ELAR Grade 08 Unit 02B Exemplar Lesson 01: Analyzing Persuasive Text

Transcription

1 ELAR Grade 08 Unit 02B Exemplar Lesson 01: Analyzing Persuasive Text This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students compare and contrast persuasive texts on the same issue with different conclusions and explain how the authors reached their conclusion by analyzing the evidence presented in the text. Using the writing process, students write a persuasive essay that includes a clear thesis or position, presents both arguments and counter arguments, and provides evidence that is well organized. Students continue to build their vocabulary through the study of roots and affixes, the use of context clues, and the use of dictionaries. Performance Indicators Grade 08 ELAR Unit 02B PI 01 After reading two teacher-selected persuasive texts on the same issue but with different conclusions, create a graphic organizer that compares and contrasts how the authors reached their conclusions and analyzes the evidence presented including the use of rhetorical and logical fallacies, factual claims, commonplace assertions, and opinions. Standard(s): 8.10B, 8.11A, 8.11B, 8.Fig19C, 8.Fig19D ELPS ELPS.c.1H, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G Grade 08 ELAR Unit 02B PI 02 Choose a topic of interest, take a stand on the issue, and write a persuasive essay to influence the attitude or action of a specific audience. Standard(s): 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C ELPS ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G page 1 of 62

2 Grade 08 ELAR Unit 02B PI 03 Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and persuasive texts. Provide evidence from the text to support ideas. Standard(s): 8.17C, 8.Fig19A, 8.Fig19B, 8.Fig19C, 8.Fig19D, 8.Fig19E, 8.Fig19F ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G Grade 08 ELAR Unit 02B PI 04 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 8.2A, 8.2B, 8.2E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.4A, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Authors share their perspective in order to influence the attitude or action of others. Understanding persuasive, sound, and visual techniques enhances the ability to critically analyze a message. Critical readers use strategies to make complex inferences and to analyze texts. Authors choose techniques, form, and structure to influence the attitude or action of a specific audience. Purpose and audience determine the author s choice in techniques, form, and structure. Readers use strategies to support interpretation of text. Understanding new words and concepts enhances comprehension and oral and written communication. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 8.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. page 2 of 62

3 Readiness Standard 8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings. Readiness Standard 8.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard 8.13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 8.13A Evaluate the role of media in focusing attention on events and informing opinion on issues. Supporting Standard 8.13B Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. 8.13C Evaluate various techniques used to create a point of view in media and the impact on audience. Supporting Standard 8.7 Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: 8.7A Analyze passages in well known speeches for the author s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. page 3 of 62

4 Supporting Standard 8.9 Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 8.9A Analyze works written on the same topic and compare how the authors achieved similar or different purposes. Supporting Standard 8.10 Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 8.10B Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text. Supporting Standard 8.11 Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: 8.11A Compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents. Supporting Standard 8.11B Analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts. Supporting Standard 8.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 8.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining page 4 of 62

5 appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. 8.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. 8.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. 8.14D Edit drafts for grammar, mechanics, and spelling. 8.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: 8.18A Establishes a clear thesis or position. 8.18B Considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments. 8.18C Includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.19A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 8.19A.i verbs (perfect and progressive tenses) and participles. page 5 of 62

6 8.19A.v subordinating conjunctions (e.g., because, since). 8.19B Write complex sentences and differentiate between main versus subordinate clauses. 8.19C Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses Oral and Written Conventions/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.20A Use conventions of capitalization. 8.20B Use correct punctuation marks, including: 8.20B.i commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.27A Advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. 8.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 8.Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to page 6 of 62

7 enhance comprehension. 8.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). 8.Fig19D Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 8.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard Ongoing TEKS 8.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 8.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 8.17C Write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph essay and provide sustained evidence from the text using quotations when appropriate. page 7 of 62

8 8.19 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.19A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 8.19A.iii adverbial and adjectival phrases and clauses Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 8.21A Spell correctly, including using various resources to determine and check correct spellings. Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Teacher s Reader s Notebook (1) Writer s Notebook (1 per student) Teacher s Writer s Notebook (1) Dictionary (class set) Example of a glossary (class set) Thesaurus (class set) Note card (2 per student) Highlighter (1 per student) Colored pen or pencil (1 per student) Chart paper Grade-appropriate media clips of someone giving a persuasive speech Grade-appropriate media clip of a commercial Grade-appropriate informational newspaper or web article (1 per student) Grade-appropriate persuasive article from a newspaper or website (1 per student) 2 grade-appropriate political cartoons (1 per student) Teacher-selected text with unfamiliar or ambiguous words (1 copy per student) Grade-appropriate persuasive article or essay (1 per student) 2 grade-appropriate persuasive texts on the same topic/issue (1 copy of each per student) 2 grade-appropriate persuasive texts on the same issue but with different conclusions (1 copy per student) page 8 of 62

9 2 grade-appropriate persuasive texts on the same issue but with different conclusions (1 copy per student)- These need to be a different issue from the texts listed above Collection of grade-appropriate persuasive texts with different organizational patterns Collection of grade-appropriate texts for student selection Collection of persuasive or expository texts on students selected issues (optional) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Definition Pattern (1 per student) Teacher Resource: Participles for Teachers (1) Teacher Resource: Unit 02B Reading Appetizer Teacher Resource: Unit 02B Writing Appetizer Teacher Resource: Unit 02B Word Study Overview Teacher Resource: Alternative Plan (optional) Resources and References Possible/Optional Literature Selections None identified None identified page 9 of 62

10 Analyzing Persuasive Text Lesson Preparation Daily Lesson #: 1 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2A,E 8.Fig19A,B,C,D 8.14A 8.7A 8.18A 8.13A,B,C Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Authors share their perspectives in order to influence the attitudes or actions of Purpose and audience determine the author s choice in techniques, form, and written communication. others. structure. - Why do we need to pay attention to Understanding persuasive, sound, and Authors choose techniques, form, and words? visual techniques enhance the ability to structure to influence the attitude or action critically analyze a message. of a specific audience. How does an author s perspective - How do authors develop a well-written influence the attitude and/or actions of persuasive essay for specific audience? others? Vocabulary of Instruction Root Audience Audience Affix Purpose Persuasive essay Prefix Point of View Brainstorm Suffix Impact Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Dictionary (class set) or access to an Grade appropriate media clips of Teacher Writer s Notebook (1) electronic dictionary someone giving a persuasive speech Chart paper (if applicable) Chart paper (if applicable) Grade appropriate media clip of a commercial Chart paper (if applicable) Attachments and Resources Handout: Definition Pattern (1 per 2 Teacher Resource: Unit 02B page 10 of 62

11 Daily Lesson #: 1 WORD STUDY READING WRITING students) Reading Appetizer (1) Teacher Resource: Unit 02B Word Study Overview (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to assign gradeappropriate prefixes, suffixes, and roots to pairs of students. Select a root or affix for modeling. Consider choosing roots and affixes from words that students will encounter in Reading or another content area. 3. Refer to Teacher Resource: Unit 02B Word Study Overview. Prepare accordingly. 2. Refer to Teacher Resource: Unit 02B Reading Appetizer. Prepare accordingly. 2. Create an Anchor Chart: Controversial Issues for Teenagers. 3. In the Teacher Writer s Notebook, create a T-chart with one side labeled For and one side labeled Against. Leave room at the top to record an issue/topic. Background Information Teacher Notes Students will repeat this activity in Daily Students learned about speeches in Unit Lesson 3 Word Study for additional 02A, Lesson 02. This is a review of practice. speeches and the media standards. page 11 of 62

