Course: 3 r d
Grade Writing
Harlingen CISD
Unit One
1st Grading Period (38 Days)
2014-2015
Quarter 3
Unit 1: Persuasive Writing
Unit Pacing: 3 Weeks
Dates: January 7 - 23
Planning for Instruction
Professional Resources
Suggested Mentor Texts:
Detailed Persuasive Lesson – 3rd Grade
I Wanna Iguana by Karen Kaufman Orloff
Letters from the Campaign Trail: LaRue for Mayor,
by Mark Teague
Dear Mrs. La Rue: Letters From Obedience School,
by Mark Teague
Suggested Sequence:
Prewrite & Organize – 3 days
Draft – 3 days
Revise & Teacher/Peer Conferences – 4 days
Edit – 1 day
Final Draft/Publish – 2 days
William’s Doll, by Charlotte Zolotow
Should We Have Pets?, by Sylvia Lollis
Should There Be Zoos?, by Tony Stead
Treasures Grammar and Writing Handbook, (Resource CD) examples
on pp. 28, 29, 45
Areas of Focus:
Genre and Audience
In persuasive writing, writers state their opinion
about something that is important to them and try
to convince the reader to agree with their ideas.
Authors use persuasive language and strong
reasons to convince their readers to agree with
their point of view. Persuasive opinions/arguments
are most convincing when the writer is passionate
about the topic and has a real audience in mind.
Persuasive arguments are often communicated in
a business letter for which a specific format should
be followed.
TEKS
Persuasive writing is a type of expository
writing, and uses the same compositional
format as any expository writing: a central
idea or thesis, supporting sentences and a
concluding statement.
However, in persuasive writing, the author
presents his/her opinion as the central idea
and supports it with convincing reasons and
arguments.
The supporting sentences explain the
reasons further and provide examples, facts,
and details to prove each reason is valid. The
concluding statement (or paragraph) asks the
reader to act on the position/central idea
outlined in the paper.
Grammar/Editing
The following SEs should be taught during
this unit:
Capitalizing the salutation and closing of a
letter should have been taught in 2nd
grade, and can be reviewed in this unit, if
the persuasive piece is written as a letter.
We must also teach our 3rd graders the
correct use of coordinating conjunctions to
connect words, phrases, and simple
sentences. When creating compound
sentences, we join two simple sentences
with a comma and a conjunction. In all
sentences, the subject and verb must
agree in number. We will also teach the
spelling rule of ‘changing y to i’ when we
add certain suffixes.
Assessment
Persuasive Writing is the most
common type of real-world writing,
discussion, and debate! Most children
practice their persuasive skills on a
daily basis and may not be very
successful. We can help them
improve their attempts to get what
they want by teaching the art of
persuasive writing and persuasive
language!
As stated in the TEKS section, good
persuasive writing uses a central
idea/ thesis, supporting sentences,
and a concluding statement to
convince the reader. Therefore, it is
an excellent way for 3rd graders to
practice this compositional form of
writing to prepare them to write
expository compositions in 4th grade.
1
Course: 3 r d
Lesson
and Pacing
Grade Writing
TEKS
Student Expectations:
21(A) write persuasive essays for
appropriate audiences that
establish a position and use
supporting details.
Harlingen CISD
Unit One
1st Grading Period (38 Days)
Student will know:
In persuasive writing, writers state their opinion
about something important to them and try to
convince the reader to agree with their ideas.
2014-2015
Quarter 3
Student will be able to:
Write an essay or letter, using persuasive language, to
convince others and provide support for their point of
view (ELPS 5G-Writing, iE- Learning Strategies).
Reading and analyzing examples of persuasive
Read a variety of persuasive texts and identify the
texts helps writers understand the genre, author’s
characteristics that make a persuasive text unique (ELPS
purpose, and unique characteristics of persuasive 4K-Reading).
writing.
Is it important to gather information before forming Read informational articles and take notes on important
an opinion on a topic.
facts that will help the writer form an opinion, after
Authors use persuasive language to sway readers to considering all points of view (ELPS 4G-Reading).
agree with their point of view.
Include in their writing one or more opposing arguments
Key Terms: essay, point of view, convince, opinion, and refute it/them (ELPS 1E-Learning Strategies).
author’s purpose, unique characteristics, persuasive
language
Weeks One –
Three
Jan 7 - 23
Lesson 1:
Persuasive Writing 20(A) create brief compositions
In persuasive writing, the author presents his/her
State their point of view in the introduction and create
that:
opinion as the central idea and supports it with
convincing reasons and evidence to support it (ELPS 5F(i) establish a central idea in a topic convincing reasons and arguments.
