Persuasive Essay: Grade 5 Writing Unit 3

Persuasive Essay: Grade 5
Writing Unit 3

This document is the property of the Michigan Association of Intermediate School Administrators (MAISA). Revised 8/16/2012. Page 1

Unit Title: Persuasive Essay Duration: 4 weeks
Concepts:
1. Writers study mentor texts to understand the genre of persuasive writing.
2. Writers generate ideas for writing persuasive essays.
3. Writers learn strategies for writing effective persuasive essays.
4. Writers learn strategies for revising and editing persuasive essays.
5. Writers publish and share persuasive essays.
Materials to be provided by the teacher:
1. On-Demand Persuasive Essay Pre/Post-
Assessment
2. Writers notebooks
3. Writing folders with notebook paper
4. Special paper for final drafts

Resources:
1. Lucy Calkins Units of Study for Teaching Writing,
Grades 3-5, Book 3: Breathing Life Into Essays,
Lucy Calkins
2. A Curricular Plan for the Writing Workshop,
Grade 5, 2011-2012, Lucy Calkins
3. Writing to Persuade: Minilessons to Help
Students Plan, Draft, and Revise, Karen Caine
4. Assessing Writers, Carl Anderson
Materials to be produced by the teacher:
1. Anchor charts:
Ideas for Persuasive Essays
Strategies for Writing Effective Persuasive
Essays
Essays
2. Enlarged copies of the following:
Evidence in a Persuasive Essay blank
Persuasive Essay Issue and Evidence chart
Keeping Your Hands Clean and Dry sample
student persuasive essay
Prompts to Develop a Claim chart
Testing the Quality of My Reasons sample
Testing the Quality of My Reasons blank
Persuasive Essay Organizer
How to Write a Counterargument chart
Persuasive Essay Revision/Editing Checklist
3. Student packets that include the following:
Evidence in a Persuasive Essay blank
Persuasive Essay Issue and Evidence chart 3
copies
Mentor Texts:
1. Should There Be Zoos? A Persuasive Text, Tony
Stead

Writing Unit 3


Essays
(Optional) Personal-sized anchor charts for
students who would benefit from having their
own copies
4. Individual copies of the following for the teacher:
Persuasive Essay Conferring Checklist
Persuasive Essay Assessment Rubric

Notes:
1. How to express an opinion, support it with evidence, and convey these thoughts using an intentional writing
voice are skills that are absolutely essential in the elementary grades. Studying and writing persuasive essays
increases the chances that students will leave our classrooms and be more thoughtful about the world in which
they live.
2. The Common Core State Standards suggests that students in grade five write opinion pieces in which they
support a point of view with reasons and information. In this unit, students write persuasive essays to an
audience about an issue in the world and support it with evidence in the form of facts and details.
3. For students to write persuasively, they must have to trust one another and trust you. Creating this kind of
classroom environment takes time. If persuasive writing is the first unit of study, students are more likely to
select generic, safe (and overused) topics because they are worried about what the rest of the class will think.
Your best bet is to begin a persuasive writing unit after students know one another and feel it is okay to share
what they truly believe.
4. After reading through the sessions in this unit, you will want to write a persuasive essay of your own before you
begin this unit to use as a mentor text. Be sure to save examples of your students persuasive essays to use as
examples in the years to come.
5. As always, immersion in a genre in the form of reading is essential before you begin teaching a unit on writing in
the genre. Spend a few days having students read persuasive essays and the recommended mentor texts
included with this unit.
6. You will need to gather all sorts of nonfiction materials expository and narrative nonfiction related to the
issues that students choose for their persuasive essays. This information might come from print or internet
sources. You might also ask students to bring texts from home that support these issues.
7. Administer the on-demand assessment prior to beginning this unit and score the students writing using the
assessment rubric at the end of this unit. At the conclusion of the unit, administer the same on-demand
assessment and look for improvements in your students development as writers.
8. Create permanent classroom anchor charts by adding new strategies as you go. If you choose to use a
document camera to share the anchor charts from this unit, also create classroom anchor charts so students can
refer to them later.
9. Use the Conferring Checklist located at the end of this unit.
10. Spend more than one day for a session if necessary.
11. A special thank you goes out to all authors of professional resources cited in this unit for their insights and ideas.

Writing Unit 3


Overview of Sessions Teaching and Learning Points Aligned with the Common Core

Concept: Writers study mentor texts to understand the genre of persuasive texts.
W.5.1, W.5.8

Session 1: Writers determine the evidence that supports a point of view in persuasive essays.
W.5.1, W.5.8

Concept: Writers generate ideas for writing persuasive essays.
W.5.1, W.5.1a, W.5.1b

Session 2: Writers experiment with the different sides of an issue.
W.5.1, W.5.1a, W.5.1b

Concept: Writers learn strategies for writing effective persuasive essays.
W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.7, W.5.8, W.5.9

Session 3: Writers choose one idea and begin to draft a persuasive essay.
W.5.1a, W.5.1b

Session 4: Writers draft a second persuasive essay and then choose one issue to develop into a finished piece of writing.
W.5.1a, W.5.1b

Session 5: Writers create strong reasons to support their point of view.
W.5.1b

Session 6: Writers gather information from various sources to support their point of view in a persuasive essay.
W.5.7

Session 7: Writers create summaries of what they are reading as they gather information to support their point of view.
W.5.8

Session 8: Writers create introductions for their persuasive essays.
W.5.1a

Session 9: Writers build their first argument to support their point of view by using convincing language.
W.5.1a, W.5.1b, W.5.1c

Session 10: Writers build their second argument to support their point of view by including examples.
W.5.1a, W.5.1b

Session 11: Writers build their third argument to support their point of view by emphasizing a point.
W.5.1a, W.5.1b

Writing Unit 3


Session 12: Writers include counterarguments for their persuasive essays.
W.5.1a, W.5.1b

Session 13: Writers create concluding paragraphs for their persuasive essays that end with a final plea.
W.5.1d

Concept: Writers learn strategies for revising and editing persuasive essays.
W.5.5

Session 14: Writers revise their persuasive essays for meaning and clarity.
W.5.5

Session 15: Writers use revision/editing checklists to further revise and edit their writing.
W.5.5

Concept: Writers publish and share their persuasive essays.
W.5.4

Session 16 and 17: A writing community celebrates.
W.5.4

Writing Unit 3


On-Demand Persuasive Essay Pre/Post-Assessment

Pre-Assessment Instructions:
Students should be at their regular writing seats and will need loose-leaf paper and pencils. They need to be able to add
pages if they want. Write the following statement on the board:

Kids should be required to wear a helmet for biking and skating.

Tell students:
Read the statement, Kids should be required to wear a helmet for biking and skating aloud from the board.
Have the students decide whether they agree or disagree with this statement and provide evidence in the form
of facts and details to support their point of view.

Lets each write an essay to convince others to agree with your point of view on this issue. Write your essay in a way
that shows our best work. You will have an hour to write your persuasive essay. Use everything you know about strong
writing.

Have students begin writing their persuasive essays.

