5th Grade Supp - Persuasive Cards

7/30/2019 5th Grade Supp - Persuasive Cards

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When you are young, its nothard to believe you canchange the world. I remem-

ber my enthusiasm when, at the ageof 12, I made a speech to a hugeUnited Nations conference on theenvironment. It was held in 1992 inBrazil.

I am only a child, I told them.Yet I know that if all the money spenton war was spent on ending povertyand finding environmental answers,what a wonderful place this would be.

In school you teach us not to fightwith others, to work things out, toclean up our mess, not to hurt othercreatures, to share, and not to begreedy. Then why do you go out anddo the things you tell us not to do?You grownups say you love us, but Ichallenge you, please, to make youractions reflect your words.

I spoke for six minutes andreceived a standing ovation. Some ofthe people even cried. I thought thatmaybe I had reached some of them

that my speech might actually spuraction. Now, a decade later, after Ivesat through many more conferences,Im not sure what has been accom-plished.

Sure, Ive seen some improve-ments since then. In my home city ofVancouver, Canada, most people put

out their recycling boxes. The organicgrocery on Fourth Avenue is doingwell. Bikes are popular, and there area few gas-electric hybrid cars glidingaround.

But people my age are losingtouch with the natural environment.We buy our drinking water in bottles.We drive the biggest cars ever. At the

same time, we are aware of theworlds problems. We are aware ofpoverty and of the huge gap betweenthe rich and the poor. We are awarethat Earth is losing its biodiversity.We know that climates are changing.We know there will be a price to payfor the damage done to the environ-ment. Yet, many of us feel that prob-lems have been handed down to usare too great to fix.

As a young adult, Im learning that

as we have to make choices, life getsmore complicated. We are not clean-ing up our own mess. We are not fac-ing up to the price of our lifestyles. InCanada we know we are wiping outthe salmon of the West Coast, just aswe wiped out cod from the EastCoast, but we continue overfishing.We keep driving our SUVs in the city,

even though we are starting to feelthe effects of climate changea directresult of burning too much fossil fuel.

Real environmental changedepends on us. We cant wait for ourleaders. We have to focus on what ourown responsibilities are and how wecan make the change happen.

The challenges that face us areindeed great. But we must acceptresponsibility for them. We can andwe will be part of change for the good.

Viewpoint: The Young Cant WaitBy Severn Cullis-Suzuki

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Level 5-E in28 TIME Inc.

As a young adult, Cullis-Suzuki, shown with a rain forest child, is still concernedabout the environment.

At age 12, Cullis-Suzuki spokepassionately to a U.N. conferenceabout her environmental concerns.


2/10Level 5-E 2000 Teacher Created Materials, In

Readers Response

Writers ResponseWhat is the problem the authordescribes in the article? Whatsolution does she propose?

Why do you think the authorquotes part of the speech she

gave ten years ago?

The author includes facts thatsupport her viewpoint. Why doyou think she did that?

The author most strongly statesher viewpoint at the end of heressay. Is that a good choice?Why or why not?

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Why do you think the authorsspeech had such a great effecton the audience in Brazil?

How has the authors attitude

changed in the last decade?What has caused the change?

What is the authors attitudetoward her subject? Give anexample that shows thisattitude.

Why do you think people keepbuying and driving SUVs eventhough they know about theeffects of burning too muchfossil fuel?

Write a letter to the editor ofa newspaper. Describe a specificenvironmental problem. Then offerat least one solution to theproblem. Persuade readers thatyour solution is a good one.

Write a persuasive essay.Describe a problem that affectsyour school, community, or country. Thendescribe one or more possible solutions to the problem

Do you believe that one person can make adifference in solving the worlds problems? Write ajournal entry answering this question. Use examples tosupport your answer.

