J.Gruntorad-Framed+Plan+&+Framed+Paragraph

English 9 Persuasive Paragraphs: Using a Framed Plan and Framed Paragraph Jessica Gruntorad Lexington High School: ELL

This is a lesson I would use for my high school ELL class, Level 1 and Level 2 writers. The lesson is written in very simple English. When modeling I would use a simple topic such as ‘a dog’, however I would aid them in brainstorming topics more suitable to their maturity such as curfew, driving, going to the mall, ect. for their independent writing. ELL students would benefit from using this Framed Plan and Framed Paragraph lesson because they struggle in putting together fluent sentences, transitioning, and conventions such as spelling. This lesson has been adapted from the Write Tools, Persuasive unit and may be used for Level 1 and Level 2 writers at any grade level.


 * Objectives: **
 * By the end of the day, students will be able to make a plan for persuasive writing that includes three reasons. **
 * By the end of the day, students will write a Framed Paragraph that includes a Title, Topic Sentence, and Three Reasons. **
 * By the end of the day, students will listen and identify main ideas (reasons) in a piece of writing. **


 * Standards: **
 * 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read. **
 * 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes. **

Writing framed paragraphs is a great tool to support Level 1 and even Level 2 writers. Framed paragraphs can be a tool for differentiation as students are developing at different levels. Use this lesson as students continue to practice Organization and Ideas for Persuasive Writing.
 * Set **

Instruction…
 * Today we are going to write a persuasive paragraph about something you wish you could have. Pretend that you are begging your parents for something you really want. **

Hand Out Student Framed Paragraph on page 78 of the Write Tools, Persuasive section.

Students respond. (dog, iPod, later curfew, a million dollars, ect)
 * As you can see the title of our paragraph is going to be “I wish I had __________.” **
 * Lets start by doing a web or idea cluster on the white board. Please raise your hand and tell me something you wish you had. **
 * I am going to do a paragraph with you before you do your own today. Lets write a paragraph about a dog. Please fill in the title of your framed paragraph. It should say, “I wish I had a dog”. **
 * Now, the first box is labeled ‘Outcome’. What do you think ‘outcome’ means? **

Students Respond. Answers will vary.


 * Outcome is what you are wishing for….it is what would happed if your wish came true! What is it that you wish you could have? A dog! **

Level 1 writers’ may draw a picture of a dog. Level 2 write may write the word ‘dog’ and they might also describe the dog in words and/ or phrases. This may be a good time to mention Word Choice as well.


 * Next, the second box is labeled “Reasons”. Lets brainstorm the reasons we wish we could have a dog by drawing a web on the back of our papers. Please flip your papers over and draw a web. In the middle circle write/draw a dog. As we think of reasons we want a dog, you will make a line, like a sun, a write the reason. Raise your hand if you’d like to share a reason that your wish you could have a dog. **

Students Respond. Take Care. Feed. Walk. Brush. Play.


 * Great Ideas! Remember we are using the Rule of 5. We are just brainstorming reasons, so keep them short, no more than five words in a row. **
 * We only need three reasons in order to write the paragraph, so let choose three. **

Students Respond. Take care, feed, walk.
 * Please fill out the three lines provided under the word Reasons on the Framed Plan. **

Next, preview paragraph writing by ‘Write it Out Loud’.


 * This is a great plan! We have a title, “I Wish I had a Dog”. The outcome is, “I would love to have a dog”. We also have three reasons, “I will take care of my dog. I know that I can feed my dog each day. I can also walk my dog.”We are ready to write the paragraph! **

Hand out student activity page 79 from the Write Tools, Persuasive sections. Model for students how to fill in the framed paragraph, the same way you did the ‘write it out loud’.


 * Awesome work! We have just finishing writing a paragraph! First, we brainstormed. Then we came up with a title. Next we made a plan, with an outcome that we wished for, a dog. Also, we came up with three reasons why we wished for a dog. Last, we turned our plan into sentences, and wrote a paragraph! **
 * I am going to give you the tools you need to write another paragraph, this time independently. I am going to hand out a web for brainstorming, a Framed Plan, and a Framed Paragraph. Your topic is, “I wish I Could….” This time you will be writing about something you wish you could do. You might think about traveling, going on vacation, going to the carnival, staying up later, ect. **

Hand out materials. Monitor and guide student progress as needed.

1-Title + 1-Topic Sentence (outcome) + 1-Reason + 1-Reason + 1-Reason. This exercise might also be used as practice. *No concluding sentence at this time.
 * Assessment ** - You may choose to grade students Framed Plan and the Framed Paragraph, or only one of them. A 5 point system could be used.


 * Closure ** : Students who finish their Framed Paragraph should sit facing a partner and read their paragraph out loud. The partner should listen for the 3 reasons, and repeat them back to the reader.

Materials: Framed Plan (Write Tools, Persuasive page 78 and 80), Framed Paragraph (Write Tools, Persuasive page 79 and 81).

Duration: 35-50 min