Note:
This on-demand assessment shows what students know about persuasive essay writing. Score these essays using the
Persuasive Essay Assessment Rubric located at the end of this unit. Pay close attention to what your writers can already
do and almost do. This information will help you focus on goals for your students. Use the same rubric to score their
persuasive essays at the end of this unit to show what they have learned.

Post-Assessment Instructions (optional):
At the conclusion of this unit, administer the same on-demand assessment and look for improvements in your students
development as writers.

Writing Unit 3


Session 1
Concept Writers study mentor texts to understand the genre of persuasive texts.
Teaching Point Writers determine the evidence that supports a point of view in persuasive essays.

References Materials
Lucy Calkins Units of Study for Teaching
Writing, Grades 3-5, Book 3: Breathing Life
Into Essays, Lucy Calkins
A Curricular Plan for the Writing Workshop,
Writing to Persuade: Minilessons to Help
Students Plan, Draft, and Revise, Karen
Caine
Writing folders with student packets
Should There Be Zoos? A Persuasive Text, Tony
Stead
Enlarged copy of the following:
Evidence in a Persuasive Essay
Several copies (7-10) of persuasive picture books or
sample persuasive essays

Notes Make copies of the student packet for your students and put them in students writing
folders prior to this session.
Make group assignments for students (2-3 per group) who will be meeting to study a
mentor persuasive text.
Make one or two copies of each essay in the text, Should There Be Zoos? A Persuasive
Text for groups to analyze. There are eleven essays, and one essay can be distributed to
each group of students. You will want to use the first essay in the demonstration and
active engagement portion of this session.
Post on the daily schedule or verbally ask students to bring their writing folders and a
pencil to the meeting area.
Connection Last year in fourth grade, we wrote persuasive letters to parents or teachers to convince them of
an issue. Today, we are going to begin a unit on writing persuasive essays. We will read and
analyze several persuasive essays to locate the evidence that supports each point of view.
Demonstration/
Teaching
Introduce the genre of a persuasive essay and the mentor text, Should There Be Zoos? A
Persuasive Text. Read aloud the introduction (pages 5-6).
Explain the following elements of persuasive texts:
The issue is the idea that you are writing about.
The point of view is your opinion about the issue.
The evidence is the reasons you are using to frame your argument.
The examples provide support and help to illustrate the reasons.
Explain that today you are going to help students analyze persuasive essays to determine
and record the evidence used to support the point of view. Read the first three pages of
the first essay (pages 7-9) aloud and demonstrate how to determine and record the
reasons and examples on an enlarged blank copy of the Evidence in a Persuasive Essay
chart. (A completed chart is provided for the teacher.)
Active
Engagement
Read aloud the first paragraph on the last page of the essay (page 10) and have students
listen carefully to determine the reasons and examples the author is using. It may be
necessary to read the paragraph more than once.
Have students work with their partners to discuss their ideas.
Have one or two students share their ideas with the class. Record their reasons and
examples on the chart.
Link Writers, whenever you read persuasive texts, you will want to make sure that you understand the
Writing Unit 3


reasons and examples that the authors present to support their point of view. Today, you will
read another essay with your group to determine the reasons and examples the authors use to try
to convince you of their point of view. Record this evidence on the first page of your student
packet, Evidence in a Persuasive Essay.
Writing and
Conferring
You might want to post a copy of the glossary to help students understand the content
words.
Conduct small group conferences to help students read and analyze the persuasive essays
that you distributed to determine reasons and examples the authors present to convince
you of their point of view.
Teaching Share

Convene students in the meeting area.
Bring closure to todays workshop by having two or three students share the ideas from
their Evidence in a Persuasive Essay charts.

Writing Unit 3



Issue: Should Animals Be Kept in Zoos?

Essay title: Extinction and Endangered Animals

This essay is for the issue. This essay is against the issue.

Reasons Examples
Animals are becoming extinct.

Dodo birds disappeared in the
1500s.
Atlas bears became extinct by
the late 1800s.
Passenger pigeons became extinct
in 1914.
Rodriquez tortoises were gone by
the late 1700s.
Animals that live in very small numbers
are in danger of disappearing forever.
Animals in the wild are never free
from predators, disease, loss of
their natural habitats, and
starvation.
Animals are overhunted for food,
hides, or sport.

Animals are losing their natural
habitat.
People chop down trees for lumber.
People clear fields to plant crops.
People fill swamps to build highways
and towns.
Animal habitats are becoming
unhealthy due to pollution.
Oil spills pollute the water, harming
aquatic animals.
The spraying of pesticides by
farmers causes harm to other
animals.

X

Writing Unit 3



Issue: Should Animals Be Kept in Zoos?

Essay title___________________________________________________

This essay is for the issue. This essay is against the issue.

Reasons Examples

Writing Unit 3


Session 2
Concept Writers generate ideas for writing persuasive essays.
Teaching Point Writers experiment with the different sides of an issue.

Caine
Writing folders
Anchor chart:
Persuasive Essay Issue and Evidence
A range of expository and narrative nonfiction texts
that support various issues

Note Post on the daily schedule or verbally ask students to bring their writing folders and a
Connection Yesterday, we analyzed persuasive texts to determine the reasons and examples used by the
author. Today, we are going to experiment with ideas for creating our own persuasive essays.
Demonstration/
Teaching
Share the anchor chart, Ideas for Persuasive Essays, with the students. Explain that this is
a list of issues that fifth grade students have used to write persuasive essays. The ideas on
this list may also remind you of other issues that might be addressed in a persuasive
essay. (Students have a copy of this list in their student packet.)
Distinguish between undisputed facts and arguable claims and provide the following
examples:
Undisputed facts about a topic dont have two sides to them and are undeniable.
Sharks are fish.
Football is a team sport.
Arguable claims have two sides. Both sides might have several reasons to support
them, but one side will probably have more reasons, or more compelling reasons.
Sharks need our help.
Football is a dangerous sport.
Think aloud how some of the topics and ideas represent issues that you feel strongly
about and want to use to persuade others to believe as you do. Choose one issue.
Introduce the Persuasive Essay Issue and Evidence chart. Record the issue at the top of
the page. Explain that one way to explore your ideas is to first consider the different sides
of the issue. Think aloud and record one or two reasons for and one or two reasons
against the issue from the information that you already know.
Active
Engagement
Have students refer to the anchor chart, Ideas for Persuasive Essays, to help them choose
an issue they might want to address in a persuasive essay.
Have them jot the issue at the top of this page in their student packet and record one
reason for and one reason against the issue on the organizer in their student packets.
Have students turn to their partners and share their ideas.
Have one or two students share with the class.
Link Writers, whenever you want to try to convince someone to believe as you do, consider the two
faces of the issue. Today we will continue to jot reasons for and against our issues on our
Writing Unit 3


Persuasive Essay Issue and Evidence chart. Try to think of as many reasons for and against your
issue as you can.
Writing and
Conferring
Conduct table conferences to help students generate reasons for and against their issues.
Mid-Workshop
Teaching Point
Writers, now that you have explored one issue, it is time to begin exploring a second one. Another
source for essay ideas might come from your own informational books from our last unit. If you
wrote about a topic that has the potential of having two faces, or two sides, you might find it
interesting to turn the ideas from your informational topics into persuasive essays. (Demonstrate
how you determine an arguable issue from your own information book and write it at the top of
the second page of Persuasive Essay Issue and Evidence chart in your student packet. Then begin
recording evidence.) Or you might decide to choose another issue from the list, instead.
Teaching Share

Bring closure to todays workshop by having two or three students share the ideas from
their Persuasive Essay Issue and Evidence charts.
Note You might decide to spend an additional day having students explore topics and issues for
writing persuasive essays. Three pages of Persuasive Essay Issues and Evidence charts are
included in student packets if you decide to spend one more day collecting ideas.

