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K12ELA007: English Language Arts 7

Unit 7: Persuasive Writing   In this unit, you will become familiar with the powers of persuasion in print and advertising by analyzing images and wording used to sway the reader’s perception. You will also gain an understanding of how specific causes and beliefs can influence writing. Identifying specific techniques used in persuasive writing and advertising will help prepare you to write your own persuasive piece on a cause about which you feel passionately. 

Unit 7 Time Advisory
Completing this unit should take approximately 16 hours.

☐    Subunit 7.1: 3 hours

☐    Subunit 7.2: 1 hour and 45 minutes

☐    Subunit 7.3: 1 hour and 45 minutes

☐    Subunit 7.4: 7 hours

☐    Subunit 7.4.1: 2 hours

☐    Subunit 7.4.2: 1 hour

☐    Subunit 7.4.3: 30 minutes

☐    Subunit 7.4.4: 2 hours

☐    Subunit 7.4.5: 1 hour

☐    Subunit 7.4.6: 30 minutes

☐    Subunit 7.5: 2 hours and 30 minutes

Unit7 Learning Outcomes
Upon successful completion of this unit, you will be able to: - Explain how emotions and beliefs influence writing. - Identify persuasive elements of journalistic writing while analyzing a print article. - Analyze advertisements and identify techniques used to be persuasive. - Listen to historical speeches, noting how voice and language contribute to the emotional reaction of the listener. - Choose a cause and write a persuasive piece that is well organized and follows grammatical conventions.

Standards Addressed (Common Core): - CCSS.ELA-Literacy.RI.7.1 - CCSS.ELA-Literacy.RI.7.2 - CCSS.ELA-Literacy.RI.7.3 - CCSS.ELA-Literacy.RI.7.4 - CCSS.ELA-Literacy.RI.7.5 - CCSS.ELA-Literacy.RI.7.6 - CCSS.ELA-Literacy.RI.7.8 - CCSS.ELA-Literacy.RI.7.10 - CCSS.ELA-Literacy.W.7.1 - CCSS.ELA-Literacy.W.7.2 - CCSS.ELA-Literacy.W.7.4 - CCSS.ELA-Literacy.W.7.5 - CCSS.ELA-Literacy.W.7.9 - CCSS.ELA-Literacy.W.7.10 - CCSS.ELA-Literacy.SL.7.1 - CCSS.ELA-Literacy.SL.7.2 - CCSS.ELA-Literacy.SL.7.3 - CCSS.ELA-Literacy.SL.7.4 - CCSS.ELA-Literacy.L.7.1 - CCSS.ELA-Literacy.L.7.2 - CCSS.ELA-Literacy.L.7.3 - CCSS.ELA-Literacy.L.7.4 - CCSS.ELA-Literacy.L.7.5 - CCSS.ELA-Literacy.L.7.6

7.1 Power of Persuasion   Every day, we are exposed to the powers of persuasion in advertising, television, social media, and even through the people with whom we interact. In this subunit, you will learn about persuasive techniques and language. You will look at the “why” and “how” of persuasive writing and start thinking about topics that you feel passionately about. You will use these ideas later to write your own persuasive piece. 

7.1.1 Persuasive Writing Characteristics   - Explanation: Jamie Russell’s Year 7/8 English: “Persuasive Writing” Link: Jamie Russell’s: Year 7/8 English: “Persuasive Writing” (HTML)
 
Instructions: Read the introduction of the webpage and then open the file “Persuasive Writing” (PDF). Take notes in your notebook on the elements of persuasive writing that are defined in the document.
 
Define “exposition” and answer the five questions on page 4. Next create a mock advertisement following the model advertisement and directions on pages 5 and 6. Skip page 7, and then take notes on the “features of an exposition,” as discussed on page 8. Read the examples given throughout the rest of the document (pages 9 - 12).
 
When you get to the last page, discuss the controversial topic of school uniforms with a friend or relative. Alternately, if you do not have a partner to discuss this with, write a paragraph explaining your view on school uniforms. You do not need to write a full essay on that topic.
 