Often in a persuasivessay, a writer first describa problem (something thneeds to be fixed) and theproposes one or more solutions to the problem (wathe problem can be fixedThe writers purpose is persuade readers that (there is a problem, (2) it important and must b

taken care of, and (3) the proposed solutions will work.A writer might begin a problem-and-solution essay b

stating the problem. But this writer begins with a persoal story. She quotes part of a speech she gave when she w12. Her speech was about a problem: There is a need timprove the environment. Her solution then: The people charge needed to do more. Ten years later, in this essawhat problem is she talking about? It is still the same pro

lemthe need to improve the environment. Her solutionow: The people in charge have not done enough. Adulhave not done enough. So, young people must take responsibility. They must fix the problem themselves.

By tracing her own involvement with and knowledgabout the problem, the writer makes a strong case for hsolution.

PROBLEM-

AND-

SOLUTION

ESSAY


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Actress Sissy Spacek is an Academy Award winner. She also has a farless welcome prizea Hackademy Award from the American LungAssociation for her on-screen smoking.

The Hackademy Awards arent jokes. They are a way to makeHollywood filmmakers more aware of the rising rate of smoking amongU.S. teens and how movies contribute to it. A million teens a year becomedaily smokers. A third of themmore than 250,000 kidswill die fromtobacco-related illnesses, health experts say. Teens imitate onscreen

behavior, says Lindsay Doran, former head of a film studio. Actors makesmoking seem gamorous.

Movie characters light up more often than real people, says StantonGlantz, a professor of medicine at the University of California. AnAmerican Lung Association survey found that 61% of onscreen tobaccouse last year was in films rated G, PG, and PG-13.

Rob Reiner, a filmmaker, thinks studios arent totally responsible forsmoking on screen. He blames actors who cant leave their cigarettesbehind and directors who dont care about bad influences.

Reiner, an important figure in Hollywood, is doing his bit to fightsmoking in movies. His studio now has this policy: Directors must get hisokay if they want to show smoking on screen.

Smoking KillsMovies shouldnt be smoke-filled.

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DONT BE FOOLED

1. Cigarettes kill more than400,000 Americans everyyear. This figure representsmore deaths than all thedeaths from AIDS, alcohol, caraccidents, murders, suicides,drugs, and fires addedtogether.

2. Each day more than 3,000kids become smokers,

according to the U.S. Centersfor Disease Control andPrevention. Thats more thanone million kids a year. Aboutone-third of them willeventually die from tobacco-related disease.

3. Teens are easily influenced tosmoke by cigarette advertisingand smoking in movies.

Signs such as these are appearing everywhere. Should they appear in movie ratings?

KURTSTRAZDINS/NEWSCOM



Readers Response

Writers ResponseWhat problem and solutiondoes the author describe in thearticle?

How does the author introducethe article? Is this an effectivebeginning? Why or why not?

How does the author use expertopinions to support the mainidea?

What is one statistic the authoruses to support the main idea?Do you think it works well?Explain your answer.

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Why do you think there is still somuch smoking in movies?

Do you agree that teens imitateonscreen behavior? Why or

why not?

Besides onscreen smoking,what are other influences onteen smoking?

Do you think the HackademyAwards will help reduceonscreen smoking? Why or whynot?

Think of a movie thatincludes smoking. Write a letter tothe filmmakers. Persuade themthat their use of onscreen smokingis harmful to teens.

Write a letter to the editorof a newspaper addressed to all kids.Propose one or more solutions to the problem of peerpressure in causing teens to smoke.

Why do you think kids keep taking up smokingdespite all the proof of its dangers to their health? Writa journal entry exploring answers to this question.

When you write persuasive piece, you uselogic, facts, examples, andstatistics to convince youreaders. Another valuablepersuasive device is thewords you choose.

One main point oSmoking Kills is thasmoking is a harmfuhabit for teens. The

author emphasizes this idea at the very beginning, bysaying smoking kills in the title.

Throughout the essay, the author describes smokingwith negative words. The name of the HackademyAward itself is negative. It is an unpleasant reminder othe hacking cough that smokers get.

The author quotes scary statistics about deaths relat

ed to tobacco use. These statistics give all mentions osmoke and tobacco a negative effect. So the wordsmoke-filled movies create an ugly image of sicknesand death.