Writing Unit 3



1. Students should be required to wear uniforms.
2. Skateboards should be allowed on sidewalks.
3. Animals should not be used for science experiments.
4. Pets should be adopted from a shelter instead of a pet store.
5. Animals should not be kept in cages.
6. People should be allowed to keep exotic animals like chimpanzees or tigers.
7. More should be done to protect and preserve endangered animals.
8. Students should be paid for having strong grades.
9. Girls should be allowed to play on boys sports teams.
10. Television is a bad influence.
11. Schools should offer fast food options like McDonalds or Taco Bell.
12. Students should be allowed to have cell phones in elementary school.
13. Schools should start later/earlier in the morning.
14. America should convert to the metric system.

Writing Unit 3



Issue: _______________________________________________________

Reasons for the issue Reasons against the issue

Writing Unit 3


Session 3
Concept Writers learn strategies for writing effective persuasive essays.
Teaching Point Writers choose one idea and begin to draft a persuasive essay.

Caine
Writing folders
Writers notebooks
Enlarged copies of the following:
Keeping Your Hands Clean and Dry, sample

Note Post on the daily schedule or verbally ask students to bring their writing folders, writers
notebooks, and a pencil to the meeting area.
Connection Yesterday, we explored various issues by considering different sides of each issue. Today we are
going to choose one idea and begin to write a persuasive essay.
Demonstration/
Teaching
Refer to the sample student persuasive essay Keeping Your Hands Clean and Dry as an
example of the kind of writing that both you and the students will be doing in this unit.
Explain that students will be learning the specific techniques for writing persuasively each
day throughout this unit. They are not expected to draft an entire persuasive essay today.
The idea is that students are merely experimenting with writing persuasively today and
tomorrow before making a commitment to stick with the one issue that matters to them
the most.
Explain that you are going to begin to write your own persuasive essay using one of the
issues you explored yesterday. Demonstrate how you read over your Persuasive Essay
Issue and Evidence chart and choose the side with the most compelling reasons for your
essay.
Make sure that you have three reasons that you can use to persuade your audience and
choose one reason (for the opposing point of view) that you are going to use as a
counterargument later in the unit.
Refer to the chart, Prompts to Develop a Claim, for a list of prompts which include the
counterargument, or the opposing point of view. This is a valuable step to teach students
because it guarantees a strong claim, preventing them early on from writing an
argument essay about something that has no real opposition or potential for argument.
Refer to the sample student persuasive essay.
Open your writers notebook and begin your essay. Use a prompt from the Prompts to
Develop a Claim chart that incorporates one of your counterarguments and list the
reasons that support your claim in the first paragraph. Then, begin a second paragraph
that elaborates on the first reason.
Explain that persuasive essay writers want to convey to their audience that the ideas in
their essay are important. It is essential that writers reach for precise words to capture
their thoughts.
Active Have students choose one of the issues from their Persuasive Essay Issue and Evidence
Writing Unit 3


Engagement charts, open their writers notebooks, and begin writing their first paragraph. Remind
them to use one of the prompts from the Prompts to Develop a Claim anchor chart.
Have partnerships share their writing.
Link Writers, whenever you start to write in a new genre, it is best to experiment with one or two ideas
before you make a decision about which one matters to you the most. Today you will continue
writing your persuasive essays, trying your best to persuade your audience to believe as you do.
We will learn more about the strategies of effective persuasive essay writing over the next few
days. For today, just do your best to write persuasively using the reasons you listed on your
Persuasive Essay Issue and Evidence chart.
Writing and
Conferring
Conduct small group conferences to support students efforts at choosing an issue and
beginning their persuasive essays.
Teaching Share

Bring closure to todays workshop by summarizing and reinforcing the focus of the days
teaching point. You might share what one or two writers have done in ways that apply to
other writers.

Prompts to Develop a Claim

Although some people believe _____, it may actually be argued that _____.
Some people feel that _____. In reality, however, _____.
Despite _____, I want to argue that _____.
While it may be true that _____, the real point to consider is that _____.
Even though most people dont see _____, I want to suggest _____.

Writing Unit 3


Keeping Your Hands Clean and Dry

Although some people dont like using automatic hand dryers in restrooms, it
may actually be argued that motion-sensing hand dryers are a practical alternative
to paper towels. More and more businesses are investing in automatic hand dryers
for their restrooms today. For one reason, they are more sanitary than paper
towels. Secondly, they are actually cheaper than using paper towels. Lastly,
automatic hand dryers keep the restrooms cleaner. I believe that our school
would benefit from investing in automatic motion-sensing hand dryers in all the
restrooms.
First of all, the automatic hand dryer is very sanitary. Instead of pulling on
a lever that has been touched by a large number of students, users can just stick
their hands under the air dryer. No germs can get on them because there is
nothing to touch. Just think how the attendance rate would improve. Kids
wouldnt get sick from the germ-infested paper towel dispensers we now use at
our school. This would keep kids hands germ-free.
In addition, if the school buys automatic hand dryers, we can save money
that can be spent on more important things. I have noticed that there is a
terrible waste of paper towels in the restrooms. Students continuously pull on the
lever, dispensing towels that they do not really need. It is annoying to find the
dispenser empty. Our custodian is called several times a day to bring in bundles of
replacements, just because some kids are wasteful. All of these paper towels cost
a lot of money. An automatic hand dryer costs approximately $500, with very
little additional cost over time. On the other hand, paper towels can cost $25 a
case, or about $500 a year, since we use about 20 cases each year. After just
one year, it would pay for itself. If we installed automatic hand dryers, we would
not waste paper towels, and it would save the school a ton of money.
Finally, our bathroom is a paper towel mess! There are always piles of paper
towels on the floor. Sometimes the extras fall from the dispenser unused. Many
times kids bunch their used towel in into a ball and aim for a basket. But if they
miss the target, the paper ball stays on the floor. Sometimes the towels are even
Writing Unit 3


tossed to the ceiling like spitballs. Paper towels leave so much litter in the
restrooms that the restrooms are a mess even before the end of the day!
Some people think that automatic hand dryers dont dry their hands as
thoroughly as paper towels. People stand in front of the hand dryers for just a
few seconds, and they are disappointed that their hands do not feel dry.
However, studies have shown that when people dry their hands for at least 30
seconds, automatic dryers actually dry much better than paper towels. It is
difficult to get every part of your hand dry using paper towels. The blast of air
makes sure that your hands are completely dry if you take a few extra seconds.
Keeping kids healthy, saving money, and helping our school stay clean are
strong reasons for installing automatic hand dryers. Every day that goes by
without having them means that we are continuing to have problems in our
restrooms because we are using paper towels. Lets install automatic hand dryers
as soon as possible!