12 Instructional Routines Daily Lesson # 1 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students determine the Content Objective: Students interpret and Content Objective: Students generate ideas meaning of grade-level words using roots evaluate the techniques used in media and for a persuasive essay. and affixes. speeches to influence the message and the audience. Mini Lesson 1. Review roots and affixes learned in previous lessons. 2. Display a word that contains the root or affix selected for modeling. Think Aloud about the different parts of the word including how the roots and affixes help the reader to determine the meaning of the word. 3. Display Handout: Definition Pattern. 4. Record the selected root or affix for modeling in the middle of the web on the Handout: Definition Pattern. Brainstorm other words that use the selected root or affix and record them around the web. 5. Model using a dictionary to record the definition(s) of the selected root or affix. 1. Reading Appetizer: 3-5 min. 2. Ask: Have you ever changed your opinion about an issue because of something you read or heard someone say? Discuss responses. 3. Review what was learned about speeches in Unit 02A, Lesson 02. Ask: Can speeches be persuasive? Discuss responses. 4. Review what has been learned about the techniques used in media. 5. Explain that they are going to watch a media clip of a speech. Instruct students to think about the information they are learning from the speech and how that information is helping them form an opinion about the issue/topic. 1. Ask: How do authors develop well-written persuasive essays? Discuss responses. 2. With student input, define persuasive text. Example: Persuasive text takes a specific stand on a specific subject/issue and is written to influence a specific audience. There must be at least two differing viewpoints that can be argued. 3. Distribute one pencil and one piece of paper to each small group of students. 4. Display the Anchor Chart: Controversial Issues for Teenagers. Instruct students to brainstorm issues that are controversial to teenagers. 5. After students have brainstormed page 12 of 62

13 6. Using one or more words from the web, write a complete sentence using the word(s) in the correct context. 6. If necessary, provide background information about the historical or cultural context of the speech and/or the person giving the speech in the selected media clip. 7. Play the selected media clip of the speech. Model taking notes on chart paper as the speech is being played. 8. After the media clip of the speech is concluded, ask: What information did we learn about the issue/topic? Did the information affect your opinion of the issue/topic? What was the message of the speech? Discuss responses and refer to the notes on the chart as necessary. ideas, collect the ideas on the Anchor Chart: Controversial Issues for Teenagers. 6. Display the T-chart in the Teacher Writer s Notebook. Students create a similar chart in their Writer s Notebooks. 7. Model taking a topic from the Anchor Chart: Controversial Issues for Teenagers and write it at the top of the T-chart. Write one argument for and one argument against the selected issue. 8. Divide students into pairs. 9. Ask: What visual and sound techniques were used in the speech that influenced the message? Discuss responses. 10. Ask: How did those techniques create a particular point of view and how does that impact an audience? Discuss responses. Learning Applications 1. Divide students into pairs and 1. Tell students that there are other 1. With a partner, students select an page 13 of 62

14 distribute the Handout: Definition Pattern to each pair. Assign a root or affix to each pair of students. 2. With their partner, students complete the Handout: Definition Pattern. 3. Monitor students and provide assistance as necessary. forms of persuasive media. Ask: What other forms of media are persuasive? Discuss responses. 2. Play the media clip of a commercial. 3. After the media clip of the commercial is concluded, ask: What information did we learn about the issue/topic? Did the information affect your opinion of the issue/topic? What was the message of the commercial? Students discuss responses, and then share with the class. issue/topic from the Anchor Chart: Controversial Issues for Teenagers and record it at the top of the T chart in their Writer s Notebooks. 2. Students record arguments for and against their selected topic on the T chart in their Writer s Notebooks. 4. Ask: What visual and sound techniques were used in the commercial that influenced the message? Students discuss responses, and then share with the class. 5. Ask: How did those techniques create a particular point of view and how does that impact an audience? Students discuss responses, and then share with the class. Engage in Small Group Instruction as appropriate. Closure 1. Students share two words with 1. Ask: Why is it important to pay 1. With another pair of students, page 14 of 62

15 their assigned root or affix, the definition of their root or affix, and the sentence they wrote with example words. 2. Students add the completed Handout: Definition Pattern to their Vocabulary Notebooks. attention to the techniques used in media and other persuasive texts? Discuss responses. students share their T-charts with arguments for and against their selected issue/topic. page 15 of 62

