Persuasive Writing 2
for
Ancient History
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Getting Started
Now some teachers like to let their kids choose their topics. You can still do that, sure. However, I have found it always works out best when I do my modeling writing and model researching with the same topic over and over. This year I am choosing Greek Gods as my topic. Students can write "Zeus is a bad role model" or "Zeus should divorce Hera" or even "Hades is not a bad guy." So, let 's get this ball rolling!
Day by Day Plans
DAY ONE: Since we are talking about Greek Gods, I have students take this Quiz online. It is loads of fun and we make a chart of who is who. But there are other fun quizzes to take to help your class make connections. View them all right here.
DAY TWO: Research Hades using this graphic organizer. I have resources at my school, like our history textbook, an online library our school pays for, an my classroom library. So, whatever resources you have, get students researching, just gathering facts.
DAY THREE: After learning a bit about Hades, I ask students their opinions on the guy. He is a good guy? a bad guy? We have some great conversations of what makes a person "bad" or "good." I often make a large t-chart, so we can sort the facts that can prove he good or bad. The whole day is for forming an opinion, defending your opinion and listening to others trying to justify their opinions.
DAY FOUR: I give some students these facts and sort them in order to compose a persuasive argument about Hades. This is extra support. Today, the objective is write a one- or two- paragraphs rough draft about Hades. We will repeat this process multiple times in this unit, with other gods. I have students keep this draft, in case they want to choose this one for their final drafts.
DAY FIVE: Today, the objective is to get to know the rubric. We take a look the rubric, how students will be graded. I used this Apollo Text so students can grade it, learning what themselves need to include. Then, we repeat the researching cycle. Students are now researching Apollo. The idea that "You can write a better Apollo text than this!" Students are encouraged to use the model as a starting point, but add the things missing, like evidence cited correctly, better facts, better elaboration, more author voice... that sort of thing. I hand out this Graphic Organizer, which already has some facts on it. None of them are cited, so it does push kids to find the research for themselves. So, basically on this day, the objective is to check out the rubric, grade another's work against the rubric and gather some Apollo research.
DAY SIX: Now, we have a discussion on what good persuasive writers do. Using the Apollo modeled writing and the rubric, we create a large chart, about all the things good writers do and good skeptical readers do. Things like "Should I believe this source? Why?" and "What makes a credible source?" I like to push the religion and say things like "Why don't you worship Apollo? Is there any way I could convince you to worship Apollo?" I want a full chart of ideas. Once we have that, I give every student a printed copy of the modeled writing, with double spacing. Here, at the end of the lesson, students are to write things in the spaces, like an editor, or like they are making a second draft. Click here for the worksheet I give to those who need it.
DAY SEVEN: After a little more Apollo research, I give students about 50 minutes to create a perfect Apollo draft, according to our chart yesterday and our rubric. I usually give students about ten minutes with their peers, their notes, exchanging information, open chromebooks, open textbooks, before I say, "Ready, set... START WRITING!" At the end of the 50 minutes, usually the next day,....
DAY EIGHT: Students re-read their work, grade themselves according to the rubric, and we share each other work. We end the day with a vote: Is Apollo better than Hades?
Generally, first, I have students all write on the same topic: Hades. Each student produces just one draft. In the second phase, students can choose between Minerva and Apollo. They make one draft. In the third cycle, students choose a demi-god and repeat the process. This time they can make two drafts. We start looking at the rubric closer, working on editing a little more. Finally, in the last cycle, and the one that goes on their report card, students can choose any ancient deity and that is their final writing pieces and final grade.
Now, we start the writing of their topic choice and we lean into more of a workshop model. I let them choose any god of antiquity. (Note: many religions do not allow for the idea of multiple gods. So, be very careful that you don't say "The best god is" but instead say "The best Ancient Greek god is..." or "The best god of antiquity is..."
Writing Good Hooks
Identify different types of hooks: Usually, the thing that kids have been missing is a really good start, a good hook. This is where I introduce Hermes, another Greek God. Then, I show them this worksheet, and we decide how best to start a persuasive text on Hermes.
Write someone else's introduction: In this assignment, the second and the third paragraphs are already written. It is the introduction that is missing. So for this assignment, students only have to do the introduction.
Editing and Using the Rubric
If your class needs more support....
Here is a very rough draft of Hermes' persuasive text. Students can start with this and add the missing parts.
Here are some facts on Poseidon that students can cut out and arrange into paragraphs. Using this resource means that your students who are struggling to gather research, don't have to. If you have kids with IEPs who need help sequencing sentences, or whose IEP calls for copying sentences, this is the resource for them!
Supplementary Resources
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