Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
Through persuasive writing, the learners will build awareness and invite action for change in their school, the community or the world about an issue of concern. Typical forms may include essays, editorials, feature articles, or speeches.
Scholarship Award: Through the generous support of the John S. and James L. Knight Foundation, The LEAGUE will be awarding three (3) scholarships of $5,000 each for student writings or reflections on civic experiences. See scholarship details here.
Duration:
Three to five 50 minute class periods depending on the amount of class time needed for research and writing
Objectives:
The learner will:
- define community.
- identify motivations for volunteering/giving.
- identify the elements of a quality piece of persuasive writing.
- use a variety of resources to research an issue.
- use the persuasive writing techniques to create a piece that builds awareness of a need and calls for action.
- work with peers to revise and edit writing pieces.
- select the most appropriate and effective venue to publish writing.
Service Experience:
Learners will “publish” their persuasive writing pieces as acts of advocacy in a forum that will create understanding of community needs and encourage active involvement in solutions.
Materials:
- Learner copies of Attachment One: Motivations of Giving
- Learner copies of Attachment Two: Top Ten Reasons for Youth to Volunteer
- Examples of persuasive writing
- Learner copies of Attachment Three: Are All of the Elements There? Where’s the Evidence?
- Learner copies of Attachment Four: Issue or Concerns Brainstorming Worksheet
- Learner copies of Attachment Five: Feedback Forum Worksheet.
- Learner copies of Attachment Six: Unit Pre-Test
- Teacher copy of Attachment Seven: Unit Pre-Test - Answer Key
- Optional: Media center for research, computer access for word processing
Instructional Procedure(s):
Day One:
Teacher Note: Before the class period begins, write the words and definitions of community and social action on the display area.
Community: A group of people living in the same area and under the same government; a class or group having common interests.
Social action: The process of acting for the general welfare of all.
Anticipatory Set:
Give each learner two sticky notes (two different colors). Ask them to think about someone who gives their time, talent, and treasure for the common good by volunteering or taking social action. Challenge the students to infer what motivated that person to act philanthropically. On one sticky note have them write what they think motivates adults to be philanthropic. On the second sticky note have them write what might motivate them (or other teens) to get involved in volunteering/giving activities.
- Distribute Attachment One: Motivations of Giving and instruct the learners to read the article.
- As they are reading, list the seven motivations from the attachment as column headings on the display area. After they have finished reading, briefly discuss the seven motivations. Read the following statements aloud and ask the students to tell which motivation each one represents.
- “Hey, one good turn deserves another, I always say.” Giving Back
- “I’d rather give locally than to a similar national organization” Being Part of a Community
- “I guess I never really thought about it. It’s just something I’ve always done.” Family Tradition
- “I give when my accountant says it would be in my best interest.” Good Business
- “If the world is going to improve, we all need to pitch in.” Selfless Concern
- “Some of my best friends throw great fundraising parties.” Social Function
- “Aren’t we told to 'Do unto others as we would have them do unto us'?” Religion
- Have the learners look at their first sticky note that tells what motivates adults to give. Tell the students to bring their sticky notes up to the display area and place them under one of the seven columns that best matches their explanation. When all the adult-motivation notes are up, have them look over the chart and see their classmates' ideas. Discuss any new ideas or observations.
- Now distribute and have the learners read Attachment Two: Top Ten Reasons for Youth to Volunteer. While they are reading, place the ten reasons across the top of a chart on the display area.
- Have the learners reread their second sticky note (student motivations) and come to the display area to place their comment in the column that best matches their personal motivation to give.
- Discuss the similarities and differences between adults and teens in the motivations for volunteering.
- Tell the learners that in the next few lessons they will be using persuasive writing to promote social action and motivate others to give time, talent, or treasure for the common good.
- For homework, assign Attachment Four: Issues or Concerns Brainstorming Worksheet. Ask the learners to brainstorm a list of local community, state, national, or international concerns or issues for which they would like to advocate taking action. Suggest that they consult with their peers, family members, and community members to create the list and bring it to the next class session. Have them fill in as much of the table as possible.
Day Two:
Anticipatory set:
Before learners enter the room, write the following quote on the board: “The pen is mightier than the sword” (Edward Bulwer-Lytton, 1939). Ask students to share with a partner what they think the quote means and whether they agree with the quote. After a few minutes of peer discussion, ask for a few volunteers to share what they think the author meant. Take an informal class poll about whether or not the students agree or disagree with the quote.
