FRIT 7430: UbD Stage 3 Assignment

Stage 3, Understanding by Design Cindy Campbell Chris Kahley Justin Keith Summer Mahan Richard Morris Georgia Southern University - Georgia OnMyLine FRIT 7430: Instructional Design - Summer 2011 Dr. Charles Hodges, Instructor

FRIT 7430: UbD Stage 3 Assignment Title of Unit

Can I persuade you to persuade me?

Grade Level

7th

Standard: ELA7W2 The student demonstrates competence in a variety of genres. The student produces a multi-paragraph persuasive essay that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest. b. States a clear position or perspective in support of a proposition or proposal. c. Describes the points in support of the proposition, employing well-articulated, relevant evidence. d. Excludes information and arguments that are irrelevant. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Anticipates and addresses readers concerns and counter-arguments. g. Provides a sense of closure to the writing Understandings: The use of persuasion is all around us on a daily basis. Knowing and understanding your audience is the key to selecting the approach you will use to persuade them. A variety of techniques can be used to engage and persuade readers. A good argument must be backed up with research and supporting data. In order to explain their stance on an issue, they need to know their audience to be able to apply the techniques needed to make an effective persuasion. Writers organize their thoughts in order to make their meaning clear.

FRIT 7430: UbD Stage 3 Assignment Essential Questions: Overarching Questions: How can I convince someone to give me what I want? What is important to know about my audience that will allow me to persuade them more effectively? What makes an argument convincing? Topical Questions: What ideas did the author use to persuade you in his essay? What concepts can you use to persuade others in your argument? Do the key ingredients for a successful persuasive essay change based on what the writer is trying to persuade the reader to do?

How does the organization of my paper have an What does the term "Devil's Advocate" mean and how effect on my reader? might it be important in writing a persuasive essay? What techniques of persuasive writing are going to work with my particular audience?

Stage 3: Plan Learning Experiences

Week 1 1. The Hook, where we are headed, why we are going there, and what is required. How would you like to be able to get people to give you what you want? Dont like the ways things are run? Change them! Want more freedom? Get it! How would you like to be able to carry and use a cell phone at school and not worry about it being confiscated? It could happen. It just so happens that the local school board is considering a proposal that may you allow you to do just that. For the next few weeks we are going to be learning about the techniques involved in the art of persuasion. You will be learning about how these techniques are continually being used to sway decisions you make everyday. We will be engaging in a variety of activities that will lead you on a journey of exploring and refining the use of these techniques. And as a result of this journey you will then be prepared to write an effective persuasive letter to the editor of the local newspaper to express your thoughts on the school boards cell phone proposal. Apply yourself well to this unit and reap the benefits of being able to sway people to your way of thinking. Be sure to keep all the handouts and notes in the new folder that you are being given. On the cover of your folder write: your name, 7th Grade Language Arts Persuasive Writing Unit: Can I Persuade You to Persuade Me? W, H and T 2. Persuasive Writing Pretest. Lets see what you already know about getting what you want. Choose a prompt from the list on the board or one of your own and write at least three paragraphs of five or more sentences each that convinces the reader (your teacher) to agree with you. W 3. KWL - Students will be asked to complete the persuasive essay KWL and will be presented with the PowerPoint (http://www.slideshare.net/mrs_cheney/persuasive-essay-8th-grade-presentation-750361) covering persuasive essays.

FRIT 7430: UbD Stage 3 Assignment 4. Vocabulary is Vital. The teacher will introduce the vocabulary words using the word wall. The teacher will teach students how to say the words as well as the meaning of them. Students will write down the words and definitions on index cards to make it easier to study throughout the unit. E The teacher will review the vocabulary words on different days by playing the following vocabulary games and activities: Students will quiz each other using their index cards the vocabulary words and definitions are written down on. Crossword Puzzle students will complete a crossword puzzle using their vocabulary words. Vocabulary Toss The class will be split into 2 teams. One person from team 1 is given the meaning of one of the vocabulary words. If they say the correct word, they get one point for their team and get a chance to shoot the ball into the basketball goal. There is a 2 point line and a 3 point line they can shoot from. They get the appropriate points added if they get the ball in from the respective lines. Erasing Relay the teacher will write the vocabulary words on the erase board in two different lists. The class will be divided up into 2 teams (one for each list). One person from each team will come up to the board, point to the first word on the list and if they can say the word correctly and give the correct meaning, they get to erase the word. The next person comes up to do the same for the next word. The first team to erase all of their words, win. Students will complete a vocabulary quiz that has multiple choice and matching questions.

