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Plan de Unidad

Título: Ensayo Persuasivo

Nivel: 7/8 Social Studies Persuasive Essay Common Assignment

Sujeto: Escritura/Estudios Sociale

o State a clear thesis in support of a proposition or proposal
o Support a position with detailed evidence, examples, and clear
o Arrange details, examples, and rehaznos effectively to address
anticipated reader concerns and counter-arguments

o Formulate a thesis statement
o Stating facts and opinions which are then supported by evidence and
o Develop an interesting introduction
o Develop a well organized body which uses transition phrases and
words properly
o Develop a well encompassed conclusion that connects the reader to
the opening thesis sentence
o Properly sighting works of others

Funciones del lenguaje:

Tabla de Contenido:
o V. Causas y consecuencias, Predecir
E. Formar hipótesis pag. 28
o VI. Discurso/Exposición
A. Introducción pag. 29
B. Desarrollo pag. 29
C. Conclusión y Evaluación pag. 30
o VII. Hacer análisis
A. Clasificar pag. 31
Formas del lenguaje:
o Formar tesis: Pienso que… Como ejemplo… En mi opinión…
Imaginemos que…
o Introducción: Voy a hablar de… Voy a demostrarle que…
o Desarrollo: Por ejemplo… como ejemplo… Es igual que si… para
seguir… por un lado… sin embargo…
o Conclusión: en conclusión… finalmente… para
terminar/finalizar/concluir… Sobre todo…
o Clasificar: Primero, segundo, tercero…por último…
o Spanish Persuasive non-fiction articles to use for examples
o Develop with class an appropriate list of possible persuasive topics for
students to choose from or follow district provided prompts that relate
to grade level social studies curriculum
o Lista de Frases útiles y palabras de transición
o Gráfica para el desarrollo del ensayo
o Gráfica que usan los niños para conferir con los compañeros

Actividades: Sequence of lessons

Day 1- Introduce possible topics. Students write a paragraph about inicial
ideas that they have. (MINI: PURPOSE OF PERSUASIVE)
Days 2-3 Research topic, use graphic organizer to identify opinion,
supporting details, and possible counter ideas. (MINI: CITING SOURCES
Day 4 Turn in outline, peer conversation about outline and ideas. (MINI:
Day 5 More research if needed, begin rough draft (MINI: TRANSITION
Day 6 Continue rough draft/peer editing (MINI: DID I CONVINCE?)
Day 7 Rough draft due
Days 8-10 Revise/Edit rough drafts through both peer and teacher edits and
turn-in final product.

7/8 District developed Scoring Guide