1. Topic-
Persuasive Writing
 
2. Content-
Writing/think, believe, should, ought, want
 
3. Goals: Aims/Outcomes-
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

S.L.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
 
4. Objectives-
1. Students will produce a persuasive piece of writing.
2. Students will use correct grammar, sentence structure, capitalization, and punctuation in their writing.
 
5. Materials and Aids-
paper, pencils, graphic organizers
 
6. Procedures/Methods-

A. Introduction-

Model writing strategies to explain to students that persuasive writing does two things. It can make readers think or feel a certain way, or it can make readers do something.
 

B. Development-

Tell students that in persuasive writing, it is important to have a clearly stated opinion about a topic so readers know what the writer believes. Write a list of opinion words on the board, such as think, believe, should, ought, and want. Explain to students that writers use opinion words and phrases when stating an opinion. Tell them it is also important to list reasons that support the opinion and to write a concluding statement that sums up the opinion.
 

C. Practice-

As a class, read aloud "Getting a Dog". After students have finished reading, ask them to identify the opinion statement, the opinion words, the supporting reasons, and the concluding statement. Point out the important of providing solid reasons to support an opinion. With students' input, use "Getting a Dog" to fill in a graphic organizer. Point out that the topic sentence is written in the middle circle, and the reasons that support the topic are written in the outer circles.
 

D. Independent Practice-

Day 1: Write the following questions on the board. Tell students the questions should help them develop ideas for their persuasive paragraphs.
1. What are some things I want other people to do?
2. Why do I want them to do these things?
3. What do I want my readers to think or feel?
4. Why do I want them to think or feel this way?

Day 2: Have students thin about their opinions and the supporting reasons for their persuasive paragraphs. Before they begin writing, have them determine their audience and purpose. Have students use the graphic organizer provided to begin planning their persuasive paragraphs. Tell them to write their opinions and supporting reasons on the graphic organizer. Remind them that they do not have to write in complete sentences or include every detail at this point.

Day 3: Have students write a draft of their persuasive paragraphs. Remind them to use the graphic organizer they developed to maintain focus on the idea for their paragraphs. Tell them to continue planning as they write by adding, changing, or reordering ideas as needed. The reasons they outlined should guide them in organizing their paragraphs. Tell students that the more specific and realistic their reasons are, the more likely it is that the reader will be persuaded.

Day 4:
Have students use their checklist to revise their persuasive paragraphs. Remind them to pay attention to the following components:
1. A topic sentence that uses opinion words to clearly state an opinion.
2. Valid reasons that support the opinion.
3. A concluding statement that summarizes the opinion.
Remind students that their supporting reason must be clear to persuade the reader. Have them combine simple sentences and form new paragraphs where necessary. Encourage students to use proofreading marks to correct their writing. Tell them to reread their paragraphs several times, looking for a different kind of error each time. Have them to look for errors in spelling, grammar, punctuation, and capitalization. Finally, have them check for subject and verb agreement and noun and pronoun agreement.
 

E. Accommodations (Differentiated Instruction)-

Ask students to think about their persuasive paragraph ideas that they generated. If they have not already chosen a topic, help them by writing the following sentence on the board:

I want to write a persuasive paragraph to _______ to get him or her to ________.

Tell students to fill in the blanks to help them decide on a topic for their paragraphs.

Have students draw a picture of an object that is important to them. Tell them to explain why this item is important to them. Tell students that explaining why an object is important to them is a way to persuade.
 

F. Checking for understanding-

Writing Rubric.
 

G. Closure-

Invite students to share their writing with the class. Call on volunteers to share a paragraph that provides a clear opinion and valid supporting reasons. Encourage students to listen for the supporting reasons in each presentation. After they have shared their writing, ask the rest of the class whether they were persuaded by the writing.
 

This Lesson Plan is available at (www.teacherjet.com)