5. State Your Position? In this lesson students will take a stance on some familiar choices. This activity will introduce the persuasive aspect of taking sides and explaining a position. Individually, students will fill out the State Your Position? questionnaire by circling A or B for each choice. In the classroom, a large letter A has been placed at one end of the room and a large letter B at the other end of the room. Students will physically get up and take a stance to demonstrate the choice that they made. They will discuss the difficulties of choosing a side and how their answer was more effective after they explained their position. H and E 6. Can you See My Side? Conduct the Role Play Activity by selecting two student volunteers to read the parts of parent and child in Scenario 1 and two student volunteers to read the parts in Scenario 2. (E) Once the readings are finished, compare the two scenarios and discuss which one provided a better argument. Ask students to identify what made the argument better. (E, R) 7. Should Marine Mammals Be in Captivity? Introduce the genre of persuasive essays by reading aloud the sample persuasive essay printed from the Internet at http://teacher.scholastic.com/dolphin/conwin1.htm. Prior to reading, engage students in a brief discussion about whether they think marine mammals should be kept in captivity. Students should respond by stating their opinions on the topic and providing a few reasons to support their opinions. (This step could also be done as a journal writing activity with time for sharing responses with the whole class.) Engage students in a discussion in response to the essay. Do students agree or disagree with the author of the essay? Were any students swayed from their previous thoughts on this topic? Students should use information presented in the essay and/or background knowledge to support their opinions. (H, E , R and E-2)

FRIT 7430: UbD Stage 3 Assignment 8. Jumpstart my Argument. . Ask two students to come up front give them a pair of dice. Ask one child to roll dice for the vertical and horizontal axis on the Jumpstart my Argument Grid in order to select the topic they will a choice to make in some cases. The other student chooses the stance that the other must take for or against. This is repeated until everyone has an argument. Students then fill out the Argument Organizer based on their topic and stance. Discussion that follows includes feedback from students regarding the choice of stance that was made for them is it the stance they would have chosen? What can you learn from defending an argument that you may not really agree with? E, R, T 9. The Editorial Page. In this ongoing assignment the students will become familiar with the format and the content of the letters to the editor in the daily newspaper. Using the digital projector and the online version of the local newspaper, the class will read and discuss the daily entries in the letters to the editor section. Students will practice picking out the different persuasive techniques being used in the letters and evaluate the effectiveness of the writers appeals. What do the letters have in common? What is the typical length? Note the importance of succinctness. As the class discusses, have a few student volunteers take notes of the discussions. Review these notes the next time this lesson is done. W,E, R Week 2 10. The Power of Persuasion. EQ1: What makes an argument convincing? EQ2: What ideas did the author use to persuade you in his essay? In this activity, students are going to evaluate the persuasion used in various scenarios. Afterward, the students will read a short story and write a few brief statements using persuasion. Part 1: Students will view a series of commercials and advertisements on the T.V. The teacher will use three or four advertisements found on Youtube.com and show them to the class. The students will use a graphic organizer to point out the main points of persuasion in the commercials. Part 2: The students will gather in small groups of three assigned by the teacher. The students will look through various magazines (as a group) and find articles and ads that have a persuasive meaning (based on the vocabulary learned). As a group, the students will decide on four of the best articles and ads to present to the class. Using the Recognizing and Identifying Persuasion in Everyday Life Checklist the students will identify techniques and give an explanation as to why those ads and articles were picked. Part 3: Read the Greek myth Icarus and Daedalus. In the role of lawyer, the students will write a statement or two condemning or defending Daedalus for his role in Icarus fall. After the students have written their statements, they will form groups of four and each student will read his/her statement to the others in the group. The others will analyze the statement and provide constructive feedback if needed. EEquip students with necessary experiences, tools, knowledge, and know-how to meet performance goals. R- Provide students with numerous opportunities to Rethink big ideas, Reflect on progress, and Revise their work 11. Logos, Ethos, and Pathos: No, Not the Three Musketeers. In this lesson the students will view a short YouTube.com video regarding these persuasion techniques (the url of the video can be located in the header of the Note Taking Guide.) The accompanying Note Taking Guide will be filled out as a group. After thoroughly discussing the video and the three methods described, the students will break into small groups. In these groups the students will review the Argument List: Logos, Ethos or Pathos and for each argument give an example of how each type of appeal could be used effectively. Do the first one together as an example. Reconvene as a group and discuss the results. Make a comprehensive list of the arguments deemed effective for the cell phone issue on the SmartBoard (Promethean Board) and distribute a copy to each student at the end of the activity. Repeated viewing the of the video is suggested for students