Writing Unit 3


Session 4
Teaching Point Writers draft a second persuasive essay and then choose one issue to develop into a finished
piece of writing.

Caine
Writing folders
Writers notebooks

Connection Yesterday we began to write a persuasive essay addressing one of the issues on our list. Today, we
are going to choose another issue and begin a second persuasive essay.
Demonstration/
Teaching
Refer to your Persuasive Essay Issue and Evidence chart and choose a second issue to use
for a persuasive essay.
Make sure that you have three reasons that you can use to persuade your audience and
one reason that you are going to use as a counterargument that you will refute later.
Open your writers notebook and begin your essay. Use a prompt from the Prompts to
Develop a Claim chart that includes one of your counterarguments and list the reasons
that support your claim in the first paragraph. Then, begin a second paragraph that
elaborates on the first reason.
Remind students that persuasive essay writers want to convey to their audience that the
ideas in their essay are important, so they reach for precise words to capture their
thoughts. One way to make sure that we are writing persuasively is by choosing words
that persuade. Begin a class chart of words that persuade and add to it throughout this
unit. Include the following:
Important
Best
Effective
Strong reason
Deserve
Practical
Benefits
Perfect solution
If , then
Refer to the sample student persuasive essay Keeping Your Hands Clean and Dry to locate
examples of words that persuade.
Active
Engagement
Have students choose a second issue from their list, open their writers notebooks, and
begin writing their first paragraph. Remind them to begin with a prompt from the anchor
Writing Unit 3


chart that includes one of their counterarguments and then list the reasons that support
their claim in the first paragraph. Have students choose words that persuade.
Have partnerships share their writing.
Link Writers, today you will continue writing your persuasive essays, trying your best to convince your
audience to believe as you do. We will learn more about the strategies of effective persuasive
essay writing over the next few days. For today, just do your best to persuade your audience.
Include words that persuade in your essays.
Writing and
Conferring
Conduct small group conferences to support students efforts at beginning their second
persuasive essays.
Mid-Workshop
Teaching Point
Writers, you have been collecting persuasive ideas and writing about them for the past two days.
Now, lets take the time to think about the idea we will stick with and develop into a finished
piece of writing. Making this decision requires a lot of thought. As I look at my own ideas for
persuasive essays, I might ask myself these questions:
Am I excited to write about this issue?
Do I have enough to say about this issue?
What might I say?
Will this topic be easy or hard for me to write about?
(Choose your own issue. Have students choose an issue in the same way and then share their
ideas with their partners.)
Teaching Share

other writers.

Writing Unit 3


Session 5
Teaching Point Writers create strong reasons to support their point of view.

Caine
Writing folders
Writers notebooks
Testing the Quality of My Reasons sample

Note Post on the daily schedule or verbally ask students to bring their writing folders and a
Connection Yesterday, we chose an issue that we want to stick with and develop into a really effective
persuasive essay. Today, we are going to make sure that we have strong reasons that support our
point of view.
Demonstration/
Teaching
Explain that in persuasive writing, we give our audience reasons to try to convince them.
Strong reasons probably will convince my audience. Weak reasons probably wont
convince my audience. If I want to have a strong argument, I need equally strong reasons
to support my argument.
Refer to the sample student essay Keeping Your Hands Clean and Dry and discuss the
strength of the reasons.
Demonstrate how you look over your reasons listed on your Persuasive Essay Issue and
Evidence chart. Think aloud whether or not the first reason is likely to convince your
audience. Is it a strong reason or a weak reason? If it is weak, explain why. Post your
reasons, whether they are strong or weak, on an enlarged copy of the Testing the Quality
of My Reasons chart. Refer to the completed sample chart.
For a reason that seems weak, think aloud about how you might change it or eliminate it.
Perhaps you need to change the wording or elaborate on the idea. Perhaps you need to
eliminate it and create a new one. Rewrite one reason, eliminate a weak reason, and
create a new reason. You might have four or five strong reasons when you are done.
Active
Engagement
Have students look at one reason they plan to use in their argument and consider whether
it is a strong reason or a weak reason. Have them think about why it is weak. Have
students decide if it can be changed to make it stronger or if it should be eliminated.
Have students share their ideas about this reason with their partners.
Have one or two students share their ideas with the class.
Link Writers, whenever you are writing persuasively, make sure that you have chosen strong reasons to
convince your audience. Today, continue to look through each reason and think carefully about
whether it is a strong reason or a weak reason. Then jot your reasons and rewrite others on your
copy of the Testing the Quality of My Reasons chart.
Writing and
Conferring
Conduct small group conferences to support students efforts at analyzing the quality of
their reasons and rewriting ones that are weak.
Writing Unit 3


Mid-Workshop
Teaching Point
Writers, now that many of you have finished looking through your reasons and rewriting them to
make them even better, get together with your partners and share the reasons that you think are
the strongest. Ask your partner to help you decide which three reasons are the strongest ones
ones that will help you make a convincing persuasive essay.
Teaching Share

other writers.

Testing the Quality of My Reasons Sample

Issue and Point of View: Automatic motion-sensing hand dryers should be
used in all school restrooms.
Weak Reasons
(probably wont convince my audience)
Strong Reasons
(probably will convince my audience)

They are fun to use.

They warm your hands on cold
days.

They dry your hands quicker than
paper towels.

They keep germs from
spreading.

They save money.

They keep the restrooms clean.

Writing Unit 3


Testing the Quality of My Reasons
Issue and Point of View:

Weak Reasons
(probably wont convince my audience)
Strong Reasons
(probably will convince my audience)

Writing Unit 3


Session 6
Teaching Point Writers gather information from various sources to support their point of view in a persuasive
essay.

Caine
Writers notebooks
Writing folders
Testing the Quality of My Reasons chart

Notes Plan to spend Sessions 6 and 7 helping students collect information for their essays.
Session 7 teaches students how to create summaries based on the information they
collect.
Continue to add words that persuade to your class chart.
Post on the daily schedule or verbally ask students to bring their writing folders, writers
Connection Yesterday, we took a careful look at our reasons and then we chose three reasons that make the
strongest arguments. Today, we are going to begin to gather a variety of information to support
our point of view.
Demonstration/
Teaching
Explain that persuasive writing is intended for a specific purpose and audience. We will
have to keep in mind that the purpose for writing a persuasive essay is to convince others
to believe as we do. We will need to gather a variety of information about our issues for
two reasons:
To extend the amount of information we have to support our reasons.
To verify information that we think is true, but are not sure.
Demonstrate how you refer to your Testing the Quality of My Reasons chart and
determine what kinds of information you need to support your point of view. Choose one
reason to research.
Introduce the enlarged copy of the Persuasive Essay Organizer and record your issue and
reasons. (You will record the summaries tomorrow.)
Use one or more of the following sources to collect information to support your reason:
Informational texts and other resources in your classroom
Informational texts and other resources in the school library
The Internet
Read this information aloud and think about how the information supports your reason.
Explain that your writing will have a more authoritative tone if you use technical
vocabulary whenever possible. Record a few (3-5) of these key words and phrases or facts
on your Persuasive Essay Organizer.
Record the title and author of the text so you will be able to cite that source if you decide
to include the information in your draft.
You might decide to demonstrate this process using more than one of your reasons as
Writing Unit 3


