Unit Theme: 9.4 It S a Matter of Opinion Date: Period: 5 Weeks Teacher

Unit Theme: 9.4 It S a Matter of Opinion Date: Period: 5 Weeks Teacher

Unit Plan 9.4

Unit Theme: 9.4 It’s a Matter of Opinion Date: Period: 5 weeks Teacher:

Subject: ___English______

Reform Strategy (PCEA):

Grade:12 3 4 5 6 7 8 9 10 11 12

Transversal Theme: Cultural Identity  Civic and Ethic Education Education for PeaceEnvironmental EducationTechnology and Education Education for Work

Integration:Spanish English  Social Studies Science  Math Fine Arts  Physical Education Health Sciences Technology

Transfer Objective (T) and Acquisition (A)
T1. The student will leave the class able to use his/her knowledge of how to evaluate and produce persuasive text to appropriately respond to persuasion in his/her life.
T2. The student will leave the class able to apply his/her knowledge of persuasive language and style to appropriately persuade others and respond to persuasion in his/her life.
The student acquires skills to...
A1. Listen and respond to verbal and written speech with an awareness of persuasive techniques.
A2. Analyze persuasive texts and media by drawing conclusions about the author’s claims and use of persuasive techniques.
A3. Evaluate the effectiveness of persuasive texts and media.
A4. Write fluently and persuasively in the active voice while incorporating appropriate figures of speech.
Essential Questions
EQ1. In what ways does literature contribute to our understanding of the world?
EQ2. How are persuasive essays organized and supported?
EQ3. How does word choice impact writing?
EQ4. Why is it important to be able to read and produce persuasive writing?
.

PERFORMANCE TASKACTIVITIES

Days / Day 1 / Day 2 / Day 3 / Day 4 / Day5
Standards and expectations
9.L.1: Listen, support discussions, and interact with peers during read-aloud (of fictional and informational text).
9.S.3: Use a variety of grade-appropriate academic formats to explain ideas giving presentations.
Activities:
  • Persuasion Inquiry
  • Identifying Persuasive Text/Media
  • Read aloud
  • Presenting Persuasive text
/ Standards and expectations
9.R.8: Write routinely to develop various types of paragraphs.
9.L.1b: Follow turn-taking and show consideration by concurring with others.
Activities:
  • Persuasion Inquiry
  • Identifying Persuasive Text/Media
  • Attachment 9.4 Persuasion all around you
/ Standards and expectations
9.R.1:Use in-depth critical reading.
9.L.1a: Ask relevant questions.
Activities:
  • Analyzing Persuasive Strategies Jigsaw
  • Strategy Definitions
  • Writing examples of persuasive
/ Standards and expectations
9.S.1: Contribute to class group discussions.
9.L.1b: Follow turn-taking.
9.R.10: Read and comprehend literature.
9.R.1: Use in-depth critical reading.
Activities:
  • Analyzing Persuasive Strategies Jigsaw
  • Cooperative Learning
  • Group work
  • Discussion of persuasive strategies found
  • Writing and explaining persuasive strategy
  • -Independent work
/ Standards and expectations
9.R.10: Read and comprehend literature
9.R.1: Use in-depth critical reading
Activities:
(Performance Task # 1 Persuasion Scrapbook)
  • -Creation of Scrapbook/persuasive techniques

1
week
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
Standards and expectations
9.R.8: Delineate and evaluate arguments.
9.R.2I: Analyzing development of text .
Activities:
(Performance Task # 1 Persuasion Scrapbook)
  • Writing blurb
  • Explaining author’s purpose or claim
/ Standards and expectations
9.R.2I: Analyzing development of text
9.S.3: Use variety of content specific academic words
9.L.1a: Ask and respond to relevant questions
Activities:
(Performance Task # 1 Persuasion Scrapbook)
  • Writing a summary of effective persuasion
/ Standards and expectations
9.S.3: Use variety of content specific academic words
9.L.1a: Ask and respond to relevant questions
Activities:
(Performance Task # 1 Persuasion Scrapbook)
  • Completion of Scrapbook: Oral presentation
/ Standards and expectations
9.L.1 Listen, support discussions, and interact with peers during read-alouds (of fictional and informational text)
9. W.1: Justify opinions and positions using valid reasoning
9.R.1: In-depth critical reading
Activities:
Evaluating the Effectiveness of Persuasive Styles
  • Read aloud a persuasive children’s book
  • T-chart of effective and ineffective persuasion strategies
/ Standards and expectations
9.W.7: Draw evidence from text
9.LA.2: Demonstrate command of English Conventions
9.R. 2l: Provide a summary
Activities:
Evaluating the Effectiveness of Persuasive Styles
  • Read a children’s book and complete a t-chart.
  • Write a paragraph of effective and ineffective persuasion techniques

