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Persuasive Writing

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Meaghan Kearney

on 18 November 2013

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Transcript of Persuasive Writing

Young writers have a voice. It's our joy to help coax it out of them. Our students identify themselves as writers and authors. We value their thoughts and ideas. We guide them as they attempt to express themselves in an organized manner for real audiences. Ultimately, we hope they see writing as a means of authentic expression.
Exploring Mentor Texts
and Modeling Writing
Student writers making plans using pre-writing strategies to test their ideas.
Student writers read-over their writing, confer with peers and teachers, and meet in guided writing groups with the goal of improving their drafts.
Plan an authentic purpose for sharing and publication of student writing.
Our Beliefs
Drafting in 2nd Grade
Exploring Persuasive Techniques:

In 2nd Grade, students used the "Think, Pair, Share" strategy to brainstorm persuasive ideas and began exploring persuasive techniques independently.
Context: The new principal challenged students to read 69,500 books this school year. If students meet the goal, not only will they earn Reading Fun Day, but he will go above and beyond by doing something extra (and possibly embarrassing) of the students' choice.

Choosing ideas: In groups of 4 or 5, students brainstormed ideas for Reading Fun Day.

Drafting: Students completed an organizer then began individually drafting their ideas using persuasive techniques. During drafting, students shared out a sentence or two that contained a specific persuasive technique.
Conferring Process
A meeting of two writers to discuss a piece of writing.
Drafting Part 2 in 2nd Grade


Conferring Process

Anecdotal Notes
Guided Writing
We met with small groups, based on their common needs, and guided their writing through direct instruction of a specific common learning goal.
Standards of Learning
Although Persuasive Writing is not an SOL until Grade 5, we all work together, throughout the years, to help students towards that culminating goal.

Guided Writing Groups

Conferring Process

Adapted expectations



Independent Writing


Guided Writing


Daily 5

Independent Writing Routines

Setting Expectations

Gradual Release and Practice
2nd Grade SOLs addressed in this unit
2.12 The student will write stories, letters, and simple explanations.
a.) Generate ideas before writing.
d.) Revise writing for clarity.

2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
h.) Use correct spelling for commonly used sight words, including compound words and regular plurals.
i.) Use commas in the salutation and closing of a letter.

2.3 The student will use oral communication skills.
a.) Use oral language for different purposes: to inform, persuade, to entertain, to clarify, and to respond.
b.) Share stories or information orally with an audience.
c.) Participate as a contributor and leader in a group.
Focus: Revision
Focus: Editing
4th Grade SOLs Addressed
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use subject-verb agreement.
b) Include prepositional phrases.
c) Eliminate double negatives.
d) Use noun-pronoun agreement.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.
4.9 The student will demonstrate comprehension of information resources to research a topic.
- Construct questions about a topic.
- Use technology as a tool to organize, evaluate, and communicate information.

4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Thank You
Contact Info
Courtney Allen courtney.allen@apsva.us

Meaghan Heiges
After reading and viewing several examples of persuasive writing we made a list of features.
We read mentor texts and listed the most important features of persuasive writing. We then used them as a model for how to write our drafts.

At both grade levels, we modeled our planning and drafting using Google Docs projected on our Smartboards.

Features and Purpose
Drafting in 4th Grade
Context: With a new principal this year, I asked students to think of one thing they would like to persuade him to add, change, or delete from the school year.
Drafting: They started putting ideas into sentences in their writing notebooks. They conferred with peers. Then they drafted on GoogleDocs independently.
Choosing Ideas: Students developed a list of ideas, individually. They met with peers to revise the list of ideas before choosing one to start drafting.
Recording Sheet
Context: My student writers surprised our new Principal with a collection of persuasive letters. You can imagine his reaction!
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