Taylor Weaver

Writing Unit: EDUC 239

April 22, 2014
Grade Level: 5
Topic: Persuasive Writing
Common Core Standards:
W.5.1. Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support
the writers purpose.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).
Provide a concluding statement or section related to the opinion
presented.

CCL Goals:

Learn to write essays by studying examples and published mentor texts

Understand an essay as a short literary composition used to clearly state the
authors point of view
Understand the structure of an essay (introduction, body, conclusion)
Understand that the purpose of an essay can be to persuade readers to think like
the author on an issue
Begin with a title or opening that tells the reader what is being argued or
explained and conclude with a summary
Provide a series of clear arguments or reasons to support the argument
Write to a specified audience (e.g., individual, organization, or group)
Write persuasive and informative letters

Day 1
Topic: Persuasive Writing Intro
Resources:
The Perfect Pet by Margie Palatini, Illustrated by Bruce Whatley (2003, Harper
Collins Publishers)
Large Chart Paper & Marker

Student writing journals

Teacher Action:
Ask student to identify what the word persuade means and writes ideas on chart paper.
Ask students what people they might need to persuade of something and why and record
student responses on chart.
Read The Perfect Pet aloud to students. Ask students to identify what strategies
Elizabeth used in the book to persuade her parents to get her a pet. Have students decide
which of Elizabeths arguments from the text were her strongest and why. Guide
students to pay particular attention to the second to last page of text, where Elizabeth uses
her parents counter arguments against a text to persuade them that Doug is the perfect
pet.
Ask students to share strategies they might use to convince their parents of something.
Ask students to think of words and phrases they might use to begin persuading someone
of something (ex. Clearly, Obviously., It is unfair., I need, I believe that,
etc), and record responses on chart.
Student Action:
Respond to teacher questions. Discuss answers with peers. Write a list of persuasive
phrases and words in writing journal.
Day 2
Topic: Persuasive Letters
Resources:
Dear Mrs. LaRue, Letters from Obedience School by Mark Teague (2002,
Scholastic Press, New York)
Student writing journals
Teacher Action:
Read Dear Mrs. LaRue, Letters from Obedience School aloud to the class. Stop after
each of Ikes letters to ask what kinds of things Ike wrote to Mrs. LaRue to persuade her
to bring him home. Ask students to particularly attend to Ikes word choice (ex. warden,
severely, melodramatic, certain, etc.). Have students give reasons for Ikes word choices.
Ask students to identify the different reasons Ike gave Mrs. LaRue that she should come
and get him. Ask students to write a letter to you, using the following prompt:
Imagine that we are going to have a class speaker come and it can be anyone at all.
Write me a letter to persuade me to invite the speaker of your choosing. It can be a
friend, relative, celebrity, or fictional character. Use thoughtful word choice to convince
me that your speaker would be the best choice. Give at least three reasons why I should

choose the speaker you have suggested. Make sure to use good letter format, addressing
it to me, signing your name at the bottom, and dating the letter at the top.
Student Action:
Participate in class discussion during read aloud. Respond to writing prompt by writing a
persuasive letter in writing journal.
Day 3
Topic: Persuasive Essays/Editorials
Resources:
Newspaper Opinion section
Class set of copies of: Keeping Your Hands Clean and Dry (See article at end of
Unit Plan)
http://amaesd.org/media/TWP/Grade%20Level%20Teaching%20Resources/
5th/Required%20Units/Persuasive%20Essay.pdf
Highlighters
Teacher Action:
Offers explicit instruction about editorials including bringing the opinion section of a
newspaper as an example. Guides analysis of mentor article, helping students to
recognize and label sections (introduction, body, conclusion). Ask students identify the
issue, the authors point of view, the audience, the evidence, and the specific examples.
Student Action:
Students will highlight and make notes on their own copies of the mentor text to identify
the parts of the article. Students will notate with arrows connections between evidence
and the specific examples that support each argument. Students will brainstorm ideas in
their writing journals of what they could write a persuasive essay about, identifying
issues, points of view, and audience.
Day 4
Topic: Persuasive Essay
Resources:
Student copies of teacher created essay: Why Students Should Read at Home (See
essay at end of Unit Plan)
Student writing journals
Teacher Action:

Read article aloud to the students. Review parts of a persuasive essay (introduction,
body, conclusion), and elements of a persuasive essay (topic, point of view, audience,
reasons, examples). Circulate as students work in groups.
Student Action:
Work in groups to identify and write in student journals the parts and elements of the
teacher created essay. Share with group ideas for their own persuasive essay.
Day 5
Topic: Persuasive Essays
Resources:
Whiteboard and marker
Persuasive Essay graphic organizer (see at end of Unit Plan)
Teacher Action:
Review with students the parts of a good persuasive essay. Lead a discussion about the
teacher created essay. Lead class in a brainstorming session for ideas of persuasive essay
topics, writing student suggestions on the board. Guide students to choose topics that are
realistic and applicable to their own lives (ie. school policies/improvements, issues with
parents, etc.).
Student Action:
Participate in class discussion. Choose a topic, point of view, and audience for a
persuasive essay and fill in those sections on a persuasive essay graphic organizer. If
additional time remains, begin to formulate and write in arguments and supporting
examples.
Day 6
Topic: Persuasive Essays
Resources:
Persuasive Essay graphic organizers
Teacher Action:
Circulate among students to offer assistance and guidance, and to informally assess
student progress and understanding.
Student Action:
Fill out the persuasive essay graphic organizer with an appropriate amount (at least 3)
supporting arguments for their point of view, and examples to support each argument.

Day 7
Topic: Persuasive Essays
Resources:
Student Writing Journals
Teacher Action:
Meet in a small group with students who were observed to be struggling with the topic on
day 6 to offer additional instruction and assistance. Give some students a different, more
structured graphic organizer, with numbered lines for each idea and a corresponding line
for each supporting example.
Student Action:
Begin to write persuasive articles, using completed graphic organizers as a guideline.
Day 8
Topic: Persuasive Essay Flow Smoothly Linking Ideas with Words, Phrases, and
Clauses
Resources:
Student copies of teacher created essay: Why Students Should Read at Home
Class set of copies of: Keeping Your Hands Clean and Dry
Colored Editing Pens
Teacher Action:
Lead class in a discussion of how to smoothly transition between using certain words and
phrases. Ask students to identify words and phrases that assist in smooth transitions in
the mentor text. Circulate as students work on editing their essays for flow.
Student Action:
Participate in class discussion. Edit own persuasive essay for flow, adding words and
phrases to assist in transitions.
Day 9
Topic: Peer Editing
Resources:
Grading checklist (see at end of Unit Plan)
Teacher Action:

Help students generate a list of what they should be looking for to edit in their peers
essay. Encourage students to use the grading checklist to help them in their editing.
Instruct students on how to be respectful as well as helpful when editing.
Student Action:
Exchange essays with a partner and write suggestions for improvement.
Day 10
Topic: Publishing
Resources:
Dictionary
Thesaurus
Word processing program on computers
Teacher Action:
Encourage students to proofread for small errors. Monitor computer use.
Student Action:
Type and publish final draft of essay.
Option for Extension
Students who need additional extension could work together with a uniting theme (ex.
improvements that should be made to our school), and publish a series of related
editorials to actually be sent to the intended audience (ex. school board).
Students who need additional extension could be offered simplified explanations of
logical fallacies and be required to make their arguments logically sound.

http://amaesd.org/media/TWP/Grade%20Level%20Teaching%20Resources/5th/Re
quired%20Units/Persuasive%20Essay.pdf

Persuasive Essay: Grade 5

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 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!

Why Students Should Read at Home

by Miss Weaver
Many fifth graders only read at school, when they are required to read.
Some fifth graders find reading boring or tedious. However, if students would
read outside of school, they would find that it would help them be more
successful at school and that they would find more enjoyment in reading. The
old saying goes, practice makes perfect, and I believe that practice at least
makes better. Reading is not exempt from this philosophy of the importance of
practice.
To begin with, students who read more often are able to read more quickly
and more fluently. This helps these students complete less enjoyable tasks that
require reading in a shorter amount of time. The same is also true for adults.
For example, when I have to do my taxes (a task which I do not enjoy), I am able
to do them quickly because I can read instructions accurately and quickly. If I
were not as avid of a reader, I may struggle more with reading the instructions for
filling out my taxes, which would make the process much more difficult.
Another argument in favor of recreational reading is that when you do
something well, you are able to use it to do more enjoyable things. One example
would be learning to swim. People who have practiced swimming and are very
good at it are able to do fun things like jump off the diving board and go down
water slides that land in the deep end, where as struggling swimmers cannot.
Therefore, the more advanced swimmers have more options for water filled fun.
The same principle applies to reading. Students who read more and have
developed good reading skills are able to read higher-level books have more
reading material options to choose from because they can read easy books and
difficult books.
Finally, reading, like many other skills, gets more enjoyable the more you do
it. This is similar to learning to ride a bike. I did not like riding my bike when I
was first learning because I would fall often and sometimes get a scrape.
However, when I practiced enough to get really good at riding my bike, I was able
to fly all around the neighborhood on my bike and visit my friends houses.
Similarly, when you dont read very much and you struggle to read, practicing
might not be very fun; but once you put the practice in and get better, you are
able to read all kinds of wonderful books that can take you on fantastic
adventures.
As a teacher, I wish my students would read outside of school. This is not
because I am mean or want them to be bored. On the contrary, I want my
students to be able to do tedious tasks with greater ease, have access to a wide
variety of wonderful texts, and to enjoy reading as an entertainment option like I
do. Like any other skill, however, reading takes practice to become proficient.
With the limited time we have at school, it is hard to get enough practice in during
the day. That is why I think that it is so important for students to read at home.

Reflection:
It was really difficult to know how to start writing a model. I knew that I wanted it
to clearly incorporate all of the things listed on the grading checklist for the
students persuasive essays and I wanted it to be clear and relevant for them,
without writing it as if from the perspective of a fifth grader. That is why I chose
the topic I did. I found myself stopping to simplify the language quite often, so as
to make it accessible for fifth graders. I think this was a really good exercise to
complete because I know that my own understanding is greatly aided when a
teacher provides an example, so it will be important for me to provide good
models for my own students.

PERSUASIVE ESSAY GRAPHIC ORGANIZER

Topic: _______________________________________________________
Point of View: __ This essay is in favor of the issue. __ This essay is against the issue.
Audience: ______________________________________
Reason 1:
Examples:

Reason 2:
Examples:

Reason 3:
Examples:

Persuasive Essay Grading Checklist

Essay has a clear chosen topic, which is reflected in the title.
Essay clearly argues in favor of one side of the issue.
It is clear for whom the essay is written (audience).
A clear introduction is included.
Provides at least 3 supporting reasons for the opinion.
Each supporting reason is accompanied by relevant examples.
A clear conclusion is included.
Student uses connecting words, phrases, and clauses to move between ideas.
Student uses intentionally persuasive word choice (strong verbs, descriptive
language, etc.).