Whole Task, Scaffolding, and Mathemagenic Methods

I will stick with the goal of persuasive writing for this exercise as well. First, I will employ whole task methods by teaching all persuasive techniques necessary to writing a good persuasive essay in one unit. Instead of being taught in isolation, skills will be taught and added to existing skills. To begin the scaffolding process, students will start by writing shorter pieces that demonstrate competency in using words with strong connotations. Once this is accomplished, we will begin to add persuasive appeals (logos, pathos, ethos) and rebuttals. We will do this slowly, most likely with one appeal at a time. The writings will become more complex and lengthy as we add more skills. Throughout this process, students will be given constant peer and teacher feedback to adapt and change skills as necessary. Once all skills are incorporated into the persuasive writing, we will begin mathemagenic methods to solidify learning in several contexts. Students will be given different prompts to write persuasively that reflect both personal and job related authentic situations. We will progress from easier topics (i.e. arguing for a bigger allowance) to more difficult ones (i.e. writing your state legislator). Students will also have the opportunity to practice their persuasive skills not only in writing, but speaking as well.