Persuasive Writing

TEACHER GUIDE

Persuasive Writing

Learning Objectives

Students will:

A. Write a persuasive letter organized with a strong opening, 2 or more reasons to support their position, 2 or more answers to reasons against their position, a memorable closing, and appropriate tone for their audience.
B. Revise and edit their first drafts to strengthen organization, arguments, and word choice and to observe convention
C. Add multimedia enhancements to help convince readers.

WIN THEM OVER! an interactive learning game, introduces five keys to writing a persuasive letter.

 

Video Synopsis

Amid wild audience cheers, writing gameshow  host Jake introduces 5th grader Gabriela, whose prize-winning persuasive letter, My New Allowance, reveals 5 keys to success.  Jake invites the student viewers to apply the keys in a letter persuading parents to buy A Puppy for Our Family.  After organizing ideas, children revise and edit a draft by selecting options. Students who make convincing choices earn the fun of playing with a virtual puppy.
Next, students write original persuasive letters, using the framework and motivation provided by the software.
Teacher Materials (in order of suggested use)
INTRODUCING LEARNING GAME

1) FORM OF A FRIENDLY LETTER –  Mini-lesson to refresh skills

2) WIN THEM OVER! Learning game, about 25 minutes seat-time

BEFORE INDEPENDENT WRITING

3) TOPICS TO WRITE ABOUT

4) PERSUASION MAP – graphic organizer

AFTER STUDENTS WRITE FIRST DRAFTS

5) REVISING VIDEO  -11 minutes

6) REVISING YOUR PERSUASIVE LETTER   Step-by-step form

7) EDITING MARKS VIDEO – 5 min.  How to use EDITING MARKS handout step-by-step

8) EDITING MARKS HANDOUT 

AFTER STUDENTS PUBLISH FINAL DRAFTS

9) LETTER TO AN EDITOR   Mini-lesson for follow-up activity

Instructional Plans:

Preparatory Skills
It is recommended that students be able to:
* Recognize the correct form and punctuation of a friendly letter.
* Write compositions of two or more paragraphs, each using a topic sentence, supporting sentences, and a concluding sentence.
* Apply 4th Grade conventions.
Suggested Time – Two to five periods. User testing indicates that a five-period sequence produces effective learning, but the timing may vary significantly depending on student needs.

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Suggested Time – Two to five periods. User testing indicates that a five-period sequence produces effective learning, but the timing may vary significantly depending on student needs.

SESSION ONE—LEARNING SOFTWARE

 

INTRODUCE WIN THEM OVER! WIN THEM OVER!  (about 25 min. seat-time) is suitable for use in class or as a “flipped” homework assignment before class. Students may benefit from this preliminary discussion:

  • What is the difference between a fact and an opinion?
  • How do you convince someone to agree with your opinion?
  • What does it mean to support your opinion?

 

SESSIONS TWO & THREE—INDEPENDENT WRITING

Choosing A Topic

  • Students choose topics for their own persuasive letters. Advise students to pick topics they are passionate about. The more passionate, the more likely it is that they will persuade their audiences. Examples include letters to:
  • Parents, requesting a sleepover with a friend, visit to a museum, or a family picnic. How about changing chores, learning a musical instrument, or getting something you’ve always dreamed about?
  • Your principal, requesting better lunch foods or permission to use mobile devices during breaks.
  • A newspaper editorial page, opposing a proposed extension of school days.

Prewriting – User testing indicates that filling out a PERSUASION MAP will help students generate and organize ideas.

First Draft – Students write their first drafts. (one or two class periods)

 

SESSION FOUR—REVISING & EDITING and FINAL DRAFTS

VIDEO TUTORIALS –  Students view video tutorials that model how to use REVISING and EDITING handouts to mark first drafts. (Note: Misspellings are ignored in the REVISING video because students are encouraged to defer correcting them until EDITING.)

PREPARING TO REWRITE -Individually or collaborating with peers, students mark their first drafts using the REVISING GUIDELINES and EDITING MARKS handouts.

FINAL DRAFTS – Authors revise, edit, and polish their drafts. They are encouraged to add multimedia enhancements.

 

SESSION FIVE—PUBLISHING

Students
  • Share their work with classmates, parents, and other students through presentations and media. Letters and responses are saved to their personal portfolios.
  • Exchange letters with a few classmates. They may vote to see how many students in the group were convinced by each writer.
  • Start or join an online group so they can blog their persuasive letters and receive feedback. (Make sure this is a school-approved secure site.)