Persuasive Essay Terminology and Concepts Introduction

Content and Standards

Standard – CC.1.2.11-12.J

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Goals and Objectives

Learning Objectives Method of Evaluation
1.      Students will define eight words from persuasive essay writing with students defining six out of eight words accurately. ●       Written evaluation- group writing activity


  • Word analysis graphic organizer
  • Whiteboard
  • Dry Erase Markers and erasers


Objective 1: Students will define eight words from persuasive essay writing with students defining six out of eight words accurately.

  • Teacher will use a word splash and student participation to determine prior knowledge to springboard discussion into new information. This will be completed by the teacher writing one persuasive essay writing term on the whiteboard and having students brainstorm definitions.
  • Teacher will directly teach the following terms: purpose, persuasive writing, introduction, body paragraphs, quotations, conclusion, transition words, and transition statements. Students will fill out a word analysis graphic organizer that the teacher fills out concurrently on the board with student input through scaffolding questions.
  • Teacher will review, repeat, and ask students questions to ensure that students are paying attention.

Student Evaluation and Assessment

  • Pre-assessment: Teacher will open discussion with word splash for students to detail their prior knowledge on persuasive essay writing to see where the students are strong in prior knowledge.
  • Formative assessment: Teacher will check for understanding through questioning before moving on to the next element of the persuasive essay.
  • Post-assessment: Learning will be assessed by an activity at the end of the period where students are placed in groups of three with each student taking a role as either the introduction, the body, or the conclusion to persuade their audience to complete a task. Students will discuss with their group and then fill in an informal outline on the whiteboard to show what the students will “say” in each element in the persuasive paper. This will reveal if the students understand the definition and purpose of each part of the persuasive essay. Students must complete this with six out of eight words accurate or higher.

Adaptations and Accommodations:

  • Students will be given a word analysis graphic organizer to take notes.
  • Teacher will chunk information and use repetition.
  • Teacher will use talkative nature of the class for directed classroom discussion to assist with attention difficulties that many students in the classroom have.
  • Teacher will fill in the graphic organizer on the whiteboard with students to ensure the information is being taken in kinesthetically by students writing notes, auditorily through teacher lecture, and visually with notes being on the whiteboard.
  • Teacher will use the simply slow down strategy to ensure students are not being left behind by pausing after each term has been taught.
  • Teacher will scaffold questions to lead students to the answer to build confidence that will benefit students that struggle with written expression.