FRIT 7430: UbD Stage 3 Assignment who many need that type support, although it is suggested that for all groups the video is viewed at least twice. E- explore key ideas and E2 evaluate their work and set future goals, R rethink and refine. 12. Transition Trivia will be played as a class in order to teach students more about writing persuasive essays and to review what they already know. This is a PowerPoint activity in a format familiar to the students. W, E, 13. Students will access the Persuasive Writing website (http://www.orangeusd.org/yorba/OLD/persuasive_writing.htm) independently or with a partner to further familiarize them with this genre of writing. This website is an excellent resource that walks students through the process of writing a persuasive essay. Students should take notes on the three main sections of a persuasive essay (i.e., introduction, body, and conclusion). (E and T) Label three sheets of chart paper with the three main sections of a persuasive essay. Once students have finished reviewing the website and taking notes, have each student add a detail from his or her notes to the appropriate sheet of chart paper. (E) Review with students the main components of a persuasive essay as presented by students on the chart paper. Hang the sheets in the classroom for future reference during the writing process. (E) Week 3 14. Candy Persuasive Graphic Organizer. Students will be paired. Each will be given a type of candy. Their goal is to persuade their partner that their piece of candy is the better one to eat. They must make three claims or statements about the candy to persuade their partner and state evidence to support those claims by using the graphic organizer. In the process of this assignment students will use the Candy Persuasive Outline, Candy Persuasive Paragraph activity graphic organizers. Outline the Information. The teacher will demonstrate how to use the information from the previous graphic organizer to create an outline to be used to write a persuasive letter. Students will then work in small groups and choose one persons graphic organizer from the previous activity with which to work to generate an outline. Each student should have their own filled out outline form at the end of this activity. From Outline to Paragraph. Much like the last activity, the teacher will walk the class through how to take their information from the organizer and the outline forms and create a cohesive paragraph. (E, R, E2) 15. The Final Frontier Write the Paper a Persuasive Letter. For the final product and assessment of the three week unit, the students will be asked to utilize all that they have learned about persuasive writing in the last two and half weeks and produce a persuasive letter to the Letters to the Editor section of the local newspaper on allowing students to carry and use cell phones to school. Information gathered in their folders from previous activities should be utilized. Notes to the Instructor

In this unit of study covering persuasive essays, activities for each week are coded with the W.H.E.R.E.T.O format as discussed in the Understanding by Design model so that it can easily be determined how each activity meets the requirements of the unit. The pre-test is an integral part of the lesson plan because it allows the instructor a base knowledge of what the students already know and understand concerning persuasive essays. The KWL assignment will also give the instructor insight into what previous knowledge of persuasive writing the students have. Due to the fact that students learn differently as demonstrated by Gardners Multiple Intelligences and the fact that students need different doorways in which to enter the learning process as characterized by Gardners Entry Points a variety of activities have

FRIT 7430: UbD Stage 3 Assignment been designed to accommodate a variety of learning styles. At the teachers discretion activities may be used either with all students or with select groups of students in order to differentiate the process and product of the lesson to address the varying student needs. Another way in which students may enter the learning process is through the use of technology. The Transition Trivia activity is a PowerPoint based game that allows students to interact with technology, while learning about the subject matter. Other activities ask students to listen to the radio, watch television, read a publication, or use smart board technology to take notes in order to incorporate the use of technology. In order to further incorporate the use of technology, it is suggested that computers be used for research and produce the assignments whenever possible. All activities have been chosen or developed in order to align with the instructional strategies, standards and understandings of the unit. The essential questions, understandings, skills and knowledge have been matched to the corresponding instructional strategy. Throughout the unit, students should be given multiple opportunities to rethink big ideas, reflect on progress and to revise work. This can be accomplished by the instructor using informal reviews with each student individually and/or as a class, but may also be accomplished with the provided activities. The student self assessment and peer assessment process are crucial assignments because they give students a formal assessment that allows them to rethink and reflect on their progress. It should be noted that the original final assessment was revised due to the feedback received regarding the Ubd Stage 2 assignment. In the original Stage 2 assignment we had as our final assessment a persuasive letter to the school board which, if we interpreted the feedback appropriately, was deemed to not be enough of a real world task and therefore we changed it to a letter to the editor of the local newspaper. With this minor adjustment we felt like we were able to accommodate the feedback concerns effectively while still keeping the majority of our previously done work intact and viable. The following links are provided to you because they have been instrumental in the development of this unit and/or because instructors of this unit may find extra information to supplement the lesson should a particular student or group of student need modifications or accommodations. ------------------------------------------------------------------------------------------------------------------Resources: http://www.spannj.org/publications/theory_of_multiple_intelligences.htm http://www.oaklandwrites.org/documents/teacher-created/ResearchingPersuaWiseman.pdf http://www.slideshare.net/mrs_cheney/persuasive-essay-8th-grade-presentation-750361 http://jc-schools.net/writeaway/ Transition Trivia http://www.teachervision.fen.com/rubrics/printable/6344.html http://www.coe.uga.edu/~smago/Writing_Units/Barfield_Bohlen_Butler_Sellers.pdf www.readwritethink.org

