Students will
1. | Introduce the concept of persuasive letter writing. Ask students to brainstorm reasons why people write letters. Focus on the idea of writing letters to influence someone's opinion or effect change in the community. Use letters to the editor in a newspaper or magazine as examples of sharing one's opinion, attempting to influence others' opinions, and encouraging community change. Depending on your students, you may want to briefly discuss the elements of a standard business letter. |
2. | Tell students they will have the opportunity to write letters to the most influential person in their immediate community, the principal, about a school issue that they believe needs to be addressed. First, however, they need to understand what makes an effective piece of persuasive writing. |
3. | Hand out three copies of the graphic organizer to each student. Discuss each of the elements of effective writing listed on the handout. Ask students to record explanations of each element as you discuss them (under the "What does this mean?" question). You should be sure to cover the following points: |
4. | Hand out copies of the editorial article or go to the bookmarked podcast on the class computer. Tell students that they will be reading or listening to pieces of persuasive writing and that, as they read this article or listen to the podcast, they should be looking for the ways that the author uses the elements of effective persuasive writing shown on the graphic organizer. |
5. | Read aloud (or if using the podcast, play aloud) the article. Pause periodically to ask students to locate examples of effective elements in the article. Ask students to record each example on the handout. (If students need additional support recording ideas, model writing examples in the appropriate sections of the graphic organizer and display on an overhead projector.) |
6. | Repeat Step 5 with editorial article or podcast not used in Steps 1-5. This time, ask students to read the article silently and record examples of the elements used in the article on the graphic organizer. When all students are finished working, ask them to share the examples they found. Encourage students to record any examples not already on their graphic organizers that are shared by others. |
1. | Remind students that one of the purposes for writing persuasive letters is to effect change in one's community and that they will have the opportunity to do so for an issue important to them. Ask students to brainstorm problems or issues in their school community that they believe need to be addressed. List their ideas on the chalkboard, whiteboard, or overhead projector. |
2. | Ask students to re-examine the topic list, thinking about the elements of effective persuasive writing discussed during the previous two sessions. You may want to ask students to take out the graphic organizer they completed as a reminder. Narrow down the list considering these factors (cross out ideas that are not appropriate considering these elements). Some questions to consider asking students during this discussion include the following: |
3. | Place students in collaborative writing groups. Either allow students to place themselves in groups of no more than three students each or assign students to groups (using the list you prepared before the lesson). Depending on the makeup of the class you can do any of the following to assign topics: |
4. | Once students are in their groups, tell them they will be spending some time exploring their topics before planning and writing their letters to the principal. Hand out one copy of the graphic organizer to each group. Tell each group to write a short description of their position on the topic in the center of the organizer. Then ask each group of students to brainstorm and record reasons for their position on their graphic organizers. Students should draw from their own personal experiences and observations as reasons for their position. Tell students they should aim to fill all of the circles on the graphic organizer with ideas. Ask each group to "elect" one member of the group to record the group's ideas on the graphic organizer. Move between groups of students helping them brainstorm their ideas. |
1. | Place students in their groups and ask them to have their handouts on their desks. Tell them that they will be planning their persuasive letters to the principal. Remind them that the persuasive writing they read or heard at the beginning of the lesson focused on a few specific reasons for the writers' positions. Ask students to discuss which reasons recorded on their graphic organizers are the most specific and convincing. Tell them to then circle the three strongest reasons. You may want to refer students back to their graphic organizers if they need assistance selecting their top three reasons. |
2. | Direct groups to the bookmarked on the classroom computer or in the computer lab and go over instructions for using the map. If you have created a sample map, pass it out to students and review. Have students enter their names (each group enters all group members' names) and topics on the opening screen. Then have students complete the first section ("Goal or thesis"). The goal or thesis is the position that the group is taking on the topic. Students should then enter the three reasons and facts and examples to support each reason. |
3. | Allow students time (approximately 20-30 minutes) to complete their Persuasion Maps. Remind students to print their maps before exiting. |
4. | When students complete their maps, they should use the rest of the time to start writing their letters to the principal using their maps as guides. |
1. | Students should spend the first half of the session writing their letters down. After about 30 minutes, tell them that if they have not completed their letters, they should do so during their free time or for homework. |
