Persuasive Essays
Start teaching this on March 30th (Day 1, Monday)
English 10 Blocks 1-3 and 1-4
Lesson dates:
March 30
April 1, 7, 9, 13, 15, 17
Total lessons: 7
First 2 lessons = Set-up and introducing persuasive writing techniques
Lesson 3 and 4 = Library research classes for persuasive essay
Lesson 5 = Persuasive essay draft
Lesson 6 = Peer editing
Lesson 7 = Hand in final essay + extra persuasive wrap up activities
Lesson No.
Topic
1 – March 30th
Intro to Persuasive Writing
Persuasive Writing Techniques:
1)Appeal to justice
2) Appeal to logic or reason
3) Appeal to emotion/emotive language
4) Attack on opposition
5) Counterargument
Objectives / SWBATs
Animal Research
Students will be able to explain the 5 persuasive writing techniques that we
have discussed in class and what purpose they serve
Students will be able to explain how the articles in the Point/Counterpoint
articles use these Persuasive Writing Techniques
Materials
Persuasive writing techniques handout
Point/Counterpoint “Do we need to use animals in research?” by Jane McCabe
(Pro) and Roger Caras (Con) in the book “Inside Essays I”
PLOS: A1, A2, A4, A8, B2, B6, B12
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
Reasons for writing a persuasive essay + Writing Technique Sheet
(20-25 min)
-
-
Write “persuasive language” on the board and elicit what
students think the purpose of persuasive language is
Turn to your partner and talk about anything that uses
persuasive language. This can be in the form of writing or
oral communication or nonverbal
Provide Example: News programs and papers often use
persuasive language to show how serious a matter is or to
get the public to do/think something
Elicit 2 examples from the class
- What are students’
preconceptions of persuasive
language?
Hand out “Persuasive Writing Techniques” handout
Go through the first 5 techniques on the list and explain the
techniques and the examples that go with them
Ask students if they are confused about any of these
techniques
Tell students to work individually or in pairs and write
down what effects these techniques can have. Tell students
that they have 10 minutes to complete this! If you finish
early then try to help the students around you!
Go over effects and fill in anything that is missing
Tell students to write down any points that they missed!
- Do students understand the
techniques and can they
SHOW THIS by filling out the
“effects” column
- Are students able to think of
examples of where persuasive
language is used?
Point-Counterpoint for Animal Research (45-50 min)
-
-
Write “animal research” on the board
Ask students to turn to the people around them and talk
about what comes to mind when they hear the words
“animal research”
Elicit answers from the class
Tell students that even before reading a persuasive article or
listening to a persuasive speech we always begin with our
own initial values, beliefs and ideas
- Do students’ understand
what animal research is and
how it can be used? What are
their preconceptions?
Hand out Point/Counterpoint articles
Number students into 2 groups.
Group 1 will be responsible for reading the PRO article and
advocating a PRO animal research position
Group 2 will be responsible for reading the CON article
- Are students able to draw
information from these articles
to answer the 4 discussion
questions?
-
-
-
-
-
and advocating a CON animal research position
Students will read their designated article and write down:
1) What are the key points the author is trying to make?
2) What persuasive writing techniques does the author use
to make their points and how do they do this? (2 examples)
3) What is a powerful quote in the article?
4) Do you agree with the author’s argument? Why/Why
not?
Students are given 20 minutes to read their article and work
on these questions.
If they want to discuss the article and questions with others
they are free to do so but they must be done ALL 4
QUESTIONS IN 20 MINUTES (possibly extend to 25)
After, students must find a student who has read a different
article. These students take turns sharing the answers to
their questions
Once both students have finished speaking they must
talk about differences and similarities in persuasive
essay techniques and which article has the more
effective argument. TRY TO BE UNBIASED
After, ask volunteers to share answers to questions
Go over techniques and messages behind the articles
Get students to stand up and go to the right side of the
room if they believe that the PRO article is more
compelling, left if the CON article is more compelling and
MIDDLE if they are torn
Ask each section why they decided to go where they did
- Are students able to
articulate their answers and
explain their articles?
- Are students able to back up
their choices?
