Unit of Study: Persuasive Writing
Grade: 5
Title: Unit
Length of Study: 6 to 7 weeks
Genre Description: What is opinion writing? What is persuasive writing?
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 the readers to agree with their point of
view.
Priority Standards:
Supporting Standards:
W.5.3.2.a Write opinion pieces on topics or texts, supporting a point of view with
reasons and information. (CCSS: W.5.1)
W.5.3.2.a.i. Include cause and effect, opinions, and other opposing viewpoints in
persuasive writing
W.5.3.2.a.ii. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the writer’s
purpose. (CCSS: W.5.1a)
W.5.3.2.a.iii. Provide logically ordered reasons that are supported by facts and
details. (CCSS: W.5.1b)
W.5.3.2.a.iv. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically). (CCSS: W.5.1c)
W.5.3.2.a.v. Provide a concluding statement or section related to the opinion
presented. (CCSS: W.5.1d)
W.5.3.3.b.iv Recognize and correct inappropriate shifts in verb tense. (CCSS:
L.5.1d)
W.5.3.3.c Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style. (CCSS: L.5.1f) Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
(CCSS: W.5.4)
W.5.3.3.a.v Spell grade-appropriate words correctly, consulting references as needed.
(CCSS: L.5.2e)
W.5.3.3.b.iii Use verb tense to convey various times, sequences, states, and
conditions. (CCSS: L.5.1c)
W.5.3.3.d With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (CCSS: W.5.5)
W.5.3.3.e With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of
two pages in a single sitting. (CCSS: W.5.6)
Essential Questions:
What is persuasive writing?
How do we identify persuasive writing?
How do writers use language to persuade?
How do we build a strong argument and justify our stance?
How do we organize our thoughts to be more persuasive?
Where do we find persuasive writing?
Mini Lesson Concepts/Topics
Resources
Mentor Text
Day 1: Pre-Assessment
Prompt: Think of an idea or topic that you have
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Unit of Study: Persuasive Writing
strong feelings about. Write your opinion and
give reasons that tell why you feel this way. Use
everything you know about essay writing and/or
letter writing.
Show examples of persuasive text
 Discuss key components that distinguish
persuasive writing from narrative and
informative
 In small groups, have students examine
one or more persuasive mentor texts and
generate a list of reasons why it’s a good
example of persuasive text.
 Create an anchor/criteria chart of
characteristics of persuasive writing
Persuasive Essay Criteria Chart on S Drive
(scan)
http://www.hallco.org/literacy/index.php?opti
on=com_content&view=article&id=7&Itemid
=6
What We Notice About
Persuasive Writing
• States an opinion or position
• Gives reasons for opinions
• Backs up opinions with data,
evidence, expert quotes, examples,
and so on.
• Offers possible solutions
• Restates position in conclusion
Point of View
 Read aloud William’s Doll by Charlotte
Zolotow
 Discuss the different points of view of the
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 “Writing from a Point of View
Using a Pro/Con Chart” by Lynne Dorfman &
Hey, Little Ant! by Phillip and Hannah
Hoose
I Wanna Iguana by Karen Kaufman Orloff
I Wanna New Room by Karen Kaufman
Orloff
One Grain of Rice
Duck! Rabbit! (perspective)
Click, Clack, Moo: Cows That Type by
Doreen Cronin
Can I Keep Him? By Steven Kellogg
Somewhere Today by Bert Kitchen
(persuasive lead)
In November by Cynthia Rylant
(pros/cons)
“Belinda Blue” in Something Big Has
Been Here by Jack Prelutsky(pros/cons)
I Miss Franklin P. Shuckles by Ulana
Snihura
I Know It’s Autumn by Eileen Spinelli
Should There Be Zoos? by Tony Stead
When Winter Comes by Nancy Van Laan
The Seashore Book by Charlotte Zolotow
Dear Mr. Blueberry by Simon James
Wildfires by Seymore Simon
So You Want to be President by Judith
St. George
Don’t Let the Pigeon Drive the Bus by Mo
Willems
Should We Have Pets? by Sylvia Lollis
Should There Be Zoos? by Tony Stead
I Want a Pet by Lauren Child
The Salamander Room by Anne Mazer
William’s Doll by Charlotte Zolotow
Earrings! By Judith Voirst
I Miss Franklin P. Shuckles by Ulana
Snihura
2
Unit of Study: Persuasive Writing





characters
Ask students to think about this
statement: “It’s snowing!”
