laura leigh martin 4 th grade persuasive letter social studies persuasive writing within the writing...

Laura Leigh Martin

4th GradePersuasive letter

Social Studies

Persuasive Writing within the Writing Process

2

5th Grade GA Writing Test• Description

– consists of an evaluation of each student response to an assigned prompt

– students are assigned a topic from a prompt bank representing three genres: narrative, informational, and persuasive

– students are allowed approximately 120 minutes to write their essays

– writing assessment must be administered in one day

– make-up is given the following day.

3

5th Grade GA Writing Test• Type of Writing

– students will be given either an informational, persuasive, or narrative writing topic

– students may receive any one of the three writing topics thus requiring them to be prepared to write in informational, narrative, and persuasive genres

– topics will be released after each test administration and will become part of the practice topic bank.

4

5th Grade GA Writing Test

• Analytic and Holistic Scoring– scoring system is analytic– analytic scoring means that more than

one feature or domain of a paper is evaluated

– each domain itself is scored holistically– accurate scoring requires balancing a

writer’s strengths and areas of challenge

5

5th Grade GA Writing Test

• student writing will be assessed analytically in four domains: Ideas, Organization, Style, and Conventions.

• analytic scoring will provide detailed information on student writing including scale scores and performance levels

6

5th Grade GA Writing Test• Time Line

– administered during the first week of March– all grade five students will take the

assessment on the same day – testing time will be 120 minutes (2 sessions

of 60 minutes each). – each system will have the flexibility to

determine what time of day to administer each of the sessions.

– no extra time will be allowed except as specified in a student’s Individual Education Plan (IEP), Section 504 Plan, or Test Participation Plan (TPP)

7

Pre – assessment Test

• assessment of individual children’s development and learning is essential for planning and implementing appropriate curriculum

• content of assessments reflects progress toward important learning and developmental goals

• assessments are tailored to a specific purpose and used only for the purpose for which they have been demonstrated to produce reliable, valid information

8

Pre – assessment Test• to complete the pre-assessment activity

students will complete a pre-assessment a week before the teacher begins the writing lesson

• given to students during their language arts period

• pre-assessment is used to assess what students already know as a starting point to build upon for the upcoming lesson

• the teacher is to determine what each student already knows about the writing process

• teacher is to determine if the students used any steps of the writing process

9

Pre – assessment Test

• students should be informed that this is just a pre-assessment

• tell students the purpose of the pre-assessment is to determine what they already know and to help the teacher set goals for what needs to be taught or reviewed in future lessons.

• do not tell students this is not for a real grade, because they will not try to do their best

10

Prewriting• Explanation of Instructional Grouping

Options: – during practice stage, whole group

instruction– class and teacher will collaboratively

complete a graphic organizer– whole group arrangement is very

effective for this type of instruction– cuts down on teacher time, ensures

consistency, and that all students receive the same instruction

11

Prewriting• Explanation of Grouping Relating to students

Developmental, Cultural and Linguistic Needs: These needs are similar throughout all stages of the writing process.

• Linguistic Needs:

– three students with speech impairment

– their disability does not affect their assignment

– they receive additional services outside of class

12

Prewriting• Developmental Need:

– seven students who have a learning disability

– grouped with the class in whole group

– they will have feeling of inclusion and acceptance by being placed within the whole group

– one student in the class with Emotional Behavior Disorder

• disability is not affected by the assignment

13

Prewriting• all students will be individually assessed so

that the teacher can determine each child’s strengths and weaknesses

• all students will individually conference with the teacher to get positive corrective feedback

• when students are broke into pairs for revising and editing higher ability students will be placed with lower ability students in order for the lower ability students to benefit from peer assistance.

14

Instructional Procedures: Prewriting• Persuasive writing

– seeks to convince the reader about a matter of opinion

– sometimes called “argumentative” because it argues a persons position

– focuses on the reader, whom the writer wants to influence

– main purpose is to change the reader’s mind or bring the reader’s point of view closer to that of the writer’s point of view

15

Instructional Procedures: Prewriting– must offer convincing support for your point

of view– to be persuasive you cannot merely state

an opinion – reasoning must be logical and sensible– examples of persuasive writing:

• editorials, letters to the editor, reviews of books and movies, sermons, business or research proposals, opinion essays in magazines, and books that argue a certain point of view.

16

Instructional Procedures: Prewriting• There are five elements in a persuasive

writing: – Opening Paragraph: get the reader’s

attention, state three main points, and state thesis.

