Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 08 Unit 02B Exemplar Lesson 01: Analyzing Persuasive Text
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students compare and contrast persuasive texts on the same issue with different conclusions and explain how the
authors reached their conclusion by analyzing the evidence presented in the text. Using the writing process, students
write a persuasive essay that includes a clear thesis or position, presents both arguments and counter arguments,
and provides evidence that is well organized. Students continue to build their vocabulary through the study of roots
and affixes, the use of context clues, and the use of dictionaries.
Grade 08 ELAR Unit 02B PI 01
After reading two teacher-selected persuasive texts on the same issue but with different conclusions, create a graphic organizer that
compares and contrasts how the authors reached their conclusions and analyzes the evidence presented including the use of
rhetorical and logical fallacies, factual claims, commonplace assertions, and opinions.
Standard(s): 8.10B , 8.11A , 8.11B , 8.Fig19C , 8.Fig19D
ELPS ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
Grade 08 ELAR Unit 02B PI 02
Choose a topic of interest, take a stand on the issue, and write a persuasive essay to influence the attitude or action of a specific
audience.
Standard(s): 8.14A , 8.14B , 8.14C , 8.14D , 8.14E , 8.18A , 8.18B , 8.18C
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 04/18/2013
page 1 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Grade 08 ELAR Unit 02B PI 03
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and
persuasive texts. Provide evidence from the text to support ideas.
Standard(s): 8.17C , 8.Fig19A , 8.Fig19B , 8.Fig19C , 8.Fig19D , 8.Fig19E , 8.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 08 ELAR Unit 02B PI 04
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 8.2A , 8.2B , 8.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors share their perspective in order to influence the attitude or action of others.
Understanding persuasive, sound, and visual techniques enhances the ability to critically analyze a message.
Critical readers use strategies to make complex inferences and to analyze texts.
Authors choose techniques, form, and structure to influence the attitude or action of a specific audience.
Purpose and audience determine the author’s choice in techniques, form, and structure.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
8.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
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page 2 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
8.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or
ambiguous words or words with novel meanings.
Readiness Standard
8.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
8.13
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
8.13A
Evaluate the role of media in focusing attention on events and informing opinion on issues.
Supporting Standard
8.13B
Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting,
music) influence the message.
8.13C
Evaluate various techniques used to create a point of view in media and the impact on audience.
Supporting Standard
8.7
Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and
draw conclusions about the varied structural patterns and features of literary nonfiction and
respond by providing evidence from text to support their understanding. Students are expected
to:
8.7A
Analyze passages in well­known speeches for the author’s use of literary devices and word and phrase choice (e.g.,
aphorisms, epigraphs) to appeal to the audience.
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page 3 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Supporting Standard
8.9
Comprehension of Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and contemporary contexts
and provide evidence from the text to support their understanding. Students are expected to:
8.9A
Analyze works written on the same topic and compare how the authors achieved similar or different purposes.
Supporting Standard
8.10
Comprehension of Informational Text/Expository Text. Students analyze, make inferences and
draw conclusions about expository text and provide evidence from text to support their
understanding. Students are expected to:
8.10B
Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in
text.
Supporting Standard
8.11
Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and
draw conclusions about persuasive text and provide evidence from text to support their analysis.
Students are expected to:
8.11A
Compare and contrast persuasive texts that reached different conclusions about the same issue and explain how
the authors reached their conclusions through analyzing the evidence each presents.
Supporting Standard
8.11B
Analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false
assumptions, and incorrect premises in persuasive texts.
Supporting Standard
8.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
8.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
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page 4 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
8.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
8.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use
of simple, compound, and complex sentences; internal and external coherence; and the use
of effective transitions after rethinking how well questions of purpose, audience, and genre
have been addressed.
8.14D
Edit drafts for grammar, mechanics, and spelling.
8.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
8.18
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 a persuasive essay to the
appropriate audience that:
8.18A
Establishes a clear thesis or position.
8.18B
Considers and responds to the views of others and anticipates and answers reader
concerns and counter-arguments.
8.18C
Includes evidence that is logically organized to support the author's viewpoint and that
differentiates between fact and opinion.
8.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
8.19A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
8.19A.i
verbs (perfect and progressive tenses) and participles.
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page 5 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
8.19A.v
subordinating conjunctions (e.g., because, since).
8.19B
Write complex sentences and differentiate between main versus subordinate clauses.
8.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include properly
placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.
8.20
Oral and Written Conventions/Conventions of Language/Handwriting. Students write legibly and
use appropriate capitalization and punctuation conventions in their compositions. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
8.20A
Use conventions of capitalization.
8.20B
Use correct punctuation marks, including:
8.20B.i
commas after introductory structures and dependent adverbial clauses, and correct punctuation of
complex sentences.
8.27
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
8.27A
Advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact,
speaking rate, volume, enunciation, a variety of natural gestures, and conventions of
language to communicate ideas effectively.
8.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
8.28A
Participate productively in discussions, plan agendas with clear goals and deadlines, set time
limits for speakers, take notes, and vote on key issues.
8.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
8.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
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page 6 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
enhance comprehension.
8.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
making textual, personal, and world connections; creating sensory images).
8.Fig19D Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
8.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play), and provide textual
evidence.
Readiness Standard
Ongoing TEKS
8.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
8.1A
Adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
8.17
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for specific purposes. Students
are expected to:
8.17C
Write responses to literary or expository texts that demonstrate the use of writing skills for a
multi-paragraph essay and provide sustained evidence from the text using quotations when
appropriate.
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page 7 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
8.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
8.19A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
8.19A.iii adverbial and adjectival phrases and clauses.
8.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
8.21A
Spell correctly, including using various resources to determine and check correct spellings.
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher’s Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher’s Writer’s Notebook (1)
Dictionary (class set)
Example of a glossary (class set)
Thesaurus (class set)
Note card (2 per student)
Highlighter (1 per student)
Colored pen or pencil (1 per student)
Chart paper
Grade-appropriate media clips of someone giving a persuasive speech
Grade-appropriate media clip of a commercial
Grade-appropriate informational newspaper or web article (1 per student)
Grade-appropriate persuasive article from a newspaper or website (1 per student)
2 grade-appropriate political cartoons (1 per student)
Teacher-selected text with unfamiliar or ambiguous words (1 copy per student)
Grade-appropriate persuasive article or essay (1 per student)
2 grade-appropriate persuasive texts on the same topic/issue (1 copy of each per student)
2 grade-appropriate persuasive texts on the same issue but with different conclusions (1 copy per student)
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page 8 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
2 grade-appropriate persuasive texts on the same issue but with different conclusions (1 copy per student)These need to be a different issue from the texts listed above
Collection of grade-appropriate persuasive texts with different organizational patterns
Collection of grade-appropriate texts for student selection
Collection of persuasive or expository texts on students’ selected issues (optional)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Definition Pattern (1 per student)
Teacher Resource: Participles for Teachers (1)
Teacher Resource: Grade 8 Unit 02B Reading Appetizer
Teacher Resource: Grade 8 Unit 02B Writing Appetizer
Teacher Resource: Grade 8 Unit 02B Word Study Overview
Teacher Resource: Alternative Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 9 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.2A,E
8.Fig19A,B,C,D
8.7A
8.13A,B,C
8.14A
8.18A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why do we need to pay attention to
words?
• Authors share their perspectives in order
to influence the attitudes or actions of
others.
• Understanding persuasive, sound, and
visual techniques enhance the ability to
critically analyze a message.
­ How does an author’s perspective
influence the attitude and/or actions of
others?
• Purpose and audience determine the
author’s choice in techniques, form, and
structure.
• Authors choose techniques, form, and
structure to influence the attitude or action
of a specific audience.
- How do authors develop a well-written
persuasive essay for specific audience?