When you write to persuade, take advantage of wordthat create positive and negative images. These wordare one of the most persuasive tools you can use.

USING

VOCABULARY

TO PERSUADE


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YESFruits, vegetables, grains, legumes, and nuts are

healthful. Eating more of these plant-based foods lessensthe risk for a long list of problems including heart disease,obesity, diabetes, and many cancers.

Kids are better off being junk-food vegetarians thanjunk-food meat eaters, says a leader of a vegetarian andanimal-rights group.

Older vegetarians have a lower death rate. They use

fewer medicines than seniors who eat meat. Thatsaccording to a paper presented at a meeting of theInternational Congress on Vegetarian Nutrition.

Eating meat means murdering animals and makingthem suffer. Calves, cows, pigs, and chickens raised forfood are sometimes inhumanely treated.

NOWe would never have evolved as large, socially

active human beings if we hadnt turned to meat, saysan anthropologist at the University of California,Berkeley.

Many vegetarians havent got a clue about good nutri-tion. Even those who live on salad-bar fixings may simplybe eating vegetarian junk food. Thats based on studies ofteen lifestyles done at Tufts University in Massachusetts.

Athletes, young children, and teenagers are amongpeople who need to be especially smart eaters. To staystrong or to grow up healthy, they need nutrients that aremore easily gotten from meat.

Vegetarian senior citizens dont get enough omega-3fatty acids, which are found in fish oil and which protectthe heart.

A large number of field animals, such as rabbits, mice,and pheasants are killed when fields are plowed by trac-tors that plow, plant, and harvest.

Should We AllBe Vegetarians?

A vegetarian is a person who doesnt eatmeat, fish or chicken.

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Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32%

Because of chemicals in meat products . . . . . . . 15%

Dont like the taste of meat. . . . . . . . . . . . . . . . . 13%

Love of animals . . . . . . . . . . . . . . . . . . . . . . . . . 11%

Animal rights . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%

Religious reasons . . . . . . . . . . . . . . . . . . . . . . . . 6%

Concern for the planet . . . . . . . . . . . . . . . . . . . . . 4%

To lose weight . . . . . . . . . . . . . . . . . . . . . . . . . . . 3%

To reduce hunger and famine Worldwide . . . . . . . 1%

In a poll taken for TIME/CNN, people who

said they are vegetarians were asked:What was your most important reason forbecoming a vegetarian?

Percentage ofthose replyingReasons

PHOTODISC

PHOTODISC



Readers Response

Writers ResponseWhat are some words in theYes section that might createemotional reactions in readers?

What information from expertsdoes the author use? How dothese statements help theauthor accomplish her purpose?

What are the four main pointsthat are discussed in eachsection?

What is another way that theauthor might have organized thearticle?

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What does the statement thatbeing a junk-food vegetarianis better than being a junk-foodmeat eater mean?

What advice would you give to afriend who planned to become avegetarian?

Describe a diet that would bestcombine the healthful foodsfrom both sides of theargument.

Which side of the argument doyou find most persuasive?Explain why.

Find out the main argumentsfor and against an issue of concernfor kids. One example is statewidetesting in schools. Organize thearguments on a chart.

Do you think schoolcafeterias should serve fast food

from popular restaurants? Write apersuasive essay giving your opinion and supporting itwith reasons.

Find out more about good nutrition forvegetarians. Write a description of a healthy vegetariadiet. In particular, explain how vegetarians can getenough nutrients.

Examples are useful fpersuading readers. Tharticle Should We All BVegetarians? uses examples to support each side the issue.

In the Yes section, thauthor includes exampl

in the first paragraph. Shpoints out specific healproblems that a vegetariadiet helps. Pointing o

specific problems such as heart disease and diabetes is covincing. It persuades better than the general word diseaswould.

Later in the Yes section, the author gives examples animals that may suffer. Naming specific animals enablereaders to form a mental picture of them. This is more pesuasive than just saying animals.

Examples are also used to persuade in the No part

the argument. The author gives examples of people whespecially need meat in their diets. Mentioning athleteyoung children, and teenagers is more convincing thasimply saying some people.