Completing this activity should take approximately 1 hour and 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.W.7.1](http://www.corestandards.org/ELA-Literacy/W/7/1)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.6](http://www.corestandards.org/ELA-Literacy/W/7/6/)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.1](http://www.corestandards.org/ELA-Literacy/SL/7/1)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.1.2 Causes and Reasons for Persuasive Writing   - Reading: Granite School District: “Persuasive Writing” Link: Granite School District: “Persuasive Writing” (HTML)
 
Instructions: People often use persuasive writing to convince others that their side of a controversial issue is the “right” one, using facts and examples to support their beliefs. Access the link and scroll down to the section titled “Who Uses Persuasive Writing?” (about one third of the way down). Under the heading “Try looking at the opinion sections of the Salt Lake Tribune or Desert News for timely, pertinent, real-life examples,” access the links for examples. You can also check the “opinion” section of your local newspaper. Read at least three examples of opinion pieces. In your notebook, write down five strategies that the writers use to convince their audience that their beliefs are correct.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.RI.7.6](http://www.corestandards.org/ELA-Literacy/RI/7/6)
-   [CCSS.ELA-Literacy.RI.7.8](http://www.corestandards.org/ELA-Literacy/RI/7/8)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.1.3 Brainstorm: Things That Bother Me   - Activity: Brainstorming Instructions: In order to write a persuasive writing piece, you need to choose a strong topic. In your notebook, brainstorm a list of social issues that affect you and others (e.g., cell phones in schools, school uniforms, genetically modified seeds used to plant crops, etc.). You should also look for controversial topics in the local newspaper and on Internet news sites. Make a list of topics that interest you in your notebook. Finally, make another list of things that bother you (e.g., having to wake up early to attend school). When finished with your lists, choose one idea that interests you the most. You will use this topic later in the unit.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.4](http://www.corestandards.org/ELA-Literacy/SL/7/4)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

7.2 Persuasive Journalism   In this subunit, you will analyze persuasive writing and identify what makes it effective. You will learn how to use persuasive language and evidence to strengthen your arguments and ideas. 

7.2.1 Reading with Guided Questions   - Activity: Amy Rognlie’s Writing with Rognlie: “Persuasive Writing Unit” Link: Amy Rognlie’s Writing with Rognlie: “Persuasive Writing Unit” (HTML)
 
Instructions: Scroll down to the section with the bold heading “Examples can come from the newspaper, a magazine, or anonline source such as The Denver Post or another online newspaper. Make sure you go to the ‘Opinion’ section.” Follow the directions given, but only read onearticle of your choosing (instead of three), and answer the four questions in your notebook. Use complete sentences and details from the article to support your responses.
 
Completing this activity should take approximately 45 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.2](http://www.corestandards.org/ELA-Literacy/RI/7/2)
-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.6](http://www.corestandards.org/ELA-Literacy/RI/7/6)
-   [CCSS.ELA-Literacy.RI.7.8](http://www.corestandards.org/ELA-Literacy/RI/7/8)
-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.9](http://www.corestandards.org/ELA-Literacy/W/7/9)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.2.2 Identifying Persuasive Language, Evidence   - Explanation: 11 H English: “Using Language to Persuade” Link: 11 H English: “Using Language to Persuade” (HTML)
 
Instructions: Open the documents “Persuasive Techniques Handout.pdf” and “Second Persuasive Language Handout.pdf”. Read the information thoroughly. In your notebook, create a list of five “Dos and Don’ts” for persuasive writing.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.3 Persuasive Techniques in Advertising   In this subunit, you will learn how adverting uses persuasive language to influence people to buy products. Similar persuasive language is used in persuasive articles and essays. In addition to learning about advertising techniques, you will learn about the concepts of ethos, pathos, and logos that are used to influence people to buy products or adopt causes. 

7.3.1 Advertising Techniques: What Makes an Ad Memorable?   - Web Media: Yamith Fandino’s Reading and Writing IEP: “The World of Advertising” Link: Yamith Fandino’s Reading and Writing IEP: “The World of Advertising” (HTML)
 
Instructions: Watch the video on advertising, take the accompanying quiz, and check your score when you have finished. Next, answer the questions under “Conversation Questions Advertising” in your notebook.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.2](http://www.corestandards.org/ELA-Literacy/SL/7/2)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.3.2 Technique: Pathos, Logos, and Ethos   - Reading: University Writing Center, Texas A&M; University: “Arguments (Introduction to Ethos, Pathos, and Logos)” Link: University Writing Center, Texas A&M University: “Arguments (Introduction to Ethos, Pathos, and Logos)” (HTML)
 
Instructions: The concepts of ethos, pathos, and logos are used in advertising and persuasive writing. In your notebook, define the three concepts as you read the definitions and watch the accompanying video.
 
Watching the video, reading the selection, and taking notes should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.2](http://www.corestandards.org/ELA-Literacy/SL/7/2)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.3.3 Advertisement Analysis   - Activity: Quizlet: “Ethos Pathos Logos” Link: Quizlet: “Ethos Pathos Logos” (HTML)
 
Instructions: You will now test your knowledge of ethos, pathos, and logos by playing the Space Race game. In this game, sentences will scroll across the screen. You will need to identify whether they are examples of ethos, pathos, or logos, and enter your responses in the box at the bottom of the screen. Once you type ethos, pathos, or logos, press enter and you will see if your answer was correct according to whether the score goes up or down. Each correct answer “kills” a sentence and earns you points. Incorrect answers cause you to lose points. If you are not successful the first time playing, review your definitions and try again.
 