FRIT 7430: UbD Stage 3 Assignment

Appendix:
Following are the materials required and mentioned in the various activities that call for organizers and other types of prewritten materials.

FRIT 7430: UbD Stage 3 Assignment

Name ___________________

Class Period ___________

Persuasive Essay Pre-Test

You have just found out that something you really want is on sale. Unfortunately, you dont have enough money to buy it. What do you want? Why do you want it? What do you need to do to get it from them? Why should they give it to you? What will you tell them to convince them to give it to you?

Continue on your own paper if you need more room

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

TOPIC: Persuasive Essays

K
What do I Know? Tell me everything you know about the topic.

W
What do I want to know more about? What questions do I want to answer?

L
What did I learn about the topic?

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

State Your Position

Directions: For each statement, choose one position the other. Write a sentence or two about why you chose that position. Be prepared to defend your choice. YOU HAVE TO CHOOSE ONE!

A Vanilla Burger King Pop Music Lady Gaga Football Pen Read aloud Cold weather Man President Rent movies Bottled water Harry Potter Vampires

B Chocolate McDonalds Country Music Taylor Swift Basketball Pencil Silently Warm weather Woman President Movie Theater Water from the faucet Twilight Werewolves

Why did you choose one over the other?

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Role Play Activity

Scenario 1 Child: Can I get my own computer? Parent: No. We already have a computer in the family room that you can use. Child: But I want my own in my room. Parent: Why do you need your own when you can use the one in the family room any time you want? Child: Because I have to share it with everyone else in the family. <pause> You know, all the other kids at my school have their own. Parent: I dont believe that all the kids at your school have their own computers. Child: Well, maybe not everyone but all my friends have their own. Parent: I dont see any reason for you to get your own computer. Child: But I NEED one! Parent: You dont need a computer. You can use the one in the family room. Child: *sigh
Scenario 2 Child: Can I get my own computer? Parent: No. We already have a computer in the family room that you can use. Child: But when Im working on schoolwork in the family room, there are so many disruptions. If I had a computer in my room I would be able to focus on my homework more and get better grades. Parent: Hmmm. I can see your point but Im still not sure you need a computer of your own. <pause> We can make some family ground rules to follow when someone is working at the computer. How about no watching television, keeping voices down, and going into another room to talk on the phone? Child: I also have to share the computer with the whole family. Everyone is always bugging me to get off when I still have homework to do. And sometimes I cant get on to do my homework because someone else is using it. Parent: We can set a schedule for using the computer giving everyone an equal amount of time to use it. Child: But some days I need more time if I have a report or big assignment. Setting a schedule might not give me enough time to finish everything I have to do. Parent: You have a good point there. Ill think about it.

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Jump Start My Argument

1 1 Dogs make better pets than cats. It should be illegal to sell junk food to children. 2 Your parents are your best teachers. Happiness is more important than money. 3 You can learn more from experience than from books. Children should be required to help with household tasks. War is always wrong. 4 Restaurants should have to put calorie counts on their menus. Books are more satisfying than films. 5 All bike riders should wear helmets. It is cruel to keep animals in zoos. 6 Soda machines should be removed from schools. Films with violence and bad language should never be shown on television. Wealthy nations should share their wealth with poorer nations. You should only be allowed to own one car. Sometimes its better not to tell the truth.

