PERSUASIVE WRITINGBy Darci Mock

Adams Elementaryhttp://www.davis.k12.ut.us/259620120143642590/site/default.asp

3 Week 5th Grade FormatMonday Tuesday Wednesday Thursday Friday

Thesis/THEME DRAPES Type Utah Writes

Read/Mark/Flip Mini-Lesson Revise in Word

Read/Mark/Flip Mini-Lesson Revise FINAL draftGRADED

Stage 1 (6 weeks)• Day 1: Thesis / Theme• Day 2: DRAPES• Day 3: Type

Stage 2 (6 weeks)• Day 1: Background• Day 2: Theme/Drapes• Day 3: Type

Stage 3 (6 weeks)• Day 1: Background• Day 2: Theme/Drapes NO Organizer Given• Day 3: Type

Stage 4 (4 weeks prior to DWA) • Day 1: 10 minute prewrite and type• Repeat 4 times prior to DWA

Thesis Statement

Analyze Prompt: Key Words

• Define• Discuss• Describe• Summarize• Explain• Key Verbs• Demonstrate• Compare/Contrast• Argue• Analyze

Circle the word in the prompt to help you create your thesis statement

Your principal has changed the rules at recess. She has told all students that they can no longer play on the grass at recess because students are eroding the grass. Do you agree? Write a letter in support of her choice or asking her to change.

Word Map

Brainstorm list – • Time• Health • Education/Effort • Money • Environment • Safety

Strong 

Weak 

Strongest

D.R.A.P.E.S.• Dialogue• Rhetorical Question• Analogy• Personal Experience• Example• Statistic

DRAPESBUILDING ELABORATION

Based on :Why We Must Run With Scissors © 2001

OBJECTIVE

Provide logically ordered reasons that are supported by facts and details

PROMPT

Your school is thinking about adding a class or activity for students next year. Pick an activity or class you think your school should have. Write a letter to your principal to persuade him or her why your school should have this class.

Thesis statement

Our school should create an art class for students next year.

DRAPES

D - Dialogue

R – Rhetorical question

A - Analogy

P – Personal Experience

E - Example

S - Statistic

DIALOGUE

• Lucy Marshall, a struggling math student, said, “When I paint I see patterns, arrays, and even tessellations. It all makes sense when I can put color with it.”

• Create your own:

Rhetorical question

• What would the world look like colorless?

• Create your own:

analogy

• Art is for your hands what playing sports is for your body. You never know how good you are until you do it a lot.

• Create your own:

Personal example

• When I was in second grade my teacher taught math using art. We drew arrays, colored patterns, cut up shapes, and made graphs using construction paper.

• Create your own:

EXAMPLE

• Illustrations in books help tell the story.

• Create your own.

STATISTIC

• 4 Out of 30 students say they have used crayons or markers in the last week.

• Create your own.

Two Column Pre-Write

THESIS THEME  

DRAPES

Details  

THEME  

DRAPES

Details  

THEME  

DRAPES

Details  

Conclusion

Type

Read / Mark / Flip• Read out loud. (hold your finger on one ear)• Mark

• Highlight topics with support• Make Notes• Mark Any Changes

• Flip • Write notes on any changes needed

PUT THEM AWAY

Write/TypeThesis xxxxx xxx xxx x xx x xxxxx xxx. xxx xxx xxxx, xxx xxxxxx

xxxxxx, xxxxxx xxxxxx xxxx xxx . Xxxx xxxx xxx xxx xxx xx. Xxxx xxx xx xx xx xxx xx xx.

First, xxx xxxxxx xxxxxx xxxx xxx xxx xxxx. Xxxxxxxxxxxxxxx xxxxx xx xxxxx xxxxxx xxxxxxxxxxx. Xxxxxxxxxxxxx xxxxxxxxxx xxxx xxxx xxx.xxxx xxxxx xx. Xxxxxx xxxxxxxxx.xxxx xxxxxxx xxx xxxxxxx xxxxx. xxxxxxxxx.x

Next, xxx xxxxxx xxxxxx xxxx xxx xxx xxxx. Xxxxxxxxxxxxxxx xxxxx xx xxxxx xxxxxx xxxxxxxxxxx. Xxxxxxxxxxxxx xxxxxxxxxx xxxx xxxx xxx.xxxx xxxxx xx. Xxxxxx xxxxxxxxx.xxxx xxxxxxx xxx xxxxxxx xxxxx. xxxxxxxxx.

Lastly, xxx xxxxxx xxxxxx xxxx xxx xxx xxxx. Xxxxxxxxxxxxxxx xxxxx xx xxxxx xxxxxx xxxxxxxxxxx. Xxxxxxxxxxxxx xxxxxxxxxx xxxx xxxx xxx.xxxx xxxxx xx. Xxxxxx xxxxxxxxx.xxxx xxxxxxx xxx xxxxxxx xxxxx. xxxxxxxxx.

Conclusion, xxx xxxxxx xxxxxx xxxx xxx xxx xxxx. xxx xxxxxx xxxxxx xxxx xxx xxx xxxx. xxx xxxxxx xxxxxx xxxx xxx xxx xxxx.

Xxx xxxxxx xxxxxx xxxxxxxx.

Student Samples

Room Set Up

Revise: Adding Descriptive Phrases

Revise: Adding Descriptive Phrases

Revise: Adding Descriptive Phrases

Revise: Adding Descriptive Phrases

Friday Finishers• Individual Practice

Mini Lessons:

Essay Tracking

DATE TOPIC O / ROriginal / Revision

I & CIdeas and Content

OOrganization

VVoice

WCWord Choice

SFSentence Fluency

CConventions

TOTAL

O / R /5 /5 /5 /5 /5 /5 /30

UTAHWRITE.COM

District Code: B2Y867A

Course Code

Student Login (Creation)

FOLDER PAGES

Transition Word Banks

• for instance • in order to• In addition• another• for example• in contrast• especially • consequently• specifically

• however• although• nevertheless• similarly• moreover• in addition • either/or• neither/nor• also• because

Use this link to find word lists to use in various types of writing: http://www.usd267.k12.ks.us/TL%20Student%20Pages/4th5thgradelinks/45writinglinks.html

Based on standards for Common Core

REVISE Word Bank – Chores

• Hate• Loathe/despise• Abhor• Detest• Nasty• Smelly• Stench• Spic-and-span• Martha Steward• Scum, dirt, grim• Filthy• Grit• Mold, mildew• Good housekeeping award• Can’t bear… Can’t stand• Tasks/responsibilities• Microfiber cloth

•Jungle•Rat’s nest•A tornado hit•Pig sty•Heaps•Mounds•Loads•Rats•Bugs- roaches•Bleach•Comet•Scrub•Ammonia•Feather duster•Scour•Windex•Tilex•Spotless , sparkling

REVISE Word Bank – Heredity

• Inherited• Environment• Species• Offspring• Traits• Variations• Survival

• Instincts• Population• specialized structure• Organism• life cycle• parent organism• learned behavior

Define• Give specific details that make something or some idea

unique

Discuss• Examine in detail

Describe• Give a picture in words

Summarize• Give a brief overview of the main points

Explain• Give reasons or make the meaning clear

Key Verbs• Verbs that appear in the essay question

Demonstrate• Provide examples to support a point

Compare/Contrast• Point out the similarities or differences between things,

people, or ideas

Argue• Take a stand on an issue and give reasons to support

your viewpoint or opinion.

Analyze• Look carefully at the parts of something to see how each

part works.