UBD Unit Planning: Persuasive Writing in a Social Studies Context

Agenda: 1. Agenda and Materials Review 2. Genre Study: Persuasive Writing 1. Forms and Features 3. Mentor Text: Modeling after a familiar example 1. Field Trip 2. Guest Speaker 4. Plucking Standards and Breaking Them Down 1. Reading Standards 2. Social Studies Content 3. Social Studies Skills 5. Creating a Vision 6. Grouping and Sequencing Standards 7. Weekly Vision and Mini-Lessons 8. Rubric Application

Materials Review:  “No-Frills” planning guide  Sample Mentor Texts  Forms and Feature Review  Useful Tools and Organizers

Forms: Persuasive Essay Persuasive Letter Op-Ed Piece Brochure Advertisement Speech Debate Script Feature Article Genre Study: Persuasive Texts Persuasive Writing Argument Point of View Evidence Fact Vs. Opinion Considering the Audience (ethos) It’s important! Research, Facts, Data Convincing Big Words: Ethos Pathos Kairos Propaganda Rebuttal Perspective

Forms and Features: Essay: claim, main points, evidence, paragraph format, thesis, research, rebuttal Letter: claim, main points, evidence, perspective, letter format, opening, research Brochure: visuals, facts and data, product/site/landmark, interesting info Advertisement: visuals, propaganda, audience, standout features Speech: claim, main points, evidence, rebuttal, lead, closing, inspiration Periodical: claim, main points, evidence, rebuttal, lead, connection to topic Debate Script: claim, main points, evidence, multiple rebuttals

Mentor Texts: Clear Examples  Common reference point  Broken down for features, content, and craft  Same topic/focus as unit of study  Written in at a level students can attempt to emulate  3-5 for variety but also depth  Not just a mentor text- what are the mentor PARTS?

Writing and Social Studies: Comprehensible Input and Output  Contextualized learning  Language transfer  Experience  Writing has meaning

Standards: Writing, Skills, and Content StandardBroken Down

Skills: StandardBroken Down

Content: Social Studies StandardBroken Down

Creating a vision: Ultimately, what are you trying to accomplish with your students? What should they walk away from this unit knowing, doing, and feeling? What was their experience during this unit? How did you support them and what were they able to do independently? Did they become experts on something?

Group and Sequence Logically: Research and Brainstorm -- Blue Pre-writing and Drafting -- Blue Writing and Extending -- Green Craft -- Green Revising with Craft -- Yellow Editing -- Pink Publishing -- Pink

Creating a Weekly Vision: How will you know at the end of each week that your students are progressing towards a final piece? What should their work demonstrate by the end of the week? Do you need more time for content?

Vision and Mini-Lessons Weekly VisionMini-Lesson Topics Brainstorming/ Research Pre-writing and Drafting Writing and Extending Crafting Editing and Publishing