Lesson Plan: UNIT 8 Writing a Persuasive Essay
Grade Level: 10
Subject: Eng II
Days of:
Essential Questions
How can I credibly and successfully advocate my own interests and ideas in
an adult world?
Education Standards Addressed
5.0 Students write a variety of texts using the writing process.
6.0 Students write a variety of texts to inform, persuade, evaluate,
entertain, or tell a story and are appropriate to audience and
purpose.
5.12.3 Write reflective texts that compare specific incidents and
broader themes
6.12.A1 Select and use logical or effective transitional, opening,
and closing sentences
9.12.1 Use specific and varied vocabulary; apply standard English
to communicate
Learning Objectives
SWBAT Write an essay asserting and defending their choice of English class
for their Junior year
Materials Needed
Presentation
Digital projector
Vocabulary
As listed on slides
Assessment (s)
5-paragraph persuasive essay
Lesson Summary (details on each slide)
Discuss student-centered, non-directed note-taking
Why persuade?;
introduce basic claim-support pattern and Jane Schaffer formulaic writing
template
Self-evaluation of performance and ability
Apply self-evaluation to template; re-write and draft
Additional Notes
Other Resources
(e.g. Web, books, etc.)
Homework
None
Poor writing can get you fired.
http://www.nydailynews.com/new-york/education/poor-spelling-undoesmanhattan-school-teacher-mona-lisa-tello-faked-jury-duty-class-article1.1003957?localLinksEnabled=false
Especially when you are trying to cheat.
Persuade Me
Format a sheet of paper for two-column notes according to course
standards. Title it: Persuade Me
Persuasive Essay
When is it due?
DUE NLT 27 January 2012
English II: Essay will be
completed in class
WLH: Essay is a new assignment in
Google Documents
(title the file:
P0StudentJoanPersuasive
The Nevada State Writing
Proficiency requires you to write
two essays:
•
•
Narrative or Descriptive
Persuasive
Why is there always a
persuasive essay on the
exam?
What kind of
writing was your
single-paragraph
literary analysis?
What is an
assertion?
Persuasive Essay DUE 27 January 2012
In February, you will receive course recommendations for your Junior year from each of your
core subject area teachers. I am required to recommend each of you for one of three classes:
•
•
•
•
English 11: American Literature
English 11 Honors: American Literature Honors
Advance Placement Language and Composition
Advance Placement Literature and Composition
I use four factors to determine my recommendation:
•
•
•
•
Your opinion of where you should be placed
Your academic performance
My perception of your aptitude
My perception of your work ethic
To allow you to better defend your opinion, you will write a multi-paragraph persuasive essay
asserting a specific course recommendation and defending your request. This is a mandatory
writing assignment and part of your third quarter grade. I will grade your essay using the
rubric on the other side of this sheet.
Persuasive Essay Rubric
Name:__________________________ Period:______
5
4
Score:
3
2
1
Format:
Standard MLA
Times New Roman or Arial 12point (English II is not required
to print)
No errors in
formatting
Minor errors in
formatting do not
detract from the
overall
professionalism
of the document
Minor errors in
formatting that
point to lack of
attention to detail
Major errors in
formatting detract
from the overall
professionalism of the
document.
Major errors in formatting
significantly detract from
the overall
professionalism of the
document
Ideas and Content:
Persuasive writing
Thesis with topic sentences that
guide the reader and concrete
details that support the thesis.
Commentary that links the
concrete details to topic
sentences and the thesis
Clear, focused, and
interesting.
Relevant evidence
clearly supports the
thesis and
commentary clearly
links evidence to
thesis
Clear and
focused.
Relevant
evidence
present, but
clarifying
commentary
may be lack
clarity in places
Clear and focused,
but development is
limited, sketchy, or
general. Some
evidence may lack
sufficient
specificity.
Lacks a clear focus.
Ideas are present, but
placed haphazardly.
No clear sense of
purpose. To extract
meaning from the text,
the reader must make
inferences based on
sketchy details.
Voice:
Diction, varied sentence length,
and an obvious excitement about
the material
Individualistic,
expressive, and
engaging. Clearly,
the writer is
involved in the text,
Sincere and
engaged for
most of the
piece.
Seems sincere, but
not genuinely
engaged,
committed, or
involved.
Attempts, but fails to
engage the reader.
The writer seems
indifferent, uninvolved, or
distanced from the topic
and/or the audience. The
writing is flat, lifeless, or
mechanical.
Organization:
Approach is clear and easy to
follow
Enhances the
central idea or
thesis and is
compelling and
moves the reader
through the text.
Strong and at
times
compelling.
The organizational
structure is strong
enough to move
the reader from
point to point.
Nascent structure, but
difficult to follow
The writing lacks a clear
sense of direction or
there is no identifiable
structure
Conventions:
Grammar, spelling, capitalization,
punctuation, paragraphing,
usage. Strong understanding of
the 20 common errors.