- Introduce the concept that young people can be arbiters of change through writing.
- Discuss people who have advocated for change through their writing. (Two examples are Temple Grandin and Rachel Carson. Background information maybe found at:
Temple Grandin http://learningtogive.org/papers/paper343.html
Rachel Carson http://learningtogive.org/papers/paper81.html - Explain that there are specific techniques writers use to persuade their audiences. Review the techniques of building a persuasive argument for action/change.
- Consider the audience.
Who are the learners trying to persuade or ask for help? - Create the thesis or proposition.
After choosing an issue to address, develop the reasons why the action/change is needed. - Document evidence for the proposition.
Include facts to support the proposition. These should be explained with logical reasoning. - Explain the opposing viewpoint.
Include reasons why others might think that the action/change can’t happen. - Explain faulty reasoning.
Using facts of support for the action, explain how an opponent’s reasoning may be faulty. - Outline argument by deductive/inductive reasoning, grouping, or alternating points.
Deductive reasoning works from generalizations about a topic to more specific ideas about a topic. Inductive reasoning works in the reverse. - Consider using different appeals of logic and emotion. Choose appeals that are specific to the audience.
- Conclude forcefully.
- Consider the audience.
- Have the students read an example of a persuasive essay. Examples may be found at http://www.aspca.org/site/PageServer?pagename=lobby_takeaction&s_state=MI&Go.x=12&Go.y=12
- While reading the essay, students identify the persuasive techniques using Attachment Three: Are All of the Elements There? Where’s the Evidence? as a guide. After the students have worked for ten minutes, discuss and compare the evidence they found for each of the elements.
- Review the information students gathered as homework on Attachment Four: Issues or Concerns Brainstorming Worksheet. Ask the class to share some of the issues and challenges they came up with. Produce a list of ideas on the display area.
- Each learner chooses an issue from the brainstormed list (or one of their own choices) on which to write a well-researched, persuasive advocacy piece. Before beginning the writing, they need to research the subject, decide on the audience, and choose the most effective persuasive writing techniques. The class may agree to all write about the same issue.
- Homework: Have the learners research their issue or concern and write the first draft of a persuasive piece at home. Give the learners a copy of Attachment Five: Persuasive Essay Rubric and tell them that this is how their writing will be evaluated. (If time allows, the research and writing may be done as an in-class activity.)
Day Three:
(Begin Day Three activities after the learners have had adequate time for research and writing.)
- Ask the learners to form groups of two or three students and read aloud to their group the first drafts of the persuasive essays. Ask the learners to peer edit each other’s writing, using Attachment Five: Persuasive Essay Rubric.
- Help learners decide where, when, and how they will publish their work.
- Homework: Assign revising and publishing the persuasive writing piece as homework or plan an additional class sessions for this purpose. Establish a date for completion and protocol for documentation of how the piece was published.
School/Home Connection:
- Encourage learners to work with peers and family members on researching their chosen community need.
- Encourage learners to ask their peers and family members to give feedback on their essays to determine whether their writing is persuasive.
Bibliographical References:
- Motivated to Give: One Day (12)
http://www.learningtogive.org/lessons/unit338/lesson1.html - Examples of persuasive writing:
http://www.aspca.org/site/PageServer?pagename=lobby_takeaction&s_state=MI&Go.x=12&Go.y=12 - Bullock, Richard. The Norton Field Guide to Writing. W.W. Norton. (ISBN 978-0-393-97776-9)
- Crusius, Timothy W., and Carolyn E. Cannell. The Aims of Argument:A Text and Reader. 5th Ed. McGraw-Hill. (ISBN 0-07-320957-0)
- Lunsford, Andrea and Robert Connors. The New St. Martin’s Handbook. Boston: Bedford/St. Martins, 1999. (ISBN: 0-312-16744-X)
- Quindlen, Anna. Thinking Out Loud. New York: Random House, Rept. in Trimmer, Joseph F. Writing with a Purpose.Boston: Houghton Mifflin Company, 1995.
