Laura Leigh Martin 4th Grade Persuasive letter Social Studies

Laura Leigh Martin 4th Grade Persuasive letter Social Studies
Persuasive Writing within the Writing Process

5th Grade GA Writing Test
Description consists of an evaluation of each student response to an assigned prompt students are assigned a topic from a prompt bank representing three genres: narrative, informational, and persuasive students are allowed approximately 120 minutes to write their essays writing assessment must be administered in one day make-up is given the following day.

Type of Writing students will be given either an informational, persuasive, or narrative writing topic students may receive any one of the three writing topics thus requiring them to be prepared to write in informational, narrative, and persuasive genres topics will be released after each test administration and will become part of the practice topic bank.

Analytic and Holistic Scoring scoring system is analytic analytic scoring means that more than one feature or domain of a paper is evaluated each domain itself is scored holistically accurate scoring requires balancing a writer’s strengths and areas of challenge

student writing will be assessed analytically in four domains: Ideas, Organization, Style, and Conventions. analytic scoring will provide detailed information on student writing including scale scores and performance levels

Time Line administered during the first week of March all grade five students will take the assessment on the same day testing time will be 120 minutes (2 sessions of 60 minutes each). each system will have the flexibility to determine what time of day to administer each of the sessions. no extra time will be allowed except as specified in a student’s Individual Education Plan (IEP), Section 504 Plan, or Test Participation Plan (TPP)

Pre – assessment Test assessment of individual children’s development and learning is essential for planning and implementing appropriate curriculum content of assessments reflects progress toward important learning and developmental goals assessments are tailored to a specific purpose and used only for the purpose for which they have been demonstrated to produce reliable, valid information

Pre – assessment Test to complete the pre-assessment activity students will complete a pre-assessment a week before the teacher begins the writing lesson given to students during their language arts period pre-assessment is used to assess what students already know as a starting point to build upon for the upcoming lesson the teacher is to determine what each student already knows about the writing process teacher is to determine if the students used any steps of the writing process

Pre – assessment Test students should be informed that this is just a pre-assessment tell students the purpose of the pre-assessment is to determine what they already know and to help the teacher set goals for what needs to be taught or reviewed in future lessons. do not tell students this is not for a real grade, because they will not try to do their best

Prewriting Explanation of Instructional Grouping Options:
during practice stage, whole group instruction class and teacher will collaboratively complete a graphic organizer whole group arrangement is very effective for this type of instruction cuts down on teacher time, ensures consistency, and that all students receive the same instruction

Prewriting Explanation of Grouping Relating to students Developmental, Cultural and Linguistic Needs: These needs are similar throughout all stages of the writing process. Linguistic Needs: three students with speech impairment their disability does not affect their assignment they receive additional services outside of class

Prewriting Developmental Need:
seven students who have a learning disability grouped with the class in whole group they will have feeling of inclusion and acceptance by being placed within the whole group one student in the class with Emotional Behavior Disorder disability is not affected by the assignment

Prewriting all students will be individually assessed so that the teacher can determine each child’s strengths and weaknesses all students will individually conference with the teacher to get positive corrective feedback when students are broke into pairs for revising and editing higher ability students will be placed with lower ability students in order for the lower ability students to benefit from peer assistance.

Instructional Procedures: Prewriting
Persuasive writing seeks to convince the reader about a matter of opinion sometimes called “argumentative” because it argues a persons position focuses on the reader, whom the writer wants to influence main purpose is to change the reader’s mind or bring the reader’s point of view closer to that of the writer’s point of view

must offer convincing support for your point of view to be persuasive you cannot merely state an opinion reasoning must be logical and sensible examples of persuasive writing: editorials, letters to the editor, reviews of books and movies, sermons, business or research proposals, opinion essays in magazines, and books that argue a certain point of view.

There are five elements in a persuasive writing: Opening Paragraph: get the reader’s attention, state three main points, and state thesis. Three Body Paragraphs: each major point discussed, paragraphs include a topic sentence, at least three major support sentences, and concluding sentence

Concluding Paragraph: restate three major points and thesis, give reader’s at least one new point of information to think about, provide closing so the reader is not left hanging

several different ways in which a persuasive piece is written persuasive writing is when a writer expresses opinions, arguments, and feelings persuasive writing is often used in advertisements to get the reader to buy a product used in essays and other types of writing to get the reader to accept a point of view

three basic ways to persuade appeal to the reader based on reason appeal to character appeal to emotions in order to convince the reader you need more than opinion you need facts or examples to back your opinion be sure to do research on the subject you are going to write about

persuasive writing follows a particular format it has an introduction, a body where the position or argument of the author is developed, and a conclusion Let’s begin with talking about the introduction. introduction has something special to catch the reader’s attention

introduction includes a position statement, which tells our position or opinion through the position statement the reader should feel that the writer: thought about the topic knows what beliefs are held about it knew how to organize the information.

