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Purpose: The purpose of my presentation will be to explore reading and writing activities related to the domain of persuasive writing. The presentation will explore ways in which authors attempt to persuade their readers to accept their ideas, assertions, and claims. The students will be engaged in activities in which they must state and support personal positions. The following Georgia Performance Standards will be addressed: • ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that a. Locates facts that answer the reader’s questions b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. f. Summarizes main ideas and supporting details. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction. • ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position. c. Supports a position with relevant evidence. d. Excludes extraneous details and inappropriate information. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Provides a sense of closure to the writing.
2. Learner Analysis: a. Age/Gender:
The target audience consists of fourteen students ranging in age from nine to eleven. There are seven female and seven male students. b. Cultural Background: The class is made up of seven African-American students, five Caucasian students, and two Hispanic students. All the students are from low socioeconomic households. All the students are on free/reduced lunches. Eight of the students live with both parents. However, six students live with in a single parent/grandparent household. c. Educational Level: The students are in the 4th grade, but have been grouped into an EIP (Early Intervention Program) classroom. The students were targeted based on their 3rd grade CRCT scores. Ten of the fourteen students attended summer school for remediation and enrichment. Seven students were required to retake the CRCT test in the area of Reading. Of the seven students, four failed the retest and were administratively placed in the fourth grade, while three passed the retest. All of the students struggle with reading and are at or below the fourth grade reading level. Based on the STAR Test, CRCT scores, and DIBEL scores, students were placed in this class. Academic Summary: • Reading Levels: Below: 10 On Level: 4 Above: 0 Most of the targeted students are on or below the fourth grade reading level. Based on their Lexile scores, the students’ levels range from 1.5-4.1. Their STAR reading levels range from 1.6-5.0. • Reading CRCT Scores: Does not meet: 7 (3 passed with summer school) Meets: 7 Exceeds: 0
Special Needs/Accommodations: • ADD: 1 Student One student has been diagnosed with Attention Deficit Disorder and is currently taking medication. It is a very mild case and little modifications have to be made. * The student sits close to the instructor * Written and Oral directions are given * Direct eye contact * Have the student repeat instructions • Speech: 2 Students
Two students have been attending regular speech classes weekly. Their speech diagnosis does not infer with their regular educational learning. No accommodations need to be made. d. Specific Entry Skills: The student’s prior knowledge of writing a persuasive piece was assessed. The students were familiar with the term persuasive writing from third grade, but they were unable to identify the characteristics that make up a persuasive piece. We discussed how it was different from other pieces of writing (narrative and informational). e. Learning Styles: The students were surveyed about their learning styles. The results were: Reading it or watching it done: 13 Hearing it: 1 Touching it: 0 f. Motivation-Keller’s ARCS Model: • Attention- The attention of the students will be captured when the teacher presents two different types of candy (Snickers and Reese Cups). The teacher will then try to persuade the students to choose her “favorite” by giving facts and opinions about her product. • Relevance-The presentation will help students realize that the art of persuasion is used daily. Commercials are a prime example of how companies are trying to persuade the consumer to buy their product over the competition. The presentation will help students effectively persuade others to their point of view using different techniques and supporting resources. • Confidence-The students will gain confidence in their persuasive skills by dividing into groups and holding a mock debate over the appropriate class mascot. The class will then vote on the class mascot. • Satisfaction-Students will be given the opportunity to write their own persuasive pieces trying to convince the principal to allow the class to go on a field trip. Students will then read these essays to the principal. g. Gardner’s Multiple Intelligences The students were surveyed about how they learn best, using Gardner’s Multiple Intelligences. The class indicated that they learn best by reading it, watching it done, and then performing
the task. This class learns best using concrete sequential lessons. They enjoy computer based learning like Voyager’s Ticket to Read and Study Island. They are able to transfer the skills taught with these programs to other areas. The students are very visual learners which is their perceptual performance. Color coded study guides are often used to help aid the students. 3. Objectives: 1. Students will write a summary that contains three main ideas and three supporting details for each idea. 2. Students will write clearly and effectively including the use of transitional sentences and a theme throughout the writing piece. 3. Students will write a structured paragraph with an introductory topic sentence, three supporting details and a closing sentence that wraps up the main idea of the paragraph. 4. Students will write a five paragraph essay. 4. Theory of Instruction: The theory of instruction and learning used in this DST is a Constructivist approach. The teacher will act as the facilitator and will aid the students through the writing process. Discussions will be guided by the students with the help of the teacher. Cooperative learning will be used throughout the process through peer editing and the use of the Author’s Chair (where students may constructively critique students writing). Activities will be assigned where the students collaboratively debate other groups. The teacher will prompt students throughout the process to encourage thoughtful dialogue. This learning by doing concept will assist the students to write a well developed persuasive essay. 5. Content Outline: The content of the presentation will follow the steps of the Writing Process: • Read Aloud: The teacher will select text for read-aloud related to persuasive writing (e.g., the story I Wanna an Iguana, sample persuasive pieces that meet the GPS, do not meet the GPS, and that exceed the GPS). • Introduce the GPS Standard: The teacher will introduce the standard being taught and the class will discuss the expectations for their writing piece. • Introduce the Essential Questions: 1. How is persuasive writing different from narrative or informational writing? 2. What are some writing techniques or resources that can be used to support your point of view? 3. What is a controlling idea and how is it maintained throughout a persuasive piece? 4. How can a writer establish and maintain a personality in a piece of writing on order to get across his point of view?
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5. Why is getting the audience’s interest so important? 6. How can a writer get his audience’s interest and keep it? Mini Lesson on Author’s Craft for Persuasive Writing: The teacher will conduct a mini lesson on the aspects that would sway the audience to accept our view. Brainstorm Ideas: The class will brainstorm ideas of possible topics to write about. Write Rough Drafts: The teacher will conference individually with students. Share Chair: The teacher will ask for volunteers and for those that have outstanding examples of good work to share their pieces in the Author’s Chair.
6. Plan for Participation of the Audience: Students will read and edit persuasive essays that Do Not Meet, Meet, and Exceed the GPS Standard. The opportunity for the students to practice the art of persuasion, will be available to the students in different ways. Students will use what they have learned about persuasive writing to write their own pieces. Students will brainstorm how using persuasive words with supporting details can actually benefit them in their daily world.