Vocabulary of Instruction
• Root
• Affix
• Prefix
• Suffix
• Audience
• Purpose
• Point of View
• Impact
• Audience
• Persuasive essay
• Brainstorm
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set) or access to an
electronic dictionary
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Grade­appropriate media clips of
someone giving a persuasive speech
• Grade­appropriate media clip of a
commercial
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Handout: Definition Pattern (1 per 2
• Teacher Resource: Grade 8 Unit 02B
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page 10 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
Advance Preparation
WORD STUDY
READING
students)
• Teacher Resource: Grade 8 Unit 02B
Word Study Overview (1)
Reading Appetizer (1)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to assign grade2. Refer to Teacher Resource:
appropriate prefixes, suffixes, and
Grade 8 Unit 02B Reading
roots to pairs of students. Select a
Appetizer. Prepare accordingly.
root or affix for modeling.
Consider choosing roots and
affixes from words that students
will encounter in Reading or
another content area.
WRITING
1. Prepare to display visuals as
appropriate.
2. Create an Anchor Chart:
Controversial Issues for
Teenagers.
3. In the Teacher Writer’s Notebook,
create a T-chart with one side
labeled For and one side
labeled Against. Leave room at
the top to record an issue/topic.
3. Refer to Teacher Resource:
Grade 8 Unit 02B Word Study
Overview. Prepare accordingly.
Background Information
Teacher Notes
Students will repeat this activity in Daily
Lesson 3 Word Study for additional
practice.
Students learned about speeches in Unit
02A, Lesson 02. This is a review of
speeches and the media standards.
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page 11 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of grade-level words using roots
and affixes.
Suggested Duration: 40-50 min.
Content Objective: Students interpret and
evaluate the techniques used in media and
speeches to influence the message and
the audience.
Suggested Duration: 40-50 min.
Content Objective: Students generate ideas
for a persuasive essay.
Mini Lesson
1. Review roots and affixes learned
in previous lessons.
1. Reading Appetizer: 3-5 min.
1. Ask: How do authors develop
well-written persuasive
essays? Discuss responses.
2. Display a word that contains the
root or affix selected for modeling.
Think Aloud about the different
parts of the word including how
the roots and affixes help the
reader to determine the meaning
of the word.
3. Display Handout: Definition
Pattern.
4. Record the selected root or affix
for modeling in the middle of the
web on the Handout: Definition
Pattern. Brainstorm other words
that use the selected root or affix
and record them around the web.
5. Model using a dictionary to record
the definition(s) of the selected
root or affix.
2. Ask: Have you ever changed
your opinion about an issue
because of something you
read or heard someone say?
Discuss responses.
2. With student input, define
persuasive text. Example:
Persuasive text takes a specific
stand on a specific subject/issue
3. Review what was learned about
and is written to influence a
speeches in Unit 02A, Lesson 02.
specific audience. There must be
Ask: Can speeches be
at least two differing viewpoints
persuasive? Discuss responses.
that can be argued.
4. Review what has been learned
3. Distribute one pencil and one
about the techniques used in
piece of paper to each small
media.
group of students.
5. Explain that they are going to
4. Display the Anchor Chart:
watch a media clip of a speech.
Controversial Issues for
Instruct students to think about the
Teenagers. Instruct students to
information they are learning from
brainstorm issues that are
the speech and how that
controversial to teenagers.
information is helping them form
an opinion about the issue/topic.
5. After students have brainstormed
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page 12 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
6. Using one or more words from the
web, write a complete sentence
using the word(s) in the correct
context.
6. If necessary, provide background
information about the historical or
cultural context of the speech
and/or the person giving the
speech in the selected media clip.
ideas, collect the ideas on the
Anchor Chart: Controversial
Issues for Teenagers.
6. Display the T-chart in the Teacher
Writer’s Notebook. Students
create a similar chart in their
7. Play the selected media clip of the
Writer’s Notebooks.
speech. Model taking notes on
chart paper as the speech is
7. Model taking a topic from the
being played.
Anchor Chart: Controversial
Issues for Teenagers and write it
8. After the media clip of the speech
at the top of the T-chart. Write
is concluded, ask: What
one argument for and one
information did we learn about
argument against the selected
the issue/topic? Did the
issue.
information affect your opinion
of the issue/topic? What was
8. Divide students into pairs.
the message of the speech?
Discuss responses and refer to
the notes on the chart as
necessary.
9. Ask: What visual and sound
techniques were used in the
speech that influenced the
message? Discuss responses.
10. Ask: How did those techniques
create a particular point of
view and how does that impact
an audience? Discuss
responses.
Learning Applications
1. Divide students into pairs and
1. Tell students that there are other
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1. With a partner, students select an
page 13 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
distribute the Handout: Definition
Pattern to each pair. Assign a
root or affix to each pair of
students.
2. With their partner, students
complete the Handout: Definition
Pattern.
3. Monitor students and provide
assistance as necessary.
forms of persuasive media. Ask:
What other forms of media are
persuasive? Discuss responses.
2. Play the media clip of a
commercial.
3. After the media clip of the
commercial is concluded, ask:
What information did we learn
about the issue/topic? Did the
information affect your opinion
of the issue/topic? What was
the message of the
commercial? Students discuss
responses, and then share with
the class.
issue/topic from the Anchor Chart:
Controversial Issues for
Teenagers and record it at the top
of the T­chart in their Writer’s
Notebooks.
2. Students record arguments for
and against their selected topic on
the T­chart in their Writer’s
Notebooks.
4. Ask: What visual and sound
techniques were used in the
commercial that influenced the
message? Students discuss
responses, and then share with
the class.
5. Ask: How did those techniques
create a particular point of
view and how does that impact
an audience? Students discuss
responses, and then share with
the class.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share two words with
1. Ask: Why is it important to pay
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1. With another pair of students,
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English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
their assigned root or affix, the
definition of their root or affix, and
the sentence they wrote with
example words.
attention to the techniques
used in media and other
persuasive texts? Discuss
responses.
students share their T-charts with
arguments for and against their
selected issue/topic.
2. Students add the completed
Handout: Definition Pattern to
their Vocabulary Notebooks.
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page 15 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 2
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.10B
8.13A,C
8.14A
8.18A,B
Key Understandings and Guiding Questions
• Authors share their perspectives in order to influence the
attitudes or actions of others.
- How does an author influence the attitude and/or actions
of others through persuasive text?
• Purpose and audience determine the author’s choice in
techniques, form, and structure.
• Authors choose techniques, form, and structure to
influence the attitude or action of a specific audience.
- How do authors develop a well-written persuasive essay
for specific audience?
Vocabulary of Instruction
• Fact
• Opinion
• Bias
• Argument
• Counter argument
• Thesis
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate informational newspaper or web
article (1 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Note card (1 per student)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Teacher Resource: Grade 8 Unit 02B Writing Appetizer
(1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Create a T­Chart in the Teacher Reader’s
Notebook with the label Facts on one side and
the label Opinions on the other.
2. Prepare to display the Anchor Chart:
Controversial Issues for Teenagers from Daily
Lesson 1 Writing.
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page 16 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
READING
WRITING
3. Recreate the same T-Chart on chart paper for
students to post responses.
3. Refer to Teacher Resource: Grade 8 Unit 02B
Writing Appetizer. Prepare accordingly
Background Information
Thesis/position - a statement or premise supported by
arguments
In order to establish a clear thesis or position, a statement
must be composed. The statement declares what the
author believes and what the author intends to prove. (This
is the thesis or position statement.)
Teacher Notes
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page 17 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students evaluate a newspaper or web
article for facts and opinions and determine point of view.
Suggested Duration: 40-50 min.
Content Objective: Students establish a thesis and plan
arguments and counter arguments for their persuasive
essay.
Mini Lesson
1. Ask: How can a writers’ point of view
influence a reader’s attitude toward a
subject/topic? Discuss this example: an
informational article on the nutritional value of
fast food written by a fast food company
executive vs. the same article written by a
doctor.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Controversial Issues
for Teenagers. Review the issues that were
brainstormed in Daily Lesson 1 Writing.
3. Ask: What are some other controversial
issues (not just ones facing teens)?
Discuss responses and record them on another
chart or in the Teacher Writer’s Notebook.
2. Distribute the previously selected informational
newspaper or web article to each student. Read
the article aloud with the students and
4. Think Aloud and select an issue to model
determine the subject, audience, and purpose.
writing a persuasive essay in the Teacher
Writer’s Notebook.
