The teacher presents a different In a text the student identifies the The teacher reads aloud one The students complete a similar The teacher reads aloud a brief text or media example that writer’s claim, explains the text from a debate and stops to chart using a text from the other paragraph that includes both includes irrelevant evidence (see persuasive strategies used, repeat any idioms or figures of side of the debate discussed on active and passive voice. Literature Connections). analyzes the effectiveness of the speech that the writer used. the previous day. The teacher thinks to strategies, and identifies explain several examples of The teacher underlines examples irrelevant evidence. The teacher leads a discussion both types of voice. of irrelevant evidence and about the use of idioms in both explains that it support the The student provides suggestions texts and whether or not they Each student receives two author’s claim. to the writers of the message strengthened the arguments of cards with active and passive Development Activities about what they could do to more either side. (Questions such as: written on them. effectively persuade the audience How did the idioms reflect the to agree with the claims. tone or purpose of the writer? The teacher reads or displays Were the idioms or figures of sentences and students hold up speech helpful in persuading the active index card when the the audience). sentence uses active voice and the passive index card when the sentence uses passive voice. The student another text with The student writes a summary to The teacher charts the idioms, Citing examples from either Students will review a portion of a partner to underline irrelevant indicate whether or not he/she their possible meanings based text, the students a the debate used in an earlier evidence and annotate the was convinced by the persuasive on the context, and an reflective summary to lesson and annotates or color Closing Activities reasons why the evidence doesn’t messages and which of the text inference about why the author synthesize their thoughts on the codes where the author used support the author’s claim. The student frequently cites might have used the idiom. effect of figures of speech on a passive voice or active voice. examples from the texts to persuasive tone. support his/her assertions. Performance Task # 2 Am I Graphic organizer Reflective writing Active or Passive? Game & Formative Assessment Other – Persuaded? Memo) Color Coding exercise evidence Materials
Development Activities The teacher presents a different text or media example that includes irrelevant evidence (see Literature Connections). The teacher underlines examples of irrelevant evidence and explains that it support the author’s claim. In a text the student identifies the writer’s claim, explains the persuasive strategies used, analyzes the effectiveness of the strategies, and identifies irrelevant evidence. The student provides suggestions to the writers of the message about what they could do to more effectively persuade the audience to agree with the claims. The teacher reads aloud one text from a debate and stops to repeat any idioms or figures of speech that the writer used. The students complete a similar chart using a text from the other side of the debate discussed on the previous day. The teacher leads a discussion about the use of idioms in both texts and whether or not they strengthened the arguments of either side. (Questions such as: How did the idioms reflect the tone or purpose of the writer? Were the idioms or figures of speech helpful in persuading the audience). The teacher reads aloud a brief paragraph that includes both active and passive voice. The teacher thinks to explain several examples of both types of voice. Each student receives two cards with active and passive written on them. The teacher reads or displays sentences and students hold up the active index card when the sentence uses active voice and the passive index card when the sentence uses passive voice. Closing Activities The student another text with a partner to underline irrelevant evidence and annotate the reasons why the evidence doesn’t support the author’s claim. The student writes a summary to indicate whether or not he/she was convinced by the persuasive messages and which of the text The student frequently cites examples from the texts to support his/her assertions. The teacher charts the idioms, their possible meanings based on the context, and an inference about why the author might have used the idiom. Citing examples from either text, the students a reflective summary to synthesize their thoughts on the effect of figures of speech on a persuasive tone. Students will review a portion of the debate used in an earlier lesson and annotates or color codes where the author used passive voice or active voice. Formative Assessment – Other evidence Performance Task # 2 Am I Persuaded? Memo) Graphic organizer Reflective writing Active or Passive? Game & Color Coding exercise Materials