examples for students.
Active
Engagement
Have students turn to the next page in their student packets, the Persuasive Essay
Organizer, and record their issue and point of view at the top.
Have them copy their three strongest reasons from their Testing the Quality of My
Reasons chart onto their organizer.
Have partnerships share their ideas about where and how they will search for information
to support their point of view.
Link Writers, whenever we write persuasively, we want to make sure that we gather information from
various sources to support our point of view. Today, look for information that will support each
one of your reasons so that your argument is based on facts and jot 3-5 key words or phrases or
facts that best support each reason on your Persuasive Essay Organizer. Remember to include the
title and author of each source.
Writing and
Conferring
Conduct small group conferences to support students efforts at locating information that
supports their point of view.
Teaching Share

other writers.

Writing Unit 3


Issue_________________________________________________________
Reasons Key Words and Phrases/Facts Summaries
1.

Title:
Author:

2.

Title:
Author:

3.

Title:
Author:

Writing Unit 3


Session 7
Teaching Point Writers create summaries of what they are reading as they gather information to support their
point of view.

Caine
Writers notebooks
Writing folders

Notes Continue to add words that persuade to your class chart.
Connection Yesterday, we gathered a variety of information to support our point of view. Today we will learn
how to create summaries of what we are reading as we gather information.
Demonstration/
Teaching
Choose one of your reasons and the information that you collected to support it.
Read the words and phrases you recorded on your Persuasive Essay Organizer.
Demonstrate how you create a summary in your own words using the words and phrases
you collected. Record your summary on your Persuasive Essay Organizer.
You might decide to demonstrate this process using more than one of your reasons as
examples for students.
Active
Engagement
Have students choose one of their reasons and the information they collected to support
it.
Have them create a summary using the words and phrases they collected and jot it on
their Persuasive Essay Organizer.
Have partnerships share their summaries.
Link Writers, whenever we take notes, we want to make sure that we create summaries for the
information that we gather. Today, use the words and phrases that you collected to support your
point of view by creating summaries. Continue to look for information that will support each one
of your reasons so that your argument is based on facts. Remember to include the title and author
of each source.
Writing and
Conferring
Conduct small group conferences to support students efforts at summarizing information
that supports their point of view.
Teaching Share

other writers.

Writing Unit 3


Session 8
Teaching Point Writers create introductions for their persuasive essays.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays
Prompts to Develop a Claim

Connection Yesterday, we created summaries of the information we gathered to support our reasons. Today,
we are going to create introductions for our persuasive essays.
Demonstration/
Teaching
Refer to the sample student persuasive essay Keeping Your Hands Clean and Dry. Remind
students that a persuasive essay is organized around an issue and a point of view. The
essay begins with an introduction that draws the reader in. Several reasons that support
the point of view are elaborated in each of the supporting paragraphs. A
counterargument is included that considers the opposing point of view and then
discredits it. The concluding paragraph returns to the point of view and leaves the reader
with most important evidence to support the issue.
Explain that persuasive essay writers use the introduction to convey to readers that the
issue is important. It is essential that writers reach for precise words to capture their
thoughts. One way to begin a persuasive essay is to state the issue and your point of
view directly.
Demonstrate how to create an introduction in this way using your own persuasive issue.
Refer to the chart, Prompts to Develop a Claim. State your issue and point of view and
include the counterargument. Elaborate briefly on the issue.
Use transition words (that show sequence) to begin each sentence that lays out your
argument. Order your reasons by stating the strongest reason first or last. Refer to the
anchor chart, Strategies for Writing Effective Persuasive Essays. Explain that transitions
often require the use of a comma following the transition.
Active
Engagement
Have students turn to their Persuasive Essay Organizers and refer to the anchor chart,
Strategies for Writing Effective Persuasive Essays.
Have students open their writers notebooks and begin their introduction, stating the
issue and point of view and include the counterargument.
Have students share their sentences with their partners and have their partners respond
to the prompt, Is my introduction clear? Does it state the issue, my point of view, and
Writing Unit 3


the counterargument?
Link Writers, whenever we write persuasively, we want to make sure that our introduction conveys to
our reader that our issue is important. Today you will continue to work on your introductions in
your writers notebooks, making sure to state the issue and your point of view directly, and include
a counterargument. Then, elaborate briefly on the issue. Use transition words to lay out each
reason you are using for your argument so your reader can follow your thinking.
Writing and
Conferring
Conduct small group conferences to support students efforts at creating their
introductions.
Mid-Workshop
Teaching Point
Writers, your introduction must capture your readers interest. You probably just have a minute or
two to grab their attention. There are other ways that persuasive essay writers organize their
introductions. (Refer to the anchor chart, Strategies for Writing Effective Persuasive Essays.)
Demonstrate how to write your introduction in a different way using one of the other lead
suggestions
Teaching Share

other writers.

Writing Unit 3


Strategies for Writing Effective Persuasive Essays

Writing your introduction
Include one of these leads:
State both sides of the issue and point of view directly, and make it clear which side you support.
Begin with a quote or anecdote that draws the reader in right from the start.
Ask a thought-provoking question to get the reader thinking about the issue.
State an interesting statistic or a fact.
Start with a short, declarative sentence.
Use transition words to begin each sentence that lays out your argument:
Words to list reasons:
First, , First of all, , To begin with,
Second, , Secondly, , In addition, , Next, , Then,
Lastly, , Finally, , Most of all

Writing Unit 3


Session 9
Teaching Point Writers build their first argument to support their point of view by using convincing language.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays

Connection Writers, yesterday we created our introductions for our persuasive essays. Today we are going to
begin building our first argument to support our point of view using convincing language.
Demonstration/
Teaching
Review the parts of a persuasive essay as you refer to the sample student persuasive
essay (introduction, supporting paragraphs, counterargument, concluding paragraph).
Demonstrate how to build your first argument in your first supporting paragraph. Refer
to your own copy of Testing the Quality of My Reasons. Explain that you are going to
begin building your first argument using your first reason. Follow the same sequence of
reasons that you stated in your introduction. Decide on sequential transition words (refer
to the anchor chart, Strategies for Writing Effective Persuasive Essays) to open your
paragraph and use them to state your first reason in the first sentence. Choose transition
words that are different from the ones you used in your introduction.
Elaborate on this reason by providing precise facts and details. Use persuasive language.
Refer to mentor texts for examples.
At the end of your paragraph, use a concluding statement that links back to the reason
that supports the point of view.
Explain that you will want to be especially careful when choosing your language because
much of persuasion rests not so much on what we say, but in how we say it. Nothing is
more persuasive than facts. Use precise facts and details whenever you can. Include your
summaries or revise them to support your point of view.
Active
Engagement
Have students refer to their introduction to recall the first reason they used as support for
their point of view.
Have them refer to the anchor chart, Strategies for Writing Effective Persuasive Essays,
to choose which transition words they want to use at the beginning of their paragraph.
Have them write the first sentence for their first argument in their writers notebooks.
Remind them to use convincing language.
Have partners share their statements with each other.
Writing Unit 3


Link Writers, whenever we build arguments to support our point of view, we choose our words
carefully. Today, you will finish drafting your first argument for your persuasive essays. Be sure to
elaborate on your reasons by using facts, details, and summaries that will convince your audience.
Writing and
Conferring
Conduct small group conferences to support students efforts at building their arguments.
Encourage students to elaborate by writing well-developed and convincing paragraphs.
Mid-Workshop
Teaching Point
Have partnerships meet to listen to each others arguments. Post the following question
for students to discuss:
Did my argument convince you?
How can I make my argument stronger?
Teaching Share

other writers.

