Houston Baptist University

School of Education
Lesson Plan
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Subject: Language Arts Grade Level: 5th Grade Time Estimate: 1 hour
Unit: Persuasion Topic: Writing
Goal(s): TLW know what a persuasive papers format is.
TLW understand how to write a persuasive essay.
TLW know how to work collaboratively to create a short play.

Objective(s): TLW write a short persuasive essay.

TLW create a short play with a group collaboratively.
TLW sing along with the class with 50 perc

TEKS:
Reading: 5.19 Students write persuasive texts to influence the attitudes or actions of a
specific audience on specific issues.
Fine Arts: 5.1 E integrate life experiences in dramatic play;
5.3 C plan dramatizations collaboratively; and
Materials/Resources/Technology needs:
Ruled Paper
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Instructional Procedures

Focusing Event: Ask students what the word ‘persuasion’ means in their own words. Have a
few students come up to the board and write their definitions. Then as a whole class go over
what persuasion means, and what a persuasive paper looks like.

Teaching/ Learning Procedures:

 Have students pull out paper and write 3 things that bother them about school, after
students are finished write some of the responses onto the board.
 As a class, brainstorm how to solve this said problem at school.
 Explain that they will be writing a persuasive paper to the school board that they will
need to do so as a group.
 Place the students into groups of 3-4. Before students begin writing their papers, explain
that they will be acting out a scenario first. One of them will be the principle, and the
others will be the students showing the principle their points.
 Students will need to introduce their argument the principle, then give three supportive
reasons for their argument, and as a conclusion they should restate their opinion to the
 principle.
 After acting out their scenes to the classroom students will write their short essay/letter
and turn it in by the end of class.

Formative Check (ongoing or specific): Walk around the room when students are
working in groups, and have students turn in their work to check errors and understaning.

Reteach (alternative used as needed): If reteach is necessary on persuasion work in a small

group with students who are struggling and read different persuasive essay examples. Go
over the pieces of a persuasive paper in the examples.

Closure: Have students do 3-2-1. On a piece of paper they should write 3 things they
enjoyed, 2 things they need more help on, and 1 thing they think they have mastered.