persuasive essay lesson plan

8/2/2019 Persuasive Essay Lesson Plan

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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 GrandlinardPersuasive 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 bookSaturday Market, the students will write a persuasive essayexplaining to the consumer why they should buy a product, scoring at least a 16 out of 20

on the given rubric.

After reading the bookSaturday 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

bookSaturday Market. Questions will be asked on a worksheet, as well as orally duringthe 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. Studentswill receive a model and the rubric before the writing activity. Students will also
http://www.scholastic.com/http://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.monet.k12.ca.us/curriculum/EnglishLA/writing/writing%20samples/grade%203/Gr%203%20-%20Theme%206%20-%20A%20Persuasive%20Essay%20-%20Working%20Together.pdfhttp://www.scholastic.com/


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complete the revising and editing process using the rubric. During the revising andediting process, they will revise and edit their own writing, as well as another essay

written by a peer

Advance Preparation by Teacher:

Obtain the bookSaturday Marketby Patricia Grossman Create 5 questions about the book Saturday Market. Create a worksheet usingthese 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 theydo 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 tolearn 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 tothe 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), andEvaluation(q.5))


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3. After everyone has completed the worksheet, tell the students that thisbook is written from multiple perspectives. Ask the students Can

anybody explain multiple perspectives?.(Gardner: Verbal/Linguistic,

Logical/Mathematical). If no student answers correctly, tell thestudents 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 themiddle 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 tocustomers 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 andreasons 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)


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10.Show the students the example of a persuasive essay. Point out all ofthe 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 shouldgive 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 anopportunity 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, andthe 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 peoplein 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 studentStudent 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 studentunderstands the directions.

Help the student find answers if necessary.Self-Reflection:


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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?


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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.


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_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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

not?___________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


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Rubric for Persuasive Essay

Name___________________________________

Component 4 points 3 points 2 points 1 point Total

Focus The writerclearly states an

opening

sentence, which

captures the

readers

attention

and includes an

opinion.

The writer has

an opening

sentence,

which includes

an

opinion.

The writer has

written an

opinion.

The writer

does not

express

an opinion.

Development The writer

clearly states atleast

three reasons

with at least two

supporting

details for each

reason.

The writer

clearly statesreasons with at

least two

supporting

details for each

reason.

The writer

clearly statesreasons with at

least one

supporting

detail for each

reason.

The writer

states reasonsbut no details.

Organization Reasons anddetails are

expressed in a

logical order

with the usage of

several

appropriatetransition words.

Reasons and

details are

expressed in a

logical order

with the usage

of at least

threeappropriate

transition

words.

Reasons and

details are

expressed with

the usage

of at least two

transition

words.

Reasons are

expressed

without

transition

words.

Conclusion The writerclearly

paraphrases

his/her opinion.

The writer

restates his/her

opinion.

The writer

attempts to

restate an

opinion.

The writer

does not

restate

an opinion.

Mechanics The writer uses avariety of

sentences, which

flow

smoothly. There

are no errors

in grammar,

punctuation,

capitalization

and spelling.

The writer uses

a variety of

sentences.

There are no

more than three

errors in

grammar,

punctuation,

capitalization

and spelling.

The writer uses

little

variety of

sentences.

There are no

more than

four errors in

grammar,

punctuation,

capitalization

and

spelling.

The writer

does not use a

variety of

sentences.

There

are several

errors in

grammar,

punctuation,

capitalization

and spelling.

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persuasive essay lesson plan

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