Conclusion (5 min)
-
Elicit the different types of persuasive essay techniques we
Homework
have discussed
Ask students what they believe the most powerful technique Bring persuasive writing
handout for next class
is and why
Ask students what they learned from reading the PRO and
CON articles
Remind students to bring their persuasive writing handouts
next class
Lesson No.
Topic
2 – April 1st
Continuing Persuasive Essay Techniques:
1)Analogy/metaphor
2) Appeal to innovation or modernity
3) Exaggeration
Objectives / SWBATs
Creating an advertisement (Poster)
Students will be able to explain the 3 persuasive writing techniques that we
have discussed in class and what purpose they serve
Students will be able to explain at least 2 qualities of successful
advertisements and how these qualities relate to persuasive writing
techniques
Students will be able to explain how their advertisement uses at least 3
persuasive writing technique
Materials
Extra persuasive writing techniques handouts
Tums meatball commercial
Projector
Poster activity projection
Poster paper
Markers
Pencil Crayons
PLOS: A1, A7, B10, C3, C9
Classroom Schedule (80 min)
Attendance via seating plan
Qualities of a successful advertisement + Persuasive Techniques (2025 min)
-
Tell students that advertisements use persuasive language
constantly to get people to buy their products
Think of some advertisements that stick out in your mind.
These can be great ads, terrible ads or just any ads that come
to mind
In pairs talk about these ads and then think about the
reasons why these ads stick out to you. What makes them
MEMORABLE? Write these reasons down on a piece of
paper (shared between partners)
-
Project “Tums meatball commercial” as an example. Tell
students that this is one of my favourite ads and some
qualities that make it memorable
-
Tell students that they have just 5 minutes to think of as
many examples as they can and reasons why these ads are
MEMORABLE. Each pair must choose their top 2 ads and
one partner to share because I will be choose groups at
Assessment
- Do students understand how
persuasive language can be
used in advertisements and
why it is so effective?
-
-
random to share if nobody volunteers!
Write a list on the board of what makes these ads
MEMORABLE
Get students to take out their “Persuasive Writing
Techniques” handout
Go through the rest of the list (Analogy/metaphor, appeal
to innovation or modernity and exaggeration)
Ask students which of these 3 techniques were used in the
ads that they thought about
Tell students that they have 2 minutes to talk to their
partner and come up with what effects these techniques
have
Elicit answers from the class
- Can students use knowledge
form the pervious activity to
more easily fill out the
remaining spots on their
handout?
- Do students understand the
3 additional persuasive writing
techniques?
Advertisement Poster (45-50 min)
-
-
Tell students that they are going to be working in groups of
4 (choose their own) to create a poster that advertises a
product of their own creation.
They can have the product do anything they want but they
must make the product APPEALING to the public by using
at least 3 techniques that we have talked about during this
class and last class (at least one of these techniques must be
from this class)
Go over instructions and make sure EVERYONE is clear
on what needs to be done. Also, go over how the poster will
be graded
- Students will showcase their
knowledge through a poster
worth 15 marks.
- This will show
comprehension through the
creation of their unique
advertisement but also deeper
understanding through their
need to work together
- Can students effectively
explain why they used the
techniques that they did?
On the projector:
The poster must contain:
1) An original product with a UNIQUE NAME and
PURPOSE
2) The poster should convince people WHY they need
the product
3) Use at least 3 techniques on the handout (at least one - Are students on task? Is
everyone sharing the work
must be from this class)
4) Each technique should be labelled. Also, beside each equally?
technique you should write reasons WHY you used this
technique and what it does for your product (point form
is OK)
5) Visuals of the product and how it is used
Posters will be marked out of 15
1) 5 marks for the organization of the poster and the
creativity of the product
2) 10 marks for the use of persuasive techniques to
advertise your product (Are they used properly, do they
strengthen the advertisement and are the reasons for
using them sound?
MODIFICATIONS: Students who are struggling with
this task will only need to focus on two simpler
techniques or be able to slightly modify an existing
product and apply these techniques to it.
-
You will have access to poster paper and any markers and
materials you need!
THIS WILL BE DUE AT THE END OF CLASS -> NO
EXCEPTIONS
Conclusion (5 min)
-
Elicit the different types of persuasive essay techniques we
Homework
have discussed this class
Ask students what they believe the most powerful technique N/A
is that we have talked about so far in the past 2 classes
Tell students that next class we will be starting to research
and outline individual persuasive essays and that I will
provide them with a sheet that details the dates of everything
else we will be doing throughout this unit. The next two
classes will be in the library!
Lesson No.
Topic
2 – April 1st
Continuing Persuasive Essay Techniques:
1)Analogy/metaphor
2) Appeal to innovation or modernity
3) Exaggeration
Objectives / SWBATs
Creating an advertisement (Poster)
Students will be able to explain the 3 persuasive writing techniques that we
have discussed in class and what purpose they serve
Students will be able to explain at least 2 qualities of successful
advertisements and how these qualities relate to persuasive writing
techniques
Students will be able to explain how their advertisement uses at least 3
persuasive writing technique
Materials
Extra persuasive writing techniques handouts
Tums meatball commercial
Projector
Poster activity projection
Poster paper
Markers
Pencil Crayons
PLOS: A1, A7, B10, C3, C9
Classroom Schedule (80 min)
Attendance via seating plan
Qualities of a successful advertisement + Persuasive Techniques (2025 min)
-
Tell students that advertisements use persuasive language
constantly to get people to buy their products
Think of some advertisements that stick out in your mind.
These can be great ads, terrible ads or just any ads that come
to mind
In pairs talk about these ads and then think about the
reasons why these ads stick out to you. What makes them
MEMORABLE? Write these reasons down on a piece of
paper (shared between partners)
-
Project “Tums meatball commercial” as an example. Tell
students that this is one of my favourite ads and some
qualities that make it memorable
-
Tell students that they have just 5 minutes to think of as
many examples as they can and reasons why these ads are
MEMORABLE. Each pair must choose their top 2 ads and
one partner to share because I will be choose groups at
random to share if nobody volunteers!
Write a list on the board of what makes these ads
MEMORABLE
-
-
Get students to take out their “Persuasive Writing
Techniques” handout
Go through the rest of the list (Analogy/metaphor, appeal
to innovation or modernity and exaggeration)
Ask students which of these 3 techniques were used in the
ads that they thought about
Tell students that they have 2 minutes to talk to their
partner and come up with what effects these techniques
Assessment
- Do students understand how
persuasive language can be
used in advertisements and
why it is so effective?
- Can students use knowledge
form the pervious activity to
more easily fill out the
remaining spots on their
handout?
- Do students understand the
3 additional persuasive writing
techniques?
-
have
Elicit answers from the class
Advertisement Poster (45-50 min)
-
-
Tell students that they are going to be working in groups of
4 (choose their own) to create a poster that advertises a
product of their own creation.
They can have the product do anything they want but they
must make the product APPEALING to the public by using
at least 3 techniques that we have talked about during this
class and last class (at least one of these techniques must be
from this class)
Go over instructions and make sure EVERYONE is clear
on what needs to be done. Also, go over how the poster will
be graded
- Students will showcase their
knowledge through a poster
worth 15 marks.
- This will show
comprehension through the
creation of their unique
advertisement but also deeper
understanding through their
need to work together
- Can students effectively
explain why they used the
techniques that they did?
On the projector:
The poster must contain:
1) An original product with a UNIQUE NAME and
PURPOSE
2) The poster should convince people WHY they need
the product
3) Use at least 3 techniques on the handout (at least one - Are students on task? Is
everyone sharing the work
must be from this class)
4) Each technique should be labelled. Also, beside each equally?
technique you should write reasons WHY you used this
technique and what it does for your product (point form
is OK)
5) Visuals of the product and how it is used
Posters will be marked out of 15
1) 5 marks for the organization of the poster and the
creativity of the product
2) 10 marks for the use of persuasive techniques to
advertise your product (Are they used properly, do they
strengthen the advertisement and are the reasons for
using them sound?
MODIFICATIONS: Students who are struggling with
this task will only need to focus on two simpler
techniques or be able to slightly modify an existing
product and apply these techniques to it.
-
You will have access to poster paper and any markers and
materials you need!