2
week.
DAY 11 / DAY 12 / DAY 13 / DAY 14 / DAY 15
Standards and expectations
9.R.1: In-depth critical reading to explain ideas
9.R.6I: Conflicting evidence or view points
9.R.8: Delineate evidence in text
Activities:
Evaluating the Effectiveness of Persuasive Styles
  • Read a text with a partner.
  • Underline irrelevant evidence and annotate the reasons why the evidence doesn’t support the author’s claim.
/ Standards and expectations
9.W.1: Justify opinion and positions
9.W.1a : Expressing and clarify view points
Activities: (Performance Task # 2 Am I Persuaded? Memo)
  • Identify the writer’s claim of a text.
  • Write a summary to indicate it is convinced by the persuasive messages.
/ Standards and expectations
9.R.4l: determine meaning of words including figurate speech
9.L.1a: Ask and respond to relevant questions
9.LA.3: Apply knowledge of language functions
9.LA.5a: Interpret figure of speech
Activities:
Analyzing the Effect of Word Choice on Persuasive Tone
Figures of Speech
  • The teacher will explain the different idioms and figures of speech.
  • The students will listen to a debate read out loud and make inferences about why the author might use the idiom
/ Standards and expectations
9.R.4I: determine meaning of words including figurate speech
9.LA.5a: Interpret figure of speech
9.W.7: Draw evidence from text
Activities: Analyzing the Effect of Word Choice on Persuasive Tone
Figures of Speech
  • Complete a chat using a text.
  • Write a reflective summary about the effect of the figures of speech on a persuasive tone.
/ Standards and expectations
9.LA.3a: Use verbs in active or passive voice
Activities:
Active or Passive Voice
  • Review of active and passive voice.
  • Identify the authors passive or active voice from the debate used in an earlier lesson.

3
week
DAY 16 / DAY 17 / DAY 18 / DAY 19 / DAY 20
Standards and expectations
9.R.4I: Analyze the impact if specific word choices
Activities:
Active or Passive Voice
  • Create a t-chart with examples of active and passive voice.
  • The student draws conclusions about which type of voices are used more often by persuasive writers and explains why that might be the case.
/ Standards and expectations
9.W.4: Develop and strengthen writing
9.W.8: Write routinely to develop various types of paragraphs
9.LA.1: Conventions of English
Activities (Performance Task # 3 Persuasive Letter to Principal)
  • Write a draft of a persuasive letter to the principal about an issue in the school community. (See Attachment: 9.4 Performance Task- Letter to the Principal Rubric).(See Attachment: 9.4 Performance Task- Persuasive Topic Exploration).
/ Standards and expectations
9.W.4: Develop and strengthen writing
9.W.8: Write routinely to develop various types of paragraphs
9.LA.1: Conventions of English
Activities: (Performance Task # 3 Persuasive Letter to Principal)
  • Edit and revise persuasive letter to the principal about an issue in the school community. (See Attachment: 9.4 Performance Task- Peer Review Guidelines).
/ Standards and expectations
9.L.1: Listen, support discussion, and interact
9.S.2a: Evaluate complex instruction and information
9.S.2b: Explain information
Activities:
Analyzing Persuasive Speech
  • Read aloud of persuasive speech
  • Evaluate with persuasive speech rubric
/ Standards and expectations
9.R.4I: Determine meaning of words
9.L.1b:Follow turn taking and show consideration
9.S.1: Contribute to class
9.S.3: Use a variety of grade-appropriate social and content –specific academic words
Activities:
Analyzing Persuasive Speech
  • Read persuasive speech
  • Elements of Persuasive speaking

4
week
DAY 21 / DAY 22 / DAY 23 / DAY 24 / DAY 25
Standards and expectations
9.LA.3: Apply knowledge of language to understand how language functions in different context
9.S.1:Contribute to class
9.S.3: Use a variety of grade-appropriate social and content –specific academic words.
Activities:
Analyzing Persuasive Speech
  • Write reflection to evaluate speakers’ effectiveness
/ Standards and expectations
9.L.1.d: Listen to a variety of literature
9.W.8: Write routinely to develop various types of paragraphs
9.LA.1: Demonstrate command of the convention of English grammar
Activities: (Performance Task # 4
Persuasive Podcast)
  • Listening for elements of persuasive speaking
/ Standards and expectations
9.W.1a: Express and clarify viewpoints and opinions, take and defend positions that differ from others
9.W.8: Write routinely to develop various types of paragraphs
Activities: (Performance Task # 4
Persuasive Podcast)
  • Brainstorm for ideas of writing podcast for persuasion
/ Standards and expectations
9.LA.1: Demonstrate command of the conventions of English grammar
9.LA.2: Demonstrate command of the English conventions
9.LA.3: Apply knowledge of language to understand how language functions in different context
Activities: (Performance Task # 4
PersuasivePodcast)
  • Writing the first draft of the podcast
  • Attachment: Podcast format
/ Standards and expectations
9.S.4: Persuade others through debates
9.S.6: Plan and deliver a variety of oral presentations
9.L.1: Listen, support discussion, and interact
Activities: (Performance Task # 4
Persuasive Podcast)
  • Presentation of Podcast
  • Podcast rubric evaluation
  • Completion of PT

5
week