2. | Hand out one copy of the to each student. Explain that you will be using these characteristics to evaluate students' letters. Quickly review the areas that you will use to evaluate and explain the four-point scale. |
3. | Tell students they will be using this rubric to help each other revise and edit their letters to the principal. If necessary, provide a mini-lesson on the components of each of these processes (revising and editing). Explain to students that revising is making decisions about how you want to improve your writing; looking at your writing from a different point of view; and picking places where your writing could be clearer, more interesting, more informative, and more convincing. Then explain to students that editing is making corrections to spelling, capitalization, punctuation, grammar, sentence structure, subject/verb agreement, verb tense, and word usage. |
4. | Ask one member from each group to read the group's letter aloud to the class. As the student reads the letter, all other students in the class should complete the rubric (except sections pertaining to conventions). Then ask students to share their evaluations with the group who went. You can either have students share their evaluations aloud or collect the completed rubrics and hand them to the group to review and discuss. |
5. | After all letters have been read aloud and all rubrics completed, tell groups they are to revise their letters based on the rubrics completed by their classmates. Areas where they did not score a four should be revised. Tell groups they are also to review the conventions of their letters to ensure that the grammar, spelling, and punctuation are correct. To help students clearly see their revisions, you may want to ask students to use colored pencils or colored pens to record changes. Allow groups time to revise their letters (approximately 20-30 minutes). |
1. | Direct groups to the bookmarked on the classroom computer or in the computer lab and go over instructions for using the website. Have students enter their names (each group enters all group members' names) on the opening screen. If students are unfamiliar with the layout of a business letter, have them click on "See the Parts of a Letter" and then click on sections of the letter. Students should complete all sections in the Letter Generator. Then ask one member from each group to slowly read aloud their draft letter while another group member types the body of the letter into the Letter Generator. |
2. | Allow students time (approximately 20-25 minutes or longer if students' typing skills are not well developed) to complete the final copies of their letters. Remind students to print two copies of their letters before exiting. |
3. | After students print their letters, collect one copy of the letter to assess. Provide each group with an envelope for the other copy of the letter. Either collect the envelopes to deliver to the principal later or send individual students to the school office to deliver them. If you plan to have students deliver letters as they finish them, you may want to make prior arrangements with the principal or office staff. |
4. | When all group letters are complete, bring the class together to discuss the lesson. Some questions to consider asking students during this discussion include the following: |
Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.
The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.
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Activity Sheets | PDF
Education Type | K to 12 |
Grade Level | Grade 10 |
Learning Area | English |
Content/Topic | Writing and Composition |
Intended Users | Educators, Learners |
Competencies | Compose short persuasive texts using a variety of persuasive techniques and devices |
Developer | JOEAN ANDAL (joean.andal) - Bintawan NHS, Nueva Vizcaya, Region II - Cagayan Valley |
Copyright | Yes |
Copyright Owner | Joean S. Andal |
Conditions of Use | Modify, Reproduce, Use, Copy, Print |
File Size | 1,008.07 KB |
File Type | application/pdf |
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By George Clooney
Mr. Clooney is an actor, director and film producer.
I’m a lifelong Democrat; I make no apologies for that. I’m proud of what my party represents and what it stands for. As part of my participation in the democratic process and in support of my chosen candidate, I have led some of the biggest fund-raisers in my party’s history. Barack Obama in 2012 . Hillary Clinton in 2016 . Joe Biden in 2020 . Last month I co-hosted the single largest fund-raiser supporting any Democratic candidate ever, for President Biden’s re-election. I say all of this only to express how much I believe in this process and how profound I think this moment is.
I love Joe Biden. As a senator. As a vice president and as president. I consider him a friend, and I believe in him. Believe in his character. Believe in his morals. In the last four years, he’s won many of the battles he’s faced.
But the one battle he cannot win is the fight against time. None of us can. It’s devastating to say it, but the Joe Biden I was with three weeks ago at the fund-raiser was not the Joe “ big F-ing deal ” Biden of 2010. He wasn’t even the Joe Biden of 2020. He was the same man we all witnessed at the debate.
Was he tired? Yes. A cold? Maybe. But our party leaders need to stop telling us that 51 million people didn’t see what we just saw. We’re all so terrified by the prospect of a second Trump term that we’ve opted to ignore every warning sign. The George Stephanopoulos interview only reinforced what we saw the week before. As Democrats, we collectively hold our breath or turn down the volume whenever we see the president, whom we respect, walk off Air Force One or walk back to a mic to answer an unscripted question.