Writing Unit 3



Use one of these leads:
End by stating your issue and point of view.

Building your argument in the supporting paragraphs
Use transition words to begin each paragraph.
Words to list reasons and show sequence:
Words to add information or examples:
For example, , For instance, , In order to
In addition, , Another, , Besides, , Together with, , Along with,
Lets not forget, , Lets remember, , Finally,
Words to emphasize a point:
As I just mentioned,
For this reason, , In fact,
Surprisingly, , Again,
Words to summarize a point of view:
Please consider/reconsider
In conclusion,
Remember,
This is important because
Elaborate by providing facts and details.
Write well-developed paragraphs.
Conclude by linking back to the reason that supports the point of view.
Check to make sure that your argument is convincing.

Writing Unit 3


Session 10
Teaching Point Writers build their second argument to support their point of view by including examples.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays

Connection Writers, yesterday we created our first arguments for our persuasive essays. Today we are going
to begin building our second argument to support our point of view by including examples.
Demonstration/
Teaching
Demonstrate how to build your second argument in your second supporting paragraph.
Explain that you are going to begin building your second argument using your second
reason. Follow the same sequence of reasons that you stated in your introduction.
Decide on sequential transition words (refer to the anchor chart, Strategies for Writing
Effective Persuasive Essays) to open your paragraph and use them to state your second
reason in the first sentence. Choose transition words that are different from the ones you
used in your introduction.
Elaborate on this reason by providing examples that support your point of view.
Examples help your reader picture what you are trying to convey. Refer to the sample
essay, Keeping Your Hands Clean and Dry, and locate the examples.
Refer to the anchor chart, Strategies for Writing Effective Persuasive Essays, and
introduce transition words and phrases for adding information and examples.
Remember to use precise facts and details whenever you can. Include the summaries
from your Persuasive Essay Organizer or revise them to support your point of view.
Active
Engagement
Have students refer to their introduction to recall the second reason they used as support
for their point of view.
Have them write the first sentence for their second argument in their writers notebooks.
Remind them to use convincing language.
Have partners share their statements with each other. Then have them share examples
Writing Unit 3


that they could use to support this reason.
Link Writers, remember that whenever we build arguments to support our point of view, we choose our
words carefully. Today, you will finish drafting your second argument for your persuasive essays.
Be sure to elaborate on your reasons by using examples, facts, and details that will convince your
audience. Remember to use transition words and phrases for adding information and examples.
When you have finished, you might also want to go back and include an example for your first
reason.
Writing and
Conferring
Mid-Workshop
Teaching Point
Have partnerships meet to listen to each others arguments. Post the following questions
for students to discuss:
Did my partner use effective examples?
Does my partner need to add more to the paragraph?
Teaching Share

other writers.

Writing Unit 3




In conclusion,
Remember,
Include effective examples to help your reader picture what you are trying to convey.
Use transition words for adding information and examples.
Make sure that you have enough information in your paragraphs to support your reasons.

Writing Unit 3


Session 11
Teaching Point Writers build their third argument to support their point of view by emphasizing a point.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays

Notes You might also want to go back and include an example for your first reason.
Connection Writers, yesterday we created our second arguments for our persuasive essays. Today we are
going to begin building our third argument to support our point of view by emphasizing a point.
Demonstration/
Teaching
Demonstrate how to build your third argument in your third supporting paragraph.
Explain that you are going to begin building your third argument using your third reason.
Decide on sequential transition words (refer to the anchor chart, Strategies for Writing
Effective Persuasive Essays) to open your paragraph and use them to state your third
reason in the first sentence. Choose transition words that are different from the ones you
used in your introduction.
Refer to the anchor chart, Strategies for Writing Effective Persuasive Essays, and
introduce transition words and phrases that emphasize a point. Explain that a
persuasive writer often wants to emphasize a point. Using these words helps the reader
to understand what is important.
Elaborate on this reason by providing examples, facts, and details. Use convincing
language.
Remember to use precise facts and details whenever you can.
Active
Engagement
Have students refer to their introduction to recall the third reason they used as support
for their point of view.
Have them write the first sentence for their third argument in their writers notebooks.
Have partners share their statements with each other. Then have them share examples of
a point they will want to emphasize.
Writing Unit 3


Link Writers, remember that whenever we build arguments to support our point of view, we choose our
words carefully. Today, you will finish drafting your third argument for your persuasive essays. Be
sure to emphasize a point and then elaborate on your reasons by using facts and details that will
convince your audience.
Writing and
Conferring
Mid-Workshop
Teaching Point
Have partnerships meet to listen to each others arguments. Explain that one way to
convince our audience is to make sure that there are no holes in our arguments.
Partners, listen carefully and try to take the opposite point of view. Listen for weaknesses
in your partners arguments and help them strengthen their ideas and language.
Teaching Share

other writers.

Writing Unit 3




In conclusion,
Remember,
Use transition words to emphasize a point.
Make sure there are no holes in your arguments.

Writing Unit 3


Session 12
Teaching Point Writers include counterarguments for their persuasive essays.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays

Connection Writers, yesterday we created our third argument for our persuasive essays. Today we are going
to write a counterargument, by presenting the opposing point of view and telling why it is wrong.
Demonstration/
Teaching
Explain that a counterargument presents the opposite side of an argument in order to
poke holes in it. After writing the supporting paragraphs, writers often decide to include a
counterargument to show the reader that they have considered the opposing view. Turn
against your argument for only a short time and then turn back to your original argument.
This is just a short detour.
Writers use transition words like nevertheless, but, however, despite this to refute the
argument showing that it is inaccurate, incomplete, not representative of all situations, or
deficient in some other way. In this way, writers develop a paragraph in which we
discredit the counterargument.
A counterargument has three parts:
Counterclaim: Some people feel that sharks are bloodthirsty predators.
Evidence: About thirty species of sharks are known to attack humans.
Discrediting this evidence by providing other evidence: However, there are a total
of over 350 kinds of sharks! That means that for the 30 species that may have
attacked humans, there are at least 30 others that havent! Yet we lump all sharks
into this bloodthirsty image.
Demonstrate how to create a counterargument for your essay using your Persuasive
Essay Organizer and the chart How to Write a Counterargument.
Active
Engagement
Have students refer to their Persuasive Essay Organizer and the copy of How to Write a
Counterargument in their student packets.
Have partnerships explain how they might present their counterargument and what the
first sentence might be.
Link Writers, whenever we write persuasive essays, we want to consider the opposing point of view.
Writing Unit 3


Today, we will create one or two paragraphs that present a counterargument. Remember to
include all three parts in your paragraph(s). Remember that you are trying to convince your reader
that this opposing point of view is wrong.
Writing and
Conferring
Conduct small group conferences to support students efforts at creating
counterarguments.
Mid-Workshop
Teaching Point
Have partnerships meet to listen to each others essays. Post the following question for
students to discuss:
Is my counterargument effective?
Teaching Share

other writers.

