5 Star Writing Persuasive Essay

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1 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter Argument Concluding paragraph Revised Edited Persuasive Poster: Elements, Standards ,1.2, 1.6

2 Oxnard School District 5 STAR WRITING PROGRAM Units 4-5 This unit is a component of the comprehensive district wide K-6 instructional program which utilizes Step Up to Writing strategies and ideas. It is designed to be implemented in the sequence of the grade level pacing guide, as the skills and concepts build upon each other. By the time in the school year that you are implementing this unit, both you and your students will be more familiar with the Step Up to Writing techniques and practices that are used in the previous 3 units, therefore the instruction is less scaffolded, and includes more time for Revision and Editing. The 6 week sample unit plans, for Units 4-6, written for teachers, may be less detailed, with suggested weekly plans, instead of daily plans, for more flexibility. Since your students will have already had instruction and practice with the writing standards for your grade level, the amount of basic review and practice needed will vary, therefore pacing may differ from earlier units. As with previous units, materials are included for instruction and practice that have been adapted from Step Up to Writing in order to make specific applications to California State Standards and genres taught at each grade level. Rubrics are based on state standards as well as Step Up concepts and were developed by teams of teachers using the program during several years of development of the OSD 5 Star Writing Program. Please refer to the Step Up to Writing Resources that are referenced in this unit. These are important teaching tools that are integral to this program.

3 All unit plans, lesson plans, instructional and practice materials, as well assessment prompts and procedures were developed by Connie Korenstein, with input from teachers who were using the program during development. The exception to this is in some units, actual Step Up to Writing resources are included. Additional Step Up resources are referenced and listed. If you are picking up this unit without having taught the previous 3 units for your grade level, please read this important notice: Before implementation, teachers should have training in Step Up to Writing and participate in the following two components of Professional Development that were designed specifically for the OSD 5 Star Writing Program: Overview of the Program powerpoint presentation for all grades, intended to be viewed by whole staff at a school site. Grade level specific DVD with explanation of grade level standards and pacing guide, as well as units of instruction and assessment and demonstration lesson, designed to be viewed in grade level meetings. Questions that might arise when implementing this unit or others can most likely be answered by viewing the Grade level specific DVD. Please refer to specific chapters by topic on the menu of the DVD. Each teacher should also have a copy of the District-wide Pacing Guide for K-6, their specific Grade Level Pacing Guide and the District-wide Continuum of Skills and Concepts. This provides continuity and consistency. In order for the program to be successful as developed, full implementation K-6 is necessary. Decisions regarding the pacing and sequence of the genres taught were made with input from teachers in various sites in the Oxnard School District. For more information on the development of the project, please view the Overview powerpoint. If you have any questions regarding any of the materials in this unit, please feel free to contact: Connie Korenstein conniek22@roadrunner.com

4 5 Star Persuasive Writing Grades Decide on your issue and where you stand. 2. Organize ideas on an outline (3 reasons why + counter argument + E s for each). 3. Write intro paragraph: Thesis statement + Projected plan 4. Write topic sentences with transitions for other paragraphs. 5. Add E s to each paragraph. 6. Tie it up with a concluding paragraph. 7. Use rubric to revise. 8. Share with a partner, get feedback. 9. Revise again & Edit, use rubric. 10. Write Final Draft. Persuasive Poster: Persuasive Steps for Students

