School and Group Programs
Pre-Trip Curriculum: Critical Thinking, Persuasive and Speculative Writing
Grades: 6 - 12
Subjects: Critical thinking, persuasive and speculative writing
Time: Classroom introduction prior to the students' visit, continuing throughout the students' visit to Yosemite Institute, and concluding two weeks after students return to the classroom.
Title: Analysis of Park Managment Issues
Objectives:
- Students will be able to collect information about a problem in Yosemite National Park and consider possible solutions.
- Students will write a persuasive and a speculative essay.
Materials
Handouts describing the assignment
Procedure
In the classroom prior to trip
- Explain that while students are at Yosemite Institute, they will ask their instructors about problems in Yosemite National Park and their possible solutions. The students will use this information to write a persuasive paper after their return to the classroom.
- Explain to students they can choose between two different writing styles (or the students can be assigned two different papers, one in each style).
- Problem - Solution The purpose of this style is to persuade the reader to agree and take action. The writer needs to fully explain the problem, offer at least three solutions, and explain how the solutions will work. One of the solutions should be explained in 5 - 10 steps.
- Speculation About Effects
The writer speculates about the causes of a given situation, event, or trend. The writer predicts possible outcomes of a given event or situation and presents the situation using detailed, concrete language. The writer demonstrates an a broad base of knowledge of the subject and draws from historical facts, opinions, common beliefs, scientific facts, eyewitness reports or the writer's original ideas. This style includes inventive and elaborated support for each proposed cause and effect.
- Encourage the students to speculate about "what if" scenarios.
- Make sure to inform the Yosemite Institute instructors about the upcoming assignment so they can facilitate appropriate discussions.
- Include in the handouts to students the due dates for rough and final drafts, requirements for content, explanations of writing styles, class discussion time, etc.
At Yosemite Institute
- Encourage the students to obtain and record as much information as they can from their instructors about current issues in Yosemite National Park
In the classroom after the trip
- Review the two writing styles explained in the classroom prior to the trip
- Brainstorm possible topics for a problem/solution paper. Some examples are traffic in Yosemite Valley, feeding wildlife, ecological issues, interactions between bears and humans, floods and rockslides, reduction in campgrounds and facilities, etc.
- Brainstorm possible topics for a paper using the style of speculating about effects. Some examples are:
- What if the original Native American tribes still lived in Yosemite?
- What if European Americans had not found Yosemite?
- What if Yosemite National Park limited or banned cars in Yosemite Valley?
- What if there were no forest fires in Yosemite Valley?
- Each student chooses a topic and creates a written outline of ideas.
- Students conduct research.
- Students submit one or more rough drafts for feedback from the teacher.
- Students turn in their final paper.
California Standards
6th grade: Language arts
Research and technology 1
Listening and speaking 1
7th grade: Language arts
Research and technology 1
8th grade: Language arts
Research & technology 1
9th - 10th grades: Language arts
Writing strategies 1 and 2
Written and oral English language conventions 1
11th - 12th grades: Language arts
Writing strategies 1
Written and oral English language conventions 1
This activity was contributed by teacher Margie Pugh of Cross and Crown Lutheran School in Rohnert Park, California.
