Persuasive Paragraph Writing

Lesson Title: Persuasive Paragraph Writing

Grade: 7/8

Subject: French Immersion

Materials/Resources:

• Literacy puzzle sentences

• Persuasive writing organizer

• Paper and/or literacy notebook

Learning Goals:

• Students will demonstrate the ability to write a persuasive paragraph using main ideas and supporting details.

• Students will use proper grammar and writing mechanics.

• Students will demonstrate the ability to edit their paragraphs.

• Students will demonstrate the ability to sort and choose effective sources when researching their topics.

Success Criteria:

• Je choisirai un sujet approprié pour un paragraphe argumentatif.

• J’écrirai un paragraphe argumentatif d’au moins quatre phrases.

• J’utiliserai une grammaire et une mécanique d’écriture appropriées.

• Je démontrerai ma capacité à choisir des sources efficaces.

Curriculum Expectations:

• Grade 7

  • Reading

    1. C1.2 Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with support as appropriate.

    2. C2.2 Characteristics and Stylistic Elements of Text Forms: identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages, with support and guidance from the teacher (e.g.,poetry/song lyrics)

  • Writing

    1. D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, following models appropriate to the purpose and applying their knowledge of the basic structural and stylistic elements of each form

    2. D2.1 Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate

    3. D2.3 Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate

  • Grade 8

    1. Reading

       1. C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate

       2. C2.2 Characteristics and Stylistic Elements of Text Forms: identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages, with support and guidance from the teacher

  • Writing

    2. 1. D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, following models appropriate to the purpose and applying their knowledge of the basic structural and stylistic elements of each form

       2. D2.1 Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate

       3. D2.3 Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate

Minds On (20 minutes):

• Students will be given multiple sentences all jumbled up

• They must work in their table groups to put the paragraph together

• Students will share their paragraphs with the class

• Ask the following questions:

  • Comment as-tu décidé où placer chaque phrase dans le paragraphe ?

  • Y a-t-il plus d’une phrase principale possible ? Si oui, lesquelles ? Si non, explique pourquoi.

  • Y a-t-il plus d’une phrase de conclusion possible ? Si oui, lesquelles ? Si non, explique pourquoi.

  • Comment le choix des mots ou le ton influencent-ils la façon dont un paragraphe est perçu par différents publics ?

Action (40 minutes):

• Students will write a persuasive paragraph, they will have the choice between the following topics:

  • Les élèves devraient-ils recevoir des devoirs après l’école tous les jours ?

  • Quelle est la meilleure forme d’énergie renouvelable ?

  • Les médias sociaux devraient-ils être interdits ?

  • Les élèves devraient-ils avoir la possibilité de porter l’uniforme scolaire dans lequel ils se sentent à l’aise ?

  • Les écoles devraient-elles enseigner la diversité des genres et l’inclusion ?

  • Choisis ton propre sujet (à faire approuver par l’enseignant).

• Students will be given a graphic organizer to organize their points for and against their chosen topic

  • Students will do some research to write their paragraphs.

• Students will write their persuasive paragraph.

Consolidation (20 minutes):

• Students will have the option to share their persuasive paragraphs with the rest of the class.

• Students will explain and reflect on why they chose a particular stance.

• As students share, their peers will have a piece of paper listing a comment on why they agree or disagree with their stance.

• This will continue the next day if necessary.