Can you convince me

This will help you see what students know and also provide examples to point out during Session 2 see Step 4. Session 2: Analysis of an Argument. Begin by asking students to share their homework.

You can have them share as a class, in their groups from the previous session, or in partners. After students have shared, explain that they are going to get a chance to examine the arguments that they made during Session 1 to find out what strategies they already know how to use.

Pass out the Persuasive Strategy Definitions to each student. Tell students that you are going to explain each definition through a PowerPoint presentation. Read through each slide in the Persuasive Strategy Presentation. Discuss the meaning and how students used those strategies in their arguments during Session 1. Use your observations and notes to help students make connections between their arguments and the persuasive strategies.

It is likely your students used many of the strategies, and did not know it. For example, imagine the reward for the winning team was 10 extra minutes of recess. This is an example of pathos. As you discuss the examples from the previous session, have students write them in the box next to each definition on the Persuasive Strategy Definitions sheet to help them remember each meaning.

Session 3: Persuasive Writing. Divide the class into groups of two or three students. Have each group member talk about the persuasive strategies they found in their piece. After each group has had time to share with each other, go through each persuasive strategy and ask students to share any examples they found in their persuasive pieces with the whole class. Explain to students that in this session they will be playing the game they played during Session 1 again; only this time they will be working with a partner to write their argument and there will be a different prize awarded to the winning team.

Share the Persuasive Writing Assessment with students and read through each category. Explain that you will be using this rubric to help evaluate their essays. Reassure students that if they have questions or if part of the rubric is unclear, you will help them during their conference.

Have students get together with the partners you have selected see Preparation, Step 1. Get students started on their persuasive writing by introducing them to the interactive Persuasion Map. This online graphic organizer is a prewriting exercise that enables students to map out their arguments for a persuasive essay. Have partners enter their names and topics on the opening screen. The goal or thesis is the claim or stance that they are taking on the issue.

Students should then brainstorm three reasons to support their claim, and facts and examples to support each reason. Challenge students to use the persuasive strategies discussed during Session 2 in their writing. Remind students to print their maps before exiting as they cannot save their work online. Have students begin writing their persuasive essays, using their printed Persuasion Maps as a guide. To maintain the spirit of the game, allow students to write their essays with their partner.

Partners can either write each paragraph together taking turns being the scribe or each can take responsibility for different paragraphs in the essay. If partners decide to work on different parts of the essay, monitor them closely and help them to write transition sentences from one paragraph to the next.

It may take students two sessions to complete their writing. Meet with partners as they are working on their essays. During conferences you can: Ask students to show you the persuasive strategies they are using Guide students to use a variety of persuasive strategies Make sure students are using their Persuasion Map as a guide Check their supporting facts and examples for accuracy Help groups write an interesting beginning and ending Encourage partners to read their paragraphs to and provide feedback for each other Edit for grammar and mechanics.

Session 4: Presenting the Persuasive Writing. During this session, partners will present their written argument to the class. Before students present, hand out the Check the Strategy sheet. This checklist is the same one they used for homework after Session 2. Direct students to mark off the strategies they hear in each presentation. Use the Observations and Notes sheet to record your observations. After each set of partners presents, ask the audience to share any persuasive strategies they heard in the argument.

After all partners have presented, have students vote for the argument other than their own that they felt was most convincing. Tally the votes and award the prize to the winning team. To end this session, ask students to discuss something new they have learned about persuasive arguments and something they want to work on to become better at persuasive arguments.

Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do.

Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie.

Reward the class by arranging for the class event suggested in one of the essays. View all Secondary Secondary categories. View all Furniture Furniture categories. View all Special Needs Special Needs categories. View all Offers Offers categories. Quick order with codes. Email my basket. Price Match Promise. Science Activity Cards. Can You Convince Me? Time saving for the teacher Linked to the curriculum Use for assessment.

Can you convince me? Year 6 5. This resource pack contains a set of activity cards and an accompanying CD-Rom. Show health and safety information Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today.