English SOL Institute Secondary Persuasive Writing Workshop Christina

English SOL Institute Secondary Persuasive Writing Workshop Christina Frierman-Teaching Consultant David Lacey-Teaching Consultant Tidewater Writing Project

Persuasive Writing Move students away from 5 paragraph, formulaic writing n Conferencing, guided writing, revising, sharing, and using mentor texts builds skills n Writing portfolios support student growth n K-12 English SOL Institute October 2013

Persuasive Writing Teach writing; don’t merely assign it n Teach peer revision/editing; putting students in groups is NOT teaching peer editing n Focus on purpose and audience n n Provide opportunities for students to change voice and audience K-12 English SOL Institute October 2013

Persuasive Writing Every piece of writing does not have to be graded! n Do incorporate writing into every lesson n Don’t correct every error in student papers n Use VDOE Resources including anchor sets and writing checklists n K-12 English SOL Institute October 2013

Instruction Anchor Sets K-12 English SOL Institute October 2013

Persuasive Writing Checklist n Add screenshot K-12 English SOL Institute October 2013

“THE LADY IN THE TOWER”

Materials n Materials in your packet: Story: “The Lady in the Tower” n 4 sheets of paper-different colors n “Did Too!” sheet (and on the back) n “Did Not!” sheet n Activity Instruction sheet (DON’T LOOK AT THIS YET) n

The Activity n Read the story as a class n On “Did Too!” sheet, write At least 1 reason for each character n Why is that character responsible n

The Activity n On the “Did Not!” sheet, write At least 1 reason for each character n Why the character is not responsible n n Rate the characters: 1 = Most responsible n 4 = Least responsible n Record numbers next to character’s names on “Did Too” n

The Activity. Small Group n Get into groups of 4 Volunteer A: Read aloud your “Did Too” reason for your most responsible character n Volunteer B: Read your “Did Not” for Volunteer A’s character and then read your “Did Too” for your number one, most responsible character. n Repeat until everyone has had a chance to debate n

The Writing Activity Choose 1 character you feel is the most responsible n Choose the paper color that matches that charactern King Henry = Purple n The Guard = Green n Princess Mary = Pink n Oliver Cromwell = Yellow n

The Writing Activity n Write a persuasive piece explaining why that character is most responsible n Audience = someone who blames a different character

The Writing Activity n Choose someone with a different color paper. n Exchange papers. n Read the other person’s rationale and write a response to his/her argument.

Writing the Essay Using your argument and the response to your argument, write the essay. n The essay must: n Make the case for the character you feel is most responsible n Respond to the criticism you received n Use evidence from the story n

Reflecting on the Process n Have students reflect on the process and answer the following question: What did you learn about the persuasive process from this activity?

Contact Information Tidewater Writing Project n Christina Frierman Virginia Beach City Public Schools n Christina. Frierman@VBSchools. com n n David Lacey Chesapeake City Public Schools n David. Lacey@cpschools. com n

Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. 18