3. Display the T­Chart in the Teacher Reader’s
Notebook. Students create their own T-chart in 5. Discuss with students the position that will be
their Reader’s Notebooks. Tell students to use
taken on the selected issue. Think Aloud
this chart to separate the facts and the opinions
about the intended audience that you will be
in the article just read. Provide one example of
trying to convince or influence.
a fact and one example of an opinion from the
6. Model writing a thesis statement in the Teacher
article.
Writer’s Notebook that clearly demonstrate the
position to be taken on the selected issue (e.g.,
Students should be allowed to use cell phones
in school).
7. In the Teacher Writer’s Notebook, create
Last Updated 04/18/2013
page 18 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
another T-chart and label one side For
(Argument) and the other side Against (Counter
Argument). Explain that when writing a
persuasive essay, the author must consider
both sides of the argument.
8. Begin to Think Aloud about 1-2 arguments for
and against the selected issue. Allow for
student input. Additional ideas will be recorded
in Daily Lesson 3 Writing.
Learning Applications
1. With a partner, students reread the article.
2. Students record facts and opinions on the Tchart in their Reader’s Notebooks.
3. Monitor and assist as necessary.
1. Students select an issue from one of the charts
or come up with their own issue. Students write
the issue in their Writer’s Notebooks along with
their intended audience.
2. Students write a thesis statement that clearly
states their position on the selected topic.
3. Students create another T-chart in their
Writer’s Notebooks. Students begin to
brainstorm arguments for and against their
selected issue.
Engage in Small Group Instruction as appropriate.
Closure
1. Together as a class, discuss how the facts and
opinions created the point of view and purpose
of the article.
2. Ask: How does an author influence the
attitude and/or actions of others through
an informational article? Discuss responses.
Last Updated 04/18/2013
1. Students write their selected issue on a note
card and share with the class.
2. Collect the note cards to monitor students’ topic
choice and to help gather articles and other
texts to help students build their arguments
(optional).
page 19 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2A,E
8.10B
8.13A,C
8.14A
8.18A,B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why do we need to pay attention to
words?
• Authors share their perspectives in order
to influence the attitudes or actions of
others.
- How does an author influence the attitude
and/or actions of others?
• Purpose and audience determine the
author’s choice in techniques, form, and
structure.
• Authors choose techniques, form, and
structure to influence the attitude or action
of a specific audience.
- How do authors develop a well-written
persuasive essay for specific audience?
Vocabulary of Instruction
• Root
• Affix
• Prefix
• Suffix
• Fact
• Opinion
• Bias
• Common place assertion
• Argument
• Counter argument
• Thesis
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set) or access to an
electronic dictionary
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Grade­appropriate persuasive article from
a newspaper or website (1 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of persuasive or expository
texts on students’ selected issues
(optional)
• Chart paper (if applicable)
Attachments and Resources
• Handout: Definition Pattern (1 per 2
students)
• Teacher Resource: Grade 8 Unit 02B
• Teacher Resource: Grade 8 Unit 02B
Reading Appetizer (1)
Last Updated 04/18/2013
page 20 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
WRITING
Word Study Overview (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to assign gradeappropriate prefixes, suffixes, and
roots (different than Daily Lesson
1 Word Study) to pairs of
students. Select another root or
affix for modeling. Consider
choosing roots and affixes from
words that students will encounter
in Reading or another content
area.
2. Refer to Teacher Resource:
Grade 8 Unit 02B Reading
Appetizer. Prepare accordingly.
2. Gather a collection of persuasive
or expository texts on the students’
selected issues. Also, gather 1-2
persuasive text on the selected
issue for modeling in the Teacher
Writer’s Notebook. (optional)
3. Refer to Teacher Resource:
Grade 8 Unit 02B Word Study
Overview. Prepare accordingly.
Background Information
Bias - prejudice or preference for one
particular point of view
Assertion - an opinion or declaration
stated with conviction
Teacher Notes
Last Updated 04/18/2013
page 21 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of grade-level words using roots
and affixes.
Suggested Duration: 40-50 min.
Content Objective: Students compare and
contrast two persuasive articles and identify
the bias of both.
Mini Lesson
1. Review roots and affixes learned
in Daily Lesson 1 Word Study.
1. Reading Appetizer: 3-5 min.
2. Display a word that contains the
root or affix selected for modeling.
Think Aloud about the different
parts of the word including how
the roots and affixes help the
reader to determine the meaning
of the word.
3. Display Handout: Definition
Pattern.
4. Record the selected root or affix
for modeling in the middle of the
web on the Handout: Definition
Pattern. Brainstorm other words
that use the selected root or affix
and record them around the web.
5. Model using a dictionary to record
the definition(s) of the selected
root or affix.
WRITING
Suggested Duration: 30-35 min.
Content Objective: Students establish a
thesis and plan arguments and counter
arguments for their persuasive essay.
1. Display and read the thesis
statement in the Teacher Writer’s
2. Display the newspaper article from
Notebook. Make any necessary
Daily Lesson 2 Reading. Ask:
revisions.
What did we learn about fact
and opinion from this article?
2. Display the T-chart with
Discuss responses.
arguments and counter
arguments. Continue to discuss
3. Explain that bias is a prejudice or
and add to the chart.
preference for one particular point
of view. Discuss how a biased
3. Explain that sometimes authors of
persuasive article can influence a
persuasive texts looks for facts
reader’s feeling and opinion about
and other pieces of information to
a specific topic. For example:
support their position. Display and
PETA’s bias toward the treatment
read the selected persuasive or
of animals vs. the bias of a meat
expository text on the selected
industry executive.
issue for modeling. (optional)
4. Distribute the persuasive text and
read together as a class. Identify
the subject/topic, the purpose,
and the audience.
5. Create another T-chart in the
Last Updated 04/18/2013
4. After reading the persuasive or
expository text, add to the
arguments and counter arguments
in the Teacher Writer’s Notebook.
(optional)
page 22 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
6. Using one or more words from the
web, write a complete sentence
using the word(s) in the correct
context.
Learning Applications
Teacher Reader’s Notebook and
5. After all arguments and counter
record 1-2 facts and opinions from
arguments have been recorded,
the text.
select 3-4 arguments that will be
the focus of the essay. Circle or
place a star next to those
arguments.
1. Divide students into pairs and
1. With a partner, students reread
distribute the Handout: Definition
the article.
Pattern to each pair. Assign a
2. Students record facts and
different root or affix to each pair
opinions on another T-chart in
of students.
their Reader’s Notebooks.
2. With their partner, students
3. Monitor and assist as necessary.
complete the Handout: Definition
Pattern.
3. Monitor students and provide
assistance as necessary.
1. With a partner, students reread
their thesis statements and make
any necessary changes for clarity.
2. Students continue to record
arguments and counter arguments
on the T­chart in their Writer’s
Notebooks.
3. Students read 1-2 persuasive
and/or expository texts to gather
additional information for their
arguments and counter
arguments. (optional)
Engage in Small Group Instruction as appropriate.
Closure
1. Students share two words with
their assigned root or affix, the
definition of their root or affix, and
the sentence they wrote with
example words.
2. Students add the completed
Handout: Definition Pattern to
their Vocabulary Notebooks.
1. Together as a class, discuss how 1. Students share their arguments
the facts and opinions created the
and counter arguments with a
point of view and purpose of the
partner.
article.
2. Students select 3-4 arguments to
2. Ask: How does an author
be the focus of the persuasive
influence the attitude and/or
essay. Students circle or place a
actions of others through
star next to those arguments.
persuasive text? Discuss
responses.
3. Ask: How does the
Last Updated 04/18/2013
page 23 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
informational article compare
to the persuasive article as far
as bias, facts, and opinions?
Discuss responses including there
can be bias in each, but that the
persuasive is probably most
biased.
Last Updated 04/18/2013
page 24 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 4
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19A,B,C,D
8.11B
8.13A,C
8.14A,B
8.18A,B,C
Key Understandings and Guiding Questions
• Authors share their perspectives in order to influence the
attitudes or actions of others.