Good grasp of
conventions used
effectively to
enhance
readability.
Good grasp of
writing
conventions.
Few errors.
Errors are present,
but do not
significantly distract
the reader.
Consistent or
repeated errors
distract the reader.
Errors often distract the
reader and make the text
difficult to read.
What classes do I have the option of taking?
English 11: American Literature
This one-year survey of American literature from Puritan beginnings to the present traces
the historical and cultural development of the United States as reflected in literature.
Emphasis will be placed on developing higher-level thinking skills and critical judgment
through the discussion of literature and
analysis of student writing. Genres studied include short stories, poems, essays, histories,
biographies and autobiographies, critiques, novels, and plays. Composition, which is
taught concurrently with literature, will emphasize exposition, persuasion, description,
narration, and critical analysis. Students will research a variety of literary and non-literary
topics related to the study of American literature and culture.
English 11 Honors: American Literature Honors
This course is designed for the college-bound student who demands a more rigorous
study of literary analysis and composition. Genres studied include short stories, poems,
essays, histories, biographies and autobiographies, critiques, novels, and plays. The
research process will be taught with the practical application of writing a formal research
paper on a literary topic.
Advanced Placement Language and Composition
This one-year course is designed for students whose achievements indicate their
preparedness to study language and composition at the college level. At the center of AP:
Language and Composition are the skills of close reading and critical writing. Students will
read from a variety if nonfiction prose spanning from the classical to the contemporary.
With a focus on the structure of argument and the function of Greek rhetoric, students will
engage in a rigorous writing program designed to explicate and analyze texts of varying
length and difficulty. Students will take the College Board Advanced Placement
Examination.
Advanced Placement Literature and Composition
This one-year course is designed for students whose achievements indicate their
preparedness to study literature and composition at the college freshman level.
Representative masterpieces of literary genres and historical periods from English,
American, and world literature are analyzed and interpreted. Students are provided
experiences to enable them to develop analytical, critical, and creative written and oral
expression. Students will research a variety of literary subjects with the practical
application of writing formal research papers interpreted from sociological, historical, and
philosophical perspectives. Students will take the College Board Advanced Placement
Examination. Scores on this test are used to determine college credit and/or placement by
the college in which the student enrolls. This course will prepare students for the College
Board Advanced Placement Examination in May. It is expected students will take the AP
exam in May. See your school counselor if you have a financial hardship. This course
fulfills one of the English credits required for high school
graduation
So which class should I take?
Examine your high school post-diploma goals:
•I want to drop out of high school and go directly into the
work force.
•I want to graduate high school and:
• go directly into the work force.
• attend a trade training program, service, or school
(Le Cordon Bleu, union apprenticeship, military . . .)
• attend a non-competitive local college (CSN, Nevada
State)
• attend an in-state competitive university (UNLV,
UNR).
• attend an out of state competitive public or private
university (ASU, UCR, Dixie State . . .)
• attend a highly competitive public or private
university (USC, UCLA, UCB, Stanford, Columbia,
Brown, Harvard, BYU . . .)
What high school English class do each of these
goals require?
•I do not want to complete high school and will go directly
into the work force. (Basic critical thinking and communication
skills: organizing ideas, practical, literate reading and writing
for resume development, job application, invoice processing,
tax preparation, etc.)
•I want to graduate high school and:
• go directly into the work force.
• attend a trade training program, service, or school (Le
Cordon Bleu, union apprenticeship, military . . .)
• attend a non-competitive local college (CSN, Nevada
State)
• attend an in-state competitive university (UNLV, UNR).
• attend an out of state competitive public or private
university (ASU, UCR, Dixie State . . .)
• attend a highly competitive public or private university
(USC, UCLA, UCB, Stanford, Columbia, Brown,
Harvard, BYU . . .)
Flip your notes over and turn the paper 90 degrees. Draw the following chart:
My Performance in
English
My Aptitude for
English
(grades, comments)
(natural ability)
Topic Sentence
Topic Sentence
Evidence
Evidence
Thesis Statement:
My Work Ethic in
general
(attitude)
Topic Sentence
Evidence
My Performance in
English
(grades, comments)
Adjective or two
Topic Sentence
Evidence
Grades you received in
prior English classes or
subject areas (K-10),
awards you received,
credits you failed to get.
My Aptitude for
English
My Work Ethic
(natural ability)
Adjective or two
(attitude)
Adjective or two
Topic Sentence
Topic Sentence uses the
adjectives to make an assertion
you will prove with your evidence
Evidence
Specific incidents in your life
that demonstrate the
adjectives that describe
your aptitude, in and out of
school. Cases where you
just “got it” without much
trouble, cases where you
just couldn’t “get it,”
comments from teachers,
published work.
Evidence
Specific incidents in your life
that demonstrate the adjectives
that describe your work ethic, in
and out of school. Cases where
you did or didn’t procrastinate,
cases where you worked on
something just to get it done,
cases where you polished and
worked on the details out of
pride for your product.
