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Subject: English

Grade Level: 8
Written By: Boatswain/Dalle
Length of Lesson: 49 min (Day 1)
Lesson: Persuasive Writing

A. Learning Target
1. Students will know and be able to do as a result of this lesson
• I can identify terms built from Latin roots
• I can describe the steps of the writing process

B. Success Criteria (& assessment)


1. What will students say or do if they have met the learning target?
• Students will recognize the use of Latin roots in multiple terms

C. Content (i.e., genre, text)


Latin Roots
Expository Writing-Persuasive
SUTW Accordion Paragraphs & Multi-paragraph Essays

Standard: The student will create informative, expressive and persuasive


writing.
Standard: The student will engage in a writing process, with attention to
organization, focus and quality of ideas and a purpose.
• Create multiple paragraph compositions that state, maintain and use details
in logical order to support a main idea
• Consider the intended audience when composing text
• Formulate a position or opinion and provide supporting arguments and
evidence for that position
• Use composing process to develop writing, including: prewriting, drafting,
revising, editing, publishing

D. Instructional Strategies
Direct Instruction
ooperative Learning

E. African Connections
Kuumba: Creativity
Ujima: Collective Work & Responsibility
Ujamaa: Cooperative Economics

F. Key Vocabulary
(Spelling Words)-uncertain which identified
Writing Process

Pre-Writing

Drafting

Reviewing
Proof Reading

Publishing

G. Materials
Spelling Words Overhead
Accordion Paragraph Overhead
Jordan’s Essay Overhead & Student Copies
Highlighters or Markers

H. Procedures/Activities (flow of lesson)


15 min Introduce Spelling Terms/Latin Roots

10 min Overview of Class Structure

• Introduce to students the organization of the class

M- presented form of writing

T-Th-writing process

F- Spelling Test/Latin Roots

•Provide Visual/Graphic on board/chart paper (simple version of below)


as a guide
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SPELLING/ WRITER’S WRITER’S WRITER’S LATIN/GREEK ROOTS


GREEK/ LATIN WORKSHOP- WORKSHOP WORKSHOP SPELLING TEST
ROOTS A. Journal Writing A. Spelling/Greek/ A. Journal writing I. Spelling/Vocab Test
A. B. Grammar Mini- Latin Roots B. Grammar Mini II. Journal Writing
Spelling/Greek/L Lesson B. Grammar Mini Lesson III. Next Week’s Latin/
atin Roots C. Outline/1st Lesson/Review C. Peer Edit or Type Greek Roots
B. Introduce draft/Self C. 2nd draft writing/ Writing. As needed. III. Return 2nd Draft/
form of writing, Edit/Conferencing conferencing Review edits
present anchor, IV. Grammar Mini-
ID key Lesson
components/
characteristics
C. Topic
Selection,
Brainstorming &
Outline
Formation
Homework: Homework: None Homework: Study Homework: None Homework: Create
Study Vocab; Vocab; 2nd Draft Vocab Index Cards
Outline/Free
Write

20 min Introduce Writing Process

• Pre-Writing

• Drafting

• Reviewing

• Proof Reading

• Publishing

This is the process of writers. Our writer’s workshops will help us develop
the habits of strong writers. We will use these to develop our writing
skills.

Even though there are 5 steps, you do not always move from 1-2-3-4-5
in order. You may return to one step many times (i.e., drafting). We will
usually write at least 2 drafts, and often even more.

•In a group of 2-3, work together to name the different steps of the
writing process
• Groups complete the writing process worksheet by using the graphic to
pick out the elements of the writing process and key steps in each part.

• Prepare to present one element to the class, the steps involved, and
the steps connected to it.

4 min Closure

• Check Out on learning targets for the day

• Assign homework (Recommended: notecards for Spelling Words)


Subject: English
Grade Level: 8
Written By: Boatswain/Dalle
Length of Lesson: 49 min (Day 2)
Lesson: Persuasive Writing

A. Learning Target
10 Students will know and be able to do as a result of this lesson
• I can identify the elements of persuasive writing
• I can use the pre-writing phase of the writing process to brainstorm
reasons to support an opinion

B. Success Criteria (& assessment)


1. What will students say or do if they have met the learning target?
• Students will take notes on the elements of persuasive writing
• Students will accurately mark the elements in sample writing
• Students will select a topic, form an opionion, and brainstorm
supportive points

