Barbie Simmons 3 rd Grade Science Environment Persuasive Letter to the Principal
Mar 23, 2016
Barbie Simmons3rd GradeScience
EnvironmentPersuasive
Letter to the Principal
Georgia Writing Assessment• Teacher evaluated• Analytical Scoring• Students need practice
throughout the year• Covers four genres of writing
–Narrative– Informational/Expository–Persuasive–Response to Literature
• My unit will provide writing practice for the students.
Pre-Assessment Prompt• Materials: Blank paper, notebook
paper, and at least two sharpened pencils
• Topic: Choose somewhere that you would like to visit on vacation. Write a letter to your parents persuading them to take you on this trip.
• Time- 40 minutes• Use the blank paper to jot down your
ideas and then write you letter on notebook paper.
Instructional GroupingInstruction
• Large Group• Time on Task
• Scaffolding
Practice • Whole group
• Shared pen/Interactive
writing technique
• Students write ideas as well as teacher
Assessment• Individual
• Able to assess each students
own ability • Able to walk around and help
students as needed.
Grouping- Student’s Needs
For Developmentally Delayed and Learning Disabilities:
• Inclusion• Sit near teacher
• Involve in class discussion
For Linguistic Needs:• Incorporate English Language
Skills• Pair up with bilingual students• Provide assistance by one on
one time and repeating information
• Written to convince• Argue your
opinion• Focus on facts
and details
Persuasive Letter
Most Important
Don’t use complete sentences
Gather IdeasFirst Stage
Don’t Focus on Spelling
Prewriting Stage
Persuasive Letter Graphic Organizer
WHAT? What do I want to persuade my audience to do?
WHY? Why do I want this to be done? Please give three reasons why and details to support those reasons. Reason # 1:
Supporting Details a.
b. c.
Reason # 2:
Supporting Details a. b. c. Reason # 3:
Supporting Details
a. b. c.
HOW? How could I help to get this done?
Prewriting Rubric-Persuasive Letter
Simmons, B. (2009). Prewriting rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.
Element
Meets Standards
(3)
Partially Meets Standards
(2)
Does not meet Standards
(1)
Student Scoring:
Teacher Scoring:
What? Briefly described
clearly what you are
persuading your audience
to do.
Briefl y described somewhat
about what you are persuading your audience
to do.
Did not describe what
you are persuading
your audience to do.
Why? Gave at least 3 reasons why it should be done
Gave only 2 reasons why it should be done
Gave 1 or f ewer reasons why it should
be done
Reason #1 Relates to why topic should be
done
Does not relate to why topic
should be done
Reason #2 Relates to why topic should be
done
Does not relate to why topic
should be done
Reason # 3 Relates to why topic should be
done
Does not relate to why topic
should be done
Supporting Details for Reason # 1
Wrote down at least 3
supporting details.
Only wrote down 2
supporting details.
Wrote down only 1
supporting detail
Supporting Details for Reason # 2
Wrote down at least 3
supporting details.
Only wrote down 2
supporting details.
Wrote down only 1
supporting detail
Supporting Details for Reason # 3
Wrote down at least 3
supporting details.
Only wrote down 2
supporting details.
Wrote down only 1
supporting detail
How? Wrote down a good on how to
help get it done
Did not write down a way to
help get it done
Accommodations and Modifications
Developmentally Delayed Linguistic Needs
Provide a modified Checklist
Provide Assistive Technology as needed
Modified Graphic Organizer if needed.
Pair up with bilingual students
Model assignment as much as needed
Provide one-on-one time
Drafting Stage
Second Stage
Focus on Content
Put ideas into complete sentences
Don’t focus on spelling,
punctuation, or mechanics
Draf ting Rubric-Persuasive Letter
Simmons, B. (2009). Draf ting rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.
Element
Meets Standards
(3)
Partially Meets Standards
(2)
Does not meet Standards
(1)
Student Scoring:
Teacher Scoring:
Paragraphs Has all 5 paragraphs
Has only 3-4 paragraphs
Less than 3 paragraphs
Skipped Lines while drafting
Skipped every other line
Only skipped a f ew lines
Didn’t skip lines at all
I ntroduction
Clearly explains what they want their audience
to do
Explanation of what they want their audience to do is unclear
There is no introduction of what they want their audience
to do
Reason #1 Relates to why topic should be
done
Does not relate to why topic
should be done
Reason #2 Relates to why topic should be
done
Does not relate to why topic
should be done
Reason # 3 Relates to why topic should be
done
Does not relate to why topic
should be done
Supporting Details for Reason # 1
Presented at least 3
supporting details.