Note: If you are unable to access Quizlet, here are flashcards that you can use to quiz yourself.
 
Completing this activity should take approximately 15 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

7.4 Writing Persuasive Essays   In this subunit, you will begin with some grammar lessons on sentence structure. After that, you will work on your own persuasive essay, choosing a cause that you care about and crafting an essay using persuasive language to convince others of the merit of your cause. 

7.4.1 Grammar   In order to write concise and proper sentences, you need some background on sentence structure. You will learn about different sentence types and how to use the parts of a sentence: phrases and clauses. In order to write convincingly, especially with persuasive and argumentative essays, you need a strong command of grammar. Why? If your grammar is incorrect or your sentences are confusing, readers will be busy trying to figure out what your sentences mean rather than following along with your argument and being persuaded.

7.4.1.1 Sentence Types and Structures   - Explanation: Nikki Downing Pauline’s English 8: “Sentence Structures and Types” Link: Nikki Downing Pauline’s English 8: “Sentence Structures and Types” (HTML)
 
Instructions: Read the information on the four types of sentences, writing definitions and given examples in your notebook. Then view the PowerPoint presentation on “sentence types,” taking notes as needed.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.4.1.2 Phrases and Clauses   - Explanation: Ms. Serrano’s English III: “Phrases and Clauses,” “Clauses Review,” and “Review Exercises” Link: Ms. Serrano’s English III: “Phrases and Clauses” (PDF), “Clauses Review” (PDF), and “Review Exercises” (PDF)
 
Instructions: View the PowerPoint presentation titled “Phrases and Clauses,” writing the definitions and given examples in your notebook. Read the “Clauses Review” and complete the “Review Exercises.”
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.4.1.3 Phrases and Clauses Practice   - Did I Get This? Activity: English VII: “Phrases, Clauses: Exercise - Bite A” Link: English VII: “Phrases, Clauses: Exercise - Bite A” (PDF)
 
Instructions: Complete the above exercise in your notebook. When you are finished, check your answers here.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.4.2 Choosing a Topic   - Explanation: MCMS 8th Grade: “Persuasive Writing: Pro and Con Chart” Link: MCMS 8th Grade: “Persuasive Writing: Pro and Con Chart” (PDF)
 
Instructions: Take your topic from your earlier brainstorming session and follow the instructions for creating a “Pro and Con Chart.” You should either print the “Pro and Con Chart,” which includes directions for completion, or create a chart in your notebook and list the benefits (pros) and drawbacks (cons) for your selected topic. Once you have come up with at least five pros and five cons (more if possible), you will review your list to see which side is stronger.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.2](http://www.corestandards.org/ELA-Literacy/SL/7/2)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.4.3 Using Evidence to Support Ideas   - Explanation: MCMS 8th Grade: “Persuasive Writing” Link: MCMS 8th Grade: “Persuasive Writing” (PDF)
 
Instructions: Read the sections titled “Essay Structure” and “Persuasive Strategies,” and take notes in your notebook. Write down three examples of how you can convince your audience of your topic by using evidence.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0 Unported
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7.4.4 Mapping a Persuasive Essay   - Activity: MCMS 8th Grade: “Persuasive Writing: Persuasive Planning Sheet” Link: MCMS 8th Grade: “Persuasive Writing: Persuasive Planning Sheet” (PDF)
 
Instructions: To plan your essay, complete the planning sheet, using good details to support your arguments. When choosing details to support your argument, you can use information that you already know. If you cannot think of many specific details, use the Internet to conduct some research. You will also need to include counterarguments for your essay, which you identified in your “Pro and Con Chart.” Choose counterarguments that are the opposite of your arguments, making them easy to organize and argue. When finished, use your planning sheet to type or write a five-paragraph essay.
 
