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TEACHERS NAMES: Megan Fletcher, CJ Smith, Liane Brooks

LESSON SUBJECT: Integrated Math Unit Plan: Fracking
LESSON TITLE: To Frack or not to Frack: A Persuasive Reading and Writing Lesson

This lesson on persuasive reading and writing is part of a larger integrated unit on fracking in British Columbia. In this
lesson, students will discover how audience, purpose, and reasoning affect persuasive texts, as they critically assess
commercials, videos, and news articles about fracking. Each student will create an outline for their own persuasive text
arguing for or against fracking through the lens of their stakeholder group.

ELA Big Ideas:
Exploring stories and other texts helps us understand ourselves and make connections to others and the world.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Humanities Big Ideas:
The physical environment influences the nature of political, social, and economic change.
ELA Content:
Reading strategies
Writing processes
ELA Curricular Competencies:
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
Express an o
pinion and support it with credible evidence
Humanities Curricular Competencies:
Recognize implicit and explicit ethical judgments in a variety of sources

By the end of this lesson students will be able to identify persuasive techniques used in a variety of media (films,
commercials, and articles) about fracking. Students will make an outline for their own persuasive texts about fracking.


Ability to read
Ability t o comprehend spoken English
Ability t o write/type/dictate a text

Teacher Materials Student Materials

-Power point that covers persuasive/argumentative -Copies of the Persuasive Techniques handouts
writing techniques and contains news clips and -Copies of the two news articles
commercials with different stances on fracking: -Laptops or pen and paper -Rubric
-Persuasive Techniques handout from the Teaching
Reading and Writing handbook
-Two news articles with different stances on fracking:
-Mark-Up comprehension constructor instructions
from Chapter 6 (p. 76) of Chris Tovanis Do I Really
Have to Teach Reading
-Rubric for assessment
The newspaper articles may be read aloud by a teacher or made into an audio recording for students who are not
able to read.
Offer complex comprehension constructors to students who are to ready for a more elaborate comprehension
Students may use a variety of methods to create their outlines: mind map, point form, full sentence, etc.
If students finish their outlines in class, they may get started on the rough draft of their texts. Students may write a
paragraph, an e-mail, a letter, or an essay, depending on their writing abilities.


In this lesson, students will be assessed on
meaningful engagement with their peers during pair and share and brainstorming activities
an outline of their persuasive writing text
The teacher will circulate during the activities, visually observing and assessing students effort to collaborate and engage
with their peers. Students will receive completion marks for submitting their persuasive text outlines. Teacher will provide
students with brief feedback on their outlines.


Powerpoint presentation displays
first slide: The Art of Persuasion

Teacher asks students to pair and Students will pair and share Students should turn to the person 3
share answers to the following answers to the teachers closest to them, rather than
questions: What does it mean to questions. choosing a partner from across
persuade someone? What the room.
techniques or methods do we use
to persuade others?

Teachers shows students a slide Students listen to mini-lesson on 5

that outlines persuasive writing persuasive writing

Give students Persuasive Students will receive the The take one, pass it along
Techniques handout and go over Persuasive Techniques handout. method will work fine here.
it together.

Frame of reference: Show Students will watch clips about Lights can be dimmed. Videos 15
students brief news clips and fracking. should be cued up. Volume should
commercials which present be set at an appropriate level. It
various stances on fracking. might be helpful for students to
take notes as they watch the
Ask students to pair and share Students will get into pairs and Again, students can turn to the
their thoughts about which share their thoughts about which person next to them for this
persuasive techniques were used persuasive techniques were used activity.
in each of the clips. in each of the clips.


During Reading
Making new connections:
Teacher will go over
comprehension constructor
instructions with the class.

Teacher will hand out the Students will receive and read (on During this activity, teacher should 15
newspaper articles on fracking their own) two news articles on circulate, answer questions, and
and ask students to use the fracking. They will use the give feedback.
Mark-Up method as they read Mark-Up method to engage with
the articles. the articles.

Teacher will ask the students to Students will get into groups and Depending on class dynamics,
get into larger groups and share share their ideas with their peers. teacher can randomly group
their thoughts about the articles: They will then discuss with the students into groups of 3 or 4 or
What kind of stance does the class what they discovered about allow students to choose their own
author take on the topic of the articles and how they might groups.
fracking? What evidence do they inform their own texts.
provide to support their argument?
Who is the intended audience of
this piece?

Teacher will ask students to look With their stakeholder groups, Teacher should circulate, asking 15
through their dossiers (from their students will go through their questions.
previous lesson) and brainstorm dossiers (from their previous
about their stakeholders position lesson) and brainstorm about their
on fracking. stakeholders position on fracking.


Teacher will hand out persuasive Individually, students will create an 25

writing text rubric to students and outline of their persuasive texts.
go over expectations with them.

Teacher will instruct students to

create an outline of their
persuasive text on paper or in a
Google Doc. They will be given
time in the next two classes to
research and write their texts.


Teacher will re-focus the group 1-2

and go over any questions the
students may have. Teacher will
let students know that they will
continue with their research and
writing in the next class.

Teacher will collect the persuasive Students will hand in or submit the
text outlines. outline of their persuasive texts.

Before students leave, teacher will Before they leave, students will
ask students to briefly explain their choose their stakeholders most
stakeholders most powerful powerful argument and tell their
argument to a neighbour who is neighbour about it.
not in their stakeholder group.