Unit of Study: Persuasive Writing
Grade: 3 Title: Unit
Length of Study: 6 to 7 weeks
Genre Description: What is opinion writing? What is persuasive writing?
Priority Standards:
Supporting Standards:
W.3.3.1a. Write opinion pieces on topics
or texts, supporting a point of view with
reasons. (CCSS: W.3.1)
i.
Introduce the topic or text they
are writing about, state an
opinion, and create an
organizational structure that
lists reasons. (CCSS: W.3.1a)
ii.
Provide reasons that support the
opinion. (CCSS: W.3.1b)
iv. Provide a concluding
statement or section. (CCSS: W.3.1d)
W.3.3.1e.Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
(CCSS: L.3.1)
i. Produce simple, compound, and
complex sentences. (CCSS: L.3.1i)
ii. Vary sentence beginnings, and use
long and short sentences to create
sentence fluency in longer texts
W.3.3.1.a. Write opinion pieces on topics or texts, supporting a point of view with
reasons. (CCSS: W.3.1)
iii. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons. (CCSS: W.3.1c)
v. Brainstorm ideas for writing
W.3.3.3
a. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (CCSS:
W.3.4)
b. With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (CCSS: W.3.5)
c. With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and
collaborate with others. (CCSS: W.3.6)
d. Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (CCSS: L.3.3)
i.
Choose words and phrases for effect. (CCSS: L.3.3a)
ii.
Recognize and observe differences between the conventions of spoken
and written standard English. (CCSS: L.3.3b)
e. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (CCSS: L.3.1)
iii.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences. (CCSS: L.3.1a)
Mini Lesson Concepts/Topics
Resources
Mentor Text
Day 1: Pre-Assessment - On
demand prompt:
The best/worst place to eat is
_______.
1
Unit of Study: Persuasive Writing
Grade: 3
Mini Lesson Concepts/Topics
Introduce persuasive writing to
students by explaining that
persuasive writing is sometimes
done to change someone’s mind
or get someone to change the
way they do something.
Length of Study: 6 to 7 weeks
Title: Unit
Resources
p. 101 - Nonfiction Mentor Texts by
Dorfman and Capelli - Using Fiction to
Help Students Understand Point of
View
Mentor Text
Mentor Text -
Earrings! By Judith Viorst
Understanding Point of View
Developing the argument – Not all
persuasive writing will always
change someone’s mind. This is
found in the lesson using Dear Mr.
Blueberry by Simon James.
Students can conduct research to
support Mr. Blueberry’s
arguments with specific details.
p. 102 – Nonfiction Mentor Texts by
Dorfman and Capelli – Developing
Argument
Mentor Text - Dear Mr. Blueberry, by Simon
James and Alexander, Who’s Not (Do You
Hear Me? I Mean It!) Going to Move by Judith
Viorst
Create a T-chart to show the
relationship between argument
and supporting details explicit to
students. (See attachment)
Knowing your audience
Can You Convince Me? Series of
persuasive lessons on ReadWrite Think
website
2
Unit of Study: Persuasive Writing
http://www.readwritethink.org/classro
om-resources/lesson-plans/convincedeveloping-persuasive-writing56.html?tab=3#tabs
Lesson 1: What does it
mean to
persuade?
Introduce persuasive writing to
students
by explaining that persuasive
writing is
sometimes done to change
someone’s
mind or get someone to change
the way
they do something.
Show Microsoft commercial
http://www.youtube.com/watc
h?v=skhcdAKyFaM
Show the Microsoft commercial
and discuss what the little boy did
in the commercial.
This is a great way to introduce
this unit. Talk about how they are
trying to persuade their parents
to get them to do things or buy
them things all the time. Children
are often masters of persuasion!
Lesson 2 Understanding Point of
View
Read aloud the book William’s
Doll by Charlotte Zolotow or
p. 101 - Nonfiction Mentor Texts by
Dorfman and Cappelli - Using Fiction
to Help Students Understand Point of
View
See OREO Template for an example of
an anchor chart for use with Earrings
by Judith Viorst
Earrings by Judith Viorst
3
Unit of Study: Persuasive Writing
Earrings by Judith Viorst and
introduce the students to the
concept of point of view through
this fictional text.
Dorfman and Cappelli state:
“Young writers must become mini
experts on their topics to be able
to support their points of view and
sustain them throughout a piece
of writing with clear, concise
arguments.”
OREO Lesson –
Buy a package of Oreo
cookies. Before lunch take a
survey of if your students
agree or disagree that you
should let them eat a cookie
before lunch. Create an
anchor chart as shown.
Discuss with your students that
when you write persuasive
pieces you must have:
http://mssinclair.blogspot.ca/2012/
05/oreo-persuasive-writing-anchorchart.html
See attached Excel sheet named
“OREO template” for an example f
how this might be used with the
book Earrings, by Judith Viorst.
There is also a blank template on
the same worksheet for you to use
as a handout if you wish.
http://www.consumersearch.com/ice-cream
Opinion – tell how you feel
about the topic
Reasons – tell some reasons or
information t support your
opinion
Examples - tell details or
4
Unit of Study: Persuasive Writing
examples that support your
opinion
Opinion – restate your opinion.
