Subject/Topic Persuasive Writing/ Gathering Opinions Rationale My reasoning for this lesson is to teach children how to write

persuasively. As children mature as writers, it's important to give them the opportunity to write using a variety of formats. Persuasive writing helps students formulate specific reasons for their opinions, and provides an opportunity to research facts related to their opinions. As students develop an understanding of how writing can influence or change another's thoughts or actions, they can begin to understand the persuasive nature of people that they are exposed to.

Standards Writing. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.B Provide reasons that support the opinion. W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1.D Provide a concluding statement or section. Objectives SWBAT use strategies to generate ideas for persuasive speeches by thinking of changes they’d like to see in the world. SWBAT activate their prior knowledge of writing and use writing strategies from the past, as well as new persuasive writing ideas that they are building on.

Materials Notebooks Pencils Chart Paper Graphic Organizer worksheets

Procedures (include teacher talk) Engagement/Anticipatory Set Have students bring their notebooks and pencils to the rug. Today I want to teach you that one way that writers of persuasive speeches come up with ideas is by seeing problems and imagining solutions. (Begin Chart to build on.) “Okay boys and girls, can any of you please explain to me what it means to persuade?” Persuasive writers see ways they could write to make a difference. This means they see problems everywhere. For persuasive writers, these problems are not a cause for whining. They are a reason to write. Explain that today you want them to start wearing the special glasses that persuasive writers wear. You want them to see problems that are invitations to write, to make a difference. “Think about the playground (or the cafeteria, art room, gym, library, etc.) through the eyes of persuasive speech writers. Take a moment to think. To do this you need to see what is there and what could be there”. Show them the OREO format- Opinion Reasons Examples Opinion. Discuss each point in the OREO. Opinion- state what you want Reasons- tell why you want it. Examples- tell how you could get what you want. Opinion- re-state what you want.

Mentor – teach and model Demonstrate: “Hmm. I can picture our playground. I think that we have some nice equipment to play on in our playground but I’m thinking that there are not many trees to cool it down when it is really hot outside. I could whine and complain about that to the principal but maybe instead I could imagine a solution. Try to think of one yourself, and think what you would say in an entry about what is there and what could be there.” Write a quick jot on chart paper in OREO format- Opinion Reasons Examples Opinion: -(Opinion) I think that we should plant trees. -(Reasons) Our playground doesn’t have a lot of trees around it. It is just a field of equipment exposed to the elements. When it is hot outside there is nowhere to get shelter from the sun, shade trees would give us shade. -(Examples) Maybe we could plant them around the picnic tables so we could have a place to play cards or chess when it is hot. We could ask parents to donate some trees or we could also raise money and plant trees on Arbor Day. -(Opinon) We should plant trees outside by the schools playground.

Guided Practice

Debrief in ways to show how to apply the strategy you just demonstrated so students can do this today and often throughout the unit. “We came up with an idea for a persuasive speech by thinking about our playground. We saw a problem: Underline the phrases in the text. Our playground doesn’t have…, It is just… Then we came up with possible solutions. Underline the key words. We could have thought about the cafeteria, our classroom, the boy’s bathrooms, the bus, the important thing is to let what your see spark an idea and then write about the problem…and the solution. So writers, reporters who work for newspapers often need to get a news story in just a tiny bit of time. That is how today will go for you. After the mini lesson you will have time to jot some ideas for how your classroom or school could be different and write an entry that could be a speech about that idea, just like your did yesterday. (Students stay on the rug to get started today. Send them back to their seats after the mid-workshop.) Writers, remember that when we use a strategy to find an idea to write about we list a few problems and solutions you feel are important, then you choose one and get started writing. This whole process should take just a few minutes. Once we have an idea we get to our real job, which is writing. Give the students a few minutes to get started and voice over what they are doing. “I am glad that many of you are listing a few different opinions and then choosing one to write about.” “Don’t forget that you will be writing your opinion – your claim - about a problem you see in the world or in the school or in the community – like you did with Miss Bergen about the magazines – and then write reasons why it is a problem. “

Independent Application Before you get too far into your writing I want you to find the place in your writing where you wrote your opinion – your thesis. Underline it. One thing I have learned as an opinion writer is that it is important to write a bold, brave opinion statement and strong, convincing reasons. To do this we need to take out everything extra so that it the thesis is clear as can be. Read and take away any of the ‘kind of,’ ‘sort of,’ ‘sometimes’ words. I also try to say one thing, not two things, and to say that thing loud and clear. Next I write about my reasons. I have to prove or explain each of my reasons. Model with new problem. Everyone should keep the school cleaner. One reason everyone should keep the school cleaner is because other people will see how much we care about our school. When our school looks great then people know that this is a place that is important and special. Another reason we should keep the school cleaner is to keep out mice. Last year we had a big problem with mice in the school. We were infested. It turns out that the mice were

eating food that was left in student and teacher desks. There were mice all over the school! We don’t want that to happen again. Do you see how I wrote a bold, brave opinion statement about a problem I see and gave reasons why we need to fix it? Put up the chart about magazines from yesterday for students to refer to, as well as the OREO chart to guide their writing.

Closure Have the students share their best work at their tables, getting ideas from one another for future writing. Have two different students volunteer to tell their speeches to the class. After they read their speech, ask the class if they felt persuaded and elaborate. What was their opinion… reasons… and examples?

Assessment The students will be assessed on their understanding of persuasive writing by discussing their thoughts on the rug, in a group, and in their independent writing. The entire class will also be assessed by their discussion of what they heard after two students share their writing aloud.

Differentiation For students that are having a difficult time with organizing their thoughts, I will provide a graphic organizer that they can sort their ideas into. I will also have the back table cleared off and available for pulling out struggling students to do a small topic together.