Unit: Persuasive Power: Ethics Unveiled

Lesson 5 of 5: Finalizing Your Persuasive Essay

Grade: 11th
Duration: 60 minutes
Class Size: 25 students

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Learning Objectives (aligned to Common Core State Standards - CCSS)

Students will be able to:

• I can craft compelling conclusions that reinforce my argument and leave a strong impression on the reader. (CCSS.ELA-LITERACY.W.11-12.1.B)
• I can develop effective calls to action that motivate readers to engage with the ethical issues raised. (CCSS.ELA-LITERACY.W.11-12.1.A)
• I can revise and strengthen my persuasive essay based on peer and teacher feedback. (CCSS.ELA-LITERACY.W.11-12.5)
• I can analyze the structure and components of a persuasive essay to ensure clarity and logical progression. (CCSS.ELA-LITERACY.RI.11-12.5)

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Success Criteria

• My conclusion clearly restates my thesis in a powerful way without simply repeating it.
• My call to action makes the ethical implications of my argument clear and prompts a response.
• I have incorporated actionable feedback to improve my essay’s clarity, persuasiveness, and flow.
• My essay demonstrates a cohesive argument with a strong final paragraph that leaves a lasting impact.

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Materials Needed

• Student drafts of persuasive essays on the Henrietta Lacks ethical case
• Projector or whiteboard for mini-lesson
• Checklist handouts for self and peer review
• Dyslexia-friendly printed excerpts modeling strong conclusions & calls to action (font: OpenDyslexic, colored overlays available)
• Writing journals or notebooks
• Sticky notes for peer feedback

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Lesson Breakdown

1. Warm-Up & Review (10 minutes)

• Begin with a short whole-class discussion: “What makes a conclusion memorable in a persuasive essay?” Write student ideas on the board.
• Briefly review the key components of a persuasive essay structure (introduction, thesis, body, conclusion). Use an anchor chart projected or displayed for reference.
• Display an exemplary conclusion/call to action from a real or student-friendly text about an ethical issue related to Henrietta Lacks. Use dyslexia-friendly font and color overlays to emphasize clarity and accessibility.
• Students jot down two qualities that make the conclusion effective.

2. Mini-Lesson: Crafting Conclusions & Calls to Action (15 minutes)

• Explicitly teach how to:
  • Restate the thesis with a new twist (not a copy-paste).
  • Incorporate an emotional appeal or ethical implication without losing professionalism.
  • Include a clear, specific call to action that relates to the essay’s ethical stance (ex: volunteering, educating others, policy change).
• Model writing a conclusion and call to action using the Henrietta Lacks case as context.
• Use "think aloud" strategy to demonstrate how to avoid common pitfalls (vague ending, introducing new evidence in conclusion).

3. Peer Review & Feedback (15 minutes)

• Students exchange drafts of their conclusions with a peer.
• Using a structured checklist (includes clarity, restatement of thesis, strength of call to action, tone) students provide constructive feedback on sticky notes.
• Teacher circulates providing targeted support, especially for students with writing challenges (offering sentence starters, simplified checklists, or one-on-one conferencing).

4. Final Revisions & Conferencing (15 minutes)

• Students revise their conclusions/calls to action based on peer and teacher feedback.
• Offer dyslexia-friendly dyslexia accommodations:
  • Allow typing or oral dictation on devices.
  • Provide sentence frames or conclusion templates for scaffolding.
• Teacher offers mini one-on-one conferences for students needing extra help refining their arguments or organization.

5. Reflection & Exit Ticket (5 minutes)

• Students write a quick reflection answering:
  • How does my conclusion invite readers to think or act differently about the Henrietta Lacks case?
  • What was my biggest improvement from feedback?
• Exit ticket submission to assess self-awareness of revision process and persuasive writing skills.

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Differentiation Strategies

Learner Type	Strategies
Students with IEP/504 or Dyslexia	Use dyslexia-friendly fonts and overlays, provide graphic organizers, allow oral responses or assistive tech for writing, simplify checklists.
English Language Learners (ELLs)	Pair with buddies for peer support, provide vocabulary previews (ethical, persuasive, call to action), use visuals and sentence frames.
On-Level Students	Participate fully in peer review and revision, scaffold tasks with checklists.
Advanced Learners	Challenge to develop multi-layered calls to action incorporating rhetorical appeals (logos, ethos, pathos) or explore opposing viewpoints in conclusion.

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Extension Activities for Advanced Learners

• Create a multimedia presentation or digital poster advocating action inspired by their essay’s ethical topic.
• Write a counterargument paragraph that anticipates and refutes opposing views to enhance depth.
• Research and present a real-life policy or legal change related to the Henrietta Lacks case and its ethical implications.

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Assessment

• Formative assessment through peer feedback, teacher conferences, and self-reflections demonstrating understanding and application of persuasive conclusions.
• Final persuasive essay graded on a rubric aligned to CCSS writing standards including organization, development of ideas, use of persuasive techniques, and impact of conclusion/call to action.

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Reflection for Teacher Use

• Note which students benefit most from scaffolds and which may need further challenge in future units.
• Consider incorporating technology tools (speech-to-text or text-to-speech) to support dyslexic learners in writing and revision stages.
• Reflect on peer feedback process effectiveness and student ability to critically evaluate conclusions.

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End of Unit 5: Empowered Conclusions!