Is it fair to point these things out? It has to be. This is about age. Nothing more. But also nothing that can be reversed. We are not going to win in November with this president. On top of that, we won’t win the House, and we’re going to lose the Senate. This isn’t only my opinion; this is the opinion of every senator and Congress member and governor who I’ve spoken with in private. Every single one, irrespective of what he or she is saying publicly.
We love to talk about how the Republican Party has ceded all power, and all of the traits that made it so formidable with Ronald Reagan and George H.W. Bush, to a single person who seeks to hold on to the presidency, and yet most of our members of Congress are opting to wait and see if the dam breaks. But the dam has broken. We can put our heads in the sand and pray for a miracle in November, or we can speak the truth.
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This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
This module was designed and written with you in mind. It is here to help you write your argumentative essay with its parts and features. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:
After going through this module, you are expected to:
1. Get familiar with terms used in argumentation/debate;
2. Identify the parts and features of argumentative essay.
Notes to the Teacher:
Prior to understanding of the lesson on noting details, the student is given a brief background about reading comprehension. The students should be able to get familiar with this term used for plain text and innovative text.
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Grade 6 English Module: Compose a Persuasive Essay on Self-Selected Topic. by DepEd Tambayan. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Duran Street, Iloilo City (033) 493-0352 [email protected]. 6. English. mpose a Persuasive Essay on Self-Selected TopicIntroductory MessageThis Self-Learning Module (SLM) is prepared so that you, ur dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, an.
Abstract. During the pandemic, the Departm ent of Education used Self-Lea rning Modules (SLMs) for modular distance learning. The descriptive-. evaluative design was used to assess the ...
View Download. Modules | PDF. Published on 2023 February 2nd. Description. This module is intended for Grade 6 learners compose a persuasive essay on self-selected topic. Objective. Compose a three-paragraph persuasive essay on self-selected topic.
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Watch and let's learn together...MELC-BASED Lesson in English 6 #Persuasive Essay #EnglishSix#MELCBASED#EnglishLesson#QuarterFour#TeacherShieNo copyright inf...
MELC-based lesson in English Grade 6 Quarter 4.
Thesis statement: Let the audience know your stance. After surveying the topic in the first part of the introduction, it is now time for the student writer to express their opinion and briefly preview the points they will make later in the essay. 2. Body Paragraphs.
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Module HomeModule Description: This module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion tim. Challenge• Video: Ms. Lin, a middle-school English teacher, has been working on persuasive writing with h.
Daily Lesson Log (DLL) in English 7 Teaching Learning Package in English 7 (W1, Qtr 4) ACTIVITY SHEET IN GRADE 7 (Q4W51-D1) English Quarter 4 Module 7 Compose a Persuasive Essay on Self Selected Topic Argumentative Essay Self-Learning Modules - Quarter 4 English: Grade 7, Modules 1-8 Argumentative Essay EASE Module 8 Looking Forward to the ...
The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion time: 2 hours). Note: This module has been archived because it is dated. Although the content may still be relevant and useful, it may not reflect the most recent ...
3. write a persuasive or an argumentative essay employing the techniques learned. By the way, use a sheet of paper as your answer sheet to write your answers of the different activities presented in this learning module. DO NOT ANSWER here directly. Here is an outline of the different parts of your learning material. Label Description What I ...
Harvey Milk's "The Hope" Speech. Sample lines: "Some people are satisfied. And some people are not. You see there is a major difference—and it remains a vital difference—between a friend and a gay person, a friend in office and a gay person in office. Gay people have been slandered nationwide.
Overview. This lesson gives students the opportunity to examine opinion editorials and write their own on school issues. After reading and listening to opinion pieces, students identify strong examples of persuasion and record them on a graphic organizer. Small groups then brainstorm issues in the school that they believe deserve action plans.
Self Learning Module | ZIP. Published on 2022 August 10th. Description. Contents: 1. English 10: Quarter 3- Module 1: Argumentative Essay. 2. English 10: Quarter 3- Module 2a: Using Informative Writing Techniques. 3. English 10: Quarter 3- Module 2b: Using a Variety of Persuasive and Argumentative Writing Techniques.
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by-step as
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Mr. Clooney is an actor, director and film producer. I'm a lifelong Democrat; I make no apologies for that. I'm proud of what my party represents and what it stands for. As part of my ...
Grade 10 English Module: Argumentative Essay. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts.