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.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Essential Questions

  • How can persuasive writing be crafted so it motivates and influences a reaction from its audience?

  • What are the techniques of persuasive writing?
  • How can a writer effectively hook their audience?
  • How will a writer close their argument?
Big Ideas

Enduring Understandings
  • Writers write to tell their opinions and try to persuade others.
  • There is a craft to writing effectively.

  • Authors use specific strategies to persuade readers.
  • I can study the work of authors to help learn the craft of writing.
Students will know…

  • what it means to persuade your reader.
  • the format of a persuasive essay (hook, thesis, body, support, closing/call to action)
  • what it means to critique others and self-critique.
  • how grammar and conventions can affect meaning and understanding in a piece of writing.
  • Why and how to use the writing process to produce effective writing.
  • How to write a multi-paragraph essay using details from text
  • Howto introduce character and text they are writing about,state an opinion, and create an organizational structure that lists reasons.
Students will be skilled at …
  • Critiquing their own writing and the writing of their peers.
  • Clearly stating opinion in the introduction
  • Writing opinion pieces based on text
  • Supporting a point of view with reasons.
  • Using linking words and phrases to connect opinion and reasons.
  • Providing a concluding statement.
Stage 2- Assessment Evidence
Performance Tasks: Students revise and edit a persuasive letter stating concerns in the community.

Formative: Students will write several seeds of opinion character analysis in their writer’s notebooks. Conference with students to support their application of the skills and strategies taught in the mini-lessons.

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 opinion writing.
Stage 3- Learning Plan
Lesson #1: What do we know about persuasive writing?
Lesson #2: How do I get ideas for persuasive writing?
Lesson #3: What are the characteristics of persuasive writing?
Lesson #4:What are other characteristics of persuasive writing?
Lesson #5: How can I support my position with relevant details and supporting examples and/or reasons?
Lesson #6: What language do persuasive authors use?
Lesson #7: What are the parts of persuasive writing?
Lesson #8: How can I use what I know to write persuasively?
Lesson #9: How do I address the concerns of my audience?
Lesson #10: How do I select a topic? What are my important reasons for selecting a topic to publish?
Lesson #11: How can I use a flow chart to organize a draft?
Lesson #12: How do I write a draft from a flow chart?
Lesson #13: How can I write effective leads?
Lesson #14: How can I write effective conclusions?
Lesson #15: How do I make sure that my sentences are constructed in different ways that give my writing interest and rhythm?
Lesson #16: How does my writing compare to the persuasive writing rubric?

Full Lessons:
To incorporate the Common Core State Standard 3.W.6, to "use a variety of digital tools to produce and publish writing," you may choose to:
  • Take digital photographs of shared experiences.
  • Create a PowerPoint of writing with voice recordings.
  • Use story-making applications from iPads or other tablets.
  • Type final projects-use WORD publishing forms such as post cards and brochures.
  • Share writing over school announcement system.
  • Have students project the written pieces using a document camera.