THIS WILL BE DUE AT THE END OF CLASS -> NO
EXCEPTIONS
Conclusion (5 min)
-
Elicit the different types of persuasive essay techniques we
Homework
have discussed this class
Ask students what they believe the most powerful technique N/A
is that we have talked about so far in the past 2 classes
Tell students that next class we will be starting to research
and outline individual persuasive essays and that I will
provide them with a sheet that details the dates of everything
else we will be doing throughout this unit. The next two
classes will be in the library!
Lesson No.
Topic
3 – April 7th
How to write an essay
Library Session 1 of 2
Researching for Persuasive Essay
Filling out essay organizer and notes
Objectives / SWBATs
Students will understand how to properly write a thesis statement, topic
sentences and introduction
Students will be able to explain how to create a body paragraph and what the
purpose of a body paragraph is
Students will choose their persuasive essay topic and their three main ideas
by the end of the period
Students will have found at least 1 source that they can use for their
persuasive essay and are able to explain why that source is important
Materials
Extra persuasive writing techniques handouts
How to write an essay PPT
Library
Persuasive Essay Package which contains:
Persuasive essay criteria and timeline
Pro/Con note-taking page
Persuasive essay outline organizer
Persuasive Essay Rubric
Extra source forms in case library runs out
PLOS: A2, A11, B1, B2, B3, B6, B7, C2, C4
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
How to write an essay (15-20 min)
- Do students understand the
components of an
introduction, body paragraphs
and conclusion?
-
Tell students that we are going to be learning about the
components of writing a good essay before heading to the
library and researching our topics
Open “how to write an essay” PPT
Explain the purpose of a thesis statement and topic
sentences while providing examples
Explain how to properly write an introduction. Provide a
good example and a bad example of an introduction and
ask students the problems with the bad example
Break down the components of body paragraphs and the
sandwich structure of an essay. Back these up with using
examples
Explain the components of a good conclusion
**Throughout PPT and after ask students questions for
clarification**
- Can students explain the
purpose of thesis statements
and topic sentences?
Explaining Persuasive Essay Package(10-15 min)
-
Walk students through the persuasive essay package and
explain what they are expected to do over the remaining
classes
Go over the essay outline organizer and PRO/CON page
and tell students how to organize their ideas
Go over rubric
Head to Library
- Do students understand the
timeline and know what they
are expected to do in the
library?
- Do students know how to
properly take down notes on
the essay package pages?
Library Work Period (45-50 min)
-
Explain to students what they are expected to do by the end
of each library session.
Remind students that this information is found on their
essay criteria sheet
Tell students that you will be checking in several times to
see how much of the checklist they have completed
If anyone needs help please raise your hand or come to me
and I will help you out.
Remind students that they must WRITE DOWN all of
their sources that they have used and what information they
gathered from these sources
Get students to explain to you why their sources are
important and how they are going to use them
** MODIFIED ESSAYS IF NECESSARY **
- Are students spending their
time efficiently?
- How many components of the
checklist have students
completed?
- CHECK FOR COMPREHENSION
AND UNDERSTANDING
Students who need a modified assignment may only use 1-2 sources
instead of 2-3. The word count can be lessened to 350-500 words
and students can focus on two major points over 4 paragraphs
instead of three major points over 5 paragraphs.
Conclusion/exit slip (5 min)
-
-
Tell students that they must ALL take out a separate piece
of paper and write down the answers to the following
questions (these questions can be found on their essay
criteria sheet):
1) What is your persuasive essay topic?
2) What is one source that you are going to use for your
essay?
3) What are your three main ideas that you are going to
write about in your essay?
Remind students to keep their packages with them and
bring them next class. THEY MUST FINISH ALL OF
THEIR RESEARCH NEXT CLASS
- Have all students completed
the required sections for
today? Follow up with students
who have not.
Homework
Bring Persuasive Essay Package
Lesson No.