(with feeling)
What is the framework
of a persuasive piece?
p.196 - Lesson – Using a
Persuasive Framework Crafting Nonfiction by Linda Hoyt
5
Unit of Study: Persuasive Writing
A. Show the students a piece of
writing such as the attached
PDF Mentor Text – Reversing a
Heavy Trend and discuss the
parts of the framework for a
persuasive piece.
and Kelly Boswell
1. Statement of position
(Opinion)
2. Call to Attention (Reasons)
3. Supporting your position with
facts (Examples)
4. Using repetition
5. Recognizing the opposing view
6. Conclusion (Opinion)
7.
Brainstorming a Topic
B. Have students brainstorm
topics using the Creating a
Nonfiction Topics List.
p. 158 – Lesson – Create a
Nonfiction Topic List – Crafting
Nonfiction by Linda Hoyt and Kelly
Boswell
Formats for Persuasion
C. After generating a topic list
discuss the ways that
persuasive writing can be
done. Use the lesson
“Selecting a Format” to guide
you in this lesson
p.264 - Target Voice in
Persuasive Writing – Crafting
Nonfiction by Linda Hoyt and Kelly
Boswell.
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Unit of Study: Persuasive Writing
The language of persuasion:
D.
Discuss the use of persuasive
language - help the writers
identify the language features
of persuasion
Have students decide on a
format for their topic
p. 224 – Use Persuasive
Language –
Crafting Nonfiction by Linda Hoyt
and Kelly Boswell.
Developing the
argument – Not all persuasive
writing will always change
someone’s mind. This is found in
the lesson using Dear Mr.
Blueberry by Simon James.
Students can conduct research to
support Mr. Blueberry’s
arguments with specific details.
p. 102 – Nonfiction Mentor Texts by
Dorfman and Capelli – Developing
Argument
Create a T-chart to show the
relationship between argument
and supporting details explicit to
students.
The Game of
Persuasion:
This is a series of 4 lessons on
the Readwritethink website.
Students will:
Work in cooperative groups to
brainstorm ideas and organize
Can You Convince Me? Series of
persuasive lessns on ReadWrite Think
website
http://www.readwritethink.org/classro
om-resources/lesson-plans/convincedeveloping-persuasive-writing56.html?tab=3#tabs
Mentor texts:For ideas of books to use for review
writing
http://www.dawcl.com/
http://www.reading.org/Resources/Booklists/Child
rensChoices.aspx
This link takes you to a virtual
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Unit of Study: Persuasive Writing
them into a cohesive argument
to be presented to the class
Gain knowledge of the different
strategies that are used in
effective persuasive writing
Use a graphic organizer to help
them begin organizing their
persuasive map. Students can plug
in their thoughts and create a map.
http://www.readwritethink.org/files
/resources/interactives/persuasion_
map/
Homework – persuasion is all
around us http://www.readwritethink.org/files
/resources/lesson_images/lesson56
/homework1.pdf
ideas into written form
Powerpoint explaining the parts of
persuasive to write a persuasive piece that http://www.readwritethink.org/clas
sroom-resources/lessonexpresses their stance and
plans/convince-developingreasoning in a clear, logical
persuasive-writing56.html?tab=4#tabs
sequence
Apply what they have learned
Develop oral presentation skills
by presenting their persuasive
writing pieces to the class
Analyze the work of others to
Persuasive assessment rubric
http://www.readwritethink.org/files
/resources/lesson_images/lesson56
/assessment.pdf
see if it contains effective
persuasive techniques
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Unit of Study: Persuasive Writing
Personal issues –
Students can use persuasive
writing in their lives to address
personal issues. Using the
book, “I Wanna Iguana by
Karen Kaufman Orloff.
Whether it's the radio
announcer telling you why you
should keep listening to his
station, a letter asking for a
law to be changed, or the
President giving the State of
the Union address, persuasive
writing plays an important part
in your everyday life.
With persuasive writing, the
goal is to try and convince
people to agree with you.
Persuasive writing relies
heavily on facts. However,
opinions play a role as well
(think commentary).
I Wanna Iguana by Karen Kaufman Orloff.
I Wanna New Room by Karen Kaufman Orloff
Lesson: A boy and his mother
write letters back and forth
about the boy getting an
iguana. Each letter from the
boy uses persuasion tactics,
and each letter from the
mother counters the
persuasion.
Create a chart:
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Unit of Study: Persuasive Writing
Draw a circle in the middle:
What I want
Then draw a line at the top
that says: Audience
Below the circle: Three reasons
for your persuasion
Three lines: Address parental
concerns
Concluding statement
Mentor Text idea:
I Wanna Iguana
Three reasons: I am
responsible, I will take care of
it, I will use allowance to take
care of it.
Counter arguments: I
know you think I won't take
care of it, but I know how
much work it is.
It's too expensive, so I
will save money to buy it and
contribute allowance for
food/maintenance
Concluding Statement: I hope
you will consider my reasons
for wanting a new pet.
Mini Lesson: Hook or
Grabber ideas:
1. Opening with an unusual
detail:
2. Opening with a strong
statement:
3. Opening with a Quotation:
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Unit of Study: Persuasive Writing
4. Opening with
5. Opening with
Fact:
6. Opening with
7. Opening with
Exaggeration or
Statement.
an Anecdote:
a Statistic or
a Question.
an
Outrageous
On Demand Writing Prompts:
Post-Assessment
The best/worst movie/TV show to watch is________.
Common Formative Assessment Tasks: Checks for Understanding
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