– Three Body Paragraphs: each major point discussed, paragraphs include a topic sentence, at least three major support sentences, and concluding sentence

17

Instructional Procedures: Prewriting

– Concluding Paragraph: restate three major points and thesis, give reader’s at least one new point of information to think about, provide closing so the reader is not left hanging

18


• several different ways in which a persuasive piece is written

• persuasive writing is when a writer expresses opinions, arguments, and feelings

• persuasive writing is often used in advertisements to get the reader to buy a product

• used in essays and other types of writing to get the reader to accept a point of view

19

Instructional Procedures: Prewriting• three basic ways to persuade

– appeal to the reader based on reason

– appeal to character

– appeal to emotions

• in order to convince the reader you need more than opinion

• you need facts or examples to back your opinion

• be sure to do research on the subject you are going to write about

20


• persuasive writing follows a particular format

• it has an introduction, a body where the position or argument of the author is developed, and a conclusion Let’s begin with talking about the introduction.

• introduction has something special to catch the reader’s attention

21

Instructional Procedures: Prewriting introduction includes a position

statement, which tells our position or opinion

through the position statement the reader should feel that the writer: thought about the topic knows what beliefs are held about it knew how to organize the information.

22

Instructional Procedures: Prewriting• in the body of the essay the writer gives

supporting evidence for the position statement• body should consist of at least three

paragraphs• each paragraph based on a solid reason to

back your position statement • reasons may appeal to logic, character, or

emotions • writers sequence the evidence in a logical order

and use concrete examples whenever possible• often use cue words such as first, second, and

third to alert readers to the organization

23


• last paragraph is the conclusion • the author usually ends by

summarizing the most important details of the argument and stating once again their position

• may also do this through giving a personal statement or making a prediction

24


• We are going to focus on one specific form in class.

• We are going to focus on a persuasive letter.

25


• writing process

– first step of the writing process is known as the prewriting stage t

– then you write a rough draft, revise, edit, and publish your paper e

– each day this week we are going to discuss a different step of the writing process

– today we are focusing on prewriting

26


– prewriting is also known as the getting-ready-to-write stage

– a few things you must consider before you begin writing

• choose a topic

• topic- what do I want to write about

27

Instructional Procedures: Prewriting• consider the purpose of your writing

– the purpose- What am I writing for? to entertain? to inform? to persuade? In this case we already know that we are writing to persuade.

• decide on your intended audience – the audience- who is my audience?

– possible audiences include classmates, younger children, and parents

28


• decide on the form of writing

– forms of writing are stories, poems, letters, journals, etc.)

– the form- What form will the writing take?

• story, letter, poem, journal entry, report

• I already informed you that we will be writing a persuasive letter.

29


• last step in the prewriting stage is to gather and organize your ideas

• do not write your ideas in complete sentences

• do not worry about punctuation, spelling, or grammar at this point

30

Prewriting: Graphic Organizer

• http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20organizers%20persuasive%20writing.doc

http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20organizers%20persuasive%20writing.doc



31

Assessment for Prewriting• I want each of you to fill out your own

story map. –think about the things you have learned

about what life was like on the Oregon Trail

–I will provide you with an Oregon Trail Fact sheet to help you.

–capture your reader’s attention in the opening paragraph

–make sure you have a thesis.

32

Assessment for Prewriting

– have at least three main events with at least three supporting details

– In conclusion paragraph make sure you restate your three major points and thesis and provide a closing that does not leave the reader’s hanging

– remember who your intended audience is and what your purpose is for writing this persuasive letter.

33

Assessment for PrewritingExceeded Standard Met Standard Partially Met Standard Did Not Met Standard

Introduction Introduced the topic and stated 3 subtopics.

Introduced the topic and stated 2 subtopics.


Did not introduce the topic or subtopics.

Main Idea #1 Stated the main point

and 3 supporting

details.

Stated the main point

and 2 supporting

details.


and 1 supporting

details.

Did not state the main point or supporting

details.

Main Idea #2 Stated the main point and 3 supporting details.


and 2 supporting

details.


and 1 supporting

details.


details.


and 3 supporting

details.


and 2 supporting

details.


and 1 supporting

details.


details.