5 Oxnard Five Star Writing Program Scaffolded Unit Plan/Lesson Sequence Grade 6 Unit 5: PERSUASIVE ESSAY Note to Teachers: Instead of writing the unit plan in the day by day or week by week format of other units, this plan is written in sequential steps that can be taught at a pace that is appropriate for your class at this point in the school year. There are 18 steps below to teach the Persuasive essay with modeling and working towards independence. Steps can be combined, repeated or omitted as needed, chunking the instruction as meets the needs of students. Please allow 4-6 weeks for instruction and practice towards independence before assessment. 1. Define Persuasive Essay. Use Poster with Elements or poster with Steps to Write. 2. Share a teacher written sample on overhead. (See sample on uniforms, attached.) Analyze and color code, green, yellow and red. Display the outline, completed for this essay. Correlate to color coding. (Option: Complete outline together from the sample.) 3. Display a new prompt for modeling. See Practice Writing prompts #1-3. Brainstorm ideas and record on outline together. 4. Teach the Introductory paragraph, two sentences: Occasion/position topic sentence (thesis statement) and Projected plan. Model. Refer to Step Up to Writing Resources. See attached table. 5. Model writing topic sentences with transitions for other paragraphs. 6. Model adding the E s to one paragraph to complete. Students work in pairs or individually on others to complete the essay. 7. Model writing a conclusion paragraph. Save this practice essay for teaching Revision and Editing, Step 13.

6 8. Present a new practice prompt. See samples provided. For homework, have students think about their reasons, explanations and arguments. 9. Students write their own outline with 3 reasons, an argument and explanations, examples and elaborations. 10. Teach students about 4 types of topic sentences: Occasion /position However And, But, So Rhetorical Questions and Statement Refer to Step Up to Writing Resources, see table attached. Model samples for each type, ask for student ideas. Students should write at least two different possible topic sentences and then choose one to use. Model projected plan sentence to make a two-three sentence intro paragraph. 11. Guide students to write topic sentences with transitions for the other paragraphs, then add the E s. 12. Model writing a conclusion paragraph that summarizes and encourages. Or, present two possible concluding paragraphs. Which is better? Why? Students write their own conclusion paragraph and the Rough Draft is complete! 13. Revision: Distribute the Student Checklist or Rubric. If using the actual rubric, discuss the top 5 elements, from Organization and Focus through Sentence Fluency. Explain that these are grade level standards (Score of 3 on the rubric). Reread and analyze the original sample essay on uniforms to see if it meets grade level standards. Note: Revising is making it better, not correcting writing conventions, which is editing.

7 14. Students revise their own work with the rubric, then read to a partner. This is not Editing yet! The partner follows along with the outline to make sure that all ideas and elaborations are included, there is a good introduction and conclusion. Students revise again, based on peer feedback. 15. Editing: Use Student Checklist or rubric (Language Conventions - last 3 elements of the rubric) to score the original sample. Students self edit, using same criteria, and write final draft. 16. Collect and score, using the rubric. Make recommendations, based on the rubric, ask questions to help students add more E s if necessary. If possible, conference with individual students or meet in small groups during UA time. Make copies of good student papers to share as models. 17. Read and discuss student sample in Houghton Mifflin pages See separate page with instructions for analyzing and rewriting this sample. OR for further practice, see student sample page on Extended Day for analyzing and rewriting. 18. Start the process again, with another practice prompt, brainstorm other topics and students can choose one.

8 OSD Five Star Writing Additional Teaching Resources for Persuasive Writing From Step Up to Writing Books Please use these resources to supplement the lessons in the Five Star Writing Unit, as needed. Topic Topic Sentences Tchr s Manual 2 nd Edition All grades (Blue and Yellow binder) Transitions Primary Step Repro ducibles K-3 2 nd Edition (green and yellow spiral bound Classroom Repro ducibles nd Edition (blue and yellow spiral bound) Narrative Narrative Tchr s Manual Primary K-3 (Green Spiral bound) Conclusions Editing Revising Narrative , 428 Tools Binder Primary K-3 Green Tchr s Manual Intermediate 3-6 (Red Spiral Bound) Tools Binder Intermediate 3-6 Red Repro ducibles for Begin ning Writers (Yellow cover In English and Spanish) , Persuasive

9 5 Star Writing Persuasive Writing Prompt for Sample Essay The PTA has made a recommendation to the principal and the teachers that all students should wear uniforms to school every day. Think of the advantages and disadvantages of this. How will this affect you? Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Include a counter-argument Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

