interdisciplinary writing unit jessica pitts garbett grade 6 persuasive writing in language arts

Interdisciplinary Writing Unit

Jessica Pitts Garbett Grade 6

Persuasive Writingin Language Arts

Jessica Pitts Garbett Thomas County Middle School

Georgia Grade 8 Writing Assessment

Description evaluation of student responses to

assigned prompts expository or persuasive prompts 100 minutes and one day



Scoring: Analytic Four domains: • Ideas, Organization, Style, and

Conventions Total scores range from 10-50 Each domain ranges from 1-5 Three levels: Does Not Meet, Meets, and

Exceeds



Ideas directly related to content and

development Paper is clear and focused Writing holds the reader’s attention Details are used to support the theme Writer uses experience and prior

knowledge Ideas are fresh and original


Georgia Grade 8 Writing AssessmentOrganization inviting introduction satisfying conclusion transitions show connection between

ideas details are written logically and

effectively title is original and captures theme writing flows smoothly and matches

purpose and audience



Style writing shows awareness of

audience and purpose words are specific and accurate language enhances meaning and

clarifies understanding Sentences vary in length and

structure



Conventions correct spelling accurate punctuation correct capitalization correct grammar and usage ready to be published


Pre-assessment promptSchool uniforms – yea or nay?

Your principal has asked you to give a speech to the school board about wearing required school uniforms. Write a paragraph persuading the school board to vote for or against this issue.


Grouping OptionsWhole class instruction: students

view teacher modeling Individual instruction: students

consider topics, reread essays, publish final copies

Small group instruction: students share ideas, peer conferencing


Grouping OptionsDevelopmental: accommodations and

modifications will be made according to student’s needs, teacher will spend extra time assisting these students

Cultural: topic selection relates to student’s culture, student-teacher writing conferences will be held to assist students

Linguistic: availability of language dictionaries, thesauruses, and teacher conferencing for every writing stage


Prewriting: Instructional Procedures teacher will explain the structure of

the persuasive genre students will brainstorm and select

topics of their choice teacher will model filling in a

persuasive map using generic topic students complete persuasive map

using their chosen topics


Prewriting: Assessment

Name________________________________________

Persuasive Prewriting ChecklistGrade 6

Goal/Thesis: My goal is persuading my audience to do something.Reason #1: I included a reason that supports my goalFacts: I used three facts to support reason #1.Reason #2: I included a second reason for my goal.Facts: I used three facts to support reason #2.Reason #3: I included a third reason for my goal. Facts: I used three facts to support reason #3.

Pitts Garbett, J. (2007). Persuasive Prewriting Checklist. Unpublished document. Thomas County Middle School, Thomasville, GA.


Accommodations/ModificationsDevelopmental: students will receive

immediate feedback from teacher when required, students will be given additional prompts when needed.

Cultural: teacher will monitor students closely and check for understanding, conferences will be held to check student progress

Linguistic: teacher will paraphrase any concepts that may be confusing, peer tutoring will also be used to assist students


Drafting: Instructional Procedures teacher will model drafting process

using sample persuasive map students will use checklist to write

their own persuasive drafts teacher will circulate to assist

students when needed writing conferences will be held to

monitor student progress


Drafting: AssessmentName ____________________________________________

Persuasive Essay Drafting ChecklistIn a persuasive essay,

the writer tries to convince the reader to take a specific opinion.

When you write a persuasive essay, remember to follow these guidelines.□ Clearly state your goal, what you want your audience to do. □ Include at least three strong reasons to support your goal.□ Support, or elaborate, each reason with three facts and examples based on research. □ Use convincing language that is both positive and polite. □ Put your reasons in an order that works best to persuade your audience. □ Answer objections your audience might have. □ End by summarizing your reasons and calling your audience to action.□ Use 12 pt. font and double space on word processor.

Pitts Garbett, J. (2007). Persuasive Essay Drafting Checklist. Unpublished document. Thomas County Middle School, Thomasville, GA.


Revising: Instructional Procedures teacher will model revision using

sample persuasive draft students will print a copy of their drafts students will use checklist to revise

their drafts teacher will circulate classroom to

assist students writing conferences will he held to

monitor student progress


Revising: AssessmentPersuasive Revising ChecklistDirections: Use your rough draft to complete each item in this check list.

Revise Paragraph 1—With a yellow highlighter, highlight your grabber sentence. With a green highlighter, highlight the sentence that explains the issue. With an orange highlighter, highlight the sentence that states your position. Re-read your first body paragraph. With a blue highlighter, circle your transition word. Look at your first reason. Is it convincing? Does it have at least two specific examples, anecdotes, or statistics to support it? If not, fix this. See box 2, and work on your other two body paragraphs in the same manner. Read your conclusion. Does it summarize your position, address the reader, call for action, or end with a warning? If it doesn’t do at leastone of these things, fix it. In at least one paragraph you should have pointed out the opposition’smain objection to your view and addressed it. If you have done this,underline your opposition’s main objection in yellow. If you haven’t donethis, add this information to paragraph 1, 2, or to your conclusion. Youmay want to add this information to both body paragraphs.

Pitts Garbett, J. (2007). Persuasive Revising Checklist. Unpublished document. Thomas County Middle School. Thomasville, GA.


Editing: Instructional Procedures teacher will model the editing process

using sample persuasive draft students will participate in peer tutoring

using prepared conferencing sheet as a guide

students will use editing marks to correct any mistakes in essay

teacher will be available for writing conferences as needed


Editing: AssessmentName ____________________________________________

Persuasive Essay Editing Checklist □ Be sure to indent all paragraphs. □ Use all commas correctly.□ Make all subjects and verbs agree.□ Use contractions and possessive pronouns correctly. □ My capitalization and punctuation are correct. □ Check for spelling errors.□ Reread a printed copy to check for mistakes.□ One of my peers has read my essay and completed the conferencing sheet.□ Use 12 pt. font and double space on word processor.

Pitts Garbett, 2007). Persuasive Essay Editing Checklist. Unpublished document. Thomas County Middle School, Thomasville, GA.


Publishing: Instructional Procedures Teacher will model publishing procedures. Students will type their final copies on the

computer. Students will then take turns sharing their

essays with the class. The students will then vote on the most

controversial issues. A debate will be held about the chosen issue

where students will be able to freely express their opinions.

The principal will sit in on the debate and make the final decision.


Publishing: AssessmentName _______________________________________________________

Persuasive Essay Publishing ChecklistGrade 6

Before you begin publishing, make sure you have reread your paper one last time to find any errors you may have overlooked.

□ I have revised and edited my rough draft. □ I have participated in a peer conference.□ I have participated in a conference with my teacher.□ The word processor is set up to type size 12 font and double space. □ I have chosen a title for my essay that will grab the

reader’s attention. □ I am prepared to share my work with the class.

Pitts Garbett, J. (2007). Persuasive Essay Publishing Checklist. Unpublished document. Thomas County Middle School, Thomasville, GA.

interdisciplinary writing unit jessica pitts garbett grade 6 persuasive writing in language arts

Documents

writing assessmentstylewriting

writing assessmentscoring

students culture

students cultural

persuasive genrestudents

persuasive prompts100

teacher conferencing

school board