English SOL Institute Secondary Persuasive Writing Workshop

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

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

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

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

5. Instruction Anchor Sets K-12 English SOL Institute October 2013

6. Persuasive Writing Checklist • Add screenshot K-12 English SOL Institute October 2013

7. “The lady in the tower”

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

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

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

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

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

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

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

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

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

17. Contact InformationTidewater Writing Project • Christina Frierman • Virginia Beach City Public Schools • Christina.Frierman@VBSchools.com  • David Lacey • Chesapeake City Public Schools • David.Lacey@cpschools.com 

18. 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.