Regina Mahoney, READ 7140 OWA, Su 2009
Running Head: Interdisciplinary Writing
Interdisciplinary Writing Unit: Persuasive
Science: Animal Habitat: Persuasive Letter
Grade 3
Regina Mahoney
READ 7140 OWA
Maymester 2009
Dr. Tonja Root
1
Regina Mahoney, READ 7140 OWA, Su 2009
2
Persuasive Writing Lesson Plan: Pre-Writing
Grade level:
3rd
Content area:
Science
Topic and/or concept:
Georgia Animals and Habitats
Previous content area lessons:
The students were taught a 5 week unit about the regions, animals, and habitats of Georgia. The
unit entailed an intense study of each region (Piedmont, Blue Ridge, Appalachian Plateau,
Coastal Plain, and Ridge and Valley), including the animals that live in each region. At the
beginning of the 5th week, the students were assigned an animal from one of the regions to
research and gather details using resources (informational books, internet, encyclopedias) about
the habitat, plants, and environment that enables the animal to survive successfully. The students
used this information to write a simulated journal entry about one day during the animal’s life
from the animal’s point of view. The animal voiced concern about losing their habitat.
Genre/mode of writing
Genre: Persuasive
Form of writing:
Persuasive Letter
Stage of writing
Pre-writing
English Language Arts GPS:
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
j. Uses resources (encyclopedias, Internet, books) to research and share information about a
topic.
ELA3W1 The student demonstrates competency in the writing process. The student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
audience, and length.
Regina Mahoney, READ 7140 OWA, Su 2009
3
g. Begins to develop characters through action and dialogue.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
j. Uses a variety of resources to research and share information on a topic.
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
ELA3W2 The student begins to write in a variety genres, including narrative,
informational, persuasive, and response to literature.
Critical Component: The student produces a narrative that:
d. Uses sensory details and other literary language to communicate setting, characters, and plot.
e. Uses appropriate organizational structures to ensure coherence (well developed beginning,
middle, and end, and sequence of events) and strategies (transition words/phrases, time cue
words, and sequence of events).
h. May include prewriting.
Content Area GPS:
S3L1 Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Materials
Blank letter organizer
Checklist, persuasive
Brown, L. N. (1997). A guide to the mammals of the southeastern United States. Knoxville:
University of Tennessee Press.
Conant, R. and Collins, J.T. (1998). A field guide to reptiles and amphibians: Eastern and
central North America. (3rd Ed.), Expanded. Boston: Houghton Mifflin.
Georgia Museum of Natural History. (n.d.) Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History web site:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Regina Mahoney, READ 7140 OWA, Su 2009
4
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Larousse Student Dictionary Spanish-English / English-Spanish. (2005). Paris: Lorousse.
Levey, J.S. (1998). Scholastic first dictionary. NY: Scholastic.
Mahoney, R. (2009). Persuasive process writing checklist. Modified from: Root, T. (2005).
Valdosta State University, GA. Retrieved on May 30, 2009, from Tonja Root’s website:
http://www.valdosta.edu/~troot/read7140/persuasive_writing.htm
Mahoney, R. (2009). Modified from: Edwards. K. Habitats and animals of GA. Retrieved on
May 16, 2009, from GaDOE, Georgia Standards.org. website. Unit Development
Template:
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder/DWPublicPre
view.aspx?WID=87&obj=55124&mode=1
Mahoney, R. (2009). Preparing to write your letter. Modified from: Root, T. (2006). ). Graphic
organizers:persuasive writing. Valdosta, GA: Valdosta State University. Retrieved on
May 30, 2009, from Tonja Root’s website:
http://www.valdosta.edu/~troot/read7140/persuasive_writing.htm
Pencils
Peterson, R. T. (1980). A field guide to the birds: A completely new guide to all the birds of
eastern and central North America. (4th Ed.). Boston: Houghton Mifflin.
US Fish & Wildlife Service. Red Cockaded Woodpecker Recovery. Retrieved May 20, 2009,
from US Fish & Wildlife Service website:
http://www.fws.gov/rcwrecovery/rcw_brochure.html
WebQuest. (n.d.) Power of persuasion. Retrieved May 30, 2009, from WebQuest website:
http://volweb.utk.edu/Schools/bedford/harrisms/studentpage.htm
Teacher Materials
Blank letter organizer transparency (practice)
Complete example of letter organizer transparency (model)
Georgia Museum of Natural History. (n.d.). Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History website:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Regina Mahoney, READ 7140 OWA, Su 2009
5
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Mahoney, R. (2009) Modified from: Tucker, A. (2008). Persuasive writing rubric. Unpublished
manuscript. Valdosta State University, Valdosta, GA.
Ornstein, A.C. (1995). Synthesis of Research: Teaching whole-group classrooms. Journal of
Education, Vol. 70. Retrieved May 19, 2009, from Questia website:
http://www.questia.com/googleScholar.qst;jsessionid=KSnR7LcpJnwGW6bQqpVDj00T
YCMKGvsBM9K9fZgFmjJXhP0WgCvP!-286333544!-1860105440?docId=95847724
Overhead projector/Screen/Markers
Tompkins, G.E. (2008). Language arts: Patterns of practice. (7th Ed.). Upper Saddle River, NJ:
Prentice Hall.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4th Ed.). Upper
Saddle River, NJ: Prentice Hall.
Utah Valley University. (n.d.) Peer Tutoring: Students helping students. Retrieved May 19,
2009, from UVU website: http://www.uvu.edu/peertutoring/
Grouping Arrangements:
Whole Group
During pre-writing, I will use whole group instruction during teacher led practice and
modeling, as this allows all students to receive the same guidance and instruction at the same
time. Time management and time on task will also be optimized. Furthermore, whole group
instruction creates an open environment that allocates opportunities for questioning, suggestions,
ideas and comments to further students understanding of the content and instructions. According
to Ornstein, “The whole group learns to cooperate by working with and sharing available
resources, setting up rules and regulations for the learning environment, and exchanging ideas”
(1995, para. 2). Using whole group instruction will allow me, the teacher, to assess student
learning and direct what the students need during the instruction and modeling process.
I will begin explanation of the pre-writing process by presenting the completed prewriting
letter organizer to the students to use as a model for completion of their prewriting letter
organizer. As a guided practice activity, I will explain and model how the prewriting letter
organizer should be completed to include persuasive words that will present their argument to
their audience. During instruction, I will encourage the students to search for information
relevant to the content as they relate information to their prior knowledge and apply it as
necessary to complete the prewriting letter organizer. During the assessment activity, or the
independent work that follows, the students will be monitored by the teacher to scaffold the
students’ learning and to check for understanding, progress, and time on task. The students will
Regina Mahoney, READ 7140 OWA, Su 2009
6
be encouraged to ask questions as they work within their zone of proximal development, while
using the information about animals and their habitats to fill in their prewriting letter organizer.
1. Explanation of Grouping Options Relating to Students’ Developmental Needs
This class includes students of varied abilities and will require differentiated instruction
to ensure that all students are learning. During the assessment activity, two of the students
who struggle with reading will be assigned a ‘peer buddy’ to assist in completing the
letter organizer and reading informational materials as needed. “The mission of peer
tutoring is to provide academic support in a safe and friendly setting for . . . students who
need assistance gaining the confidence, skills and/or knowledge necessary to achieve
their academic goals and to help them become independent learners” (Utah Valley, n.d.) .
The other two students that are struggling readers will benefit from working directly with
the teacher. The teacher will provide immediate scaffolding and feedback for the
students.
2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic
Needs
The three bilingual students are proficient at speaking their native language but are
currently learning English as a second language. These students will be assigned a ‘peer
buddy’ to assist them in understanding any unfamiliar words or the instructions for
completing the letter organizer. This ‘peer buddy’ system exposes these students to the
English language and how it is used in the classroom environment. When meeting the
needs of English Learners during the pre-writing process, “have students “talk out” their
compositions with a classmate before beginning to write [and] brainstorm ideas and
vocabulary words with students” (Tompkins, 2008, p. 94).
Instructional Procedures
Genre/mode of writing instruction
Good morning class! Today we are going to learn about and begin a persuasive writing project.
Can anyone tell me what a persuasive writing is? Yes, that is correct. A persuasive writing is
trying “to win someone over to your viewpoint or cause” (Tompkins, 2004, p. 426). Persuasive
writing is different than propaganda. “Propaganda, [unlike persuasive writing], can be deceptive,
hyped, emotion-laden, or one-sided” (Tompkins, 2004, p. 427). While both propaganda and
persuasive writing’s main purpose is to influence, they are different. Propaganda may distort or
conceal the truth and exaggerate the facts. In persuasive writing, always give facts and examples
to back up your opinion. You will argue with facts, not opinions. Argue logically with reasons to
present another viewpoint, to sway opinions, and to convince someone to accept your way of
thinking. There are three basic ways people can be persuaded: through an appeal based on
reason, through an appeal to character, and through an appeal to emotions.
