Persuasive Title 4th/5th Six Weeks 3 weeks Grade 6 ELAR Unit 6 Suggested Time Frame Big Ideas/Enduring Understandings Reading Readers of persuasive texts must determine how different authors use structure and viewpoint to achieve the same purpose. Readers can provide evidence from text to support analysis of persuasive text. Writing Writers use various techniques when crafting persuasive texts. Writers use various organizational patterns to help support the established claims. Guiding Questions Reading How do I compare and contrast two different viewpoints on the same topic? What evidence from the text proves my analysis of the persuasive text? Writing What tools do writers use when crafting persuasive texts? How do the tools, techniques, and strategies that I use as a writer influence the intended audience? How can I organize my text in order to best support my established claim and achieve my desired purpose? What is the article mostly about? What is the main idea of paragraphs to? Which of the following is the best summary of this article? How are the authors viewpoints in and alike/different? What do the authors purposes in these two articles have in common? What is the message in this tv ad? What is the message in this Internet advertisement? How was the tv ad designed to appeal to the viewers emotions? What technique was used in this tv ad to influence the viewer? Will the persuasive techniques used in this tv advertisement influence most viewers? Was this technique effective? Is this info on the web presented formally or informally? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR TEKS Vertical Alignment Document Sample Assessment Question
Reading 6.1 6.2 A,B,C,D, E 6.10 A, B 6.11 6.11 A, B 6.13 6.13 A,B,C,D F19A F Writing TEKS 6.14A BC 6.17 A BC 6.18 A Writing Conventions TEKS 6.19 Aiii (predicate adjectives) 6.19 Av (indefinite pronouns) 6.19 Aviii (transition words and phrases) Listening & Speaking TEKS The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Vocabulary (6.2), Reading Comprehension Skills (Figure 19), Fluency (6.1), Writing Process (6.14), Spelling (6.21) Listening (6.26), Speaking (6.27), and Teamwork (6.28) 6.26 6.26B Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary (6.1) Reading/Fluency. Students read grade level text with fluency and comprehension. (6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade level academic English words derived from Latin, Do students comprehend information? What determines when students adjust their reading rate? Can students determine word meaning from context clues? Use vocabulary words in writing Study vocabulary in context Word stem study How does the use of analogies deepen vocabulary comprehension? Why would an author choose to use foreign phrase rather than the English equivalent? fluency affixes roots Vocabulary from current literature study Instructional Strategies Group reading Partner reading Choral reading Sustained silent reading Vocabulary Bingo Vocabulary Foldables Charades Active word walls Review dictionary skills Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Reader s Theater Holt pg R27 The Word Station Holt pg. R69 R73 Holt pg. R71 Holt pg. R70 Dictionary Thesaurus Holt pgs. R72, R100, R124
Greek, or other linguistic roots and affixes How does the use of a thesaurus expand written and oral vocabulary? (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; (C) complete analogies that describe part to whole or whole to part (e.g., ink: pen as page: or pen: ink as book: ); (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); (E) 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 (10) Reading/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: Major points in the standard listed. Question stems for the teacher. 10A What is this article mostly about? What is the main idea of paragraphs _ to _? What did _ do? (supporting detail) Author s purpose Cause/effect Chronological order Compare/contrast Conclusions Detail Expository text Fact Glossary Index Classroom Debate Group discussion Paired Passages Literature: Holt Unit 8, pg. 706 710, 894 897, R8, R9 Activities: Websites: http://www.readwritethink.org/files/reso urces/interactives/persuasion_map/ Lessons:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; What are the four most important facts in this information? (summary) Which of the following is the best summary of this article? A summary of this information is Inference Informational text Main idea Opinion. (11) Reading/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: (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting 10B How does the author use the facts about in this information? Which two important facts does the author use to support his/her position against the major issue? Which facts are used against the issue of _? When the author uses _, is he/she supporting the issue or arguing against the issue? 11A How are the authors' viewpoints in _ and _ alike/different? What do the authors' purposes in these two article have in common? How did the authors of _ and _ structure their writing differently? How are the claims presented by the two authors Author s purpose Author s viewpoint Conclusion Contradictory Inference Informational text Overgeneralization Persuasion Stereotyping Advertisements Commercials Editorials Political cartoons Holt Unit 8, pg. 940 941 http://www.readwritethink.org/professio nal development/strategy guides/devel oping evidence based arguments 310 34.html http://www.readwritethink.org/search/in dex.html?page=2&sort_order=relevan ce&q=persuasive+text&srchgo.x=0&sr chgo.y=0&old_q=
