Rationale: Students must understand that in order to be effective in persuading an audience in written form, each argument must be well supported with evidence and examples. So too must the students anticipate counter arguments to their claim and try to address those challenges.
Learning Goal: Today we are learning how to write well-supported claims so that we can persuade our audience of our argument in what could have been done differently in the aftermath of Hurricane Katrina.
Materials per group: H-chart
1) Students will take a stand on what they feel could have been done differently in the aftermath of Hurricane Katrina in terms of being more prepared before the storm or being more responsive after the storm hit.
2) After considering their audience (their classmates and parents), students will fill out an H-chart where on they will list both sides of the argument. This might be used to model for the students what ideas they might consider:
3) Students will then develop their 'For' arguments further with more detail from their research and site specific examples and case studies from their readings to support their claims.
4) Students will then be guided to turn their notes from these graphic organizers and formulate paragraphs. Their introductory paragraph will need to have a hook, a thesis statement wherein they present their argument and its rationale. The following three paragraphs will lay out each of their arguments along with evidence and case study examples. Students will also be encouraged to counter the arguments against their claim. They will conclude their persuasive piece with a conclusion, which both summarizes their argument and drives home their point with a powerful statement.
5) As a way to revise and edit, students will confer with each other using a T.A.G. form wherein they Tell something they noticed or liked about their partners writing, Ask a question regarding something they may not have understood in their partners writing and then Give a suggestion to make the piece more persuasive.
6) As students confer with each other, the teacher can confer one-on-one with each student to provide feedback and guidance to children who may need more support in crafting their arguments.
7) Students will then bring their pieces to publication by typing them out and presenting them at a publishing party wherein parents and administrators are invited to attend and be their audience.
Evaluation/Assessment: We will know we've got it when we have understood all of the necessary elements that go into writing a persuasive essay.