Conclusion Restated the main topic and restated 3 subtopics

Restated the main topic and restated 2 subtopics


Did not restate the main topic and subtopics

34

Student Checklist: Prewriting• I have identified a clear topic• My topic is related to the Oregon Trail• I have a distinct form, function, or purpose• My paper is suitable for my intended audience• I have three main subtopics under my main topic• I have a clear first main event and at least three

supporting details under it• I have a clear second main event and at least three

supporting details under it• I have a clear third main event and at least three

supporting details under it• In my conclusion I restated my thesis and subtopics• I did not write in complete sentences• I did not worry about punctuation or spelling

35

Accommodations/Modifications• Developmental:

– students that have a learning disability will be provided with additional support during the individual assessment

– teacher will monitor the side of the class where the students are seated and make sure that they understand the directions and are on task

– teacher will help the students fill out the graphic organizer when they reach a point of difficulty

– students will then continue the assignment individually

36

Accommodations/Modifications

– gifted students need at least four supporting sentences for each main detail in their body paragraphs

• Linguistic: – The students with speech impairments

and the student with EBD do not need additional support. Their disability does not inhibit this assignment.

37

Accommodations/Modifications

• Cultural:– The students who are bilingual will be

seated together and allowed to use a Spanish/English thesaurus to help them with descriptive words.

38

Instructional Procedures: Drafting• second step of the writing process is drafting• focus is on putting your ideas from your story

map into complete sentences and writing them down on paper

• emphasis placed on getting down the content of writing

• do not need to worry about correct spelling and neatness

• your handwriting must be legible • okay to modify previous decisions about

purpose, audience, and the form your draft will take

• for this assignment you will keep using the persuasive letter form

39

Instructional Procedures: Drafting• time to transfer ideas onto paper, with little

concern about spelling, punctuation, and other mechanical aspects of writing

• when writing your rough draft you should write on every other line in order to leave space for making revisions

• label the top of your paper “rough draft.” • this lets others know that the composition

is a draft and that emphasis is on content and not mechanics

• do not worry about correct spelling and neatness at this point

• your handwriting must legible

40

Assessment: Drafting• use your story maps and write your own

rough draft • label your paper rough draft at the top of

the page• the rough draft primarily focuses on

content and not on mechanics • skip every other line when writing your

draft • do not worry about perfect spelling or

neatness• writing needs to be legible.

41

Assessment: DraftingExceeded Standard Met Standard Partially Met Standard Did Not Met Standard

Introduction Introduced the topic and stated 3 subtopics.



Did not introduce the topic or subtopics.


and 3 supporting

details.


and 2 supporting

details.


and 1 supporting

details.


details.



and 2 supporting

details.


and 1 supporting

details.


details.



and 2 supporting

details.


and 1 supporting

details.


details.

Conclusion Restated the main topic and restated 3 subtopics



Did not restate the main topic and subtopics

42

Checklist: Drafting– Introduced the topic and 3 subtopics.– Stated the main point and at least 3

supporting details. (Idea 1)– Stated the main point and at least 3

supporting details. (Idea 2)– Stated the main point and at least 3

supporting details. (Idea 3)– Restated the main topic and restated 2

subtopics. (Conclusion)– Used facts about the Oregon Trail to

persuade– Skipped lines– Did not worry about correct spelling,

punctuation, or grammar

43

Instructional Strategies: Revising

• third step in the writing process is revising

• revising stage requires making notes, questions, and changes as needed to your paper

• requires writers to clarify and refine content and ideas in their writing

44

Instructional Strategies: Revising• anticipate and meet the needs of the

readers through changing, deleting, adding, and rearranging content

• as a writer you need to make notes, questions, and changes to your paper as needed

• revision means to “see again” • your classmates and teacher help you with

your composition• revising stage involves the writer to go

through four main steps

45

Instructional Strategies: Revising• first reread your rough draft.• before you reread your draft though, distance

yourself from it for one to two days • this allows you to have a fresh perspective • as you are rereading your paper, make

changes by adding, deleting, substituting, and moving words

• place question marks by sections that need work

• places where you have put a question mark are the main areas you should ask your writing group to help you with

46

Instructional Strategies: Revising• second step of the revising stage allows you

to share your rough draft with your writing group

• read your composition aloud • your peers in your group are to listen politely

and think about suggestions to offer you• only the writer needs to look at the

composition • when your peers look at your paper they

automatically point out mechanical errors • the main focus during revision is on the

content of your paper

47


• as listeners you should provide positive comments and focus on organization, leads, word choice, voice, sequence, dialogue, theme, etc.

• For example, instead of saying “It was good” say “I like that sentence, but maybe you could say jovial instead of happy because that is a stronger verb.”

