This lesson begins with our goal and correlating rubric/ scale. The goal gives focus to instruction and the rubric/ scale shows where we are on the learning continuum towards achieving that goal. I always share the goals and rubrics/ scales with my students at the beginning of each lesson because it gives learning purpose. Also, sharing these elements ensures that students and I are on the same page as far as what our expectations are.
My Big Names Flip Chart contains the goals and scales as well as introduces students to the concept of Big Names used to support claims. Common Core promotes the use of supports or evidence to support claims. Big Names is one of many rhetorical appeals to support claims. In addition, students give me comments and voice their interpretation of the concept presented in this lesson. Having students reiterate content in their own words allows me to formatively assess where students are in the learning continuum.
This activity relates to the standard by encouraging students to support their opinions in written work. Students provide valid reasons through the use of persuasive techniques to sustain their opinions. Therefore, students must use relevant and sufficient evidence to support their claims or opinions.
I model a sample persuasive writing to students prior to gradually releasing ownership of this activity to them. Second grade students need concrete examples to understand expectations for this activity. This process is repeated in each lesson of this unit in order for students to build automaticity with this process. First, we discuss the definition of Big Names and clarify any misconceptions during the discussion. We select a topic to use as a claim from a list of persuasive writing ideas that I give students. Then, I ask students to assist me in completing the Persuasive Writing Graphic Organizer. Once students complete the organizer, I ask students to select only one supportive reason from their list. We draw a picture with a caption that shows our claim with supportive reasoning based on logos strategy. Then we discuss our product (advertisement using Big Names). I ask students to select a different topic for their project so that they are not tempted to copy from the model.
I gradually release ownership to students as they work collaboratively in pairs or triads to create an advertisement or propaganda that exemplifies "Big Names". I provide students with a graphic organizer to guide them in the writing process. Students share their ideas within their collaborative team, using digital resources such as websites listing ideas for persuasive topics, access to online search tools, downloaded articles on various persuasive topics, etc. to gather supports for their drawing. I ask students to follow a caption format, by drawing a picture and text description to show an example of Logos.
Students work in collaborative groups to create examples of Logos with their teams. Rules, Roles, Norms for collaborative teams are discussed at the end of my Logos flip chart presentation .
The final lesson has students gather together to share our new knowledge. Communicating knowledge orally and written is important in Common Core. Students have the opportunity to do this during their team Big Names Student Presentation. Once students are used to conducting oral presentations with visual aides, Big Names Student Presentation, they become more natural at it. It becomes second nature. The class gives feedback towards each presentation and brainstorming discussions often occur.