Stage 1- Desired Results
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
  • W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about,state an opinion, supply reasons that support the opinion, use linking words (e.g., because,and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • L.2.2.b-Use commas in greetings and closings of letters.
  • L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Essential Questions

  • How can writing persuade others to change their minds?
  • What tools do writers use to persuade others of their ideas and opinions?
Big Ideas

Enduring Understandings
  • We can persuade others towards our opinions and ideas through writing.

  • Writers can persuade others by clearly stating their opinions and giving supporting reasons.
Students will know…
  • The purpose of persuasive writing.
  • The different purposes for letter writing.
  • The elements of a letter.
  • The different word choices for salutation and closings.
  • Strategies for revising and editing.
Students will be skilled at …
  • Writing a persuasive letter that includes: date, salutation, body, closing and signature.
  • Writing a persuasive letter that states an opinion, supplies reasons, uses transition words, and connects ideas.
  • Spelling most grade level high frequency words correctly.
  • Writing and editing for correct ending punctuation and use commas in greetings and closings of letters.
  • Writing and editing for correct capitalization of the first words of each sentence, the pronoun “I,” proper nouns (people’s names, days, months, holidays, product names, and geographical names)and titles (Mr., Mrs. etc.).
Stage 2- Assessment Evidence
Performance Tasks: Write a persuasive letter using elements of appropriate letter format and persuasive writing.

Formative: Conferences and conference logs.

Summative: Students complete revising and editing checklist on their writing.

Student Self-Assessment: At the end of the unit, students will write a reflection piece on what they have learned about narrative writing.
Stage 3- Learning Plan
This unit teaches the structure and conventions of letter writing. It also introduces the concept of opinion writing, so it is imperative that you have students write persuasive letters.The graphic organizer will be utilized again in future units.

With guidance and support from adults, teachers may wish to have students email letters asa publishing option. This meets CCSS W.2.6: With guidance and support from adults, use a variety of digital tools to publish writing, including in collaboration with peers.

Lessons #1: Building Prior Knowledge
Lesson #2: Stationery Templates
Lesson #3: Model Thank-You Letter
Lesson #4: Letter Format (L.2.2.b)
Lesson #5: Word Bank (L.2.2.e)
Lesson #6: Capitalization(L.2.2)
Lesson #7: Persuasive Letter Graphic Organizer(W.2.1)
Lesson #8: Writing a Letter from Your Persuasive Letter GraphicOrganizer(W.2.1)
Lesson #9: Using Strong Supporting Reasons in Persuasive Letters(W.2.1, W.2.5)
Lesson #10: Final Project—Day 1 Choosing a Purpose and Audience (W.2.1)
Lesson #11: FinalProject—Day2 Editing(W.2.1,W.2.5,L.2.2)
Lesson #12: Final Project—Days 3 and 4 Finishing and Final Support

Full Lessons:
Sample Parent Letter: