PERSUASIVE WORDS LESSON PLAN

Objective: SWBAT identify and use persuasive words to strengthen an argument.

Materials: Persuasive sentence frames handout (15 copies), Overhead of persuasive words and sentence frames

Adaptations/Modifications: Check for understanding frequently with all students due to ELL status. Kari (IEP) to pre-teach material, reinforce vocabulary, and extend time for homework up to two days. Erika (IEP) extended time, regular breaks, quiet setting for testing, and shortened assignments. Brianna has the option to test in an alternative environment.

Literacy: Students will be creating their own persuasive sentences using the sentence frames provided, as well as creating their own list of persuasive words to use in their future essay. The final quick write also promotes actively thinking about the objectives and applying that knowledge in a written format.

Set: Students will collect their book bin from the back table and pull out class notebooks. “Please pull out your homework so that we can share them as a class.” I will walk around to check off that the students did complete their homework. I will ask students to share the examples that they found of a fact and an opinion for homework. I will also check to make sure students have begun putting together their argument and support. (5 min).

Input: “Thanks for all the creative examples that you found to share with our class. What I want to look at today is persuasive words and phrases. What words or phrases do we use when we want to persuade someone to do something? Let’s create a list of words. Please open your notebook and spend the next few minutes thinking of words that you might use to try to persuade someone.” (5 min).

Students will be asked to share their examples, and I will create a list on the overhead. When it seems as though there are no more examples I will pull out a list I have created and ask students to copy the items on my list that are not on their list. “As I’m sure you’ll notice, many of the words and phrases that you came up with as a group are also on my list. But some of them are not, so let’s discuss why some of these words are considered persuasive.” “I am going to post this word list here on the wall, so that you can begin thinking about them and using them as we create our own persuasive arguments this week.” (15 min)

Application: Using Sentence Frames- see attached handout

“Words are so important when we begin to think about being persuasive in our speaking and writing. To break things down a little more I want to look at some sentence frames that can help us be more persuasive and form our arguments.” I will pass out the handouts. “Please look over these sentence frames.” I will place one copy on the projector overhead. “Let’s read through these together. First I’ll say them, and then you repeat them.” “Are there any words that you do not know or would like me to clarify?” “Let’s try some of these out. Here is my example: Surely you agree that all students should be given candy for lunch!” “Please write down some of your examples for the next few minutes.” “Please share your examples with a partner.” “Does anyone want to share what you have come up with?”(20 min)

Evaluation: Students will demonstrate their understanding of word choice and persuasive words by completing a quick write in their journal. “Please spend the next few minutes answering the following question in your journal. Why is word choice important when we are using persuasion?” (3 min)

Closing:“Tonight for homework I want you to relook at the argument you began writing the day before yesterday. I want you to add to your argument think sheet. You need to include one fact and one opinion. You also need to use two persuasive word frames that we talked about today. Thanks!” (2 min)

Reflection:This lesson did not go as well as I hoped, primarily due to my own nervousness in being evaluated by the university supervisor, in addition to the lack of clear and concise directions. I also planned to do way too much in fifty minutes, and the students seemed confused as we transitioned between words and phrases. I tried to stay on schedule, because I was being graded, while if the supervisor was not there, I would not have tried to get through the full lesson plan, and would have spent more time on each section, perhaps bumping one to another day.  I needed to repeat the directions several times, trying to use different words in an effort to clear up the misunderstaning. I was also speaking very fast, again due to my nervousness. If I were to teach this lesson again I would need to come up with easier directions, and give the students more time to understand and apply the activities. Perhaps limiting the lesson to just one activity, and not two.

Persuasive Words

position

view

believe

opinion

assert

state

propose

prove

validate

convince

disagree

according to

as stated by

in fact

strongly supports

argues against

in favor of

asserts that

makes the claim that

provoke
repulsive

displeased

certain
confident

always

never

last chance

suddenly

now

therefore

must

need

necessary