Use examples to persuade. They paint vivid pictureThey help readers remember important points in youargument.

INCLUDING

EXAMPLES


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Inclusion is becoming more com-mon in most American schools.Inclusion means that children

with disabilities learn side by sidewith other kids. An official from theDepartment of Education says inclu-sion is good for all children, not justchildren with disabilities.

Some kids who were once in sepa-rate classes or schools have physical

disabilities. These include problemshearing, seeing, or walking. Otherchildren have speech and languageproblems. Some kids have disabilitiesthat affect their behavior or thinking.

How does inclusion work? Heresone example from Bartle ElementarySchool in Highland Park, New Jersey.Nate, Rebecca, Gurtej and Leah arein a fourth-grade class there. It hastwo teachers. Karen Cox is a specialeducation teacher and Jane Franchak

is a regular education teacher. Whileone teaches, the other moves fromdesk to desk answering studentsquestions. Throughout the day, Mrs.Cox also brings some students to aseparate area of the room for extrahelp.

Its fun on both sides of theroom, says Nate, 10, who gets helpfrom Mrs. Cox. Rebecca works on

reading and writing with Mrs. Cox.In the past, millions of kids with

major disabilities were not allowed toattend regular classes. But in 1975,Congress passed a law that said chil-dren with disabilities must be givenan equal chance to learn in the leastrestrictive environment. For mostkids, that means being a part of a reg-ular classroom. A 1997 law also saidpublic schools should open theirdoors to children with disabilities.

All Together NowSchools across the U.S include students of all abilities.

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The Other Side:

An inclusion class can be a bigchallenge for teachers. DamonLamb, who works at MillerMiddle School, says Its toughto work with students of differ-ent levels in the same class.Teachers must spend extratime planning lessons.The costs for the school can behigher than for a school with-out inclusion.

Some parents believe thattheir children who arent dis-abled may not get enoughattention from the teacher.

Many teachers believe inclusionhas a good effect on all children. Itsthe best of both worlds, says Mrs.Cox. I can provide support for stu-dents with disabilities and for otherstudents who need help. And, we alllearn from and about each other.

MELANIEWEINER

Leah, Gurtej, Nate,and Rebecca are inan inclusion classin Highland Park,New Jersey.



Readers Response

Writers ResponseWhat is the issue that thisarticle discusses? What side ofthe issue does the authorsupport?

What does the author do in thefirst paragraph of the article?Was this a good way to begin

the article? Why or why not?

What is the main example thatthe author uses? How does itsupport the authors opinion?

The arguments on the other sideof the issue are not part of themain article. Do you think theyshould be? Why or why not?

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Why were children withdisabilities taught in separateclassrooms in the past?

Do you think Mrs. Cox and Ms.

Franchaks plan would workwell in your school? Why or whynot?

How do you think you would feelabout inclusion if you were astudent with a disability?

What are some ways in whichinclusion might be good forchildren who do not havedisabilities?

Write a dialogue. In it,express the opinion on inclusionthat each of these people mighthave: a teacher, a student with adisability, a student without adisability, the parent of a studentwithout a disability.

What change in yourschool do you think would help students learnbetter? Write a persuasive essay telling about your ideand explaining why it is a good one.

How would you feel about learning in aclassroom that included students with and withoutdisabilities? Write a journal entry describing yourfeelings.

The author of ATogether Now explainwhy the teachers and stdents in one school likinclusion. What poiabout inclusion does thexample make?

The logical conclusiois that inclusion works weand that it is a good ide

The author uses logic to persuade readers. Heres how thlogic works:

The best classroom is one in which teaching anlearning work well.

In Mrs. Cox and Ms. Franchaks class, an inclusivone, teaching and learning work well.

Therefore, a classroom that includes students wi

and without disabilities is a good idea.In this article, the example is a key part of the author

logic. The example proves that a classroom with inclusioworks well. You can use this same method to persuadreaders. You can use one detailed example as this authdoes. Or you might use several less detailed examples. Jumake sure that your examples are valid and convincing.