Children Everybody should be should go punished by to church. spanking. Space exploration is a waste of money.

Every job should have the same salary. Parents of students who skip school should have to pay fines. Children under 12 should be in bed by 9 oclock. The use of animals to test drugs and other products should be banned.

Athletes are Citizens overpaid. should be required to vote. All schools should be made to have art and music classes for all students. Motorists should be made to carpool to work.

All school students should wear a school uniform. Aliens have visited earth.

Too much Children television is should not bad for you. be allowed to wear hoodies to school. Children Homework under 12 is good for should be you. banned from the internet.

Smoking should be made illegal.

Schools do not need such a long break in the summer.

Only men should be allowed to fight in combat.

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment Recognizing and Identifying Persuasion in Everyday Life Name of product What kind of ad is it? TV Radio Magazine Web How do they try to persuade you to buy What made this a good ad? it? With pictures With words With music With questions With jokes With catchphrases With jingles Other: ____________________ __________________________ Would you buy the product? Yes Why? Who do you think the intended buyer is?

No

Do you think the ad is honest? Yes Why?

No

What words do they use to sell the product?

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Note Taking Guide for video presentation of Logos, Ethos, Pathos.

LOGOS ______________________ Based on: - ______________________ - _______________________ - _______________________ Expect in a LOGOS filled argument: ____________________, ___________________, and __________________ ETHOS _________________________ Based on: - ________________________ - _________________________ - _________________________ For an argument involving: _________________ you would quote a(n) ______________________ For an argument involving: _________________ you would quote a(n) ______________________ For an argument involving: _________________ you would quote a(n) ______________________ PATHOS _________________________ Based on: - ________________________ - _________________________ - _________________________ --------------------------------------------Sum it up. For LOGOS you cite: _______________________ For ETHOS you cite: _______________________ For PATHOS you cite: _______________________

Video Presentation of Logos, Ethos, Pathos. TEACHER ANSWER KEY

FRIT 7430: UbD Stage 3 Assignment Note Taking Guide for video presentation of Logos, Ethos, Pathos. LOGOS _____LOGIC_________________ Based on: - ___FACTS___________________ - _____REASON__________________ - ____RATIONALITY___________________ Expect in a LOGOS filled argument: _______ charts _________, ___data_______________, and ____graphs_______ ETHOS ____CREDIBILITY________________ Based on: - ___QUOTES___________________ - ____AUTHORITY___________________ - ___celebrities, doctors, judges, ________________ For an argument involving: __medicine_______ you would quote a(n) __doctor______________ For an argument involving: __law_____________ you would quote a(n) _lawyer,judge____________ For an argument involving: _science_____________ you would quote a(n) __scientist_____________ For an argument involving: __cooking________ you would quote a(n) ___chef___________________ Etc. PATHOS _____PITY________________ Based on: - ___EMOTIONS_________________ - _____SENSES____________________ - ___MEMORY, COMMON EXPERIENCE________________ For LOGOS you cite: __FACTS_____________________ For ETHOS you cite: _________AUTHORITY______________ For PATHOS you cite: _____UNDERDOG__________________

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Persuasive Essay Graphic Organizer

Directions: You and your partner will be given two types of candy. Your goal is to persuade your partner that your candy is the best and to eat your piece of candy. Make three claims or statements about the candy to persuade your partner and state evidence to support those claims by using the graphic organizer.

Candy: ___________________ Audience: _______________________

CLAIMS
1. 1.

EVIDENCE

2.

2.

3.

3.

Name ___________________

Class Period ___________

Organizer for Making an Argument

FRIT 7430: UbD Stage 3 Assignment Main Thesis Appealing adjectives I could use

What are the benefits of this choice?

Questions to hook reader in

Key information that needs to be available to the reader

What are some obvious objections to my thesis and how can I counter them?

Ethos Statement:

Review How well did you stick to this plan?

Pathos Statement:

Logos Statement:

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Candy Activity Graphic Organizer

Directions: You and your partner will be given two types of candy. Your goal is to persuade your partner that your candy is the best and to eat your piece of candy. Make three claims or statements about the candy to persuade your partner and state evidence to support those claims by using the graphic organizer.

Candy: ___________________ Audience: _______________________

CLAIMS
1. 1.

EVIDENCE

2.

2.

3.

3.

