Interdisciplinary Writing Unit Interdisciplinary Writing Unit

Kathie HorakREAD7140

Summer 2005

11th GradeContent AreaSocial Studies

11th GradeContent AreaSocial Studies

Modes of WritingPersuasive and Narrative

Persuasive WritingPersuasive Writing

-Convince a reader that the writer’s opinion about a topic is correct or is at

least a valid one among many.-Blasingame (2005)

Why Write Persuasively?Why Write Persuasively?

-We are surrounded by various forms of persuasion*advertising

*politics*letters

*business propositions

3 Ways to Persuade3 Ways to Persuade

Based on Reason – using logical arguments

Appeal to Character – Do I trust the person trying to convince me?

Appeal to Emotions – How important is this issue to me?

Types of Persuasive WritingTypes of Persuasive Writing

Posters

Letters

Essays

Advertisements and Commercials

Georgia Requirements forGraduationGeorgia Requirements forGraduation

-Student must be able to write a persuasive document using the writing method.

Focus of this UnitFocus of this Unit

Persuasive Essay

To write an effective persuasive essay the writer must

To write an effective persuasive essay the writer must

Do some background research

Choose a point of view

Be able to support that point of view

Getting StartedGetting Started

Get the student’s interest

Give reasons for writing persuasive essay

Discuss ways we are exposed to persuasive writing every day.

PreassessmentPreassessment

Have students write a story about someone they know.

Reassure them this will not be graded. Do not give the students any assistance.

Writing ProcessWriting Process

PrewritingDrafting

Revising

EditingPublishing

Prewriting(Probably the most important)

Prewriting(Probably the most important)

Planning your essay Graphic organizer Model graphic organizer Practice activity

Fill out with class Whole group

PERSUASIVE PLANNING SHEET

Name: _________________________________ Date: ______________

Paragraph One: IntroductionIntroductory Statement: ___________________________________________________________________________________________________________________________Background Information: __________________________________________________________________________________________________________________________________________________________________________________________________Main Transition Sentence to Bodies (State your opinions and three reasons): ________________________________________________________________________________________________________________________________________________________Paragraph Two: Body 1Topic Sentence: __________________________________________________________________________________________________________________________________Support one: ____________________________________________________________Example: _______________________________________________________________Support two: ____________________________________________________________Example: _______________________________________________________________

Support three: ___________________________________________________________Example: _______________________________________________________________Closing/Transition Sentence: _______________________________________________Paragraph Three: Body 2Topic Sentence: __________________________________________________________________________________________________________________________________Support one: ____________________________________________________________Example: _______________________________________________________________Support two: ____________________________________________________________Example: _______________________________________________________________

Support three: ___________________________________________________________Example: _______________________________________________________________Closing/Transition Sentence: _______________________________________________

Paragraph Four: Body 3Topic Sentence: __________________________________________________________________________________________________________________________________Support one: ____________________________________________________________Example: _______________________________________________________________Support two: ____________________________________________________________Example: _______________________________________________________________

Support three: ___________________________________________________________Example: _______________________________________________________________Closing/Transition Sentence: _______________________________________________Paragraph Five: RebuttalTopic Sentence: __________________________________________________________________________________________________________________________________Objection one: ___________________________________________________________________________________________________________________________________Rebuttal: _______________________________________________________________________________________________________________________________________Objection two: ___________________________________________________________________________________________________________________________________Rebuttal: _______________________________________________________________________________________________________________________________________Objection three: __________________________________________________________________________________________________________________________________Rebuttal: _______________________________________________________________________________________________________________________________________Closing sentence: ________________________________________________________Paragraph Six: ConclusionRestatement of Opinion: ___________________________________________________________________________________________________________________________Powerful Ending: ________________________________________________________

PERSUASIVE PLANNING SHEET

Name: _______K Horak________________ Date: ______________

Paragraph One: IntroductionIntroductory Statement: ___During a difficult time in the history of this nation, a group of men came together to develop a plan for a new government____________Background Information: ___Men from all over the country, as it was back then, gathered to decide whether or not to approve the new US Constitution. There were many arguments, pro and con for it’s ratification. _____________Main Transition Sentence to Bodies (State your opinions and three reasons): __It should be ratified; ineffectiveness of Articles of Confederation, need to strong central government, strengthen world trading.__Paragraph Two: Body 1Topic Sentence: _________Articles of Confederation ineffective___________Support one: ___articles were not adhered to by all________Example: ____states did not recognize the laws______Support two: __no way to enforce Articles of Confed.__________Example: __states did what they wanted_____

Support three: __set up tax system__________Example: _set rules for how taxes collected/by who______Closing/Transition Sentence: _______________________________________________Paragraph Three: Body 2Topic Sentence: ______need for strong central gov’t_______________________Support one: __bring all the states together_______________________________Example: __make decisions as a united country____________________________Support two: ___needed for mobilizing for self defense_____________________Example: __some way to activate a national army__________________________