in the body of the essay the writer gives supporting evidence for the position statement body should consist of at least three paragraphs each paragraph based on a solid reason to back your position statement reasons may appeal to logic, character, or emotions writers sequence the evidence in a logical order and use concrete examples whenever possible often use cue words such as first, second, and third to alert readers to the organization

last paragraph is the conclusion the author usually ends by summarizing the most important details of the argument and stating once again their position may also do this through giving a personal statement or making a prediction

We are going to focus on one specific form in class. We are going to focus on a persuasive letter.

writing process first step of the writing process is known as the prewriting stage t then you write a rough draft, revise, edit, and publish your paper e each day this week we are going to discuss a different step of the writing process today we are focusing on prewriting

prewriting is also known as the getting-ready-to-write stage a few things you must consider before you begin writing choose a topic topic- what do I want to write about

consider the purpose of your writing the purpose- What am I writing for? to entertain? to inform? to persuade? In this case we already know that we are writing to persuade. decide on your intended audience the audience- who is my audience? possible audiences include classmates, younger children, and parents

decide on the form of writing forms of writing are stories, poems, letters, journals, etc.) the form- What form will the writing take? story, letter, poem, journal entry, report I already informed you that we will be writing a persuasive letter.

last step in the prewriting stage is to gather and organize your ideas do not write your ideas in complete sentences do not worry about punctuation, spelling, or grammar at this point

Prewriting: Graphic Organizer

Assessment for Prewriting
I want each of you to fill out your own story map. think about the things you have learned about what life was like on the Oregon Trail I will provide you with an Oregon Trail Fact sheet to help you. capture your reader’s attention in the opening paragraph make sure you have a thesis.

have at least three main events with at least three supporting details In conclusion paragraph make sure you restate your three major points and thesis and provide a closing that does not leave the reader’s hanging remember who your intended audience is and what your purpose is for writing this persuasive letter.

Exceeded Standard Met Standard Partially Met Standard Did Not Met Standard Introduction Introduced the topic and stated 3 subtopics. Introduced the topic and stated 2 subtopics. Introduced the topic and stated 1 subtopics. Did not introduce the topic or subtopics. Main Idea #1 Stated the main point and 3 supporting details. and 2 supporting and 1 supporting Did not state the main point or supporting Main Idea #2 Stated the main point and 3 supporting details. Main Idea #3 Conclusion Restated the main topic and restated 3 subtopics Restated the main topic and restated 2 subtopics Restated the main topic and restated 1 subtopics Did not restate the main topic and subtopics

Student Checklist: Prewriting
I have identified a clear topic My topic is related to the Oregon Trail I have a distinct form, function, or purpose My paper is suitable for my intended audience I have three main subtopics under my main topic I have a clear first main event and at least three supporting details under it I have a clear second main event and at least three supporting details under it I have a clear third main event and at least three supporting details under it In my conclusion I restated my thesis and subtopics I did not write in complete sentences I did not worry about punctuation or spelling

Accommodations/Modifications
Developmental: students that have a learning disability will be provided with additional support during the individual assessment teacher will monitor the side of the class where the students are seated and make sure that they understand the directions and are on task teacher will help the students fill out the graphic organizer when they reach a point of difficulty students will then continue the assignment individually

gifted students need at least four supporting sentences for each main detail in their body paragraphs Linguistic: The students with speech impairments and the student with EBD do not need additional support. Their disability does not inhibit this assignment.

Cultural: The students who are bilingual will be seated together and allowed to use a Spanish/English thesaurus to help them with descriptive words.

Instructional Procedures: Drafting
second step of the writing process is drafting focus is on putting your ideas from your story map into complete sentences and writing them down on paper emphasis placed on getting down the content of writing do not need to worry about correct spelling and neatness your handwriting must be legible okay to modify previous decisions about purpose, audience, and the form your draft will take for this assignment you will keep using the persuasive letter form

Instructional Procedures: Drafting
time to transfer ideas onto paper, with little concern about spelling, punctuation, and other mechanical aspects of writing when writing your rough draft you should write on every other line in order to leave space for making revisions label the top of your paper “rough draft.” this lets others know that the composition is a draft and that emphasis is on content and not mechanics do not worry about correct spelling and neatness at this point your handwriting must legible

Assessment: Drafting use your story maps and write your own rough draft label your paper rough draft at the top of the page the rough draft primarily focuses on content and not on mechanics skip every other line when writing your draft do not worry about perfect spelling or neatness writing needs to be legible.

