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Unit 2, Lesson 8 Day # 1 Created by: M. Christoff, Enrichment Specialist, Field Local Schools.

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Presentation on theme: "Unit 2, Lesson 8 Day # 1 Created by: M. Christoff, Enrichment Specialist, Field Local Schools."— Presentation transcript:

1 Unit 2, Lesson 8 Day # 1 Created by: M. Christoff, Enrichment Specialist, Field Local Schools

2 Objectives for Today Students will recognize text that is written to persuade. Students will analyze and evaluate the author’s viewpoint and reasons to support it.

3 Author’s Viewpoint  The Author’s Viewpoint is how an author feels about a particular topic.

4 Persuade To persuade someone is to convince someone to think or act in a certain way.

5 Example of an Author’s Viewpoint to Persuade You should eat fruits because they contain nutrients.

6 Author’s Viewpoint  You should eat fruits …..

7 Reason To Persuade the Reader  They contain nutrients is the reason the author uses to persuade you to agree.

8 Persuasion  Authors use details and facts to persuade readers.  We will use an Idea-Support Map to identify the author’s goal (s) and reasons.

9 Think Aloud Persuade/Analyze/Evaluate  In the following passage, the author wants to persuade the reader, so I will identify the details and facts she uses and list them on the Idea-Support Map.  The author has presented facts that support her viewpoint. Are there other facts that support the opposite view?

10 Not a Comprehensive Plan (Projectable 8.2)  The Comprehensive Everglades Restoration Plan does not do enough to protect the Everglades. The word comprehensive means “thorough and complete,” but this plan is neither. This plan is flawed.

11 Not A Comprehensive Plan (Projectable 8.2)  For example, the plan depends on unproven water tests. These tests are inaccurate and may still allow traces of toxic pollutants to be released into the Everglades.

12 Not a Comprehensive Plan (Projectable 8.2)  Furthermore, the plan permits people to build in the area that feeds the Everglades with fresh water and provides homes for native plants and animals. This will result in further habitat loss.

13 Use an Idea-Support Map to show how the author tries to persuade the reader with statements in the passage. (Projectable 8.2) Goal: The Comprehensive Everglades Restoration Plan is flawed. Reason # 1: The plan relies on unproven water tests. Reason # 1 Detail: Water flowing into the Everglades may still contain pollutants.

14 Use an Idea-Support Map to show how the author tries to persuade the reader with statements in the passage. (Projectable 8.2) Goal: The Comprehensive Everglades Restoration Plan is flawed. Reason # 2: The plan allows people to build around the Everglades. Reason # 2 Detail: More building will result in more habitat loss.

15 Unit 2, Lesson 8 Day # 2 Created by: M. Christoff, Enrichment Specialist, Field Local Schools

16 Objectives for Today Students will recognize text that is written to persuade. Students will analyze and evaluate the author’s viewpoint and reasons to support it.

17 Author’s Viewpoint  The Author’s Viewpoint is how an author feels about a particular topic.

18 Persuade To persuade someone is to convince someone to think or act in a certain way.

19 Persuasion  Authors use details and facts to persuade readers.  We have and will continue to use an Idea-Support Map to identify the author’s goal (s) and reasons.

20 Use an Idea-Support Map to show how the author tries to persuade the reader with statements in the passage, Everglades Forever: Restoring America’s Great Wetland. (pp ) Goal: It is important to protect the Everglades. Reason # 1: Students saw habitats for fish, water bugs, large diving birds, and wet and dry seasons. (p ) Reason # 2: The author describes the habitat of the mangrove swamp and the Restoration Plan that will help it survive. (p. 205)

21 Use an Idea-Support Map to show how the author tries to persuade the reader with statements in the passage, Everglades Forever: Restoring America’s Great Wetland. (pp ) Goal: It is important to protect the Everglades. Reason # 3: In the Pinelands, vegetation absorbs sounds from the outside world. (p. 206) Reason # 4: Helping to protect Everglades habitats will keep unique plants and animals from disappearing. (p. 208)

22 Is the author’s reason strong with reliable support? Analyze the author’s reason and support for it. Support your answer with statements from the passage, Everglades Forever: Restoring America’s Great Wetland. (p. 208) Goal: Everyone needs to help protect the Everglades. Reason # 1: During their visit, students saw connected habitats.

23 Is the author’s argument convincing? Analyze two reasons with supporting details from the selection. Support your answer with statements from the passage, Everglades Forever: Restoring America’s Great Wetland. (p ) Goal: The finger glade should stay the way it is and be protected. Reason # 1: The glade has a wet season and a dry season. Detail # 1 In the wet season, the glade fills with water and fish.

24 Is the author’s argument convincing? Analyze two reasons with supporting details from the selection. Support your answer with statements from the passage, Everglades Forever: Restoring America’s Great Wetland. (p ) Goal: The finger glade should stay the way it is and be protected. Reason # 2: The glade is full of silence, unlike anyplace else. Detail # 2 Trees, marsh, and natural wildlife keep out noise from the outside world.

25 State the author’s final message, and evaluate its support. Support your answer with statements from the passage, Everglades Forever: Restoring America’s Great Wetland. (p. 212) Goal: The message is that young people must take responsibility for the Everglades. Reason # 1: Restoring the Everglades will be an ongoing project for years to come, and it is dependent upon the next generation which are the young people. Evaluation: The author’s support is strong and convincing.


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