Support three: __one leader to be in charge_______________________________Example: __everyone on the same page__________________________________Closing/Transition Sentence: _______________________________________________ 

Paragraph Four: Body 3Topic Sentence: ____better trading with rest of the world___________________Support one: __more bargaining power on exports________________________Example: __get better price for raw materials____________________________Support two: ____more bargaining power on imports______________________Example: __get better price on manuf. items_____________________________

Support three: ___more variety of goods available________________________Example: ____bring in and send out fruits and vegetables______________________Closing/Transition Sentence: _______________________________________________Paragraph Five: RebuttalTopic Sentence: _______some arguments against ratification______________________Objection one: _______just got rid of tyrant king______________________________Rebuttal: ____this would not be a monarchy__________________________________Objection two: ___states would lose right to govern themselves___________________Rebuttal: ____states rights would be protected________________________________Objection three: ____states with more slaves will get better representation___________Rebuttal: ___a plan for how states will be represented__________________________Closing sentence: ________________________________________________________Paragraph Six: ConclusionRestatement of Opinion: ___________________________________________________________________________________________________________________________

Powerful Ending: ________________________________________________________

DraftingDrafting

Putting ideas into sentences

Model with students the thought process

Practice activity

Conference with students

RevisingRevising Refining Reading with partner Improving your writing Word choices Checking for clear thoughts Group strong English speakers with linguistically

diverse students Pair girls/boys to compliment writing style

EditingEditing

Checking for errors Check with a partner Use editing checklist Allow students to use computers Group in pairs or editing groups Proofreaders marks

Editor’s Checklist Author Editor _____ _____ This piece has been checked for spelling errors.  _____ _____ This piece has been checked for punctuation errors.  _____ _____ This piece has been checked for sentence fragments.  _____ _____ This piece has been checked for run on sentences.  _____ _____This piece has been checked for capitalization errors. 

PublishingPublishing

Final product

Encourage creativity

Share final product

AssessmentAssessment

Scoring guide

Give to student before beginning unit

GroupingGrouping Grouping will vary for each stage of the writing

process. For prewriting – use whole group and small groupFor drafting – individual with some teacher conferencingFor revising – peer tutors, girl/boy, strong english speaker/linguistically challengedEditing – in pairs and/or small groupsPublishing – variety of ways to group

AccommodationsAccommodations Accommodations will vary with each stage of the writing

process.Allow students to use the computersAllow student to have a copy of teachers graphic organizerAllow students to type for other studentsAllow student to read another student’s published piece.Each unit also includes a link for teachers to access for more possible accommodations.

Narrative WritingNarrative Writing

Telling a Story

A Good Narrative NeedsA Good Narrative Needs– Characters

– Setting

– Events

– Reasons

– Beginning, Middle and Ending

-Focus of this Unit-Narrative Essay-Focus of this Unit-Narrative Essay

Fictional essay based On historical facts

PreassessmentPreassessment

Students write a story about someone they know

Do not give students any suggestions or help

Reassure students this will not be graded

PrewritingPrewriting

Story Outline

Model outline for students

Practice activity

Story Map Title________________________________________________________  Setting______________________________________________________________________________________________________________________________ Characters and descriptions of them________________________ >>>>>>>> _______________________________________________>>>>>>> _______________________________________________>>>>>>> _______________________________________________>>>>>>> ______________________ Situation ____________________________________________________________________________________________________________________________________  Event #1_________________________________________________________Detail_____________________________________________________Detail_____________________________________________________ Event #2_________________________________________________________Detail______________________________________________________Detail______________________________________________________ Event #3_________________________________________________________Detail______________________________________________________Detail______________________________________________________    Conclusion ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

DraftingDrafting

-Putting ideas into complete sentences

-Use descriptions

RevisingRevising

Reading essay with a partner Checking for word choices Clear descriptions Group girl/boy to complement writing styles Allow students to insert colloquialism to make

writing more authentic

EditingEditing

Use editors checklist

Use proofreaders marks

Check in pairs

Allow students to use computers

PublishingFinal ProductPublishingFinal Product

Encourage creativity

Encourage students to share published work

Allow English speaking student to read essay of ESL student for them.

AssessmentAssessment

Scoring guide

Provide to student prior to beginning unit

To be filled out as the writing progresses

ReferencesReferences

Blasingame, J. and Bushman, J.H. (2005). Teaching Writing in Middle and

Secondary Schools. Upper Saddle River, NJ: Pearson Education.

Tompkins, G.E. (2004). Teaching Writing; Balancing

Process and Product (4th ed.). Upper Saddle River, NJ: Pearson Education.