Mini / Focus Lesson: First Grade Persuasive Writing
LLED 4120
Name: Allison Brown
Rationale: This lesson teaches students about the importance of persuasive writing. The focus lesson introduces students to letter writing as an appropriate format for the persuasive genre. The lesson teaches students to write pieces that contain a position or opinion. The lesson teaches students to provide support
(reasons) for their positions. The students will get to practice writing letters to persuade their audience.
This is important for students to learn because first of all it meets the mandated Georgia Performance
Standards for first grade writing. Not only is it important because of the standards but it is also important for students to learn an appropriate way they can possibly make a difference and have their voices heard.
The rationale for choosing the book Click, Clack, Moo Cows that Type as the mentor text is because the cows are persuading their farmer to provide them with blankets to keep them warm and not just persuading the farmer to buy them a toy or pet. The book is also funny and suitable for first graders. The rationale for using the two-tier chart for brainstorming ideas of persuasive letters is so that students will have concrete examples of topics that their letters could address and also so that students will understand that persuasive writing can be powerful and make difference for something that is important to them. The rationale for allowing the students to decide who they will write to and what position they will take is so students can use their interest and background knowledge to address a matter that is important to them which in turn will hopefully create a stronger persuasive letter because it is coming from their passions not just an assigned topic.
Standard: (specific) ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.
The student produces a persuasive piece that: a.
Captures a reader’s interest by stating a position/opinion b.
Begins to maintain a focus. c.
Adds details to support an opinion. d.
Begins to use formats appropriate to the genre (letter, list of reasons, poster). e.
May have a sense of closure. f.
May include oral or written prewriting (graphic organizer).
Mentor Text: Click, Clack, Moo Cows That Type by Doreen Cronin
Lesson Description: (5-10 minutes)
1. During the focus lesson I will begin by having the children come to the carpet. I will then introduce the book Click, Clack, Moo Cows That Type. I will first ask the children to look at a few of the pictures in the book and think aloud about the title and predict what the story is going to be about. Hopefully the students will make reference to the pictures of the cows typing letters. I will then ask the children who they think the cows are writing letters to and what might the cows want. After that I will read the book through and stop periodically to discuss with the students what the cows are trying to get the farmer to do.
After the book is through I will discuss with the class what makes the text persuasive. I will do this by asking questions to the children like how did the cows try to persuade the farmer to bring them electric

blankets. I will then ask the students what is the reason the cows are trying to persuade the farmer to bring them and the hen’s electric blankets. I will also ask them to explain how the cows in the end persuaded the farmer to meet their requests.
2. After we have discussed the book I will explain to students that the cow’s letters were an example of persuasive writing. I will explain to the students that when we do persuasive writing we are trying to get our audience (the people who will be reading our writing) to see our point of view. I will tell students that the book we just read was fiction but many real people write letters to other people and try to persuade them to do something they feel is important. I will explain to them that persuasive writing can be very powerful writing that can help change things or make them better. I will also tell them that they must be careful or critical of persuasive writing because the person who is writing might be trying to get them to do something or agree with things that are not good or even true. I will stress that persuasive writing is useful to write about something that you are upset about or feel strongly about and want changed.
3. Next I will tell students that today they are going to get the opportunity to write a persuasive letter just like the cows did in the book. I will then use chart paper in the form of a two-tier graphic organizer to write down brainstorming ideas for persuasive letters. On one side of the graphic organizer we would write down ideas of who we could write persuasive letters to and on the other side write down what we would be persuading our reader to believe. I would first give an example like we could write a letter to our principal. On the other side of the chart I could write about how we could tell the principle that the ceilings in the school are leaking water and they should be fixed because it is not healthy for the students and teachers. I would then have the students help brainstorm different idea with my assistance.
4. After completing our brainstorming graphic organizer I would instruct students to now go to their writing spots for independent writing. I will tell students that they are to write a persuasive letter to anyone that they would like about something they feel should be changed or something they want someone to believe. I will stress to students that they need to include details (reasons) why their reader should agree with them on what they are writing about and not just write about what they want done. I will also place a premade letter template on the smart board that shows the students how they are to address their letter and close their letter. (Dear …., Sincerely,)
Independent writing: Students will be given 25 minutes of independent writing time to compose a draft of their persuasive letter. During independent writing the teacher will circle around and conference with students about their persuasive pieces.
Sharing: Students will be given 10 minutes to share their work. Students will come to the carpet and individually share what their letters are about.