Writing Unit 3


How to Write a Counterargument
Counterclaim:

Evidence:

Discredit this evidence by providing other evidence:

Writing Unit 3




In conclusion,
Remember,

Writing Unit 3


Writing your counterargument
Begin with a counterclaim:
It might seem that
Some people might think
Of course
Provide evidence that supports this claim.
Discredit this evidence by providing other evidence:
Nevertheless
But
However
Despite this

Writing Unit 3


Session 13
Teaching Point Writers create concluding paragraphs for their persuasive essays that end with a final plea.

Caine
Writers notebooks
Writing folders
Anchor chart:
Essays

Connection Writers, yesterday we created the counterarguments for our persuasive essays. Today we are
going to create our concluding paragraphs.
Demonstration/
Teaching
Demonstrate how to create a concluding paragraph. Explain that you are going to
summarize your reasons in this final paragraph. Begin by choosing transition words from
the anchor chart, Strategies for Writing Effective Persuasive Essays, to open your
paragraph.
The concluding paragraph does not provide new information. It summarizes the reasons
and makes a final argument. This is where we use our most convincing language.
At the end of your paragraph, use a concluding statement that not only links back to the
point of view but also ends with a final plea.
Active
Engagement
Have students refer to the reasons they used as support for their point of view.
Have them write the first sentence for their concluding paragraph.
Have partners share their statements with each other.
Link Writers, whenever we create concluding statements for persuasive essays, we want to make sure
to leave the reader with our strongest evidence and make a final plea. Today, we will finish our
concluding paragraphs and reread our persuasive essays to make sure that they are very
convincing.
Writing and
Conferring
Conduct small group conferences to support students efforts at concluding their
arguments.
Mid-Workshop
Teaching Point
Have partnerships meet to listen to each others essays. Post the following questions for
students to discuss:
Is my concluding paragraph convincing?
Did I succeed in persuading my reader?
Teaching Share Bring closure to todays workshop by summarizing and reinforcing the focus of the days
Writing Unit 3


other writers.

Writing Unit 3




In conclusion,
Remember,

Writing Unit 3


Writing your counterargument
Begin with a counterclaim.
Provide evidence that supports this claim.
Discredit this evidence by providing other evidence.

Writing your concluding paragraph
Use transition words to begin your paragraph.
Summarize the reasons.
Urge your audience to do something or to allow you to do something or to change their mind.
End with a statement that links back to the issue and your point of view or urges a call to action.

Writing Unit 3


Session 14
Concept Writers learn strategies for revising and editing persuasive essays.
Teaching Point Writers revise their persuasive essays for meaning and clarity.

Caine
Writers notebooks
Writing folders
Keeping Your Hands Clean and Dry
Anchor charts:
Essays

Connection Writers, you have all been really focused as you have been creating your persuasive essays. Today,
we will be rereading our persuasive essays through the lens of meaning and clarity.
Demonstration/
Teaching
Demonstrate how to revise for meaning and clarity as you:
Reread your persuasive essay aloud to yourself one paragraph at a time through the
lens of meaning. Make sure that the information in each paragraph makes sense. It
must all go together and all support the point of view. Rewrite parts that need
revision.
Reread your persuasive essay aloud to a partner through the lens of clarity. Make
sure that the point of view is clearly stated and the evidence supports the point of
view clearly. Have your partner identify your point of view after listening to your
introduction. Then, have your partner explain how the evidence supports the point of
view after listening to each supporting paragraph. Rewrite parts that need revision.
Active
Engagement
Do this same work using the persuasive essay from a student volunteer. Read through
the lens of meaning. Make sure that each part of the essay makes sense.
Have the class work together with you and the volunteer to rewrite parts that need
revision.
Link So writers, today you will read your persuasive essays twice. Read it first to yourself through the
lens of meaning to make sure that the information in each paragraph makes sense and supports
your point of view. Then read it to your partners. Your partners will listen through the lens of
clarity. They will identify the point of view and explain how the evidence supports the point of
view. Rewrite parts that need revision.
Writing and
Conferring
Conduct individual student conferences to make sure that the students are rewriting the
parts that need revision.
Teaching Share

other writers.

Writing Unit 3


Session 15
Concept Writers learn strategies for revising and editing their persuasive essays.
Teaching Point Writers use revision/editing checklists to further revise and edit their writing.

Writing, Grades 3-5, Book 3: Breathing
Life Into Essays, Lucy Calkins
A Curricular Plan for the Writing
Workshop, Grade 5, 2011-2012, Lucy
Calkins
Caine
Writers notebooks
Writing folders
Anchor chart:

Connection Writers, we have been learning strategies to write effective persuasive essays. Today, we will use
strategies to further revise and edit our writing.
Demonstration/
Teaching
Refer to the Persuasive essay Revision/Editing Checklist. Explain that you have already
revised for the first two items on the checklist.
Read the third item on the checklist. Reread your own persuasive essay through the lens
of persuasion.
Ask yourself, Is my argument convincing? Is this essay likely to convince the reader
to believe or act in a certain way?
Mark places that do not seem convincing.
Go back and rewrite parts that need revision those parts so they are more convincing.
Active
Engagement
Continue reading through the lens of each item on the Persuasive essay Revision/Editing
Checklist, and then edit your persuasive essay with the students input.
Link Writers, whenever you revise and edit your writing, make sure to read your writing through one
lens at a time. As you work today, refer to the Revision/Editing Checklist in your student packets
and use each item as a lens when you edit your own persuasive essays. Reread your essay with
that lens and revise or edit your work. This is the time to get your writing as polished as you can
get it.
Writing and
Conferring
Conduct individual student conferences to support students efforts using a checklist to
revise and edit their writing.
Note Say, Tonight Im going to look over the persuasive essays that youve edited today. Ill be your
copy editor. Tomorrow, every minute of the day will be reserved for making final copies of our
persuasive essays.

Writing Unit 3



Name_______________________________________________Date______________

Title_________________________________________________________________

Reread your writing carefully. Put a check in each box under Author as you complete each
item. Once all the boxes are checked, give this checklist to the teacher for the final edit.

Revise and edit for the following: Author Teacher
1. Meaning and Clarity. Ask yourself,
Is my point of view clearly stated?
Do my reasons support my point of view?
Is my argument convincing?
Did I refute my counterargument?
Rewrite parts that need revision.