Only presented 2 supporting
details.
Presented only 1 supporting
detail
Supporting Details for Reason # 2
Presented at least 3
supporting details.
Only presented 2 supporting
details.
Presented only 1 supporting
detail
Supporting Details for Reason # 3
Presented at least 3
supporting details.
Only presented 2 supporting
details.
Presented only 1 supporting
detail
Conclusion Presented a good way to help get it
done
Did not present a way to help get it
done
Revising Stage
Third Stage
Don’t focus on spelling,
punctuation, or mechanics
Add and Delete
Information
Rearrange and Change Incorrect
Information
Revision Rubric-Persuasive Letter
Simmons, B. (2009). Revision rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.
Element
Meets Standards
(3)
Partially Meets Standards
(2)
Does not meet Standards
(1)
Student Scoring:
Teacher Scoring:
Adding Added necessary
information to the letter
Added less necessary and
more unnecessary
information to the letter
Added a lot of unnecessary
information to letter
Deleting Deleted unnecessary information
f rom the letter
Deleted less unnecessary
and more necessary
information f rom the letter
Deleted a lot of necessary
information f rom the letter
Rearranging
All rearrangements were made as
necessary
Most rearrangements were made to
the letter
Rearrangements needed in
writing were not made
Revision Marks All revision marks were
used correctly
Some revision marks were
used correctly
No revision marks were
used correctly
Editing Stage
Read your letter word-for-word looking
for mechanical errors
Fourth Stage
Look for capitalization,
punctuation, comma, and
spelling errors
Use proofreader’s
marks
Santa-Maria Bonita Schools: Posters, Charts, etc. (n.d.). Retrieved June 2, 2009, from http://www.smbsd.org/page.cfm?p=904
Editing Rubric-Persuasive Letter
Simmons, B. (2009). Editing rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.
Element
Meets Standards
(3)
Partially Meets Standards
(2)
Does not meet Standards
(1)
Student Scoring:
Teacher Scoring:
Spelling Corrected all spelling errors
Corrected some spelling errors
Corrected no spelling errors
Punctuation: Commas
Corrected all comma errors
Corrected some comma errors
Corrected no comma errors
Apostrophes Corrected all apostrophe
errors
Corrected some apostrophe
errors
Corrected no apostrophe
errors
Ending Punctuation
Corrected all ending
punctuation errors
Corrected some ending
punctuation errors
Corrected no ending
punctuation errors
Capitalization Beginning of Sentences
Corrected all capitalization
errors f or beginning of sentences
Corrected some capitalization
errors f or beginning of sentences
Corrected no capitalization
errors f or beginning of
sentence
Proper Nouns Corrected all capitalization
errors f or proper nouns
Corrected some capitalization
errors f or proper nouns
Corrected no capitalization
errors f or proper nouns
Proofreader’s Marks
Used all correct marks
Used some correct marks
Used no correct marks
Publishing Stage
Final Stage
Rewrite your edited version of your letter
Concentrate on using your best
handwriting skills
Publishing Rubric-Persuasive Letter
Simmons, B. (2009). Publishing rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.
Element
Meets Standards
(3)
Partially Meets Standards
(2)
Does not meet Standards
(1)
Student Scoring:
Teacher Scoring:
Persuading Topic
Topic is clearly stated and maintained throughout
letter
Topic is somewhat
explained and somewhat maintained throughout
letter
Topic is not explained well
and there is not maintained throughout
letter
Supporting Information
Reasons and details support
your topic
Reasons and details
somewhat support your
topic
Reasons and details do not support your
topic
Organization Structure of letter is
correct and easy to follow
Structure of letter is
somewhat correct and cannot be
easily f ollowed
Structure of letter is not correct and
does not flow together at all
Tone of letter Letter is written to persuade
Letter is somewhat persuasive
Letter is not persuasive
Sentence Structure
0 errors in sentence structure
2-3 errors in sentence structure
4 or more errors in sentence structure
Punctuation 0 errors in punctuation
2-3 errors in punctuation
4 or more errors in
punctuation
Capitalization 0 errors in capitalization
2-3 errors in capitalization
4 or more errors in
capitalization