48

Instructional Strategies: Revising• as the writer of the paper you should ask

questions about places in your paper you think are trouble spots and if you are communicating your story well

• when it is your turn to listen to your peers’ story ask questions about things that were unclear to you, and make suggestions on how they can revise their composition

• always use positive correct feedback• each student in the group should have a

chance to read their composition aloud• at the end of the writing group session, all

students should make a commitment to revise their papers based on their peers’ suggestions

49


• the final decision on what to revise in your paper is ultimately your decision as the writer, but keep in mind that no paper is perfect

• there is always room for revisions

• take notes as peers offer suggestions on paper.

50

Instructional Strategies: Revising• purpose of the writing group is to offer the writer

choices, give the writer responses, feelings, and thoughts, show different possibilities, and to speed up the revision process

• third step of the revising stage is making actual revisions

• add words, substitute sentences, delete paragraphs, or move phrases

• revise your paper with a blue or red pen and write in the space left between the double-spaced lines so that your revisions can be seen clearly

• fourth and final stage of the writing process is for you to conference with me about your paper

51

Assessment: Revising• students revise their paper with a peer and use

the proper strategies we discussed in class that pertain to writing groups

• make sure you have introduced the topic and three subtopics

• state your main point and at least three supporting details

• state your second main point and at least three supporting details

• state your third main point and at least 3 supporting details

52

Assessment: Revising

• in the conclusion restate the main topic and at least two subtopics.

• use facts about the Oregon Trail to persuade your friends or family members to take the Oregon Trail to move out west

• skip lines and do not worry about correct spelling, punctuation, or grammar

53

Assessment: RevisingExceeded Standard Meets Standard Partially Meet

StandardStandard Not Met

Sentences Used complete sentences and at

least one compound

complex sentence

Used complete sentences.

Used some sentences

Mostly had phrases.

Little to no sentences used.

Paragraphs There is 1 beginning, 3 middle and 1

conclusion paragraph

There is 1 beginning, 2 middle and 1


There is no clear beginning,, middle, or

conclusion paragraphs

Revision Marks Used all 4 of the revisions to revise

paper: adding, deleting, substituting,

and rearranging.

Used alt least 3 of the 4 revisions to

revise paper: adding, deleting, substituting,

and rearranging.

Used alt least 2 of the 4 revisions to

revise paper: adding, deleting, substituting,

and rearranging.

Used 1 or none of the revisions to revise paper:

adding, deleting, substituting, and

rearranging.

Content Content changed to

make meaning

clearer

Deleted content that

did not belong

Rearranged content

To correct

sequencing

Content changed to

make meaning

clearer


did not belong

Rearranged content

To correct

sequencing

Has 2 out of 3

Content changed to

make meaning

clearer


did not belong

Rearranged content

To correct

sequencing

Has 1 out of 3

Did not do any of the following:

Content changed to

make meaning clearer


did not belong

Rearranged content to

correct sequencing

54

Assessment: Revising

• Used complete sentences.• Student used 3 out of 4 proofreader’s

marks: adding, deleting, substituting, and rearranging

• Content changed to make meaning clearer• Deleted content that did not belong• There is 1 beginning, 3 middle and 1


55

Instructional Procedures: Editing

• fourth step in the writing process is editing

• editing is putting your paper into its final form

• primary focus is on correcting misspellings and other mechanical errors

56


• editing is known as proofreading

• requires word-by-word reading and attention to form, spelling, capitalization, punctuation, and paragraph formation

• when you regularly read your draft it is common to skip over words

57


• during proofreading you locate and mark possible errors

• proofreading is a unique type of reading because you read slowly, word-by-word, searching for mistakes rather than reading quickly for meaning

• when proofreading your paper some errors maybe easy to correct whereas others may require the use of a dictionary, peers, or teacher

58

Assessment: Editing• edit your revised draft by using your

editing checklist• use a red or a blue pen to correct your

mistakes • after you edit your own paper, get with a

peer and read your papers• use a different color pen than what has

already used to edit your paper• make sure when you edit your paper and

your peers paper that you look at the story word-by-word

• pay close attention to spelling, capitalization, punctuation, and paragraph formation

59

Assessment: EditingExceeds Standard Meets Standard Partially Meets

Standard

Did not meet Standard

Capitalization 1 to 2 capitalization errors present

3 to 4 capitalization errors present

5 to 6 capitalization errors present More than 6

capitalization errors present

Punctuation 1 to 2 punctuation

errors present

3 to 4 punctuation

errors present

5 to 6 punctuation

errors present

More than 6

punctuation errors

present

Spelling No spelling errors present

1 to 2 spelling errors present

3 to 4 spelling errors present

More than 5 spelling errors present

Sentence Structure Recognized subject

predicate relationship

Used nouns,

pronouns, adjectives,

and adverb

Correct use of

commas

Used 2 out of 3:

Recognized subject


Used nouns,


and adverb

Correct use of

commas

Used 1 out of 3:

Recognized subject


Used nouns,


and adverb

Correct use of

commas

Student did not use any of the following:

Recognized subject

Predicaterelationsp

Used nouns,

pronouns,adjectives

and adverb

Correct use of

commas

60

Checklist: Editing

• Used correct capitalization

• Used correct punctuation

• Used correct spelling

• Recognized subject- predicate relationship

• Used nouns, pronouns, adjectives, and adverb

• Correct use of comma

61

Instructional Procedures: Publishing

• last stage of the writing process is publishing

• when you publish your persuasive letter you bring it to life

• after you publish your persuasive letter you can consider yourself an author

62

Instructional Procedures: Publishing• publishing is putting your story in its final

written form

• rewrite your persuasive letter and include all of your revisions and editing marks

• share your finished piece with the appropriate audience

• writing is meant to be shared, so make sure you let others enjoy your work

• you may also share your writing by reading it aloud.

63

Assessment: Publishing• time to publish them our letters • we have rewritten it and incorporated all of

our corrections• I want everyone to share their persuasive

letter with the class.• After everyone has shared their letter, you

may make yours into a book like we did earlier with our class letter.

• If you make yours into a book follow the same procedures we used previously.

64

Assessment: PublishingExceeds Standard Meets Standard Partially Meets

StandardDoes Not Meet Standard

Ideas and Content -Includes a clearly

presented central

idea with relevant

facts, supporting

details, or

explanations

-Establishes a well

Developed idea/plot

and setting

-Includes a central

idea with mostly

relevant facts,

supporting details, or

explanations

-Establishes an

idea/plot and setting

-Includes a central

idea with

limited facts,

supporting

details, and/or

explanations

• Establishes a weak

idea/plot and setting

-Includes a central

idea but

lacks related facts,

supporting details,

and/or explanations

• Establishes no real

idea/plot or setting

Organization -Organizing structure

that includes

paragraphs

-Engages reader

creatively,

relates significant

events, and moves

to a clear conclusion

-Organizing

structure that

includes paragraphs

- Engages the reader,

relates significant

events, and moves to

a conclusion

-Organizing structure

with very few

paragraphs

- Minimally developed

sequence of events

and fails to fully

engage the reader or

conclude story

-Organization lacks

paragraphing

structure

-Sequence of events

is not present or

confusing and

fails to engage the

reader or conclude

story

Voice -Voice chosen is

appropriate to topic,

purpose, and

audience

- Writing is

engaging

Voice is present

-Shows an awareness

of audience

- Writing is somewhat

engaging

-Voice is inconsistent

or weak

-Shows limited

awareness of

audience

-Little or no voice is

evident

-Awareness of

audience or

personal involvement

is not evident

65

Assessment: Publishing cont.

Sentence Fluency Sentences flow

- Sentence length,

structure, and

Complexity

is varied

Sentences flow

-Sentence structures

are varied

Sentences are

fragmented,

run-on or confusing

-Sentence structures

are limited in variety

Sentences are

Incomplete

and/or unclear

Word Choice Uses vivid descriptive

language

-Enables the reader

to visualize the

events or

experiences

Uses descriptive

language

-Enables the reader

to visualize the

events or

experiences

Uses limited,

Repetitive word choice

- Gives a visual picture

Uses limited,

Repetitive word

choice

-Does not give a

visual picture

Mechanics Contains few if any

errors in mechanics that makes the writing easy to read and understand

Contains some

Mechanical

errors that do not

Interfere with the

meaning

Contains frequent

mechanical errors

that are noticeable

and confuse the

reader

Contains many

mechanical errors

and the writing is

difficult to follow

66

Checklist: Publishing• Includes a central idea with mostly relevant

facts, supporting details, or explanations• Establishes an idea/plot and setting• Organizing structure that includes paragraphs• Engages the reader, relates significant events,

and moves to a conclusion• Shows an awareness of audience• Writing is somewhat engaging • Sentence structures are varied• Enables the reader to visualize the events or

experiences• Contains some mechanical errors that do not

interfere with the meaning

laura leigh martin 4 th grade persuasive letter social studies persuasive writing within the writing...

Documents

writing process slide

pre assessment test

writing lesson

writing topics

persuasive students

pre assessment

writing process teacher

assigned prompt students