- Romano, Tom. Crafting. Authentic Voice. Portsmouth, New Hampshire: Heinemann, 2004. (ISBN:0-325-00597-4)
- Trimmer, Joseph F. Writing with a Purpose. Boston: Houghton Mifflan, 1995. (ISBN: 0-39534246-5)
Lesson Developed and Piloted by:
Sharon RockerCurriculum Consultant
Learning to Give
Barbara Dillbeck
Curriculum Director
Learning to Give
Handouts:
Handout 1Print Handout 1
Motivations of Giving
Being part of a community – the sense of belonging to a social community is important. Often based on a history in, and ties to, their local community. The ability to see needs in the community and respond to those needs is present.
Religion - doing good because it is God’s will. The belief that giving is a moral obligation.
Good Business - motivated by the personal tax and estate benefits philanthropy represents, and the public relations advantage.
Social Function - doing good works or giving money is part of socially acceptable behavior. Philanthropic acts include some form of socializing, entertainment and /or fun.
Giving Back - doing good as an act of gratitude in return for what they have received in life.
Family Tradition - giving results from childhood socialization by parents or other relatives about the importance of philanthropy. Philanthropy supports family values.
Selflessness Concern for the Welfare of Others - giving and social action because it is the right thing to do. Giving is spiritual (in this case, not religious-based), an expression of generosity and empathy. Giving is a moral imperative and everyone’s responsibility even if it means self-sacrifice.
Adapted from The Seven Faces of Philanthropy by Russ A. Prince and Karen M. File
Handout 2Print Handout 2
Top Ten Reasons for Youth to Volunteer
10. Gain Job Experience
Volunteer experience looks great on a resume. Also, some of the work you do could lead to a job doing similar work.
9. Improve Your Health and Self-Esteem
Volunteering to help others has been shown to reduce stress, give you hope and boost your self-esteem.
8. Meet Real Community Needs
Helping people learn to read, or get basic food, clothing, shelter or furniture makes a huge difference! Whether the project is planting a tree or tutoring children, the community will look and feel better.
7. Gain Entrance to College
Colleges and universities today are looking for applicants who have more than high grades. They are looking for well-rounded people who have volunteered to make a difference in their communities.
6. Meet New People and Establish Friends, Connections and References
When you work alongside others, you really get to know them and become friends with them. Also, adults at organizations where you volunteer can connect you to great opportunities and provide you with a useful reference for a job or college.
5. Gain New Skills and Develop Talents
Whether you enjoy working with computers, children or seniors, any interest you have can be developed through volunteering.
4. Spread Positive Energy and Hope
Just like random acts of kindness, when you volunteer, your energy and efforts affect the whole community in a positive way.
3. Make the World a Better Place
If you see problems in your community that you feel need addressing, do something about them. By volunteering, you do make a difference and help make the world a better place.
2. Personal Growth
By taking on new tasks you’ll learn more about people and life.
1. It’s Fun!
Volunteering will bring laughter and smiles into your life.
Handout 3Print Handout 3
Are All of the Elements There? Where's the Evidence?
Use the list below to locate the elements in the persuasive essay. Be prepared to discuss your evidence.
Content
A. Clarity of argument
B. Presentation of opposing argument
D. Reasoning
E. Variety of appeals
Organization
A. Introduction
1. Interesting opening
2. Thesis
B. Body
1. Consistency of organization
2. Transitions between points
3. Properly cited evidence
C. Conclusion
1. Strong statement of position
2. Invitation for action
Handout 4Print Handout 4
Issues or Concerns: Brainstorming Worksheet
Brainstorm needs and issues that you think need to be addressed. Complete as much of the table as you can. Some examples have been provided to get you started.
| Issue or Challenge | School, Community, Nation or World | Information Resources | Audience | Format of Persuasive Writing |
|
School auditorium not outfitted with a system for helping people with hearing disabilities
|
school | observation, date of building, Americans with Disabilities Act | principal, student council, school board |
|
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Need for recreational activities for young people such as skate park, recreation center, etc.
|
community | local recreation department, examples from other municipalities of similar size | city council, community service groups such as Rotary, local newspaper |
|
|
Famine in Darfur |
world | United Nations | local newspaper, U.S. senator or representative, student body |
|
|
|
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Handout 5Print Handout 5
Persuasive Essay Rubric
| Criterion | Points Earned |
| Rough draft | /10 |
| Content | |
|
|
/10 |
| Presentation of opposing argument | /10 |
| Evidence for argument | /10 |
| Reasoning | /10 |
| Variety of appeals |
/10 |
| Organization | |
| Introduction: 1. Interesting opening 2. Thesis |
/10 |
| Body: 1. Consistency of organization 2. Transitions between points 3. Properly cited evidence |
/10 |
| Conclusion: 1. Strong statement of position 2. Invitation for action |
/10 |
| Mechanics: A. Diction B. Syntax C. Spelling D. Punctuation |
/10 |
| Total Points | /100 |
Comments:
Handout 6Print Handout 6
Unit Pre-Test
Name:
Circle the best answer.