Assessment: Drafting Exceeded Standard Met Standard
Partially Met Standard Did Not Met Standard Introduction Introduced the topic and stated 3 subtopics. Introduced the topic and stated 2 subtopics. Introduced the topic and stated 1 subtopics. Did not introduce the topic or subtopics. Main Idea #1 Stated the main point and 3 supporting details. and 2 supporting and 1 supporting Did not state the main point or supporting Main Idea #2 Stated the main point and 3 supporting details. Main Idea #3 Conclusion Restated the main topic and restated 3 subtopics Restated the main topic and restated 2 subtopics Restated the main topic and restated 1 subtopics Did not restate the main topic and subtopics

Checklist: Drafting Introduced the topic and 3 subtopics.
Stated the main point and at least 3 supporting details. (Idea 1) Stated the main point and at least 3 supporting details. (Idea 2) Stated the main point and at least 3 supporting details. (Idea 3) Restated the main topic and restated 2 subtopics. (Conclusion) Used facts about the Oregon Trail to persuade Skipped lines Did not worry about correct spelling, punctuation, or grammar

Instructional Strategies: Revising
third step in the writing process is revising revising stage requires making notes, questions, and changes as needed to your paper requires writers to clarify and refine content and ideas in their writing

anticipate and meet the needs of the readers through changing, deleting, adding, and rearranging content as a writer you need to make notes, questions, and changes to your paper as needed revision means to “see again” your classmates and teacher help you with your composition revising stage involves the writer to go through four main steps

first reread your rough draft. before you reread your draft though, distance yourself from it for one to two days this allows you to have a fresh perspective as you are rereading your paper, make changes by adding, deleting, substituting, and moving words place question marks by sections that need work places where you have put a question mark are the main areas you should ask your writing group to help you with

second step of the revising stage allows you to share your rough draft with your writing group read your composition aloud your peers in your group are to listen politely and think about suggestions to offer you only the writer needs to look at the composition when your peers look at your paper they automatically point out mechanical errors the main focus during revision is on the content of your paper

as listeners you should provide positive comments and focus on organization, leads, word choice, voice, sequence, dialogue, theme, etc. For example, instead of saying “It was good” say “I like that sentence, but maybe you could say jovial instead of happy because that is a stronger verb.”

as the writer of the paper you should ask questions about places in your paper you think are trouble spots and if you are communicating your story well when it is your turn to listen to your peers’ story ask questions about things that were unclear to you, and make suggestions on how they can revise their composition always use positive correct feedback each student in the group should have a chance to read their composition aloud at the end of the writing group session, all students should make a commitment to revise their papers based on their peers’ suggestions

the final decision on what to revise in your paper is ultimately your decision as the writer, but keep in mind that no paper is perfect there is always room for revisions take notes as peers offer suggestions on paper.

purpose of the writing group is to offer the writer choices, give the writer responses, feelings, and thoughts, show different possibilities, and to speed up the revision process third step of the revising stage is making actual revisions add words, substitute sentences, delete paragraphs, or move phrases revise your paper with a blue or red pen and write in the space left between the double-spaced lines so that your revisions can be seen clearly fourth and final stage of the writing process is for you to conference with me about your paper

Assessment: Revising students revise their paper with a peer and use the proper strategies we discussed in class that pertain to writing groups make sure you have introduced the topic and three subtopics state your main point and at least three supporting details state your second main point and at least three supporting details state your third main point and at least 3 supporting details

Assessment: Revising in the conclusion restate the main topic and at least two subtopics. use facts about the Oregon Trail to persuade your friends or family members to take the Oregon Trail to move out west skip lines and do not worry about correct spelling, punctuation, or grammar

Partially Meet Standard
Assessment: Revising Exceeded Standard Meets Standard Partially Meet Standard Standard Not Met Sentences Used complete sentences and at least one compound complex sentence Used complete sentences. Used some sentences Mostly had phrases. Little to no sentences used. Paragraphs There is 1 beginning, 3 middle and 1 conclusion paragraph There is 1 beginning, 2 middle and 1 conclusion paragraph There is no clear beginning,, middle, or conclusion paragraphs Revision Marks Used all 4 of the revisions to revise paper: adding, deleting, substituting, and rearranging. Used alt least 3 of the 4 revisions to revise paper: adding, deleting, substituting, and rearranging. Used alt least 2 of the 4 revisions to revise paper: adding, deleting, substituting, and rearranging. Used 1 or none of the revisions to revise paper: adding, deleting, substituting, and rearranging. Content Content changed to make meaning clearer Deleted content that did not belong Rearranged content To correct sequencing Has 2 out of 3 Has 1 out of 3 Did not do any of the following: make meaning clearer Rearranged content to correct sequencing

Assessment: Revising Used complete sentences.
Student used 3 out of 4 proofreader’s marks: adding, deleting, substituting, and rearranging Content changed to make meaning clearer Deleted content that did not belong There is 1 beginning, 3 middle and 1 conclusion paragraph

