Beruflich Dokumente
Kultur Dokumente
Grade: 2
Performance/Summative Tasks:
Students will write a persuasive letter and/or
writing piece to someone in their family,
community or world.
Students will chose topics related to the unit
of inquiry. Students will choose a real and
appropriate audience for their letters.
Students will also choose meaningful
arguments to support their position. They
will share their letters with classmates (and
their intended audience where possible).
Students will also create a visual artifact to
support their argument.
Other Evidence:
IntroducingPersuasion,ArgumentsPutupchartpaperwithvariouspersuasivetopicsaroundtheroom.Each
chartshouldhaveaTchartwithayesandnocolumn.Studentswillwalkaroundtheroom,usingpostitnoteswiththeirname,and
willplacetheirpostitnoteonthesidetheyagreewith.AfterwardsdiscusseachtopicandhavestudentsexplainwhytheychoseYES
orNo.Asstudentsshareconflictingideas,askthemwhatishappeninginourdiscussions?[Wearesharingouropinionsandtryingto
convinceotherstoagreewithus.]
TOPICScaninclude:
Shouldkidswearuniformstoschool?
Shouldkidshaveabedtime?
Shouldsecondgradersgeticecreamdailyatlunch?
ShouldkidsbeabletowatchYouTubeatschool?
Shouldkidshavehomework?
Fromstudentsideas,introducethedefinitionofPERSUASIVEWRITINGwhenwritersfeelstronglyaboutsomething,and
trytoconvinceotherstothinkthesamewaytheydo,bymakingarguments.DefineARGUMENTSstatementsyouuseto
defendyourposition(connecttostudentsreasonsforthinkingacertainway).[Createanchorcharttouseduringunit].Allow
studentstochangetheplacementofanyoftheirpostitsafterourdiscussion.Encouragestudentstotalkaboutwhy/what
madethemchangetheirminds.Tellstudentsthisispersuasion.Wehearothersarguments...andtheirargumentsmakeus
changeouropinionsorPERSUADEus.Persuasioncanhappenquicklywhengoodargumentsarebeingmade!Wherein
YOURlifedoyouseepersuasion?Whendopeopletrytopersuadeyou?Howdotheydoit?[Inreadingtheywillhave
alreadyseenexamplesofpersuasion,suchascommercials,advertisements,etc.]AskstudentsWhatdidwelearnabout
persuasivewritingtoday?[Letstudentsshareideasmakesuretocoverwhatpersuasivewritingis,andwhatarguments
are].Recordonnotecard.
**Brainstormingtopics
Tellstudentsbeforedoingthisfinalpersuasiveletter,wewillhavelotsofpracticewithHOWtowritepersuasivewriting.Tell
studentsthefirststeptowriting,ischoosingaTOPIC!Sotodaywearejustgoingtobrainstormsomeideasthatyoucouldwrite
about.Askstudentswhattheywouldliketochangeorconvinceotherpeopleof.UseThinkPairSharetohelpstudentsbeginto
brainstormpersuasivewritingtopics.Chartstudentsideas.
Readalouds:PersuasiveWritingmentortextsonutubetosupportunit:IWannaIguana,ThePerfectPet,HeyLittleAnt,Click,Clack,
Moo,DearMrs.LaRue,theTigerWhoCametoTea(whycanananimalcometotea:persuadeinasimplesentencebeginningof
thetexttype.connectwithhowyouconvinceyourparentstodosomething.
Audience(chooseatopicinwhichyoudonthavethedecisionthinkaboutyouraudience)Tellstudents...Ireallywanttowear
jeanstomorrow.Iwouldbesomuchmorecomfortable.Icouldrunaroundatrecess.Itwonttakemesolongtogetreadyinthe
morning.Jeansgowitheverything,andIhavesomanyIhaventgottentowear.CanIpleasewearjeanstomorrow?!Ireallythink
youallshouldletme.Askstudentswhattheythink...Canyouwearjeanstomorrow?[EventuallydiscussthatNO,youcantbecause
theyarenottheoneswhomakethatdecision!].IntroduceAUDIENCEthepersonyouarewritingyourpersuasiveletterto.Ask
studentswhyitisimportanttothinkaboutyouraudience?[Youwanttowritetotherightperson,usedifferentargumentsfordifferent
people].Revisittopicsgeneratedbystudentsthedaybeforeandidentifyaudiences.Addaudiencetonotecard.
Audience,Dear______Activity
Wholegroup:Reviewwhataudienceisandwhyitisimportantinpersuasivewriting.Brainstormtopicsforspecificaudiences
usingAudienceBrainstormworksheet(Parents,teachers,principals,strangers)
Smallgrouppractice:Studentswillreadseveralshortletters[withasmallgroup]andidentifytheaudience,byfillinginthe
Dear______portionoftheletter.Comebacktogetherafterwardsanddiscussaudienceselectionforeachletter,andhave
studentsexplainwhytheychoseeachaudience.AlsodiscusswhyotheraudienceswouldNOTmakesense.DAYS67:(20
min.)Arguments,Hey,LittleAntReadmentortext:Hey,LittleAntByPhillip&HannahHoose.Askstudentswho
waspersuadingwhointhestory?[connecttovocab.thepersonbeingpersuadedistheAUDIENCEinthisstoryitsthe
boy]Askstudentswhattheantistryingtopersuadetheboytodo[notsquishhim]Discusswhathappensattheendwe
dontknowiftheboywaspersuadedornot!Tellstudentstomorrowyouaregoingtotrytopersuadetheauthors,Mr.&Mrs.
Hoose,ofhowYOUthinkthestoryshouldend.NextdaystudentswillcompleteHey,LittleAntArgumentBrainstorm
activity[Theywillidentifywhethertheauthorsshouldhavetheboysquishorsavetheantthentheywillprovide3
ARGUMENTS/reasonswhytheauthorshouldchoosethatending.]
Tellstudentstheyaregoingtoseeanotherexampleofsomeonewhowrotealettertopersuadetheirmomofsomethingvery
importanttothem...StudentswillwatchYouTubeversionofIWannaIguanabyKarenKauffmanOrlaffDiscusswhatthe
boywanted,someofhisarguments,whohisaudiencewas,andwashispersuasioneffective?Concludethedaybyasking
studentswhatisimportanttothemtochangeintheirlife,orwhatdotheywanttoconvinceorpersuadesomeoneof?
THINK/PAIR/SHARE:thinkupargumentsonatopicconnectedtotheunit
LearningExperiences:brainstormandcompilealistofrelevantclass/school/communityissues(Shoulduniformsbeworn?),develop
alistofreasonsinsupportofanargumentandranktheseinorderofimportanceorsignificance(dothereasonschangefordifferent
audiences,whicharemostimportanttowhom?),Modelhowtochangestatementsfromapersonalopiniontoanimpersonal