Persuasive Writing
The students will take part in shared writing about a class favorite movie. Students will be able to create their own persuasive writing pieces.
Essential Question
Why is persuasive writing important? What can it be used for?
Grade(s):
- Kindergarten
- 1
- 2
Subject(s):
Recommended Technology:
-Chromebooks
-Ipads
Other Instructional Materials or Notes:
-Chart paper
-Markers
-Pencils/Pens
-Writing Paper
Lesson Progression
- Students will begin the lesson on the carpet. The teacher will explain to students that they will begin learning about persuasive writing. The teacher will give students a definition, and explain what kind of writing this is on a deeper level.
- The teacher will conduct shared writing on a favorite movie. The teacher will ask students to agree on a favorite movie. This should be a movie that most students have seen. Once you’ve come up with a movie, the teacher will create a discussion about the movie. Asking the students what was their favorite part? Least favorite part? How do you feel about the characters? The plot of the story? Did you like the ending? Why or why not? Etc.
*Depending on how you conduct shared writing, this will look different in every classroom.
3. The teacher will write the first page of the story using one of the questions above. The second page will be written based on another question asked to students, and then the third page of the story will be written from another question asked.
4. Once the shared writing is completed, the teacher will flip back to the beginning of the story and read through it together with the students.
5. The teacher will then have students brainstorm some ideas on topics they could create persuasive writing on. Once the students have an idea and share it with the teacher, the teacher will send the students off to get started on writing their own persuasive writing piece. The students should be given 30-40 minutes to write. During this time, the teacher should be going around and conferring one-on-one with students.
6. Once the time is up, students should be given the opportunity to share their writing pieces, or what they’ve written so far.
Teacher Notes
The whole-group lesson could easily be made into interactive writing, instead of shared writing. Students could help in writing sight words, or important words in the story. This would be up to you, and what you think is best for your group of students.
Remediation: Students can be provided additional support by working in pairs; The teacher should provide graphic organizers to help with the organizing and writing the paper
Extension: Students can serve as peer tutors for their classmates; Allow students to complete assignment electronically (Ex: Google slides, Canvas, etc.); Students could also share their opinion by creating a video using Flipgrid.
Standards
- ELA.C.1 Write arguments to support claims with clear reasons and relevantevidence.
- ELA.C.4 Demonstrate command of standard English grammar and conventions when writing.
- ELA.1.C.1.1 Write opinion pieces about a topic. When writing: a. introduce an opinion and include reasons to support the opinion; b. include grade-appropriate transitions; and c. provide a concluding statement or idea.
- ELA.C.6 Write independently and legibly for a variety of tasks and purposes.
- ELA.C.1 Write arguments to support claims with clear reasons and relevant evidence.
- ELA.C.5 Revise writing to improve clarity and enhance style appropriate to audience, purpose, and task.
Assessments
Students will be assessed through the one-on-one conferring that takes place during the independent writing time. They will also be assessed during the share time.