Topic
4 – April 9th
Library Session 2 of 2
Finding all sources
Filling out 5 Paragraph Essay Outline Organizer
Objectives / SWBATs
Students will be able to find all of their sources
Students will be able to explain how they are going to set up their
introduction and conclusion
Students will be able to explain how their paragraphs will be broken down
and what supporting details they will use
Materials
Extra persuasive writing techniques handouts
Library
Extra Persuasive Essay Packages which contains:
Persuasive essay criteria and timeline
Pro/Con note-taking page
Persuasive essay outline organizer
Persuasive Essay Rubric
Extra source forms in case library runs out
PLOS: A11, B1, B2, B3, B6, B7, C2, C4
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
Quick recap (5-10 min)
-
-
Ask students what we did last class and what we completed
Tell students that we are going to be heading to the library
again today and that they must fill out the majority of their
5 paragraph essay outline organizer as well as find all of
their sources
Get a student to repeat what we need to get done
Remind students that they must WRITE DOWN all of
their sources that they have used and what information they
gathered from these sources
- Do students remember what
they have completed last class
and what they are expected to
do in this library session?
Head to Library
Library Work Period (45-50 min)
-
Explain to students what they are expected to do by the end
of the library session.
Tell students that you will be checking in several times to
see how much of the checklist they have completed
If anyone needs help please raise your hand or come to me
and I will help you out.
Ask students what ideas they have regarding the sections in
their organizers and nudge out ideas
Get students to explain to you why their sources are
important and how they are going to use them
Conclusion (5 min)
-
-
Tell students that they must SHOW ME what they have
completed for their 5 paragraph organizer before they leave
and show me that they have written down information for
their 2-3 sources
REMIND STUDENTS THAT THEIR 5 PARAGRAPH
ESSAY OUTLINE ORGANIZERS ARE DUE NEXT
CLASS
Remind students to keep their packages with them and
bring them next class.
- Are students spending their
time efficiently?
- How many components of the
checklist have students
completed?
- CHECK FOR COMPREHENSION
AND UNDERSTANDING
- Have students completed the
majority of their 5 paragraph
essay outline organizers?
- Have students found the
sources that they needed?
- Have all students completed
the required sections for
today? Follow up with students
who have not.
Homework
COMPLETE 5 paragraph essay
outline organizer
Lesson No.
Topic
5 – April 13th
Creating Persuasive Essay draft
Objectives / SWBATs
Students will be able to explain what transitions are and what their purpose is
Students will be able to explain how all of their ideas connect together and
how this is shown in their introduction AND conclusion
Materials
Students will be able to break down the necessary components of body
paragraphs and explain how they connect to the introduction and conclusion
Extra Persuasive Essay Packages which contains:
Persuasive essay criteria and timeline
Pro/Con note-taking page
Persuasive essay outline organizer
Persuasive Essay Rubric
Finished 5 Paragraph Essay Outline Organizers
“Transitions” handout
PLOS: B6, B7, B10, B11, C1, C2, C4, C6, C11
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
How to create a draft and how to make transitions (10-15 min)
- Have students fully
completed their 5 paragraph
essay outline organizers?
-
Get students to take out their completed 5 paragraph essay
outline organizers
Tell students that today we will using our outline organizers
to create drafts for our essays
Use your thesis, main ideas and supporting ideas that you
have already outlined to create a smooth and powerful
persuasive essay
To do this you need good TRANSITIONS between your
ideas and your writing must easily flow together
Hand out “Transitions” sheet and go through what words
can be used to make transitions smoother
Also, tell students that they should try to avoid using the
same words OVER AND OVER as it makes the reader
lose interest
Elicit the purpose of the introduction
Elicit how the conclusion is different from the introduction
Elicit what needs to be included in the body paragraphs
Add any additional info that was missed
Creating essay drafts (60-65 min)
-
Explain to students that they must spend the rest of the
class working on their draft.
- Do students understand the
purpose of transitions and how
to use them?
- Are students able to define
the elements of a good
introduction and conclusion?
- Can students explain what is
involved in creating good body
paragraphs?
- Are students on task and
-
Tell students that they should focus on what paragraphs
they think are easiest to write and then focus on completing
the difficult paragraphs
Explain to students that they should read their essays out
loud to check for problems in grammar or structure1
what elements are they
struggling with the most?
- Do students know what they
need to do for next class? Are
they prepared?
Conclusion (5 min)
-
Elicit what students must do by next class
Remind students to go home and practice reading their
essay out loud to catch mistakes. If something doesn’t
sound right then try to find out WHY
Remind students to keep their packages with them and
bring them next class ALONG with their completed draft
Lesson No.