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Candy Persuasive Outline

Directions: As a group, organize one group members Candy Graphic Organizer into an outline format. Create an introductory statement that explains the line of argumentation why someone should choose your particular candy. This statement should introduce the three main claims. Next, arrange the three main claims and the corresponding evidence into a logical order. Finally, the group should come up with a concluding statement that relates back to the introductory statement and sums up the main claims and evidence.

Candy: ___________________ Audience: _______________________

I. Introductory statement ________________________________________________________________ ____________________________________________________________________________________ A. Claim #1 ____________________________________________________________________ ______________________________________________________________________________ a. Evidence ______________________________________________________________ ________________________________________________________________________ B. Claim #2 ____________________________________________________________________ _______________________________________________________________________________ b. Evidence _______________________________________________________________ _________________________________________________________________________ C. Claim #3 ____________________________________________________________________ _______________________________________________________________________________ c. Evidence _______________________________________________________________ _________________________________________________________________________ II. Concluding statement ________________________________________________________________ _____________________________________________________________________________________

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Candy Persuasive Paragraph

Directions: Use the information from your Candy Persuasive Outline worksheet to write a paragraph. In particular, use the outline format of the worksheet to help you develop an effective and logical persuasive paragraph. Make sure that you remember to add a topic sentence at the beginning of the paragraph to introduce the topic and a concluding sentence at the end of the paragraph to summarize the paragraph. Topic Sentence

Claim # 1

Evidence #1

Claim #2

Evidence #2

Claim #3

Evidence #3

Concluding Sentence

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Persuasive Outline: Persuasive Letter Assignment

Directions: Use this outline to format and structure your ideas for your Persuasive Letter assignment. This outline should help you form your letters body paragraphs that should argue your point with claims and evidence. You should have at least one claim and one piece of evidence for each body paragraph; however, to make your letter more effective, it may be necessary to have more than one piece of evidence for each claim. Because each claim and its corresponding evidence equals one body paragraph, your Persuasive Letter should have at least two body paragraphs.

Candy: ___________________ Audience: _______________________

I. Introductory statement ________________________________________________________________ ____________________________________________________________________________________ A. Claim #1 ____________________________________________________________________ ______________________________________________________________________________ a. Evidence #1 ____________________________________________________________ ________________________________________________________________________ a. Evidence #2 ____________________________________________________________ ________________________________________________________________________ B. Claim #2 ____________________________________________________________________ _______________________________________________________________________________ b. Evidence #1 ____________________________________________________________ ________________________________________________________________________ b. Evidence #2 ____________________________________________________________ ________________________________________________________________________ II. Concluding statement ________________________________________________________________ _____________________________________________________________________________________

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Persuasive Paragraph: Persuasive Letter Assignment

Directions: Use this worksheet to write one (or both) of the body paragraphs for your Persuasive Letter assignment. Remember, each body paragraph should include one claim and two pieces of corresponding evidence, as well as a topic sentence and concluding sentence. Topic Sentence

Claim # 1

Evidence #1

Evidence #2

Concluding Sentence

Topic Sentence

Claim # 2

Evidence #1

Evidence #2

Concluding Sentence

Name ___________________

Class Period ___________

FRIT 7430: UbD Stage 3 Assignment

Persuasive Essay Final Assessment

Your local school board is currently deciding whether students will be allowed to carry and use cell phones in school. Using everything that you have learned in these past weeks write a persuasive letter to your local newspaper explaining why the school system should allow cell phones to be used in school. You may use the research notes that you have accumulated in your research.

Stage 3 Scoring Rubric

FRIT 7430: UbD Stage 3 Assignment (0 Points) (2-3 Points) 1 Does not clearly . communicate WHERETO for learning activities Fails to provide a pretest for learners. 2 Alignment is not . demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. Codes some learning activities with WHERETO

(4-5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy.

Your Score

3 Instruction has one global . starting point for all learners. No evidence of an attempt at differentiation 4 Fails to provide . opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5 (0 Points) . Does not indicate the use of technology in a meaningful way 7 (0 Points) . Assignment is not organized Assignment Instructions not followed

Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. (1 Points) Includes the use of technology

Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. (3 Points) Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced (2 Points) Assignment is organized Assignment Instructions followed No errors in grammar or form

(1 Points) Assignment somewhat organized Most assignment instructions followed

FRIT 7430: UbD Stage 3 Assignment Several errors in grammar A few errors in grammar and form, which distracted and form which distracted the reader the reader

that distracted the reader.

Your Total Score

/25