HS+Reading+-+Persuasive+Writing+Lesson

Grade Level: Reading Skills Class – Grade 9-12 Skill Level: Developing (For MAP scores under 211) {next skill level: Progressing} Teacher: Heidi Thomas, Inclusive HS Reading Skills School: Lexington High School
 * Persuasive Writing – Propaganda, Multi-paragraph Essay Lesson Plan**

Discuss Propaganda Techniques of the media, and hold discussions on familiar ads. Using Write Tools Persuasive Writing planners, students will develop a multi-paragraph research paper.
 * Unit/Lesson**:


 * Objective**: To write a basic MLA style, persuasive (multi-paragraph) research paper.

Computer – commercials pre-recorded; Print version of commercials for highlighting (electronic or paper) Copies of Vocabulary (electronic or paper) Highlighters: green, yellow, pink Paper/pencil – for note-taking 6+ Traits Writing Chart (electronic or paper) MLA Research Guidelines (electronic or paper) Characteristics of a Persuasive Essay handout (//Write Tools, Persuasive Writing, p. 71//) (electronic or paper) Reading and Analyzing Persuasive Writing handout (//Write Tools, Persuasive Writing, p. 73)// (electronic or paper) Topic Sentence Practice handout (//Write Tools, Persuasive Writing, p. 82//) (electronic or paper)
 * Materials**: (//Write Tools materials//)


 * Assignment length**: This unit varies from 2-4 weeks depending on amount covered each day.


 * Essay Writing Assignment**;

1. Distribute assignment vocabulary - discuss pronunciations, meanings 2. Discuss elements of Propaganda: bandwagon, testimonial, card-stacking, endorsements, glittering generality, transfer, name-calling; Watch electronic clips of propaganda and hold class discussion 3. Create an MLA source card for each source and assign source/card a color. 4. Have students choose a type of propaganda/argument to use for writing; use ‘Characteristics of a Persuasive Essay’ handout to begin notes 5. Use ‘Reading and Analyzing Persuasive Writing’ handout to narrow down big ideas 6. Use ‘Topic Sentence Practice’ handout 7. Use Write Tools / Active Reading Strategy for multi-paragraph essay:
 * Model at least two sources and then student must apply what (s)he’s learned on the third. The first two are given completion grades. The third is graded individually.
 * Read the article together as a class and discuss vocabulary and main ideas
 * Write 3 topic sentences: Informative/Summary sentence, three, four, etc.) * Model at least two articles and then student must apply what (s)he’s learned on the third. The first two are given completion grades. The third is graded individually. Students can work individually or in pairs.
 * Highlight the articles: Green (Topic) Yellow (Big Ideas) Pink (Details/Tell me more) *Model at least two articles and then student must apply what (s)he’s learned on the third. The first two are given completion grades. The third is graded individually. Students can work individually or in pairs.
 * Create note cards using the highlighted articles. *See samples **I model at least two sets of cards and then student must apply what (s)he’s learned on the third. The first two are given completion grades. The third is graded individually. Students can work individually or in pairs.**
 * 8.** Create Number Notes (from Write Tools / Active Reading Strategy) to hand in with essay: (Done as a class/small groups using brainstorming/note cards)


 * Skills students will use**:
 * literary skills – listening, writing
 * critical thinking skills – reading comprehension, listening comprehension
 * vocabulary skills – analyzing vocabulary in propaganda
 * communication skills – receptive language, expressive language
 * multicultural skills – cultural understanding
 * cross-cultural skills – history/science/math/art

//1. __Propaganda__ -// a form of communication that is aimed at influencing the attitude of a community toward some cause or position so as to benefit oneself. //2. __bandwagon__// - It aims at persuading the people to do a certain thing because many other people are doing it. An example can be a soft drink advertisement wherein a large group of people is shown drinking the same soft drink. People feel induced to opt for that soft drink as it is shown to be consumed by many. Snob appeal is reverse of bandwagon. It indicates that buying a certain product will make you stand out from the rest, as the masses won’t afford to buy it. //3. __Testimonial__// - This propaganda technique uses words of an expert or a famous person to promote a particular idea. For example, a sports person is shown recommending a brand of sport shoes. Generally, people identify themselves to some celebrated figure. So celebrities are used to advertise certain products. A testimonial has to be reasonable. Advertisers are cautioned not to use false testimonials, as they lack authenticity. //4. __card-stacking__// - technique that seeks to manipulate audience perception of an issue by emphasizing one side and repressing another.[1] The term itself was invented in 1842 by Bob McDonald. (used often to persuade in political speeches) //5. __endorsements__// - a testimonial, usually given by a celebrity //6.// __//glittering generality//__ - It implies the use of appealing words giving no concrete idea of what the words are talking about. //7. __Transfer__// - a technique of projecting positive or negative qualities of a person, entity, object, or value to another in order to make the second more acceptable or to discredit it. //8. __name-calling__// - attaches negative attributes to an opponent or those who might threaten. //9. __Audience__// – the people who the author writes for or those who watch a movie or play //10. __Cause and effect__// – Something happens and causes something else to happen //11. __In-text citations__// – resource references made in the writing by a signal phrase or parenthetical phrase // 12. __Signal phrase__ // – a phrase that introduces information taken from a source (a quotation, summary, paraphrase, or fact); usually the signal phrase includes the author’s name. // 13. __Parenthetical reference__ // comes after the cited material, often at the end of the sentence. It includes at least a page number (except for un-paginated sources, such as those found  online). //14. __Synonym__// – Words that have similar meaning //15. __Persuasive__// __//writing//__ – writing that is meant to influence //16. __Essay__// – a short piece of writing about a single subject or topic //17. __Heading__// - Name, date, class period, assignment //18. __Introduction__// – the first paragraph of an essay that introduces the reader to the subject matter you are writing about and to state the intent of the paper //19. __Body__// - the part of a paragraph that discusses the main idea //20. __Conclusion__// – a logical judgment based on evidence; often at the end of an essay
 * Assignment Vocabulary**:

~Knowledge of Language: Vocabulary Acquisition and Use (//6+1 Traits, word choice//)
 * Standards/Objectives – taken from Common Core Standards: (//Write Tools// //Skill Used//)**
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.


 * 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

~ Writing - Text Types and Purposes (//persuasive writing//)
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

~ Writing - Production and Distribution of Writing (//Connecting Reading and Writing, Connecting 6+Traits//)
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

~ Writing - Research to Build and Present Knowledge (in-text citations)
 * 9. Draw evidence from literary or informational texts to support analysis, reflection, and/or research.

~ Writing - Range of Writing
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.