Post on 27-Dec-2015
UBD Unit Planning: Persuasive Writing in a Social Studies Context
Agenda:1. Agenda and Materials Review2. Genre Study: Persuasive Writing
1. Forms and Features3. Mentor Text: Modeling after a familiar example
1. Field Trip2. Guest Speaker
4. Plucking Standards and Breaking Them Down1. Reading Standards2. Social Studies Content3. Social Studies Skills
5. Creating a Vision6. Grouping and Sequencing Standards7. Weekly Vision and Mini-Lessons8. Rubric Application
Materials Review:
“No-Frills” planning guide Sample Mentor Texts Forms and Feature Review Useful Tools and Organizers
Forms:Persuasive Essay
Persuasive Letter
Op-Ed Piece
Brochure
Advertisement
Speech
Debate Script
Feature Article
Genre Study: Persuasive Texts
Convincing
Research, Facts,Data
It’s important!
Considering the Audience
(ethos)
Fact Vs. Opinion
Evidence
Point of View
Argument
Persuasive Writing
Big Words:Ethos
Pathos
Kairos
Propaganda
Rebuttal
Perspective
Forms and Features:
Essay: claim, main points, evidence, paragraph format, thesis, research,
rebuttal
Letter: claim, main points, evidence, perspective, letter format, opening,
research
Brochure: visuals, facts and data, product/site/landmark, interesting info
Advertisement: visuals, propaganda, audience, standout features
Speech: claim, main points, evidence, rebuttal, lead, closing, inspiration
Periodical: claim, main points, evidence, rebuttal, lead, connection to topic
Debate Script: claim, main points, evidence, multiple rebuttals
Mentor Texts: Clear Examples
Common reference point Broken down for features, content, and
craft Same topic/focus as unit of study Written in at a level students can
attempt to emulate 3-5 for variety but also depth Not just a mentor text- what are the
mentor PARTS?
Writing and Social Studies: Comprehensible Input and Output
Contextualized learning Language transfer Experience Writing has meaning
Standards: Writing, Skills, and Content
Standard Broken Down
Skills:
Standard Broken Down
Content: Social Studies
Standard Broken Down
Creating a vision:
Ultimately, what are you trying to accomplish with your students? What should they walk away from this unit knowing, doing, and feeling? What was their experience during this unit? How did you support them and what were they able to do independently? Did they
become experts on something?
Group and Sequence Logically:
Research and Brainstorm -- BluePre-writing and Drafting -- BlueWriting and Extending -- GreenCraft -- GreenRevising with Craft -- YellowEditing -- PinkPublishing -- Pink
Creating a Weekly Vision:
How will you know at the end of each week that your students are progressing towards a final piece?
What should their work demonstrate by the end of the week?
Do you need more time for content?
Vision and Mini-Lessons
Weekly Vision Mini-Lesson Topics
Brainstorming/Research
Pre-writing and Drafting
Writing and Extending
Crafting
Editing and Publishing