Dobey

Erin Dobey
Small
Educ 139
11/12/14
Persuasive Writing Unit
4th Grade
Common Core Writing Standards:
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion
and reasons, and provide a concluding statement or section.
Continuum Writing Standards:
Understanding the Genre
o Understand that the purpose on an essay can be to persuade
readers to think like the author
Writing in the Genre
o Begin with a title or opening that tells the reader what is being
argued or explained and end with a conclusion
o Provide a series of clear arguments or reasons to support the
argument
Day 1
Topic:
Introduction to Persuasive Writing
Resources:
The Day the Crayons Quit by Drew Daywalt
Chart paper
Writing utensils
Teacher Actions:
Read aloud the Day the Crayons Quit to the whole class
Talk over main points from the mentor text and introduce
persuasive writing to class
Scaffold or prompt students as needed to guide discussion
Look over exit slips to check for student understanding
Student Actions:
Listen to the Day the Crayons Quit

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Participate in thoughtful discussion of what persuasive writing is

and how this is done in the book
Turn in exit slip at the conclusion of the activity

Activity:
After we have read the Red Crayons letter to Duncan, students
will do a Think-Pair-Share in partners what the Red Crayons
purpose was in writing the letter. Following this, they will ThinkPair-Share and share what the crayons arguments are to try and
persuade Duncan to give the crayon a break.
We will write these ideas on a piece of chart paper so students
get a better idea of what persuasive writing is (i.e. the writer has
a purpose and arguments to support/ persuade the reader to
agree with them)
We will continue this process with both the purple crayon and the
beige crayon so students get a better understanding of what
persuasive writing looks like. I will explain that the goal of it is to
get the reader to support your side through your use of
arguments and details.

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Assessment:
Students will be given an exit slip that asks them to reflect on
what they read. It will ask them to pick a crayon, discuss the
purpose of their letter to Duncan, and highlight some key
arguments to persuade the reader
The Crayon that I think was very persuasive was ____________________.
The purpose of this crayons letter was____________________________

________________________________________________________.
Some of the arguments they used were:

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Differentiation:

ELL students will be given an individual copy of the book to

follow along with as we read. This will allow them to get a better
look of the pictures and will provide additional visual support. I
could also have Special Education students provide oral answers
for their assessment to me so that I can see what they may need
help with and I can address any misconceptions they may have,
immediately.

Day 2
Topic:
A Closer Look at Persuasive Writing
Resources:
Writing A-Z Writing Sample: Pizza for School Lunch
ELMO
Highlighter
Students Writers Notebooks
Teacher Actions:
Read aloud Writing A-Z Writing Sample: Pizza for School Lunch
Discuss components of the article (main sentence that shows
what side of the argument they support, details to support their,
conclusion summarizes why their side is right or the reader
should support it)
Provide checklist for students Persuasive Writing based on what
we saw in the sample essay (see checklist in activity)
Check for student understanding and alter instruction to adjust
to students needs
Student Actions:
Listen to Writing A-Z Writing Sample: Pizza for School Lunch
article
Provide meaningful discussion regarding the components of the
persuasive article and what the author does effectively
Write down a checklist for what should be in Persuasive Article
as a guide for their final assessment on Day 6 (see below in
activity)

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Activity:
We will review what Persuasive Writing is and what we learned
from yesterday (ie: the goal of it and what it contains)
I will put the Writing A-Z Writing Sample: Pizza for School Lunch
essay on the ELMO and students will each have an individual
copy for reference
As I read each paragraph aloud, I want students to pay attention
to what each paragraph does and what its goal is. They will do
this by brainstorming in their pods and then participating in
whole class discussion. I will write down responses for each
paragraph on our anchor chart.
o First paragraph introduces the topic (the school is thinking
about creating a new lunch menu) and purpose of the
paper (student thinks pizza would be an easy choice to add
to the menu)
o Second, third, and fourth paragraph each provide a reason
why pizza would be a good choice and then provides
explanation through further detail
o Fifth paragraph restates what their stance is in the article
and some of the reasons why they support it in a clear,
concise way
As we are going through, students will highlight the arguments
and details, and then fill out the Graphic Organizer so that they
can analyze the passage (see Writing A-Z graphic organizer)
After we do this I will take what we discussed for each paragraph,
and create a checklist for what should be in persuasive essay.
Students will write this down in their Writers Notebooks.
o Introduction that states the issue and my position on it.
o Body paragraphs include a topic sentence for each reason
o There is support/ elaboration for each reason (paragraph is
at least 4 sentences long)
o Sentences are clear, complete, concise, and support my
stance
o Conclusion paragraph sums up my argument or what I
support

