Josh Abbott Lesson: Persuasive Writing Day 1

Lesson Title: Persuasive Writing Materials Needed: Students reading response notebooks, Pro/Con T-Chart, Elmo, The True Story of the Three Little Pigs -------------------------------------------------------------------------------------------------------------------1. Intro: Today, we are going to talk about a new style of writing. You may have written persuasive writings last year, but we are gong to go a little deeper this time with them, and we are going to write them in a different writing style. Who knows what a persuasive writing is? Right, its when you write something trying to make someone see our point the way you do. In the story The True Story of the Three Little Pigs, we hear the story of the three little pigs; only this time we hear it from the wolfs point of view. After reading the story I will ask: what made this a persuasive piece? Have students share with their partners, then call on a student or two to share what they and their partner discussed. Right, because we have heard the other story, form the pigs, when we hear it from the wolfs point of view the wolf gives us what happened on his side of the story, he is telling us what happened, and why it made him look bad, even though he wasnt trying to be bad. This is a great example of a persuasive piece. 2. Demonstrate knowledge or skill: (Modeling) When we write persuasive pieces, we usually write our opinion, or what we want others to believe, just like the wolf did in the book we just read. So lets say I believe we should have longer recess. So if I was given the prompt Should we have longer time at recess? I would write, I think we should have longer time at recess because itll let us have more free time. We can also use more of our energy so we can do more schoolwork later. Also, having a longer recess helps us build social skills, and how to play fair in games, and sports Now with your pod mates, discuss, did I do a good job? Would you take my side in this argument? What can I do next time to maybe make it stronger? *Save this writing piece for later in the unit 3. Provide guided practice: (Guided practice) Lets share your thoughts. I want you all to have out your Pros and cons t-chart, and as we discuss some of the things I did well, and some of the things I could improve on, I would like you to record them on your charts. Call on students to share, asking which column (pro or con) what they shared belongs in. *I will write down their ideas on my pro and con t-chart using the Elmo, as students do it on theirs. 4. Collaborative Practice: Now, Id like you with your pod partner, back at your desks to write a short (two-three sentences) persuasive piece just like I did. It can be about anything you and your partner agree should be changed (such as longer recess). Then, when you are done, Id like you to switch with the other group at your pods, and just like you all id with my piece, tell them what you liked about it, where were its strengths, and what they could do next time, or add, to make it stronger. You will write by combining your ideas, and provide feedback to your peers together (talk through it, come to an agreement between the two of you).

5. Provide extended practice and transfer: (Independent practice) After you and your partner have finished, I would like you to all, independently, do a WTL about what you believe makes a strong persuasive piece and why you believe this. When you finish with that, turn it in to me and move into independent reading. 6. DIFFERENTIATION of Content, Process or Product: For this lesson, as it is a starting lesson differentiation may not be needed. However, as there are partnerships occurring a lot, depending on pod arrangements, I may pre-assign groups to work with one another on the collaborative part (this may have been done prior as seating arrangements may have been made to accommodate this already). However, for struggling learners I can also provide a writing frame for the WTL (independent portion). For advanced learners, I may ask them to provide a more in depth explanation of what makes a strong persuasive writing, and/or why is it important to have persuasive writings.

Pros and Cons of Persuasive Writing

Pro

Con