the stated claim and supporting evidence; and (B) identify simply faulty reasoning used in persuasive texts. alike/different? 11B What information in this article does not make logical sense to use in persuading an audience to support the author's position? What does the author assume about the reader with the line, "_"? What line in paragraph _ is faulty reasoning? (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: (A) explain messages conveyed in various forms of media; (B) recognize how various techniques influence viewers' emotions; (C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and (D) analyze various digital media venues for levels of formality and informality. 13 What can the reader tell about the person in this story in the newspaper? What do you learn about this author of many famous stories from his/her short life story and picture in the magazine? How does the author of feel about? Reporting Category 3 question stems: What can the reader tell about _ from the picture in the newspaper that is not stated in the article? Use the picture and table chart with the information in the cuticle to explain the main idea. Which person on the panel supports _? What is the point of view of _ Propaganda Symbolism -Student created persuasive messages in various media Commercials both TV and radio Documentaries Holt Unit 8, pgs. TX31, TX32 United Streaming Safari Montage Scroll down to lesson ideas. http://www.angelfire.com/ms/medial iteracy/grade6.html http://www.readwritethink.org/classr oom-resources/lesson-plans/persuasiv e-techniques-advertising-1166.html http://www.readwritethink.org/searc h/index.html?page=2&sort_order=rele vance&q=persuasive+text&srchgo.x=0 &srchgo.y=0&old_q=
about _? What is the overall message in this television advertisement? What is the intended message in this newspaper advertisement? What is the message in this Internet advertisement? 13B Question stems for Reporting Category 2 for Literary Text: What was the author's purpose in referring to a famous poem in the television advertisement? What true story did the news reporter use to influence the viewers' feelings of anger? Question stems for Reporting Category 3 for Informational Text: How was the television advertisement designed to appeal to the viewers' emotions? What technique was used in this television advertisement to influence the viewer? 13C Will the persuasive techniques used in this television advertisement influence most viewers?
This television advertisement used testimonials of patients using this medicine. Was this persuasive technique effective? 13D Is this information on the web presented formally or informally? Explain your answer. What would be a more formal way of presenting this information? Why are text messages considered informal communication? WRITING (6.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or How does revision clarify meaning in the final draft? Writing check-points Teacher/student writing conference Mini lessons for each stage of writing draft edit publish revision thesis transitions Teacher modeling of writing, editing, and revision Group writing The Writing Academy BLOCK 9-Persuasive Writing and Writing Letters http://empoweringwriters.com/toolb ox/
controlling idea; (CRS): (Writing A.1) (B) 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; (CRS): (Writing A.2) (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; (6.17) Writing/Expository. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create multi-paragraph essays to convey information about a topic that: (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader's How can you write a friendly letter to convey ideas, include important information, and demonstrate a sense of closure? How do specific details and examples help effectively communicate procedural information? Expository text Procedural text Transitions Group collaboration Exemplars used for models Create class responses together http://empoweringwriters.com/toolb ox/ Holt pg. R43 Holt pgs. 556, 780
understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs; (B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date understanding (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; (6.18) 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 persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. (6.19) Oral and Written Conventions/Conventions. Students understand the What makes you upset or concerned? How can you persuade your audience to agree with your point of view? Use writing process Use evidence to support position Checklists and mini lessons throughout the process Teacher/Student conferences How does the use of superlative form clarify communication? Argumentation Generalizations Propaganda Rhetoric Conventions Comparative forms Interactive notebook Exemplars used as models Assess within students writing The Writing Academy Block 9 Holt pg. 988 http://empoweringwriters.com/toolb ox/ Propaganda Commercials Written debates Holt Language Handbook WS Holt online lessons Holt pgs. R57, R52, R32
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: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii)predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details (viii)transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to) How do prepositional phrases increase specificity in written communication? How does the use of transitional words increase clarity and interest in written works? -Reinforce conventions during speaking, reading, and writing exercises Predicate adjective Predicate nominative Superlative Practice daily -teacher models -Holt online Language Handbook -Holt online lessons -Holt pgs. R46-R47, R52, R60