16 Analyzing Persuasive Text Lesson Preparation Daily Lesson #: 2 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Advance Preparation 8.10B 8.13A,C Authors share their perspectives in order to influence the attitudes or actions of others. - How does an author influence the attitude and/or actions of others through persuasive text? Fact Opinion Bias Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade appropriate informational newspaper or web article (1 per student) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 2. Create a T Chart in the Teacher Reader s Notebook with the label Facts on one side and the label Opinions on the other. 8.14A 8.18A,B Purpose and audience determine the author s choice in techniques, form, and structure. Authors choose techniques, form, and structure to influence the attitude or action of a specific audience. - How do authors develop a well-written persuasive essay for specific audience? Argument Counter argument Thesis Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Note card (1 per student) Chart paper (if applicable) Teacher Resource: Unit 02B Writing Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Prepare to display the Anchor Chart: Controversial Issues for Teenagers from Daily Lesson 1 Writing. page 16 of 62

17 Daily Lesson #: 2 READING WRITING 3. Recreate the same T-Chart on chart paper for students to post responses. 3. Refer to Teacher Resource: Unit 02B Writing Appetizer. Prepare accordingly Background Information Thesis/position - a statement or premise supported by arguments In order to establish a clear thesis or position, a statement must be composed. The statement declares what the author believes and what the author intends to prove. (This is the thesis or position statement.) Teacher Notes page 17 of 62

18 Instructional Routines Daily Lesson # 2 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students evaluate a newspaper or web article for facts and opinions and determine point of view. 1. Ask: How can a writers point of view influence a reader s attitude toward a subject/topic? Discuss this example: an informational article on the nutritional value of fast food written by a fast food company executive vs. the same article written by a doctor. 2. Distribute the previously selected informational newspaper or web article to each student. Read the article aloud with the students and determine the subject, audience, and purpose. 3. Display the T Chart in the Teacher Reader s Notebook. Students create their own T-chart in their Reader s Notebooks. Tell students to use this chart to separate the facts and the opinions in the article just read. Provide one example of a fact and one example of an opinion from the article. Suggested Duration: min. Content Objective: Students establish a thesis and plan arguments and counter arguments for their persuasive essay. 1. Writing Appetizer: 5-10 min. 2. Display the Anchor Chart: Controversial Issues for Teenagers. Review the issues that were brainstormed in Daily Lesson 1 Writing. 3. Ask: What are some other controversial issues (not just ones facing teens)? Discuss responses and record them on another chart or in the Teacher Writer s Notebook. 4. Think Aloud and select an issue to model writing a persuasive essay in the Teacher Writer s Notebook. 5. Discuss with students the position that will be taken on the selected issue. Think Aloud about the intended audience that you will be trying to convince or influence. 6. Model writing a thesis statement in the Teacher Writer s Notebook that clearly demonstrate the position to be taken on the selected issue (e.g., Students should be allowed to use cell phones in school). 7. In the Teacher Writer s Notebook, create page 18 of 62

19 Learning Applications 1. With a partner, students reread the article. 2. Students record facts and opinions on the T- chart in their Reader s Notebooks. 3. Monitor and assist as necessary. another T-chart and label one side For (Argument) and the other side Against (Counter Argument). Explain that when writing a persuasive essay, the author must consider both sides of the argument. 8. Begin to Think Aloud about 1-2 arguments for and against the selected issue. Allow for student input. Additional ideas will be recorded in Daily Lesson 3 Writing. 1. Students select an issue from one of the charts or come up with their own issue. Students write the issue in their Writer s Notebooks along with their intended audience. 2. Students write a thesis statement that clearly states their position on the selected topic. 3. Students create another T-chart in their Writer s Notebooks. Students begin to brainstorm arguments for and against their selected issue. Engage in Small Group Instruction as appropriate. Closure 1. Together as a class, discuss how the facts and opinions created the point of view and purpose of the article. 2. Ask: How does an author influence the attitude and/or actions of others through an informational article? Discuss responses. 1. Students write their selected issue on a note card and share with the class. 2. Collect the note cards to monitor students topic choice and to help gather articles and other texts to help students build their arguments (optional). page 19 of 62

