Lesson Plan By Jessica Grandlinard Lesson: A Day at the Market Length:90 minutes Age or Grade Level Intended: 3rd

Grade Original idea by Jessica Grandlinard Persuasive writing materials found at www.scholastic.com, http://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%2 03/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20%20Working%20Together.pdf, and http://jc-schools.net/write/checklist.pdf Rubric found at http://www.ware.k12.ga.us/Curriculum/resources/3/3rd%20Grade%20Writing/Sect4%20 Grd3%20%20Persuasive%20Wrtg.pdf Academic Standard(s): English 3.5.6- Write persuasive pieces that ask for an action or response. English 3.4.7-Proofread one's own writing, as well as that of others, using an editing checklist or set of rules. English 3.2.3- Show understanding by indentifying answers in a text. Performance Objective(s): After reading the book Saturday Market, the students will write a persuasive essay explaining to the consumer why they should buy a product, scoring at least a 16 out of 20 on the given rubric. After reading the book Saturday Market, the students will individually answer questions about the book, answering 4 out of 5 questions correctly. Given a rubric, the students will proofread their own persuasive essay, making at least two changes to the first draft. Given a rubric, the students will proofread a peers persuasive essay, giving at least one suggestion to their peer. Assessment: In this lesson, students will be assessed by answering comprehension questions over the book Saturday Market. Questions will be asked on a worksheet, as well as orally during the reading. The worksheet will be given to students after the book is read. During the persuasive writing activity, students will be assessed using a rubric. Students will receive a model and the rubric before the writing activity. Students will also

complete the revising and editing process using the rubric. During the revising and editing process, they will revise and edit their own writing, as well as another essay written by a peer Advance Preparation by Teacher: Obtain the book Saturday Market by Patricia Grossman Create 5 questions about the book Saturday Market. Create a worksheet using these 5 questions. Make a copy of the worksheet for each student. Make a transparency of the persuasive writing example, and make a paper copy for each student Make a copy of the persuasive essay rubric for each student Make a copy of the persuasive essay checklist for each student Make a copy of the editing marks paper for each student Obtain Mexican music from a CD or online source (ex. Mariachi Band) A venn diagram drawn on the board, and a paper copy for each student Paper and writing utensils for each student Procedure: Introduction/Motivation: Play Mexican music (Gardner: Musical). See if the students recognize that the music is from Mexico/Latin America. Ask the students Do you know what country this music is from?(Gardner: Verbal/Linguistic). Have students guess. If they do not guess the correct answer after several guesses, tell the students that the music is from Mexico. Tell the students Today, we are going to read a book about a market in Mexico. The book is called Saturday Market by Patricia Grossman. We are going to learn the different types of things that are sold in markets in Mexico, as well as learn some Spanish words. Are you ready to listen to Saturday Market?. Step-by-Step Plan: 1. Read Saturday Market (Gardner: Verbal/Linguistic) a. As you are reading, stop after reading about each merchant, and have the students answer the following questions as a class. (Gardner: Interpersonal, Verbal/Linguistic, Logical/Mathematical) i. What is the name of the merchant? (Bloom: Knowledge) ii. What was he/she selling? (Bloom: Knowledge) iii. How were they feeling? (Bloom: Comprehension) b. As you are reading, stop at each Spanish word and explain to the students what each word means (Gardner: Verbal/Linguistic). Find the definitions of each word in the back of the book. 2. After reading, pass out the worksheets and have the students complete the questions on the worksheet independently. (Gardner: Logical/Mathematical, Intrapersonal) (Bloom levels on worksheet: Knowledge(q.1), Application(q.2,3), Synthesis(q.4), and Evaluation(q.5))

3. After everyone has completed the worksheet, tell the students that this book is written from multiple perspectives. Ask the students Can anybody explain multiple perspectives?.(Gardner: Verbal/Linguistic, Logical/Mathematical). If no student answers correctly, tell the students Multiple perspectives helps us see different sides of the story. Many times, we think or feel differently than other people do, and multiple perspectives help us see how the other person is feeling. (Gardner: Verbal/Linguistic) 4. Tell the students To help us understand multiple perspectives better, we are going to fill out a venn diagram. One circle is for the tourists view, and the other circle is the vendors view. The spot in the middle is for views that both the tourists and venders share. I am going to say a short phrase, and you will have to tell me if the phrase is a view of a tourist, vender, or both. (Gardner: Verbal/Linguistic) 5. Read the following to the students. After each phrase is read, ask the students to state where the phrase belongs in the venn diagram. Write each phrase in the appropriate place in the venn diagram. (Gardner: Verbal/Linguistic) a. I learned something new about the Maya today (Tourist) b. I am worried that there will be more rebozo sellers at the market than there are people to buy them. (Vender) c. The Market is very busy (Both) d. Those figurines would look great on my mantle (Tourist) e. The food smells so good! (Both) f. I had to stitch like a crazy woman to make all of these huaraches. (Vender) 6. Tell the students Now that we know more about multiple perspectives, we are going to write a persuasive essay. For this essay, we are going to pretend that we are a vender in a market writing to customers explaining why they should buy our product. (Gardner: Verbal/Linguistic) 7. Ask the students to think of a product they would like to sell. Give the students a few minutes to decide, and then have the students write down their choice on a sheet of paper. 8. Tell the students In a persuasive essay, it is important to let your audience know your opinion. Your ideas need to be clear and organized. It is also very important to pay attention to grammar, spelling, and punctuation. In this essay, you need to tell the reader that you want them to buy your product, and give specific examples and reasons why they should buy your product.(Gardner: Verbal/Linguistic) 9. Give the students a copy of the example, checklist, rubric, and editing marks. Explain each of the items, making sure the students know their work will be graded based on the rubric. (Gardner: Verbal/Linguistic, Logical/Mathematical)