Regina Mahoney, READ 7140 OWA, Su 2009
7
The form of persuasive writing we will be using is a persuasive letter. You will write a
persuasive letter to be sent to the local newspaper. Your letters will be addressed to a mall
developer who wants to build a mall in an upland pine forest, which will destroy the habitat of
many animals that live there.
We have been learning about the regions of Georgia, including the plants and animals that
inhabit the different regions. Each one of you was assigned an animal from one of these regions
to research and study. You have gathered data such as: why the animal thrives in this region,
what the animal eats, and what happens when the animal’s habitat is becoming threatened, or has
been destroyed. The information was used to write a simulated journal entry. Now, you will take
this information to write your persuasive letters to the mall developer.
Stage of writing instruction
We now have an idea about what we are going to write about and who our audience will be. We
also need to think about what our purpose for writing will be. What is our purpose for writing a
persuasive letter? Yes, to persuade mall developers not to build a mall in the upland pine forest.
Remember, when our letters are completed, they will be sent to the local newspaper. Why is it
important for the mall not to be built in the upland pine forest? Exactly, to help others see how
important it is to take care of plants and animals. We will begin by looking at the first stage of
writing called the prewriting stage. At this stage you are “getting-ready-to-write” (Tompkins,
2008, p.84). The prewriting stage is where you should spend most of your time during the
writing process. You should spend at least 70% of writing time in prewriting. During the
prewriting stage, you will choose a topic; consider a purpose, a form, an audience; and generate
and organize ideas for writing. When your persuasive letter is completed, you will have included
all of the five stages of the writing process. We will discuss the other stages as we progress
through our letters.
You will need to refer back to the information that we collected and used during the unit on the
regions of Georgia, focusing on the coastal region. The coastal region includes upland pine
forests. You will use any relative information that you have collected or read to write the letters.
We will begin the pre-writing stage by using a prewriting letter organizer. The prewriting letter
organizer will help you to narrow down ideas and important details that you want to include in
your persuasive letter. Use persuasive and emotional words to convey how you feel. We will
complete a prewriting letter organizer together and organize our ideas for the persuasive letter,
and then you will complete one on your own as an assessment activity. The persuasive letter
organizer includes a place to write your argument against the mall being built in the upland pine
forest and a place to write supporting details and facts. The more details you include on the letter
organizer, the more information you will have to begin writing your persuasive letter. Have fun
with this project. Be persuasive!
Modeling
Earlier, I completed a pre-writing example using a persuasive letter organizer (displayed on
overhead projector) like the one I will give to you to complete. I chose to write a persuasive
letter to persuade Wal-Mart to carry my favorite brand of potato chips. I gathered my
Regina Mahoney, READ 7140 OWA, Su 2009
8
information to use in completing the letter organizer. With the information, I began to think
about what I could say to be convincing. I was able to complete the letter organizer using the
information, while making sure to only include what was relevant to my topic. I wrote three
reasons to support my argument, with two supporting details for my reasons. Notice that I did not
write in complete sentences. I wrote words and phrases, since I will write sentences when I write
my letter. I did not concentrate on handwriting. I included factual information about how well
the potato chips have sold in other stores. My argument also includes data on how much money
they will make if they carry these chips. I used the prewriting checklist to make sure that I had
included all elements on my letter organizer. I expect that you will use a similar process to
complete your letter organizer.
Practice Activity
We will now work together to fill in a letter organizer. We will write a persuasive letter to the
lunchroom staff to convince them not to serve a particular food item anymore. Raise your hand,
if you have a suggestion. I will write your suggestions on the board. Once we have several
suggestions we will vote on which one to use.
We have chosen to persuade the lunchroom staff not to serve Salisbury steak any longer. We
need to give details why this is not a good food choice to serve. We will need to offer
suggestions for a different type of food to serve. We will work collaboratively to include details
to support our argument. I will use a blank letter organizer on the overhead, so you all can see
how to fill it in properly. Now you will complete one on your own using your information on
animals and their habitats.
Assessment Activity
Look back over the information you have collected on the animals and their habitats that we
studied previously. Think about where the animal lives, about other animals that live there, about
the type of food it eats, and about what may cause harm to the animal’s habitat. Once you have
collected your thoughts, begin filling in your organizers that I have given you. Don’t rush your
thoughts. I will expect to see supportive details. Keep in mind that you need to use facts to
support your argument. If you feel you need more information about the animals or their
habitats, use the books and internet sites that we have been using to gather more information.
Take your time and put a lot of thought into what will make your letter convincing and persuade
your audience. I will be glad to answer any questions. Be considerate of others, raise your hand
and wait for my response. I will circulate around the room, to monitor your progress. Be sure to
use the checklist provided to make sure you have included all components on your letter
organizer.
Modifications and/or Accommodations of Instructional Methods:
1. Accommodations and/or Modifications for Needs of Students from Differing Stages of
Development
Regina Mahoney, READ 7140 OWA, Su 2009
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The student, who has a visual impairment, will be seated in close proximity to the teacher
and the overhead projector. Also the letter organizer will be provided in a large easy to
read bolded font.
The student, who experiences hand tremors, will be provided pencil grip wedges,
portable word processor (as stated in IEP), and will be allowed periodic breaks, as the
student tends to fatigue quickly.
The students, who have mastered the skill, will write a persuasive letter to the mayor
voicing why the mall should not be built, also may be a peer tutor for those who are
struggling with the concept or letter organizer.
The students, who are below level in reading, will be provided with peer or teacher
assistance to complete the letter organizer.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds
During instruction, the assignment and directions will be stated so that the students will
clearly understand by using terminology and body language that is familiar. The students
will be provided a dictionary to look up unfamiliar words. The students will be allowed to
seek peer or teacher assistance, if they are not able to complete the letter organizer alone.
Regina Mahoney, READ 7140 OWA, Su 2009
10
PREPARING TO WRITE YOUR LETTER
Name: ________________________________________________Date: ______________
Arguments Against __________________________________________________________
Based on your reading of the source materials, list below the most important arguments, or
points of view, used to support this position. Also, list the evidence or claims which support
each argument.
Arguments Against
Supporting Evidence or Claims
(at least 3)
(at least 2 per argument reason)
Mahoney, R. (2009). Preparing to write your letter. Modified from: Root, T. (2006). ). Graphic organizers:persuasive writing.
Valdosta, GA: Valdosta State University. Retrieved on May 30, 2009, from Tonja Root’s website:
http://www.valdosta.edu/~troot/read7140/persuasive_writing.htm
Regina Mahoney, READ 7140 OWA, Su 2009
Student Name: _________________________________
Date: ________________________________________
Persuasive Prewriting Checklist
Position and Background Information
_____ Arguments clearly stated
Reason #1
_____ Reason is clear and at least two supporting details
Reason #2
_____ Reason is clear and at least two supporting details
Reason #3
_____ Reason is clear and at least two supporting details
All Supporting Evidence or Claims
____ True facts
Mahoney, R. (2009). Persuasive process writing checklist. Modified from: Root, T. (2005). Valdosta State
University, GA. Retrieved on May 30, 2009, from Tonja Root’s website:
http://www.valdosta.edu/~troot/read7140/persuasive_writing.htm
11
Regina Mahoney, READ 7140 OWA, Su 2009
Persuasive Writing Rubric
Name_______________________
Elements
The student writes a
persuasive piece that
states and supports
an opinion.
Audience
Meets PLO
Date________________________
Partially PLO
Does Not Meet PLO
The student knows
who the audience is
going to be
The student does not
know who the
audience is going to
be
Topic
The student stated
their topic
The student did not
state their topic
Reason 1
The student stated and
provided two details
The student stated and
provided one detail
Reason 2
The student stated and
provided two details
The student stated and
provided one detail
Reason 3
The student stated and
provided two details
The student stated and
provided one detail
Details and Claims
The student used
factual details and
claims
The student used
some factual details
and claims
The student stated but
did not provide any
details
The student stated but
did not provide any
details
The student stated but
did not provide any
details
The student did not
use factual claims and
details
Mahoney, R. (2009) Modified from: Tucker, A. (2008). Persuasive writing rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA.
12
Regina Mahoney, READ 7140 OWA, Su 2009
13
Persuasive Writing Lesson Plan: Drafting
Grade level:
3rd
Content area:
Science
Topic and/or concept:
Georgia Animals and Habitats
Previous content area lessons:
The students were taught a 5 week unit about the regions, animals, and habitats of Georgia. The
unit entailed an intense study of each region (Piedmont, Blue Ridge, Appalachian Plateau,
Coastal Plain, and Ridge and Valley), including the animals that live in each region. At the
beginning of the 5th week, the students were assigned an animal from one of the regions to
research and gather details using resources (informational books, internet, encyclopedias) about
the habitat, plants, and environment that enables the animal to survive successfully. The students
used this information to write a simulated journal entry about one day during the animal’s life
from the animal’s point of view. The animal voiced concern about losing their habitat.
Genre/mode of writing
Genre: Persuasive
Form of writing:
Persuasive Letter
Stage of writing
Drafting
English Language Arts GPS:
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
i. When appropriate, determines the meaning of a word based on how it is used in an orally
presented sentence.
j. Uses resources (encyclopedias, Internet, books) to research and share information about a
topic.
k. Uses the dictionary and thesaurus to support word choices.