20 Analyzing Persuasive Text Lesson Preparation Daily Lesson #: 3 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2A,E 8.10B 8.13A,C 8.14A 8.18A,B Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Authors share their perspectives in order to influence the attitudes or actions of Purpose and audience determine the author s choice in techniques, form, and written communication. others. structure. - Why do we need to pay attention to - How does an author influence the attitude Authors choose techniques, form, and words? and/or actions of others? structure to influence the attitude or action of a specific audience. - How do authors develop a well-written persuasive essay for specific audience? Vocabulary of Instruction Root Fact Argument Affix Opinion Counter argument Prefix Bias Thesis Suffix Common place assertion Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Dictionary (class set) or access to an Grade appropriate persuasive article from Teacher Writer s Notebook (1) electronic dictionary a newspaper or website (1 per student) Collection of persuasive or expository Chart paper (if applicable) Chart paper (if applicable) texts on students selected issues (optional) Chart paper (if applicable) Attachments and Resources Handout: Definition Pattern (1 per 2 students) Teacher Resource: Unit 02B Teacher Resource: Unit 02B Reading Appetizer (1) page 20 of 62

21 Daily Lesson #: 3 WORD STUDY READING WRITING Word Study Overview (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to assign gradeappropriate prefixes, suffixes, and roots (different than Daily Lesson 1 Word Study) to pairs of students. Select another root or affix for modeling. Consider choosing roots and affixes from words that students will encounter in Reading or another content area. 2. Refer to Teacher Resource: Unit 02B Reading Appetizer. Prepare accordingly. 2. Gather a collection of persuasive or expository texts on the students selected issues. Also, gather 1-2 persuasive text on the selected issue for modeling in the Teacher Writer s Notebook. (optional) 3. Refer to Teacher Resource: Unit 02B Word Study Overview. Prepare accordingly. Background Information Bias - prejudice or preference for one particular point of view Assertion - an opinion or declaration stated with conviction Teacher Notes page 21 of 62

22 Instructional Routines Daily Lesson # 3 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students determine the Content Objective: Students compare and Content Objective: Students establish a meaning of grade-level words using roots contrast two persuasive articles and identify thesis and plan arguments and counter and affixes. the bias of both. arguments for their persuasive essay. Mini Lesson 1. Review roots and affixes learned in Daily Lesson 1 Word Study. 2. Display a word that contains the root or affix selected for modeling. Think Aloud about the different parts of the word including how the roots and affixes help the reader to determine the meaning of the word. 3. Display Handout: Definition Pattern. 4. Record the selected root or affix for modeling in the middle of the web on the Handout: Definition Pattern. Brainstorm other words that use the selected root or affix and record them around the web. 5. Model using a dictionary to record the definition(s) of the selected root or affix. 1. Reading Appetizer: 3-5 min. 2. Display the newspaper article from Daily Lesson 2 Reading. Ask: What did we learn about fact and opinion from this article? Discuss responses. 3. Explain that bias is a prejudice or preference for one particular point of view. Discuss how a biased persuasive article can influence a reader s feeling and opinion about a specific topic. For example: PETA s bias toward the treatment of animals vs. the bias of a meat industry executive. 4. Distribute the persuasive text and read together as a class. Identify the subject/topic, the purpose, and the audience. 5. Create another T-chart in the 1. Display and read the thesis statement in the Teacher Writer s Notebook. Make any necessary revisions. 2. Display the T-chart with arguments and counter arguments. Continue to discuss and add to the chart. 3. Explain that sometimes authors of persuasive texts looks for facts and other pieces of information to support their position. Display and read the selected persuasive or expository text on the selected issue for modeling. (optional) 4. After reading the persuasive or expository text, add to the arguments and counter arguments in the Teacher Writer s Notebook. (optional) page 22 of 62

