Focus Lesson _1_ - Hall County Schools重点课程_1_霍尔县学校

1、.3rd Grade Persuasive Unit Lessons:Lesson 1: What do we know about Persuasive Writing and Editorials?Lesson 2: What are the characteristics of Persuasive Writing?Lesson 3: Choosing a seed ideaLesson 4: What are other characteristics of Persuasive Writing?Lesson 5: How can I formulate an opinion on a

2、 topic?Lesson 6 & 7: How can I support my opinion with relevant details?Lesson 8: How can a graphic organizer help support my writing?Lesson 9: How do transitional words improve my writing?Lesson 10: Who is my audience?Lesson 11: How can I write an effective lead?Lesson 12: How can I write an ef

3、fective conclusion?Lesson 13: How can a rubric help me improve my rough draft?Lesson 14: How can I improve my word choice?Lesson 15: How can I make my sentences interesting?Lesson 16: How can I edit my persuasive writing?Focus Lesson 1 Purpose:  To determine what we know about persuasive w

4、riting and editorialsMaterials:*A picture book that is a persuasive text ( i.e. “I Wanna Iguana”) and /or find articles from ,   Scholastic news *Student Writing NotebooksStandards: ELA3W1a, ELA3W1b, ELA3W1mEssential Question: What is persuasive writing?Connecting to Background Knowle

5、dge/Previous Lesson“Weve been talking about Narrative Writing and Informational writing. Another genre of writing that were going to explore today is persuasive writing.”Modeling/Active Involvement:Create (as a class) a brainstormed list of “What we notice about Persuasive Writing” after reading a p

6、ersuasive article.  This will become an anchor chart. The teacher will show students a sentence that states an opinion.  For example, “Chocolate ice cream is better than vanilla ice cream.” Or “Burger King is better than McDonalds.”  Ask students to turn and talk with a partner about

7、their opinion of the statement. Work Period:  Students will work independently or with a partner to generate a list of topics that they have an opinion about in their writing notebooks. Share Time: Select students to share some of the topics with the class.Focus Lesson 2:Purpose

8、To identify the characteristics of persuasive writingMaterials *Anchor Chart from previous day “What we notice about persuasive writing”*Student Writing NotebooksStandards ELA 3W1aEssential Question: What are characteristics of Persuasive Writing?Connecting to Background Knowledge/Previous Lesson: Y

9、esterday we heard a (persuasive mentor text or article) and then we developed an anchor chart that showed what we notice about persuasive writing. Today we are going to identify some characteristics of persuasive writing as well as practice developing a point of view.Modeling/Active Involvement: Exp

10、lain to students that they are going to participate in a “State Your Position” activity. Model this using the example “football or soccer.” Point to ½ of the room and say that this is where you would go if you liked soccer better and on the other ½ of the room, designate that area as where

11、 you would go if you liked football better. Have students stand up and begin by giving two choices and have them select one. Once they decide, have them move to the side of the room that is designated for that choice. Some examples of “choices” are: Georgia Bulldogs or Georgia Tech, chocolate ice cr

12、eam or vanilla ice cream, Coke or Pepsi, summer or winter, beach or mountains, etc. Each time, give each group a white board and have them write down three reasons why they chose that choice. Explain the importance of choosing only one side. Tie this to generating a point of view and how in persuasi

13、ve writing you have to have only one point of view on an issue. Tell students that this is just one of many characteristics of persuasive writing. Work Period: Students may write on a persuasive writing topic of their choice. They may choose to write about one of the choices you gave them during the

14、 mini-lesson, but that isnt required.Share Time: Students share what they wrote with a writing partner. Ask 2-4 students to share aloud with the entire group.Focus Lesson 3:Purpose: Choosing a Seed IdeaMaterials: Table below (can be copied, pasted, and enlarged if need be)Important Things to Conside

15、r When Choosing a Seed IdeaTopicImportant or Interesting becauseResource or SupportPriority.5.Standards: ELA3W1mEssential Question: How do I select a topic? What are my important reasons for selecting a topic to publish?Connecting to Background Knowledge/Previous Lesson: Tell students there a

16、re many ways to choose a persuasive topic to write about. One of the easiest ways to brainstorm potential topics is to think of things you think are not fair.Modeling/Active Involvement: Model beginning a list of things that you think are not fair (Its not fair that I have to clean the whole house e

17、very Saturday. Its not fair that teachers dont get to order out for lunch. Etc.) Orally demonstrate how you can then write a persuasive piece about whats not fair by trying to persuade others to agree to your side (i.e. Everyone should help clean the house on Saturday. Teachers should be allowed to

18、order out lunch.) and that youll need to include some reasons in order to convince others to agree with you. Model using a topics list (in materials list above) and thinking aloud about why each idea is important enough (or not), which ideas you have resource information for (or not), and so on. Hav