Regina Mahoney, READ 7140 OWA, Su 2009
14
ELA3W1 The student demonstrates competency in the writing process. The student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
audience, and length.
g. Begins to develop characters through action and dialogue.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
j. Uses a variety of resources to research and share information on a topic.
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
ELA3W2 The student begins to write in a variety genres, including narrative,
informational, persuasive, and response to literature.
Critical Component: The student produces a narrative that:
a. Captures a reader's interest by writing both personal and fantasy/imaginary stories, setting a
purpose, and developing a point of view.
b. Sustains a focus.
d. Uses sensory details and other literary language to communicate setting, characters, and plot.
f. Develops characters through action and dialogue.
Content Area GPS:
S3L1 Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Materials
Blank lined writing paper
Brown, L. N. (1997). A guide to the mammals of the southeastern United States. Knoxville:
University of Tennessee Press.
Computers
Conant, R. and Collins, J.T. (1998). A field guide to reptiles and amphibians: Eastern and central
North America. (3rd Ed.), Expanded. Boston: Houghton Mifflin.
Regina Mahoney, READ 7140 OWA, Su 2009
15
Georgia Museum of Natural History. (n.d.) Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History website:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Individual copy of letter organizer
Larousse Student Dictionary Spanish-English / English-Spanish. (2005). Paris: Lorousse.
Levey, J.S. (1998). Scholastic first dictionary. NY: Scholastic Inc.
Pencils, pens
Peterson, R. T. (1980). A field guide to the birds: A completely new guide to all the birds of
eastern and central North America. (4th Ed.). Boston: Houghton Mifflin.
Scholastic. (n.d.). Powerful words list. Retrieved May 30, 2009, from Scholastic website:
http://www.scholastic.com
Tucker, A. (2008). Persuasive drafting letter rubric. Unpublished manuscript. Valdosta State
University, Valdosta, GA.
US Fish & Wildlife Service. Red Cockaded Woodpecker Recovery. Retrieved May 20, 2009,
from US Fish & Wildlife Service: http://www.fws.gov/rcwrecovery/rcw_brochure.html
WebQuest. (n.d.) Power of persuasion. Retrieved May 30, 2009, from WebQuest website:
http://volweb.utk.edu/Schools/bedford/harrisms/studentpage.htm
Yorba Middle School. (n.d.). Persuasive writing. Retrieved May 28, 2009, from Yorba Middle
School website: http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Teacher Materials
Blank lined paper transparency (Practice)
Completed letter organizer transparency (used in pre-writing modeling)
Completed draft transparency (Model)
Regina Mahoney, READ 7140 OWA, Su 2009
16
Georgia Museum of Natural History. (n.d.) Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History website:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Mahoney, R. (2009). Modified from: Edwards. K. Habitats and animals of GA. Retrieved on
May 16, 2009, from GaDOE, Georgia Standards.org. website. Unit Development
Template:
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder/DWPublicPre
view.aspx?WID=87&obj=55124&mode=1
Ornstein, A.C. (1995). Synthesis of Research: Teaching whole-group classrooms. Journal of
Education, Vol. 70. Retrieved May 19, 2009, from Questia website:
http://www.questia.com/googleScholar.qst;jsessionid=KSnR7LcpJnwGW6bQqpVDj00T
YCMKGvsBM9K9fZgFmjJXhP0WgCvP!-286333544!-1860105440?docId=95847724
Overhead projector/Screen/Markers
Scholastic. (n.d.). Powerful words list. Retrieved May 30, 2009, from Scholastic website:
http://www.scholastic.com
SMART Board
Tompkins, G.E. (2008). Language arts: Patterns of practice. (7th Ed.). Upper Saddle River, NJ:
Prentice Hall.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4th Ed.). Upper
Saddle River, NJ: Prentice Hall.
Utah Valley University. (n.d.) Peer Tutoring: Students helping students. Retrieved May 19,
2009, from UVU website: http://www.uvu.edu/peertutoring/
Grouping Arrangements:
Whole Group
During drafting, I will use whole group instruction during teacher led practice and
modeling, as this allows all students to receive the same guidance and instruction at the same
time. Time management and time on task will also be optimized. Furthermore, whole group
instruction creates an open environment that allocates opportunities for questioning, suggestions,
ideas and comments to further students understanding of the content and instructions. According
to Ornstein, “The whole group learns to cooperate by working with and sharing available
resources, setting up rules and regulations for the learning environment, and exchanging ideas”
Regina Mahoney, READ 7140 OWA, Su 2009
17
(1995, para. 2). Using whole group instruction will allow me, the teacher, to assess student
learning and direct what the students need during the instruction and modeling process.
I will begin explanation of the drafting process by presenting the completed letter
organizer to the students, and a completed rough draft of my persuasive letter. As a guided
practice activity, I will explain and model how the letter organizer should be used to begin
writing a rough draft of their persuasive letter. During instruction, I will encourage the students
to use their letter organizer to begin to write sentences and paragraphs by using information
relevant to the content as they relate information to their prior knowledge and apply it as
necessary. During the assessment activity, or the independent work that follows, the students will
be monitored by the teacher to scaffold the students’ learning and to check for understanding,
progress, and time on task. The students will be encouraged to ask questions as they work within
their zone of proximal development and use the information from the letter organizer to complete
their persuasive letter rough draft.
3. Explanation of Grouping Options Relating to Students’ Developmental Needs
This class includes students of varied abilities and will require differentiated instruction
to ensure that all students are learning. During the assessment activity, two of the students
who struggle with reading will be assigned a ‘peer buddy’ to assist in completing the
rough draft and reading their letter organizer as needed. “The mission of peer tutoring is
to provide academic support in a safe and friendly setting for . . . students who need
assistance gaining the confidence, skills and/or knowledge necessary to achieve their
academic goals and to help them become independent learners” (Utah Valley, n.d.) .
The other two students that are struggling readers will benefit from working directly with
the teacher. The teacher will provide immediate scaffolding and feedback for the
students.
4. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic
Needs
The three bilingual students are proficient at speaking their native language but are
currently learning English as a second language. These students will be assigned a ‘peer
buddy’ to assist them in understanding any unfamiliar words or the instructions for
completing the rough draft. This ‘peer buddy’ system exposes these students to the
English language and how it is used in the classroom environment. When meeting the
needs of English Learners during the drafting process, “have students “talk out” their
compositions with a classmate before beginning to write [and] brainstorm ideas and
vocabulary words with students” (Tompkins, 2008, pg. 94).
Instructional Procedures
Genre/mode of writing instruction
Regina Mahoney, READ 7140 OWA, Su 2009
18
Good morning class! Yesterday we began a writing project. Raise your hand and tell us what the
genre of writing was. Persuasive, that is correct, we started working on a persuasive letter. Can
anyone tell me what a persuasive writing is? Yes, in a persuasive writing, you try to win
someone over to your point of view. Today we are going to continue and begin with the second
stage of writing, which is drafting. During the drafting stage, you “will focus on get[ting] your
ideas on paper” (Tompkins, 2004, p. 17).
Stage of writing instruction
During the drafting stage of writing is where you will begin using your pre-writing activity to
“get your ideas down on paper” (Tompkins 2008, pg. 86). In the drafting stage, there is no need
to focus on spelling words correctly or using the proper writing mechanics. Can anyone tell me
what will go at the top of our paper? Absolutely, you will label at the top of your paper ‘rough
draft’, which will help to remind you or anyone who reads your draft that it is a work in progress,
not a completed copy. As you write your rough draft, it is best to skip every other line, so you
will have room for corrections later on during the revising stage. Also, if you place an ‘X’ on
every other line in the right side of the margin, it will help you to remember skip lines and which
line to write on. While composing your draft, you may find it necessary to change or modify
earlier ideas from your letter organizer. Remember, this is a draft. It is acceptable and expected
that there will be changes. What will we use a guide to write our rough draft? Yes, we will use
our letter organizer that we created yesterday. Be sure to include all parts from your letter
organizer. Everyone, be sure to take your time, be creative, and descriptive to make your letter
persuasive and change your audience’s point of view.
Let’s review what needs to be included in a letter. Look back at your letter sample. What are the
main parts of a letter? Exactly, a letter has a heading, date, inside address, body of the letter,
closing, salutation, and signature. We will use the school’s address for the inside address. The
body of the letter is where you will present your argument against the mall being built with facts
to support your reasoning. The closure is where you will offer alternative solutions.
Modeling
Earlier, I completed a draft copy of a persuasive letter on lined writing paper using my
completed letter organizer (displayed on the overhead projector). I started by writing ‘rough
draft’ on the top of my paper. What should I write on my lined paper in the margin to help me
remember to skip every other line? Yes, an ‘X’. I began by writing the header, date, and inside
address. I wrote sentences in the body of my letter that would capture my audience’s attention
and persuade them. I used some words from the powerful words list on the scholastic website, to
be more persuasive. The computers are bookmarked with the page that has the powerful words
list. Let’s read it. Is my rough draft letter persuasive? When you begin writing your rough draft,
remember to include details and descriptions that will explain your argument. Your rough draft
should include real facts. Will your rough draft be like mine? That is right, it will be similar, but
not the same. I expect your draft to be original.