10 5 Star Writing SAMPLE PERSUASIVE ESSAY School Uniforms Even though some people think that school uniforms are good for all students, I think that fifth and sixth graders should not be expected to wear them. They should be able to make their own choices because they are more mature, they need to express themselves and because uniforms are very expensive. First of all, fifth and sixth graders are the oldest in the school. Uniforms may be good for younger students who need more direction in their lives. But fifth and sixth graders are more responsible and deserve to have more choices. Older students are growing up, so it is more important for them to look good in their clothes. For example, a pleated skirt might look cute on a little girl, but a fifth grade girl needs something more grown up. Another reason is that fifth and sixth graders need to express themselves. Clothing is a way of expressing style, like a T-shirt that tells the world what s important to you. Older students should have the right to wear clothes that match their personality.

11 A final reason why fifth and sixth graders should not have to wear uniforms is the cost. They are more expensive than regular clothing. Sixth graders will not be able to use them next year, so why waste the money? Also, no fifth or sixth grader would want to be seen anyplace else in a uniform, so they have to buy other clothes anyway! Some people argue that wearing uniforms to school has benefits for everyone at the school. They say that uniforms help build school unity because everyone is wearing the same thing. Our school has special events and school spirit days to promote school unity. Some people say that schools are safer with less violence and gang activity if students wear uniforms. That s not a problem at our school. In conclusion, school uniforms have advantages and disadvantages. For younger students, uniforms might be good. In my opinion, there are at least three reasons why fifth and sixth grade students should not have to wear uniforms. For students who are becoming young adults, personal freedom is more important than any of the possible advantages of wearing uniforms.

12 FIVE STAR WRITING SAMPLE PERSUASIVE OUTLINE GRADES 5 AND 6 Title School Uniforms Introduction (Green) Even though some people think that school uniforms are good for all students, I think that fifth and sixth graders should not be expected to wear them. They should be able to make their own choices because they are more mature, they need to express themselves and because uniforms are very expensive. Reason Oldest in school Yellow Explanations/ Examples Red Reason Need to express Yellow Explanations/ Examples Red (Thesis Statement & Projected Plan) Younger kids need direction Older deserve more choices Important to look good, example Clothing expresses T shirts with logos personality Reason Cost Yellow Explanations/ Examples Red Uniforms more expensive Will not use next year - waste Need to buy regular clothes also

13 SAMPLE PERSUASIVE OUTLINE (School Uniforms), page two Reason Benefits of uniforms Yellow Explanations/ Examples Red COUNTER-ARGUMENT School unity We have special events Safer no violence Not a problem here Conclusion (Green) In conclusion, school uniforms have advantages and disadvantages. For younger students, uniforms might be good. In my opinion, there are at least three reasons why fifth and sixth grade students should not have to wear uniforms. For students who are becoming young adults, personal freedom is more important than any of the possible advantages of wearing uniforms

14 Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #1 Some of the students in your class have asked for permission to eat snacks and chew gum in class. What do you think? Decide where you stand on this issue. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft. Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #2 Your teacher has assigned seats in the classroom. Is this a good idea or should students be able to sit wherever they want? Decide where you stand on this issue. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Include a counter-argument. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

15 Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #3 The District Superintendent has decided to install security cameras in every classroom. Think of the advantages and disadvantages of this. How will this affect you? Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. Don t forget the counter-argument! When you have finished your rough draft, be sure to revise and edit before writing your final draft. Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #4 You want to persuade the principal to allow all 5 th and 6 th graders go home for lunch. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Include a counter-argument. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

16 Oxnard Five Star Writing Persuasive Essay 6th Grade Practice using HM Student Model 1. Read the student essay in your reading book on page Analyze it for the elements that a California Sixth Grade Persuasive Essay should have. Check off each item below that you find: o Intro paragraph states position o Multi-paragraphs o Organized o At least 3 reasons o Explanations, Examples, Elaborations to support reasons o Arguments/Counter Arguments o Concluding paragraph o Revised o Edited 3. Write a new introduction of two sentences: Thesis statement (topic sentence) + Projected Plan (3 reasons) 4. Complete the outline using your new introduction and the ideas of the student in the essay in the book. Add your own ideas where you need to in order to complete the outline. 5. Using the elements in #2 above, what score would you give the student, on a scale of 1-4? 6. If you used your outline to rewrite this essay, would you be able to make it a 4?

