LITERACY-9
ESSENTIAL UNIT 4 (E04)
(Opinion-The Art of Persuasion)
Reading: Nonfiction with Purpose
Writing: Persuasive Letter/Essay
(July 2014)
Unit Statement: In this unit, the student will read examples of opinion and persuasive texts
and use questioning to help discover the difference between facts and opinions. He/she will
also look at text features and how they can help enhance or inform an opinion. The student
will engage in good speaking and listening skills and engage in active, age-appropriate
dialogue while debating his/her stance on an issue. The student will then choose a topic or
take a stance on an issue and write a persuasive letter or essay. He/she should use it as an
opportunity to take on a real issue in the school or community such as litter, recycling, the
purchase of resources etc.
Unit One is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: asking questions; text and graphic features; fact vs. opinion; main
idea and details
Developing Vocabulary: Greek/Latin roots (spect, struct, tele, vis)
Writing Genre: persuasive essay
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: frequently confused words, possessive nouns, modal auxiliaries, participles
and irregular verbs
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (E04): (Reading Nonfiction with Purpose)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will apply unit Greek/Latin roots in determining the meaning of ageappropriate words. (JTE 3.13) (LLG p. 136-145)
2. TSW read and respond to a variety of persuasive texts (could be an advertisement,
article, essay, or letter), critiquing the effectiveness of the pieces.
3. TSW differentiate between fact and opinion in a text. (JTE 2.7)
4. TSW explain how an author uses reasons and evidence to support his/her opinion
using specific examples from the text. (3.15)
5. TSW demonstrate the ability to use a table of contents, headings, labels, captions,
visuals (close-ups, cutaways, timelines, diagrams, charts, and maps), types of
print, glossary, and index to locate information in the text. (JTE 3.11, 3.14)
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6. TSW use context clues in order to determine the meaning of unfamiliar words. (JTE 3.15)
7. TSW determine the main idea and supporting details of various selections. (JTE 3.15)
8. TSW ask and answer questions before, during, and after reading in order to gain new
information and give purpose and focus. (JTE 3.14)
Writing Literacy (E04): (persuasive letter/essay)
1. The Student Will demonstrate the use of the following grammar principles: frequently
confused words (ex: they’re, their, and there), possessive nouns, modal auxiliaries,
participles and irregular verbs. (JTE 3.11-3.15) (WSTE 408-nouns 416, 588-verbs)
2. TSW examine the business letter format and create an outline for it. (JTE 4.17)
3. TSW use the following brainstorming techniques to plan their essay; discussion,
planning strategies and mini lessons. (JTE 3.11) (LC 2.1)
4. TSW create a list of possible topics that they would like to use for a persuasive letter
or essay. (consider using the opportunity to take on a real issue in the school or
community.) (JTE 3.12)
5. TSW take a stance on an issue and engage in a class debate in which they defend their
opinion as part of their writing process. (students should discuss debate
strategies such as good listening skills) (JTE 3.12) (WSTE 369)
6. TSW develop and write clear arguments that are supported by facts, definitions,
details, quotations and opinions. (JTE 3.13 and 3.14) (LC 2.2)
7. TSW use the writing process to publish their arguments in a logical and sequential
order that reveals their stance to the reader in a persuasive essay on a topic of
their choice. (Students can choose to write their essay in business letter form)
(JTE 3.15) (LC 2.3) (WSTE 195, 199)
Introduced Outcomes: (taught, but not assessed)
1. The Student Will identify the correct sequence of events in texts read.
2. TSW discuss how rereading a section slowly can aid in comprehension.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1.
2.
3.
4.
The Student Will acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate proper course level-appropriate spelling in their writing.
TSW practice proper handwriting techniques.
TSW review previously learned prefixes, roots, and suffixes.
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Key Terms and Concepts:
Reading
table of contents
headings
labels
close-ups
cutaways
diagrams
charts
maps
types of print
glossary
index
headings, labels, captions, visuals
suffixes
writing terms and concepts:
persuade/persuasive letter
order of importance
problem/solution
parts of a business letter
facts and details
opinion
composition
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Journeys Language and Literacy Guide (p. 206 - 214, 254)
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Exemplar Texts (read alouds):
The Bad Beginning - Lemony Snicket
Dear Mrs. LaRue - Mark Teague
I Wanna Iguana - Karen Kaufman Orloff
Don’t Let the Pigeon Drive the Bus - Mo Willem
Alexander and the Terrible, Horrible, No Good, Very Bad Day - Judith Viorst
Additional Resources: (may not be provided by school)
*see Essential Unit 1
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
http://newsela.com/
Great site for current event articles with adaptable reading levels (and comprehension quizzes)
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Interactive persuasion map
http://www.readwritethink.org/classroom-resources/lesson-plans/dear-librarian-writingpersuasive-875.html
Writing a persuasive letter lesson plan, handouts, and interactive site
Suggested Activities and Strategies:
● Anchor Charts - Create and reference anchor charts when modeling how to read and
write. Students will use these to reference when it's his/her turn to work
independently.
○ Essay Frame
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QSI LITERACY-9 E04
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●
●
●
●
●
●
○ Opinion Writers
○ Transition Phrases to Connect Evidence to Reasons
Persuasion Hunt - Have students bring in samples of persuasive writing (articles,
billboards, advertisements, etc.) or search through the school for examples. Talk about
which ones were more effective than others.