2. Effective use of words and phrases. Ask yourself,
Did I use effective examples, facts, and details?
Did I use transition words and phrases that link ideas?
Rewrite parts to make your writing better.

3. Verb tense.
Check for inappropriate shifts in verb tense.
Make corrections if necessary.

4. Capitalization.
Use capitals for sentence beginnings and proper nouns.

5. Punctuation.
Use periods, exclamation points, and question marks correctly.
Use commas with transition words and conjunctions.

6. Spelling of high-frequency words.
Refer to various resources.

7. Accurate citations.
Check to make sure your citations are complete and accurate.

Writing Unit 3


Sessions 16 and 17
Concept Writers publish and share their persuasive essays.
Teaching Point A writing community celebrates.

Writing, Grades 3-5, Book 3: Breathing
Life Into Essays, Lucy Calkins
A Curricular Plan for the Writing
Workshop, Grade 5, 2011-2012, Lucy
Calkins
Caine
Assessing Writers, Carl Anderson
Writers notebooks
Writing folders

Day 16
Publishing
Have students rewrite or type their revised and edited persuasive essays.
Day 17
Celebration
Plan to celebrate the fact that writing gives us new eyes to see and understand ourselves.
Students have grown taller as writers. Their notebooks are fuller. Their texts are longer.
Their voices are stronger. Take a moment to look all students in the eyes and help them
feel celebrated.
Have authors read their persuasive essays aloud in small groups and then have the authors
answer just one writing question.
Post student writing to celebrate the achievements of each student.
Assess students persuasive essays using the Persuasive essay Assessment Rubric.
Consider assessing the students writers notebooks.

Writing Unit 3


Persuasive Essay Conferring Checklist
Student Name:

Analyzing Persuasive Texts:
Determines evidence that
supports a point of view.

Generating ideas:
Generates and records ideas
for persuasive essays.

Writing Strategy:
Experiments with writing
persuasively.

Writing Strategy:
Chooses an idea and tests
the strength of reasons.

Writing Strategy:
Creates an introduction that
includes the issue, point of
view, counterargument, and
reasons.

Writing Strategy:
Creates supporting
paragraphs that support the
point of view and link back
to each reason.

Writing Strategy:
Creates a counterargument
that refutes the opposing
point of view.

Writing Strategy:
Creates a concluding
paragraph that links back to
the point of view.

Revision Strategy:
Revises persuasive essay for
meaning and clarity.

Revision/Editing Strategy:
Uses a revision/editing
checklist.

Writing Unit 3


Persuasive Essay Assessment Rubric

Score
Statement of Purpose/Focus
and Organization
Development: Language and
Elaboration of Evidence

Conventions
Statement of
Purpose/Focus
Organization Elaboration of
Evidence
Language and
Vocabulary
4
The response is
fully sustained and
consistently and
purposefully
focused:
opinion is
clearly stated,
focused, and
strongly
maintained
opinion is
communicated
clearly within
the context
The response has a
clear and effective
organizational
structure creating
unity and
completeness:
effective,
consistent use of
a variety of
transitional
strategies
logical
progression of
ideas from
beginning to end
effective
introduction and
conclusion for
audience and
purpose

The response
provides thorough
and convincing
support/evidence
for the writers
opinion that
includes the
effective use of
sources, facts, and
details:
use of evidence
from sources is
smoothly
integrated,
comprehensive,
and relevant
effective use of
a variety of
elaborative
techniques
The response
clearly and
effectively
expresses ideas,
using precise
language:
use of
persuasive
vocabulary is
clearly
appropriate
for the
audience and
purpose
The response
demonstrates a
strong command
of conventions:
few, if any,
errors in
usage and
sentence
formation
effective and
consistent use
of
punctuation,
capitalization,
and spelling
3
The response is
adequately
sustained and
generally focused:
opinion is clear
and for the
most part
maintained,
though some
loosely related
material may
be present
context
provided for
the claim is
adequate
The response has a
recognizable
organizational
structure, though
there may be minor
flaws and some ideas
may be loosely
connected:
adequate use of
transitional
strategies with
some variety
adequate
progression of
ideas from
beginning to end
adequate
introduction and
conclusion

The response
provides adequate
support/evidence
for the writers
opinion that
includes the use of
sources, facts, and
details:
some evidence
from sources is
integrated,
though
citations may
be general or
imprecise
adequate use
of some
elaborative
techniques
The response
adequately
expresses ideas,
employing a mix
of precise with
more general
language:
use of
persuasive
vocabulary is
generally
appropriate
for the
audience and
purpose
The response
demonstrates an
adequate
command of
conventions:
some errors in
usage and
sentence
formation are
present, but
no systematic
pattern of
errors is
displayed
adequate use
of
punctuation,
capitalization,
and spelling
Writing Unit 3


Score Statement of
Purpose/Focus
Organization Elaboration of
Evidence
Language and
Vocabulary
Conventions
2
The response is
somewhat
sustained with
some extraneous
materials or a
minor drift in
focus:
may be clearly
focused on the
opinion but is
insufficiently
sustained
opinion on the
issue may be
unclear and
unfocused
The response has an
inconsistent
organizational
structure, and flaws
are evident:
inconsistent use
of transitional
strategies with
little variety
uneven
progression of
ideas from
beginning to end
introduction and
conclusion, if
present, are
weak

The response
provides uneven,
cursory
support/evidence
for the writers
opinion that
includes partial or
uneven use of
sources, facts, and
details:
evidence from
sources is
weakly
integrated and
citations, if
present, are
uneven
weak or uneven
use of
elaborative
techniques
The response
expresses ideas
unevenly, using
simplistic
language:
use of
persuasive
vocabulary
that may at
times be
inappropriate
for the
audience and
purpose
The response
demonstrates a
partial command
of conventions:
frequent
errors in
usage may
obscure
meaning
inconsistent
use of
punctuation,
capitalization,
and spelling
1
The response may
be related to the
purpose but may
offer little or no
focus:
may be very
brief
may have a
major drift
opinion may be
confusing or
ambiguous
The response has
little or no
discernible
organizational
structure:
few or no
transitional
strategies are
evident
frequent
extraneous ideas
may intrude
The response
provides minimal
support/evidence
for the writers
opinion that
includes little or no
use of sources,
facts, and details:
use of evidence
from sources is
minimal,
absent, in
error, or
irrelevant
The response
expresses ideas
that are vague,
lack clarity, or are
confusing:
use of limited
language or
persuasive
vocabulary
may have
little sense of
audience and
purpose

The response
demonstrates a
lack of command
of conventions:
errors are
frequent and
severe, and
meaning is
often
obscured

Persuasive Essay: Grade 5 Writing Unit 3

Uploaded by

Copyright:

Available Formats

Persuasive Essay: Grade 5 Writing Unit 3

Uploaded by

Document Information

Original Description:

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 Essay: Grade 5 Writing Unit 3

Uploaded by

Copyright:

Available Formats

Persuasive Essay: Grade 5

You might also like