Enjoy a set of helpful examples of persuasive writing for Year 3-6 kids learning how to influence an audience.Persuasive writing is a non-fiction literacy technique used to convince the reader of a certain idea or topic, or provide them with a call to action. Common examples of persuasive writing include reviews, advertisements, and brochures.This resource pack comes with several persuasive. Students studied the structure and language features of persuasive text and discussed the topic: Too much money is spent on toys and games. Students were asked to write a persuasive text, by taking a position for or against the topic. They had two sessions to write a draft of their text, which was responded to by the teacher. Final copies were. Effective Teaching There are many techniques, skills, and practices that can make a teacher effective. In my opinion, being an effective teacher means allowing an environment that enables students to learn in the classroom to their best abilities.
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Assessment was a daily tool in my class. Students were given multipleopportunities to master the content through both summative and formativeassessments as well as small informal assessments throughout class. The unit beganwith a pre-test that allowed me to see whether or not students understood someof the major concepts of this unit and what previous knowledge they had of thecontent. The test was composed of two sections, a multiple choice section and ashort answer section. This allowed some students to really display how wellthey grasped the concepts and it gave them the option to also differentiatetheir own answers around their grasp of the content. Based on how well they didon the test I could emphasize specific sections throughout the unit that I knewthat they struggled with.
As we went over content during the unit I had studentstake notes as I taught them different content. Students then were allowed touse these notes on the final test, which was an exact replica of the first. Byallowing students to take notes as well as then use those notes on the text, Iwas giving them multiple opportunities to master the material. At the end, thestudents took the same identical test they took in the beginning, a writtentest composed of two parts: multiple choice and short answer. Having students retake and the same identicaltest they took at the beginning of the unit also gave me the opportunity toliterally do a side by side comparison of just how much the students grew interms of the content which allowed for me to accurately interpret what the datawas saying about growth.
For the test, the first unit objective that it alignedwith was that students will be able to remember the rhetoric technique ofEthos, Pathos, and Logos, as well as basic definitions of unit content.Students had to demonstrate that they could identify these definitions in themultiple choice portion of the test. After the multiple choice potion, studentsalso had to do a short answer section that had them understanding and givingexamples of the definitions of needs vs. wants as well and other topics fromthe persuasive unit.
Another thingstudents were preparing for was a speech at the end of the unit. This speechincorporated a variety of speech and research techniques that we discussed inclass. The first four weeks were designed to teach kids about persuasivetechniques advertisers and speakers use in order to manipulate their audienceinto buying into whatever they are selling/talking about. The next two weeks wereally focused on public speaking techniques and proper research techniques toget students prepared for the speeches they would be writing. The last twoweeks were spent brainstorming, researching, and writing their speeches inanticipation for their presentations the final week. Students were graded onhow well they used Pathos, Ethos, and Logos as well as how well they used voiceand stage presence while giving a speech. We also looked at the research theydid and the strength of the sites they obtained. This assessment addressed thestandard CCSS 1.2.a: “[Students can…]Present claims andfindings, emphasizing salient points in a focused, coherent manner withrelevant evidence, sound valid reasoning, and well-chosen details; useappropriate eye contact, adequate volume, and clear pronunciation.” It alsotook care of the learning objective: Students will Create speeches that Applygreat research and public speaking techniques.
In addition to these summative assessments Ialso had students complete various formative and informal assessments.Throughout the unit we had a few short quizzes just to test whether studentswere grasping the concepts and whether we had to go back and place emphasis oncertain aspects the next day. We alsohad check-ins during class where we had students either give a thumbs up orthumbs down about whether they understand the concept or not. We also utilizeda “ticket out the door” technique to see whether students could replicate theinformation presented that day. Students had to either answer a question orcreate something of equal significance like an example that fully demonstratedthat they understood the concept and the guiding objective for the day. Eachassessment we did was to ensure that students were fully understanding theguiding question/objective for the day.
Below is the Pre and Post test that I gave my students:
Name:__________________________
Persuasive Speech Unitms. Schrader's Teaching Portfolio Lesson
Persuasive UnitPre-Test
Multiple Choice:
1)Consumerism is:
a.A desire toward the buying of popular goods.
b.The belief that the people should be ruled by adictator.
c.A disorder that forces you to eat lots.
d.The practices, methods, aims, and spirit ofcommerce or business.
2)Media is:
a.The way that mass communication is given to thepublic.
b.A type of communication.
c.A persuasive technique
d.Both A and B
3)The definition of Commercialism is:
a.The practice of watching commercials.
b.The practices, methods, aims, and spirit ofcommerce or business.
c.A desire toward the buying of popular goods.
d.A need to fit in with the popular crowd.
4)Diction is defined as:
a.The first half of a book that defines words.
b.Choice and use of words in speech or writing.
c.The way words make you feel.
d.The way someone talks depending on where theycome from.
5)What are Statistics?
a.Data used by the media.
b.Numbers and graph used as evidence of a study.
Persuasive Speech Units. Schrader's Teaching Portfolio Assessment
c.A study that represents a fact about a certaintopic.
d.All of the above.
6)Which of these is NOT a reliable web source?
a..org
b..com
c..gov
d..net
7)The three persuasive techniques created byAristotle are:
a.Ethos, Pathos, and Logos
b.Evidence, Circumstance, Relevance
c.Evidos, Circos, Relevos
d.Audience, Tone, Subject
8)Persuasion is:
a.A type of instrument
b.Convincing someone to do something for you
c.Asking someone to do something
d.Forcing someone to do what you want
9)How do advertisers persuade people to buy theirproduct?
a.They play off of what people tend to buy.
b.Subliminal messages
c.They use people’s emotions, pop culture, andstatics to convince the public to buy their product.
d.All of the Above
10) Which ofthe following techniques represents good public speaking? Circle all that apply!
a.Eye contact
b.Hand gestures
c.Wiggling around
d.Good posture
11)Which of these is an example of Pathos?
a.Showing you a commercial with sad puppies on itso you’ll donate money.
b.Giving you statistics on how a product has beensuccessful
c.Having a football player tell you how well abrand of shoes works
12)Give an example of Ethos:
a.Showing you a commercial with sad puppies on itso you’ll donate money.
b.Giving you statistics on how a product has beensuccessful
c.Having a football player tell you how well abrand of shoes works
13)Give an example of logos:
a.Showing you a commercial with sad puppies on itso you’ll donate money.
b.Giving you statistics on how a product has beensuccessful
c.Having a football player tell you how well abrand of shoes works
14)You are trying to convince someone that smokingshould be banned from happening in the United States. Give three points thatmight support your topic.
a.
b.
c.
Short Answer:
15)What’s the difference between a need and a want?
16)What is a work cited page?
17)What is the difference between a fight and adebate?
18)List three highly debatable topics in today’ssociety
a.
b.
c.
19)Give an example of a non-debatable topic.
20)Give an example of a debatable topic.