Nonfiction Text Features Notebook - Create a notebook (individual or class-wide)
where students can put the examples of each text feature they find them.
(http://betterlesson.com/lesson/14154/non-fiction-conventions-notebook)
Root Wall - Have a wall or chart where students can put the words they find that
contain focus root words
KWL Chart
Focus Wall - Create a wall with all the grammar concepts, business letter format, lists
of possible topics, writing samples of sequential structure, examples of headings,
labels, captions, diagrams, charts and maps, editing checklists, etc.
Environmental or Social Issues - Students take on a real issue that affects their life in
some way, research it and write a persuasive essay or letter to draw attention to it.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess their own
writing with final judgment by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and
checklists for teachers and students.
3. “6+1 Traits” writing rubrics
4. Teachers can have students produce a quick write at the beginning and end of units.
(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of
students’ writing.
5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are
found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI
mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be
at the B level and scores on the 4 should be an A.) Document Source: Elk Grove
Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES………………………
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QSI LITERACY-9 E04
Copyright © 1988-2014
LITERACY-9 Reading: Nonfiction with Purpose Rubric (E04)
Student Name: ______________________________ Date: ________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on 3 of 4 available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
1. Apply unit Greek/Latin
roots in determining the
meaning of ageappropriate words.
2. Read and respond to a
variety of persuasive texts
(could be an advertisement,
article, essay, or letter),
critiquing the effectiveness
of the pieces.
‘B’ Level
I can use the roots I
learned in this unit to
figure out what words
mean.
My critique includes
reasons and examples
from the text to support
why/why not the author
was effective.
I have read a variety of
persuasive texts. I can
respond to what I can
critique how effective an
author’s argument.
3. Differentiate between fact
and opinion in a text.
I can correctly differentiate
between fact and opinion.
4. Explain how an author
My explanation also tells
uses reasons and evidence to why I think the author
support his/her opinion using chose those details.
specific examples from the
text.
I can explain how an
author uses reasons and
evidence to support his/her
prediction using specific
examples from the text.
5. Demonstrate the ability to
use a table of contents,
headings, labels, captions,
visuals (close-ups, cutaways,
timelines, diagrams, charts,
and maps), types of print,
glossary, and index to locate
information in the text.
I can use text and graphic
features to help me locate
information.
6. Use context clues in order
to determine the meaning of
unfamiliar words.
I can use context clues to
figure out what words
mean.
7. Determine the main idea
and supporting details of
various selections.
I synthesized less
important details to
determine the key
supporting details.
I can determine the main
idea and the supporting
details in texts I read.
8. Ask and answer questions
before, during, and after
reading in order to gain new
information and give
purpose and focus.
I can explain, using my
questions, how my
knowledge and
engagement with texts is
growing.
I can ask and answer
questions before, during,
and after reading to help
focus my reading and to
seek out new information
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QSI LITERACY-9 E04
Copyright © 1988-2014
‘P’- Notes
LITERACY-9 Writing: Persuasive Letter/Essay Rubric (E04)
Student Name: ________________________________ Date: _____________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available ‘A’ and ‘B’ level
mastery on all remaining TSW’s.
‘A’ Level
TSW
‘B’ Level
1. Demonstrate the use of the
following grammar principles:
frequently confused words,
possessive nouns, modal
auxiliaries, participles and
irregular verbs.
I understand the difference
between the frequently
confused words and can use
them correctly. I can identify
and properly use possessive
nouns, modal auxiliaries,
participles and irregular verbs.
2. Examine the business letter
format and create an outline
for it.
I wrote an outline in business
letter format.
3. Use the following
brainstorming techniques to plan
their essay; discussion, planning
strategies and mini lessons.
I used different brainstorming
techniques to plan my essay.
4. Create a list of possible topics
that they would like to use for a
persuasive letter or essay.
I have a list of possible essay topics that
includes possible arguments. I can explain
what the opposing arguments will be and
am ready to address them with my own
arguments.
5. Take a stance on an issue and
engage in a class debate in
which they defend their opinion.
I use good speaking and listening skills
during classroom debate and dialogue. I
use speaking and listening strategies
that encourage others to talk and that
help me to better understand the
position that they are debating. I can
draw others into a conversation and
independently keep conversation
flowing around the appropriate topic.
6. Develop and write clear
arguments that are supported by
facts, definitions, details,
quotations and opinions.
7. Use the writing process to
publish their arguments in a
logical and sequential order that
reveals their stance to the reader
in a persuasive essay on a topic
of their choice.
I have a list of possible essay
topics that includes possible
arguments.
I use good speaking and
listening skills during
classroom debate and dialogue.
My arguments are well
developed and supported by
facts, definitions, details,
quotations and opinions.
My persuasive essay is supported by
facts and details and is organized in a
logical and sequential order. My stance
on the issue is clear. It shows an
understanding of a greater cause and
endeavors to address the success
orientation of “concern for others”
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QSI LITERACY-9 E04
Copyright © 1988-2014
My persuasive essay is
supported by facts and details
and is presented in a logical and
sequential order. My stance on
this issue is clear.
‘P’-Notes