Fold a piece of paper in half (pro and con
column)
Divide class in half (half in point of view
children and other half point of view of
parents and teachers)
Put students in partnership (one student
with each point of view)
Whole group – Have students share orally
and record some of their ideas on chart
paper – 2 columns
W.5.3.2.a Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
Gather Seed Ideas
Questions to ask yourself:
 How could the world change for the
better?
 Is there anything that people do that I
think is wrong or unfair?
 Some people think. . . but I think. .
W.5.3.2.a Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
Write a thesis/Choose an argument
 Think about both sides of the argument.
 Make a list of both sides (pros/cons) of
the argument. (T-chart)
Some people think _____, but I think _____.
Rose Cappelli pp. 101-102, 127-129
Dancing in the Wings by Debbie Allen
A Curricular Plan for the Writing Workshop
Grade 4 p. 65 by Lucy Calkins
http://readingandwritingproject.com/public/t
hemes/rwproject/resources/charts/writing_ch
arts/charts/third/Growing_Persuasive_Ideas.j
pg
A Curricular Plan for the Writing Workshop
Grade 4 p. 66 by Lucy Calkins
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 98-101
W.5.3.2.a.ii. Introduce a topic or text
clearly, state an opinion, and create an
organizational structure in which ideas are
logically grouped to support the writer’s
purpose.
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Unit of Study: Persuasive Writing
W.5.3.2.a.i. Include cause and effect,
opinions, and other opposing viewpoints in
persuasive writing
Effective ways to refute an argument
 Offer solutions, gather expert data that
support your position, and cite examples
that support your position
 Partner Talk – Have one student make a
statement and have another student
refute the argument
Plan
 Practice debating both sides of the
argument with a partner
 Create an outline, a tree map (boxes and
bullets), or persuasion map for your essay
 Add elaborated supports for each bullet
(Remind students that their strongest reason
should be their final reason.)
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 102-106
I Wanna Iguana by Karen Kaufman Orloff
The Perfect Pet by Margie Palatini
Can I Keep Him? by Steven Kellogg
Hey, Little Ant by Phillip and Hannah
Hoose
http:www.readwritethink.org/classroomresources/lesson-plans/convince-developingpersuasive-writing-56.html (persuasion map)
http:/www.teachervision.fen.com/creativewriting/graphic-organizers/33547.html
http://www.hallco.org/literacy/index.php?opti
on=com_content&view=article&id=7&Itemid
=6
A Curricular Plan for the Writing Workshop
Grade 4 p. 66 by Lucy Calkins
W.5.3.2.a.ii. Introduce a topic or text
clearly, state an opinion, and create an
organizational structure in which ideas are
logically grouped to support the writer’s
4
Unit of Study: Persuasive Writing
purpose.
Add Facts to Support Thesis
Use everything from previous learning
about good essay writing
 Anecdotes
 Adding other people’s stories
 Supporting ideas with quotes
 Read aloud I Wanna Iguana
 Have students call out general
information and specific details
 On a 2-column chart, categorize each
sentence.
 Model how to add specific details to a
general information sentence.
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 120-121
I Wanna Iguana by Karen Kaufman Orloff
For example, “Schools should not
require students to wear uniforms” is
a general information sentence.
“School uniforms can be too expensive
for some families to buy” would be a
specific sentence with details.
W.5.3.2.a.i. Include cause and effect,
opinions, and other opposing viewpoints in
persuasive writing
W.5.3.2.a.iii. Provide logically ordered
reasons that are supported by facts and
details.
