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Mrs. Hiatt’s Persuasive Letter Lesson Plan
Lesson: Persuasive Letter
Length: 50 minute lessons for 4 days
Age or Grade Level Intended: 6th grade
Academic Standard(s):
EL.6.4.1 2006
Organization and Focus:
Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to
plan writing.
EL.6.5.5 2006
Write persuasive compositions that:
• state a clear position on a proposition or proposal.
• support the position with organized and relevant evidence and effective emotional
appeals.
• anticipate and address reader concerns and counterarguments.
Example: Write a persuasive essay on how the class should celebrate the end of the
school year, including adequate reasons for why the class should participate in the
activity described. Create an advertisement for a product to try to convince readers to buy
the product.
EL.6.4.1 2006
Organization and Focus:
Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to
plan writing.
EL.6.4.7 2006
Use a computer to compose documents with appropriate formatting by using wordprocessing skills and principles of design, including margins, tabs, spacing, columns, and
page orientation.
EL.6.4.8 2006
Evaluation and Revision:
Review, evaluate, and revise writing for meaning and clarity.
EL.6.4.9 2006
Edit and proofread one's own writing, as well as that of others, using an editing checklist
or set of rules, with specific examples of corrections of frequent errors.
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EL.6.6.1 2006
Sentence Structure:
Use simple, compound, and complex sentences; use effective coordination and
subordination of ideas, including both main ideas and supporting ideas in single
sentences, to express complete thoughts.
Performance Objective(s):
Given a graphic organizer, the student will have at least one topic and three supporting
details.
Given a topic, the student will write a persuasive letter that states a clear position and has
details that supports the position.
Given a revision checklist, the student will make at least three revisions to his paper.
Given an editing checklist, the student will make any corrections that are needed.
Given 15 examples of complex, compound, and simple sentences, the student will place
them in the appropriate groups getting at least 12 out 15 correct.
Assessment:
The teacher will assess the letter before it is mailed.
Advance Preparation by Teacher:
 Have a handout over the different parts of the letter.
 Have a copy of graphic organizer for student and show example.
 Have paper and pencil for the student.
 Edit checklist
 Revision checklist
 Envelope and stamp
Procedure:
Introduction/Motivation:
“When we really want something in life, but someone is telling us we can’t have it, what
can we do? Any ideas?” (Allow student time to answer) (Bloom’s: Application) “What is
it called when we are trying to talk someone into something? (persuade someone)
(Bloom’s: Knowledge) Well, since there has been something that you really want (Mrs.
Hiatt to come visit), we are going to write a letter in order to persuade the person in
charge.”
Step-by-Step Plan:
Day 1
1. After the introduction, write the different parts of a letter and what they mean on the
white board. (Gardner’s: Visual/Spatial)
2. Then, introduce the graphic organizer.
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3. Model my own graphic organizer.
4. The student will then fill in his graphic organizer. (Gardner’s: Logical/Mathematical)
5. Once finished, the student will then begin his first draft of his letter.
Day 2
1. Start out with a mini-lesson taken from NovaNet on subject-verb agreement. Do
several examples on the white board together and then have the student come up with
several of his own. (Gardner’s: Verbal/Linguistic)
2. The student finishes working on the draft.
3. Then, the student and teacher work together using the revising checklist to check over
the draft (make sure letter has the components of a persuasive essay).
Day 3
1. Start out with a mini-lesson on sentence structure (simple, compound, and complex
sentences). Have different examples for the student to identify and then group.
2. The teacher and student then work together using the editing checklist to go over the
draft.
3. If there is still extra time, then the student begins to type the letter.
Day 4
1. Start out with a lesson on how to address an envelope, fold a letter, and provide
example.
2. The student finishes typing the letter.
3. The student then folds the letter, puts it into the envelope, addresses the envelope, and
then we send it off.
Closure:
“Sometimes when we want something in life, we have to earn it and persuade people as
to why we deserve it. What are some different ways that we can do that? (Allow time to
answer) (Bloom’s: Comprehension) By writing this letter, it was a good example how to
take something that we want and take a constructive step as to how we can earn it. Can
you tell me three things that you learned from this week?” (Bloom’s: Knowledge)
Adaptations/Enrichment:
ED: This student will be provided with a step by step checklist to reduce frustration
levels. Also, this student will be provided with models, examples, and assistance to also
reduce frustrations. The student will be made aware at the beginning of the week that he
is writing this letter for a real purpose in hopes of earning something he wants in order to
make the task worthwhile.
Self-Reflection: At the end of the lesson, I will ask myself if the objective of the
lesson was clearly met. “Did the student understand the concepts of the lesson? Was the
student engaged? Will the student be able to apply the concepts later on? How was the
student’s behavior during the lesson?”
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Writing a Persuasive Letter
Persuasion Chart
Topic: I want to persuade
(audience)____________ to
________________________________
(purpose).
Brainstorm Organize your reasons here.
reasons
here.
Least important
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Most important
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Editing Checklist
1.
Is each sentence clear and complete?
2.
Can any short, choppy sentences be improved by combining them?
3.
Can any long, awkward sentences be improved by breaking them down into shorter
units and recombining them?
4.
Can any wordy sentences be made more concise?
5.
Can any run-on sentences be more effectively coordinated or subordinated?
6.
Does each verb agree with its subject?
7.
Are all verb forms correct and consistent?
8.
Do pronouns refer clearly to the appropriate nouns?
9.
Do all modifying words and phrases refer clearly to the words they are intended to
modify?
10.
Is each word in the essay appropriate and effective?
11.
Is each word spelled correctly?
12.
Is the punctuation correct?
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Revision Checklist
1.
Does the essay have a clear and concise main idea? Is this idea made clear to the
reader in a thesis statement early in the essay (usually in the introduction)?
2.
Does the essay have a specific purpose (such as to inform, entertain, evaluate, or
persuade)? Have you made this purpose clear to the reader?
3.
Does the introduction create interest in the topic and make your audience want to
read on?
4.
Is there a clear plan and sense of organization to the essay? Does each paragraph
develop logically from the previous one?
5.
Is each paragraph clearly related to the main idea of the essay? Is there enough
information in the essay to support the main idea?
6.
Is the main point of each paragraph clear? Is each point adequately and clearly
defined in a topic sentence and supported with specific details?
7.
Are there clear transitions from one paragraph to the next? Have key words and ideas
been given proper emphasis in the sentences and paragraphs?
8.
Are the sentences clear and direct? Can they be understood on the first reading? Are
the sentences varied in length and structure? Could any sentences be improved by
combining or restructuring them?
9.
Are the words in the essay clear and precise? Does the essay maintain a consistent
tone?
10.
Does the essay have an effective conclusion--one that emphasizes the main idea and
provides a sense of completeness?