Assessment:
I will use students answers in their graphic organizer to get a
better sense of their understanding. This will help me gauge
whether they can decipher what the introduction is, what the
reasons and details are of the body paragraphs, and finally what

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the conclusion is. From here, I can decide if I need to confer with
a small group of students to help extend their understanding.
Differentiation:
For students that may need additional help, I may present a
skeleton note format of the organizer for them, so that they have
some pieces of information filled out in order to act as an
additional scaffold. For gifted students, I may have them add an
additional argument to the essay in their graphic organizer or
have them provide more details to an existing argument in the
essay to see if they can elaborate on the topic.
Day 3
Topic:
Writing an Outline
Resources:
Notebook paper
Writing Utensils
Chart Paper
Teacher Actions:
Help students reflect on the components of a persuasive essay
Provide modeling to students about what will be required in the
outline
Guide students discussion
Check for understanding by circulating around room and talking
to students
Student Actions:
Provide discussion of the components of a persuasive essay
Brainstorm ideas that students could write an outline about for a
persuasive essay
Write rough outline for a persuasive essay
Activity:
We will have a brief discussion about what the components are of
a persuasive essay
o First paragraph introduces the topic and states what stance
the author is taking
o Second, third, and fourth paragraph each include a topic
sentence stating one of the reasons they support their side

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including additional details related to the beginning

sentence
o Conclusion paragraph restates side with a summary of the
key points
Students will then brainstorm a list of ideas, similar to the paper
they read yesterday, that they could write a persuasive essay on
and I will write potential ideas on the chart paper (should be
ideas they are familiar to)
o Paper to parents asking for a:
Pet
Game, toy, etc.
Raise in allowance
o More technology time in class
I will model this on the butcher paper with the topic being a
letter to the principal to go on a fieldtrip to the zoo. I will outline
the introduction (it would be educational, fun, and an authentic
experience for students), I would use my body paragraphs to
restate these points and provide additional detail like we would
learn about animals (educational), students love going to the zoo
(fun), and it would be authentic because students are applying
what they have learned in a real-life situation (authentic), and
then summarize my points in the conclusion paragraph.
Based on what they did yesterday, they will write about one of
these ideas on our chart paper using the same outline organizer
(see attached) they used for the Writing A-Z article. I will go
around and talk to students about their ideas, provide additional
help or clarification, and see which students I may need to pull
for small group.

Assessment:
The students outline will serve as a tool to help me assess
whether they have an idea of how to formulate a persuasive
essay. I will see if they have an idea or topic laid out that makes
sense, whether their three body paragraphs support their
argument and have logical details to argue their case, and if their
concluding paragraph summarizes their view.
Differentiation:
For gifted students I will have them choose a topic of interest
(maybe theyre very interested in marine life and want to do an
outline about preventing ocean pollution) so that they can be
more engaged in the topic. For ELL and students who need
further assistance, I will confer with them in a small group setting
and we can work on developing and expanding their ideas on
their outline.

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Day 4
Topic:
Beginning the Writing Process
Resources:
Time for Kids Article
ELMO
Writers Notebooks
Writing Utensils
Teacher Actions:
Provide Time for Kids: Persuasive Essay Sample Paper to
students
Lead students to analyze and highlight the topic, the authors
stance, the reasons supporting their side, and the details with
the class.
Explain students writing assignment for creating their own
persuasive essay.
Student Actions:
Work with table members to read Time for Kids: Persuasive
Essay Sample Paper and highlight important parts to the essay
(introduction, arguments, details, etc.)
Discuss components in whole-group discussion
Work towards outlining and writing a rough draft to their
persuasive essay.
Activity:
Students will each be given the Time for Kids: Persuasive Essay
Sample Paper and will work with pod members to read and
highlight the topic sentence or argument in the initial paragraph,
as well as the details supporting their side.
I will provide this on the ELMO and after students are done
reading and analyzing, tables will share out their findings:
o Stance is that school uniforms shouldnt be required
o Details supporting this are that there will always be
distraction and students should be trusted to focus on their
schoolwork, uniforms are an expensive additional cost,
they interfere with self-expression, etc.