- How does an author influence the attitude and/or actions
of others through persuasive text?
• Critical readers use strategies to make complex
inferences and to analyze texts.
- What strategies do critical readers use to analyze texts?
• Purpose and audience determine the author’s choice in
techniques, form, and structure.
• Authors choose techniques, form, and structure to
influence the attitude or action of a specific audience.
- How do authors develop a well-written persuasive essay
for a specific audience?
Vocabulary of Instruction
• Rhetorical fallacy
• Logical fallacy
• Loaded term
• Caricature
• Leading question
• Incorrect premise
• False assumption
• Organizational structure
• Draft
Materials
• Reader’s Notebook (1 per student)
• 2 grade­appropriate political cartoons (1 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate persuasive texts with
different organizational patterns
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02B Writing Appetizer
Last Updated 04/18/2013
page 25 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Choose cartoons that reference a topic from
2. Collect or create examples of persuasive texts
American History or a current event. If possible,
with various organizational strategies:
cartoons should have examples of rhetorical
sequential, order of importance, cause/effect,
and logical fallacies such as loaded terms,
compare/contrast, and problem/solution.
caricatures, leading questions, false
3. Refer to Teacher Resource: Grade 8 Unit 02B
assumptions, or incorrect premises. Duplicate
Writing Appetizer. Prepare accordingly.
one of the political cartoons, one per student.
One cartoon is for display during the Mini
Lesson.
3. Create an Anchor Chart: Rhetorical and Logical
Fallacies. Write definitions and provide
examples for the following terms: rhetorical
fallacy, logical fallacy, loaded term, caricature,
leading question, incorrect premise, and false
assumption. Refer to Background Information.
Background Information
Rhetorical fallacy - an argument that is not sound but may
still be convincing
Logical fallacy - depends upon faulty logic
Loaded term - a term or phrase that has strong
emotional overtones and that is meant to evoke strong
reactions beyond the specific meaning (e.g., tax relief
instead of tax cut, or death tax instead of estate tax)
Caricature - a distortion of characteristics or defects of a
person or thing, either in a picture or in words
Leading question - a question worded to suggest the
desired response (e.g., What do you think of the horrible
effects of socialism?)
Last Updated 04/18/2013
page 26 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
False assumption - flawed ideas that emerge when a
reader pieces information together solely by inference
and fails to consider other possible interpretations
Incorrect premise - a faulty idea that is used as the
foundation of an argument
Teacher Notes
This Daily Lesson will be repeated in Daily Lesson 5
Reading with a persuasive article or essay.
Last Updated 04/18/2013
page 27 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students analyze the use of rhetorical
and logical fallacies in persuasive texts.
Mini Lesson
1. Display the Anchor Chart: Rhetorical and
1. Writing Appetizer: 5-10 min.
Logical Fallacies. Define rhetorical fallacy,
2. Ask: How do authors of persuasive text
logical fallacy, loaded terms, caricature, leading
organize their argument? Display examples
questions, incorrect premises, and false
of persuasive text using various organizational
assumption for students. Brainstorm examples
strategies. Lead students in a discussion of the
for each term. Students write definitions in
strengths of each for organizing a persuasive
Reader’s Notebooks.
essay.
2. Display the first political cartoon. Together,
3. Think Aloud about how to organize the ideas
read the cartoon and discuss its meaning. Ask:
in the persuasive essay in the Teacher Writer’s
What issue is this cartoon addressing?
Notebook.
What response is this cartoon designed to
evoke? How might this cartoon affect
4. Demonstrate writing an introduction to the
people’s perspective of the issue the
persuasive essay in the Teacher Writer’s
cartoon presents? Discuss responses.
Notebook. Model how to describe the
issue/topic of the essay and how to clearly state
3. Ask: Did the author use any rhetorical or
the position being taken in the essay.
logical fallacies to promote their
message/point of view? Discuss responses
including any examples of loaded terms,
caricatures, leading questions, incorrect
premises, and/or false assumptions.
Learning Applications
1. Distribute the second political cartoon.
2. With a partner, students read and analyze the
cartoon.
Last Updated 04/18/2013
Suggested Duration: 40-50 min.
Content Objective: Students draft their persuasive essays
using an appropriate organizational strategy.
1. Students review their thesis and the arguments
in their Writer’s Notebooks. Students determine
an appropriate organizational strategy for
presenting their arguments.
page 28 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
3. Students write the message/point of view of the
cartoon in their Reader’s Notebooks.
4. Students also record the rhetorical and logical
fallacies used to promote the author’s (or
artist’s) message/point of view including any
examples of loaded terms, caricatures, leading
questions, incorrect premises, and/or false
assumptions.
2. In their Writer’s Notebooks, students draft an
introduction for their persuasive essay that
describes the issue/topic and that clearly states
their position on the issue/topic.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the second political cartoon. 1. Students share their organizational strategy
and their introductions with a partner.
Last Updated 04/18/2013
page 29 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
TEKS
Ongoing TEKS
8.2B
8.Fig19A,B,C,D
8.11B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhance comprehension and oral and
written communication.
- How can learning new words help us as
readers and writers?
• Authors share their perspectives in order
to influence the attitudes or actions of
others.
- How does an author influence the attitude
and/or actions of others through
persuasive text?
• Critical readers use strategies to make
complex inferences and to analyze texts.
- What strategies do critical readers use to
analyze texts?
• Purpose and audience determine the
author’s choice in techniques, form, and
structure.
• Authors choose techniques, form, and
structure to influence the attitude or action
of a specific audience.
- How do authors develop a well-written
persuasive essay for specific audience?
Vocabulary of Instruction
• Context clue
• Rhetorical fallacy
• Logical fallacy
• Loaded term
• Caricature
• Leading question
• Incorrect premise
• False assumption
• Purpose
• Audience
Materials
• Vocabulary Notebook (1 per student)
• Highlighter (1 per student)
• Teacher­selected text with unfamiliar or
ambiguous words (1 copy per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Grade­appropriate persuasive article or
essay (1 per student)
• Chart paper (if applicable)
• Writer’s Notebook ( 1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/18/2013
8.1A
8.17C
WRITING
8.14B
8.18A,B,C
page 30 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02B
Word Study Overview (1)
• Teacher Resource: Grade 8 Unit 02B
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display Anchor Chart:
Unfamiliar Words: Using Context
to Determine Meaning from Unit
02A, Lesson 02, Daily Lesson 8
Word Study.
2. Refer to Teacher Resource:
Grade 8 Unit 02 Reading
Appetizer. Prepare accordingly.
WRITING
1. Prepare to display visuals as
appropriate.
3. Select a grade-appropriate text
with 4-6 possible unfamiliar or
ambiguous words. Underline the
possible unfamiliar or ambiguous
words. Be sure there is enough
context to determine their
meaning. Duplicate the text for
each student.
4. Refer to Teacher Resource:
Grade 8 Unit 02 Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine partially
assesses Performance Indicator 04.
Refer to Daily Lesson 4 Reading
Teacher Notes
Last Updated 04/18/2013
page 31 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 13 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 3-5 min.
1. Ask: In addition to a thesis
meaning of a word you do not
statement, what are the other
2. Display the Anchor Chart:
know? Discuss responses.
elements to remember when
Rhetorical and Logical Fallacies.
writing a persuasive essay?
2. Review that although using a
Review the terms rhetorical
Discuss responses including the
dictionary is one option for figuring
fallacy, logical fallacy, loaded
concepts of purpose and
out what an unknown word means,
terms, caricature, leading
audience.
effective readers do not always
questions, incorrect premises, and
use one. Sometimes, they use the
false assumption. Review
2. Explain that in order to write a
clues in the text to figure out what
examples of each term.
successful draft they should
the word means.
incorporate their thesis along with
3. Display and distribute the selected
specific information about their
3. Display the Anchor Chart:
persuasive article or essay. Read
topic and convincing
Unfamiliar Words: Using Context to
a portion of the article or essay.
arguments/reasons for their
Determine Meaning. Discuss the
Ask: What issue is this text
position.
different types of clues.
addressing? What response is
this text designed to evoke?