17 Oxnard Five Star Writing Program 6 th Grade Persuasive Writing Student Sample Read this student sample. Using a blank outline and your student checklist or rubric, decide if this sample contains the elements of a 6 th grade Persuasive Essay. Can you improve this sample to make it a 4? An Extra Hour of School The principle has decided to extend the school day by an hour, I think it is a good idea because: we don t have lots of time for fun things, teachers need more time to teach us and we could get more recess. One reason for an extra hour is fun things. We hardly ever do anything fun, we could play learning games and we could have P.E.on some days. Another way this would be good is teachers teaching us more. Teachers don t have enough time to teach us and we will learn more, get better grades and have less homework. Along with an extra hour is more recess. We don t get a lot of recess, we could be outside more and air will get through our brain which will help us. Last, some people might say no because there are already to many hours, but it won t be boring, it will be more fun and we will be with our friends more. In conclusion, since we don t do lots of entertaining stuff, teachers need extra time to educate us and we do not have sufficient recess, I believe that it is an excellent idea that the principle has concluded to exent one more hour of school.

18 Oxnard Five Star Writing Grade 6 Persuasive Essay Unit 5 Student Checklist When you finish writing your rough draft, Compare your multi paragraph essay to your outline and color code to make sure that you included all of your star ideas and most important details. Use this checklist to revise and proofread your summary. Revise your paper to make it better. Does your introductory paragraph include your position statement and your plan? Did you include 3 reasons and a counterargument? Did you provide explanations and examples to support your position? Does your concluding paragraph summarize? Are your paragraphs well organized with good topic sentences? Are the rest of your sentences well formed and varied? Edit and Proofread to make it correct. Check your sentences for correct grammar and word use. Check your spelling, capitalization and punctuation carefully. What do you need to do to make sure that your essay scores at least a 3?

19 OSD 5 Star Writing: Grade 6 Rubric for PERSUASIVE ESSAY Student Name Date Score Scoring Directions: Analyze each element. Then score holistically, considering the majority of the elements, with more emphasis on the first five elements. Student Name Date Elements Organization and Focus W1.2 1 Point Below Basic Lacks organization. Does not include important ideas or details. 2 Points Basic Less focused. Ideas in paragraphs not linked, weak or missing topic sentences or supporting details. Insufficient paragraphs. Lacks transitions. 3 Points PROFICIENT Clearly focused. Topic is introduced. Key (star) Ideas are organized and represented in each paragraph with supporting details. Topic sentences link ideas between paragraphs. Transitions. 4 Points Advanced Exceptionally clear, focused, well organized and thoroughly developed. Elaborate details. Persuasive W2.5 Lacks statement, arguments or support Position statements, evidence or arguments weak or not supported Clearly states position, relevant support and evidence and counterargument. Well supported positions statements and arguments Ideas/ Content (Yellows and Reds) W1.2 Introduction and Conclusion W1.2, 2.5 Sentence Fluency And Structure WOLC 1.1 Writing Conventions (Punctuation and Capitals) WOLC 1.3,1.4 Spelling WOLC 1.5 Grammar and Usage WOLC1.2 Minimal content. Ideas not explained. Insufficient factual information. Sentences do not introduce or conclude topic. Simple sentences Transitions awkward, Run-ons, fragments Missing important ideas or details. Brief, single sentences. One or both are weak, missing, or do not perform their functions. Topic sentences are used. Sentences mostly correct but not varied or compound. Uses transitions. Incorrect use of prepositions, appositives, clauses. Supporting details, explanations, examples and facts fully explain important (star) ideas. Two or three sentences on task. Introduction explains topic. Conclusion briefly summarizes. Appropriate topic sentences begin each paragraph. Sentence patterns varied. Compound /complex sentences. Short sentences combined with correct use of prepositions, appositives and clauses. Transitions and conjunctions connect ideas. Multiple errors Some errors Minimal capitalization and punctuation errors. Uses parentheses, commas, apostrophes and quotation marks correctly. Uses commas when linking 2 clauses with a conjunction in compound sentences. Multiple errors Some errors Very few errors Spells grade level words, including orthographic patterns, homophones, contractions, roots, suffixes and syllable constructions correctly. Multiple errors Some errors Very few errors. Correctly uses irregular verbs, adverbs, pronouns, prepositions, coordinating conjunctions. Modifiers, and often misused verbs Exceptional detailed explanations of key ideas Introduction paragraph explains topic and gives general background information. Conclusion paragraph summarizes. Topic sentences are original and varied. Consistently strong and varied structure, high degree of craftsmanship Complex sentences. No errors in capitalization or punctuation. No errors No errors.