23 6. Using one or more words from the web, write a complete sentence using the word(s) in the correct context. Teacher Reader s Notebook and record 1-2 facts and opinions from the text. 5. After all arguments and counter arguments have been recorded, select 3-4 arguments that will be the focus of the essay. Circle or place a star next to those arguments. Learning Applications 1. Divide students into pairs and distribute the Handout: Definition Pattern to each pair. Assign a different root or affix to each pair of students. 2. With their partner, students complete the Handout: Definition Pattern. 3. Monitor students and provide assistance as necessary. 1. With a partner, students reread the article. 2. Students record facts and opinions on another T-chart in their Reader s Notebooks. 3. Monitor and assist as necessary. 1. With a partner, students reread their thesis statements and make any necessary changes for clarity. 2. Students continue to record arguments and counter arguments on the T chart in their Writer s Notebooks. 3. Students read 1-2 persuasive and/or expository texts to gather additional information for their arguments and counter arguments. (optional) Engage in Small Group Instruction as appropriate. Closure 1. Students share two words with their assigned root or affix, the definition of their root or affix, and the sentence they wrote with example words. 2. Students add the completed Handout: Definition Pattern to their Vocabulary Notebooks. 1. Together as a class, discuss how the facts and opinions created the point of view and purpose of the article. 2. Ask: How does an author influence the attitude and/or actions of others through persuasive text? Discuss responses. 1. Students share their arguments and counter arguments with a partner. 2. Students select 3-4 arguments to be the focus of the persuasive essay. Students circle or place a star next to those arguments. 3. Ask: How does the page 23 of 62

24 informational article compare to the persuasive article as far as bias, facts, and opinions? Discuss responses including there can be bias in each, but that the persuasive is probably most biased. page 24 of 62

25 Analyzing Persuasive Text Lesson Preparation Daily Lesson #: 4 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources 8.Fig19A,B,C,D 8.11B 8.13A,C Authors share their perspectives in order to influence the attitudes or actions of others. - How does an author influence the attitude and/or actions of others through persuasive text? Critical readers use strategies to make complex inferences and to analyze texts. - What strategies do critical readers use to analyze texts? Rhetorical fallacy Logical fallacy Loaded term Caricature Leading question Incorrect premise False assumption Reader s Notebook (1 per student) 2 grade appropriate political cartoons (1 per student) Chart paper (if applicable) 8.14A,B 8.18A,B,C Purpose and audience determine the author s choice in techniques, form, and structure. Authors choose techniques, form, and structure to influence the attitude or action of a specific audience. - How do authors develop a well-written persuasive essay for a specific audience? Organizational structure Draft Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Collection of grade appropriate persuasive texts with different organizational patterns Chart paper (if applicable) Teacher Resource: Unit 02B Writing Appetizer page 25 of 62

26 Daily Lesson #: 4 READING WRITING (1) Advance Preparation Background Information 1. Prepare to display visuals as appropriate. 2. Choose cartoons that reference a topic from American History or a current event. If possible, cartoons should have examples of rhetorical and logical fallacies such as loaded terms, caricatures, leading questions, false assumptions, or incorrect premises. Duplicate one of the political cartoons, one per student. One cartoon is for display during the Mini Lesson. 3. Create an Anchor Chart: Rhetorical and Logical Fallacies. Write definitions and provide examples for the following terms: rhetorical fallacy, logical fallacy, loaded term, caricature, leading question, incorrect premise, and false assumption. Refer to Background Information. Rhetorical fallacy - an argument that is not sound but may still be convincing Logical fallacy - depends upon faulty logic Loaded term - a term or phrase that has strong emotional overtones and that is meant to evoke strong reactions beyond the specific meaning (e.g., tax relief instead of tax cut, or death tax instead of estate tax) Caricature - a distortion of characteristics or defects of a person or thing, either in a picture or in words Leading question - a question worded to suggest the desired response (e.g., What do you think of the horrible effects of socialism?) 1. Prepare to display visuals as appropriate. 2. Collect or create examples of persuasive texts with various organizational strategies: sequential, order of importance, cause/effect, compare/contrast, and problem/solution. 3. Refer to Teacher Resource: Unit 02B Writing Appetizer. Prepare accordingly. page 26 of 62

27 Daily Lesson #: 4 READING WRITING False assumption - flawed ideas that emerge when a reader pieces information together solely by inference and fails to consider other possible interpretations Incorrect premise - a faulty idea that is used as the foundation of an argument Teacher Notes This Daily Lesson will be repeated in Daily Lesson 5 Reading with a persuasive article or essay. page 27 of 62

