UBD Unit Planning:
Persuasive Writing in a Social
Studies Context
Agenda:
Agenda and Materials Review
Genre Study: Persuasive Writing
1.
2.
Forms and Features
1.
Mentor Text: Modeling after a familiar example
3.
1.
2.
Plucking Standards and Breaking Them Down
4.
1.
2.
3.
5.
6.
7.
8.
Field Trip
Guest Speaker
Reading Standards
Social Studies Content
Social Studies Skills
Creating a Vision
Grouping and Sequencing Standards
Weekly Vision and Mini-Lessons
Rubric Application
Materials Review:
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“No-Frills” planning guide
Sample Mentor Texts
Forms and Feature Review
Useful Tools and Organizers
Genre Study: Persuasive Texts
Big Words:
Argument
Ethos
Point of
View
Convincing
Pathos
Kairos
Propaganda
Forms:
Persuasive Essay
Persuasive Letter
Rebuttal
Research,
Facts,
Data
Persuasive
Writing
Evidence
Op-Ed Piece
Brochure
Advertisement
Speech
Debate Script
Feature Article
It’s
important!
Considering
the Audience
(ethos)
Fact Vs.
Opinion
Perspective
Forms and Features:
Essay: claim, main points, evidence, paragraph format, thesis, research, rebuttal
Letter: claim, main points, evidence, perspective, letter format, opening, research
Brochure: visuals, facts and data, product/site/landmark, interesting info
Advertisement: visuals, propaganda, audience, standout features
Speech: claim, main points, evidence, rebuttal, lead, closing, inspiration
Periodical: claim, main points, evidence, rebuttal, lead, connection to topic
Debate Script: claim, main points, evidence, multiple rebuttals
Mentor Texts: Clear Examples
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Common reference point
Broken down for features, content, and craft
Same topic/focus as unit of study
Written in at a level students can attempt to
emulate
3-5 for variety but also depth
Not just a mentor text- what are the
mentor PARTS?
Writing and Social Studies:
Comprehensible Input and Output
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Contextualized learning
Language transfer
Experience
Writing has meaning
Standards: Writing, Skills, and Content
Standard
Broken Down
Skills:
Standard
Broken Down
Content: Social Studies
Standard
Broken Down
Creating a vision:
Ultimately, what are you trying to
accomplish with your students? What
should they walk away from this unit
knowing, doing, and feeling? What was
their experience during this unit? How did
you support them and what were they
able to do independently? Did they become
experts on something?
Group and Sequence Logically:
Research and Brainstorm -- Blue
Pre-writing and Drafting -- Blue
Writing and Extending -- Green
Craft -- Green
Revising with Craft -- Yellow
Editing -- Pink
Publishing -- Pink
Creating a Weekly Vision:
How will you know at the end of each week
that your students are progressing towards a
final piece?
What should their work demonstrate by the
end of the week?
Do you need more time for content?
Vision and Mini-Lessons
Weekly Vision
Brainstorming/
Research
Pre-writing and Drafting
Writing and Extending
Crafting
Editing and Publishing
Mini-Lesson Topics