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8/2/2019 Persuasive Essay Lesson Plan
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Lesson Plan
By Jessica Grandlinard
Lesson: A Day at the Market
Length:90 minutes
Age or Grade Level Intended: 3rd Grade
Original idea by Jessica GrandlinardPersuasive writing materials found at www.scholastic.com,http://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%2
03/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-
%20Working%20Together.pdf, and http://jc-schools.net/write/checklist.pdf
Rubric found at
http://www.ware.k12.ga.us/Curriculum/resources/3/3rd%20Grade%20Writing/Sect4%20
Grd3%20%20Persuasive%20Wrtg.pdf
Academic Standard(s):
English 3.5.6-Write persuasive pieces that ask for an action or response.
English 3.4.7-Proofread one's own writing, as well as that of others, using an editing
checklist or set of rules.
English 3.2.3- Show understanding by indentifying answers in a text.
Performance Objective(s):
After reading the bookSaturday Market, the students will write a persuasive essayexplaining to the consumer why they should buy a product, scoring at least a 16 out of 20
on the given rubric.
After reading the bookSaturday Market, the students will individually answer questions
about the book, answering 4 out of 5 questions correctly.
Given a rubric, the students will proofread their own persuasive essay, making at least
two changes to the first draft.
Given a rubric, the students will proofread a peers persuasive essay, giving at least one
suggestion to their peer.
Assessment:
In this lesson, students will be assessed by answering comprehension questions over the
bookSaturday Market. Questions will be asked on a worksheet, as well as orally duringthe reading. The worksheet will be given to students after the book is read.
During the persuasive writing activity, students will be assessed using a rubric. Studentswill receive a model and the rubric before the writing activity. Students will also
http://www.scholastic.com/http://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.scholastic.com/8/2/2019 Persuasive Essay Lesson Plan
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complete the revising and editing process using the rubric. During the revising andediting process, they will revise and edit their own writing, as well as another essay
written by a peer
Advance Preparation by Teacher:
Obtain the bookSaturday Marketby Patricia Grossman Create 5 questions about the book Saturday Market. Create a worksheet usingthese 5 questions. Make a copy of the worksheet for each student. Make a transparency of the persuasive writing example, and make a paper copy
for each student
Make a copy of the persuasive essay rubric for each student Make a copy of the persuasive essay checklist for each student Make a copy of the editing marks paper for each student Obtain Mexican music from a CD or online source (ex. Mariachi Band) A venn diagram drawn on the board, and a paper copy for each student Paper and writing utensils for each student
Procedure:Introduction/Motivation:
Play Mexican music (Gardner: Musical). See if the students recognize
that the music is from Mexico/Latin America. Ask the students Do you know what
country this music is from?(Gardner: Verbal/Linguistic). Have students guess. If theydo not guess the correct answer after several guesses, tell the students that the music is
from Mexico. Tell the students Today, we are going to read a book about a market in
Mexico. The book is called Saturday Market by Patricia Grossman. We are going tolearn the different types of things that are sold in markets in Mexico, as well as learn
some Spanish words. Are you ready to listen to Saturday Market?.
Step-by-Step Plan:1. Read Saturday Market(Gardner: Verbal/Linguistic)
a. As you are reading, stop after reading about each merchant,and have the students answer the following questions as a
class. (Gardner: Interpersonal, Verbal/Linguistic,
Logical/Mathematical)
i. What is the name of the merchant? (Bloom:Knowledge)
ii. What was he/she selling? (Bloom: Knowledge)iii. How were they feeling? (Bloom: Comprehension)
b. As you are reading, stop at each Spanish word and explain tothe students what each word means (Gardner:Verbal/Linguistic). Find the definitions of each word in the
back of the book.2. After reading, pass out the worksheets and have the students complete
the questions on the worksheet independently. (Gardner:
Logical/Mathematical, Intrapersonal) (Bloom levels on worksheet:
Knowledge(q.1), Application(q.2,3), Synthesis(q.4), andEvaluation(q.5))
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3. After everyone has completed the worksheet, tell the students that thisbook is written from multiple perspectives. Ask the students Can
anybody explain multiple perspectives?.(Gardner: Verbal/Linguistic,
Logical/Mathematical). If no student answers correctly, tell thestudents Multiple perspectives helps us see different sides of the
story. Many times, we think or feel differently than other people do,and multiple perspectives help us see how the other person is feeling.(Gardner: Verbal/Linguistic)
4. Tell the students To help us understand multiple perspectives better,we are going to fill out a venn diagram. One circle is for the tourists
view, and the other circle is the vendors view. The spot in themiddle is for views that both the tourists and venders share. I am going
to say a short phrase, and you will have to tell me if the phrase is a
view of a tourist, vender, or both. (Gardner: Verbal/Linguistic)5. Read the following to the students. After each phrase is read, ask the
students to state where the phrase belongs in the venn diagram. Write
each phrase in the appropriate place in the venn diagram. (Gardner:Verbal/Linguistic)a. I learned something new about the Maya today (Tourist)b. I am worried that there will be more rebozo sellers at the
market than there are people to buy them. (Vender)c. The Market is very busy (Both)d. Those figurines would look great on my mantle (Tourist)e. The food smells so good! (Both)f. I had to stitch like a crazy woman to make all of these
huaraches. (Vender)6. Tell the students Now that we know more about multiple
perspectives, we are going to write a persuasive essay. For this essay,