1. If a writer was interested in getting others to vote for a particular candidate, the most effective style of writing for the purpose would be
a. creative writing.
b. persuasive writing.
c. expository writing.
d. journal/diary writing.
e. narrative writing.
2. Which of the following statements is most true about the difference between journal writing and diary writing?
a. A journal includes personal reflections on the meaning and significance of an event, while a diary typically does not.
b. A diary records events usually by dates, while a journal typically does not.
c. A journal is typically written as if it will be shared with an audience--real or imaginary--while a diary is typically written just for the writer.
d. A diary typically addresses the questions of “why or why not” while a journal typically addresses the “who, what, when, and where” questions.
e. People are more apt to keep a journal than a diary.
3. In persuasive writing one should avoid
a. considering the audience.
b. mentioning the opposing point of view.
c. concluding the writing forcefully.
d. using different appeals of logic and emotion.
e. documenting a lot of facts and figures in support of one’s position.
4. In writing conclusions to a persuasive narrative, the author should make sure that the conclusion
a. repeats the facts and figures included earlier in the body of the narrative.
b. is not too powerful that some readers might be overwhelmed.
c. builds to a crescendo.
d. leaves the reader with options
e. avoids sharing his/her own biases.
5. To create a persuasive narrative one does not need to be too concerned about
a. the organization and development of one’s thoughts and ideas.
b. spelling and grammar.
c. explaining key ideas in detail.
d. the conclusion.
e. whether or not everyone will agree with him/her.
6. The main purpose of a peer review is to
a. give everyone a chance to hear other’s writing.
b. give the author an opportunity to have an audience.
c. give the author feedback intended to improve his/her writing.
d. give ideas to other authors to help them improve their writing.
e. give authors an opportunity to explain their writing.
7. Which of the following would be the least likely example of persuasion?
a. Dr. Martin Luther King, Jr.’s “I Have a Dream Speech”
b. Political flyers and candidate position papers
c. Job, college, and or loan applications
d. Police and fire reports
e. Petitions and lobbying for community improvements
8. In journal and diary writing it is important that the author
a. provides as much detail as possible.
b. avoids sharing personal feelings.
c. keeps it short and to the point.
d. is aware that someone else might read what he/she wrote.
e. uses authentic voice.
9. A newspaper article should not include:
a. the writer’s personal opinion.
b. direct quotes from those being interviewed.
c. just the facts of the story.
d. a headline that summarizes the story.
e. a lead sentence or paragraph that “grabs” the reader’s attention.
Handout 7Print Handout 7
Unit Pre-Test - Answer Key
1. If a writer was interested in getting others to vote for a particular candidate, the most effective style of writing for the purpose would be
b. persuasive writing.
2. Which of the following statements is most true about the difference betweenjournalwriting and diarywriting?
a. A journal includes personal reflections on the meaning and significance of an event, while a diary typically does not.
3. In persuasive writing one should avoid
e. documenting a lot of facts and figures in support of one’s position.
4. In writing conclusions to a persuasive narrative, the author should make sure that the conclusion
c. builds to a crescendo.
5. To create a persuasive narrative one does not need to be too concerned about
e. whether or not everyone will agree with him/her.
6. The main purpose of a peer review is to
c. give the author feedback intended to improve his/her writing.
7. Which of the following would be the least likely example of persuasion?
d. Police and fire reports
8. In journal and diary writing it is important that the author
e. uses authentic voice.
9. A newspaper article should not include:
a. the writer’s personal opinion.
Unit Contents:
Overview:Mighty Pens: Writers for Positive Change Summary
Lessons:
- 1.
- Persuasive Writers
- 2.
- Writing Newspaper Articles
- 3.
- Reflective Journaling
- 4.
- Personal Narrative
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