- A Step-by-Step Plan for Teaching Argumentative Writing
- Evidence-Based Argument Lesson Plans
- Convince Me! A Persuasive Writing Activity
- Create a List
- Persuading people requires a consistent approach...
The kids have to brainstorm all the reasons the turkey might use to argue his point of view. They also must brainstorm as many reasons as possible to support the opposing view.
A Step-by-Step Plan for Teaching Argumentative Writing
I have them look at both sides in order to be able to effectively counter opposition. As a prelude to this writing, I read the story of "The Three Little Pigs" and the fractured fairy-tale version of the Wolf's side of the story sorry, the exact title escapes me at the moment, but I have the book at school and I can post it tomorrow if you are interested. This gives them the idea that there are always at least two sides of a I recorded some commercials during different times.
We had class discussion about the persuasive techniques used in the media. Students created their own commercials and the unit took off. Oh, the novel "Tunes for Bears to Dance to " by Robert Cormier is a short novel that has a rising action full of persuasion. It's also a great book to teach manipulation and diversity.. E-mail me for more info. Best wishes! We have a class pet, a Guinea pig. The students had to persuade her to allow us to keep the pig. Also, are you familiar with any of Susan Miller's lessons on writing. She has step by step lessons on persuasive, personal narrative, how-to's, and feature article writing pieces.
Check it out! Using index cards the children write a sentence telling what they think the stranger might be white index card.
Evidence-Based Argument Lesson Plans
They give three reasons for their answer yellow index cards Each reason is written on a seperate index card. They then must find a detail from the story to support their reason. Then they write a concluding sentence blue index card. Next, they take the idex cards and use them as a graphic organizer to write their persuasive essay.
View Item persuasive writing Posted by:Julie This is a great story to discuss sequencing and persuasion. One activity I do with it is that I give the students a situation and those for it, go to one side of the room, those against go to the other side of the room. Then I give each side a chance to "persuade" and give justification to their opinion.
Then we see if anyone would want to switch sides. We then do "improv" sales pitches not sure what grade you have, but my fourth graders love this and I choose an item and they have one minute to think about how they could sell this object to the classroom and then they speak for 30sec. Finally, we do a writing on a topic they choose that they would like to persuade the public on.
Depending on the subject, if it pertains to The first O stands for their opinion on a subject; R - reason; E - explanation of reason; and final O is for their opinion restated in another way. I usually give them the topic a day before and have them think of reasons for their side of the argument. They list all they can think of. The next day, they have to pick one reason and expand it. I then line them up across the room from each other and have them present their arguments one by one.
When each line is finished, I ask if anyone would like to change lines. I then allow them to change lines if they so desire but they have to explain which argument influenced them to change. If you need any more info on this The students begin by writing what they are trying to convince someone to do or not to do above the T ie: I should have a later bedtime. Then they select their audience; who they are persuading. Next they write their audiences argument on one soide of the T: Your bedtime should stay the same and their's on the other side; my bedtime should be later. Finally the student begins to fill in the reasons on each side of the chart audience on the left their own on the right.
Using this graphic organizer has a couple of benefits; it not only helps to organize their ideas for writing but it also helps thme to see if they have enough reasons pro and con to write a valid argument. We try to think of topics that are of interest to grade five students. We write to persuade the prinipal, teachers,parents of some topic that concerns them. Two impt. I remind them that they are writing to persuade or convince someone of their POV.
In order to do this they need facts and examples to back up their POV. Then,we compose a class paragraph by filling in the frame. Persuasive paragragh frame I have a transparency I believe that One reason is For example Another reason is Therefore, I think that For individual paragraphs you can use the frame or a persuasive map Persuasive Map sample View Item words horseshoe game Posted by:shasta I attended a workshop on 6 trait writing and received a wonderful activity to intro persuasive writing. It's the horseshoe game. Each week, I have some sort of poll usually pulled from www.
Last week we voted whether or not we should have uniforms. I always give them 3 choices: yes, no, or maybe. Students write their response down on a piece of paper, but do not discuss it with anyone. We then form a horseshoe with the yes side and no side facing each other and the maybes at the top of the horseshoe. I stand in the middle.
Students are only allowed to talk if they have the koosh ball. I then toss the ball to each side, alternating who I throw it to. Students express their vote and give a 2 sentence reason why they feel that way.
Once everyone View Item words job applications Posted by:tng I teach fifth grade. On the first day of school, I pass out a "employment" ad, which identifies and explains the classroom jobs I want to be filled. I have enough jobs for every student to apply for and the students are told ahead of time that they will be accountable for taking the job seriously and will be responsible for it for the first semester. Co-authored by Alexander Peterman Updated: September 6, There are 19 references cited in this article, which can be found at the bottom of the page.
Method 1. Show your students examples of persuasive writing. Some students learn best when they can look at a sample of what you're trying to teach them, and it might be useful for them to have an example to fall back on later in the process. For elementary school age students, use examples that are more opinion-based. Focus on more academically based examples for middle and high school students.
The best brand of soda is based on opinion, but your students will still see that they still have to give reasons or justification that supports their opinion. For middle and high school age students, a good example might be an article that argues that older teens need more sleep than elementary age children.
This article will likely use scientific research to support its claims, so your students will see that the reasons and justifications they give to support their position need to based on more than how they feel about a particular subject. Ask your students what they found effective. Once you've shown your students examples of persuasive writing, lead a discussion during which you ask your students to point out what they found effective about the writing and what they thought didn't work. For example, if you've read a piece about the benefits of more sleep for older students, you could say "Do you think older students need more sleep?
Show your students what you want them to do. Once your students have evaluated a completed piece of persuasive writing, show them what the process of creating one looks like by talking through it with them.
Convince Me! A Persuasive Writing Activity
You may also start with an explanation of what you want your students to do and then provide the example. For example, using an overhead projector, start drafting your own essay on a topic you've selected beforehand. Think out loud and write as you go so that your students can actually see what the writing process looks like, and so they can see that even teachers are not perfect in the way that they write and that quality writing takes time and practice.
However, do some preparation in advance so that you do not end up wasting time or looking disorganized. This is an especially useful strategy when you're working with students who don't have a lot of experience with writing - elementary school students or perhaps students whose first language is not English. This method can also be useful for older students as the complexity of their assignments increases. Method 2. Set up a debate.
Create a List
Letting your students argue in person — in the form of a debate — will demonstrate to them that they already know how to make a persuasive argument. This is a good strategy for teaching persuasive writing to students who learn best by doing something, rather than by watching or listening. You can use an informal or formal debate, or both on successive days. The informal debate should be organized immediately after you tell your students what you'll be doing in class. The formal debate should take place after they've had some time to prepare.
Assigning roles to your students, such as prosecutor, defense, judge, and jury members will help to keep them focused and interested in the conversation. Read your students a statement of opinion. Ask your students to pick a side in response to your prompt. Then ask them to move to opposite sides of the room, depending on which side they agree with.
Ask your students to support their position. Once your students have taken sides, ask them to — respectfully — explain why they support their position. They can also choose to respond to what classmates on the opposite side of the issue argue. You can ask them to collect their own supporting material for a future debate.
Persuading people requires a consistent approach...
Assess the debate. Once the debate is over, ask your students who they think won the debate, and then follow up by making them tell you why they think that side won. Once your students have assessed the debate on its surface, draw parallels between the debate and writing a persuasive argument. For example, you could point out that when they made a statement of fact and then gave a reason for it - for example, if they said older students need more sleep because they are generally involved in more after school activities - they set up what could be the first paragraph of their essay.
They made a statement, then backed it up with evidence.
Ask your students to transfer their thoughts from the debate to paper. Once your students have finished discussing the debate, ask them to write down a summary of one argument they made during the debate and three pieces of evidence they used to support their position. This will help them to see how debating with evidence is similar to write a persuasive essay.
Method 3. Brainstorm topics for persuasive writing. Your students will be most invested in learning how to write persuasively if they are arguing for or against something they feel passionately about. Ask them if there are any issues they are interested in changing - they could be issues in their school or community or family.
Then ask them to choose the topic they feel most strongly about. Or they might feel they should be allowed to watch more TV at home. Don't assign topics. Even after you've brainstormed ideas, resist the temptation to assign one topic to the whole class or even a topic to each student.