Lesson Name: Reading Persuasive Texts Estimated timeframe: See Pacing Suggestions
3rd 9Wks/ Unit 5/ Arc 3 5th Grade
This lesson is appropriate for both Monolingual and Dual Language teachers.
Recommended
Monolingual Pacing: Day 1 – Engage and SE Focus Lesson 1 and partners do Activity 1: Read Article
Day 2 – Activity 2: Journal; from SE Focus Lesson 1 and start SE Focus Lesson 2
Day 3 – Finish second SE Focus Lesson and partners do Activity 1: Transfer Technique; Start Activity 2
Day 4 -- Partners complete Activity 2 and Share. Teacher leads closure discussion.
Recommended
Dual Language Pacing: Day 1 – Engage and Beginning of SE Focus Lesson (Teacher Model with read aloud)
Day 2 – Finish SE Focus Lesson 1 and Partners do Activity 1: Read Article, Activity 2: Journal; begin SE Focus Lesson 2
Day 3 – Complete SE Focus Lesson 2 and Partners complete Activity 1: Transfer Technique
Day 4 – Partners start Activity 2: Journal
Day 5 – Partners complete Activity 2 and Share. Teacher leads closure discussion.
Lesson ComponentsLesson Objectives: Students will identify the author’s viewpoint and recognize exaggerated language in persuasive text. The student will understand how images, graphics, and sounds work together to show the point of view of media presentations.
Language Objectives: The students will use academic language to discuss the author’s viewpoint in persuasive text and collaborate with peers to use persuasive academic language in graphic organizers and presentations.
Prior Learning: The students need to be able to distinguish between fact and opinion in expository text.
Standards(Texas Essential Knowledge and Skills:
5.12 Reading/ Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their understanding. Students are expected to:
12 (A) identify the author’s viewpoint or position and explain the basic relationships among ideas (e.g. parallelism, comparison, causality) in the argument.
12 (B) recognize exaggerated, contradictory, or misleading statements in text.
5.14 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:
14 (C) identify the point of view of media presentations
5. F19 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 are expected to:
Fig. 19 (F) make connections (e.g. thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
College and Career Readiness:
Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.
· Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.
· Use effective reading strategies to determine a written work’s purpose and intended audience.
· Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.
· Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and the credibility of an argument.
Essential Questions:
• What is the author’s viewpoint or position?
• What is your opinion or viewpoint on the topic before reading the text? ... after reading the text? Use examples from the text to explain how the text did or did not impact your opinion/viewpoint.
• How do visual symbols, catchphrases, sales pitches, and incentives in the media literacy help persuade readers?
• How is the author’s argument supported in this text? Explain why it is weak or strong?
Vocabulary / Essential: expository, persuasive, position statement, opinion, viewpoint, argument, catchphrase, sales pitch, incentive
Lesson Preparation / · For 4 Corners Debate in the “Engage” part of the lesson:
@ four posters, each labeled in large letters with one of the following: Strongly Agree, Agree, Disagree, Strongly Disagree
@ Chart paper and markers
· Time for Kids task card: “To Drill or Not to Drill?” (attached at end of lesson plan)
· Chart paper for Anchor Charts
· OREO Graphic Organizer: http://www.teacherspayteachers.com/Product/Persuasive-Writing-Graphic-Organizer-OREO-580499
· Several example advertisements that display good use of visual symbols, catchphrases, sales pitches, and incentives (If possible, have several bookmarked or saved as images on classroom computers or tablets.)
Suggested Texts:
@ “Dear World: How Children feel about the Environment” (Read Aloud Anthology pg. 69-72 from Treasures and Tesoros)
@ The Storyteller’s Candle
La Velita de los Cuentos, by Lucia M Gonzalez
@ The Great Kapok Tree, by Lynne Cherry
@ The True Story of the 3 Little Pigs, Jon Scieszka
@ Earrings!, by Judith Viorst
Anchors of Support /
Differentiation strategies
Keep in mind that differentiation does not discriminate. : ) These strategies often cross over to meet multiple student needs- use your knowledge and understanding of your students as a guide. / For the individual/ pair work, be sure to have plenty of books available for the range of independent reading levels of your students (addressing readers below, on, and above grade level).
Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their responses while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for cooperative learning opportunities (pair students strategically).
English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Organize for cooperative learning opportunities. Provide sentence stems to help with generating questions
Extension for Learning: Students can complete “Can You Convince Me?” writing project found here: http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html
21st Century Skills
/ CRITICAL THINKING AND PROBLEM SOLVING: Use Systems Thinking
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
· The students will know when it is appropriate to listen and when to speak when participating in partner share work. (Think-Pair-Share, Turn and Talk, Partner Work)
· The students will apply technology effectively. (Students can produce their advertisement using technology programs such as iMovie, Comic Strip Worksheets, ComicLife (download from district licensed programs) or PowToon, http://www.powtoon.com/tutorials/
English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.
Lesson Cycle
Engage / The students will participate in a 4 Corner Debate. Present to students a statement that takes a stand on an issue of interest for students or of importance to the world :
· Students should wear uniforms to school.
· Kids should be able to have TVs in their bedrooms.
· Beauty is only skin deep.
· Wearing a helmet when riding a bike should be mandatory.
· The Pledge of Allegiance should be recited in school each day.
· Because many kids need more sleep, school should start two hours later than it does now.
· Chewing gum should be banned from schools.
· Scientists should be allowed to use animals to test new medicines.
· Kids should be able to spend their allowance any way they want to.
· Kids younger than 18 should be able to make their own decisions about whether to get a body piercing.
Select a statement appropriate for your students, read the statement aloud to students. Give students 5 minutes to collect their thoughts about the topic and form an opinion. Then ask students if they…
· strongly agree,
· agree,
· disagree, or
· strongly disagree
…with the statement. Direct those who strongly agree to move to the corner of the classroom where the Strongly Agree sign is posted, those who agree to move to the corner of the classroom where the Agree sign is posted, and so on...
Hopefully, you have four groups gathered in different corners of the classroom. Have each group choose one student in their corner to be the note taker, and give students 5-10 minutes to discuss (with the other students in their corner) the reasons they strongly agree, agree, disagree, or strongly disagree.
Give the students chart paper and have them come up with a position statement and represent it visually with words, pictures, or both. Encourage the students to really “sell” their viewpoint, even exaggerating their statements to persuade others to understand/agree with their viewpoint. Then have each group present their opinion to the class.
Lesson stages / SE Focus Lesson 1: (Teacher-led/ Whole Group) (Teacher-talk is not meant to be a script, simply suggestions of how the conversation might go.)
· Begin by recognizing each group’s position statement and discussing what words or picture presentations were used to persuade you to understand their side.
· Share with students that to persuade means to convince someone to do something. We see persuasion all the time in our daily lives. For example, when you watch an advertisement for a new game or pair of shoes, the writer of the commercial is trying to persuade you to buy those items. Authors often do the same thing in their writing. A writer might give you specific facts to support/ emphasize their opinions in an attempt to persuade you to feel a certain way or to agree with their point of view. We must be critical readers to understand what an author is trying to persuade us to believe about a certain idea.
· Today we will look at a persuasive article and identify words in the text that help us conclude that the author’s purpose is to persuade. Share the article, “To Drill or Not to Drill?” on the document camera/ projector. (article is attached below)
· Read the first paragraph aloud. “I noticed that the author states his argument in a question. The author wants us to understand that some companies want to drill oil in a place where many animals live. I wonder what the author is trying to persuade us to believe. Let’s keep reading to find out.”
· Read the second paragraph aloud. “In this paragraph the author is telling me what the oil industry thinks. Turn and talk with a partner about what the people in the oil industry believe.” Students share out responses. “The oil industry believes that drilling for oil will reduce how much gas costs in the United States.”