Practice Activity
Regina Mahoney, READ 7140 OWA, Su 2009
19
We will now work together to complete a draft copy. We will use the letter organizer that we
completed during the pre-writing stage (displayed on overhead projector). We will work
collaboratively to determine which details we will include and will be relevant to make our
persuasive letter interesting and persuade our audience. I will use blank lined paper on the
SMART Board, so you all can see how to fill it in properly. Let’s review again. What is our
purpose for writing? To persuade our audience, excellent! What is our form of writing?
Absolutely, our form is a persuasive letter. Who will our audience be? Yes, the lunchroom staff.
Can anyone tell me what our topic is? Exactly right, we are trying to convince them to not serve
Salisbury steak in the lunchroom anymore.
What do we need to right at the top of our paper? That is correct, “Rough Draft”. Now, we will
begin writing our letter. We need to be sure to include all the parts of our letter. Someone name
them for me. Great! heading, date, inside address, body of the letter, closing, salutation, and
signature. What do we need to write in the body of our letter? Yes, we will use persuasive words
to present our argument against Salisbury steak being on the menu in the school lunchroom. Do
not forget to use the powerful words list on the scholastic website. What is one fact we could
include? Good, most of our class does not enjoy eating Salisbury steak. What could we include
in our closing? Less food would be wasted, if Salisbury steak was not served. Great! Now, you
will complete a rough draft on your own using your information you have collected on animals
and their habitats and your completed letter organizer.
Assessment Activity
Look back over the information you have collected on the animals and their habitats. Think
about where the animal lives, what other animals are there, what types of food they eat, and what
would cause harm to their habitat. Once you have collected your thoughts, begin using your
organizers that you completed during pre-writing to write your sentences in your rough draft.
Remember, in your rough draft you will be trying to persuade your audience to feel the way you
do about preserving animals and their habitats. Don’t rush your thoughts. I will expect to see
supportive details. Keep in mind that your letter needs to have only true facts to support your
reasoning. If you feel you need more information about the animals or habitats, refer to the books
and internet sites we have been using. Take your time and put a lot of thought into what will
change your audience’s point of view. I will be glad to answer any questions. Be considerate of
others, raise your hand and wait for my response. I will circulate around the room, to monitor
your progress. Be sure you have included all the components and details from your letter
organizer into your rough draft.
Modifications and/or Accommodations of Instructional Methods:
3. Accommodations and/or Modifications for Needs of Students from Differing Stages of
Development
The student, who has a visual impairment, will be seated in close proximity to the teacher
and the overhead projector, and the writing paper will be provided in a bolded larger
Regina Mahoney, READ 7140 OWA, Su 2009
20
lined format. If necessary, the student will be allowed to use the computer with word
processing software with capabilities to enlarge the font.
The student, who experiences hand tremors, will be provided pencil grip wedges,
portable word processor (as stated in IEP), and will be allowed periodic breaks, as the
student tends to fatigue quickly.
The students, who have mastered the skill, will write their rough draft for the second
letter. Also may be a peer tutor for those who are struggling with the concept or rough
draft.
The students, who are below level in reading, will be provided with peer or teacher
assistance to complete the rough draft.
4. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds
During instruction, the assignment and directions will be stated so that the students will clearly
understand by using terminology and body language that is familiar. The students will be provided a
dictionary to look up unfamiliar words. The students will be allowed to seek peer or teacher
assistance, if they are not able to complete the rough draft alone.
Regina Mahoney, READ 7140 OWA, Su 2009
21
Persuasive Drafting Letter Rubric
Name______________ Date____________________
Element
Date
Greeting
The student has a
Topic Sentence
Heading
Topic sentence
describes topic
Include three reasons
in the introduction
Body paragraphs
Body paragraphs
supporting details
Conclusion
Closing
Met
Yes
Yes
The topic sentence is
clear and describes
what your opinion is
The topic sentence
describes what your
opinion is
Included three
supporting reasons in
the introduction
Three body
paragraphs
Two supporting
details
Included a summary
that restated the main
reasons for the
student’s opinion
without being
repetitive
Included an
appropriate closing
word or phrase
Partially Met
The topic sentence is
somewhat clear
Did Not Meet
No
No
The topic sentence is
not clear
The topic sentence
somewhat describes
what your opinion is
Included two
supporting reasons in
the introduction
Two body paragraphs
The topic sentence
does not describe
what your opinion is
Included one
supporting reason in
the introduction
One body paragraph
One supporting details No supporting detail
Included a summary
that restated the main
reasons for the
student’s opinion but
used the same reasons
that were used in the
body of the letter
Did not include a
summary or the
summary was not on
topic
Did not include an
appropriate word or
phrase
Tucker, A. (2008). Persuasive drafting letter rubric. Unpublished Manuscript. Valdosta State
University, Valdosta, GA.
Regina Mahoney, READ 7140 OWA, Su 2009
22
Checklist
Persuasive Letter
Name__________________________ Date___________
I have included all the parts of the letter:
Heading
Date
Inside address
Body of letter
Closing
Salutation or greeting
Signature
Mahoney, R. (2009). Modified from: Letter writing checklist. (2008). Retrieved May 31, 2009, from Read, Write,
Think website: http://www.readwritethink.org/lesson_images/lesson85/LetterChecklist.pdf
Regina Mahoney, READ 7140 OWA, Su 2009
23
Regina Mahoney, READ 7140 OWA, Su 2009
24
Persuasive Writing Lesson Plan: Revising
Grade level:
3rd
Content area:
Science
Topic and/or concept:
Georgia Animals and Habitats
Previous content area lessons:
The students were taught a 5 week unit about the regions, animals, and habitats of Georgia. The
unit entailed an intense study of each region (Piedmont, Blue Ridge, Appalachian Plateau,
Coastal Plain, and Ridge and Valley), including the animals that live in each region. At the
beginning of the 5th week, the students were assigned an animal from one of the regions to
research and gather details using resources (informational books, internet, encyclopedias) about
the habitat, plants, and environment that enables the animal to survive successfully. The students
used this information to write a simulated journal entry about one day during the animal’s life
from the animal’s point of view. The animal voiced concern about losing their habitat.
Genre/mode of writing
Genre: Persuasive
Form of writing:
Persuasive Letter
Stage of writing
Revising
English Language Arts GPS:
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
f. Identifies and uses increasingly complex sentence structure.
g. Distinguishes between complete and incomplete sentences.
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang,
colloquialisms, idioms).
k. Uses the dictionary and thesaurus to support word choices.
ELA3W1 The student demonstrates competency in the writing process. The student
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
audience, and length.
Regina Mahoney, READ 7140 OWA, Su 2009
25
d. Uses organizational patterns for conveying information (e.g., chronological order, cause and
effect, similarity and difference, questions and answers).
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases,
bullets, subheadings, numbering).
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
ELA3W2 The student begins to write in a variety genres, including narrative,
informational, persuasive, and response to literature.
Critical Component: The student produces informational writing (e.g., procedures, report,
correspondence) that:
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
d. Includes relevant examples, facts, anecdotes, and details.
e. Uses organizational structures for conveying information (chronological order, cause and
effect, similarities and differences, questions and answers).
i. May include a draft that is revised and edited.
Content Area GPS:
S3L1 Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Materials
Brown, L. N. (1997). A guide to the mammals of the southeastern United States. Knoxville:
University of Tennessee Press.
Conant, R. and Collins, J.T. (1998). A field guide to reptiles and amphibians: Eastern and
central North America. (3rd Ed.), Expanded. Boston: Houghton Mifflin.
Georgia Museum of Natural History. (n.d.) Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History website:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Regina Mahoney, READ 7140 OWA, Su 2009
26
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Individual copy of letter rough draft
Larousse Student Dictionary Spanish-English / English-Spanish. (2005). Paris: Lorousse.
Levey, J.S. (1998). Scholastic first dictionary. NY: Scholastic Inc.
Pens (different colors)
Peterson, R. T. (1980). A field guide to the birds: A completely new guide to all the birds of
eastern and central North America. (4th Ed.) Boston: Houghton Mifflin.
Scholastic. (n.d.). Powerful words list. Retrieved May 30, 2009, from Scholastic website:
http://www.scholastic.com
US Fish & Wildlife Service. Red Cockaded Woodpecker Recovery. Retrieved May 20, 2009,
from US Fish & Wildlife Service: http://www.fws.gov/rcwrecovery/rcw_brochure.html
WebQuest. (n.d.) Power of persuasion. Retrieved May 30, 2009, from WebQuest website:
http://volweb.utk.edu/Schools/bedford/harrisms/studentpage.htm
Yorba Middle School. (n.d.). Persuasive writing. Retrieved May 28, 2009, from Yorba Middle
School website: http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Teacher Materials
Blank lined paper transparency (Practice)
Completed letter organizer transparency (used in pre-writing modeling)
Completed draft transparency (Model)
Georgia Museum of Natural History. (n.d.) Habitats of Georgia. Retrieved May 18, 2009, from
Georgia Museum of Natural History website:
http://naturalhistory.uga.edu/index.php?page=content/education/habitats/habitats
Georgia Wildlife Web. (2008). Georgia Museum of Natural History. University of Georgia.