3. Display the T-chart in the Teacher
4. Display and introduce the text
How might this text affect
Writer’s Notebook that supports
selected for the lesson.
people’s perspective of the
the development of the persuasive
issue
the
text
presents?
essay.
5. Read the text aloud until the first
Suggested Duration: 40-50 min.
Content Objective: Students analyze the
use of rhetorical and logical fallacies in
persuasive texts
Last Updated 04/18/2013
Suggested Duration: 40-50 min.
Content Objective: Students write a
persuasive essay that establishes a clear
position, presents arguments and counter
arguments, and includes evidence that is
logically organized.
page 32 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Discuss responses.
underlined word. Think Aloud
and model looking for clues to
help figure out what the word
means.
6. Highlight any relevant clues and
explain how the context helped to
determine the meaning of the
word. Record the word and the
clues in the first and second
columns of the Anchor Chart:
Unfamiliar Words: Using Context to
Determine Meaning.
4. Continue to Think Aloud and
4. Ask: Did the author use any
draft 1-2 paragraphs of the
rhetorical or logical fallacies to
persuasive essay. Ask: How does
promote their message/point
this paragraph support my
of view? Discuss responses
thesis statement? Discuss
including any examples of loaded
responses.
terms, caricatures, leading
questions, incorrect premises,
and/or false assumptions.
7. Think Aloud about the inferred
meaning of the word and record it
in the third column of the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning.
Record the word and the clues in
the first and second columns of
the Anchor Chart.
Learning Applications
1. Students create the same chart in 1. With a partner, students finish
1. Students work independently to
their Vocabulary Notebooks. Tell
reading the persuasive article or
develop a draft that has an
students that they will only be
essay.
identified purpose and audience.
completing the first three columns.
Students include arguments and
2. Students write the message/point
counter arguments that support
2. Provide each student with a copy
of view of the text in their Reader’s
their position.
of the text and a highlighter.
Notebooks.
Last Updated 04/18/2013
page 33 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
3. Students read the text individually
or with a partner.
3. Students also record the rhetorical
and logical fallacies used to
promote the author’s
4. When students come to an
message/point of view including
underlined word, they look for and
any examples of loaded terms,
highlight context clues to help
caricatures, leading questions,
them determine the meaning of
incorrect premises, and/or false
the word.
assumptions.
5. Students record the words, clues,
and inferred meaning on the chart
2. As students work, conduct
Teacher-Student Conferences
with individual students or small
groups.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the context
clues found and the meaning of
each underlined word.
1. Ask: How did the author use
the rhetorical and logical
fallacies to promote his/her
point of view and to influence
the reader? Discuss responses.
Last Updated 04/18/2013
1. With a partner, students share
their drafts. Partners provide
feedback.
page 34 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
The Art of Persuasion
Lesson Preparation
Daily Lesson #: 6
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
Ongoing TEKS
8.Fig19 A,B,C,D,F
8.9A
8.14B
8.18A,B,C
8.19Ai
• Critical readers use strategies to make complex
inferences and to analyze texts.
- What strategies do critical readers use to analyze texts?
• Purpose and audience determine the author’s choice in
techniques, form, and structure.
• Authors choose techniques, form, and structure to
influence the attitude or action of a specific audience.
- How do authors develop a well-written persuasive essay
for specific audience?
Vocabulary of Instruction
Materials
TEKS
• Counter argument
• Verb
• Present tense
• Past tense
• Future tense
• Perfect tense
• Progressive tense
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Note card (1 per student, optional)
• 2 grade­appropriate persuasive texts on the same
topic/issue (1 copy of each per student)
• Chart paper (if applicable)
Attachments and Resources
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Teacher Resource: Verb Tenses: Perfect and
Last Updated 04/18/2013
page 35 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
READING
WRITING
Progressive (1)
• Teacher Resource: Grade 8 Unit 02B Writing Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Collect two persuasive texts on the same
2. Prepare to display the Anchor Chart: Verb
topic/issue. The texts can have similar or
Tenses from Unit 02A, Lesson 02, Daily Lesson
different purposes. The texts do not need to be
9 Writing. Choose irregular verbs to add to the
in the same persuasive form (e.g., one
chart (e.g., read, eat, swim).
persuasive speech on the use of ethanol in
3. Prepare to demonstrate writing a paragraph for
gasoline and one editorial on the use of
the persuasive essay in the Teacher Writer’s
ethanol in gasoline).
Notebook that incorporates the use of counter
3. Create an Anchor Chart: Analyzing Author
arguments.
Purpose in Multiple Texts. Write the following
4. Refer to Teacher Resource: Grade 8 Unit 02B
steps in analysis:
Writing Appetizer. Prepare accordingly.
Identify the authors’ purposes
State how the purposes are achieved in
each text
Describe how the authors’ purposes are
similar or different
Background Information
Counter argument - when the author turns against his/her
argument to challenge it and then turns back to re-affirm it.
It is an objection to the objection, used to strengthen the
author’s position.
Teacher Notes
Last Updated 04/18/2013
page 36 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students analyze persuasive texts
written on the same topic/issue and compare how the
authors achieved similar or different purposes.
Suggested Duration: 45-50 min.
Content Objective: Students write a persuasive essay that
establishes a clear position, presents arguments and
counter arguments, and includes evidence that is logically
organized. Students understand and use perfect and
progressive tense verbs.
Mini Lesson
1. Display the Anchor Chart: Analyzing Author
Purpose in Multiple Texts. Discuss the steps in
analysis.
1. Writing Appetizer: 5-10 min.
2. Display and distribute one of the persuasive
texts.
3. Read the text aloud as students follow along.
2. Display the Anchor Chart: Verb Tenses. Review
the different tenses.
3. Using irregular tense verbs (e.g., read, eat,
swim), conjugate the verbs with students into
the different tenses.
4. Discuss the first two steps in analysis. Record
4. Ask: Why is it important for writers/authors
the author’s’ purpose in the Teacher Reader’s
to be careful about verb tense? Discuss
Notebook. Then, record how the author’s
responses including making their writing make
purpose was achieved in the Teacher Reader’s
sense and to help the reader visualize when
Notebook.
and how things are happening.
5. Display the T­chart in the Teacher Writer’s
Notebook that supports the development of the
persuasive essay.
6. Think Aloud and draft another paragraph of
the persuasive essay. Model how to incorporate
counter arguments. Ask: How does this
paragraph support my thesis statement?
Discuss responses.
Last Updated 04/18/2013
page 37 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute the second persuasive text.
2. With a partner, students read the second
persuasive text.
3. In their Reader’s Notebooks, record the
author’s purpose and state how the purpose
was achieved.
1. Students work independently to develop a draft
that has an identified purpose and audience.
Students include arguments and counter
arguments that support their position.
2. As students work, conduct Teacher-Student
Conferences with individual students or small
groups.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss step three in analysis.
Describe how the authors’ purposes are similar
or different.
1. With a partner, students share their drafts.
Partners provide feedback.
2. Exit Slip: Students choose one of the texts and
write a summary of the main ideas in the text in
their Reader’s Notebooks or on a note card.
Last Updated 04/18/2013
page 38 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
TEKS
Ongoing TEKS
8.2B
8.Fig 19A,B,C,D,E
8.10B
8.11A,B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- What do effective readers do when they
come across a word they do not know or
understand?
• Authors share their perspectives in order
to influence the attitudes or actions of
others.
- How does an author influence the attitude
and/or actions of others through
persuasive text?
• Readers use strategies to support
interpretation of text.
- What strategies help readers interpret
persuasive text?
• Purpose and audience determine the
author’s choice in techniques, form, and
structure.
• Authors choose techniques, form, and
structure to influence the attitude or action
of a specific audience.
- How do authors develop a well-written
persuasive essay for a specific audience?