Writing).
sentence;
The supporting sentences explain the reasons
Use explanations, examples, and facts to support their
(ii) include supporting sentences
further and provide examples, facts, and details to opinion and to persuade the reader to agree.
with simple facts, details, and
prove each reason is valid.
End the writing with a concluding paragraph that asks the
explanations;
The concluding statement (or paragraph) asks the reader to act on what he has learned (ELPS 5G-Writing).
(iii) contain a concluding statement; reader to act on the position/central idea outlined in Use the correct format when writing a persuasive letter.
20(B) write letters whose language the paper.
is tailored to the audience and
A fact is a statement that can be checked, by using
purpose (e.g., a thank you note to reliable sources.
a friend) and that use appropriate Persuasive arguments are often communicated in a
conventions (e.g., date, salutation, letter following a specific format.
closing);
Persuasive writing may also be presented in essays.
Key Terms: central idea, convincing reasons,
arguments, supporting sentences, facts, details,
examples, explanations, concluding statement,
salutation, body, closing
2
Course: 3 r d
Grade Writing
Harlingen CISD
Unit One
17(A) plan a first draft by selecting Persuasive writing
is often written
theDays)
form of a
1st Grading
Periodin(38
a genre appropriate for conveying letter, but can also be written as an essay.
the intended meaning to an
audience and generating ideas
Persuasive arguments are most convincing when
through a range of strategies (e.g., the writer is passionate about the topic and has a
brainstorming, graphic organizers, real audience in mind
logs, journals);
2014-2015
Quarter 3
Choose an appropriate genre for their persuasive piece,
most likely an essay or letter.
17(B) develop drafts by
Each paragraph within the body of the text develops
categorizing ideas and organizing the reasons the author has given to support his/her
them into paragraphs;
opinion.
Adding, changing, and deleting text help to make a
17(C) revise drafts for coherence, writer’s meaning more clear.
organization, use of simple and
Authors revise their writing using feedback and
compound sentences, and
advice from their peers.
audience
A persuasive argument is most effective when it is
free from spelling, mechanics, and grammar errors.
17(D) edit drafts for grammar,
Feedback from peers is often most helpful to writers
mechanics, and spelling using a
as they practice what their writing sounds like in a
teacher-developed rubric; and
safe, supportive environment.
Develop the arguments in favor of the author’s point of
view.
Use feedback from peers to revise the persuasive writing
and make it clear and convincing (ELPS 2E-Listening).
17(E) publish written work for a
specific audience.
Choose an audience for a persuasive letter or essay and
brainstorm ways to make it convincing for that audience.
(ELPS 1G-Learning Strategies)
Edit the persuasive writing to correct all spelling,
mechanics, and grammar errors (ELPS 1B-Learning
Strategies).
Publish the persuasive writing in a way that celebrates
the writer’s commitment to a final product.
Key Terms: essay, audience, convincing,
persuasive argument, point of view, feedback,
mechanics, grammar
22(A) use and understand the
Coordinating conjunctions are used to connect
Use transition words and phrases to indicate the
function of the following parts of
words, phrases, and simple sentences.
connection between ideas in a composition.
speech in the context of reading,
writing, and speaking:
Transition words and phrases connect the ideas in a Use complete sentences to communicate the flow of
(vii) coordinating conjunctions (e.g., composition and show how different ideas are
ideas in their composition
and, or, but);*
related.
(viii) time-order transition words
Follow the conventions of a business letter when writing a
and transitions that indicate a
A simple sentence has a subject, a verb, and a
persuasive letter (ELPS 1E-Learning Strategies).
conclusion;*
complete thought.
3
Course: 3 r d
Grade Writing
Harlingen CISD
Unit One
22(C) use complete simple and
A compound sentence
is made
up of
two
simple
1st Grading
Period
(38
Days)
compound sentences with correct sentences joined by a comma and a conjunction.
subject-verb agreement.*
Subject-verb agreement means that the subject and
*Once these SEs have been explicitly the verb must agree in number.
2014-2015
Quarter 3
Correct fragments and run-on sentences in their own and
others’ writing.
Combine short sentences to create longer, more
sophisticated, compound sentences.
taught, it is expected that teachers will
(ELPS 5F-Writing)
continue to review and imbed these
If the subject is singular, the verb must be singular; if
SEs into all writing projects for the rest the subject is plural, the verb must be plural.
Check to make sure subjects and verbs agree in all
of the year.
sentences (ELPS 5D-Writing).
Key Terms: coordinating conjunctions, transition
words, simple sentence, compound sentence,
fragments, run-on sentences, subject-verb
agreement, singular, plural 23(B) use capitalization
for:
Writers follow the conventions of business letter writing
when they write a persuasive letter to someone they don’t
know. Business letter format includes a salutation and
closing, both of which are capitalized.
