Persuasion Lesson Plan for 3-6th Grade

Time Allotted: 30 minutes- 1 hour

Number of Students: 18

Colorado Model Standard 2: Students write and speak for a variety of purposes and audiences.

Benchmark: Students will write to persuade. Students will write and speak for audience.

Objectives and Goals: Student will be able to identify persuasive texts and write for a persuasive purpose.

Rationale:

Audience: 5th grade,

Size of group & gender mix: 10 girls and 8 boys

Teacher's Purpose: Students are becoming more involved in their writing and they need to understand the different purposes for writing a piece of literature.

Student Purpose: Students will want to know how to write persuasive pieces in their future writings.

Student Groupings: Whole group and then groups of 3

Resource Materials:

Book: The Great Kapok Tree by Lynne Cherry

Pencil

Paper

Different types of literature (i.e. newspaper, comics, advertisements etc.)

Teaching Procedure:

• Teacher will introduce students to the vocabulary word: Persuade. This should be discussed with the students. Teacher will give examples.

• Teacher will now discuss with the students the meaning of author's purpose.

• Teacher will discuss how authors write texts to persuade inform or entertain.

• Teacher should reinforce the class will only be discussing how to persuade during this lesson.

• Teacher will read The Great Kapok Tree by Lynne Cherry to the students.

• Teacher will then ask students questions about how the author used persuasion in the book.

• Teacher will then ask the students to imagine that they are animals not discussed in the book.

• Students will begin writing a persuasive argument to the tree cutter discussing why they think he should not cut down the tree.

• Student must write a first person piece at least 1-2 paragraphs

• Students will then be allowed to get into groups of three to share their writings.

• Students will discuss with one another if they think their peer did a good job of persuading the tree cutter not to cut down the tree.

• Teacher will walk around and listen to students' ideas and assist where needed.

• Teacher can ask for volunteers to share their argument with the rest of the class at the end of the lesson.

Assessment: The teacher will assess the students' writings by checking to see if they used persuasion in their work. Teacher can also ask the students to assess each other's work and determine if the student used persuasion in their writing.

Organization & Procedures:

Students must all participate during the discussion. Teacher will expect the students to stay on task and listen attentively during the whole class and small groups. Teacher may want to have students fill out evaluation forms to evaluate group members' participation in group discussion.

Diversity:All students will be asked to participate. For the students who need extra time, teacher can permit them to work longer than others.
Extra help is recommended for learners with IEPs, ILPs, and other learning needs.
Students who are gifted or accelerated can be asked to write more than one full persuasive paragraph.

• All students can sit on the floor around the teacher so that anyone with auditory or visual impairments can see and hear the story. Students with auditory or visual impairments can sit closer to the teacher to ensure that they are not left behind.

Technological Possibilities

Teacher can use the overhead to write down instructions for students. Student's can also make PowerPoint slide presentations and turn their paragraphs into a class book to share with other classes.