Vocabulary of Instruction
• Context clue
• Viewpoint
• Central argument structure
• Evidence
• Participle
• Conclusion
Materials
• Vocabulary Notebook (1 per student)
• Collection of grade­appropriate texts for
student selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• 2 grade­appropriate persuasive texts on
the same issue but with different
conclusions (1 copy per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02B
• Teacher Resource: Grade 8 Unit 02B
• Teacher Resource: Participles for
Last Updated 04/18/2013
8.17C
WRITING
8.14B
8.18A,B,C
8.19Ai
page 39 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
Advance Preparation
WORD STUDY
READING
Word Study Overview (1)
Reading Appetizer (1)
Teachers (1)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning
from Daily Lesson 5 Word Study.
2. Select two grade-appropriate
persuasive texts on the same
issue, but with different
conclusions. One text will be used
in this Daily Lesson; the other will
be used in Daily Lesson 8
Reading.
2. Create an Anchor Chart:
Participles. Write a definition and
provide examples in isolation and
in context. Refer to the Teacher
Resource: Participles for
Teachers
3. Prepare a collection of texts for
student selection. Students can
also use their Independent
Reading text or any text being
used in Reading.
4. Select a text to use for modeling.
Preview the text and identify 2-3
words that may be unfamiliar to
students and have context clues
to help determine meaning.
5. Refer to Teacher Resource:
Grade 8 Unit 02 Word Study
Overview. Prepare accordingly.
Background Information
WRITING
3. Prepare to display the Anchor
Chart: Rhetorical and Logical
Fallacies.
4. Create an Anchor Chart:
Analyzing Persuasive Texts. Write
the following three terms on the
chart: Viewpoint, Evidence, and
Central argument structure.
5. Refer to Teacher Resource:
Grade 8 Unit 02B Reading
Appetizer. Prepare accordingly.
This Instructional Routine partially
assesses Performance Indicator 03.
Last Updated 04/18/2013
Participle - a verb form incorporating the
use of -ed or -ing for regular verbs and
using the third principle part of the verb
for irregular verbs. These verb forms are
used to form the progressive tenses (e.g.,
speaking in Jim was speaking) or to serve
as modifiers (e.g., writing in the writing
page 40 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
WRITING
assignment).
Present participle - verb that ends in -ing
(e.g., The crying baby was hungry.)
Past participle - regular or irregular verbs
written in past tense form (e.g., a chained
prisoner; a written letter; a sunken ship)
Teacher Notes
Last Updated 04/18/2013
page 41 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 5-7 min.
1. Display the Anchor Chart:
meaning of a word you do not
Participles. Introduce the concept
2. Display and distribute the selected
know? Discuss responses.
of a participle and provide
persuasive text.
examples in isolation and in
2. Review that although using a
context.
3. Display the Anchor Chart:
dictionary is one option for figuring
Rhetorical and Logical Fallacies.
out what an unknown word means,
2. Display the T-chart in the Teacher
Review the terms on the chart.
effective readers do not always
Writer’s Notebook that supports
use one. Sometimes, they use the 4. Display the Anchor Chart:
the development of the persuasive
clues in the text to figure out what
essay.
Analyzing Persuasive Texts.
the word means.
Explain that they are going to be
3. Continue to Think Aloud and
analyzing a persuasive text.
3. Display the Anchor Chart:
draft the conclusion of the
Explain that they will identify the
Unfamiliar Words: Using Context to
persuasive essay in the Teacher
author’s viewpoint on the issue,
Determine Meaning. Review the
Writer’s Notebook. Model restating
then look at the evidence that the
different types of context clues.
the thesis and ending with a
author presented and consider
memorable statement.
4. Display and introduce the selected
whether the evidence is fact,
text for modeling.
opinion, or rhetorical/logical
fallacy. Then, consider how the
5. Read the text aloud until the first
evidence is organized or
unfamiliar word. Think Aloud and
structured throughout the text.
model looking for clues to help
figure out what the word means.
5. Read the persuasive text aloud.
Suggested Duration: 45-50 min.
Content Objective: Students explain how
the author of a persuasive text reached their
conclusion by analyzing the evidence
presented in the text.
Last Updated 04/18/2013
Suggested Duration: 45-50 min.
Content Objective: Students write a
persuasive essay that establishes a clear
position, presents arguments and counter
arguments, and includes evidence that is
logically organized. Students understand
and use participles.
page 42 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
6. Record the word, the clues, and
inferred meaning on the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning.
7. Continue this process with other
unfamiliar words.
6. Ask: What is the issue being
discussed? What is the
author’s viewpoint? Discuss
and record the viewpoint in the
Teacher Reader’s Notebook.
7. Ask: What evidence did the
author provide to support
his/her viewpoint? Is the
evidence fact, opinion, and/or
a fallacy? Discuss all the
evidence presented. Record the
evidence and state whether it is a
fact, opinion, or fallacy in the
Teacher Reader’s Notebook.
8. Ask: How did the author
present their argument?
Discuss responses. Possible
central argument structures could
include: cause/effect, the author
as authority, repetition,
compare/contrast, use of
examples/anecdotes, use of
statistics, use of humor, etc.
Record how the argument was
presented in the Teacher
Reader’s Notebook.
9. Ask: Was the author effective
in presenting his/her
arguments? Discuss responses.
Learning Applications
1. Students select a text from the
1. Students write a response to the
Last Updated 04/18/2013
1. Students write the conclusion to
page 43 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
collection and read the text
individually or with a partner.
2. When students come to an
unfamiliar word, they look for
context clues to help determine
the meaning of the word. Students
record the word, the clues, and an
inferred meaning on the chart in
their Vocabulary Notebooks.
persuasive text that summarizes
the author’s viewpoint, the
evidence presented, and how the
evidence was organized.
their persuasive essays. Students
restate their position and end with
a memorable statement.
2. As students work, conduct
Teacher-Student Conferences
with individual students or small
groups
Engage in Small Group Instruction as appropriate.
Closure
1. Students share the words and
clues they found.
1. Students share their summaries
with a partner.
2. Collect Reader’s Notebooks to
assess student’s entries.
Last Updated 04/18/2013
1. With a partner, students share
their drafts. Partners provide
feedback.
page 44 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 8
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig 19A,B,C,D,E
8.10B
8.11A,B
8.14C
8.18A,B,C
8.19Ai,v,B,C
Key Understandings and Guiding Questions
• Authors share their perspectives in order to influence the
attitudes or actions of others.
- How does an author influence the attitude and/or actions
of others through persuasive text?
• Purpose and audience determine the author’s choice in
techniques, form, and structure.
• Authors choose techniques, form, and structure to
influence the attitude or action of a specific audience.
- How do authors develop a well-written persuasive essay
for a specific audience?
Vocabulary of Instruction
• Viewpoint
• Central argument structure
• Evidence
• Modifier
• Revise
• Point of view
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• 2 grade­appropriate persuasive texts on the same issue
but with different conclusions from Daily Lesson 7
Reading (1 copy per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher’s Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
8.19Aiii
• Teacher Resource: Grade 8 Unit 02B Writing Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate
2. Prepare to use the second persuasive text
2. Create an Anchor Chart: Modifiers. Write a
Last Updated 04/18/2013
page 45 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
selected in Daily Lesson 7 Reading.
3. Prepare to display the Anchor Charts:
Rhetorical and Logical Fallacies and Analyzing
Persuasive Texts.
4. Students will need their copy of the persuasive
text from Daily Lesson 7 Reading.
Background Information
WRITING
definition and provide examples on the chart.
3. In the Teacher Writer’s Notebook, identify
places for revision in the modeled persuasive
essay including the use of a variety of complete
sentences.
4. Refer to Teacher Resource: Grade 8 Unit 02B
Writing Appetizer. Prepare accordingly.
Complex sentence - a sentence with an independent
clause and at least one dependent clause (e.g., I cleaned
the room when the guests left)
Modifiers - words that modify or make more specific the
meanings of other words; includes words or phrases that
act as adjectives and adverbs (e.g., The tired child fell off
the swing.). The modifying phrase is next to or in clear
relation to the intended word.
