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Newspaper Lesson PlansPersuasive WritingGrade Level: 4th Grade I. TOPIC Persuasive Writing II. OBJECTIVES A. Content Objectives: (1) Students will identify persuasive writing. (2) Students will distinguish between elements of persuasive writing, such as indicating words. (3) Students will visually identify persuasive advertisements. B. Language Objectives: (1) Students will articulate the elements of persuasive writing. (2) Students will identify visually persuasive advertisements. (3) Students will collaborate in groups using language to express ideas. (4) Students will orally present findings in front of the class. III. MATERIALS Newspapers, papers, pencils, glue, scissors, pre-made examples IV. TEACHING PROCEDURES A. Introduction- Teacher will use persuasive language asking students if they would buy her product, without showing the product the teacher may say, "My product was voted the best buy for 2002, it has all the calcium and iron needed to make you as strong as an ox, and it is guaranteed to make you get noticed at the lunch table!" Then ask if there are any students who would like to buy her product and why, she will record the reasons on the board, then pull out the product, which in this instance could be canned spinach and ask again if they would want to buy her product now. Then ask students that change their answer for reasons why they changed. B. Developmental Procedures- Using other advertisements found in the newspaper as examples she will read to the class different products and ask if for a thumbs up if they would buy it and a thumbs down if they wouldn´t, asking each time for a reason why they did or did not like a product. Teacher will then define persuasive writing, create a collaborative list of elements that the class creates based on their answers about products they did like, then check those with the standard list of persuasive writing elements. Students will then partner up and go on a hunt in the newspaper for persuasive writing and advertisements, they will cut out examples and glue them to a sheet of paper, writing at the top the elements of persuasion in the article. The partners´ will then present three of their favorite persuasive finds to the class. C. Closure- individually the students will create their own products and create a persuasive advertisement for them. When completed a neighboring class might come in and be asked to be consumers by picking the top three products that they would buy. Students will analyze the persuasive elements that may have caused the specific winners by reviewing the elements of persuasive writing. V. LESSON EVALUATION Teacher will informally assess the students´ understanding through observing their behaviors when collaborating, working with apartner, and through the final advertisement produced. teacher will listen to responses and questions, and body language to check for understanding. Teacher will provide a checklist of persuasive elements to be included in their advertisements. VI. ANTICIPATED USE OF TIME 10 minutes: Teacher will present topic, persuade students, and listen to questions and answers, and record reasons. Students will listen, observe, and respond. 5 minutes: Teacher will present other forms of persuasive writing, act as scribe for collaborative elements determined by the class, will present the standard elements for persuasion. Students will respond by giving thumbs up or thumbs down, respond by giving ideas, and reflect, listen to the standard elements. 10 minutes: Teacher will observe, question, and write anecdotal notes. Students will work with partners, read, answer, cut, paste, and write. 10 minutes: Teacher listens and observes. Students present and listen. 20 minutes: Teacher will circulate, question, note, and observe. Students will respond and create own advertisement. Some point during day another class will judge advertisements. 10 minutes: Teacher questions and reviews. Students provide answers, listen and speculate on the reasons for results based on elements of persuasion. VII. SUNSHINE STATE STANDARDS LA.A.1.2- (1) Uses headings, captions, illustrations, and major words to anticipate or predict content or purpose of a reading selection. (2) Selects from a variety of simple strategies, including context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts. LA.A.2.2- (2) Identifies the author´s purpose in a simple text. (3) Recognizes when a text is primarily intended to persuade. LA.C.1.2- (4) Listens attentively to the speaker, including making eye contact and facing the speaker. LA.A.C.3.2 - (1) Speaks clearly at an understandable rate and uses appropriate volume. (3) Speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations. LA.D.2.2- (1) Understands that word choices can shape reactions, perception, and beliefs. (3) Recognizes different techniques used in media messages and their purposes. VIII. ESOL STRATEGIES #2 Language Experience Approach, #9 Question and Drill, #10 Demonstration, #12 Modeling, #13 Utilization, #15 Introduction, #17 Samples, #19 Directions, #22 Participation, #25 Visuals, #27 Role Playing, #28 Oral Conversation/Disclosure, #30 Peer Tutoring, #34 Cooperative Learning, #46 Hands On, #47 Individual Communication, #52 Emphasize Key Words, # 53 Regularly Check for comprehension, #54 Wait Time, # 61 Preparation. Dia Davis Home | Workshops | Projects | Publications | Lesson Plans | Links | Bright Ideas | |||||
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