Persuasive Writing

A PowerPoint presentation by:

Holly Browning

READ 7140: Methods of Teaching Writing

Persuasive Writing

Grade level: Kindergarten

Genre: Persuasive

Content Area Connection: Social Studies

Georgia Writing Assessment

Administered in grades 3, 5, 8, and 11

3rd grade scored on narrative, persuasive, informational, and response to literature

3rd grade teachers assess using rubrics

3 domains assessed: ideas, organization, and style

Pre-assessment Writing Prompt

Materials: writing paper, pencils without erasers, and crayons for each child

Draw a picture of your favorite toy. Using words, tell your friend why he or she

should get that toy.

Vocabulary Terms developmental spelling – an attempt by beginning

spellers to spell a word when the standard spelling is unknown; it involves using whatever knowledge of sounds or visual patterns the writer has.

guided writing – children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini-lessons and conferences.

independent writing – children write their own pieces, including (in addition to stories and informational pieces) retellings, labeling, speech balloons, lists, etc.

Vocabulary Terms (continued)

interactive writing – teacher and children compose messages and stories that are written using a “shared pen” technique that involves children in the writing

persuasive writing – writing for the purpose of trying to convince people to agree with you

shared writing – teacher and children work together to compose messages and stories; the teacher supports the process as a scribe

Georgia Performance Standards WritingELAKW1 The student begins to understand the principles of

writing. a.   Writes or dictates to describe familiar persons, places, objects, or experiences.b.   Uses drawings, letters, and phonetically spelled words to create meaning.c.   Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.

d.   Uses left-to-right pattern of writing. Content area:SSKCG1 The student will demonstrate an understanding of

good citizenship.

b.   Explain why rules should be followed.

Grouping Options

Instructional Grouping

Practice – whole group

Assessment – individual Developmental, Cultural, and Linguistic Needs

Speech

Low Socioeconomic

Accommodations/Modifications

Stages of DevelopmentUnlined paper

Large pencils Cultural and Linguistic BackgroundsSpeech

Low socioeconomic

Day 1: Persuasive Writing using Interactive Writing Instructional Procedures

Use interactive writing

Complete the graphic organizer as a class

Students complete their own graphic organizer

What is the rule?    

  

Why is this rule a good rule?

Reason 1:   

Reason 2:   

Reason 3:   

Day 1: Persuasive Writing using Interactive Writing Assessment

Students complete graphic organizer

Students use checklist

Teacher assesses using rubric

Name__________________________________ 

 Rules Graphic Organizer Checklist

Did I write a rule?

Is reason 1 a good reason why this is a good rule?

Is reason 2 a good reason why this is a good rule?

Is reason 3 a good reason why this is a good rule?

  Browning, H. Rules graphic organizer checklist. Unpublished checklist, Valdosta State

University, Valdosta GA. (copies for students needed) 

Did I write a rule?

The student chose a rule from the classroom.

The student did not choose a rule from the classroom.

Is reason 1 a good reason why this is a good rule?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Is reason 2 a good reason why this is a good rule?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Is reason 3 a good reason why this is a good rule?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Writes name all letters made correctly and in order

all letters were not formed correctly and/or letters were out of order

Uses left to right directionality

Uses left to right directionality

Does not use left to right directionality

 

Day 2: Persuasive Writing Using Shared Writing Instructional Procedures

Use shared writing to write a letter

Use information from graphic organizer to create letter

Dear Mrs. Browning’s Class, One rule that we have in our class is __________ _____________________________________ _____________________________________. _____________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Your friend,

 

Day 2: Persuasive Writing Using Shared Writing Assessment

Students use information from their graphic organizer to write letter

Students use checklist

Teacher assesses using rubric

Did I state my rule to finish the first sentence?

   

Did I write reason 1 in a complete sentence?

   

Did I write reason 2 in a complete sentence?

   

Did I write reason 3 in a complete sentence?

   

Did I write my name at the bottom?

   

 Teacher Scoring Guide 

Did I state my rule to finish the first sentence?

The student stated the rule to finish the first sentence.

The student did not state the rule to finish the first sentence.

Did I write reason 1 in a complete sentence?

The student wrote reason 1 in a complete sentence.

