1. Topic-
Writing a Persuasive Paragraph
2. Content-
Using text-based evidence to support an opinion and write a persuasive Paragraph.

Key Vocabulary:
3. Goals: Aims/Outcomes-
1. Students will read an article with differing opinions on a topic
2. Students will choose evidence from a text to support their opinion of the subject.
3. Students will write/type a persuasive paragraph.
4. Objectives-
1. Students will read the article "Does Texting Ruin UR Grammar?".
2. Students will highlight evidence from the text that states the two differing sides of the debate.
3. Students will complete a graphic organizer stating their opinion, stating 3-4 pieces of evidence from the text that supports their opinion, and writing a conclusion.
4. Students will use their graphic organizers to write/type a 5-7 sentence persuasive paragraph.
5. Materials and Aids-
-Action Magazine with the article "Does Texting Ruin UR Grammar?"
-plastic sleeve
-2 different colored markers
-copy of the graphic organizer
-Ben Franklin Spellers
- paper or word processor
6. Procedures/Methods-

A. Introduction-

1. Have the words "texting" and "talking" on opposite sides of the white board with a line connecting them and the middle of that line marked.
2. Ask students whether they prefer to text their friends or talk to their friends on the phone.
3. Have them chart where on the line they fall (more towards texting or talking).
4. Discuss their reasons for where they marked their choice.

B. Development-

1. I will write their reasons on large white paper in two different colors (one for texting and one for talking)
2. Review the Learning Targets for today.
3. Tell students that they will be reading an article today about texting with opposing opinions.
4. Tell students to highlight the differing opinions as they read (as I have written in different colors).

C. Practice-

1. Have students read the first paragraph and mark a reason that texting could ruin grammar.
2. Share answers.
3. Students will read the rest of the article independently or with a partner and highlight the two opinions in different colors of markers.

D. Independent Practice-

1.Students will choose a side to defend and fill out the graphic organizer.

E. Accommodations (Differentiated Instruction)-

1. Students may read independently or with a partner.
2. Students may write their paragraph by hand or use a word processor.
3. Students may use a Ben Franklin speller.

F. Checking for understanding-

1.Using their graphic organizers, students will write a persuasive paragraph.
2. I will review their graphic organizers and persuasive paragraphs and make comments to help them edit it.
3. Students will be able to edit their writing on the next "B" day.

G. Closure-

1. Review the "I can" statements in the Learning Targets.
2. Exit ticket: What part of today's lesson helped you the most in meeting the learning targets?
7. Evaluation-
1. Student's persuasive paragraphs.
2. Student's exit ticket comments

This Lesson Plan is available at (www.teacherjet.com)