Key Terms: conventions, business letter, salutation,
closing
24(B) spell words with more
advanced orthographic patterns
and rules:
(iii) changing y to i before adding
an ending;*
In words that end in a consonant + y, we change the Spell words that end in y correctly when adding a suffix
(ELPS 5C-Writing).
y to i when we add certain suffixes. Examples
include: cries, hurries, babies; non-examples
Use available resources to independently find and verify
include: studying, plays, obeyed.
the correct spellings of words (ELPS 1B-Learning
There are different places where students can go to Strategies).
24(G) use print and electronic
find the correct spellings of words, including: the
resources to find and check correct word wall, charts in the classroom, books,
spellings.*
dictionaries, thesauruses, www.dictionary.com, the
*Once these SEs have been explicitly spell-check function of a Word document, etc.
taught, it is expected that teachers will
continue to review and imbed these
Whenever possible, students should try to find/verify
SEs into all writing projects for the rest correct spellings independently.
of the year.
Key Terms: consonant, vowel, suffix, dictionary,
thesaurus
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
4
Course: 3 r d
Grade Writing
Harlingen CISD
Unit One
1st Grading Period (38 Days)
2014-2015
Quarter 3
Writing Process: Persuasive Writing - All Attachments (in RED) for this Page can be found here
Prewriting: Gretchen Bernabei, in Why We Must Run With Scissors, recommends
Organizing: Students can use this online interactive tool to map out an argument for their
using good open-ended questions to have students free write, then talk and share
stories to get ideas flowing for topics that students are passionate about. Persuasive
Discussion Questions, p.1
persuasive essay.
Guide students to write the topic for their persuasive piece in the following form. This will
make it easier for students to generate strong persuading reasons to support their topic.
Here are a few more persuasive writing ideas, p.2 from this blog:
http://www.proteacher.org/c/650_Persuasive_Writing.html
Set up a contest for children to nominate ‘The Best Relative of the Year’. Students must
write an essay to convince others to vote for the person they are nominating.
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Once students have chosen their topic, they can use this graphic organizer to brainstorm and
organize their reasons for their persuasive piece. Always model your thinking about how to use
the graphic organizer before sending students off to write.
http://www.teachervision.fen.com/tv/printables/read_3_U6_WP2.pdf
One more way for children to organize their thoughts for a persuasive writing:
Persuasive Graphic Organizer, p.3
Final Draft/Publishing: Persuasive opinions/arguments
Conferencing:
Drafting: Using any of the above graphic organizers,
are most convincing when the writer is passionate about the
topic and has a real audience in mind. If possible, send the
student writings to real people who have a stake in what the
writer is voicing his/her opinion about.
Other suggestions for publishing include:
A Conferencing Tip from Georgia Heard, p.7 – Read a
student’s writing back to him/her.
show students how to take the brainstormed ideas and
compose sentences and paragraphs with supporting
ideas that are well connected to the central idea of the
writing. Think aloud about your thought process!, p.4
• Create a class newspaper of letters/essays or bind the
letters/essays into a class book.
Conference with students about any item on the criteria chart
that you create with your class.
Persuasive Peer Conference Form, p.8
• Create a bulletin board arrangement to display at a local
library or other public facility.
Editing:
Moving from a graphic organizer to a written draft is not
a natural process for many children. You may have to
model this many times before children understand how
you take individual phrases and ideas and turn them into
sentences that flow together to communicate your main
argument.
Revising: If your students will be writing letters, make sure to teach them the conventions of
The common coordinating conjunctions to teach 3rd graders are: and, but, or, so, yet. See
Combining Sentences, pp. 9-11 for teaching suggestions.
a business letter. Remind writers to capitalize the salutation and closing of the letter.
Changing the y to i Spelling Rule: In words that end in a consonant + y, we change the y
to i when we add certain suffixes. Examples include: cries, hurries, babies; non-examples
include: studying, plays, obeyed. For more practice, go to Treasures Phonics/Spelling
Practice Book (Resource CD) pp.127-132
There are different places where students can go to find the correct spellings of words,
including: the word wall, charts in the classroom, books, dictionaries, thesauruses,
www.dictionary.com, the spell-check function of a Word document, etc. Whenever possible,
students should try to find/verify correct spellings independently.
Peer Editing Checklist, p. 12
Read aloud some of the mentor texts listed above. After each reading, help writers create and
refine a class list of criteria for a good persuasive writing. A possible Persuasive Criteria List,
p.5 can be found here. Any item on this criteria list is a topic for a revising minilesson.
Can readers follow my order of importance?, p.6 Once students are sure they have written
their reasons in order so that their most convincing reason comes last, they can use transition
words to help show the order of importance.
5