Instructional Procedures: Editing
fourth step in the writing process is editing editing is putting your paper into its final form primary focus is on correcting misspellings and other mechanical errors

editing is known as proofreading requires word-by-word reading and attention to form, spelling, capitalization, punctuation, and paragraph formation when you regularly read your draft it is common to skip over words

during proofreading you locate and mark possible errors proofreading is a unique type of reading because you read slowly, word-by-word, searching for mistakes rather than reading quickly for meaning when proofreading your paper some errors maybe easy to correct whereas others may require the use of a dictionary, peers, or teacher

Assessment: Editing edit your revised draft by using your editing checklist use a red or a blue pen to correct your mistakes after you edit your own paper, get with a peer and read your papers use a different color pen than what has already used to edit your paper make sure when you edit your paper and your peers paper that you look at the story word-by-word pay close attention to spelling, capitalization, punctuation, and paragraph formation

Assessment: Editing Exceeds Standard Meets Standard Partially Meets
Did not meet Standard Capitalization 1 to 2 capitalization errors present 3 to 4 capitalization errors present 5 to 6 capitalization errors present More than 6 capitalization errors present Punctuation 1 to 2 punctuation errors present 3 to 4 punctuation 5 to 6 punctuation More than 6 punctuation errors present Spelling No spelling errors present 1 to 2 spelling errors present 3 to 4 spelling errors present More than 5 spelling errors present Sentence Structure Recognized subject predicate relationship Used nouns, pronouns, adjectives, and adverb Correct use of commas Used 2 out of 3: Used 1 out of 3: Student did not use any of the following: Predicaterelationsp pronouns,adjectives

Checklist: Editing Used correct capitalization
Used correct punctuation Used correct spelling Recognized subject- predicate relationship Used nouns, pronouns, adjectives, and adverb Correct use of comma

Instructional Procedures: Publishing
last stage of the writing process is publishing when you publish your persuasive letter you bring it to life after you publish your persuasive letter you can consider yourself an author

Instructional Procedures: Publishing
publishing is putting your story in its final written form rewrite your persuasive letter and include all of your revisions and editing marks share your finished piece with the appropriate audience writing is meant to be shared, so make sure you let others enjoy your work you may also share your writing by reading it aloud.

Assessment: Publishing
time to publish them our letters we have rewritten it and incorporated all of our corrections I want everyone to share their persuasive letter with the class. After everyone has shared their letter, you may make yours into a book like we did earlier with our class letter. If you make yours into a book follow the same procedures we used previously.

Assessment: Publishing
Exceeds Standard Meets Standard Partially Meets Standard Does Not Meet Standard Ideas and Content -Includes a clearly presented central idea with relevant facts, supporting details, or explanations -Establishes a well Developed idea/plot and setting -Includes a central idea with mostly relevant facts, supporting details, or -Establishes an idea/plot and setting idea with limited facts, supporting details, and/or • Establishes a weak idea but lacks related facts, supporting details, and/or explanations • Establishes no real idea/plot or setting Organization -Organizing structure that includes paragraphs -Engages reader creatively, relates significant events, and moves to a clear conclusion -Organizing structure that includes paragraphs - Engages the reader, events, and moves to a conclusion with very few - Minimally developed sequence of events and fails to fully engage the reader or conclude story -Organization lacks paragraphing structure -Sequence of events is not present or confusing and fails to engage the reader or conclude story Voice -Voice chosen is appropriate to topic, purpose, and audience - Writing is engaging Voice is present -Shows an awareness of audience - Writing is somewhat -Voice is inconsistent or weak -Shows limited awareness of -Little or no voice is evident -Awareness of audience or personal involvement is not evident

Assessment: Publishing cont.
Sentence Fluency Sentences flow - Sentence length, structure, and Complexity is varied -Sentence structures are varied Sentences are fragmented, run-on or confusing are limited in variety Incomplete and/or unclear Word Choice Uses vivid descriptive language -Enables the reader to visualize the events or experiences Uses descriptive Uses limited, Repetitive word choice - Gives a visual picture Repetitive word choice -Does not give a visual picture Mechanics Contains few if any errors in mechanics that makes the writing easy to read and understand Contains some Mechanical errors that do not Interfere with the meaning Contains frequent mechanical errors that are noticeable and confuse the reader Contains many and the writing is difficult to follow

Checklist: Publishing
Includes a central idea with mostly relevant facts, supporting details, or explanations Establishes an idea/plot and setting Organizing structure that includes paragraphs Engages the reader, relates significant events, and moves to a conclusion Shows an awareness of audience Writing is somewhat engaging Sentence structures are varied Enables the reader to visualize the events or experiences Contains some mechanical errors that do not interfere with the meaning

Laura Leigh Martin 4th Grade Persuasive letter Social Studies

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