B Y E V E LY N R O M A N
6 T H G R A D E

(11) Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to);

(20) Oral and Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use capitalization
(B) recognize and use punctuation marks including:
(ii) proper punctuation and spacing for quotations; and
(21) Oral and Written Conventions/Spelling. Students spell correctly.
Students are expected to:
(A) differentiate between commonly confused terms (e.g., its, it's; affect, effect);
(B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and
(C) know how to use the spell-check function in word processing while understanding its limitations.

(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) differentiate between commonly confused terms (e.g., its, it's; affect, effect);
(B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and
(C) know how to use the spell-check function in word processing while understanding its limitations.

( 23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;
(B) differentiate between primary and secondary sources;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
(C) presents the findings in a consistent format; and
(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective;

o o o o o
IA1
IA2
IA3
IA4
IA5
Writing:
Reading: o o o o
IIA1
IIA5
IIA9
IIB3
CCRS o o
Listening
IVB2
IVB3 o o
Research
VB1
VB2

Journal Writing:
Think about the commercials and advertisements you have seen or read; Select a commercial you like and one you dislike. Discuss what characteristics each commercial has that sway your opinion about each commercial.
Time: 10 minutes

Ink-Think: Students are given examples of advertisements both print and media. Students are asked to summarize what the ads are trying to persuade you to do.
Time: 10 minutes
Pair-Share: Students will share their examples and summary.
Time: 4 minutes
Share out: Volunteers to share their findings
Time: 2-4 minutes

After summarizing the advertisements students respond to the following questions?








What is the advertisement about?
Who is the target audience?
How are they enticing you to the product?
Why is this product a “must have”?
How is the product acquired?
What statements may/may not sway you to the product?
What adjectives/descriptive words describe the advertisement?
Is there a catch phrase, slogan, or symbol they use to capture your attention and represent their product?
Time: 10-12 minutes (will use as the next day journal reflection if no time)
Share out responses Time: 5-7minutes

Students will prepare to compose a persuasive paper
.
Students create a graphic organizer to begin brainstorming ideas of items, viewpoints , or changes they wish to persuade others to follow.
Next, students are to select three ideas and develop 3-5 supporting details about each idea.
Time: 15-20 minutes

Students will select the idea they wish to focus on in their persuasive paper.
Review or introduce
-“hooks” (handout)
-main idea/thesis statement
Time: 5-7 minutes
Next, students will begin to compose an introduction.
Time: 10 minutes

Students will use a graphic organizer to organize the supporting details of their persuasion paper.
Students should have 3-5 supporting details. Each detail will be a paragraph in their paper.
Time: 12-15 minutes
Once the graphic organizer has been completed, students will research fact for each detail. (computer/library)
Reflective writing: Explain why you chose the particular graphic organizer to organize your details
Time: 5 minutes

Students are to research a fact for each detail from either an online or book source.
Time: 15 minutes (each group)
Students will begin writing the body of their persuasive paper
Time: 15 minutes (each group)

Reflective journal: Discuss the ease or difficulty of locating a valid and reliable resource to support your details; list at least 2 websites you visited.
Time: 10 minutes
Students will write a conclusion to their persuasive paper.
Students are given examples of introductions and conclusions to review. They will answer a few questions comparing the introductions and conclusions
Time: 10 minutes
Students will review their introduction, and write a conclusion that restates their introduction.
Time: 15 minutes

Students are placed in their peer response groups.
Time: 30 minutes
Reflective journal: What questions arose from your peer response meetings? Elaborate on how you are feeling about your writing after the meeting.
Time: 7 minutes

nd

Students will meet one final time with their peer response group.
Time: 30 minutes

Final draft- students will take all their information and compose their final draft of their persuasive paper.
Time: 40 minutes
Self-assessment- (handout) students are asked to self-evaluate their thinking and writing process (questions vary)




Was idea easy to formulate?
Did peer response help or hinder writing?
What area might you have wanted/needed more time with?
What organizational skills were used for writing this piece?

http://rubistar.4teachers.org/