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Problem Based Learning:


=__ **Logistics** __=
 * **Unit Title:** Persuasive Texts – Take a Stand
 * **Grade Level:** Seventh Grade
 * **Subject:** English/ Language Arts
 * **Duration:** 5-6 days

__ **Goals** __

Problem:

 * You will work together to utilize the organization and structure of a persuasive piece to convince, recruit, challenge an issue, sway, or influence an audience. It is important that you incorporate the common elements of powerful persuasion (stating an opinion or purpose, providing relevant and valid support, applying rules of Standard English, and keeping the reader/listener engaged in your piece).
 * In collaborative groups, you will strive to convince your peers of the need for a recycling program in the local community. Your ultimate goal is to recruit members/participants for the program by creating any of the following: a PowerPoint to be shown on the school wide announcements, a series of posters for the hallways utilizing any technology software (Word, PowerPoint, or any web-based program), a bulletin board for the cafeteria (all materials must be created on the computer except for border and title), and/or writing a 30- second announcement to be read on the morning announcements.
 * Using the information from your research and collaboration, you will write a multi-paragraph persuasive essay that addresses the criteria presented by the rubric. This essay will be supported by the creation of your PowerPoint, posters, bulletin boards, or 30-second announcement.

Technology Standard:

 * NETS-S 1 and 2: illustrate a content-related concept or process using a model, simulation, or concept-mapping software.

Content Standard:
a) Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b) States a clear position or perspective in support of a proposition or proposal. c) Describes the points in support of the proposition, employing well-articulated, relevant evidence. d) Excludes information and arguments that are irrelevant. e) Creates an organizing structure appropriate to a specific purpose, audience, and context specific purpose, audience, and context. f) Anticipates and addresses readers’ concerns and counter-arguments. counter-arguments. g) Provides a sense of closure to the writing.
 * ELA7W2. The student demonstrates competence in a variety of genres.** The student produces a multi-paragraph persuasive essay that:

c) Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). d) Documents sources. e) Uses electronic media to locate relevant information
 * ELA7W3 The student uses research and technology to support writing. The student**

Prerequisite Skills

 * Students should understand the key terminology associated with persuasive texts (bias, propaganda techniques, argument, counterargument).
 * Students should understand the proper procedure for citing information obtained from research.
 * Students should understand process and procedures of the writing process.