Topic
Objectives / SWBATs
Homework
COMPLETE FINISHED DRAFT by
next class
6 – April 15th
Peer editing and revisions
Students will be able to describe the three main points of 2 of their
classmates’ essays
Students will be able to comment on 2 strengths and 2 weaknesses of 2 of
their classmates’ essays
Materials
Students will be able to explain 3 ways that they can improve their essays
Extra Persuasive Essay Packages which contains:
Persuasive essay criteria and timeline
Pro/Con note-taking page
Persuasive essay outline organizer
Persuasive Essay Rubric
Students’ rough copies of essays
PEER EDITING SHEETS (double-sided so two different people can edit)
PLOS: A1, A8, A11, B2, B6, B7, B11, C7, C11
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
Going over peer editing sheets and process (10-15 min)
-
Hand out peer editing sheets and get students to turn to
their persuasive essay rubrics inside of their packages
Once again go over what students are going to be marked
on and that they can refer to the criteria as a guide on how
to help their classmates
Go over the peer editing sheets and what students are
- Do students understand the
process of peer editing and
how they are being assessed?
-
-
expected to do
Remind students to be respectful but to also not be afraid
of giving advice and pointing out errors -> By doing this,
you are HELPING your classmates improve and making
their essays stronger
Explain to students that they will (write these steps on the
board):
1) Exchange papers
2) Read through the paper in its entirety making edits on it
when necessary
3) Fill out peer editing sheets and re-reading sections of the
paper -> if you have to ask your classmate for clarification
then you can use that as something to be improved upon
4) If you are finished early then find more ways that your
partner’s essay can be improved -> Make sure you are clear
in all of your points
5) I will tell you when to swap papers back and both
partners TAKE TURNS telling each other in depth what is
on their peer editing sheets
Peer Editing – 1st person (25-30 min)
-
-
Elicit what students need to make sure to do first.
Elicit when students will swap papers back
Get students to go through the processes and remind them
that each of them has a double sided sheet because 2 people
will be peer-editing your paper. Put your name on the sheet
and hand it to your partner
Observe and help students out. Give students time to go
through essays before jumping in
After 15-20 minutes get students to swap papers back and
explain their edits and peer editing sheets
After 10 minutes get students to find another partner to
swap papers with -> if students are finished early tell them
that they can re-look at their own papers and make further
changes
Peer Editing – 2nd person (25-30 min)
-
Repeat process for person # 2
Conclusion and Further Edits (5-10 min)
-
- Are students writing down
clear responses and are they
following the steps provided?
- Are students able to provide
information and evidence for
their feedback? Are they able
to explain their ideas clearly to
their peers in order to help
them?
- Are students picking up on
different issues during the
second run of peer editing?
Tell students that the final copies of their essays are due on
FRIDAY April 17th (NEXT CLASS).
Remind students to print out their essays and REMEMBER - Are students able to apply the
that they must have 2 COPIES of their work cited pages. 1 edits to their essay -> What are
they struggling with most? Do
copy for me and 1 copy for the librarian
they understand the critiques?
-
-
EXIT SLIP: Tell students that they must have both of their
peer editing pages done by the time class is over. I will be
standing by the door and asking students to show me their
completed peer editing sheets before they leave
If finished early, students can work on implementing
changes to their essays
Lesson No.
Topic
Objectives / SWBATs
Homework
COMPLETE ESSAY -> DUE APRIL
17 NEXT CLASS!!!!!
COMPLETE 2 copies of Works
Cited pages
7 – April 17th FINAL LESSON
Handing in Final Paper
Persuasive essay opinion lines
Strange persuasive arguments
Students will be able to provide their opinions on certain topics and compare
these opinions to their peers on a spectrum of agree to disagree
Students will be able to formulate 3 cohesive arguments for strange
persuasive topic stances
Materials
Students will be able to explain 3 ways that they can improve their essays
Students’ essays
Persuasive skit topics
Some topics obtained from:
http://homeworktips.about.com/od/essaywriting/a/100-Persuasive-EssayTopics.htm
PLOS: A1, A4, A5, A11, C1, C4, C5, C10
Classroom Schedule (80 min)
Attendance via seating plan
Assessment
Collect Persuasive Essays and wrap-up (10-15 min)
-
-
Tell students to hand in their persuasive essays at the front
of the class and remind students that they must put their
name, date and block number on their papers
Get students to take out a piece of paper and individually
write down:
1) What was the most difficult part about writing a
persuasive essay
2) What is one thing you did well?