19、e the students suggest ideas they think are unfair for kids as you chart them. Then think through several of these unfair ideas and how they might look on the topics list (why each idea is important, where you might get resource information, etc.).Work Period: Students may create their own unfair li

20、sts in their writers notebooks. Students may then write on a persuasive writing topic of their choice.Share Time: Students share their writing with a writing partner. Ask 2-4 students to share aloud with the entire group.Note: Many ideas from this lesson were taken from Denver Public Schools 5th Gra

21、de, Unit 6, Lesson 12.Focus Lesson 4:Purpose: To identify other characteristics of Persuasive WritingMaterials: *This chart (copy and paste onto an overhead). What We Notice About Persuasive Writing States an opinion or position Gives reasons for opinions Backs up opinions with data, evidence, exper

22、t quotes, examples, and so on. Offers possible solutions Restates position in conclusion · A persuasive writing model piece (either an article from a website in Lesson 1 or one of the books from the list on the Balanced Literacy Website Persuasive Writing page· Student writing notebooksSta

23、ndards ELA 3W1a and ELA3W1lEssential Questions: What are characteristics of Persuasive Writing? Connecting to Background Knowledge/Previous Lesson: Have students recall what point of view is and how it relates to persuasive writing. Explain that today they are going to see a chart that identifies ot

24、her characteristics of persuasive writing.Modeling/Active Involvement: Show students the chart from above and have them identify words such as solution, opinion, and evidence, discuss their meanings and how they are all characteristics of persuasive writing. Then read aloud the sample persuasive wri

25、ting piece and have students analyze how this piece had these characteristics of persuasive writing. Its best if students can see the text as you read it, so you might print out copies for them to use or project the text for all to see. Ask students to be specific as they point out areas where the w

26、riter stated an opinion, gave reasons for their opinion, and backed up their opinion with facts, etc.Work Period Students may then write in their writing notebooks. Challenge students to use the chart from today to make their persuasive writing better.Share Time: Students share their writing with a

27、writing partner. Ask 2-4 students to share aloud with the entire group.Focus Lesson 5:Purpose: To distinguish fact from opinion To formulate and defend an opinion about a topicMaterials: Persuasive Writing anchor chart (from yesterdays lesson)Standards: ELA 3R3d, ELA3R3qEssential Question: How is an

28、 opinion different from a fact? How do I form and defend an opinion about a topic?Connecting to Background Knowledge/Previous Lesson: Explain to students that they are going to get to state their opinion, which is one of the characteristics that was mentioned in the chart from yesterdays lesson. Exp

29、ress to students the importance of forming an opinion about a topic prior to writing about it.Modeling/Active Involvement: Review fact and opinion by giving some examples of each and having students identify what each statement is. (This skill should have been taught during Reading Workshop but will

30、 be carried over during this lesson. This part should only last 2 or 3 minutes.) Next, explain to students that they are going to participate in an activity called “Fair or Unfair” which will allow them to state their opinion. For the fair or unfair activity, divide the room in half (just as you did

31、 for the “State Your Position” activity) and explain that one half is fair and the other is unfair. Then, give students different scenarios and have them move to the appropriate side of the room. Some examples of scenarios are: driving age 16, no hats at school, school uniforms, etc. Put students in

32、 pairs or small groups. Have them practice defending an opinion through role play. Have one student be the audience and the other student be the one who is trying to give his or her opinion about a topic and then defend it to the audience. Encourage students to give three reasons supporting their op

33、inion. Work Period: Students may then write in their writing notebooks. Students may choose to write on the topic they defended with their partner, or they may choose to continue a piece they began on another day or start a new persuasive writing piece.Share Time: Students share their writing with a

34、 writing partner. Ask 2-4 students to share aloud with the entire group.Note: Make sure the class is familiar with I Wanna Iguana before tomorrows lesson.Focus Lesson 6:Purpose: Using supporting details and examplesMaterials: I Wanna Iguana by Karen Kaufman OrloffStandards: ELA3W1iEssential Question

35、: How can I support my position with relevant details and supporting examples and/or reasons?Connecting to Background Knowledge/Previous Lesson: Yesterday we learned how to form an opinion about a topic. Today we are going to learn how to support our opinion by adding details and examples to our per

36、suasive writing.Modeling/Active Involvement: The class should be familiar with the book I Wanna Iguana. The class will discuss what this writer did well. As a group pick out some general information and specific details. Have students call out and categorize them as either general information or spe

37、cific details. Teacher will then model a general information sentence and then add some details to make it a specific details sentence. For example, “Schools should not require students to wear uniforms” is a general information sentence. “School uniforms can be too expensive for some families to bu

38、y” would be a specific sentence with details.Ask students look through their persuasive writing so far and identify an area in their writing where they wrote a general sentence and then add specific detail sentences. Have 2-3 students share their general sentence and their ideas for adding details.W