Completing this activity should take approximately 2 hours.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.1](http://www.corestandards.org/ELA-Literacy/W/7/1)
-   [CCSS.ELA-Literacy.W.7.2](http://www.corestandards.org/ELA-Literacy/W/7/2)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.5](http://www.corestandards.org/ELA-Literacy/W/7/5/)
-   [CCSS.ELA-Literacy.W.7.7](http://www.corestandards.org/ELA-Literacy/W/7/7/)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.4.5 Revising and Editing   - Activity: Sherwood Ridge Public School: Mrs. Tocher’s 6/5T “Persuasive Writing Checklist” Link: Sherwood Ridge Public School: Mrs. Tocher’s 6/5T “Persuasive Writing Checklist” (PDF)
 
Instructions: Use this checklist to review the rough draft of your five-paragraph essay. Make necessary corrections, ignoring the bullet that addresses rhetorical questions. If possible, have a peer or an adult review your essay using the checklist.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.1](http://www.corestandards.org/ELA-Literacy/W/7/1)
-   [CCSS.ELA-Literacy.W.7.2](http://www.corestandards.org/ELA-Literacy/W/7/2)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.5](http://www.corestandards.org/ELA-Literacy/W/7/5/)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)

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7.4.6 Assessing with a Rubric   - Checkpoint: McClelland College: “Persuasive Writing Rubric” Link: McClelland College: “Persuasive Writing Rubric” (PDF)
 
Instructions: Use this rubric to assess your essay. Then, if possible, have another person read and assess your essay with the rubric. To get a final score, “Excellent” is worth 5 points, “Good” is 4, “Fair” is 3, and “Needs Improvement” is 2. Tally your final score and multiply it by 3.5. Any score under a 65 needs to be further revised.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.5](http://www.corestandards.org/ELA-Literacy/W/7/5)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.5 Analyzing Historical Speeches: “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston Churchill (1940)   In this subunit, you will learn about the power of persuasion in history and politics. You will read and analyze a historical speech by Winston Churchill for its methods of persuasion and historical significance. Often, powerful figures use charisma and persuasive language to influence large numbers of people and change history. 

7.5.1 Historical Context   - Explanation: Cloud Biography: “Winston Churchill” Link: Cloud Biography: “Winston Churchill” (HTML)
 
Instructions: To understand the speech better, you will need some background information on Winston Churchill and the crises that he faced as prime minister of England. Watch the video on Churchill at least twice, taking notes in your notebook.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.7](http://www.corestandards.org/ELA-Literacy/RI/7/7/)
-   [CCSS.ELA-Literacy.SL.7.2](http://www.corestandards.org/ELA-Literacy/SL/7/2)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3/)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)

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7.5.2 Reading   - Activity: The Churchill Centre: “Blood, Toils, Tears and Sweat” and Old Time Radio’s “Blood, Toils, Tears and Sweat” Link: The Churchill Centre: “Blood, Toils, Tears and Sweat” (text) and Old Time Radio’s “Blood, Toils, Tears and Sweat” (audio)
 
Instructions: Access the first link for the written speech. Access the second link for the audio version. Listen to the audio as you read along with the written text. Read and listen to the speech in its entirety. Read the speech a second time, summarizing the meaning of each paragraph in your notebook.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   *[CCSS.ELA-Literacy.RI.7.2](http://www.corestandards.org/ELA-Literacy/RI/7/2/) *
-   [CCSS.ELA-Literacy.RI.7.3](http://www.corestandards.org/ELA-Literacy/RI/7/3)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.RI.7.6](http://www.corestandards.org/ELA-Literacy/RI/7/6)
-   [CCSS.ELA-Literacy.RI.7.7](http://www.corestandards.org/ELA-Literacy/RI/7/7/)
-   [CCSS.ELA-Literacy.RI.7.8](http://www.corestandards.org/ELA-Literacy/RI/7/8)
-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.SL.7.2](http://www.corestandards.org/ELA-Literacy/SL/7/2)
-   [CCSS.ELA-Literacy.SL.7.3](http://www.corestandards.org/ELA-Literacy/SL/7/3/)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: These resources are in the public domain.

7.5.3 Guiding Questions and Analysis   - Checkpoint: California Office to Reform Education: Core Prototype Assessment Module Link: California Office to Reform Education: Core Prototype Assessment Module (PDF)
 
Instructions: In your notebook, answer the questions on page 4 located under the sections titled “3. Speaking/Listening Questions” and “4. Constructed Response Items.” Use details from the speech to support your answers. Write in complete sentences.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.1](http://www.corestandards.org/ELA-Literacy/RI/7/1)
-   [CCSS.ELA-Literacy.RI.7.3](http://www.corestandards.org/ELA-Literacy/RI/7/3)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.RI.7.6](http://www.corestandards.org/ELA-Literacy/RI/7/6)
-   [CCSS.ELA-Literacy.RI.7.8](http://www.corestandards.org/ELA-Literacy/RI/7/8)
-   [CCSS.ELA-Literacy.RI.7.10](http://www.corestandards.org/ELA-Literacy/RI/7/10)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.W.7.9](http://www.corestandards.org/ELA-Literacy/W/7/9)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

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