3) What surprised you the most in your research?
4) What would you do differently next time?
After, get students to turn to groups of 2-3 and share their
responses
What responses were the same? What responses were
- What did students get out of
the persuasive essay process?
- Did students struggle and
excel with similar things? What
can be improved for next time?
-
different?
Elicit responses from students
Tell students again of the importance of writing persuasive
arguments and how it relates to decisions and ideas we are
exposed to every single day
- Do students understand the
importance of persuasive
writing and persuasive
arguments?
Persuasive lines (30-35 min)
-
-
Tell students that in this activity I will say an argument and
students must decide whether they agree with the argument,
disagree with the argument or have a neutral stance.
Designate 3 different parts of the room for Agree, Disagree
or Neutral
After, students must talk in their groups about why they
chose to stand where they did and they must order each
other from the person who agrees the most to the person
who agrees the least.
Line up from most agree to least agree
I will ask 1 random person from each group to explain why
they chose to stand where they did. Try to convince me that
their stance is good!
Continue this for 6 different topics:
1) Students should have to wear uniforms in public schools
2) Smoking should be allowed in public areas such as parks
3) Violent crimes should be punished by the death penalty
4) High school students should have to learn another
language to graduate
5) People under the age of 13 should be unable to vote
6) People have become too reliant on technology
- Are students able to quickly
come up with
agree/disagree/neutral
positions and defend their
positions
- Are students able to figure
out how they can be ordered
from most agree to least
agree?
Persuasive skits (30-35 min)
-
-
Students form groups of 2-3
Tell students that each group will get a random topic from a
hat
Students must then think of a persuasive argument for the
topic
Students must also come up with a short SILENT skit that
illustrates:
1) What the topic is
2) What the argument is
Students get 10 minutes (15 if this is too short) to think of
their argument and plan out their skit (NO TALKING
DURING SKIT)
Tell students that groups will take turns presenting their
skits while other people guess what their skit is
Each skit can go on for 2.5 minutes max. If time runs out
then the presenters provide the answer
Tell students that the only words they can say are TOPIC
- Are students able to quickly
come up with logical
arguments in groups?
- Can students translate their
arguments into create skits?
- Are students able to guess
each other’s skits and
persuasive arguments?
and ARGUMENT to indicate what the audience is
supposed to guess
Conclusion/Wrap up (5 min)
-
Thank students for participation and remind them again
that this is the last class with them that I will be teaching
Provide closing remarks
Remind students that they if they need to hand in anything
late then they MUST hand it in as soon as possible. My last
day at Gladstone is the 24th and I can’t mark anything after
that. Also, everyone should not hand in everything on the
24th because then I won’t have time to mark everything.
- Are students clear about final
due dates and what they must
do if they have late
assignments?
Homework
N/A
Step 1.
Choose and narrow your topic. Brainstorm pros and cons and do some research to understand
both sides of the issue. You will be given TWO library periods for research so use your time wisely!
(April 7th and April 9th) Make sure to keep a track of all of your sources!
Step 2.
Take a stance. Develop your argument using the ideas you found in Step 1. Write your thesis
statement.
Step 3.
Make an outline. Fill in the essay outline organizer. You may need to do additional research for
specific statistics and facts that will back up your points. Keep track of your sources on the back of
your outline.
Step 4.
Write your essay. You will have one full class to write your first draft. The in-class draft essay will
take place April 13th. You must bring your completed outline to class on this day!
Step 5.
Get your draft peer-edited. Peer editing will take place on April 15th.
Step 6.
Prepare your final essay. Make changes according to the peer editing sessions. Review the
requirements above and rewrite. Final due date: April 17st. You must hand in: your outline, inclass essay draft, peer editing forms, and final essay. If any portion is missing, you won’t get
full marks.
