Persuasive Writing, Book Reviews
Key Words:
- Book Review
- Persuasive writing
- Authors
- Research
Lesson Objective/Brief Description
Students will write persuasive book reviews encouraging other students to read or not read a book they have read recently.
Standards:
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
Goals/Objectives:
Students will be able to write a persuasive book review following a specific format discussed as a class. The goal is for students to recognize the various types of persuasive arguments (emotional, logical, expert), organize their thoughts logically, and to support an opinion with facts.
Required Materials:
- Writing Notebook
- Format for essay
- Computers if students will type essay
- Graphic organizer if needed
Links:
Read, Write, Think has some great graphic organizers and other lessons regarding
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Instructional Procedures
- Anticipatory set: Ask students if they like the band Black Eyed Peas. Most students will respond with yes. Write “You should listen to Black Eyed Peas” on the board. Now ask students to explain why I should listen to that band. List reasons on the board. Am I convinced to listen to the band…why? Do a think aloud. Ask them to think about if their reasons would change if they were trying to convince a friend? Teacher? Parent? Grandparent? Younger sibling? Older sibling?
- Perceived objective and rationale: Tell students that today they will be writing book reviews about a book they have read recently. The purpose of a book review is to convince someone to read a book or not to read a book. You will be writing these for your classmates—so who are you trying to convince? Your classmates.
- Input:
o Distribute sample book reviews for students to read on their own. Ask students to underline what they found helpful; highlight what interested them, and identify what they thought was not helpful.
o With a partner, generate a list of “qualities of good book reviews” in your writers notebook
o Discuss as a class—share pre-created list of book review qualities for them to add to their lists
o Reference back to Black Eyed Peas example when applicable (audience, supporting facts, details)
- Modeling and Guided Practice:
o Ask students to think of a book they have read recently that they would either like to persuade a fellow 6th grade student to read or to not read (book clubs, reading for enjoyment, Year of the Boar, etc.)
o Now think of reasons why another student should or should not read it
o Create a bubble map on the board as an example
o They should complete the same process in their notebook
o Share their bubble map with a seat partner
o Explain to students that they will complete a plan for their book review first and then type their book review on their laptop today. When they complete their plan they may get started on the laptop.
o Pass out “Critiquing a Book” handout—prompt students to begin working
- Checking for understanding: Observe students as they work on the handout and begin working on the laptops. Walk and observe around the room—give guidance when needed.
- Independent practice: Students will use their plans to type a book review on the laptops. Reread. Print.
o Students will place finished book reviews in a class binder that will be kept by the class library. This will serve as a reference tool for students to use in choosing a book to read.
o When students have printed their assignment they may begin reading their classmates’ reviews or write a second review to add to the class library.
o Ongoing: Students will be required to write 2 book reviews a semester on books they have read at home or in class.
Assessment Based on Objectives:
Teacher will read and grade essay based on a rubric. Some schools have specific rubrics based on the genre a student is writing on. Use whatever rubric matches your grading system.
Possible Connections to Other Subjects:
Persuasive writing can be used on a variety of books and work with many subjects. Students could read non fiction and write reviews on these books as well.
Adaptations and Extensions:
This assignment could be done throughout the year as a way to keep students working on persuasive writing in congruence with their reading.
Additional Notes:
The book review is tied to other projects in the Author Unit. For example, students can choose a favorite author, create a presentation or a podcast interview (use garage band) and then present their information to the class. Book reviews can be given to each child so that he or she has a set of class works.
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