Retrieved May 18, 2009, from Georgia Wildlife Web website:
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=home
Regina Mahoney, READ 7140 OWA, Su 2009
27
Mahoney, R. (2009). Modified from: Edwards. K. Habitats and animals of GA. Retrieved on
May 16, 2009, from GaDOE, Georgia Standards.org. website. Unit Development
Template:
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder/DWPublicPre
view.aspx?WID=87&obj=55124&mode=1
Ornstein, A.C. (1995). Synthesis of Research: Teaching whole-group classrooms. Journal of
Education, Vol. 70. Retrieved May 19, 2009, from Questia website:
http://www.questia.com/googleScholar.qst;jsessionid=KSnR7LcpJnwGW6bQqpVDj00T
YCMKGvsBM9K9fZgFmjJXhP0WgCvP!-286333544!-1860105440?docId=95847724
Overhead projector/Screen/Markers
Scholastic. (n.d.). Powerful words list. Retrieved May 30, 2009, from Scholastic website:
http://www.scholastic.com
SMART Board
Tucker, A. (2008). Revising rubric. Unpublished manuscript. Valdosta State University,
Valdosta, GA.
Tompkins, G.E. (2008). Language arts: Patterns of practice. (7th Ed.). Upper Saddle River, NJ:
Prentice Hall.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4th Ed.). Upper
Saddle River, NJ: Prentice Hall.
Utah Valley University. (n.d.) Peer Tutoring: Students helping students. Retrieved May 19,
2009, from UVU website: http://www.uvu.edu/peertutoring/
Grouping Arrangements:
Whole Group
During revising, I will use whole group instruction during teacher led practice and modeling,
as this allows all students to receive the same guidance and instruction at the same time. Time
management and time on task will also be optimized. Furthermore, whole group instruction
creates an open environment that allocates opportunities for questioning, suggestions, ideas and
comments to further students understanding of the content and instructions. According to
Ornstein, “The whole group learns to cooperate by working with and sharing available resources,
setting up rules and regulations for the learning environment, and exchanging ideas” (1995, para.
2). Using whole group instruction will allow me, the teacher, to assess student learning and direct
what the students need during the instruction and modeling process.
I will begin explanation of the revising process by presenting the revised letter draft to the
students to use as a model for the revision of their letter draft. As a guided practice activity, I will
Regina Mahoney, READ 7140 OWA, Su 2009
28
explain and model how the letter draft should be revised by informing students that they need to
use these revision types: “add, substitute, delete, and move text from one place to another”
(Faigley & Witte, 1981, as cited in Tompkins, 2004, p. 18). During instruction, I will encourage
the students to search for information relevant to the content as they relate information to their
prior knowledge and apply it as necessary to revise their letter draft. During the assessment
activity, or independent work that follows the whole group instruction, the students will be
monitored by the teacher to scaffold the students learning and to check for understanding,
progress, and time on task. The students will be encouraged to ask questions as they work within
their zone of proximal development and use the information about animals and their habitats to
revise their letter rough draft.
Small Group
The students will work in pairs to get input and suggestions from a peer to enhance and correct
their letter rough draft. The students will consider their peers suggestions as they work
independently to revise their rough draft.
Individual
During the independent assessment, students will work individually to demonstrate their
understanding of the revising stage and the animals and habitats by re-reading the letter draft that
they created and by beginning to look for ways to make their draft better. Through observation
and monitoring student progress, I will be able to plan for future instruction pertaining to
revising and make sure that all students are on task at all times.
1. Explanation of Grouping Options Relating to Students’ Developmental Needs
This class includes students of varied abilities and will require differentiated instruction
to ensure that all students are learning. During the assessment activity, four of the
students who struggle with reading will be partnered with their ‘peer buddy’ to assist in
revising the letter draft and reading informational materials as needed. “The mission of
peer tutoring is to provide academic support in a safe and friendly setting for . . . students
who need assistance gaining the confidence, skills and/or knowledge necessary to achieve
their academic goals and to help them become independent learners” (Utah Valley, n.d.) .
If questions cannot be answered by the ‘peer buddy’, the teacher will be available to
provide immediate scaffolding and feedback for the students.
2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic
Needs
The three bilingual students are proficient at speaking their native language but are
currently learning English as a second language. These students will be partnered with
their ‘peer buddy’ to assist them in understanding any unfamiliar words or the
instructions for revising the draft of their persuasive letter. This ‘peer buddy’ system
exposes these students to the English language and how it is used in the classroom
Regina Mahoney, READ 7140 OWA, Su 2009
29
environment. When meeting the needs of English Learners during the revising process,
“have students “talk out” their compositions with a classmate before beginning to write
[and] brainstorm ideas and vocabulary words with students” (Tompkins, 2008, p. 94).
Instructional Procedures
Genre/mode of writing instruction
Good morning class! Today we are going to learn about and begin the revision stage of our
persuasive writing project. Can anyone recall the purpose of persuasive writing? Excellent! The
purpose of persuasive writing is to convince someone to change their point of view about
something. What form of persuasive writing have we been using? That is right, a persuasive
letter. We have created a rough draft of our letter using our letter organizer. We will now move
on to the next stage of the writing process, which is revising.
Stage of writing instruction
We will begin the third stage of the writing process, revising. Revising helps us to look for ways
to improve our writing. You may find out that your letter would be more descriptive if you add
words, substitute sentences, delete paragraphs, and move phrases. Now students, I will pass out a
handout of all the proofreader’s marks that they can use during the revising stage. Let’s look
over the revision marks together. Notice that the list includes both revising and editing marks.
We will only focus on those that pertain to revising, such as add, delete, and carat marks. Even
though we are revising our persuasive letters, we do not need to focus on the mechanics of
writing such as spelling, commas, or complete sentences. During revising, you will read your
letter draft to a partner to help you begin looking for ways to make it better. Reading your draft
to your partner and asking them questions may help to clarify some questions of your own.
Therefore, you will scaffold one another as you work through the revision stage. Remember, you
will “move back and forth into prewriting to gather additional information, into drafting to write
a new paragraph and into revising to replace an often-repeated word” (Tompkins, 2004, p. 19).
As a reviewer, we are not to criticize our partner’s work but offer compliments and suggestions
that could be made to make their letter draft better. You will need to take notes on a separate
sheet of paper to remember all of yours and your partner’s suggestions. After sharing, you will
go back to your desk and begin making revisions to your rough draft based on your list of
suggestions. You do not have to make all the changes that you and your partner suggested, only
those that will enhance or make your letter better, more interesting, and persuasive. I will be
circulating the room to offer suggestions and help if needed.
Modeling
Earlier I completed revising the example of my letter draft (displayed on overhead projector) as a
model. Students, observe how I revised the letter draft. Notice how I did not focus on sentence
structure (complete sentences, spelling, punctuation, etc.). I did not erase, but used the empty
lines to make changes, additions, deletions, or to move words and phrases around. I crossed out
words, and used arrows to show where to move text around. Now, my rough draft is ready for
the next stage of writing, editing.
Regina Mahoney, READ 7140 OWA, Su 2009
30
Practice Activity
We will now work together to revise the letter draft we created earlier. We will work
collaboratively to determine which details we need to include or what details are not relevant and
can be deleted. Class, look at our draft I have placed on the SMART Board, we will work
together using the shared pen method to make changes (add, remove, rearrange, and replace
words/sentences). Now class, you will begin revising your rough drafts.
Assessment Activity
Everyone, get with partner and begin looking back over one another’s rough draft. You will read
your rough draft to your partner who will offer suggestions, comments to make your letter draft
better. You will ask your partner questions as you read your draft. Then, your partner will go
through the same process to gain input from you. Once you have re-read your letter drafts to one
another, offered suggestions, comments, and asked appropriate questions, then go back to your
desk to begin making necessary revisions that you and your partner believe will make your letter
better. Remember to use your revising marks during your revision. I will circulate around the
room, to monitor your progress, and answer any questions you may have. Remember, you do not
have to include all of your partner’s suggestions; only the ones you feel will enhance your letter.
Modifications and/or Accommodations of Instructional Methods:
1. Accommodations and/or Modifications for Needs of Students from Differing Stages of
Development
The student, who has a visual impairment, will be seated in close proximity to the
teacher, the overhead projector, and the SMART Board, also any handouts will be
provided in a large easy to read bolded font.
The student, who that experiences hand tremors, will be provided pencil grip wedges,
portable word processor (as stated in IEP), and will be allowed periodic breaks, as he
tends to fatigue quickly.
The students, who have mastered the skill, will begin working on their second letter
rough draft and may be a peer tutor for those who are struggling with the concept of
revising the persuasive letter draft.