Determining Audience
 On chart paper, brainstorm some different
audiences (principal, parent, business,
peers, younger children, sibling)
 Explain that you wouldn’t use big words
for Kindergartners just like you wouldn’t
use easy words with grown-ups
 Partner Talk – Share who you think your
audience will be for your essay
Drafting
 Write a quick draft of essay
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 105
5
Unit of Study: Persuasive Writing
W.5.3.3.d With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.
Linking words, phrases, and clauses
 In my opinion, it is necessary
 It be said that, some people suggest, the
opposing view might argue that
The chart “Young Author’s List of
Transitions” comes from Razzle Dazzle
Writing: Achieving Excellence Through 50
Target Skills by Melissa Forney
W.5.3.2.a.iv. Link opinion and reasons using
words, phrases, and clauses (e.g.
consequently, specifically).
Introduction
 Creating a scene
 Write a thesis followed by the elaboration
of the writer’s opinion
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 69-83,112
W.5.3.2.a Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information. (CCSS: W.5.1)
Conclusion
 Model “Take 5” strategy with one of your
persuasive essays (Take 5 strategy –
trying different endings and then choosing
the best one)
AlmostGone: The World’s Rarest Animals by Steve
Jenkins
Imagine a Day by Sarah Thomson
Somewhere Today by Bert Kitchen
http://www.hallco.org/literacy/index.php?opti
on=com_content&view=article&id=7&Itemid
=6 (Lesson 16)
6
Unit of Study: Persuasive Writing
Types of Conclusions for
Persuasive Writing





Restate your lead
sentence
Call to action
Create a positive or
memorable image
Summarize and
connect to central
message
Clever or thought
provoking comment
W.5.3.2.a.v. Provide a concluding statement
or section related to the opinion presented.
Revising
 Look for sections that are convincing
 Look for sections that are weak
 Rewrite parts that aren’t powerful
 Add parts that are missing
 Delete repeated or unnecessary
information
 Move sections around to end with the
strongest argument
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 130-131
W.5.3.3.d With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.
Examples of Persuasive Writing
Book Review - Amazon
Toy Review (Toys ‘r Us catalogue or online)
Restaurant Review
Food Review – clip from the movie Ratatoui (food
Nonfiction Mentor Texts Teaching
Informational Writing Through Children’s
Literature, K-8 by Lynne Dorfman & Rose
Cappelli pp. 116-120 (Book Reviews)
7
Unit of Study: Persuasive Writing
critic at end of movie)
Letter (to lunchroom lady, principal, authors,
parents, librarian)
Blog
Newspaper ads
Editorials
Infomercial
Can you convince me?
http://www.readwritethink.org/classroomresources/lesson-plans/convince-developingpersuasive-writing-56.html
www.studyzone.org
www.jefferson.kyschools.us/Departments/Gheen
s/LiteracyCloset/grade_5_writing_ondemand_GP_unitone-SI-pdf (opinion writing for
5th grade)
www.greatsource.com/iwrite/educators/e_minile
ssons_elem.html
Scanned documents can be found on the S Drive
On Demand Writing Prompts:
Your principal is considering uniforms for the next school year. Take a position on this topic. In several paragraphs, write a letter to your
principal to persuade him or her to agree with your position.
Write a letter to your parent/guardian persuading him/her in several paragraphs why you should have __________.
Your school is thinking about adding a class or activity for students next year. Pick an activity or class you think your school should have.
Write a letter to your principal to persuade him/her why your school should have this class.
Is there anything that people do that you think is wrong or unfair?
Think about your favorite amusement ride. In several paragraphs, persuade other fifth graders that your favorite ride is the
best and why.
Think about a book you have read in the past year. Write a multiple paragraph letter to your teacher persuading him/her to
read this book aloud to the class. Be sure to give multiple reasons why.
The school has been given $5000 to buy a piece of playground equipment. Think about what piece of equipment would be best.
Write a multiple paragraph letter to your principal to persuade him/her to purchase the piece of equipment that you want.
Should soda machines be allowed in elementary school?
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Unit of Study: Persuasive Writing
Common Formative Assessment Tasks: Checks for Understanding
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