we are going to pretend that we are a vender in a market writing tocustomers explaining why they should buy our product. (Gardner:
Verbal/Linguistic)7. Ask the students to think of a product they would like to sell. Give the
students a few minutes to decide, and then have the students write
down their choice on a sheet of paper.8. Tell the students In a persuasive essay, it is important to let your
audience know your opinion. Your ideas need to be clear and
organized. It is also very important to pay attention to grammar,
spelling, and punctuation. In this essay, you need to tell the reader that
you want them to buy your product, and give specific examples andreasons why they should buy your product.(Gardner:
Verbal/Linguistic)9. Give the students a copy of the example, checklist, rubric, and editing
marks. Explain each of the items, making sure the students know their
work will be graded based on the rubric. (Gardner: Verbal/Linguistic,
Logical/Mathematical)
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10.Show the students the example of a persuasive essay. Point out all ofthe major components, including the introduction, which tells the
reader what you are talking about, the body, which gives details, and a
conclusion, which sums everything up.(Gardner: Visual/Spatial)11.Have students write their rough draft of their paper. The teacher will
be available for students who need assistance. (Gardner:Verbal/Linguistic, Logical/Mathematical)12.Once the students are finished, have the students proofread their essay
for any changes they would like to make and errors using the
checklists, rubrics, and example provided. Each child should have at
least two things to change or correct.(Gardner: Intrapersonal)13.After the students have proofread their own paper, have students find a
partner. Have each student proofread the other students paper using
the checklists, rubrics, and example provided. Each student shouldgive at least one suggestion to the other student. (Gardner:
Interpersonal)
14.Have the students type or write a final draft of their paper. 15.Once everyone has their final draft completed, give the students anopportunity to share their writing. If a student wishes to act the part of
a vender, they may do so. (Gardner: Verbal/Linguistic,Bodily/Kinesthetic)
Closure:
Tell the students, Today, we learned more about markets in Mexico, andthe different things that are sold there. We also learned more about multiple perspectives.
Can anybody tell me what a multiple perspective is? What are the two kinds of peoplein a market? What are some components of a persuasive essay?(Bloom: Knowledge).
Adaptations/Enrichment:
Student with Learning disability in reading comprehension
Provide the student with a personal copy of the book If the student is having trouble answering questions, guide them to a specific page
where they can find the answer and have them reread the page again.
Read the directions with the studentStudent with ADHD
Set the student away from distractions. Repeat directions to the student frequently. Provide short, frequent breaks.Student with Gifts and Talents in Creativity Encourage this student to write more than what is required.
Student with Autism
Repeat directions several times for the student to make sure that the studentunderstands the directions.
Help the student find answers if necessary.Self-Reflection:
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Write out the questions that you will use to evaluate yourself.
Did the students enjoy the book? Did the students understand the questions on the worksheet? Did the students understand multiple perspectives? Was there enough time for the students to complete their writing? Did I allow enough time for everything to get done?
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Questions over Saturday Market
Name___________________________________ Date:___________________
1. Name two things that were sold at the market._____________________________2. If you were Carmen, and there were a lot of people at the market selling the same
thing as you, what would you do? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.
Explain the relationship between the venders and the sellers.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Create a new product to sell at the Saturday Market. Describe your product,
and tell why people would want to buy your product.
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Would you want to become a merchant in the market? Why or why
not?___________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Rubric for Persuasive Essay
Name___________________________________
Component 4 points 3 points 2 points 1 point Total
Focus The writerclearly states an
opening
sentence, which
captures the
readers
attention
and includes an
opinion.
The writer has
an opening
sentence,
which includes
an
opinion.
The writer has
written an
opinion.
The writer
does not
express
an opinion.
Development The writer
clearly states atleast
three reasons
with at least two
supporting
details for each
reason.
The writer
clearly statesreasons with at
least two
supporting
details for each
reason.
The writer
clearly statesreasons with at
least one
supporting
detail for each
reason.
The writer
states reasonsbut no details.
Organization Reasons anddetails are
expressed in a
logical order
with the usage of
several
appropriatetransition words.
Reasons and
details are
expressed in a
logical order
with the usage
of at least
threeappropriate
transition
words.
Reasons and
details are
expressed with
the usage
of at least two
transition
words.
Reasons are
expressed
without
transition
words.
Conclusion The writerclearly
paraphrases
his/her opinion.
The writer
restates his/her
opinion.
The writer
attempts to
restate an
opinion.
The writer
does not
restate
an opinion.
Mechanics The writer uses avariety of
sentences, which
flow
smoothly. There
are no errors
in grammar,
punctuation,
capitalization
and spelling.
The writer uses
a variety of
sentences.
There are no
more than three
errors in
grammar,
punctuation,
capitalization
and spelling.
The writer uses
little
variety of
sentences.
There are no
more than
four errors in
grammar,
punctuation,
capitalization
and
spelling.
The writer
does not use a
variety of
sentences.
There
are several
errors in
grammar,
punctuation,
capitalization
and spelling.
Total /20
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