The students, who are below level in reading, will be provided with peer or teacher
assistance to assist with the revisions of their persuasive letter draft.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds
Regina Mahoney, READ 7140 OWA, Su 2009
31
During instruction, the assignment and directions will be stated so that the students will clearly
understand by using terminology and body language that is familiar. The students will be
provided with an English dictionary to look up unfamiliar words. The students will be allowed to
seek peer or teacher assistance, if they are not able to revise the persuasive letter rough draft
alone.
Regina Mahoney, READ 7140 OWA, Su 2009
University of Minnesota, Institute on Community Integration. (2001). Revising and editing marks. Retrieved May
25, 2009, from University of Minnesota website:
http://ici2.umn.edu/elink/pdf/RevisingEditingPDF.pdf.
32
Regina Mahoney, READ 7140 OWA, Su 2009
Persuasive Revising Rubric
Name _________________________
Elements
Topic _________________
Meets Criteria
Partially Meets
Criteria
3
Rereading
Reads to self and
others to gather
suggestions
Date ___________
Does not meet
Criteria
1
2
Reads to self to
gather
information
Relies only on
others to gather
suggestions
Added in a few
details that made
the letter more
persuading
Added in one or
no details to
make the letter
more persuasive
Used
proofreading
marks, but
incorrectly in
some cases
Did not make
any changes that
needed to be
made throughout
the persuasive
letter
Used
proofreading
marks, but
incorrectly in
most cases
* Must meet for
mastery of PLO
Details
Changed and
rearranged ideas
or details
Proofreading
Marks
Added in many
details and ideas
that made the
letter more
persuading
Changed or
rearranged ideas
or details
throughout the
persuasive letter
as needed
Used
proofreading
marks correctly
and consistently
throughout the
revision
* Must meet for
mastery of PLO
Tucker, A. (2008). Revising rubric. Unpublished manuscript. Valdosta State University,
Valdosta, GA.
33
Regina Mahoney, READ 7140 OWA, Su 2009
34
Persuasive Writing Lesson Plan: Editing
Grade level:
3rd
Content area:
Science
Topic and/or concept:
Georgia Animals and Habitats
Previous content area lessons:
The students were taught a 5 week unit about the regions, animals, and habitats of Georgia. The
unit entailed an intense study of each region (Piedmont, Blue Ridge, Appalachian Plateau,
Coastal Plain, and Ridge and Valley), including the animals that live in each region. At the
beginning of the 5th week, the students were assigned an animal from one of the regions to
research and gather details using resources (informational books, internet, encyclopedias) about
the habitat, plants, and environment that enables the animal to survive successfully. The students
used this information to write a simulated journal entry about one day during the animal’s life
from the animal’s point of view. The animal voiced concern about losing their habitat.
Genre/mode of writing
Genre: Persuasive
Form of writing:
Persuasive Letter
Stage of writing
Editing
English Language Arts GPS:
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Identifies and uses contractions correctly.
d. Identifies and uses personal and possessive pronouns.
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang,
colloquialisms, idioms).
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other resources.
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation
marks).
Regina Mahoney, READ 7140 OWA, Su 2009
35
ELA3W1 The student demonstrates competency in the writing process. The student
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to
correct.
ELA3W2 The student begins to write in a variety genres, including narrative,
informational, persuasive, and response to literature.
Critical Component: The student produces informational writing (e.g., procedures, report,
correspondence) that:
i. May include a draft that is revised and edited.
Content Area GPS:
S3L1 Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Materials
Individual copy of revised rough draft letter
Larousse Student Dictionary Spanish-English / English-Spanish. (2005). Paris: Lorousse.
Levey, J.S. (1998). Scholastic first dictionary. NY: Scholastic Inc.
Mahoney, R. (2009) Modified from: Tucker, A. (2008) Editing checklist. Unpublished
manuscript, Valdosta State University, GA: READ 7140.
Pens (various colors)
University of Minnesota, Institute on Community Integration. (2001). Revising and editing
marks. Retrieved May 25, 2009, from University of Minnesota website:
http://ici2.umn.edu/elink/pdf/RevisingEditingPDF.pdf
Yorba Middle School. (n.d.). Persuasive writing. Retrieved May 28, 2009, from Yorba Middle
School website: http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Regina Mahoney, READ 7140 OWA, Su 2009
36
Teacher Materials
Completed letter organizer transparency (used in pre-writing modeling)
Completed letter revised draft transparency (Model)
Covington, J. (2008). Editing rubric. Retrieved May 19, 2009, from Dr. Root’s website:
http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm
Ornstein, A.C. (1995). Synthesis of Research: Teaching whole-group classrooms. Journal of
Education, Vol. 70. Retrieved May 19, 2009, from Questia website:
http://www.questia.com/googleScholar.qst;jsessionid=KSnR7LcpJnwGW6bQqpVDj00T
YCMKGvsBM9K9fZgFmjJXhP0WgCvP!-286333544!-1860105440?docId=95847724
Overhead projector/Screen/Markers
Yorba Middle School. (n.d.). Persuasive writing. Retrieved May 28, 2009, from Yorba Middle
School website: http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
SMART Board
Tompkins, G.E. (2008). Language arts: Patterns of practice. (7th Ed.). Upper Saddle River, NJ:
Prentice Hall.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4th Ed.). Upper
Saddle River, NJ: Prentice Hall.
Utah Valley University. (n.d.) Peer Tutoring: Students helping students. Retrieved May 19,
2009, from UVU website: http://www.uvu.edu/peertutoring/
Warlick, D. (2006). Landmarks son of citation machine. Retrieved May 24, 2009, from The
Landmark Project website: http://citationmachine.net/
Grouping Arrangements:
Whole Group
During editing, I will use whole group instruction during teacher led practice and modeling,
as this allows all students to receive the same guidance and instruction at the same time. Time
management and time on task will be optimized. Furthermore, whole group instruction creates an
open environment that allocates opportunities for questioning, suggestions, ideas and comments
to further students understanding of the content and instructions. According to Ornstein, “The
whole group learns to cooperate by working with and sharing available resources, setting up
rules and regulations for the learning environment, and exchanging ideas” (1995, para. 2). Using
Regina Mahoney, READ 7140 OWA, Su 2009
37
whole group instruction will allow me, the teacher, to assess student learning and direct what the
students need during the instruction and modeling process.
I will begin explanation of the editing process by presenting the edited persuasive letter draft
to the students to use as a model for the editing of their letter draft. As a guided practice activity,
I will explain and model how the revised letter draft should be edited by informing students that
editing is when they begin “putting the piece of writing into its final form” (Tompkins, 2004, p.
22). During the assessment activity, or the independent work that follows, the students will be
monitored by the teacher to scaffold the students’ learning and to check for understanding,
progress, and time on task. The students will be encouraged to ask questions as they work within
their zone of proximal development to edit their revised letter rough draft.
Small Group
The students will work in pairs to get input and suggestions from a peer that will enhance their
revised persuasive letter rough draft. The students will consider their peers’ suggestions as they
work independently to edit their revised letter draft. I will assist students as needed.
Individual
During the independent assessment, students will work individually to demonstrate their
understanding of the editing stage and animal habitat loss by re-reading their revised letter draft
that they created and beginning to look for ways to bring their draft to a completed piece of
writing. Through observation and monitoring student progress, I will be able to plan for future
instruction related to the mechanics of writing and will be able to make sure that all students are
on task at all times.
1. Explanation of Grouping Options Relating to Students’ Developmental Needs
This class includes students of varied abilities and will require differentiated instruction
to ensure that all students are learning. During the assessment activity, four of the
students who struggle with reading will be partnered with their ‘peer buddy’ to assist in
editing their revised persuasive letter draft. “The mission of peer tutoring is to provide
academic support in a safe and friendly setting for . . . students who need assistance
gaining the confidence, skills and/or knowledge necessary to achieve their academic
goals and to help them become independent learners” (Utah Valley, n.d.) .
If questions cannot be answered by the ‘peer buddy’, the teacher will be available to
provide immediate scaffolding and feedback for the students.
2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic
Needs
The three bilingual students are proficient at speaking their native language but are
currently learning English as a second language. These students will be partnered with
their ‘peer buddy’ to assist them in understanding any unfamiliar words or the
Regina Mahoney, READ 7140 OWA, Su 2009
38
instructions for editing the revised draft of their persuasive letter. This ‘peer buddy’
system exposes these students to the English language and how it is used in the classroom
environment.
Instructional Procedures
Genre/mode of writing instruction
Good morning class! Today we are going to learn about and begin the editing stage of our
persuasive writing project. Can anyone recall the purpose of persuasive writing? Excellent! The
purpose of persuasive writing is to “win someone over to your viewpoint or cause” (Tompkins,
2004, p. 426). What are we trying to persuade someone to do? That is correct. We are trying to
convince a developer of shopping malls not to build in an upland area that is home to many
animals. What are some of the animals that live in upland areas? Yes, gopher tortoises and red
cockaded woodpeckers. What is special about these animals? Exactly! They are on the
endangered or threatened species list, because their habitat is being destroyed. What form of
persuasive writing have we been using? That is right, a letter. Remember, to include true facts in
your letters, and be convincing. You have all worked hard to be convincing in your letters,
because we are trying to persuade the mall developers not to build in an upland area. You have
included real facts about how some of the animals are on the threatened or endangered list and
losing their habitat may result in extinction of some of these animals. Our finished letters will be
published in the local newspaper, so we should have been specific about how building this mall
will destroy many animals habitat and endanger the animals too. We have revised the rough draft
of our letter by re-reading, seeking suggestions from our partner, and using revising marks. We
will now move on to the next stage of the writing process, which is editing.