PERSUADING

WITH LOGIC


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The word special is used a lot especially to describemovies that turn out to be ordinary. The movieSpirited Away is not only special, it is extraordi-

nary. It may be unlike any movie youve ever seen. It ispart fairy tale, part science fiction, part horror story, partGreek mythand completely magical. Youll love it!

Spirited Away is an animated movie directed andwritten by Hayao Miyazaki (ha-youw mee-yah-zah-kee),who is Japanese and has an incredible imagination.

Other animated movies like Shrek and Toy Story weredrawn by computers. Spirited Awaywas drawn by hand.That gives it a softer look, a kind of dreamy appearancethat is just right.

The heroine of Spirited Away is a 10-year-old girlnamed Chihiro. Chihiro is not happy. Shes just moved toa new home with her parents. Think of this as an adven-ture, they say. No way, says their daughter.

Adventure doesnt begin to describe what happens.Chihiros father takes a wrong turn while driving to thenew neighborhood. The three become lost in a gianttheme park that seems to be empty. Finding a ton of lus-

cious food, the parents pig outfor real. They turn intoporkers. Chihiro faces the parks perils alone and changethem back into people.

On her quest, Chihiro comes across fantastic crea-tures with strange shapes and odd jobs. One is a spiderthat looks part human and controls a boiler room. TheStink God is a chunk of sludge and slime. A ghostly trainmoves along on watery tracks. And then theres that giantwhite radish waiting for an elevator.

Whoever and whatever Chihiro meets is not what he,she, or it seems. This is sometimes, but not always, agood thing. Theyre all weird for sure, but their transfor-mations may blow you away.

Spirited Away comes in Japanese and English ver-sions. The voices of its characters include that of DaveighChase, who does Chihiro. The movie is 125 minutes longand has a PG rating. As one reviewer said, a lot of this isthe stuff bad dreams are made of.

But, if you, like Chihiro, are brave and good, take anadult along. You will be spirited away into a land ofenchantment.

Spirited AwayIn an unusual movie, a girl overcomes her fears (and a giant radish).

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Chihiro and one of the creatures she encounters when she is spirited away.


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Readers Response

Writers ResponseWhat is the authors purpose forwriting the article?

Why do you think the authorwaits until the secondparagraph to give basicinformation about SpiritedAway?

Who is the audience that theauthor is writing for? How canyou tell?

Give an example of the authorsuse of description. How doesthis help accomplish theauthors goal?

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According to the author, whatare two ways Spirited Awayisdifferent from other movies?

Do you think kids will be able to

identify with the movies maincharacter? Why or why not?

Based on the review, what aretwo words that describe themovie?

After reading this review, wouldyou like to see Spirited Away?Why or why not?

Write a review of a movie youhave seen recently. If you liked it,persuade your readers to see it. Ifyou did not like the movie,persuade them to pass it by.

Find a movie review in amagazine or newspaper. Write areview of the review. Tell whether

it made you want to see the movie or not.

Write a journal entry about your favoriteanimated movie. Give a brief summary of the story.Describe some highlights of the movie and explain whamakes them special.

What is the goal of movie review? It is to hepeople decide whether see the movie. To do thyou need to know whyour audience is. Then yowill have an idea abou

what your readers like view. You can use the facand details that will bmost persuasive to them.

In this review, the author refers to the movies ShrekanToy Story. These are movies that most kids are familiwith. Kids will know exactly what the author means whehe compares Spirited Away to these movies.

Word choice also defines the audience that the writer addressing. He uses phrases such as no way, pig out, anblow you away. These are slang expressions that kids us

The phrases get kids interest. They make kids think abouthe authors opinion.Keep your audience in mind when you write a persu

sive piece, especially a movie review. Ask yourself whethyour readers are young or old. Think about the movies theare familiar with. Use your understanding of your readeto be your most persuasive.

UNDERSTANDING

THE AUDIENCE

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5th Grade Supp - Persuasive Cards