Extra Note: April 21 Grade 10 block 1-3 = Recognition assemblies
Persuasive writing techniques: Adapted from I. Breuer, M. Napthine, & R. O'Shea: “Analysing
persuasive language” in Persuasive Language in Media Texts (2008).
Persuasive essay rubric: Adapted by Mr. Bailey from “Analytical Paragraph/Essay Rubric” from
“Provincial Ministry Scoring Guidelines for Stand-Alone Test (Part A)”
2 Classes:
Examples of persuasive essays and techniques -> breaking them down… what makes something
persuasive? (get them to think of influential people in their lives, influent speeches or pieces of writing
that really got them to think)
USE ANIMAL TESTING YES OR NO
USE ABORTIONS YES OR NO
Advertising slogan activity -> they need to make a company and they must sell it with persuasive writing
-> how could you translate this into a more professional persuasive essay
1 Class debate (pros and cons of university vs going into trades)
2 Classes of research for persuasive essay
1 Class to organize and structure essay -> brainstorming etc, monitor and help students -> for homework
students must complete a full draft!
1 Class peer editing and after do grammar drills -> what are some things that you noticed that students
are struggling with and how can we best avoid these issues -> grammar tips and tricks -> create peer
editing rubric etc
Last class -> review Jeopardy and other activities to solidify learning etc
Ideas:
Persuasive essay prompts:
http://www.tengrrl.com/tens/018.shtml
Censorship, litter/environment (what are our duties, what are our limits?)
Government (how much should they get involved)
Community Service
Letter (how best to improve our school)
Instant messaging and the future of language -> using text-speak
Computer-Mediated Communication and using informal speech… is this deteriorating language or
making it stronger?
Tying this to identity
Nature vs. Nurture -> how does our environment and the people around us shape who we are? (get
students to think of an influential person in their lives that has changed their way of thinking)
Debate ->
University vs. going into trades -> positives and negatives of each. Get students to HAVE TO argue for
one side and come up with positives and negatives. Students must talk about how their side is
BETTER and must think of counterarguments that the opposing side can think of.
Future, food and money
Will food or water ever run out in the world? What would people do? Would people become violent?
Do you think in the future we should be careful of having a population that is too large?
What would you do to control this?
Do you think better medicine and helping people live longer will make this happen faster?
Do you give money to beggars or homeless people?
What's the best way to plan for your future?
Do you give to charity? Why or why not?
Should the rich pay higher taxes?
Should hospitals be free?
Some people say that the journey is more important than the destination. Do you agree?
Cloning
Cloning is a very controversial topic. What do you think about cloning?
How would cloning change the world?
Do you think animal cloning is OK to make more food? Do you think cloning people is OK for medical
reasons?
If clones could think and act like humans, should they be treated like humans?
If robots could think and act like humans, should they be treated like humans?
Animal Testing
What do you think about animal testing?
Animal testing was very popular before to test things like makeup and medicine. Do you think this is the
same now?
Do you think that animals have the same rights as humans? What is unfair to animals? What is unfair to
humans?
If people could make special medicine to save many people but the medicine had to go through a lot of
animal testing is it OK?
Is raising farm animals just to be eaten OK? Do you think the animals are happy because they get food
all the time and don’t know what will happen to them?
If you were a farm animal that was going to be eaten, would you want to know?
Family
Should men and women share the responsibility for housework 50/50?
What household chore do you hate the most?
Should children share responsibilities in the house?
What are the advantages of raising a family in your country?
What's the best age to move out on your own?
Would you adopt a child?
Is it good or bad to be a single child?
Are you more like your father or your mother
Sports
What hobbies would you not let your children do?
Do you think your country should put more money into its athletic programs?
Games:
How do you think peoples’ increased interest in gaming will change in the future?
Do you think that game addiction is a big problem now?
What are games good for? What are some negative things about games?
What are some dangers associated to games?
Some people say that violent video games can make children into violent people. Do you believe this?
How do video games change peoples’ personality?
Misc:
Before people went to space, people sent animals to space. Why did they do this? Was this a good
idea? Do you think it was fair?
Is noise pollution a big problem? Should it be something we should be concerned about or should we
focus our resources on fixing more pressing things?
Braveheart speech