[The order to put them in practice

The standard guiding all four lessons in the learning
segment is ELAGSE4W1: Write opinion pieces on topics or texts, supporting a
point of view. The learning objective for first lesson of the segment is “I can
define persuasive writing as writing using my opinion to convince the readers
to believe the same, do the same, or change their mind” The standard and
objective are connected to writing as the students must first understand the
definition of persuasive writing to be able to achieve the essential literacy
strategy of drafting. The students must know what persuasive writing is before
they are able to create a persuasive draft. They will use their understanding of what persuasive writing is to guide
themselves throughout the segment to learning how to construct a persuasive
paragraph. The objective for the second lesson is “I can identify transition
words and phrases in persuasive writing.” This objective is connected to the
related skill “define.” Students must first learn how to define persuasive writing
in order to identify words that go into persuasive writing. They cannot
identify the persuasive transition words and phrases if they do not know what persuasive
writing is. They must also be able to identify transition words and phrases in
order to put them in practice for their “drafting.” The objective for the third
lesson is “I can produce 3 persuasive reasons with supporting examples or
evidence why the character in the book “Hey, Little Ant” should or should not
squish the ant using transition words or phrases.” The related skills that
support this objective are “identify” and “define” as the students should be
able to identify the transition words and phrases and understand what
persuasive writing is in order to produce reasons and examples/evidence in a
draft. This objective is also connected to reading and writing as the students
must listen to a read aloud and use what they comprehend from the book to
create reasons for a persuasive writing paragraph. It is related to the
essential literacy strategy by producing the reasons through brainstorming to
be able to draft in the next lesson. The final lesson objective is “I can
construct a persuasive paragraph using an introduction sentence, 3 supporting
reasons, 3 supporting examples or pieces of evidence, transition words and
phrases, and a concluding sentence.” This objective is supported by the related
skills “define,” “identify,” and “produce.” The students use their knowledge of
what persuasive writing is in order to construct a persuasive paragraph of
their own. Also, they use their knowledge from the “identify” lesson and
“produce” lesson to apply transition words and phrases they learned and used
into their writing. This lesson is connected to reading as the paragraph is
based off of a book read aloud in lesson three. It is also connected to writing,
as the students will be writing their paragraphs on this day. The objective
achieves the essential literacy strategy, “drafting,” by having the students
create their persuasive paragraph draft. 

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