Persuasive Writing Lesson Revised

Lesson Plan for Second Observation: Persuasive Writing Lesson
Name: Kate FitzGerald

Date and time of the lesson: March 31, 2016, 9:00 am
School: PS 130
Grade: 3rd
Cooperating teacher: Alina Diaconu
Room number: 302
Content area: English Language Arts
Central Focus/Essential Question (Standard 3.3)

What does it mean to persuade someone? What are important elements I should include in my
persuasive writing piece in order to persuade my reader to agree with my opinion?
Goal of Lesson
In this lesson, students will learn how write short persuasive pieces in which they try to convince
the reader of their opinion by providing supporting statements in favor of their argument.
Common Core Standards (Standard 2.1, 2.8)
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create
an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
Prior Knowledge/ Key Misconceptions
Students have been briefly introduced to the idea of persuasion, but I
dont feel that they have a solid grasp on the concept. They may not
realize that in order to convince someone, for example, that it is not
enough to simply state their opinion. They must also provide supporting
statements in favor of their argument.
Materials & Resources (Standard 3.1)

* Graphic organizer for persuasive writing piece (see attached).
* Chart Paper for listing student ideas/brainstorming
* Giant Graphic Organizer (on chart paper) for group use with persuasive letter sample.
Lesson Development (Standard 3.1, 3.3)

Part II: Lesson introduction (5 to 10 minutes):
Students will start out seated at their desks.
Lead in: Tell students, Principal Fong just told me that he has decided to get
rid of roof time. Do you like that idea? I told him I didnt think you would think
that this was fair. He told me, Im not sure whether I will give them back their
roof-time or not. Lets see if you can persuade me. They need to give me some
really good reasons for why I shouldnt get rid of roof time What do you think
this word persuade means? What does it make you think of?
As students share their ideas about the word persuasion, I will include their
ideas in an idea web (writing student names next to their contributions to
encourage participation). Very good, everyone. Youve come up with so many
amazing ideas about what it means to persuade someone. Who thinks they
can come up with a good definition of the word persuade based on our ideas?
(Write down student definition of the word persuade.)
Ask students, Do you think you can convince or persuade Principal Fong
simply by saying We want our roof time back? Why might this not be
enough? What could you add to convince him? (Elicit the idea of using
reasons/supporting statements to convince Mr. Fong.)
Part II (10 minutes):
Today we are going to prepare to write a persuasive letter to Principal Fong.
Together, we will use this graphic organizer, to begin to write down reasons
why we dont want him to take away roof time. Together, we will come up
with one good reason, and find supporting details for that reason.
I will then elicit the idea of exercise being one good reason he should allow
them to have roof time. Then I will elicit different supporting details or
examples that support that reason (for example, exercise is good for growing
children and physical health, exercise is good for mental health and feeling
good, exercise can help students focus and do better in school). I will allow
the students one to two turn and talks to discuss ideas. I will write up their
contributions on the dry-erase board and put their initials next to the
contributions.
Part III: Working with a partner to find more reasons and supporting details
(10 mins)
Now that weve come up with one good reason why Mr. Fong should allow us to keep roof-time
and some supporting details, you will work with your partner at your desk to come up with two
more different reasons with at least three supporting details or examples. You will use a copy of
the same graphic organizer that is up on the board.
Students will work in pairs for 10 minutes (during this time I will circulate the room to listen in
and help different groups out
Part IV: (10 minutes)
Group will come together and I will have two or three groups share the
additional reasons they came up with and supporting details. I will put these
on the board. If students come up with reasons that dont have good
supporting details, examples, we will address these (how can we make this
argument stronger?).
Once the two additional reasons are written up on the board, I will ask a
student to volunteer an idea for a good closing sentence, we will read through
all three reasons. To wrap up, I will ask someone to remind me what it means
to persuade someone, and then ask a second student if you really want to
persuade someone, what are the steps you need to take/the things you need
to do?
Assessment: Students will be evaluated on the completion of their graphic organizers for their
persuasive letters. Their graphic organizers will be evaluated based on the following rubric: If
they are able to provide at least one reason Mr. Fong should allow them to keep roof time with at
least two supporting details, they will receive a 1. If they are able to provide at least two reasons
Mr. Fong should allow them to keep roof time with at least two supporting details for each, they
will receive a 2. If they are able to provide at least two reasons Mr. Fong should allow them to
keep roof time with at least three supporting details for each, they will receive a 3.

Persuasive Writing Lesson Revised

Uploaded by

Copyright:

Available Formats

Persuasive Writing Lesson Revised

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Persuasive Writing Lesson Revised

Uploaded by

Copyright:

Available Formats

Lesson Plan for Second Observation: Persuasive Writing Lesson

Name: Kate FitzGerald

Central Focus/Essential Question (Standard 3.3)

Materials & Resources (Standard 3.1)

Lesson Development (Standard 3.1, 3.3)

You might also like