10. Show the students the example of a persuasive essay. Point out all of the major components, including the introduction, which tells the reader what you are talking about, the body, which gives details, and a conclusion, which sums everything up.(Gardner: Visual/Spatial) 11. Have students write their rough draft of their paper. The teacher will be available for students who need assistance. (Gardner: Verbal/Linguistic, Logical/Mathematical) 12. Once the students are finished, have the students proofread their essay for any changes they would like to make and errors using the checklists, rubrics, and example provided. Each child should have at least two things to change or correct.(Gardner: Intrapersonal) 13. After the students have proofread their own paper, have students find a partner. Have each student proofread the other students paper using the checklists, rubrics, and example provided. Each student should give at least one suggestion to the other student. (Gardner: Interpersonal) 14. Have the students type or write a final draft of their paper. 15. Once everyone has their final draft completed, give the students an opportunity to share their writing. If a student wishes to act the part of a vender, they may do so. (Gardner: Verbal/Linguistic, Bodily/Kinesthetic) Closure: Tell the students, Today, we learned more about markets in Mexico, and the different things that are sold there. We also learned more about multiple perspectives. Can anybody tell me what a multiple perspective is? What are the two kinds of people in a market? What are some components of a persuasive essay?(Bloom: Knowledge). Adaptations/Enrichment: Student with Learning disability in reading comprehension Provide the student with a personal copy of the book If the student is having trouble answering questions, guide them to a specific page where they can find the answer and have them reread the page again. Read the directions with the student Student with ADHD Set the student away from distractions. Repeat directions to the student frequently. Provide short, frequent breaks. Student with Gifts and Talents in Creativity Encourage this student to write more than what is required. Student with Autism Repeat directions several times for the student to make sure that the student understands the directions. Help the student find answers if necessary. Self-Reflection:

Write out the questions that you will use to evaluate yourself. Did the students enjoy the book? Did the students understand the questions on the worksheet? Did the students understand multiple perspectives? Was there enough time for the students to complete their writing? Did I allow enough time for everything to get done?

Questions over Saturday Market

Name___________________________________

Date:___________________

1. Name two things that were sold at the market._____________________________ 2. If you were Carmen, and there were a lot of people at the market selling the same thing as you, what would you do? Why? __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Explain the relationship between the venders and the sellers.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. Create a new product to sell at the Saturday Market. Describe your product,

and tell why people would want to buy your product.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. Would you want to become a merchant in the market? Why or why

not?___________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Rubric for Persuasive Essay

Name___________________________________

Component Focus

4 points
The writer clearly states an opening sentence, which captures the readers attention and includes an opinion. The writer clearly states at least three reasons with at least two supporting details for each reason. Reasons and details are expressed in a logical order with the usage of several appropriate transition words.

3 points
The writer has an opening sentence, which includes an opinion.

2 points
The writer has written an opinion.

1 point
The writer does not express an opinion.

Total

Development

The writer clearly states reasons with at least two supporting details for each reason. Reasons and details are expressed in a logical order with the usage of at least three appropriate transition words. The writer restates his/her opinion. The writer uses a variety of sentences. There are no more than three errors in grammar, punctuation, capitalization and spelling.

The writer clearly states reasons with at least one supporting detail for each reason. Reasons and details are expressed with the usage of at least two transition words.

The writer states reasons but no details.

Organization

Reasons are expressed without transition words.

Conclusion

Mechanics

The writer clearly paraphrases his/her opinion. The writer uses a variety of sentences, which flow smoothly. There are no errors in grammar, punctuation, capitalization and spelling.

The writer attempts to restate an opinion. The writer uses little variety of sentences. There are no more than four errors in grammar, punctuation, capitalization and spelling.

The writer does not restate an opinion. The writer does not use a variety of sentences. There are several errors in grammar, punctuation, capitalization and spelling.

Total

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