Stage of writing instruction
We will begin the fourth stage of the writing process, editing. Editing is the stage that you will
“polish [your] writing by correcting spelling and other mechanical errors” (Tompkins, 2004, p.
22). The goal of editing a piece of writing is to make it “optimally readable” (F. Smith, 1992 as
cited in Tompkins, 2004, p. 22). When I say you will correct ‘mechanical errors’, I mean you
will fix any errors in capitalization, punctuation, spelling, and sentence structure that will make
your writing piece easy to read by others. Now, students, I will pass out a handout of all the
proofreader’s marks that can be used during the editing stage. Let’s look over the editing marks
together. Up until now we have not focused on the mechanics of writing, such as spelling,
capitalization, or commas, but now it is time to work on fixing those errors.
During editing, you will re-read your revised persuasive letter draft to begin to “locate and mark
possible errors” (Tompkins, 2004, p. 22). You will once again get with your partner to help one
another locate and mark any errors. Reading your revised draft to your partner and asking them
questions may help to clarify some questions of your own. Therefore, you will scaffold one
another as you work through the editing stage. As a reviewer, we are not to criticize our partner’s
work, but offer compliments and suggestions that could be made to make their letter better. You
will use different colored pens to mark your draft. You may need to use a dictionary to help with
spelling. After sharing, you will go back to your desk and re-read your revised rough draft and
Regina Mahoney, READ 7140 OWA, Su 2009
39
correct errors based on the suggestions of your partner. Remember, you want to enhance or make
your persuasive letter better and easy to read. I will be circulating the room to offer suggestions
and help if needed.
Modeling
Earlier I completed editing the revised example of my persuasive letter rough draft (displayed on
overhead projector) as a model. Students, observe how I edited the letter draft. Notice, I have
began focusing on sentence structure and the mechanics of writing, such as spelling, punctuation,
etc. I used the editing marks to edit my persuasive letter draft. I re-read my revised letter draft
several times. I read each word slowly, so I would not miss any errors. I used a different colored
pen when inserting proofreader’s marks.
Practice Activity
We will now work together to edit the revised letter draft we created earlier. We will work
collaboratively search for errors in spelling, sentence structure, and punctuation. Class, look at
our draft I have placed on the SMART Board. We will work together using the shared pen
method to mark errors using editing marks. Remember, we are looking for mechanical errors, so
that our writing will be easily read by others. We are nearing completion of our writing pieces.
Now you will edit your revised rough draft of your persuasive letter.
Assessment Activity
Now, get with partner and begin looking back over one another’s revised rough draft. You will
look at one draft at a time with the author reading and marking their own draft. Once you have
re-read your persuasive letter draft to your partner and begin checking for errors in mechanics,
such as spelling, punctuation, capitalization, etc, then go back to your desk to re-read your draft
and check for any error that you and your partner may have missed. Remember, to use your
editing marks during the editing stage using a different colored pen. I will circulate around the
room, to monitor your progress, and answer any questions you may have. Remember, you are
searching for mechanical errors in your writing. We want to make our persuasive letters
interesting and easy to read by others.
Modifications and/or Accommodations of Instructional Methods:
1. Accommodations and/or Modifications for Needs of Students from Differing Stages of
Development
The student, who has a visual impairment, will be seated in close proximity to the
teacher, the overhead projector, and the SMART Board. Also any handouts will be
provided in a large easy to read bolded font.
The student, who experiences hand tremors, will be provided pencil grip wedges,
portable word processor (as stated in IEP), and will be allowed periodic breaks, as the
Regina Mahoney, READ 7140 OWA, Su 2009
40
student tends to fatigue quickly.
The students, who have mastered the skill, will begin editing the second persuasive letter
they began previously. Also, the students may be a peer tutor for those who are struggling
with the concept of editing their revised letter rough draft.
The students, who are below level in reading, will be provided with peer or teacher
assistance to assist with the editing of their revised letter rough draft.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds
During instruction, the assignment and directions will be stated so that the students will clearly
understand by using terminology and body language that is familiar. The students will be
provided with an English dictionary to look up unfamiliar words. The students will be allowed to
seek peer or teacher assistance if they are not able to edit their revised letter rough draft alone.
Regina Mahoney, READ 7140 OWA, Su 2009
41
Name_____________________________
Category
4-Exceeds
PLO
Spelling
0-3 errors in
spelling
4-5 errors in
spelling
6-7 errors in
spelling
(E)
0-3 errors in
punctuation
(M)
4-5 errors in
punctuation
(PM)
6-7 errors in
punctuation
(E)
0-1 errors in
punctuation
(E)
0-1 errors in
punctuation
(E)
0-1 errors in
capitalization
(M)
2-3 errors in
punctuation
(M)
2-3 errors in
punctuation
(M)
2-3 errors in
capitalization
(PM)
4-5 errors in
punctuation
(PM)
4-5 errors in
punctuation
(PM)
4-5 errors in
capitalization
(E)
(M)
(PM)
Punctuation
3-Meets PLO
2-Partially
Meets PLO
Commas
Apostrophes,
Ending
punctuation
Capitalization
Beginning of
sentences,
names, and
proper nouns
1-Does Not
Meet PLO
8 or more
errors in
spelling
0-Does
Not
Meet
PLO
No
attempt
8 or more
errors in
punctuation
No
attempt
6 or more
errors in
punctuation
6 or more
errors in
punctuation
6 or more
errors in
capitalization
No
attempt
(D)
E= Exceeded Expectation
M= Met the PLO
PM=Partially Met the PLO
D= Did not Meet
Covington, J. (2008). Editing rubric. Retrieved May 5, 2008 from Dr. Root’s Web site:
http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm
No
attempt
No
attempt
Regina Mahoney, READ 7140 OWA, Su 2009
University of Minnesota, Institute on Community Integration. (2001). Revising and editing marks. Retrieved May
25, 2009, from University of Minnesota Web site:
http://ici2.umn.edu/elink/pdf/RevisingEditingPDF.pdf.
42
Regina Mahoney, READ 7140 OWA, Su 2009
43
Did you remember to…?
1. Use a different colored pen to edit your letter.
2. Capitalize first letters in the first word of each
sentence.
3. Capitalize the first letter in all proper nouns.
4. Used correct punctuation at the end of all sentences.
5. Corrected misspelled words.
6. Checked to make sure all sentences were complete.
7. Use commas in a series, between city and state and
when referring to dates?
8. Use proofreader’s marks correctly to correct
mistakes.
Mahoney, R. (2009) Modified from: Tucker, A. (2008) Editing checklist. Unpublished manuscript, Valdosta State
University, GA: READ 7140.
Regina Mahoney, READ 7140 OWA, Su 2009
44
Persuasive Writing Lesson Plan: Publishing
Grade level:
3rd
Content area:
Science
Topic and/or concept:
Georgia Animals and Habitats
Previous content area lessons:
The students were taught a 5 week unit about the regions, animals, and habitats of Georgia. The
unit entailed an intense study of each region (Piedmont, Blue Ridge, Appalachian Plateau,
Coastal Plain, and Ridge and Valley), including the animals that live in each region. At the
beginning of the 5th week, the students were assigned an animal from one of the regions to
research and gather details using resources (informational books, internet, encyclopedias) about
the habitat, plants, and environment that enables the animal to survive successfully. The students
used this information to write a simulated journal entry about one day during the animal’s life
from the animal’s point of view. The animal voiced concern about losing their habitat.
Genre/mode of writing
Genre: Persuasive
Form of writing:
Persuasive Letter
Stage of writing
Publishing
English Language Arts GPS:
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
n. Writes legibly in cursive, leaving space between letters in a word and between words in a
sentence.
ELA3W1 The student demonstrates competency in the writing process. The student
n. Publishes by presenting an edited piece of writing to others.
Regina Mahoney, READ 7140 OWA, Su 2009
45
ELA3W2 The student begins to write in a variety genres, including narrative,
informational, persuasive, and response to literature.
Critical Component: The student produces informational writing (e.g., procedures, report,
correspondence) that:
j. May be published.
