What is it and why is it important?  Used to convince reader of writer’s point of view relating to a debatable issues  One of the most used writing types in the world  Students will use persuasion as they advance through educational career.  Students will use for employment essays.

 The instructional strategies being utilized in the seventh grade Language Arts classes at South Forsyth Middle School are not adequately preparing students to score in the “Exceeds” Performance Level of the Grade 8 Writing Assessment, as based on data according to the Writing Test Content Summary in the genre of persuasive writing.

 Language arts classes are designed to help students become critical readers and effective writers, efficient users of resource materials, and confident speakers.  Guided by Georgia Performance Standards. › Students must pass the Grade 8 Writing Assessment before moving forward. Students are evaluated on their response to a prompt in one of the two genres: expository or persuasive.  Scoring system is analytic.  Scale score range for Grade 8 Writing Assessment is 100 to 350. › Writing scores are reported at the following performance levels: › Does Not Meet ( ) › Meets ( ) › Exceeds ( ).

We assumed this to be “acceptable” However, check out the graph below! Results from 2009 Writing Test Mean Scores Based on Genre: Expository (Exceeds) Persuasive (Does Not Meet)

What was researched ?  Grade 7 Pacing Guide for Language Arts: › Implement during quarter 3 › Introduce and teach basics of persuasive writing  Interview Results: › Responses voiced similar concerns › Too much information to be covered › School has placed more emphasis in teaching literary texts and technical reviews rather than actual art of persuasion. › Concerns with lesson plans that are implemented. › Teachers felt not enough focus response to literature prompts and presentation of persuasion.

 Focus on teaching students how to respond to a persuasive writing prompt, and how to organize thoughts  Teach a new “style” of instruction that will capture students’ attention and motivate students to perform

 The 7 th grade students at South Forsyth Middle will be able to generate a persuasive essay given a prompt example of past Grade 8 Writing Assessment by following the POW line that meets or exceeds the criteria according to the Georgia Performance Standards for Grade 7.

 Approximately 20 students in the seventh grade are reported to have a learning disability, limited English proficiency, or are enrolled in the economically disadvantaged program.

Students will generate… 1. Outline of ideas using key words in the POW linePOW line 2. Introductory paragraph complete with an thesis statement by using various persuasive techniques: pathos, ethos, or kairos. 3. Body paragraphs to expand on persuasive ideas in the sequence of “rounds” in order to draw in and convince the reader. 4. Concluding paragraph in which they wrap up and summarize main points in the essay.

To motivate students:  Dramatically introduce the topic  Provide students with a sample prompt  Choose Sample topic – School Uniforms  Show popular video clipsvideo clips  Discuss what made each side of the persuasion to be effective (i.e. the data, ideas).

Goals: 1. The student will generate an outline of ideas for completing a persuasive essay from an assigned topic using key words in the POW line. 2. The student will generate body paragraphs to expand on persuasive ideas in the sequence of “rounds” in order to draw in and convince the reader.

Lesson 1 For the first lesson, the IDAwgs identified the following objectives (SWBAT): 1. Demonstrate an understanding of the writing prompt and be able to effectively identify key points. 2. Choose their stance on the topic while listing any rebuttals. Lesson 2 For the second lesson, the IDAwgs identified the following objective (SWBAT): 1. Students will demonstrate an understanding of how to defend their point of view.

 Used same topic used for both lessons  Showed PowerPoint to explain POW line and key wordsPowerPoint to explain POW line and key words  Explained how to design an outline using POW  Provided examples for POW line and paragraphs  Explained importance of ‘rounds’  In groups of two, students were assigned a stance on the topic of school uniforms and were asked to provide an outline of ideas.  After brainstorming, students were asked to individually write three body paragraphs. Students were also asked to provide ‘data’ backing up their reasons (or rounds)  Each lesson was designed to approximately 30 minutes.

 Outlines were created  Students were asked to write a persuasive essay with the majority of the focus on the body  Students were divided into pairs to do peer reviews  Students submitted a final draft

 The rubric is out of 100 points.  Students were divided into three categories: › Does Not Meet: › Meets: › Exceeds:  In order to see if the instruction help improve scores, the students score on the Grade 5 Writing Assessment will be pulled so that the data can be compared.

 1. IDAwgs developed a questionnaire  2. IDAwgs sent resources to the 7 th and 8 th grade teachers at SFMS: › Lesson plan › Link to the YouTube video clip › PowerPoint › Rubric  3. ELA teachers were asked to evaluate the lesson plan based on the SMART goals. › Lessons are specific and strategic, measureable, attainable, relevant, and time orientated.

 IDAwgs planned a small group evaluation after school: › Four 7 th grade students › Equally male and female › I student scoring in the DNM category, 2 in Meets, 1 in Exceeds › All students were new to the lesson › Served as interview so instructor could modify lesson from students’ point of view › Students were asked to:  Rate the idea of the lesson plan on a score from 1 to 5  Explain their rating  Discuss their opinion as to whether the POW line would provide assistance to them in outlining ideas and creating paragraphs

 Instructor completed field trial in a different seventh grade classroom  Implemented lesson as it would be in Ashley Inglese’s classroom  Instructor assessed essay results with class teacher to determine whether learning had occurred

Thanks for viewing our presentation! References:  Cox, K. (n.d.). Georgia's writing assessments. Retrieved from hure.pdf?p=6CC6799F8C1371F A2EDDD5CDBFF542EA4E68C1A8C2F6B98F570EC76 0&Type=D hure.pdf?p=6CC6799F8C1371F A2EDDD5CDBFF542EA4E68C1A8C2F6B98F570EC76 0&Type=D  Evans, J. (n.d.). Grade 8 curriculum map. Retrieved from /8th_ELA_Pacing_Guide_2009-.pdf /8th_ELA_Pacing_Guide_2009-.pdf  Grade 8 writing assessment: scoring rubric. (n.d.). Retrieved from E1EECF99CD364EA F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C5 7D8D249B8287AD9AE7FA6&Type=D E1EECF99CD364EA F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C5 7D8D249B8287AD9AE7FA6&Type=D  Rutledge, K. (n.d.). Grade 8 writing assessment. Retrieved from  Shaughnessy, M. (2008). An Interview with mark diamond: helping writers. EducationNews, Retrieved from writers.htmlhttp://ednews.org/articles/an-interview-with-mark-diamond-helping- writers.html  South forsyth middle in cumming, ga. (n.d.). Retrieved from data.com/school/south-forsyth-middle-school-ga.htmlhttp:// data.com/school/south-forsyth-middle-school-ga.html  Tinsley, S. (n.d.). Forsyth county schools a.i.m.. Retrieved from