LESSON #1

Topic, class, and level __ Persuasive Writing, Writing, Grade 2_______

_________________

Essential Question(s): To what important concept, enduring understanding, or big idea in the
discipline does this lesson connect?
How can we use writing to influence an audience?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
CCSS.ELA-LITERACY.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.
Knowledge/Understandings: What should the students know and understand at the end
of this lesson?

Students will understand that writers write for a reason.

Students will understand that writers write about topics that are important to them.
Students will understand that writers can choose their words and ideas based on their
audience.
Students will know that persuasion is trying to change a persons mind about, or convince
a person to agree with, the writers beliefs.
Students will know that an audience is a person/group of people reading or listening to a
writers writing.
Students will know that an opinion is a persons belief about something.
Skills: What will the students be able to do when this lesson is over?

Students will be able to express opinions verbally and in writing about a variety of
second grade topics.
Students will be able to support their opinions with reasons.

Assessment. (How will you check for student achievement and understanding?)

Were students able to express opinions verbally and in writing about a variety of second
grade topics?
Were students able to support their opinions with reasons?

Instructional Approach (Describe activities, allotted time, and closure)

Materials and/or on-line resources to be used
Book reviews from spaghettibookclub.com
Exit ticket sheet (see below)

Hook What question or activity might spark student curiosity and motivation?

5 minutes: Teacher will define opinion and explain that we will now be writing about our
opinions and trying to persuade others to agree with us.
Activities What question/s might encourage the student to explore and discover the
content?

20 minutes: Teacher will read three or four book reviews from spaghettibookclub.com
(book reviews written by kids). Teacher will point out the features of a book review:
o author states whether they liked or disliked the book
o author gives reasons why they liked or dislike the book
o author supports reasons with examples from the book
o authors recommendations
Teacher will discuss these features with students. Teacher will point them out in the first
review; then have students identify them on their own.
15 minutes: Teacher will lead students in a game of agree/disagree. Students will move to
one side of the room or the other based on whether they agree or disagree with a
statement. Once they have chosen a side, they will, with a partner, give at least one
reason why they agree/disagree.
o example topics: fiction is better than nonfiction, ice cream is better than cake,
indoor recess is better than outdoor recess, etc.
Differentiation including SEI Considerations (key vocabulary, language/content
objectives, etc.)
N/A
Grouping: If you are grouping at some point during the lesson, why are you grouping?
How are you grouping?
Students will pair up with whoever is on their side during agree/disagree. Because all of
the other students on that side of the room will share their opinion, their shared opinions
will provide them with a jumping point for discussion.
Sponge activity (to soak up extra time)
Students can write additional reasons and details for the exit ticket if time remains at the
end. If initial discussion of book reviews runs short/long, teacher can do more/less rounds
of agree/disagree.
Homework when appropriate
N/A

Wrap-up

10 minutes: Teacher will give each student one exit ticket slip after doing a round of
agree/disagree with the topic breakfast vs. lunch vs. dinner. Each student will circle with
meal they prefer, give a reason why, and support their reason with detail(s).

Potential Pitfalls and Reflection: What difficulties can you predict (or discovered as you
taught) that your students may find difficult or have misconceptions about? How will you
address those confusions?
Teacher will make sure to emphasize that not all students need to share the same opinion. Its
possible that students will have difficulty articulating their reasons for their opinions. By
listening to others share their opinions, they will hear samples and be able to build off of their
peers opinions.