Dangling modifier - a word or phrase that modifies a word
not clearly stated in the sentence. (e.g., After reading the
book, the plot remains a mystery.). In this sentence, the
plot did not read the book. The noun that is being modified
is not in the sentence; therefore, the phrase after reading
the book is a dangling modifier.
Teacher Notes
Last Updated 04/18/2013
page 46 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students compare and contrast
persuasive texts on the same issue with different
conclusions and explain how the authors reached their
conclusion by analyzing the evidence presented in the text.
Suggested Duration: 45-50 min.
Content Objective: Students revise their persuasive essays
for purpose, point of view, evidence, and sentence
structure.
Mini Lesson
1. Display the Anchor Chart: Rhetorical and
Logical Fallacies. Review the terms on the
chart.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Modifiers. Discuss
the purpose and use of modifiers.
2. Display the Anchor Chart: Analyzing Persuasive
3. Using the persuasive essay draft in the
Texts. Review the process for analyzing.
Teacher Writer’s Notebook, model how to
3. Display the persuasive text read in Daily
revise for a variety of complete sentences
Lesson 7 Reading and review the responses
Think Aloud about the use of modifiers,
recorded in the Teacher Reader’s Notebook.
antecedents, parallel structure, and consistent
tense.
4. Display and distribute the persuasive text that
corresponds with the text from Daily Lesson 7
4. Review point of view. Explain that in order to
Reading. Read the text aloud.
create an effective persuasive essay; they
need to maintain a consistent and clear point of
5. Ask: What is the issue being discussed?
view throughout the entire piece.
What is the author’s viewpoint? Discuss
and record the viewpoint in the Teacher
5. Remind students that the focus of revising is on
Reader’s Notebook.
the content of their essay – what they have to
say and how well they say it.
6. Ask: What evidence did the author provide
to support his/her viewpoint? Is the
evidence fact, opinion, and/or a fallacy?
Discuss all the evidence presented. Record the
evidence and state whether it is a fact, opinion,
or fallacy in the Teacher Reader’s Notebook.
Last Updated 04/18/2013
page 47 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
7. Ask: How did the author present their
argument? Discuss responses. Record how
the argument was presented in the Teacher
Reader’s Notebook.
8. Ask: Was the author effective in
presenting his/her arguments? Discuss
responses.
9. In the Teacher Writer’s Notebook, create a
graphic organizer to compare and contrast the
two persuasive texts. Tell students that they will
be comparing and contrasting the two
persuasive texts.
10. Model adding one similarity and one difference
to the graphic organizer.
Learning Applications
1. Students create a similar graphic organizer in
their Reader’s Notebooks.
1. Students work individually revising their
persuasive essays for complete sentences and
consistent point of view.
2. With a partner, students continue to compare
and contrast the two persuasive texts. Students 2. As students work, conduct Teacher-Student
record their ideas on the graphic organizer.
Conferences with individual students or small
groups on specific trouble areas.
3. Monitor and assist as necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the similarities and
differences between the two texts.
Last Updated 04/18/2013
1. Students meet with a partner and share 2-3
examples of revisions they made to their
essays.
page 48 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2E
8.Fig 19A,B,C,D,E
8.10B
8.11A,B
8.14D
8.18A,B,C
8.19Ai,v,B,C
8.20A,Bi
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhance comprehension and oral and
written communication.
- How can a dictionary and other resources
help you as a reader and a writer?
• Authors share their perspectives in order
to influence the attitudes or actions of
others.
- How does an author influence the attitude
and/or actions of others through
persuasive text?
• Purpose and audience determine the
author’s choice in techniques, form, and
structure.
• Authors choose techniques, form, and
structure to influence the attitude or action
of a specific audience.
- How do authors develop a well-written
persuasive essay for a specific audience?
Vocabulary of Instruction
• Dictionary
• Glossary
• Thesaurus
• Pronunciation
• Syllabication
• Part of speech
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set)
• Example of a glossary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
• Comma
• Edit
• Reader’s Notebook ( 1 per student)
• Teacher Reader’s Notebook (1)
• 2 grade­appropriate persuasive texts on
the same issue but with different
conclusions (1 copy per student)
• Chart paper (if applicable)
Last Updated 04/18/2013
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per student)
• Chart paper (if applicable)
page 49 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02B
Word Study Overview (1)
• Teacher Resource: Grade 8 Unit 02B
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Prepare to display the Anchor
Chart: Understanding New
Charts: Rhetorical and Logical
Vocabulary from Unit 02A, Lesson
Fallacies and Analyzing
02, Daily Lesson 12 Word Study.
Persuasive Texts.
3. Prepare to display the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning
from Daily Lesson 7 Word Study.
4. Refer to Teacher Resource:
Grade 8 Unit 02B Word Study
Overview. Prepare accordingly.
Background Information
Teacher Notes
3. Select two grade-appropriate
persuasive texts on the same
issue, but with different
conclusions to use for the
Performance Indicator.
WRITING
1. Prepare to display visuals as
appropriate.
2. Prepare to use the persuasive
essay in the Teacher Writer’s
Notebook or locate a sample
persuasive essay that can be
edited during a Think Aloud to
model the editing process.
Prepare to discuss using commas
after introductory structures and
punctuating complex sentences
correctly.
4. Refer to Teacher Resource:
Grade 8 Unit 02B Reading
Appetizer. Prepare accordingly.
This Instructional Routine assesses the
Performance Indicator 04.
This Daily Lesson begins the Performance
Indicator and is completed and assessed
in Daily Lesson 10 Reading.
Last Updated 04/18/2013
page 50 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary, a glossary, and/or a thesaurus to
determine the meaning of words.
Mini Lesson
1. Display the Anchor Chart:
1. Reading Appetizer: 3-5 min.
1. Ask: What is the purpose of
Understanding New Vocabulary.
editing? Discuss responses.
2. Display the Anchor Chart:
Review what information can be
Rhetorical and Logical Fallacies.
2. Using the persuasive essay in the
found in a dictionary entry. Display
Review the terms on the chart.
Teacher Writer’s Notebook or the
and compare that to information
other sample persuasive essay,
found in a glossary and
3. Display the Anchor Chart:
Think Aloud about editing one
thesaurus.
Analyzing Persuasive Texts.
paragraph of the text. Discuss
Review the process for analyzing.
2. Display the Anchor Chart:
using commas after introductory
Unfamiliar Words: Using Context to 4. Display the persuasive texts read
structures and punctuating
Determine Meaning. Select one of
complex sentences correctly.
in Daily Lesson 7 and 8 Reading.
the recorded unfamiliar words.
Make corrections using a colored
Review the responses recorded in
Model using the dictionary,
pen or pencil.
the Teacher Reader’s Notebook.
glossary, and/or thesaurus to
3. Read aloud the next paragraph in
confirm the meaning of the word. If 5. Distribute both selected
the essay and ask students to
persuasive texts.
there are multiple definitions,
explain how and why they would
Think Aloud about which
6. Explain the expectations for the
edit the paragraph. Point out any
definition fits the context in which
Performance Indicator. Instruct
areas that should be edited.
the word was used. Record the
students to read both persuasive
definition in the fourth column on
texts and consider the authors’
the chart.
viewpoints and the type of
Suggested Duration: 40-50 min.
Content Objective: Students compare and
contrast persuasive texts on the same
issue with different conclusions and
explain how the authors reached their
conclusion by analyzing the evidence
presented in the text.
Suggested Duration: 30 min.
Content Objective: Students edit their
persuasive essays for grammar,
mechanics, and spelling.
evidence presented to support
Last Updated 04/18/2013
page 51 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
their viewpoints including facts,
opinions, and fallacies. Tell
students to think about how the
authors’ present their central
argument. Then, tell students they
will create a graphic organizer to
compare and contrast the two
persuasive texts. Tell students
they will finish in Daily Lesson 10
and share with a small group.
Learning Applications
1. Students use the chart of
unfamiliar words in their
Vocabulary Notebooka from Daily
Lessons 7 Word Study.
2. Students find the words on the
chart in a dictionary, glossary,
and/or thesaurus and confirm the
meaning of the words. If a word
has multiple definitions, students
choose the one that fits the
context in which the word was
used. Students record the
definition in the fourth column of
the chart.