28 Instructional Routines Daily Lesson # 4 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: min. Content Objective: Students analyze the use of rhetorical and logical fallacies in persuasive texts. 1. Display the Anchor Chart: Rhetorical and Logical Fallacies. Define rhetorical fallacy, logical fallacy, loaded terms, caricature, leading questions, incorrect premises, and false assumption for students. Brainstorm examples for each term. Students write definitions in Reader s Notebooks. 2. Display the first political cartoon. Together, read the cartoon and discuss its meaning. Ask: What issue is this cartoon addressing? What response is this cartoon designed to evoke? How might this cartoon affect people s perspective of the issue the cartoon presents? Discuss responses. 3. Ask: Did the author use any rhetorical or logical fallacies to promote their message/point of view? Discuss responses including any examples of loaded terms, caricatures, leading questions, incorrect premises, and/or false assumptions. 1. Distribute the second political cartoon. 2. With a partner, students read and analyze the cartoon. Suggested Duration: min. Content Objective: Students draft their persuasive essays using an appropriate organizational strategy. 1. Writing Appetizer: 5-10 min. 2. Ask: How do authors of persuasive text organize their argument? Display examples of persuasive text using various organizational strategies. Lead students in a discussion of the strengths of each for organizing a persuasive essay. 3. Think Aloud about how to organize the ideas in the persuasive essay in the Teacher Writer s Notebook. 4. Demonstrate writing an introduction to the persuasive essay in the Teacher Writer s Notebook. Model how to describe the issue/topic of the essay and how to clearly state the position being taken in the essay. 1. Students review their thesis and the arguments in their Writer s Notebooks. Students determine an appropriate organizational strategy for presenting their arguments. page 28 of 62

29 3. Students write the message/point of view of the cartoon in their Reader s Notebooks. 4. Students also record the rhetorical and logical fallacies used to promote the author s (or artist s) message/point of view including any examples of loaded terms, caricatures, leading questions, incorrect premises, and/or false assumptions. 2. In their Writer s Notebooks, students draft an introduction for their persuasive essay that describes the issue/topic and that clearly states their position on the issue/topic. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the second political cartoon. 1. Students share their organizational strategy and their introductions with a partner. page 29 of 62

30 Analyzing Persuasive Text Lesson Preparation Daily Lesson #: 5 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2B 8.Fig19A,B,C,D 8.11B 8.1A 8.17C 8.14B 8.18A,B,C Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and Authors share their perspectives in order to influence the attitudes or actions of Purpose and audience determine the author s choice in techniques, form, and written communication. others. structure. - How can learning new words help us as - How does an author influence the attitude Authors choose techniques, form, and readers and writers? and/or actions of others through structure to influence the attitude or action persuasive text? of a specific audience. Critical readers use strategies to make - How do authors develop a well-written complex inferences and to analyze texts. persuasive essay for specific audience? - What strategies do critical readers use to analyze texts? Vocabulary of Instruction Context clue Rhetorical fallacy Logical fallacy Loaded term Caricature Leading question Incorrect premise False assumption Purpose Audience Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook ( 1 per student) Highlighter (1 per student) Grade appropriate persuasive article or Teacher Writer s Notebook (1) Teacher selected text with unfamiliar or essay (1 per student) Chart paper (if applicable) ambiguous words (1 copy per student) Chart paper (if applicable) Chart paper (if applicable) page 30 of 62

31 Daily Lesson #: 5 WORD STUDY READING WRITING Attachments and Resources Teacher Resource: Unit 02B Teacher Resource: Unit 02B Word Study Overview (1) Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to display Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning from Unit 02A, Lesson 02, Daily Lesson 8 Word Study. 2. Refer to Teacher Resource: Unit 02 Reading Appetizer. Prepare accordingly. 3. Select a grade-appropriate text with 4-6 possible unfamiliar or ambiguous words. Underline the possible unfamiliar or ambiguous words. Be sure there is enough context to determine their meaning. Duplicate the text for each student. 4. Refer to Teacher Resource: Unit 02 Word Study Overview. Prepare accordingly. Background Information This Instructional Routine partially Refer to Daily Lesson 4 Reading assesses Performance Indicator 04. Teacher Notes page 31 of 62

