Duration: Three 90 minute block periods, and 45 minutes of fourth class. Focus SOL’s: 9.1 and 9.6 9 th Grade English.

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Presentation transcript:

Duration: Three 90 minute block periods, and 45 minutes of fourth class. Focus SOL’s: 9.1 and th Grade English

Concept Outcomes: Students will understand that  evidence is needed to present a clear and effective argument. Knowledge Outcomes: Students will know  how to take a position on a topic.  how to refute a position on a topic. Skills/Process Outcomes: Students will be able to  listen and evaluate arguments presented by others.  identify pros and cons.  reflect on the argumentative process.

 Model: Academic Controversy  Main Ideas/Topic: How to take a position and have refutable examples of that position. ◦ Building the confidence needed to present an opinion ◦ Backing up that opinion when challenged.  Formative Assessments: Students will fill out the outline/hand out and hand it in at the end of class.  Summative Assessments: The summative assessment will be an essay on persuasive writing.

Concept Outcomes: (Students will understand that...)  There are different ways and strategies to persuade an audience Knowledge Outcomes: (Students will know...)  pathos, ethos, and logos strategies Skills/Process Outcomes: (Students will be able to...)  demonstrate they are able to persuade someone  consider the audience they will be working to persuade  develop the topic with appropriate information, details, and examples.

 Model: Direct Instruction  Big Ideas/Topic: How do we consider different perspectives? What are the different ways to persuade someone? (Considering ethos, pathos, logos)  Formative Assessments: RAFT writing prompts, student’s examples used in class for video discussion and RAFT modeled.  Summative Assessments: Formal persuasive writing assignment in the form of an essay.

Concept Outcomes-Students will (understand):  That writing is a process.  That the function of a thesis statement is to focus on the goal of the essay Knowledge Outcomes- Students will know:  How to use prewriting strategies and organize writing.  How to demonstrate the purpose of writing as persuasive  How to write a clear and focused thesis that addresses the purpose for writing.  How to develop the topic with appropriate information, details, and examples. Skills/Process Outcomes-Students will be able to:  Plan and compose writing in a variety of forms and for a variety of audiences and purposes.  Develop as writers by participating in a process for writing — prewriting and organizing  Have practice writing for shorter time frames as well as extended time frames.

 Model: Concept Development  Big Ideas/Topic: How do we write a persuasive essay for different audiences and purposes? ◦ This lesson ties the first two together with the larger idea of “persuasive writing” and the process and structure involved with this form of writing.

 Formative Assessments: Collect and look at foldable for comprehension.  Exit slip: Have students come up with their topic (or a topic they are considering writing on) for their argumentative essay and write their “working” thesis.  Summative Assessments: Writing Prompt: Students may select any topic of their choice, but it MUST be preapproved by the teacher.