The student did not write reason 1 in a complete sentence.

Did I write reason 2 in a complete sentence?

The student wrote reason 2 in a complete sentence.

The student did not write reason 2 in a complete sentence.

Did I write reason 3 in a complete sentence?

The student wrote reason 3 in a complete sentence.

The student did not write reason 3 in a complete sentence.

Did I write my name at the bottom?

all letters made correctly and in order

all letters were not formed correctly and/or letters were out of order

Uses left to right directionality

Uses left to right directionality

Does not use left to right directionality

Day 3: Persuasive Writing Using Shared Writing Instructional Procedures

Use shared writing to make a chart of laws in the community

Students choose one law to draw a picture of and label

Name ______________________________________ 

 

Laws in Our Community                      

       Browning, H. (2007) Laws shared writing chart. Unpublished chart, Valdosta State

University, Valdosta GA. 

Day 3: Persuasive Writing Using Shared Writing Assessment

Students draw a picture of a community law and label the picture

Students use checklist

Teacher assesses using rubric

Name _______________________________________________  

Student Checklist - Laws 

Did I write my name?

Yes No

Did I choose a different law?

Yes No

Does my illustration match my law?

Yes No

Does my label match my illustration?

Yes No

Teacher Checklist – Laws 

Did I write my name?

Name is correct, letters in order

Letters are not in order and/or

not formed correctly

Did I choose a different law?

Chose a different law

Did not choose a different law

Does my illustration match my law?

Illustration matches law

Illustration does not match law

Does my label match my illustration?

Label matches illustration

Label does not match

illustration

  

Day 4: Persuasive Writing Using Interactive Writing Instructional Procedures

Complete graphic organizer using interactive writing

Students complete individually

 Rules Graphic Organizer

What is the rule?

  

Why is this rule a good rule?

Reason 1:   

Reason 2:   

Reason 3:   

Day 4: Persuasive Writing Using Interactive Writing Assessment

Complete graphic organizer

Students use checklist

Teachers use scoring guide to asses

Rules Graphic Organizer Rubric 

Did I write a law?

Is reason 1 a good reason why this is a good law?

Is reason 2 a good reason why this is a good law?

Is reason 3 a good reason why this is a good law?

Did I write a law?

The student chose a rule from the shared writing chart.

The student did not choose a law from the shared writing chart.

Is reason 1 a good reason why this is a good law?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Is reason 2 a good reason why this is a good law?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Is reason 3 a good reason why this is a good law?

The student gave a valid reason for having the rule.

The student did not give a valid reason for having the rule.

Writes name all letters made correctly and in order

all letters were not formed correctly and/or letters were out of order

Uses left to right directionality

Uses left to right directionality

Does not use left to right directionality

Day 5: Persuasive Writing Using Shared Writing Instructional Procedures

Complete graphic letter template using shared

writing

Students complete individually

 Dear Community Member,

 

One law that we have in our community is ______

 

_____________________________________

 

_____________________________________.

 

_____________________________________

 

______________________________________

 

______________________________________

 

______________________________________

 

______________________________________

 

______________________________________

 

Your friend,

Day 5: Persuasive Writing Using Shared Writing Assessment

Complete letter template

Students use checklist

Teacher use scoring guide to assess

  

 

 

 

Did I state my rule to finish the first sentence?

   

Did I write reason 1 in a complete sentence?

   

Did I write reason 2 in a complete sentence?

   

Did I write reason 3 in a complete sentence?

   

Did I write my name at the bottom?

   

Did I state my rule to finish the first sentence?

The student stated the rule to finish the first sentence.

The student did not state the rule to finish the first sentence.

Did I write reason 1 in a complete sentence?

The student wrote reason 1 in a complete sentence.

The student did not write reason 1 in a complete sentence.

Did I write reason 2 in a complete sentence?

The student wrote reason 2 in a complete sentence.

The student did not write reason 2 in a complete sentence.

Did I write reason 3 in a complete sentence?

The student wrote reason 3 in a complete sentence.

The student did not write reason 3 in a complete sentence.

Did I write my name at the bottom?

all letters made correctly and in order

all letters were not formed correctly and/or letters were out of order

Uses left to right directionality

Uses left to right directionality

Does not use left to right directionality