32 Instructional Routines Daily Lesson # 5 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 13 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use context to Content Objective: Students analyze the Content Objective: Students write a determine or clarify the meaning of use of rhetorical and logical fallacies in persuasive essay that establishes a clear unfamiliar or ambiguous words. persuasive texts position, presents arguments and counter arguments, and includes evidence that is logically organized. Mini Lesson 1. Ask: How do you determine the meaning of a word you do not know? Discuss responses. 2. Review that although using a dictionary is one option for figuring out what an unknown word means, effective readers do not always use one. Sometimes, they use the clues in the text to figure out what the word means. 3. Display the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. Discuss the different types of clues. 4. Display and introduce the text selected for the lesson. 5. Read the text aloud until the first 1. Reading Appetizer: 3-5 min. 2. Display the Anchor Chart: Rhetorical and Logical Fallacies. Review the terms rhetorical fallacy, logical fallacy, loaded terms, caricature, leading questions, incorrect premises, and false assumption. Review examples of each term. 3. Display and distribute the selected persuasive article or essay. Read a portion of the article or essay. Ask: What issue is this text addressing? What response is this text designed to evoke? How might this text affect people s perspective of the issue the text presents? 1. Ask: In addition to a thesis statement, what are the other elements to remember when writing a persuasive essay? Discuss responses including the concepts of purpose and audience. 2. Explain that in order to write a successful draft they should incorporate their thesis along with specific information about their topic and convincing arguments/reasons for their position. 3. Display the T-chart in the Teacher Writer s Notebook that supports the development of the persuasive essay. page 32 of 62

33 underlined word. Think Aloud and model looking for clues to help figure out what the word means. 6. Highlight any relevant clues and explain how the context helped to determine the meaning of the word. Record the word and the clues in the first and second columns of the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. Discuss responses. 4. Ask: Did the author use any rhetorical or logical fallacies to promote their message/point of view? Discuss responses including any examples of loaded terms, caricatures, leading questions, incorrect premises, and/or false assumptions. 4. Continue to Think Aloud and draft 1-2 paragraphs of the persuasive essay. Ask: How does this paragraph support my thesis statement? Discuss responses. 7. Think Aloud about the inferred meaning of the word and record it in the third column of the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. Record the word and the clues in the first and second columns of the Anchor Chart. Learning Applications 1. Students create the same chart in their Vocabulary Notebooks. Tell students that they will only be completing the first three columns. 2. Provide each student with a copy of the text and a highlighter. 1. With a partner, students finish reading the persuasive article or essay. 2. Students write the message/point of view of the text in their Reader s Notebooks. 1. Students work independently to develop a draft that has an identified purpose and audience. Students include arguments and counter arguments that support their position. page 33 of 62

34 3. Students read the text individually or with a partner. 4. When students come to an underlined word, they look for and highlight context clues to help them determine the meaning of the word. 5. Students record the words, clues, and inferred meaning on the chart 3. Students also record the rhetorical and logical fallacies used to promote the author s message/point of view including any examples of loaded terms, caricatures, leading questions, incorrect premises, and/or false assumptions. 2. As students work, conduct Teacher-Student Conferences with individual students or small groups. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the context clues found and the meaning of each underlined word. 1. Ask: How did the author use the rhetorical and logical fallacies to promote his/her point of view and to influence the reader? Discuss responses. 1. With a partner, students share their drafts. Partners provide feedback. page 34 of 62

35 The Art of Persuasion Lesson Preparation Daily Lesson #: 6 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources 8.Fig19 A,B,C,D,F 8.9A Critical readers use strategies to make complex inferences and to analyze texts. - What strategies do critical readers use to analyze texts? Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Note card (1 per student, optional) 2 grade appropriate persuasive texts on the same topic/issue (1 copy of each per student) Chart paper (if applicable) 8.14B 8.18A,B,C 8.19Ai Purpose and audience determine the author s choice in techniques, form, and structure. Authors choose techniques, form, and structure to influence the attitude or action of a specific audience. - How do authors develop a well-written persuasive essay for specific audience? Counter argument Verb Present tense Past tense Future tense Perfect tense Progressive tense Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Teacher Resource: Verb Tenses: Perfect and page 35 of 62