1. Individually, students read the
persuasive texts and take notes in
their Reader’s Notebooks.
1. Students edit their persuasive
essays for grammar, mechanics,
and spelling. Students make
corrections using a colored pen or
pencil.
2. When they finish reading both
texts, students create a graphic
organizer to compare and contrast 2. Monitor and assist as needed.
the two persuasive texts.
3. On the graphic organizer,
students compare and contrast
how the authors reached their
conclusions and analyze the
evidence presented in each text.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their definitions
with a partner.
2. Collect the Vocabulary Notebooks
to assess students’ entries.
1. Ask: How does an author
influence the attitude and/or
actions of others through
persuasive text? Discuss
responses.
Last Updated 04/18/2013
1. Ask: How does editing improve
the quality of your essay?
Discuss responses.
page 52 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Analyzing Persuasive Text
Lesson Preparation
Daily Lesson #: 10
READING
TEKS
WRITING
Ongoing TEKS
8.Fig 19A,B,C,D,E
8.10B
8.11A,B
8.27A
TEKS
Ongoing TEKS
8.14E
8.18A,B,C
8.28A
Key Understandings and Guiding Questions
• Authors share their perspectives in order to influence the
attitudes or actions of others.
- How does an author influence the attitude and/or actions
of others through persuasive text?
Vocabulary of Instruction
Materials
• Final draft
• Reader’s Notebook ( 1 per student)
• 2 grade­appropriate persuasive texts on the same issue
but with different conclusions from Daily Lesson 9
Reading (1 copy per student)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Purpose and audience determine the author’s choice in
techniques, form, and structure.
• Authors choose techniques, form, and structure to
influence the attitude or action of a specific audience.
- How do authors develop a well-written persuasive essay
for a specific audience?
• Writer’s Notebook ( 1 per student)
• Chart paper (if applicable)
• Teacher Resource: Grade 8 Unit 02B Writing Appetizer
(1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Read students’ final drafts and leave a
comment for revision.
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page 53 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
READING
WRITING
3. Determine expectations for publishing final
drafts of persuasive essays.
4. Make arrangements for access to computers
for typing final drafts, if applicable.
5. Refer to Teacher Resource: Grade 8 Unit 02B
Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine assess Performance Indicator
01.
Teacher Notes
In this Daily Lesson, students will complete the
Performance Indicator they started in Daily Lesson 9
Reading.
Last Updated 04/18/2013
This Instructional Routine assesses Performance
Indicator 02.
page 54 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students compare and contrast
persuasive texts on the same issue with different
conclusions and explain how the authors reached their
conclusion by analyzing the evidence presented in the text.
Suggested Duration: 40-50 min.
Content Objective: Students revise and publish a
persuasive essay.
Mini Lesson
1. Review the expectations for the Perfomance
Indicator.
1. Writing Appetizer: 5-7 min.
2. Reread the final draft of the persuasive essay
in the Teacher Writer’s Notebook and make any
last minute revisions.
3. Tell students that they have been given some
feedback to consider for making final revisions.
4. Explain the expectations for publishing the
persuasive essays.
Learning Applications
1. Students finish reading the persuasive texts
from Daily Lesson 9 if necessary.
2. Students complete the graphic organizer to
compare and contrast the two persuasive texts.
1. Students reread their persuasive essay drafts
and make any final revisions based on
feedback from the teacher.
2. Students publish their persuasive essay
following the expectations set forth by the
teacher.
Engage in Small Group Instruction as appropriate.
Closure
1. Divide the students into small groups.
2. Ask: Which of the authors do you agree
with the most? Students think about the
position they will take on the topic.
Last Updated 04/18/2013
1. Students share their persuasive essays in the
Author’s Chair or in a small group.
2. Ask: How do authors develop a well-written
persuasive essay? Discuss responses.
page 55 of 62 Grade 8
English Language Arts and Reading
Unit: 02B
Lesson: 01
Suggested Duration: Days 1-10
3. In their small groups, students take a position
and discuss their position and provide
evidence.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/18/2013
page 56 of 62 Eighth Grade
English Language Arts and Reading
Unit: 02B Lesson 01
Prefix/Suffix
Definitions
Sentence:
©2011, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02B
Participles for Teachers
Participles have two functions:
1. Create two of the four basic forms of verbs (present participles or and past participles)


A present participle ends with –ing. (e.g., speaking)
A past participle of a regular verb ends with –ed (e.g., played). The past participle of an irregular verb has a
different ending (e.g., eaten).
Examples: Jim was speaking to the class.
The band was playing long into the night.
The bananas were eaten by Friday.
2. Act as adjectives (describe a noun or pronoun)
 It ends in –ing, or –ed for regular verbs. Other endings for irregular
 A participle phrase is a group of words that begins with a participle.
Examples: The crying baby was hungry.
A chained prisoner escaped from the prision guards.
A sunken ship was found just off the coast.
Paul saw his friend running past the school. (participle phrase describing “his friend”)
©2011, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02B
8th Grade Unit 02B
Reading Appetizer
Purpose:
Expose students to persuasive writing to encourage Independent Reading of texts other than novels.
Time:
3-5 minutes
Description: At the beginning of each class period, share an interesting text or excerpt with students. This may
connect to the genre and/or theme that students are studying in class, or could be something that peaks
the interest of the students in the class. The piece can come from a range of sources including but not
limited to newspapers, magazines, pamphlet, advertisements, song lyrics, and political cartoons.
Preparation: Search for interesting reading materials on a daily basis. Specific examples may include an article you
find on the Internet, an article you read at the dentist’s office, a great recipe someone shared with you, a
newspaper article, a manual for an electronic device, a brochure, etc. Find expository texts that will
connect with your students and inspire them to want to read more.
©2011, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02B
8th Grade Unit 02B
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while generating ideas for
future writing.
Time:
5-10 minutes
Description: Provide time at the beginning of class to provide multiple opportunities for writing and creative expression.
Students use prewriting strategies to generate their own topics for writing and free write their ideas in their
Writer’s Notebooks. After the allotted time, students share their work with a partner or with the class. This
time for sharing is an important part of growing student writers.
Preparation: Generating ideas for student writing has been explicitly taught in previous units. Writing Appetizers are
used throughout the unit so that students have the opportunity to expand on these ideas and build on
their understanding of writing. The “Writing Appetizer” entries in the Writer’s Notebooks will then be used
to practice strategies for writing improvement and application of conventions skills. Establish expectations
for the Writing Appetizers and allow no more than 10 minutes to ensure time for the other Instructional
Routines.
©2011, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02B
Eighth Grade Unit 02B
Word Study Overview
Possible Word Wall Organization
Word Wall
Prefixes
Root Words
Prefix #1
Root Word #1
Suffix #1
Words that use the prefix
Words that use the Root
Word
Words that use the suffix
Prefix #2
Activities
Suffixes
Suffix #2
Root Word #2
Words that use the prefix
Day 1: Students determine the meaning
Words that use the suffix
Words that use the Root
ofWord
grade-level words using roots and affixes.
(TEKS 8.2A,E)
Day 3: Students determine the meaning of grade-level words using roots and affixes. (TEKS 8.2A,E)
Day 5: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words.
(TEKS 8.2B)
Day 7: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words.
(TEKS 8.2B)
Day 9: Students use a dictionary to determine the meaning of words. (TEKS 8.2E)
At the completion of Unit 02A, you may choose to return some or all of the previously learned words to the
Word Wall when you get to the review activities for Unit 02B.
Note:
Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the
Word Wall, watching for Word Wall words in texts, and using Word Wall words in writing. Model for students
how to use the Word Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2011, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02B
8th Grade Exemplar Lessons
Unit 02B Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Exemplar
Lesson Day
1
2
4
6
7
8
9
10
Combine 1/2
Combine 3/4
Combine 5/6
7
8
9
10
Component
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Writing
Writing
*Implement the Word Study component as time permits or on extra days of instruction.
©2011, TESCCC
07/25/12 Page 1 of 1