· Read paragraph three aloud. “In this paragraph I know that the author is telling me what he believes. I know this because the author states ‘I believe.’ Turn and tell your partner what the author thinks.” Students share out responses. “That’s right. The author gave us many reasons why they feel that drilling is not a great idea. I know the author wants to persuade me to believe the same thing. The author provided many facts to inform my decision with the goal of persuading me to feel the same way. The author’s purpose was to persuade me to believe that drilling is not a good idea.”
· Start a persuasive anchor chart with the mnemonic of “OREO” (see anchor chart above). Explain that O stands for the opinion of the author and the way the author feels, R stands for the reasons that support the author’s opinion, E stands for examples and details that support the author’s opinion as well, and O is for the way the author has restated his or her opinion in another way.
· Fill in the OREO anchor chart with details and text evidence from the Time for Kids article discussed above.
ACTIVITY 1: Read Article (Student Partners or Independent)
· Have the partners work together or individually to read “Dear World: How Children Feel About the Environment” (Read Aloud Anthology pg. 69-72 from Treasures and Tesoros) and complete OREO graphic organizer linked here: http://www.teacherspayteachers.com/Product/Persuasive-Writing-Graphic-Organizer-OREO-580499
ACTIVITY 2: Journal
· Have the students work individually to reflect on the article and respond in their Write to Learn Journals: “Why do you think the editor made a point of using letters from children all over the world?”
SE Focus Lesson 2: (Teacher-led/ Whole Group)
· Review the OREO Persuasive anchor chart from SE Focus Lesson 1.
· Introduce the concept of persuasion through advertising by handing out samples of magazine advertisements (and having students look at advertisements bookmarked or saved on computers/ tablets) to groups or pairs of students.
· Conduct a class discussion about what makes the advertisement attractive and convincing. Ask students for examples and encourage them to discuss the differences between the pictures, symbols and/or slogans that they found.
· During the class discussion, make 2 columns on chart paper and label them “Pictures and Slogans”… and “What I think of” (See example at the following link.) http://teacher.scholastic.com/lessonplans/unit_persuasivewriting_picsymbslog.pdf
· Ask students to quickly brainstorm what comes to mind when they see the symbols or read the catchwords and catchphrases in column 1. Write students' responses in the second column. Based on the class discussion, list examples of what students' qualify each as a picture, symbol, or slogan and write various examples in each column.
· With the class, discuss what transfer means in persuasive writing: the appeal to emotions and feelings through pictures or phrases.
ACTIVITY 1: Transfer Technique (Student Partners)
· Give each student the Transfer Technique activity page (included at end of lesson) to connect media images to the author’s point of view and persuasion. They complete this with their partner or independently.
ACTIVITY 2: (Student Partners)
· Using the OREO graphic organizer from SE Focus Lesson 1/Activity 1 and what they have learned from how feelings, picture, symbols and/or slogans can convey the persuasive message, have the students write/design an advertisement. Students can use a blank version of the OREO graphic organizer to plan out their opinion and position statement.
· The advertisement will show their position statement (either joint or individual) about how they feel about the environment connecting the previous Activity 1 from SE Focus Lesson 1
“Dear World: How Children feel about the Environment” (Read Aloud Anthology pg. 69-72)
Closure Activity / Discussion:
Bring the class together and lead them in a discussion about their persuasive advertisement presentations. Can they identify the viewpoint of the speaker? What words or visuals were used to express their reasons and opinions? How was their argument presented? Revisit and discuss the Essential Questions (beginning of lesson guide).
Check for understanding (evaluation)
/ Formative: Teacher observations with 4 Corners Debate, class discussions, OREO graphic organizer, and partner sharing.
Journal Writing Reflection: (Writing to Learn Journal) Activity 2 Journal Activity: “Why do you think the editor made a point of using letters from children all over the world?”
Summative: Activity 2 with the persuasive advertisement from SE Focus Lesson 2