20 Oxnard 5 Star Writing Program Grade 6 Unit 5 Assessment Writing Genre:Persuasive Essay Prompt: Your school principal has decided to extend the school day by one hour. How will this affect you? Think of the advantages and disadvantages. Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Directions: Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Include all of the elements of a good persuasive essay. Don t forget the counterargument! When you have finished your rough draft, be sure to revise and edit before writing your final draft. When you finish writing: Compare your multiparagraph essay to your outline and color code to make sure that you included all of your star ideas and most important details. Use this checklist to revise and proofread your summary. Revise your paper to make it better. Does your introductory paragraph include your position statement and your plan? Did you include 3 reasons and a counterargument? Did you provide explanations and examples to support your position? Does your concluding paragraph summarize? Are your paragraphs well organized with good topic sentences? Are the rest of your sentences well formed and varied? Edit and Proofread to make it correct. Check your sentences for correct grammar and word use. Check your spelling, capitalization and punctuation carefully

21 Oxnard 5 Star Writing Program Grade 6 Unit 5 Assessment Writing Genre: PERSUASIVE ESSAY Procedures for Assessment 1. The day before the assessment, without any discussion, read the prompt with students and ask them to decide where they stand on the issue and to think about 3 good reasons why and a counterargument. This could be a homework assignment, as a list of ideas, but not as a writing assignment. 2. On the day of the assessment, display the prompt, or give each student their own copy. Read together and discuss, define or explain so that students clearly understand the task, without any specific reference to the topic or the reasons or counterarguments. 3. Give a blank outline to students or post a model that they can use to make their own outline on blank paper. 4. Students may use a dictionary or thesaurus for revising or editing. 5. It is recommended that students color code when finished writing to compare outline to composition and be sure nothing was left out. 6. Take 3-4 days to complete this process, from the prewriting outline to the revision and editing.

22 1. Decide on your issue and where you stand. 2. Organize ideas on an outline (3 reasons why + counter argument + Explanations for each). 3. Write intro paragraph: Thesis statement + Projected plan 4. Write topic sentences with transitions for other paragraphs. 5. Add E s to each paragraph. 6. Tie it up with a concluding paragraph. 7. Revise. 8. Share with a partner, get feedback. 9. Revise again & Edit 10. Write Final Draft.

23 Name Date PERSUASIVE OUTLINE GRADES 5 AND 6 Title Introduction (Green) (Thesis Statement & Projected Plan) Reason Yellow Explanations/ Examples Red Reason Yellow Explanations/ Examples Red Reason Yellow Explanations/ Examples Red

24 Name Date PERSUASIVE OUTLINE, page two Reason Yellow Explanations/ Examples Red COUNTER-ARGUMENT Conclusion (Green)

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