Writing



= Writing Integration =

Hamilton, Georgia has many, many wonderful sites to discover. Using Hamilton, as a starting point students will creative a persuasive  writing piece that would convince you to visit Hamilton and many other location. Writing is an exciting way to incorporate creativity through information and its facts in your town, city, or state. **Persuasive writing**  is an important skill that can seem strange or even hard to understand for elementary students, but is an requirement for all elementary schools in the State of Georgia. This lesson will motivate your students to use skills that they have, as well as, those they yet to realize that they. Through the creation of a one of a kind persuasive writing piece about Hamilton, or any other location.

 1. Explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds. Ask students the following questions, "Does anyone know the word for trying to convince someone to change his or her mind about something?" You are looking for the word **persuade** .

2. Explain to your students that they are going to play a game that will help them understand how persuasive arguments work.

3. Rules of the Game:  //*Lesson one was a warm-up to get your students in the convincing mode of thinking. Now, they will begin to embark on persuasive writing alone.//
 *  Have students get into groups (determined ahead of time by you).
 * First tell each students that sometimes when you play games the winner gets a reward and that at the end of this game the winning team will get the reward you have chosen (this is your warm-up).
 * Second, have each team choose a recorder and the record's job is to write down the team's argument.
 * Next, tell students that they must work together as a team for 15 to 20 minutes to come up with the best reason, why the class should award their group the prize. Their reasons can be serious, factually, or playful. Use a signal to let them know when to begin and end. Have students present their argument (as a group or individual).
 * Lastly, have the judge decide (you, another teacher, or the class as a whole) on a winning group or ask students to vote for a group other than themselves that had a convincing argument.



__**Lesson 2** __
The student demonstrates competence in the writing process.: i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. || Writing The student demonstrates competence in a variety of genres.: The student produces a <span style="background-color: #ffff00; color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">persuasive <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"> essay that:: e. Creates an organizing structure appropriate to a specific purpose, audience, and context. || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Writing The student demonstrates competence in a variety of genres.: The student produces a <span style="background-color: #ffff00; color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">persuasive <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"> essay that:: d. Creates an organizing structure appropriate to a specific purpose, audience, and context. .: The student produces informational writing (e.g., report, procedures, correspondence):: c. Creates an organizing structure appropriate to a specific purpose, audience, and context. || <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 158.4%;">Materials and Technology
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">Georgia Performance Standards (GPS) **
 * <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;"> **Subject** || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"> English || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">English || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">English ||
 * <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;"> **Grade(s)** || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Third || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Fourth || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Fifth ||
 * <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;"> **Standard** || <span style="background-color: #ffff00; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"> Writing
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Computer with Internet access
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Printer
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Writing Paper
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Pencil and Erasers
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">Persuasive Map link

<span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 144%;">1. Students will take the prior experience gained from the lesson one (warm-up) to aid them in creating a <span style="color: #ff0000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;">persuasive <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;"> paper about Hamilton, Georgia.
 * <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 132%;">Activity **<span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">

2. Students will be taken to the computer lab, in where each of them will create a persuasion map. This online interactive tool allows the students to map out an argument for their <span style="color: #ff0000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;">persuasive <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;"> essay. This persuasive map will ask the students a number of question in which they will answer. The questions are the different argument points that the students will have with examples or facts following. This can be located at Read Write Think (link provided below).

3. After completing the <span style="color: #ff0000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;">Persuasion <span style="color: #000080; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 158.4%;"> Map students will print it out and use it to create a paper about why Hamilton, Georgia is the great place in which to live, work, play, etc... Students will be encourage to uses facts, as well as, their opinion. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">

//Click on links below for individual documents presented above.//

<span style="color: #0000ff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;"> For additional resources visit www.readwritethink.org