Content Area GPS:
S3L1 Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Materials
Angelfire.com. The ABC’S of Writing Process: Publishing, do the dance! Retrieved May 30,
2009, from Angelfire website:
http://www.angelfire.com/wi/writingprocess/publishing.html
Blank paper
Checklist
Completed edited rough draft (individual and class)
Computer access
Lined paper
Mahoney, R. (2009). Modified from: Letter writing checklist. (2008). Retrieved May 31, 2009,
from Read, Write, Think website:
http://www.readwritethink.org/lesson_images/lesson85/LetterChecklist.pdf
Markers
Pens, blue or black ink
Teacher Materials
Regina Mahoney, READ 7140 OWA, Su 2009
46
Angelfire.com. The ABC’S of Writing Process: Publishing, do the dance! Retrieved May 30,
2009, from Angelfire website:
http://www.angelfire.com/wi/writingprocess/publishing.html
Blank lined paper transparency
Completed edited draft transparency (Model)
Completed class edited draft transparency
Mahoney, R. (2009). Modified from: Tucker, A. (2008). Publishing writing rubric. Unpublished
manuscript. Valdosta State University, Valdosta, GA.
Ornstein, A.C. (1995). Synthesis of Research: Teaching whole-group classrooms. Journal of
Education, Vol. 70. Retrieved May 19, 2009, from Questia website:
http://www.questia.com/googleScholar.qst;jsessionid=KSnR7LcpJnwGW6bQqpVDj00T
YCMKGvsBM9K9fZgFmjJXhP0WgCvP!-286333544!-1860105440?docId=95847724
Overhead projector/Screen/Markers
SMART Board
Tompkins, G.E. (2008). Language arts: Patterns of practice. (7th Ed.). Upper Saddle River, NJ:
Prentice Hall.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4th Ed.). Upper
Saddle River, NJ: Pearson Prentice Hall.
Utah Valley University. (n.d.) Peer Tutoring: Students helping students. Retrieved May 19,
2009, from UVU website: http://www.uvu.edu/peertutoring/
Grouping Arrangements:
Whole Group
During publishing, I will use whole group instruction during teacher led practice and
modeling, as this allows all students to receive the same guidance and instruction at the same
time. Time management and time on task will be optimized. Furthermore, whole group
instruction creates an open environment that allocates opportunities for questioning, suggestions,
ideas and comments to further students understanding of the content and instructions. According
to Ornstein, “The whole group learns to cooperate by working with and sharing available
resources, setting up rules and regulations for the learning environment, and exchanging ideas”
(1995, para. 2). Using whole group instruction will allow me, the teacher, to assess student
learning and direct what the students need during the instruction and modeling process.
I will begin explanation of the publishing process by presenting the published persuasive
letter draft to the students to use as a model for the publishing of their letter draft. As a guided
Regina Mahoney, READ 7140 OWA, Su 2009
47
practice activity, I will explain and model how the edited journal draft should be published by
informing students that publishing is “the fun stage in the process” (Tompkins, 2004, p. 25).
During the assessment activity, or the independent work that follows, the students will be
monitored by the teacher to scaffold the students’ learning and to check for understanding,
progress, and time on task. The students will be encouraged to ask questions as they work within
their zone of proximal development to publish their edited persuasive letter rough draft.
Individual
During the independent assessment, students will work individually to demonstrate their
understanding of the publishing stage and the animals and their habitat. The students will rewrite the edited letter draft with all corrections made, using the appropriate letter format.
Through observation and monitoring student progress, I will be able to plan for future instruction
related to mechanics of writing and will be able to make sure that all students are on task at all
times.
1. Explanation of Grouping Options Relating to Students’ Developmental Needs
This class includes students of varied abilities and will require differentiated instruction
to ensure that all students are learning. During the assessment activity, four of the
students who struggle with reading will be partnered with their ‘peer buddy’ to assist in
publishing their persuasive letter. “The mission of peer tutoring is to provide academic
support in a safe and friendly setting for . . . students who need assistance gaining the
confidence, skills and/or knowledge necessary to achieve their academic goals and to
help them become independent learners” (Utah Valley, n.d.) .
If questions cannot be answered by the ‘peer buddy’, the teacher will be available to
provide immediate scaffolding and feedback for the students.
2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic
Needs
The three bilingual students are proficient at speaking their native language but are
currently learning English as a second language. These students will be partnered with
their ‘peer buddy’ to assist them in understanding any unfamiliar words or the
instructions for publishing their persuasive letter. This ‘peer buddy’ system exposes these
students to the English language and how it is used in the classroom environment.
Instructional Procedures
Genre/mode of writing instruction
Good morning class! Today we are going to learn about and begin the final stage of our
persuasive writing project called the publishing stage. Can anyone recall the purpose of
persuasive writing? Excellent! The purpose of persuasive writing is to persuade someone to
Regina Mahoney, READ 7140 OWA, Su 2009
48
change their point of view to how we feel. What form of persuasive writing have we been using?
That is right, a simulated persuasive letter. We have edited the rough draft of our persuasive
letter by re-reading, seeking suggestions from our partner, and using editing marks. We will now
move on to complete our writing project and publish our persuasive letters.
Stage of writing instruction
We will begin the fifth and final stage of the writing process, publishing! We will publish our
persuasive letter, so we can “share it with an appropriate audience” (Tompkins, 2004, p. 25).
This stage is when you write your final copy that has no errors. You will write the final copy
correcting the errors that you found during the revising and editing stages. You will need to pay
close attention to writing your final copy neatly and correctly. Once you have written your final
copy completed to your satisfaction, place them in the box on my desk. I will take them to the
local newspaper today, so they can be published in the newspaper. Isn’t it exciting that your
letters will be in the newspaper for everyone to read? I am proud of how hard you all have been
working writing your letters. So, let’s get our letters finished and ready for the newspaper!
Modeling
Let’s take a look at the overhead projector, where I have displayed my edited rough draft with
the changes I made during the revising and editing stages. On the SMART Board screen, I have
displayed my published final copy of my persuasive letter. You can see how I copied my draft,
including the changes to put it in its final form. I wrote in my best cursive handwriting, so that
my letter will be readable to anyone who reads it. Notice, I included all parts of my letter and I
used persuasive words to effectively persuade my audience.
Practice Activity
We will put the edited rough draft that we have been working on together in final published
form. Let’s look back over our edited rough draft on the SMART Board screen. On the overhead
projector is the copy our rough draft, including the revision and edited changes. You may also
use your copy of the edited rough draft I gave you. Be sure to use your best cursive handwriting.
Assessment Activity
Now, you will write your final copy of your persuasive letter. Remember, to check to make sure
you have included all parts of a letter and to write in your best cursive handwriting. Be sure to
include all the changes you made during the revising and editing stages. Your letters are very
persuasive! Hopefully, the mall developers will change their minds about building the mall!
Modifications and/or Accommodations of Instructional Methods:
1. Accommodations and/or Modifications for Needs of Students from Differing Stages
of Development
Regina Mahoney, READ 7140 OWA, Su 2009
49
The student, who has a visual impairment, will be seated in close proximity to the
teacher, the overhead projector, and the SMART Board. Also any handouts will be
provided in a large easy to read bolded font.
The student, who experiences hand tremors, will be provided pencil grip wedges,
portable word processor (as stated in IEP), and will be allowed periodic breaks, as he
tends to fatigue quickly.
The students, who have mastered the skill, will begin publishing their second letter, and
may be a peer tutor for those who are struggling with the concept of publishing their
persuasive letter.
The students, who are below level in reading, will be provided with peer or teacher
assistance to assist with the publishing of their persuasive letter.
2. Accommodations and/or Modifications for Needs of Students from Differing
Cultural and Linguistic Backgrounds
During instruction, the assignment and directions will be stated so that the students will clearly
understand by using terminology and body language that is familiar. The students will be
provided with an English dictionary to look up unfamiliar words. The students will be allowed to
seek peer or teacher assistance if they are not able to publish their persuasive letter alone.
Regina Mahoney, READ 7140 OWA, Su 2009
50
Checklist
Persuasive Letter
Name__________________________ Date___________
I have included all the parts of the letter:
Heading
Date
Inside address
Body of letter
Closing
Salutation or greeting
Signature
I have re-read my letter carefully to check for:
Correct spelling
Correct capitalization
Correct punctuation
Mahoney, R. (2009). Modified from: Letter writing checklist. (2008). Retrieved May 31, 2009, from Read, Write,
Think website: http://www.readwritethink.org/lesson_images/lesson85/LetterChecklist.pdf
Regina Mahoney, READ 7140 OWA, Su 2009
Publishing Rubric
Elements
Handwriting
Spacing
Revising/Editing
changes
Indented paragraphs
Included all parts of
a letter (heading,
date, inside address,
body of letter,
closing, salutation,
signature)
Meets
Handwriting is
legible
The student wrote
on every line
The student
included most or all
of the editing and
revising corrections
that were needed
such as spelling,
capitalization, and
punctuation
The student
indented most or all
the time
The student
included all parts of
a letter
Partially Meets
Does Not Meet
Handwriting is not
legible
The student skipped
many lines
The student
included none of the
editing or revising
corrections that
were needed such as
spelling,
capitalization, and
punctuation
The student did not
indent
The student skipped
a few lines
The student
included a few of
the editing and
revising corrections
that were needed
such as spelling,
capitalization, and
punctuation
The student
indented some of
the time
The student
The student
included 5-6 parts of included less than 5
a letter
parts of a letter
Mahoney, R. (2009). Modified from: Tucker, A. (2008). Publishing writing rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA.
51