstorm a better product we will hear those out at this time. Students will have to defend why their product should be sold. Teacher script: Boys and girls, during Social Studies today we discussed the roles we have as consumers and producers. We had the chance to make our own product. What makes our product so special. How could we talk other students in the school and maybe even teachers and parents to buy our bracelets? (Teacher props: web to organize ideas.) With your elbow partner try and think of different reasons as to why students, teachers and parents should buy our bracelets. Let’s use our web now to write down any reasons why you like your bracelets. Is it their color, are they the school colors? What will we do with the money? Are we selling our product for a good cause? Do they fit just small wrists or will they fit anyone? (Continue prompting questions until web is filled)
Objective/Purpose: By the end of our lesson we will be able to brainstorm
reasons and ideas as to why a product should be sold. Students will be able to distinguish writing
as persuasive writing. Students will
also be able to draft, edit, revise and publish a persuasive essay to complement
our advertising posters in social studies.
5-7 Min Input:
It is essential for students to understand the different types of
writing and what the elements of persuasive language consist of. Teacher script: Boys and girls, we have written stories
before and we’ve discussed the difference between Fiction and Nonfiction. Now we are going to talk about one kind of
kind of Non-fiction. Writers who write
to persuade or talk someone into buying, trying, or doing something are using
persuasive writing. Good writers want to
make sure they include all the reasons why the reader should buy, try or do
what the writer wants them to. People
who sell goods have to do this to sell their products. They have great writers describe the product,
show how easy it is to use and why the reader should have their product. Let’s watch an example of how persuasive
writing is in our television every day!
3 Min Model: I will demonstrating an example of what
a persuasive writer does by showing a youtube video of Billy Mays selling a
product. http://www.youtube.com/watch?v=9KBXcpJfmj4&feature=related
Teacher script: A typical
persuasive piece is divided into three parts:
·
A
clear statement of opinion
·
Arguments
(save the best for last)
·
Conclusion
*
Please remember boys and girls that this persuasive writing will have facts about our bracelets and also
include thoughts and feelings or Opinions as to why we think they should buy
our bracelets. What is the opinion Billy
Mays is trying to get us to accept? What
arguments does he have to back it up?
What is the conclusion of his product, what will happen if we use his
product?
All
Students: Teacher will allow students to
brainstorm together in groups.
Teacher
Behavior: Teacher will monitor the room
and observe and listen to student conversation.
The teacher will intervene only to pose questions to further discussion
along.
Special
populations: Teacher will provide students a graphic organizer with titles for
each section to organize their ideas as they interact within their groups.
ELL/Bilingual
Populations: Teacher will provide key vocabulary that can be used during their discussion
and writing process. Vocabulary to be used: Persuasive, Opinion, Fact, Argument, Conclusion. List of adjectives and their meanings with
pictures. Allow students to write in
their native language if they need to.
GT
Populations: They will use their
brainstorming and persuasive essay to make their own infomercial such as the
one shown of Billy Mays.
Check for understanding: I will conference with
students and discuss their position in the writing process. At the end of the lesson the writing piece
should depict their understanding for persuasive writing. Teacher
Script: Students as I call you up to my
table please bring your writing journal so that we can discuss how your
persuasive arguments are coming along.
15-20 Min Guided Practice: In groups the students will brainstorm and as
a class we will discuss how we can arrange our reasons to best persuade our
readers using the computer lab and writing our persuasive map.
Activity
1 Using their graphic organizers students
will be in groups of 4 for the brainstorming .
They will discuss the reasons why their product should be sold, to whom
it should be sold and what makes it appealing.
Activity
2 I will create a center in which they
select their own topic (out of possible topic box) and write a persuasive quick
write using blank persuasive writing map.
5 Min Closure We will go back to the story and talk about how
we as the class have become producers and whom are consumers will be. We plan and discuss the next step in our
writing process. Teacher script: Boys and girls, today we talked about
persuasive writing and how important it is for us to persuade others to buy our
product. Working in groups is really
important to brainstorming our essays and tomorrow we will put all of our
thoughts together in our essay using our arguments.
40 Min Independent Practice Students will select products or ideas by selecting a
strip of paper from a box in our writing center during centers and create a web
listing reasons why we should buy, think or do what the prompt tells us.
I've Included links to my Persuasive Center as well as a link to the Oreo Template.
http://www.slideshare.net/sitlerl/persuasive-writing-center
Oreo Template
I'm also including a link to where you can find the publishing paper and writing paper.
http://betterlesson.com/document/339331/5b-publishing-paper-1112-v1-docx
http://donnayoung.org/penmanship/handwriting-paper-bw.htm
http://www.slideshare.net/sitlerl/persuasive-writing-center
Oreo Template
I'm also including a link to where you can find the publishing paper and writing paper.
http://betterlesson.com/document/339331/5b-publishing-paper-1112-v1-docx
http://donnayoung.org/penmanship/handwriting-paper-bw.htm
Works Cited
Crbenesch. (2008). Billy Mays -- Big
City Slider . [[Web Video]]. Retrieved from http://www.youtube.com/watch?v=9KBXcpJfmj4
Maxwell, A. (2012, January 10). [Web log
message]. Retrieved from http://2ndgradeias.edublogs.org/projects/
Paulsen, G. (1995).
La Tortilleria. (First ed.). San Diego: Harcourt Brace
Third Grade Teacher, T. (2011, October 23).
[Web log message]. Retrieved from http://our-cool-school.blogspot.com/2011/10/persuasive-writing-oreo.html
Wall, H. Hall county schools persuasive units. Retrieved from
http://www.hallco.org/literacy/index.php?option=com_content
Wolochow, J. (2011, December 02). [Web log message].
Retrieved from http://betterlesson.com/document/339331/5b-publishing-paper-1112-v1-docx
Young, D. (2011, July 17). [Web log message].
Retrieved from http://donnayoung.org/penmanship/handwriting-paper-bw.htm
Book to use with this lesson or with integrated Social Studies Lesson
All the resources included in the center.
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ReplyDeletecongrats again,
Javier
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