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Then, I will give students their writing assignment. They are

bakers that just created a new cookie that they are trying to sell.
They are to create an advertisement to market their product and
write a five paragraph persuasive essay to try and convince
people to purchase their cookies. Other than that there are few
limitations to the reasons people should buy their cookies as long
as they help support their argument/ purpose.
o Students will draft their outline and begin their rough draft
convincing the reader to purchase their cookies. Their
outline and rough draft should include:
o Introduction that states the issue and their position on it (ie
the brand of their cookie and why we should buy it)
o Body paragraphs include a topic sentence for each
argument
o There is support/ elaboration for each argument
(paragraph is at least 4 sentences long)
o Sentences are clear, complete, concise, and support my
stance
o Conclusion paragraph sums up my argument or what I
support
After they have done so, and shown me their outline, I will edit it
as needed and provide any corrections they may need to help
extend their ideas. If a student thinks they need additional time
to confer with me, I will provide them with this option. Once I
have corrected and approved their outline, they have the green
light to begin typing their rough draft.

Assessment:
I will use the students outline of their paper to serve as an
assessment to see where their writing or ideas may need
improvement, and who is ready to begin drafting. When each
student submits their outline to me, I will also give them a slip of
paper that looks like the one below:
How prepared do you feel to write your rough draft? (one being the
lowest and 5 being the highest)
1

How clear and well-thought out do you believe your arguments are to
sell your cookie?
1

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Are there any parts of your argument that you need additional help
with?
_______ Introduction paragraph
_______ Body Paragraphs with Logical Arguments and Details to Support
_______ Conclusion Paragraph
What can I do as your teacher to help you feel more prepared?
Differentiation:
Conferring with those that need additional support will help
students preparation when it comes to writing their rough draft.
Students that may need the organizer for their outline will be
provided with this scaffold and gifted students will have a lot of
freedom in this assignment to demonstrate their creativity as it is
an application based project.
Day 5
Topic:
Rough/ Final Draft
Resources:
Access to Computers and a Printer
Red Pan for Teacher Editing
Teacher Actions:
Will edit and revise students rough drafts to help provide welldeveloped content and appropriate conventions
Will continue conferring with students to discuss their writing and
potential changes that could be made
Student Actions:
Will type their rough draft using their outline that the teacher has
approved
Will print the rough draft and have the teacher make any edits/
revisions that are made
Will fix any corrections that need to be made for their final draft
Activity:
After students have turned in their outlines and they have been
approved by me, they will be able to type their rough drafts.
Students will be asked to type them double-spaced so that I can

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make edits to their papers. They will know to elaborate off of the
ideas on their outlines. They will print their rough draft and bring
it to me to edit once they are finished. I will make edits and
revisions as needed and discuss them with the student so they
can assist me in revising the content according to their vision.
Once this has been done, they will make the appropriate changes
and print their final draft, which I will keep.
At the beginning of the writing block, I may confer with students
who need additional help and said they didnt feel prepared on
their assessment from the previous day.

Assessment:
I will grade the students final drafts based on the rubric attached
at the end of the unit. (see page13)
Differentiation:
Sentence starters could be provided to students who may need
additional help or scaffolding. This could include the beginning of
the introductory paragraph saying My cookie is the best around
for several reasons and then they have to explain in a concise
way why it is so appealing.
Day 6
Topic:
Persuasive Writing as Advertisements
Resources:
Advertisement packet
McDonalds commercial https://www.youtube.com/watch?v=EH1IlV5q10
Overhead or projector to play commercial
Blank sheet of computer paper
Construction paper
Coloring Utensils
Magazines
Scissors
Teacher Actions:
Explain that advertisements are a form of persuasion because
they are trying to get you to buy their product
Show examples of advertisements to students (commercials,
advertisements in magazines/ newspapers, etc.)
Help transfer students ideas from their essay into an
advertisement for their cookie brand