C. Content (i.e., genre, text)


Expository Writing-Persuasive
SUTW Accordion Paragraphs & Multi-paragraph Essays

Standard: The student will create informative, expressive and persuasive


writing.
Standard: The student will engage in a writing process, with attention to
organization, focus and quality of ideas and a purpose.
• Create multiple paragraph compositions that state, maintain and use details
in logical order to support a main idea
• Consider the intended audience when composing text
• Formulate a position or opinion and provide supporting arguments and
evidence for that position
• Use composing process to develop writing, including: prewriting, drafting,
revising, editing, publishing

D. Instructional Strategies
Direct Instruction
Independent Practice

E. African Connections
Kuumba: Creativity
Nia: Purpose

F. Key Vocabulary
Persuasive Writing
Main Point
Supporting Argument
Closing Statement

G. Materials
“Summer: 15 weeks v 2 ½ months” Article Overhead & Student Copies
Elements Chart-chart pre-written (reveal as needed)

H. Procedures/Activities (flow of lesson)


5 min Journal Writing

15 min Mini Lesson: What is Persuasive Writing

• Begin by reading “Summer” article to students. Read to (for fluency).


Present as a persuasive essay. Ask students if they are convinced of the
author’s argument?

Discuss what Persuasive Writing Is…

• Define & Describe

• Ask students: In what ways do we experience persuasive writing daily?

Examples:

Advertising

News Media

Political Speeches

• Introduce students to the elements of Persuasive Writing

Compelling Introduction-Main Point

Three Supporting Arguments

Conclusion-Restate Main Point

• Chart Uses and Elements of Persuasive Writing


Description Real Life Structure Elements
Experiences

Goal: Advertising Main Point Position


Convince the Stated (Main
reader of a News Media 3 Supporting Point)
Arguments
stated opinion Speeches
or belief Factual
Conclusion/ Supports
Letter to the Call to Action
Argues for or Editor
against a Persuasive
point to Opinion Techniques
convince an Pieces Logical
audience. Argument
Petitions
(Organization
)

Call to Action

15 min Guided Practice: Identify Elements in Sample, “Summer”

• Give each student a copy of the article

• Re-read the article together looking for the Main Point & 3 supporting
arguments

• Document (chart) each of these as they are identified

Claim/Main Point: ___________________________________________

1. Argument: ______________________________________

2. Argument: ______________________________________

3. Argument: ______________________________________
Conclusion: ___________________________________________________

10 min Independent Practice: My Position (Exit Slip)

• Present students with writing prompts

• Direct students to select one prompt that they feel strongly about

•Challenge them to begin writing as many arguments for their position


as possible

4 min Closure

• Check out on Learning Targets

• Stamp Notes (verify that they were recorded)

• Collect Exit Slip

• No Homework
Subject: English
Grade Level: 8
Written By: Boatswain/Dalle
Length of Lesson: 49 min (Day 3)
Lesson: Persuasive Writing

A. Learning Target
1. Students will know and be able to do as a result of this lesson
• I can identify the elements of a persuasive essay
• I can develop a thesis statement and supporting arguments
• I can use the drafting phase of the writing process to prepare my
writing

B. Success Criteria (& assessment)


1. What will students say or do if they have met the learning target?
• Students will accurately identify the thesis, reason, and evidence in
sample essay
• Students will write an outline using the SUTW multi-paragraph format
• Students’ paragraphs will include a thesis, 3 supports, and concluding
statement

C. Content (i.e., genre, text)


Expository Writing-Persuasive
SUTW Accordion Paragraphs

Standard: The student will create informative, expressive and persuasive


writing.
Standard: The student will engage in a writing process, with attention to
organization, focus and quality of ideas and a purpose.
• Create multiple paragraph compositions that state, maintain and use details
in logical order to support a main idea
• Consider the intended audience when composing text
• Formulate a position or opinion and provide supporting arguments and
evidence for that position
• Use composing process to develop writing, including: prewriting, drafting,
revising, editing, publishing

D. Instructional Strategies
Direct Instruction
Independent Practice

E. African Connections
Kuumba: Creativity
Nia: Purpose

F. Key Vocabulary
Thesis
Supporting Argument
Closing Statement
Essay Writing (Multi-paragraph)
G. Materials
Elements Chart-chart pre-written (reveal as needed)
“Summer” Article
Multi-paragraph format outline

H. Procedures/Activities (flow of lesson)

5 min Spelling/Latin Roots

15 min Mini Lesson: Organizing an Essay

•Bring students to the center of the room with their argument and
brainstormed reasons from day before

• Do a quick review of what persuasive writing is.

