Time Frame
3 class periods of 30 minutes each
Summary
To organize and draft a persuasive paper using a graphic
organizer
Materials
Teacher Materials:
Book for read-aloud and discussion (select one)
- My Rotten, Redheaded Older Brother, Patricia Polacco
- Tales of a Fourth Grade Nothing, Judy Blume
- The Summer of the Swans, Betsy Byars
- "Salvador Late or Early," Sandra Cisneros (short story
from Woman Hollering Creek and Other Stories)
- Julius, the Baby of the World, Kevin Henke
Student Materials:- Graphic organizer
- Writing paper
- Pencil
Instructional Procedures
- Discuss with the class the following questions: What does "place in the
family" mean? What is your place the family? How do you feel about your
place?
- Read aloud from one of the suggested books.
- Complete the graphic organizer as a whole class. Using characters from the
read-aloud, show how a paragraph with a main idea and supporting details
develops.
- Model a second graphic organizer for the whole class, using your own life
experience.
- Ask students to complete their own graphic organizers using one type you
have taught and used.
- Model for students how to create paragraphs using the information listed in
each category on the graphic organizer (using a main idea and 4-5
supporting sentences with details).
- Have students draft a persuasive paper using the completed graphic
organizer. (Remind students to address the paper to a specific audience.)
- Allow students to share excerpts from their drafts with small groups.
- With the permission of student writers, place several sample papers on an
overhead and discuss them as a class.
- Using the Six Traits rubric, have the class score several papers.
Writing Prompt: Everyone has a place in a family. Write a paper telling the reader
of the advantages and disadvantages of your place.
EXAMPLE #1
Not That Bad! (pdf)
IDEAS AND CONTENT: [5]
- The writer uses a personal experience. There are excellent main ideas with
supporting details. The writer shows control of the subject. The writing is
enlightening and entertaining.
ORGANIZATION: [5]
- The writer has produced a solid introduction and conclusion. The details follow the
main ideas with effective transitions. The writing is well balanced.
SENTENCE FLUENCY: [5]
- The writing is natural, powerful, and graceful. Sentences begin differently; some
sentences are long and some are short. The writer uses fragments well.
Questions lead to explanations.
WORD CHOICE: [5]
- There are many well-chosen words used accurately; words are also striking but
natural. Expressions are fresh and appealing; there is no slang. Verbs and
adjectives are strong and colorful. The writer uses similes to pull the reader in.
VOICE: [5]
- The writer addresses the audience in a natural way. Similes and metaphors are
used naturally, leaving the reader wanting more. There is a connection that comes
from "knowing" the writer.
CONVENTIONS: [5]
- Spelling, punctuation, and quotation marks are used accurately.
EXAMPLE #2
The Oldest (pdf)
IDEAS AND CONTENT: [5]
- The writer uses a catchy beginning. Ideas are well connected, balanced, and hold
the reader's attention. The writer successfully weaves a narrative throughout the
paper.
ORGANIZATION: [5]
- Excellent beginning and conclusion. There are well developed ideas that move
from one paragraph to another.
SENTENCE FLUENCY: [4]
- Sentences are generally well-crafted, but the writer begins several paragraphs the
same way.
WORD CHOICE: [5]
- Words are specific and used accurately. The writer uses strong imagery with
similes throughout. The paper is fresh and captivating.
VOICE: [5]
- The writer took some risks to put across the story. The language brings life to the
writing.
CONVENTION: [5]
- Grammar, spelling, and punctuation are generally correct. The student has written
enough text to demonstrate understanding of conventions.
EXAMPLE #3
Only Child (pdf)
IDEAS AND CONTENT: [4]
- The writer has a main idea and supporting details. The ideas are connected. The
writer has given some specific points, but the content should be stronger.
ORGANIZATION: [3]
- The introduction and conclusion are weak. Some transitions are effective; others
are weak. The pace is good but could have been smoother.
SENTENCE FLUENCY: [3]
- Sentences are all generally short, but with good beginnings.
WORD CHOICE: [3]
- Meaning is generally clear, but word choices do not distinguish the paper.
VOICE: [4]
- The student starts out writing about wanting a brother, but does not sustain the
voice.
CONVENTIONS: [3]
- There are some spelling errors. Commas are missing, where needed. Several
word endings are missing an "s."
EXAMPLE #4
Are You the Youngest? (pdf)
IDEAS AND CONTENT: [3]
- Ideas are not developed thoroughly. The paper lacks depth.
ORGANIZATION: [3]
- The paper shows good organization and conclusions, but it lacks effective
transitions. Some details confuse rather than clarify.
SENTENCE FLUENCY: [3]
- Sentences are choppy and simplistic. Variety is missing; most sentences are the
same length and start the same way.
WORD CHOICE: [3]
- Style is conversational but ineffective. There are vague references rather than
precise word choices.
VOICE: [3]
- The writing is mundane; it lacks personality.
CONVENTIONS: [3]
- Periods and capitals are missing in several sections. Abbreviations are used
instead of complete words. Digits are used when numbers should be spelled out.
Created: 08/17/2005
Updated: 02/04/2018
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