Complete this chart as shown while I take roll. Do not copy the
contents of the boxes. Use the contents to guide your responses.
Thesis Statement Examples:
Easily supported with given evidence:
Recommend me for _________ because [past performance], [aptitude], [work
ethic].
Difficult to support with given evidence:
Recommend me for _________ because although [past performance], [aptitude],
[work ethic], I want to (post-secondary goal) and know I can perform (performance
assertion).
Introductory Paragraph
Hook:
CM:
CM:
Thesis: Recommend me for [course] because [past performance], [aptitude], [work ethic].
Body Paragraph #1
Body Paragraph #2
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS: paraphrase TS and
transition to BP2
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS: paraphrase TS and
transition to BP3
Concluding Paragraph
CM:
CM:
CS: Paraphrase thesis
Body Paragraph #3
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS: paraphrase TS and
transition to conclusion
Titus Groan
Mr. Rice
World Lit H P. #
12 January 2012
Groan 1
Persuasive Essay Prewrite
Introductory paragraph
CM (Hook):
CM:
Thesis:
Body Paragraph 1
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS:
Body Paragraph 2
[continue through body paragraphs 2 and 3 and concluding paragraph]
Performance
(grades, comments)
Introductory Paragraph
HOOK
Commentary
Commentary
Thesis
Statement
Recommend me for English 11 Honors because although my
performance has been poor this year, I know I have the ability to do
better and will improve on my currently mediocre academic work ethic,
because I want to go to Nevada State College and major in Nursing and
know I can perform to the college level.
Performance
Topic
Sentence
Concrete
Detail
Body Paragraph #1
My performance in this class is currently below average but has
gotten better.
For example, I received a first semester grade of “D” in English II.
Commentary
This shows that at the start I was well below a satisfactory level.
Commentary
I fully understood that I was doing poorly and did not like my performance.
Concrete
Detail
Commentary
However, my second semester grade was a “B.”
I picked up the pace over the early part of the second semester.
Commentary
This shows that I can recognize my performance problems and take
actions to correct them.
Concluding
Sentence
Although my performance didn’t start out so great, my improvement
shows I have the natural ability to do much better.
Recommend me for English 11 Honors because although my performance has been poor
this year, I know I have the ability to do better and will improve on my currently poor
academic work ethic., because I want to go to Nevada State College and major in Nursing
and know I can perform to the college level.
Aptitude
Topic
Sentence
Concrete
Detail
Commentary
Commentary
Concrete
Detail
Commentary
Body Paragraph #2
I am a great reader and pretty good writer.
In elementary school, my second grade teacher wrote “you are the best
reader I have seen in years; keep reading” in the dust jacket of a book
she gave me called “Forge for Heroes.”
This shows that even early in my life, my teachers saw my knack for English.
My eagerness to read led her to encourage me to develop in that direction.
I started writing my own stories in elementary school, but in Middle
School I actually received recognition by having a poem published in the
school paper.
My continued pursuit of writing shows I am dedicated to getting my words down
on paper.
Commentary
The fact that the school published my poem shows that I am improving as well.
Concluding
Sentence
My natural reading and writing ability will help me do great in an Honors class,
and I know I can improve my flagging work ethic.
Recommend me for English 11 Honors because although my performance has been poor
this year, I know I have the ability to do better and will improve on my currently poor
academic work ethic., because I want to go to Nevada State College and major in Nursing
and know I can perform to the college level.
Work Ethic
Topic
Sentence
Body Paragraph #3
I know I slacked at the beginning of the last semester, but the heavier load was
a shock to me and now I know am ready to take on an Honors work load.
Concrete
Detail
In my Freshman year, I got mostly A and B grades, but didn’t have to
work very hard for them.
Commentary
It became easy not to do homework and just show up for tests and turn in
essays I scribbled at the last minute.
Commentary
Concrete
Detail
Commentary
Commentary
Concluding
Sentence
I wasn’t challenged and therefore didn’t think that anything could challenge me.
Last semester my work ethic started out poor, but got better.
My poor first quarter performance resulted from my being slow to realized I
couldn’t just slide by like I did my Freshman year.
On the other hand, once I did realize I couldn’t procrastinate or avoid studying,
I was able to engage and work really hard to improve my performance.
Overall, I know I can work hard, and now I am motivated to do so.
Recommend me for English 11 Honors because although my performance has been poor
this year, I know I have the ability to do better and will improve on my currently poor
academic work ethic., because I want to go to Nevada State College and major in Nursing
and know I can perform to the college level.
Performance
(grades, comments)
Concluding Paragraph
Transition
Commentary
Commentary
Thesis
Statement
paraphrase
You may have some reservations about recommending me for English 11
Honors based on my early poor performance, but as you can see I am
interested in reading and writing, and I can push it up when I need to.