39、ork Period: Students may write in their writing notebooks. Share Time: Students share their writing with a writing partner. Ask 2-4 students to share aloud with the entire group. Select students to share their general sentences and how they added more specific details.Focus Lesson 7:Purpose: Using s

40、upporting details and examples (continuation of Focus Lesson 6)Materials: I Wanna Iguana by Karen Kaufman OrloffChart paperOptional:Standards: ELA3W1iEssential Question: How can I support my position with relevant details and supporting examples and/or reasons?Connecting to Background Knowledge/Prev

41、ious Lesson: Yesterday we learned about general vs. specific sentences. Today we are going to learn how to add supporting details and examples to our persuasive writing.Modeling/Active Involvement: Review with the class from Focus Lesson 9 about general sentences vs. specific detail sentences. Write

42、 a sample opinion on a topic on chart paper, then as a class brainstorm 3 adequate reasons for your opinion. Have a discussion about how the reasons need to be valid and the author cant say “because its good”. (See end of lesson for details)Work Period: Have students work independently on their pers

43、uasive piece. As you confer, check for specific reasons for their opinions in their writing.Share Time: Select students who have a good understanding of todays mini-lesson to share their writing. Sample Topic: People should stop cutting down trees3 poor reasons (These would be the ones that would no

44、t be valid. This is an example of what the students should not do.)1. I love trees.2. Trees are pretty.3. I like to climb the trees in my back yard.3 valid reasons (These are examples of reasons that we want the students to do.)1. Many animals are losing their homes because people are cutting down t

45、rees to build more buildings and homes.2. Trees provide oxygen to all living things.3. If there are no trees the land will continue to wash away.Focus Lesson 8:Purpose: To use a graphic organizer to organize information for persuasive writing.Materials: · Student copies of persuasive graphic or

46、ganizer (See several options on county Balanced Literacy website Persuasive Writing page: “flowchart” or “Persuasive Writing Graphic Organizer”)· Transparency of persuasive graphic organizerStandards: ELA3W1b,l,mEssential Question: How can I use a graphic organizer to support the organization o

47、f a persuasive writing draft?Connecting to Background Knowledge/Previous Lesson: Yesterday we learned that we need supporting details and examples in our writing to convince the reader to agree with us. Today I am going to show you a specific graphic organizer that will help you organize these detai

48、ls and examples in your writing.Modeling/Active Involvement: Review what the purpose of a graphic organizer is. Then on the overhead projector display the graphic organizer. Ask the kids “What do you notice about this graphic organizer? How is it different from other graphic organizers we have used

49、in the past?” Review with the class “What are the characteristics of good persuasive writing?” Display the transparency of the graphic organizer and go over all of the parts in detail. Using the demonstration topic from yesterday, have students help you complete the graphic organizer.Work Period: Gi

50、ve students copies of the graphic organizer. Have them complete the graphic organizer on the topic theyre currently writing about, and then compare the graphic organizer to their writing and see if their writing is organized and make adjustments as needed. Share Time: Have students share with their

51、writing partner their graphic organizers and how it compared to their writing as well as any adjustments they made.Note: If students need more time organizing their writing using this graphic organizer, spend more than one day on it. Determine students needs based on individual conferences and then

52、use the following days mini-lesson to address any confusions you see that students have.Focus Lesson 9:Purpose: How to use transitional words and phrases in your writingMaterials: Student copies of Young Authors List of Transitions (“Razzle Dazzle Writing” p. 38) see end of lessonTransparency of “Cl

53、ean Earth” Standards: ELA3W1 eEssential Question: How can I make a smooth transition from one idea to another?Connecting to Background Knowledge/Previous Lesson: Yesterday we used a graphic organizer to help organize our writing. Today I am going to teach you to use good transitions so that your wri

54、ting will not sound choppy.Modeling/Active Involvement: Discuss with the kids the word transition. This will let you know if they know what the word transition means. A transition is like a bridge between two different ideas or two different kinds of writing. Hand out the student copies of Young Aut

55、hors List of Transitions and read over a few of them. Then display the transparency “Clean Earth” (version 1).Discuss what they notice about the piece of writing: good lead, uses details, but jumps from one idea to another. Ask the class “What would happen if we added a transition paragraph?” As a c

56、lass use the list of transitional words and phrases and write a transition paragraph. Lastly look at “Clean Earth” (version 2) to see how the author wrote their transition paragraph. Discuss how it made a difference in his/her writing.Work Period: Have students work independently on their persuasive

57、 piece. As you confer, check for specific areas that need transitions in their writing.Share Time: Select students who did a great job on adding transitions to their writing.Note: The chart “Young Authors List of Transitions” comes from Razzle Dazzle Writing: Achieving Excellence Through 50 Target Skills by Melissa ForneyClean EarthVersion 1:You are walking in your favorite park. Flowers are everywhere and birds are singing. People are playing in the spark