Invention Persuasive Essay
by Julee Spann, julee.spann@cpsb.org

Content Area(s)
English/Language Arts
Science
Social Studies

Grade Level(s)
4, 5, 6, 7, 8, 9, 10, 11, 12, 

Overview
After reading What’s the Big Idea, Ben Franklin?, a biography about Benjamin Franklin and all of his incredible inventions, students will think of an invention of their own. They are to go through the writing process with the ultimate product being a persuasive essay persuading others that their invention is needed. They will also create an illustration/advertisement to accompany the essay.

Software
Inspiration, Sketchy, Memo, and Word to Go

Technology
LCD Projector for modeling, laptop or desktop computer for modeling process to LCD projector

Objectives
The students will use the writing process effectively to write a persuasive essay.
The students will use prior knowledge to create and evaluate an invention.
The students will utilize available technology to publish work.

Procedures
1. Teacher reads What’s the Big Idea, Ben Franklin. Discuss with class the importance and impact of the inventions and work of Benjamin Franklin.
2. Class brainstorms an idea for an invention to be used for whole group modeling purposes.
3. Teacher reviews rubric with students before beginning. Discusses the purpose of a persuasive essay using advertisements and commercials as mini examples.
4. Using Inspiration Graphic Organizer, teacher models the brainstorming process to be used to organize thoughts into paragraph structure.
5. Students come up with an individual invention they create to be used in the persuasive essay.
6. Once each student has their invention in mind, they begin brainstorming using the Inspiration graphic organizer that has been beamed into their handheld. Teacher monitors closely to be sure thoughts are being organized correctly.
7. Teacher models writing of the introductory paragraph using the notes from brainstorming...using their own brainstorming notes, students write their rough draft of the introductory paragraph in the “memo” or “word to go” section of their handheld.
8. Teacher models the body (2 paragraphs) of the persuasive essay...students write their rough draft of the body in the “memo” or “word to go” section of their handheld.
9. Teacher models writing of the concluding paragraph...students write their rough draft of the concluding paragraph in the “memo” or “word to go” section of their handheld.
10. Teacher models effective editing and revision of the rough draft...students edit and revise their own rough draft that has been typed into “memo” or “word to go”.
11. Students beam their revised rough draft to the teacher for her final review. Once the teacher gives the “okay” to move on, students publish their persuasive essay in “word to go” and then illustrate their invention/advertisement in Sketchy.
12. Students either print their work or beam their work to the teacher. This work includes: brainstorming graphic organizer, rough draft (memo), final draft (word to go), and illustration (Sketchy).
13. The teacher evaluates using the rubric reviewed at the introduction of the assignment.

Other Supporting Material
Brainstorming%20Graphic
Brainstorming%20Graphic%20Sample
Persuasive%20Essay%20Rubric
Persuasive%20Essay%20Rubric2

Submitted on: 12/9/2004 9:57:15 PM