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Student Actions:
Discuss how advertisements are similar to persuasive essays
based on prior knowledge and examples that the teacher shows
Create an advertisement that helps sell their cookie brand based
on the arguments they used in their persuasive article
Activity:
Talk to students about advertisements/ commercials
o How are they different from our persuasive writing? How
are they similar?
Show a McDonalds advertisement to students on the
commercial. What is the goal of the commercial? How do they
persuade you?
o Want you to eat at their restaurant
o Use the Lego Movie toys to persuade you
o Say that if you like adventure, its the place for you to eat
Give each pair of students an advertisement packet and discuss
the first advertisement
o What is the goal of the advertisement? What sort of
features or things do they use to persuade you not to
smoke?
Students will go through the other two pages and write down a
couple of notes about the goal of the advertisement and how
they persuade you. They will do a think-pair-share with another
pair and then we will share as a whole group what students
found.
Discuss how we will be creating an advertisement for their
cookie. Hand back their papers so they can refer to some of the
arguments they made (ie: if they said its the softest cookie
around, then mention something about that in the
advertisement)
Show students cookie advertisements in advertisement packet
and touch on some of the features of each ad (see advertisement
packet)
Students will be able to create their own advertisement as a fun,
additional supplement to their writing. They will be able to do a
rough draft of their drawing and once they have their ideas laid
out for the advertisement, they can create their final product
using markers, cutting out pieces of magazines, or any other
mediums that are available to students. They should include a
title of the product, a picture, and captions that help sell the
product based on the arguments they made in their essay.

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Assessment:
Students will be graded on their final advertisement based on the
following criteria:
______ Was the cookie advertised based on arguments that were
made in the
persuasive essay?
_______ Was it visually appealing and did it catch the persons attention
that was
viewing it?
_______ Title of product, picture of product, and captions included in
advertisement
Differentiation:
In this part of the assignment, students that are having
difficulties or those that are ELLs could use the iPads to look up
more cookie advertisements to help them think of other ideas for
marketing. For gifted students, I think this involves a lot of choice
and freedom so they could go as in depth as they wanted to with
detail and creativity.

Reflection:
I found this to be a very difficult assignment for me because I
constantly found myself switching around the days that I wanted to
introduce particular ideas and mentor texts throughout the course of
the unit. It was a constant battle for me with revising and editing,
which really reinforces why writing and writers workshop is so
important for kids to learn and know how to do effectively! I think
another part of the difficulty was making sure I didnt overload some
days and keep others minimal. I wanted students to feel challenged,
but not overwhelmed with the amount of information that they were
familiarizing themselves with. It was also hard to pick specific mentor
texts for this topic when there are so many great ones out there to

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choose from. I wanted to start off with something simple, like the Day
the Crayons Quit, because it simplifies persuasive writing into
something that kids can connect with and can comfortably associate
persuasive writing to. Despite the challenges of this assignment, I
particularly enjoyed getting to plan out something like this because it
is very authentic and illustrates how important writing is and how
should be utilized appropriately in the classroom.

Assessment for Day 5

Developing
Conventions

The writing
contains
numerous
mechanical
errors
making it

Partially
Proficient
The writing
contains
several
mechanical
errors
making

Proficient

Advanced

The writing
contains few
mechanical
errors, but is
understandabl
e to read

There are no
errors with
conventions/
mechanics
in the
writing

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very difficult some parts
to read
of the
writing
confusing
Organizatio
n

The
structure of
the writing
not logical
or
sequential
making it
very difficult
to follow

Content

The writing
does not
contain an
introductory
paragraph,
three body
paragraphs,
and a
conclusion

The
structure of
the writing
has some
areas of
weaknesse
s in
structure
and flow
making it
mostly
unclear
The writing
contains
few of the
component
s of a
persuasive
essay, but
does not
make
effective
arguments
in
persuading
the reader

The structure
of the writing
is mostly
logical and
sequential,
making it easy
to follow most
of the time

The
structure of
the writing is
clear,
logical, and
concise
making it
easy to
follow all of
the time

The writing
contains most
of the
components of
a persuasive
essay and
makes
arguments
that are mostly
effective

The writing
contains all
of the
components
of a
persuasive
essay and is
shows
superior
capability in
its ability to
persuade a
reader