UBD Unit Planning

UBD Unit Planning: Persuasive Writing in a Social Studies Context

Agenda: Agenda and Materials Review Genre Study: Persuasive Writing

1.

2.

Forms and Features

1.

Mentor Text: Modeling after a familiar example

3. 1.

2.

Plucking Standards and Breaking Them Down

4. 1.

2. 3.

5.

6. 7. 8.

Field Trip Guest Speaker Reading Standards Social Studies Content Social Studies Skills

Creating a Vision Grouping and Sequencing Standards Weekly Vision and Mini-Lessons Rubric Application

Materials Review:    

“No-Frills” planning guide Sample Mentor Texts Forms and Feature Review Useful Tools and Organizers

Genre Study: Persuasive Texts Big Words: Argument

Ethos Point of View

Convincing

Pathos Kairos Propaganda

Forms: Persuasive Essay Persuasive Letter

Rebuttal Research, Facts, Data

Persuasive Writing

Evidence

Op-Ed Piece

Brochure Advertisement Speech Debate Script Feature Article

It’s important!

Considering the Audience (ethos)

Fact Vs. Opinion

Perspective

Forms and Features: Essay: claim, main points, evidence, paragraph format, thesis, research, rebuttal Letter: claim, main points, evidence, perspective, letter format, opening, research Brochure: visuals, facts and data, product/site/landmark, interesting info Advertisement: visuals, propaganda, audience, standout features Speech: claim, main points, evidence, rebuttal, lead, closing, inspiration Periodical: claim, main points, evidence, rebuttal, lead, connection to topic Debate Script: claim, main points, evidence, multiple rebuttals

Mentor Texts: Clear Examples    

 

Common reference point Broken down for features, content, and craft Same topic/focus as unit of study Written in at a level students can attempt to emulate 3-5 for variety but also depth Not just a mentor text- what are the mentor PARTS?

Writing and Social Studies: Comprehensible Input and Output    

Contextualized learning Language transfer Experience Writing has meaning

Standards: Writing, Skills, and Content Standard

Broken Down

Skills: Standard

Broken Down

Content: Social Studies Standard

Broken Down

Creating a vision: Ultimately, what are you trying to accomplish with your students? What should they walk away from this unit knowing, doing, and feeling? What was their experience during this unit? How did you support them and what were they able to do independently? Did they become experts on something?

Group and Sequence Logically: Research and Brainstorm -- Blue Pre-writing and Drafting -- Blue Writing and Extending -- Green Craft -- Green Revising with Craft -- Yellow Editing -- Pink Publishing -- Pink

Creating a Weekly Vision: How will you know at the end of each week that your students are progressing towards a final piece? What should their work demonstrate by the end of the week?

Do you need more time for content?

Vision and Mini-Lessons Weekly Vision Brainstorming/ Research Pre-writing and Drafting Writing and Extending Crafting

Editing and Publishing

Mini-Lesson Topics