Teacher: Janine Quintino

Lesson number: Lesson Title: Can you convince me (introducing persuasive writing)
Grade/Subject: Fourth Grade
Learning Segment Essential Question:
How can I convince someone of my ideas?
What is persuasive writing?
How do I organizer persuasive writing?

(If this is a literacy-based lesson, please complete this box)

Central focus: Composition
Essential literacy strategy: Persuasive writing
Requisite skills: Organizing components of a persuasive letter
Reading and Writing connections: Writing a letter to a schoolmate
Content/Common Core Standard(s):

CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Learning Objectives associated with the content standards:

Students will be able to organize ideas in a graphic organizer
Students will be able to work cooperatively in groups
Students will understand what it means to persuade

Academic Language Demands

Academic Language Supports

Vocabulary: To persuade

Vocabulary: As a class we will create a Frayer

model, and act of a quick persuading argument for
ELL learners.

Language function: Persuasion

Discourse or Syntax: Students will answer out loud to Language function: Frayer model
open ended questions, students will begin to write
details in a graphic organizer, students will share Discourse or Syntax: Students will engage in thinkpair-share before answering open ended questions
their graphic organizer out loud.
to give them an opportunity to think and practice
what they want to say. Students will have a graphic
organizer and a rubric checklist to help with their
writing. Students will engage in turn and talk with
their groups before presenting for practice and
correction.
Student Friendly Daily Learning Targets
I can organize my thoughts to convince someone of my opinion
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Prior: Teacher will ask students if they know the components of a pervasive letter
During: The teacher will go around and ask open ended question/observe how students are
doing. Are student understanding the different components to a persuasive letter.
After: Assess understanding based on graphic organizers

Description of formal/ informal assessments: Open ended questions on steps you need to
persuade. Observations on how groups are working on a graphic organizer. Take mental note
on how they are doing and help as appropriately. The teacher will look for things such as, are
students working well together, are they writing information in the correct part of the graphic
organizer, are they coming up with appropriate details. A more formal assessment will be the
graphic organizer they created. Students will also self-assess themselves using a rubric
checklist. As they share them out loud as a class teacher will mentally assess if they are
grasping the concept and ready to move on, or need more work. Students will also self-assess
at the end individually with an exit card
What is being assessed: Students ability to successfully organize opinion and details for a
persuasive letter.
Assessment accommodations: Students who are having a lot of difficulty writing can come up
with less details, so that they can focus on the main goal of learning how to construct a
persuasive letter. Students are given a check-list to help guide them. I can provide students
with sentence frames who need extra support.
Type of feedback that will be given to students:
Students will be given written and verbal feedback on their graphic organizer. Students will
also be given conferences if they scored poorly on their exit card, students who still express
difficulty will be given a reengagement.
What students will do with the feedback:
Students will make corrections as appropriate, or get the okay to start writing. Students will
discuss difficulty in the conferences, and be given a reengagement.
Instructional Resources and Materials:
Graphic Organizer
Smart Board

Connection to prior academic learning and prerequisite skills:

Being able to write with supporting details
Working cooperatively
Sharing opinions

Connections to cultural/personal/community assets:

Students will be able to personally connect with the opinion of HW. Students will also make
prior knowledge connections to writing pieces such as the need of supporting details.
Students will eventually apply what they learned about bullying and being up stander to write
a persuasive letter in this topic.
Motivation/Hook/Anticipatory Set: (5 min)
Try to convince me that giving no HW is a good idea.
Procedure:
Time

Teacher Action

Student Action

5 mins

Pose question if you can convince me

with good enough reasons why I
shouldnt give you HW tonight, you wont
get any HW the night. Teacher will write
down reasons that students present

10 mins Make a connection to what students just

did with giving examples, and
persuasion.

20mins Introduce the idea of persuasive writing

using the oreo graphic organizer.
O-opinion
R-reason
E-examples

Students will raise their hand and give supporting

reasons why I should not give them HW tonight.

Define persuasive using a Frayer model as a class

(will be kept up for reference)

Briefly as a class use some of the reasons

students listed before into the oreo graphic
organizer. Students will then be broken into
groups of 4 to fill out a more detailed OREO
graphic organizer. Students will use think pair
share to work together and support ELL learners.
Students will decide different roles in the group,
(writer, presenter, editor, task manager)

O- opinion

20 mins
Teacher will go around and offer support
for students.

10 mins
Pose question I am ready to here if you
have come up with good enough letters
to convince me of no HW tonight

5 mins

Students will begin to put details into their

OREO graphic organizer for persuasive writing.
With support of the other students in the group,
the editor will go through the rubric to self-assess
on the graphic organizer they just did.

Presenter role in the group will read the details

the put into their graphic organizer

Announce that they have no HW, and

give an exit card

Students will reflect on what they learned on how

to organize persuasive thoughts into a writing
piece in an exit card

Closure

Exit card, announce no HW.

(5-7 min)

How students will reflect on their own learning

Students will write an exit card on what they learned about the components of pervasive
writing and answer the question why is it important to be able to persuade? They will also
answer the question on a scale of 1-5 how comfortable am I to start writing?
Accommodations/Modifications to requirements in IEPs and 504 plans

Students who have difficulty writing will be able to verbally share supporting details to what
they are trying to accomplish in their persuasive writing piece.
Students who have difficulty writing can write two supporting details instead of four,
condensing their requirement is not changing the overall goal, and will allow enough time to
write.
Graphic organizers will be given as support
Sample writings can be given as support

Differentiation
Think pair share will be used to discuss ideas and opinions before writing
Graphic organizers (also available using a computer for those who have difficulty writing, or
prefer using electronics)
We will define persuade as a class using a Frayer model and leave up as reference
Sample graphic organizer/writing will be display for support
Allow students to choose different roles in group work

Technology Integration to Support Learning Smart Board