Unit 3 Week 5: Persuasive Essay
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
Treasures ELD Unit Writing
4th Grade, Unit 3 Opener
BRAINSTORM & PREWRITE
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
DAY 1
Introduction
Intro/Review Writing Process Posters
Teacher will:
•Intro/Review Writing Process Posters
Build Background
Chart #1
Circle Map #1 – Coretta Scott King (CSK)
Teacher will…
•Write Ways to Persuade in the inner circle.
Ask, “How do you persuade someone or
convince someone?”
•Introduce genre chart poster from ELD TE
p. 233
Teacher will:
•Display sample letter from Ike LaRue (Dear Mrs. LaRue,
RLA Book p. 298)
•Ask students to tell you parts of a letter
•Highlight features of a persuasive letter
DAY 2
DAY 3
Brainstorm
Class survey (Secret vote
or class bar graph)
CM #2
Teacher will:
•Write What are some things you want to
convince your principal to change? in the
inner circle
•Introduce frame, “I want to convince the
principal to change...”
Students will:
•Think-Pair-Share
•Elicit student responses and add to Circle
Map (CM)
•Class agrees on one topic
Brainstorm Arguments
Fact/Opinion Graphic
Organizer (ELD Practice
Workbook p. 183)
CM #3
Students will:
• Make a decision on the
position they will take on topic
Teacher will:
• Say, “Arguments/reasons to
convince the principal to change
school uniform policy”
Students will:
• TPS “One reason to change school
uniforms is ___. Another reason is
___.”
Teacher will:
•Refer to Class Survey data
(bar graph) and
•Arguments/reasons Circle
Map to classify facts and
opinions on the issue of
school uniforms
(Fact/Opinion Graphic
Organizer) -assigned as
independent work during
small group instruction
•Teacher works with ELD 1-2
students to further scaffold as
needed during small group
instruction.
Unit 3 Week 5: Persuasive Essay
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
Treasures ELD Unit Writing
4th Grade, Unit 3 Opener
DRAFT
DAY 3
Review Features of
Persuasive Essay Genre
Poster
Teacher will:
•Review writing genre
and characteristics
Anchor Paper
“It’s Time to Require Bike
Helmets”
Teacher will:
•Distribute Anchor Paper (see
attached)
•Teacher reads Anchor Paper
and models identifying the
following:
•Paragraph 1- Last sentence
states a clear position
•Paragraphs 2 &3- List reasons
•Last Paragraph- states a
specific action
DAY 4
Review Purpose and
Audience
CM#2 WK 3
Teacher will:
•What are some things you
want to convince your
principal to change?
(Review CM #2 from Week 3
to review audience:
Principal)
Purpose: Change the school
uniform policy
DAY 4
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
Introduce Persuasive Letter
Template
Teacher will:
•Review parts of a letter (Display sample
letter from Ike LaRue (Dear Mrs. LaRue, p.
298)
DAY 5
Flee Map- It’s Time to Change the
School Uniform Policy
FM #1 WK4
Introduce (model)- Sample
Communication Guide
Teacher Model
Persuasive letter Draft
Teacher will:
Teacher will:
Students will:
• Write Persuasive letter draft-assigned as
independent work during small group
instruction
•Create and model a Flee Map
•1st event: clear position
•2nd event: 2 reasons
•3rd event: specific action
•Teacher Models using the Flee Map and
Communication Guide
Students will:
• Think-Pair-Share
Elaborated
1-12-2012
Dear Principal,
I believe the school should change its
policy on school uniforms. One reason
to change school uniforms is kids don’t
want to wear the same thing every
day. Another reason is kids like to wear
their favorite color. I hope you will
consider changing the school uniform
policy.
Sincerely,
Carla
*Teacher works with ELD 1-2 students to
further scaffold as needed during small
group instruction.
Unit 3 Week 5: Persuasive Essay
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
Treasures ELD Unit Writing
4th Grade, Unit 3 Opener
REVISE
DAY 5
Review Features of Persuasive Essay
Genre Poster & Flee Map
Teacher will:
• Focus and highlight Clear position on
genre poster
•Review Flee Map (FM#1 WK4)
DAY 5
Review Persuasive Letter Template
Teacher will:
• Model reviewing Persuasive Letter draft side by
side the Persuasive Letter Template
Students will:
• Review Persuasive Letter draft side by side the
Persuasive Letter Template- assigned as
independent work during small group instruction
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
DAY 5
Revise – Teacher model
Persuasive Letter
Teacher will:
•Ask, “How can I make my writing more
powerful?”
• Teacher models revising for language of
persuasion: emotions, exaggeration, fact,
opinion, and evidence.
•Have students look at their opening & closing
sentences
•Teacher works with ELD 1-2 students to further
scaffold as needed during small group
DAY 6
Students Revise:
Persuasive Letter
Think-Pair-Share (Oral
Language Activity)
Students will:
•Revise for language of persuasion by:
making their opening and closing
sentences more powerful- assigned as
independent work during small group
instruction
Students will:
•(In partners) read their drafts to
each other
*Teacher works with ELD 1-2 students to
further scaffold as needed during small
group instruction.
Revise
Persuasive Letter
Students will:
• Make additional revisions to draft- assigned
as independent work during small group instruction
Teacher works with ELD 1-2 students to further scaffold
as needed during small group instruction.
Unit 3 Week 5: Persuasive Essay
Treasures ELD Unit Writing
4th Grade, Unit 3 Opener
PROOFREAD, PUBLISH & ORAL PRESENTATION
Day 7
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
Day 8
Teacher Edit/ Proofread
Model
Think-Pair-Share
Students Edit/
Proofread
Publish Model
Teacher will:
•Teacher introduces/reviews
editing checklist
Students will:
•Partners read their Persuasive
Letters to each other –listening for
errors in syntax (2 stars & a wish)
Teacher will:
•Teacher model’s
publishing Persuasive
Letter
•Teacher models edits with
student Persuasive Letter Samples
•Peer Edit
Students will:
•Using Editing Checklist –edit
for spelling, grammar, and
punctuation- assigned as
independent work during
small group instruction
*Teacher works with ELD 1-2
students to further scaffold as
needed during small group
instruction.
Day 8
Students Publish
•Assigned as independent work
during small group instruction
•Teacher works with ELD 1-2
students to further scaffold as
needed during small group
instruction.
Day 9
Day 10
Teacher Reviews
Oral Presentation Criteria
Partners plan and practice
Oral Presentations (Partner
Presentations)
Oral Presentations
Teacher will:
•Oral Presentation Criteria
(Chart #1)
•Highlight question/answer
criteria for students
Students will:
•Partners practice oral
presentation and debrief
using oral presentation
criteria - assigned as
independent work during
small group instruction
Teacher will:
•Teacher reviews Oral Presentation
Criteria
Students will:
•Listen attentively for oral presentation
criteria.
•Orally present their Persuasive Letter
presentation
•Presenter poses a question to
audience about his/her topic
•Teacher/students pose a clarifying
question or ask for more details of
presenter
•Class debriefs each presentation
using the Oral Presentation Criteria
(Chart #1)
•Teacher works with ELD
1-2 students to further
scaffold as needed
during small group
instruction.