• Using SUTW, review with students the elements of an essay

• Define Thesis Statement, Supporting Argument, Closing Statement

Thesis Statement

Supporting Argument

Closing Statement

• Review accordion paragraphs & multi-paragraph outline.

15 min Guided Practice: Prepare an Outline Together

• Fill in outline together using “Summer” article

•Remind students that the evidence of each paragraph follows the


persuasive writing strategies in persuasive writing. These will be taught
specifically tomorrow.

10 min Independent Practice: My Outline

• Give each student an outline

• Direct students to lay out their main argument and supporting


arguments in the outline
• The only sections that should be incomplete are the evidence.

4 min Closure

• Check out on learning targets

• Stamp students daily work

• Reminder of text next day


Subject: English
Grade Level: 8
Written By: Boatswain/Dalle
Length of Lesson: 49 min (Day 4)

Lesson: Persuasive Writing

A. Learning Target
1. Students will know and be able to do as a result of this lesson
• I can identify the elements of a persuasive essay
• I can develop a supportive arguments using persuasive writing
strategies
• I can use the drafting phase of the writing process to prepare my
writing

B. Success Criteria (& assessment)


1. What will students say or do if they have met the learning target?
• Students will write an outline using the SUTW multi-paragraph format
• Students’ paragraphs will include a thesis, 3 supports, and concluding
statement

C. Content (i.e., genre, text)


Expository Writing-Persuasive
SUTW Accordion Paragraphs

Standard: The student will create informative, expressive and persuasive


writing.
Standard: The student will engage in a writing process, with attention to
organization, focus and quality of ideas and a purpose.
• Create multiple paragraph compositions that state, maintain and use details
in logical order to support a main idea
• Consider the intended audience when composing text
• Formulate a position or opinion and provide supporting arguments and
evidence for that position
• Use composing process to develop writing, including: prewriting, drafting,
revising, editing, publishing

D. Instructional Strategies
Direct Instruction
Independent Practice

E. African Connections
Kuumba: Creativity
Nia: Purpose

F. Key Vocabulary
Thesis
Supporting Argument
Closing Statement
Essay Writing (Multi-paragraph)

G. Materials
Elements Chart-chart pre-written (reveal as needed)
“Summer” Article
Accordion paragraph format outline overhead & student copies
Multi-paragraph format outline overhead & student copies

H. Procedures/Activities (flow of lesson)

5 min Spelling/Latin Roots

15 min Mini Lesson: Organizing an Essay

•Students gather in center of the room with their argument and


brainstormed reasons from day before

• Review elements of persuasive writing from day before

• Using SUTW, review with students the elements of an essay

• Define Thesis Statement, Supporting Argument, Closing Statement

Thesis Statement

Supporting Argument

Closing Statement

• Present accordion paragraphs & multi-paragraph outline

15 min Guided Practice: Prepare an Outline Together

• Students Return to Desks

• Students pull out own argument and brainstormed list of supports

• Students pull out their copy of “Summer” article

• Re-read article to find Thesis Statements & Supporting arguments.

• Fill in outline together using “Summer” article

•Inform students that the evidence of each paragraph will follow the
persuasive writing strategies. These will be taught specifically tomorrow.
10 min Independent Practice: My Outline

• Give each student an outline

• Direct students to lay out their main argument and supporting


arguments in the outline

• The only sections that should be incomplete are the evidence.

4 min Closure

• Check out on learning targets

• Stamp students daily work

• Review for Spelling Test


Subject: English
Grade Level: 8
Written By: Boatswain/Dalle
Length of Lesson: 49 min (Day 5)

Lesson: Latin Roots/Spelling

I. Learning Target
2. Students will know and be able to do as a result of this lesson
• I can identify the words with developed based on Latin roots

J. Success Criteria (& assessment)


1. What will students say or do if they have met the learning target?
???

K. Content (i.e., genre, text)

Sub-Strand: Spelling, Grammar and Usage


Standard: The student will apply standard English conventions when writing.
Benchmarks:
• Compose complete sentences when writing
• Edit writing for correct spelling and sentence clarity

L. Instructional Strategies
Direct Instruction
Independent Practice

M. African Connections
Kuumba: Creativity
Nia: Purpose

N. Key Vocabulary
Selected Spelling Words

O. Materials

P. Procedures/Activities (flow of lesson)

10 min Spelling/Latin Test

35 min Greek & Latin Roots

4 min Closure

• Check out on learning targets


• Assign Next Week’s Words

• Assign Index Cards for Next Week