Grades: 3rd and 4th (Resource)
Subject: Language Arts/Writing
Standards:
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
B. Provide reasons that support the opinion.
C. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
D. Provide a conclusion.
W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information
B. Provide reasons that are supported by facts from texts and/or other sources.
C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
D. Provide a conclusion related to the opinion presented.
Objectives:
• Students will define what it means to persuade someone as well as the audience they are trying to persuade.
• Students will brainstorm ideas to write for their persuasive essay.
Activities:
Anticipatory Set:
• Put up a poster asking students if they like the book or the movie better. Students will write their name on a post-it note and tell me why they like the book or movie better.
• Tell students that they just persuaded me why the book or movie better. Ask them what they think I mean by persuade based on the way I used it.
Process:
• Model how to put reasons, supporting details, and a wrap-up into the four-square organizer like we did for the opinion piece. Explain to the students that they only need two reasons to write a persuasive essay, so they can cross off one of the boxes.
• Go back and model putting in transitions to connect the writing. Explain that some of the transitions may not work for this type of writing.
• Go back again and put examples to support reasons and details with examples circled in the box.
• Put finished letter on the board to show what the persuasive essay looks like.
Guided Practice:
• Refer back to the “Book or Movie” poster. Students will write two reasons and a wrap-up sentence on why the book is better than the movie or vice versa. Use questions to facilitate their thinking of reasons. Do both the book and the movie.
• Guide them to go back and put supporting details, transitions, and examples in their writing.
Independent Practice/Check for Understanding:
• Present students with prompts to write their own four-square organizer for their persuasive letter. Remind students that they must think of their audience or who is reading their letter when brainstorming ideas and give examples.
Closure:
• Ask students thumbs up, thumbs down, or sideways if they understand how they will write this persuasive letter.
Materials:
• “Book or Movie” Poster
• Post-It Notes
• Four-Square Organizer
• “Four-Square Organizer” PowerPoint
• SMART Board
Differentiation: When brainstorming reasons during guided practice and independent practice, some students may need me to help them using questions to facilitate thinking.
Assessment:
• Four-Square Organizer